Movement Wednesday

1. Today, we are going to continue to examine the ideas/events that influenced the colonies and how this period helped to shape our existing government.
2. Warm-Up: Reflect on (Think about, then write about what “it” means to you) the following quote: "The time is always right to do what's right"---Dr. Martin Luther King, Jr., commencement speech at Oberlin College, 1963-1964
3. Enlightenment & Great Awakening
1. Current Movements (Good ideas & discussion): Education/Testing, Legalization of Marijuana, Sustainability/Recycling/Climate Change, Information Technology, 2nd Amendment, GMOs, etc.
2. Revisit Ideas
3. Venn-Check

Period 1: Thank you for your feedback about Monday and about the Current Events assignment. To clarify, CURRENT EVENTS (CE) WILL BE A WEEKLY ASSIGNMENT DUE ON MONDAYS, unless otherwise stated (I'll let you know if there won't be one). We may or may not have a CE discussion on Mondays.

BOTH CLASSES, PERIOD 1 AND 2:

1. CURRENT EVENTS (CE) WILL BE A WEEKLY ASSIGNMENT DUE ON MONDAYS. We may or may not have a CE discussion on Mondays.

2. Also, please check your grades (online/ask me) and let me know if I need to adjust any grades (if you've turned something and I didn't note it, Remember: Keep your receipts!), and so you can also see if you need to resubmit an assignment. I <3 Revisions almost as much as I <3 specificity! You have 2 weeks after you get it back to resubmit an assignment.

3. Also, if you are absent, and turn in work after your return, please write "ABSENT, (and the date of your absence)", for instance: "ABSENT, 9/26". Holla back to Cat M. in 2nd Period for her brilliance!

Block Tuesday

Period 2 Block Tuesday

Abridged Version of Current Events Discussion

-1 story/region

-Will try discussion in circle seating next time (instead of back in table groups)

In the Book, continuing Ideas Influencing the Colonies

-p. 30, image of colonial government branches, explain "power of the purse" 

-p. 36-38, Venn Diagram of The Enlightenment & The Great Awakening

-Crash Course U.S. History clip, the Great Awakening

-left off with, "Are we predestined?", will discuss tomorrow

Monday w/o Ms. Morita

Period 1 Block: Monday, September 23, 2013

Directions for Today’s Activities

1. Please don’t have too much fun without me. Please follow directions carefully & watch your time!

2. Current Events (40mins): I admit, I’m human, and I forgot to remind you about doing our weekly current events write-up. To those of you who did it, you rock! Get your paper stamped. To the rest of you, mea culpa, and please use 15 minutes to select a news story and complete your write-up. You can work together with a partner, but please remember you have your own brain, and I expect independent thoughts/opinions in your conclusion! Turn in your CE to tray after discussion.

After those 15 minutes, conduct the discussion process: 1) as a table group (5mins), 2) as a region (5mins), and 3) as a whole class (15mins). I know you are capable, so please help facilitate a worthwhile discussion by asking questions and respectfully inserting your opinions/thoughts. I’m giving you this time to have a serious-ish conversation about what’s going on in OUR world.

4. Finish Ideas Influencing the Colonies/Begin Events Preceding the Revolution (60mins)

Step #4 culminates with a table group project. Please work together to ensure that all group members are included in the process. There should be ample time to complete these tasks, please do not rush to “get ‘er done”. Do it well. However, those groups who work most efficiently will be able to select their project topics first.

1. Using The Americans textbook, read the two sections on p. 30 (“Colonial Governments” and “Growing Spirit of Self-Determination”). On a single sheet, 1) draw an image to represent the three branches of government, as described in the first section, and 2) explain what “power of the purse” means. 3) Explain the concept of self-determination in a) what it meant for the colonies, and b) what it may mean to you as an individual.

2. Ch. 2, p. 34-36, read the two sections “The Enlightenment” and “The Great Awakening”.  Please read these to help you create a Venn diagram (each circle contains its own “different” properties, the space shared by the two circles contains “shared” properties) on the same single sheet that includes: 1) at least 3 main ideas of each, 2) 3 things it encouraged people to do, and 3) what effects these movements had in common. TURN IN.

