Period+3+SS+(8-0)

Period 3 SS (8-0)


 * Writing rubric for writing assignments:**
 * 4 = A
 * 3 = B
 * 2 = C


 * 5/22/12**
 * 1**. Read and highlight chapters 33 - 35 and complete "What's Important"
 * 2.** Finish up CONSTITUTIONS you created in groups
 * 3.** no test til Thursday 5/24


 * 5/18/12**
 * 1. SILENT** reading and highlighting of chapters 33 and 34. Continue your "what's important" statements. REMEMBER...today is the last day of lap tops. (20 minutes)


 * 2**. **CONTINUE** creating your East Hills CONSTITUTION (which you began yesterday). We will discuss your ideas on Tuesday the 22nd.

HW: none


 * 2.**
 * 5/17/12**
 * 1**. BASD survey


 * 2**.Discussion of "Experimenting with a Nation."


 * 3**. If East Hills 'broke away' and became 'free'...what changes would you make in order to make it better?
 * Would education still be important? What would be taught? How would you know it was being learned?
 * Would students be FORCED to attend school? How? Why?
 * How would classes be set up differently? Would grade levels be necessary?
 * What would do about 'rules'? Abolish them? Change them? How would you enforce them?
 * Assuming that the custodial and cafeteria staff remained, would you require any other adults in the building? What would be their responsibilities, and what power would they have?
 * If you use a GoogleDoc...name it **80bellCONSTITUTION**.


 * 4**. In your groups (let's call each group a 'colony')...create a CONSTITUTION that addresses those questions (and others) that I've listed above to create a BRAND NEW East Hills Middle School.


 * 5**. Read and highlight the Thomas Jefferson chapter "A Man with Ideas." (ch. 34).


 * NEXT TEST will be shorter...15 questions...open notes on chapters 33 - 35. Probably on May 23.**


 * 5/16/12**
 * 1. Read and highlight** ch 32 "Experimenting with a Nation" and ch. 33 "Looking Northwest"


 * 2. "What's Important" groups -** (these last summaries may have to combine GoogleDocs and pencil/paper since lap tops are being collected early next week.)


 * 5/15/12**
 * 1. Ch. 29 -** quiz?


 * 2. 1776 finale**


 * HW: read ch. 31 "When It's Over, Shout Hooray"**


 * BONUS -** Write a paragraph or two explaining the parts that Henry Knox and Mary Katherine Goddard played in the war (read ch. 30 "More About Choices" for information). **Share it as 80felsherKNOX.**


 * 5/14/12**
 * 1.** Career speaker survey...not sure how long it takes.


 * 2. //1776// (**ALMOST finished)


 * HW: read ch. 29 "The States Write Constitutions"**


 * 5/11/12**
 * 1.** Ch. 28 quiz


 * 2. 1776**


 * HW: correct tests AND write the passage that includes the correct response**


 * 5/10/12**
 * 1. No quiz on ch. 27....but what was happening?**


 * Very famous scene being depicted...what is it?**

Washington's route:


 * //"These are the times that try men's souls; the summer soldier and the sunshine patriot will, in this crisis, shrink from the service of his country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph."//**


 * 2. //1776 -//** any questions?


 * HW - ch. 28: "Valley Forge to Vincesses" (pages 130 - 134)**


 * 5/9/12**
 * 1. QUIZ** on chapters 25 and 26


 * 2. //1776// -** up to #13


 * HW - ch. 27 "Howe Billy Wished France Wouldn't Join In" (pages 126 - 129)**


 * 5/8/12**
 * 1. //1776// -** review questions #1 - #3 (for those absent)


 * 2. //1776//**


 * HW: ch. 25 "Black Soldiers" and ch. 26 "Fighting a War" (pages 121 - 125)**


 * 5/7/12**
 * 1. TEST -** chapters 16 - 21


 * 2**. **LAST PACKET** of the YEAR!


 * HW**: Read and highlight ch. 24: "Soldiers from Everywhere"


 * 5/4/12**


 * //1776// - first half hour (questions #1 - #3)**


 * 5/3/12**


 * 1. "Signing Up"**
 * What was the Declaration "declaring" (from ch. 20)?
 * What were these men signing?
 * What else were they signing?


 * 2.** Last day for summaries.


 * HW - Complete "What's Important" for 16 - 21 (TEST MONDAY)**


 * 5/2/12**
 * 1. "Declaring Independence" (chapter 20)**
 * How is it possible to 'declare' that all men (meaning all mankind) have 'the right to be free'...and still maintain the practice of SLAVERY?
 * How is it possible for some of the signers of the "Declaration" to be ANTI-slavery...but still own slaves?
 * What would have happened if the "cruel war against human" (ie. slavery) part would have been left in the Declaration?
 * Was it right to remove that passage?


 * 2**. And interesting correspondence between Thomas Jefferson (white) and Benjamin Banneker (black)...p. 102


 * 3**. What's Important summaries...today ch. 20 and tomorrow ch. 21.


 * BONUS for tonight:** Write a brief paragraph explaining what is interesting about the man named Benjamin Banneker...considering he was a black man living in the 1700's. What is...unexpected...about the what he was able to accomplish and the 'correspondence' he had with Thomas Jefferson?
 * If you complete it, name it 80silvasBANNEKER** **and share it with me.**

Monday - ch. 18 "The War of the Hills" (89 - 93) Tuesday - ch. 19 "Fighting Palm Trees" (94 - 97) Wednesday - ch. 20 "Declaring Independence" (98 - 101) Thursday - ch. 21 "Signing Up" (103 - 105) Friday - Begin //1776// film
 * 4/30/12 & 5/1/12**
 * Where are we?**


 * Monday, May 7 - TEST on chapters 16 - 21**
 * Sound reasonable?**


 * 4/27/12**
 * 1. Revolutionary War Cartoon!**


 * 2. READ ch. 18 ("The War of the Hills") ALONE (89-93).**
 * Read for understanding.
 * Don't highlight.
 * Don't try to memorize.


 * 3**. 15 minutes of silently reading that chapter. THEN A QUIZ?


 * 4**. **THEN get into your 'highlighting' and 'what's important' groups**
 * Your "What's Important" summary statements will cover chapters 16 - 21.
 * The test will be similar to the last one.
 * After the test, we will be watching an AMAZING Broadway Musical (Film) all about the "Declaration of Independence"!


 * 4/26/12**
 * 1. READ ch. 17 ("Naming a General") ALONE (85 - 88).**
 * Read for understanding.
 * Don't highlight.
 * Don't try to memorize.


 * 2**. 15 minutes of silently reading that chapter.


 * 3**. **THEN get into your 'highlighting' and 'what's important' groups**
 * Your "What's Important" summary statements will cover chapters 16 - 21.
 * The test will be similar to the last one.
 * After the test, we will be watching an AMAZING Broadway Musical (Film) all about the "Declaration of Independence"!