3. Take a 3-minute break. Be responsible with your time.

4. Read the first section of the Ch. 2 summary sheet, called “Colonial Resistance and Rebellion”. As a table group, select one of the following events, based on chapter 2’s sections, to create a mini-poster (each table will do a different event): Sugar Act, Stamp Act, Boston Massacre, Boston Tea Party, The Intolerable Acts, Lexington & Concord, The Ideas Behind the Revolution, or Thomas Paine’s Common Sense. Please write your topic on the white board.

...END OF MONDAY.

...FOR WEDNESDAY:

For your mini-poster, read the section in the book. Then, using a poster paper/pens/crayons, include:

·      a title that conveys the significance of the event, not just names it (No “Boston Massacre”),

·      3-5 bullet points of SPECIFIC historical facts/details, and

·      an image,

ALL of which accurately portray the event, and how it contributed to the colonies’ resistance and rebellion against the British. You may be asked to present this on Wednesday. Turn in to front desk by end of class.

Note: Each group member will use a different color to indicate his/her contribution to the collaborative poster, particularly the bullet points. Please use a legend to indicate which color = which student. Review rubric, complete last portion, and turn in rubric.

Aloha Falcon Friday!

1. Continuing Question Of The Day: How did we get/end up with this type of government? And, how did long, long ago (the colonial time period) affect it?
2. Comprehension Check:1) What are the major reasons for colonists to immigrate to America? 2) Briefly explain the concept of mercantilism.
3. Mercantilism, Great Awakening, etc. thru Crash Course History #5
4. Finish our “Never Say Lecture” Lecture (Use your notes/packet!)
5. Period 1: Heads-Up! (I'm gone on Monday!)
6. Period 2: Current Event #2

mea culpa Thursday

1. HW CHECK! (Please take it out to be stamped.)

2. Warm-Up: Based on yesterday’s simulation, do you believe the feudal system was “FAIR”? How is this type of class system perceivable in our current society?

3. Mea Culpa: Question Of The Day (QOTD)/Purpose

• Unit 1 : The Foundations of the U.S. Government and the U.S. Constitution

4. QOTD: How did we end up with this type of government? And how did the very far past (colonial time period) affect it?

"Never Say Lecture" Lecture Notes on the QOTD (Click Here)

+ What do you do to remember this stuff?!?!?! "M-side! Make Money!!"

Happy Wednesday!

1. Warm-Up: How did the Current Events discussions help you to become better informed? What went well, what would you change?
2. Current Events Feedback
   
3. America: Story of Us “Rebels” clip
4. The Constitutional Government, inspired by Britishistory
5. Class, Feudalism & M&Ms
6. HW: Read the "Constitutional Government" packet (click here for a very similar packet) and answer the questions. What questions you may ask??? Packet Questions
1. Draw an image to represent the feudal system. And, explain how the feudal system promoted the idea that government is a contract between government and the governed.
2. Explain the importance of each of these documents:
1. .Magna Carta
2. Petition of Right of 1628
3. English Bill of Rights of 1689

Unequal Distribution of Land, Wealth, Resources, M&Ms...

1. *Monarchy:
   *King/Queen
   *Other Royalty
   *Nobles :
   *Lords/Ladies
   *Common People:
   *Knights
   *Vassals
   *Merchants/Farmers/Craftsmen
   *Peasants/Serfs
1. 

Happy Block Monday/Tuesday!

BLOCK PART 1:

1. Some Notes on Notebook Check #1

• good note taking from class discussion
• some citations (basic, will work towards MLA format, did someone say MoodleTools?)
• many acknowledging both sides of the arguments, some say bad outweighs good, see both perspectives (EMPATHY! Booyah!) Keep doing what you've learned in LA...
• Review Questions mostly complete (Don't copy verbatim, Can't tell if you know it or know how to copy)
• Conserve paper, doesn't need to be a new page
• What's the difference between using the term "workers" vs. "slaves"
• Must distinguish between Columbus killing 3 million, versus killing some and he was a part of the "Columbian" exchange that brought disease
• Bias, not good or bad, as long as you recognize that almost everything is biased, even "facts"
• If you didn't finish, what can i do/you do to help finish next time?
• How do we judge morals OF THAT time?
• NAMES! If you like it then you shoulda put your name on it: (on front of notebook)

1. What’s Goin’ On Current Events
1. As a table group
2. Local/State/National/International
3. As a class
2. America: Story of Us Episode #1 “Rebels” [18’30”+] CLICK HERE
1. Quick Check for Understanding: Why were the colonists getting mad?