 * 4/25/12**
 * 1. READ ch. 16 ("On the Way to the Second Continental Congress") ALONE (80 - 84).**
 * Read for understanding.
 * Don't highlight.
 * Don't try to memorize.
 * Try to be able to verbally explain the QUINTESSENCE of these 5 pages.


 * 2**. **QUIZ** after everyone has completed.


 * 3**. **NOW get into your 'highlighting' and 'what's important' groups**
 * Your "What's Important" summary statements will cover chapters 16 - 21.
 * The test will be similar to the last one.
 * After the test, we will be watching an AMAZING Broadway Musical (Film) all about the "Declaration of Independence"!


 * 4/24/12**
 * 1. READING**
 * Why is 'reading' the most important of all academic skills?
 * What is the difference between 'identifying words' and 'comprehending ideas'?
 * Why do people 'read for answers' instead of 'read for understanding'?
 * Why are some people 'good readers' who always seem to 'get it'?
 * What is 'reading between the lines'? Why is this an important skill?
 * How can 'reading' transfer into a REAL life skill (ie. not merely recognizing the words that are printed on paper)? What ELSE can be read?


 * 4/23/12**
 * 1. Test review**
 * Each question was worth 2 points
 * Locate and write the number of each question you answered incorrectly
 * Next to that number, quote a sentence or passage from the packet that indicates the CORRECT answer (and place the page number next to it.)
 * You will 'earn back' ONE POINT for each of your corrected answers
 * **CONGRATULATIONS:** Megan P, Daniel Q, Kylee S, and John S. (exempt from this activity)


 * 2. No HW**


 * 4/20/12**
 * 30 question OBJECTIVE test on chapters 10 - 15. (Open GoogleDoc notes)**


 * NO HW**


 * 4/19/12**
 * - How can there be a //'shot heard round the world'//?**


 * 1**. Read and highlight ch. 14 "One if by Land..." and ch. 15 "An American Original" (pages 69 - 79)


 * 2.** Complete GoogleDoc statements for chapters 14 and 15.


 * HW:** Finish the GoogleDoc statements for chapters 14 and 15.


 * 4/18/12**
 * 1**. Read and highlight ch. 12 "The Firebrands" and ch. 13 "A Massacre in Boston" (pages 56 - 68)


 * 2.** Complete GoogleDoc statements for chapters 12 and 13.


 * HW:** Finish the GoogleDoc statements for chapters 12 and 13.


 * Boston Massacre: a realistic depiction?**


 * 4/17/12**
 * 1.** Continue reading and highlighting **Ch. 10: "The Rights of Englishmen"** - (pages 46 - 49)


 * 2.** Continue with your **GoogleDoc** "What's important in chapters 10 - 15" GoogleDoc


 * 3**. Begin reading and highlighting **Ch. 11: "A Taxing King"** - (pages 50 - 55)


 * NO HW of course, but you have been provided with enough time to complete chapters 10 & 11.**


 * 4/16/12 - no Social Studies class.**


 * 4/13/12**
 * 1.** Reading check (10 points) and chapters 5 & 6.


 * 2. The next test will be OPEN NOTES based on the GoogleDoc you and your partners create:**
 * It will cover chapters 10 through 15 (pages 46 - 79)
 * You will **NOT** use the packet for the test; just your **"What's Important"** statements for each chapter (around 4 - 8 per chapter?)
 * I will create the **test based on MY "What's important"** statements.
 * The date of the test is not yet determined - PSSA's preclude definitiveness.


 * 3**. Read and highlight **Ch. 10: "The Rights of Englishmen"** - (pages 46 - 49)


 * 4**. **Begin GoogleDoc** "What's important in chapters 10 - 15" GoogleDoc


 * 5**. Groups that typically bicker loudly, treat 'work time' as 'play time,' go on chat, go to other sites, always have reasons why nothing is 'saved,' etc...please **STAY GEOGRAPHICALLY AWAY FROM THE GROUPS THAT WORK**.


 * 4/12/12**
 * 1.** Career Speaker Day - Ms. Charise Gieger (Law - Juvenile Probation)


 * 2.** Read and highlight chapters 5 & 6**: ("Pitt" and "Au Revoir")...pages 31 - 35.**


 * 3.** Helpful Maps:

__**North America BEFORE the French and Indian War**__

__**North America AFTER the French and Indian War**__


 * A side by side comparison**


 * 4/11/12**
 * 1.** Print/submit Quiz questions for "A Most Remarkable Man"


 * 2.** Take quiz


 * 3.** Read and highlight chapters 5 & 6**: ("Pitt" and "Au Revoir")...pages 31 - 35.**


 * 4.** In groups of 2 - 4, write 5 quiz questions about the chapter (to be submitted to me tomorrow).


 * HW:** Reading should be completed and quiz questions prepared. READ ONLY...I will make the quiz.


 * 4/10/12**
 * 1.** Complete #2 and #3 from April 4.


 * 2.** Read and highlight chapter 4**: ("A Most Remarkable Man")...pages 25 - 30.**


 * 3.** In groups of 2 - 4, write 5 quiz questions about the chapter (to be submitted to me tomorrow).


 * HW:** Reading should be completed and quiz questions prepared.


 * 4/4/12**
 * 1. LONG packet -** from "The French and Indian War" to "Declaration of Independence"
 * PREDICTION: What were the 'sides' in The French and Indian War and what was the war about?
 * Read and highlight pages 21 - 23 to discover the answers.




 * 2**. Made for TV edit of film about "The French and Indian War" (Answer these questions as you view):
 * What do the opening shots of film REVEAL about what this land (part of New York state) was like at the time?
 * What do you observe about the 'ways' or 'lifestyle' of the people living in America in the 1750s?
 * Describe any moments of English 'arrogance': Either how they feel about themselves, the colonists, or the Indians.
 * Why doesn't the Huron ambush (led by Magua) succeed?
 * What was happened at the Cameron homestead? And what is surprising about the reaction of Nathaniel "Hawkeye" Poe, Chingachgook (his Indian father), and Uncas (his Indian brother)?


 * 3**. Back to reading the packet pages 23 and 24:
 * Why did General Braddock fail, and what did LESSONS did George Washington learn?

4/3/12
 * 1.** All six paragraphs shared with mfc3067 by Tuesday, April 3rd: **80bifulconTHESIS**.


 * 2**. Take **20 minutes** to answer the following questions from chapters 40 & 41 (pages 152 - 158)....the Tanner/Joeshua method or GoogleDocs
 * In the 1700's how far "WEST" did the colonies extend? Why?
 * What is a 'divide'?
 * What is a 'trailblazer'?
 * Why would people want to move west?
 * Why would Daniel Boone be the type of 'hero' that Americans (even Abraham Lincoln) would look up to?
 * What was Daniel Boone's importance regarding the "Wilderness Road"?
 * What is a 'water gap'? (not in the packet but in important in terms of EXPANSION TO THE WEST


 * 3**. **Some AMAZING pictures:**

- An aerial view of part of my ride home from school:

- what it looks like 'live'....(why am I showing you this, you may ask):

- a view of the CUMBERLAND GAP...of which the "Wilderness Road" is a part. Where is this?

- And a panoramic view of the Cumberland Gap:

- Of course the modern version:

- Famous painting of Daniel Boone on the "Wilderness Road":

- modern version of the same scene...I read that the modern painter thought the old one made the journey look too 'easy':

- And closer to home. Recognize this?

No Homework


 * 4/2/12**
 * 1.** Today is another 'work day' to complete the SIX paragraphs. **A class participation grade will be assigned today based on your productivity.**


 * 2. Refer to the** explanation of the assignment:and also to a sample of a lengthy paragraph I wrote in support of one of the theses.


 * HW:** Read ch. 40 "Over the Mountains" in your packets.
 * HW:** All six paragraphs shared with mfc3067 by Tuesday, April 3rd: **80bifulconTHESIS**.


 * 3/30/12**
 * 1.** Yesterday was a day of people trying to select which of the pair of thesis statements they agreed with and then trying to find the 'right answer.' There IS no right answer.


 * 2.** In each paragraph you state your opinion and HOPEFULLY find a piece of 'expert opinion' to back yours up.


 * 3.** Go once again to an explanation of the assignment:
 * Scroll to the bottom
 * Notice the 'quotes' and 'citations' that I found that your may find useful. (I worked on these instead of writing up a chapter 39 quiz...in hopes they'd be helpful).


 * 4.** Also here is a sample of a lengthy paragraph I wrote in support of one of the theses.


 * 5**. You will have today and Monday the 2nd to work on these; you SHOULD have two or three paragraphs completed by the end of today's class. **A class participation grade will be assigned today based on your productivity.**

HW: All six paragraphs shared with mfc3067 by Tuesday, April 3rd: **80bifulconTHESIS**.


 * 3/29/12**
 * 1. Revised thesis/citations assignment found here.**

So once again **'in-text' citations** are explained well here. Citing web addresses in particular are explained well here (especially at the bottom of the page.) A new tool that automatically sets up a WORKS CITED page for you is found here
 * 2. HOW TO FORMAT CITATIONS (Each of the links below will be helpful in the future; copy and paste them into an email to yourself:**


 * HW: Read about the 13th colony: Georgia (ch. 39 "Four and Nine make Thirteen") ....QUIZ maybe?**

Original 2 - 3 papers may be submitted for extra credit.


 * 3/28/12**

- Have you ever used as your argument, **"Well it's MY opinion?"**
 * - Have you ever had an OPINION about something that changed over time? Why? What happened?**
 * - Or when asked 'why' you give the classic answer: "Because it just IS!"**

//from Webster: ‘a position or proposition that a person advances and offers to maintain by argument’//
 * What is a THESIS statement?**
 * - a simple, debatable, defendable statement (ie. valid opinion)**
 * - not too complicated, not a fact, but it can be supported**


 * What is a citation?** It's like saying, "Here is what someone who is MORE of an expert says to back up my opinion...and here's where you can look it up if you feel like it."


 * CITATIONS** can be direct (meaning you put the expert's EXACT words in quotes.)
 * CITATIONS** can indirect (meaning you change them around or paraphrase but STILL give credit to the expert.)
 * Nowadays**, you just show the reader of your paper where you found your info by "citing" the expert source right in the paper.

So once again **'in-text' citations** are explained well here. Citing web addresses in particular are explained well here (especially at the bottom of the page.) A new tool that automatically sets up a WORKS CITED page for you is found here
 * HOW TO FORMAT CITATIONS**

__**Chapters 17 - 40 discuss the founding, the development, and the differences among the first 13 colonies.**__ A 1-2 'research paper' in which you... - defend a thesis statement - 'cite' Joy Hakim to support your opinion - and cite a second source (internet) ...are IS CERTAINLY posssible for students or your ability level.

In the early days of colonization the strict, religious colonies had a better chance of surviving and succeeding than more 'relaxed' colonies. The strict, religious colonies ultimately failed.
 * Here are some possible thesis statements I came up with when I woke up this morning:**

The relationship between the colonists and Indians were almost always violent and disastrous. There are many times that the colonists and Indians learned to live in cooperation.

As in England, good opportunities in the American colonies were primarily available only to the very rich. Unlike England, opportunities to succeed were available to nearly anyone.

If it weren't for slavery, the southern colonies would have failed. Even without slavery, the southern colonies could have succeeded.

Life in a pre-planned, well-organized colony was far better than living in a colony which developed 'naturally.' Life in a colony that developed 'naturally' was far better than living in a pre-planned, well-organized colony.

It is better to live in a society with people who share similar beliefs and goals. (remind me to tell you my sister just came back from Puerto Rico). It is better to live in a society in which most people do not share the same beliefs and goals.

You can use one of my ideas, Mr. Mahon's idea, or BETTER STILL...a thesis and opinion of your own!


 * HW: Read about the 13 colony: Georgia. (ch. 39 Four and Nine make Thirteen)**

VERY HANDY GUIDE for 'in text' CITATIONS: http://owl.english.purdue.edu/owl/resource/747/2/
 * 3/27/12**

VERY HANDY 'WORKS CITED' TOOL: http://www.easybib.com/

What IS a thesis?


 * 2/10/12**
 * Because of Freedom counselors and career speakers, all work (summaries and tests) pertaining to the MIDDLE COLONIES will be due WEDNESDAY, February 15th. Yes, most of you have already completed and shared it, so this won't pertain to you.**


 * Mr. Mahon will be starting a new unit in class with you on Monday, BUT to reiterate...your MIDDLE COLONIES work is not due until the 15th.**


 * Happy Valentine's Day.**


 * 2/9/12**
 * A slight (very slight) change on the MIDDLE COLONIES project because of my absence AND the difficult in exchanging tests with other groups (which seemed to have been switching around a bit).**


 * 1. (50 points) The 'WHAT'S IMPORTANT' SUMMARIES from chapters 24 - 29**. This is the same as was it was before. Most groups have already shared that document with me. They are shared with mfc3067@gmail.com and named 80palmermMIDDLE.


 * 2. (25 points) The 25 QUESTION TEST** you are creating that corresponds with your SUMMARIES. This is the same as it was before. A few groups have already shared that test with me. Most of you will still be working on it in class today.


 * 3. (25 points). THIS is the part that's different. INSTEAD** of administering your test to another group (which would have been a good experience), simply **provide me with the ANSWER KEY to your questions**. That means "This is what the students should have written in order to be correct." This should eliminate the confusion of exchanging and grading each other's papers...but this way there's **STILL that extra 25 points for knowledge of your own 'answers.'**


 * Your self-created test (with answer key) should be completed and shared by the end of class Friday the 10th, but there will be no point deduction as long as it is shared with mfc3067@gmail.com by Monday the 13th.**

Depending on work time required and the number of you already completed, **Mr. Mahon //may// also begin the next unit (SOUTHERN COLONIES) with** **you tomorrow 2/10/12**. That will begin at his discretion.

2/8/12 1. Many **of you have not shared your quiz which was the classwork for 2/7/12.**

2. Please **check the MIDDLE COLONIES document. It's updated to the best of my knowledge. Let me know what changes need to take place within the groups.**

3. Make sure **your study guides for chapters 24 - 29 are completed before midnight. Share them with mfc3067@gmail.com and name them 80palmermMIDDLE .**

4.Create **your 25 question test that corresponds with your study guide.**

5. I will **assign groups for you to exchange study guides (and then tests) with as the documents are shared with me.**

2/7/12 1. **Submit a 10 question quiz on chapters 25, 26, and 27 ("Silvernails," "Jersey," and "Cromwell") which indicate you've read all three chapters. The questions should be of a type that question whether or not I've read the chapters (multiple choice, true / false, short answer, etc.)**

2. **Name the aforementioned quiz...**80bifulconBIGTUB **and share with mfc3067@gmail.com. It will be worth 20 points.**

PLEASE CHECK THIS MIDDLE COLONIES DOCand let me know what changes I need to make in your groups. I did this quickly from memory.

2/3/12 & 2/6/12 Monday the 6th - **expect a quiz on chapters 25 & 26** Tuesday the 7th - **expect a quiz on chapters 27 & 28** Wednesday the 8th - **expect a quiz on chapter 29** AND **share your summaries with the group that will be taking your test** Thursday the 9th - **studying and reviewing the summary statements you received AND creating the 25 question test** Friday the 10th - test
 * There should be plenty of time to complete the following, given the amount of class time you have had and will have (plus you are allowed to read or study at night as well):**

2/2/12
 * In your groups (of 1 to 4) continue with the reading and summaries for chapters 24 - 29...The Middle Colonies.**

2/1/12 1. **Discussion of questions 1 - 5 from the text (page 81).**

2.** Idea for studying the Middle Colonies (packet chapters 24 - 29).
 * **I** will assign the nightly reading and conduct the 10 point quizzes and discussion within (we'll practice with ch. 24).
 * **YOU** (in reading groups of your choosing) will create the "WHAT'S IMPORTANT" summaries. (50 points)
 * **YOU** will then also create a 25 question test that GOES ALONG with your summaries. (25 points)
 * **YOU** will then exchange copies (or share) your summaries with another group.
 * **YOU** will then take their test (based on the their summaries), and they will take yours.
 * **THAT** 'test' will be worth 25 points.


 * 3**. In terms of how many points...that means total?
 * 30 to 50 points from the nightly homework readings quizzes.
 * 100 points from the summaries, test you make, and test you take.


 * 1/31/12**
 * 1.** Discussion of your 'how the witch hunts, trials, and hangings' responses.


 * 2.** Three theories as to what was going on with the young girls:
 * They were making it all up for attention and fun.
 * They honestly believed they were afflicted by the devil and specters.
 * They knew they were wrong and were covering up to stay out of trouble.


 * 3**. For the Middle Colonies (packet chapters 24 - 29), no test of MY creation. Read and highlight the chapters and create 5 - 8 'what's important' statements per chapter:
 * 24: What's a Colony? (92 - 95)
 * 25: Silvernails and Big Tub (96 - 98)
 * 26: West to Jersey (100 - 101)
 * 27: Cromwell and Charles (102 - 104)
 * 28: William the Wise (105 - 108)
 * 29 Ben Franklin (109 - 113)


 * HW: Textbook...read "The Middle Colonies" (pages 77 - 81) and provide written responses to questions 1 - 5 on p. 81.**

Pearson U.S. History
 * D0CA4B07754281073370**


 * 1/30/12**
 * 1.** 12 minutes left of the "Salem Witch Trials" documentary.


 * 2.** Complete your piece of writing to the question, **"HOW and WHY do you think something like this could ever take place?"** If it is a GoogleDoc, share it as 80pfaffcSALEM with mfc3067@gmail.com (This can be completed even without viewing the documentary.)


 * 3.** The point of the first scene of //THE CRUCIBLE// (which I accidentally skipped over at home or I wouldn't have let you even see it!) is NOT to show girls going wild, but would agree or disagree with this statement? "Children who grow up in very strict and rigid homes are MORE LIKELY to rebel later in life." (The rest of the film is probably too intense...to much constant yelling and screaming).


 * 1/27/12**
 * 1. TAKE** and **GRADE** the New England test.


 * 2.** 12 minutes left of the "Salem Witch Trials" documentary.


 * 3.** Complete your piece of writing to the question, **"HOW and WHY do you think something like this could ever take place?"** If it is a GoogleDoc, share it as 80pfaffcSALEM with mfc3067@gmail.com


 * 1/26/12**
 * SALEM WITCH TRIALS:** The Puritans were not 'bad' people. IN WRITING, respond to the following question as you view this riveting documentary: **"HOW and WHY do you think something like this could ever take place?"**


 * HW:** Study for the NEW ENGLAND colonies test. There WILL be true/false questions.


 * 1/25/12**
 * 1. Class trip $$$ collection**


 * 2**. **"The Indians Win This One"** - Explain how Popé was able to defeat the Spanish in CONTRAST to how Metacom-Philip lost to the English.


 * 3**. By the end of class, your group's "What's Important" statements for chapters 17 - 23 should be shared with mfc3067@gmail.com. Remember to name it **80gergerjNEWENGLAND**. (PLEASE PROOFREAD...remember, MANY of you have been adding and editing simultaneously!)


 * 1/24/12**
 * 1. QUIZ** on "Connecticut, New Hampshire, and Maine" and "King Philip's War" (yes, there will be a bonus question!)

2. **TOMORROW** by the end of class, your group's "What's Important" statements for chapters 17 - 23 should be shared with mfc3067@gmail.com. Remember to name it **80gergerjNEWENGLAND**.


 * HW: Read ch. 23 "The Indians Win This One"** (pages 88 - 91)


 * 1/23/12**
 * 1.** Continue with the instructions from 1/17/12. We should be through chapter 23 by the Wednesday.


 * 2**. Read and Highlight ch. 21 and ch. 22 (pages 81 - 87)


 * HW**: expect a quiz on "Connecticut, New Hampshire, and Maine" and "King Philip's War"


 * 1/20/12**
 * 1.** Although Wikipedia is supposedly a poor resource, read over this article about Mary Dyer and respond (in writing) to the following questions...which will be checked on Monday:
 * What motive would Governor John Winthrop have for exhuming (digging up) Mary Dyer's stillborn baby?
 * We know Mary Dyer was hanged. What was the official reason? Why was she 'dangerous'?
 * Study the artist's rendition below; describe her countenance (look that word up) as she approaches her death:


 * 2.** Continue with the instructions from 1/17/12. We should be through chapter 23 by the middle of next week.


 * 1/19/12**
 * 1.** Go to your online textbook and turn to page 74: **D0CA4B07754281073370**
 * **QUIZ QUESTION #1: State one important item that the packet explains about ANNE HUTCHINSON that is not mentioned in the textbook.**
 * **QUIZ QUESTION #2: State one important point about MARY DYER (who is totally ignored in the textbook).**


 * 2.** Continue with the instructions from 1/17/12


 * HW: Read and highlight ch. 20: "Of Witches and Dinosaurs" (pages 76 - 80)**


 * 1/18/12**
 * 1.** Why do you think women were considered to be property or 'chattel' in the mid-1600s?


 * 2.** Continue with the instructions from 1/17/12


 * HW: Reading check quiz on chapters 18 & 19 ("Woman, Hold Your Tongue" and "Statues on the Common")**

The next few chapters focus on the events occurring in NEW ENGLAND during the mid to late 1600's. Read and highlight **chapters 17 - 23 (pages 68 - 91):**
 * 1/17/12**
 * "Roger Williams"
 * "Woman, Hold Your Tongue"
 * "Statues on the Common"
 * "Of Witches and Dinosaurs"
 * "Connecticut, New Hamphire, and Maine"
 * "King Philip's War"
 * "The Indians Win This One"

For those chapters on pages **68 - 91** (**ch. 17 - 23**), get into your small reading groups:
 * one of you create a GoogleDoc and title it in this format: 80draperjNEWENGLAND.
 * All of your names should be written on the document.
 * Make a list of "What's Important in This Chapter?" summary statements. (30 - 40 of them)
 * Share with mfc3067@gmail.com when completed.
 * I will use your summary statements (maybe rewording them a bit) to create a MULTIPLE CHOICE test on this material...so make certain EACH of you in the group reads //all// the chapters. DON'T just split them up.


 * 1/13/12**
 * 1.** "Of Towns and Schools and Sermons"


 * 2.** Wrap up work as explained yesterday: Apollo 13, Pilgrim bonus, and any missing items from the quarter


 * 1/12/12**
 * 1.** Puritans Puritans Puritans!


 * 2.** APOLLO 13 writing


 * 3.** Finish reading packet (pages 62 - 67)


 * HW:**
 * **Read and highlight "What's in a Word" and ch. 16 "Of Towns and Schools and Sermons"**
 * **Apollo 13 paragraph(s) shared with mfc3067@gmail.com on Friday 1/13. (80silvasAPOLLO format)**


 * BONUS: Using the vast array of internet resources available to you, IN YOUR OWN WORDS...WITHOUT COPYING AND PASTING...WITHOUT USING A BUNCH OF PHRASES YOU DON'T UNDERSTAND...explain the connection between the PILGRIMS, PURITANS, and QUAKERS. How did each group contribute to the colonization of America? Each group was Christian; each group was 'Protestant'...but how were they different? Must be shared with mfc3067@gmail.com by the end of Martin Luther King Jr. day. (80quigleydPILGRIM) **


 * 1/11/12**
 * 1.** Pilgrims, Indians, Puritans...and Thanksgiving: What's the difference between Pilgrims and Puritans?


 * 2.** Apollo 13 finale.


 * 3**. Compose a good solid paragraph (or two or three) that compares the 'missions' of reaching two new worlds (the American continent and the Moon) even though these quests were centuries apart.


 * HW:**
 * **Read and highlight ch. 15 "Puritans, Puritans, and more Puritans" (59 - 61)**
 * **Apollo 13 paragraph(s) shared with mfc3067@gmail.com on Friday 1/13. (80silvasAPOLLO format)**


 * 1/10/12**
 * APOLLO 13 -** carbon dioxide


 * HW: Read and Highlight ch. 14 "Pilgrims, Indians, and Puritans" and "Giving Thanks" (pages 55 - 58)**

Individually or in groups, attain the high score on each quiz to receive academic credit: @http://www.sporcle.com/games/g/states
 * 1/9/12**
 * STATES :**

@http://www.sporcle.com/games/g/uscapitals
 * CAPITALS:**

@http://www.sporcle.com/games/g/northamerica
 * NORTH AMERICA COUNTRIES:**

@http://www.sporcle.com/games/jonesjeffum/nylandmarks
 * NEW YORK CITY LANDMARKS ;)**


 * 1/6/12**
 * 1. "Mayflower"**


 * 2. APOLLO 13 and AMERICAN EXPLORERS / COLONISTS:** Hopefully you are getting the idea and making more connections...as we travel around the "Dark Side of Moon."


 * HW -** no reading over the weekend


 * 1/5/12**
 * 1. "Massacre in Virginia"**


 * 2. APOLLO 13 and AMERICAN EXPLORERS/COLONISTS:** Whether in a ship at sea or a ship in space, what MUST you possess in order to reach your destination (alive)?


 * HW: Read and Highlight: "The Mayflower" (pages 51 - 54)**


 * 1/4/12**
 * 1. Indians vs. Colonists:** Whether the problem was a difference of cultures or arrogance or racism, what did the ultimate problem between the Indians and the colonists come down to?


 * 2. APOLLO 13 and AMERICAN EXPLORERS/COLONISTS - some themes already...**
 * Waste of government funding
 * Domination of uncharted/unclaimed areas
 * The importance of a well-trained, healthy crew


 * HW: Read and Highlight packet pages 47, 48, and 50 (page 49 is just a big drawing!)**


 * 1/3/12**
 * APOLLO 13:** What does yet another outer space film have to do with American History? MUCH. Take notes to compare the events and plotline of the film to that of the experiences of the early explorers and settlers in America.
 * Compare the obstacles each group had to overcome.
 * Compare the experiences of traveling long distances through the unknown.
 * Compare the the men (and women) from each time period. What kind of people would go through such an ordeal and why?


 * //As with EL DORADO, your assignment will be to compose a good solid paragraph (or two or three) that compares the 'missions' of reaching two new worlds (the American continent and the Moon) even though these quests were centuries apart.//**


 * HW: Read and Highlight "Indians vs. Colonsists" (p. 45 - 46)**

Final presentations
 * 12/21/11**


 * HW: Read and Highlight "Jamestown Makes It" (p. 40 - 41) and "1619 - A Big Year" (p 42 - 44)**


 * 12/20/11**
 * Presentations**


 * 12/19/11**
 * 1. Project due in TOMORROW. How will it be graded? Check here. Remember that?**


 * 2. Work the entire period to complete (or rehearse) your presentations.**


 * 12/16/11**
 * 1. Quiz on pages 34 - 39.**
 * 2. Project due in FOUR DAYS. How will it be graded? Check here. Remember that?**


 * 12/15/11**
 * 1. Read, highlight and expect a quiz on pages 34 - 39.**
 * 2. Project due in FIVE DAYS. How will it be graded? Check here. Remember that?**


 * 12/14/11**
 * What sorts of things did John Smith do before coming the president of Jamestown?
 * What are some ways he helped save Jamestown?
 * How John Smith become an honorary chief?
 * What were some possible causes of 'the Starving Time' in Jamestown?


 * HW: For FRIDAY, read and highlight "A Lord, a Hurricane, a Wedding" and "A Share in America" (pages 34 - 39). Work AT HOME on your projects.**


 * 12/13/11**
 * No Quiz but...**
 * Who was the Powhatan?
 * What was life like for his Indians of the Chesapeake Bay area (food, farming, climate)?
 * Why were Indians called 'redskins'?
 * Why was it surprising that John Smith's name was on the list as member of the Jamestown council?
 * Who was King James?
 * What was wrong with the London Company's 'salary' method?


 * HW: Read and highlight "John Smith" and "The Starving Time"** **(pages 29-33)**
 * GROUP PROJECTS DUE IN ONE WEEK!**


 * 12/12/11**
 * 1.** Quiz on "A Sign in the Sky" and "Across the Ocean"


 * 2.** Read and highlight ch. 3 ("The First Virginians" pages 21 - 24) and ch. 4 ("English Settlers Come to Stay" pages 25 - 28)


 * 3.** Group projects due December 20


 * 12/9/11**
 * 1.** Review the "Abraham > Native American Cultures" terms from yesterday.


 * 2.** Read and highlight ch. 1 ("A Sign in the Sky" pages 15 - 16) and ch. 2 ("Across the Ocean" pages 18 - 20). **Quiz Monday**?


 * 3.** **Group Projects: Due to be presented on Tuesday, December 20.**


 * 12/8/11**
 * 1.** Preface homework


 * 2.** Test review


 * 3.** Explanation of Europeans in North America (1550 - 1600) project.


 * 12/7/11**
 * 1.** Quick look over the chapters before the MASSIVE test while I check your one sentence descriptions.


 * 2.** 25 question test (make sure to turn the page over to find #21 - #25)


 * 3.** New packet as we finally move into COLONIZATION. Read the preface "Our Mixed-Up Civilization" (pages 9 - 14)...which pretty much attempts to sum up ALL of human history as it relates to the formation of the United States! (Obviously impossible...). BUT..


 * HW: Write a one sentence description of the following based on your reading of the preface:**
 * Abraham
 * Isaac and Ishmael
 * Greek democracy
 * Roman republic
 * Jesus Christ
 * Mohammed
 * Spanish Moors
 * the Renaissance
 * Native American cultures


 * 12/6/11**
 * Tomorrow's Test:**
 * TRUE/FALSE test on statements from packet chapters 31 - 38 (pages 138 - 163) from "From Spain to England to France" to "An Armada Is a Fleet of Ships."
 * Remember to review chapters 31 and 32.
 * Review your group summary statements
 * Review your own once sentence descriptions of terms/people **(I will check the second batch of these "Elizabeth" through "Virginia Dare" tomorrow.)**
 * HW: study**


 * 12/2/11 & 12/5/11**
 * 1**. Thursday night's HOMEWORK was covered on Friday, 12/2/11.


 * 2**. Continue reading and highlighting the chapters on pages **144 - 160** (**ch. 33 - 37**), in your small reading groups:
 * one of you has already created a GoogleDoc and title it in this format: 80draperjNORTHAMERICA.
 * All of your names are on the document.
 * Continue your list of "What's Important in This Chapter?" summary statements. (25 - 30 of them)
 * Share with mfc3067@gmail.com when completed.
 * I will use your summary statements (maybe rewording them a bit) to create a TRUE/FALSE test on this material...so make certain EACH of you in the group reads //all// the chapters. DON'T just split them up.


 * 3**. Don't forget to read the side panels ("Who Am I?"and "Guns vs. Arrows")


 * 4**. NOT homework but needs to be completed individually **by the end of class on Monday**. Based on your reading, write a one sentence description for each of the following from chapters 35, 36, and 37.
 * Elizabeth
 * The Elizabethan Age
 * Sir Walter Raleigh
 * chivalry
 * Sir Humphrey Gilbert
 * Utopia
 * Thomas More
 * John White
 * Roanoke Island
 * Virginia Dare

__**UPCOMING SCHEDULE:**__
 * **Monday, December 5:** All work must be complete by the end of class.
 * **Tuesday, December 6:** no class
 * **Wednesday, December 7:** TRUE/FALSE test on statements from packet chapters 31 - 38 (pages 138 - 163) from "From Spain to England to France" to "An Armada Is a Fleet of Ships." **(Use your group summary statements AND your own once sentence descriptions to help you study.)**


 * 12/1/11**
 * 1**. Continue reading and highlighting the chapters on pages **144 - 160** (**ch. 33 - 37**), in your small reading groups:
 * one of you has already created a GoogleDoc and title it in this format: 80draperjNORTHAMERICA.
 * All of your names are on the document.
 * Continue your list of "What's Important in This Chapter?" summary statements. (25 - 30 of them)
 * Share with mfc3067@gmail.com when completed.
 * I will use your summary statements (maybe rewording them a bit) to create a TRUE/FALSE test on this material...so make certain EACH of you in the group reads //all// the chapters. DON'T just split them up.


 * 2**. Don't forget to read the side panels ("Who Am I?"and "Guns vs. Arrows")


 * HW: (Yes, homework). Based on your reading, write a one sentence description for each of the following from chapters 33 - 34.**
 * Ribaut (also in chapter 32)
 * Menendez
 * San Mateo
 * Francis Drake
 * St. Augustine
 * Beavers
 * Champlain
 * Quebec
 * French Hugenots


 * 11/30/11**
 * 1.** Jumping ahead in the packet to what we discussed yesterday, read ch. 38 "An Armada Is a Fleet of Ships" on p. 162-163.

Be able to answer these questions:
 * -** Why was Francis Drake known as a hero in England but known as 'the master-thief of the unknown world" in Spain?
 * -** Why was the outmatched English Navy able to defeat the Spanish Armada?
 * -** How decisive was the English victory? (Look below!)

2. Now back to what was going on with the Spanish, French, and English in the late 1500's on the North American continent. Read and highlight **chapters 33 - 37 (pages 144 - 160):**
 * "Rain, Ambush, and Murder"
 * "New France"
 * "Elizabeth and Friends"
 * "Utopia in America"
 * "Lost: A Colony"

For those chapters on pages **144 - 160** (**ch. 33 - 37**), get into your small reading groups:
 * one of you create a GoogleDoc and title it in this format: 80draperjNORTHAMERICA.
 * All of your names should be written on the document.
 * Make a list of "What's Important in This Chapter?" summary statements. (25 - 30 of them)
 * Share with mfc3067@gmail.com when completed.
 * I will use your summary statements (maybe rewording them a bit) to create a TRUE/FALSE test on this material...so make certain EACH of you in the group reads //all// the chapters. DON'T just split them up.


 * HW**: Compose the paragraph for the //El Dorado// assignment. **(In GoogleDocs: 80pfaffcELDORADO and share with mfc3067@gmail.com).**


 * 11/29/11**
 * 1.** Complete and score "Europeans in North America" quiz.


 * 2.** Compose the paragraph for the //El Dorado// assignment. **(In GoogleDocs: 80pfaffcELDORADO and share with mfc3067@gmail.com).**


 * 11/22/11**
 * 1.** **//The Road to El Dorado// assignment**: Keeping in mind the points above 'beliefs' and 'lifestyle'...explain how much of this film you believe is 'Hollywoodized' (for the sake of entertainment) vs. how much of the film you believe could be an accurate representation of the way Europeans entered the New World. (A good solid, opinionated paragraph will be sufficient).


 * 2**. "Europeans Compete in North America" (pages 49 - 52): definitely begin this quiz.


 * HW: NONE**


 * 11/21/11**
 * 1.** **//The Road to El Dorado// assignment**: Keeping in mind the points above 'beliefs' and 'lifestyle'...explain how much of this film you believe is 'Hollywoodized' (for the sake of entertainment) vs. how much of the film you believe could be an accurate representation of the way Europeans entered the New World. (A good solid, opinionated paragraph will be sufficient).


 * 2**. We may NOT get to "Europeans Compete in North America" (pages 49 - 52) today, but definitely tomorrow.


 * 11/18/11**
 * 1. "France in America" quiz**


 * 2.** **//The Road to El Dorado// assignment**: Keeping in mind the points above 'beliefs' and 'lifestyle'...explain how much of this film you believe is 'Hollywoodized' (for the sake of entertainment) vs. how much of the film you believe could be an accurate representation of the way Europeans entered the New World. (A good solid, opinionated paragraph will be sufficient).


 * HW: History books (online or hard copy) needed Monday for open book quiz on "Europeans Compete in North America" (textbook pages 49 - 52).**

**11/17/11**

- **//The Road to El Dorado// assignment**: Keeping in mind the points above 'beliefs' and 'lifestyle'...explain how much of this film you believe is 'Hollywoodized' (for the sake of entertainment) vs. how much of the film you believe could be an accurate representation of the way Europeans entered the New World. (A good solid, opinionated paragraph will be sufficient).


 * HW: Read packet pages 140 - 143: "France in America: Pirates and Adventure." (This time there might be a //real// quiz, not just a class discussion).**

**11/16/11** - The **'witch hunt'** group presents...

- **"From Spain to England to France":** Can ALL human history be based on these two conflicts?
 * 1) What people are //allowed// to believe vs. what they //are told to// believe (religion, Penn St, Xbox 360)
 * 2) What people are //allowed// to have vs. what they //are told they can// have (politics, culture, welfare)

- **//The Road to El Dorado// assignment**: Keeping in mind the points above 'beliefs' and 'lifestyle'...explain how much of this film you believe is 'Hollywoodized' (for the sake of entertainment) vs. how much of the film you believe could be an accurate representation of the way Europeans entered the New World. (A good solid, opinionated paragraph will be sufficient).

**11/15/11** - Better job researching yesterday; show me what you have so far for 'class participation' credit. - Get into 'topic' groups and discuss how to present your topic to the rest of the class:
 * The five bullets from yesterday are what we need to hear
 * Yes, you can use a few notes
 * BUT, you should sound like you're **talking to us**, NOT reading/mumbling random facts to us (eg. yes, Arthur Miller was married to Marilyn Monroe. And you're telling us that because...)
 * Understand your own topics
 * HW: Read two pages (138 - 139) - chapter 31 "From Spain to England to France." (Might be a short quiz on it.**)

**11/14/11** **What you should be able to explain after your research:**
 * Some background about the groups or people involved in the situation
 * What the opposing beliefs or views were
 * Why one group or individuals were persecuted
 * What the result was
 * Why does it matter?

**TOPIC ONE:** a simple explanation of why Galileo was arrested / this explains a bit about the Roman Inquisition / a bit about Copernicus and the Heliocentric Model

**TOPIC TWO:** a bit about the Trial of Sir Thomas More / a bit [|More] / and Henry's Act of Supremacy of 1534

**TOPIC THREE**: some direct comparisons of The Crucible to what was happening in the U.S. / a summary of the trialsthat took place / this articleespecially the section under the photograph explains much about Arthur Miller


 * TOPIC FOUR **: a bit about McCarthyismand the Red Scare / about the fear of communismafter World Warr II / the Hollywood Blacklistis explained here. There is a also a youtube video about the Hollywood Ten

- Las Casas, slavery, Sepulveda, and Aristotle questions - "The Big Picture": the Spanish Inquisition and Hatuey
 * 11/11/11 ** - best wishes


 * Would people REALLY be persecuted to the point of being imprisoned or put to death because of what they believed?**

Each person in your group should select one of the following topics. Read up and take notes on each topic (as if fits together like a story) and be able to explain it to the rest of your group members in **words they can understand**. (Research isn't easy; Wikipedia is a good starting place but not necessarily the best source.)
 * TOPIC ONE - Trial of Galileo (the Galileo Affair) / The Roman Inquisition / Heliocentrism
 * TOPIC TWO - King Henry the VIII / Act of Supremacy of 1534 / Thomas More
 * TOPIC THREE - Salem Witch Trials / The Crucible (a play) / Arthur Miller
 * TOPIC FOUR - Communism / McCarthyism / Hollywood Blacklist (the Hollywood Ten)


 * 11/10/11 **
 * - Continue reading/responding to both the Las Casas questions AND the Aristotle questions. **


 * - Damian's response to the Las Casas question (sample):**
 * Las Casas was different from the conquistadors because he didn’t want to seek for gold or enslave innocent Native Americans to do his bidding (Or at least not after he was 40) He wanted to stop the conquistadors from enslaving the Natives and he kept trying until his death at 92 years old. He tried giving Native Americans, Africans, and other slaves a town so they could live in harmony and peace (that town later was destroyed by Indians). He tried convincing other conquistadors and the King himself to stop enslavement. Some conquistadors did stop, so did the King. The King passed a law to stop enslavement but he did not put much effort into enforcing it, after all, the slaves were making the Spaniards filthy rich.
 * - Other types of responses**:
 * Las Casas was nice to the Indians; the conquistadors were mean.
 * "I couldn't find the answer."
 * "Who are the conquistadors?"

- Before we leave the Spaniards in South America, read "The Big Picture" (ch. 30 / pages 136 & 137).


 * BONUS HOMEWORK: Research "The Spanish Inquisition" and a Taíno chief named Hatuey. In two brief paragraphs explain (in your own words) the importance of each. (Your paragraphs should focus on 'religious beliefs).**

- Read and highlight "Las Casas Cares" (ch. 29). - Compose **written** answers to these questions:
 * 11/9/11 **
 * How did Las Casas differ from the Conquistadors?
 * Was Las Casas a good leader? Why or why not?

- This is from a long time ago, but read over the excerpt by Aristotle (link below). It's challenging but **write** down your thoughts:
 * What does Aristotle appear to be claiming about slaves and slavery?
 * What are you views about the Las Casas vs. Sepulveda debate? ARE certain people 'born' to serve others? Why or why not?


 * THIS IS CLASSWORK; YOU MAY CONFER WITH NEW GROUPS the LAST 15 MINUTES OF CLASS, BUT EACH STUDENT SHOULD COMPOSE HIS/HER OWN THOUGHTS (IN WRITING).**

- Your CIBOLA GoogleDoc is shared with mfc3067. Correct? - Your thoughts on the Conquistadors/Leadership questions.
 * WE WILL CONTINUE THIS ON WEDNESDAY: NO HW **
 * 11/4/11 **

-final day to read up through page 130 ("Santa Fe") - show responses to THREE conquistadors questions - final day to work on 15 - 20 "What's important" statements in your groups.
 * 11/3/11 **
 * Proper title format should be followed **(there are TOO MANY being shared incorrectly)**
 * Each statement should be a clear, detailed STATEMENT...meaning a well written SENTENCE.
 * Scroll down a little bit and re-read if you forget how to set it up.
 * HW: Group CIBOLA GoogleDoc shared with mfc3067 (and make certain I have editing rights).**

- Continue silent reading and highlighting of packet pages 116 - 130 (most of you are still around ch. 26). - Answer the three questions about the conquistadors & leadership INDIVIDUALLY. - Continue with your group's CIBOLA GoogleDoc.
 * 11/2/11 **

- Your responses to the morality question. "Why did they do that?" - In your reading/study groups discuss:
 * 10/27/11, 10/28/11, and 11/1/11 **
 * "What causes certain people (your peers) in this school to have more 'power' than others? What qualities do these 'leaders' have in common?"** (Be prepared to explain your deep thoughts to the rest of the class).

As you read through pages **116 - 130** jot down some answers to these questions:
 * What traits do the Conquistadors have in common?
 * Are some people 'born' leaders? Explain.
 * Must a good leader possess a certain amount of 'ruthlessness'?

For those chapters on pages **116 - 130** (**ch. 25 - 28**), get into your small reading groups:
 * one of you create a GoogleDoc and title it in this format: 80draperjCIBOLA.
 * All of your names should be written on the document.
 * Make a list of "What's Important" statements. (Since there are MANY pages, stick to the MAJOR points...between 15 - 20).
 * Share with mfc3067@gmail.com
 * You will NOT be tested on this material; this is the 'test.'

Read over this excerpt by Aristotle. It's a difficult read, but what does he appear to be claiming about slaves and slavery?

- Review the "New Spain" chapter and also read about Ponce de Leon and Pizarro (ch. 23) - Based on the "New Spain" chapter, answer these questions (on paper or in a GoogleDoc): **Who was more "moral"? Cortes or the Aztecs? Predict what would have happened if Cortes did not have superior weapons?**
 * 10/26/11 **

__ Discussion - try to explain the meaning of each: __ "Might MAKES right." "Might FOR right." "What's Right IS right."

Read and highlight ch. 24: "Gloom, Doom, and a Bit of Cheer" (114 - 115)

**__BONUS for Thursday (copy and paste these questions into a GoogleDoc. Respond in your words. Share as 80schwindkDOOM with mfc3067@gmail.com):__** 1. Explain how the Spanish 'decimated' the Indians and Mexico? 2. Why might life seem more 'cheap' back then than it might now in our modern society? 3. Besides destroying and taking over, what are examples of "GOOD" that the Spanish did in Mexico / South America? 4. Why didn't the Spanish ever fully establish a "United States of South America"?

SKIM chapters 25 - 29 (pages 116 to 130) in order to understand the methods of the Conquistadors and the concept of Cibola.

Pearson U.S. History - Spain's Empire (pages 44 - 48) - Google Account creation: 80bellj@gmail.com - GoogleDocs intro - Read and highlight ch. 22 packet
 * 10/24/11 **
 * D0CA4B07754281073370**
 * HW: BONUS - create list of 'what's important' statements for chapter 22 in packet (pages 101 - 106)**
 * If you have Google account, name it 80belljNEWSPAIN and share it with mfc3067@gmail.com**

- Test - History book needed tomorrow (Friday 10/21)
 * 10/20/11 **

- Picture day - Complete study guide for chapters 15 - 21
 * 10/19/11 **
 * TEST THURSDAY: Matching and short essay **

8-0 Chapters 15 - 21 study guide In groups of 4 or 5, create master list of important statements for: - Chapter 15 (Columbus intro) - Chapter 16 (Columbus 1st voyage) - Chapter 17 (Columbus 2nd voyage) - Chapter 18 (Columbus final voyage and Balboa) - Chapter 20/21 (America and religion)
 * 10/18/11 **
 * TEST THURSDAY: Matching and short essay **

- Ch. 19 IMPORTANT STATEMENTS - p. 88 & 89 (mine) 1) Magellan accomplished what Columbus attempted many times: to find China by sailing west from Spain. 2) Magellan discovered and navigated through a dangerous strait which took him from the Atlantic to the Pacific Ocean. 3) Magellan's expedition was the first to completely sail around the world. 4) While camping for the winter in South America, Magellan and his crew found a a group of very tall people ("giants"), whom he named Patagonians.
 * 10/14/11 & 10/17/11 **

- Trade master lists with another group; what should be kept, added, or removed. - Using the edited version, compile one NEAT master list to be submitted to me. (should be a combined list of TWO groups).

**TEST THURSDAY: on Chapter 15 (Columbus) through Chapter 21 (Beliefs and Ideas)**
 * HW: Individually complete the same process for chapters 20 & 21 (pages 93, 96, 97, 98, and 99). **

- Review Ch. 18: "Stowaways: Worms and a Dog" - Read Ch. 19 "Sailing Around the World" (88 - 92)
 * 10/13/11 **
 * In your words, create 3 - 6 IMPORTANT STATEMENTS for each double page of text. (IMPORTANT means, "this is what everyone should know for a test.")
 * With a partner or in trios (no quartets) compare your completed list of statements, then create ONE MASTER list (that still only is composed of 3 - 6 IMPORTANT STATEMENTS per text page).

- Submit //Space Odyssey// questions - Complete the reading and questions 1 - 7 for Ch. 17: "The Next Voyage" (80 - 84) - **HW: Read Ch. 18: "Stowaways: Worms and a Dog" (85 - 87) and answer questions 1 - 5**
 * 10/12/11 **

- Space Odyssey questions - History of US: chapter 16 questions - History of US: 17 "The Next Voyage" (pages 80 - 84) - questions 1 - 7
 * 10/11/11 **

- chapter 16 homework collected - An interesting article on **Columbus' navigation** - Exploration...to the "Indies"...to Jupiter (comparing //2001: A Space Odyssey// to Columbus' 1st journey)
 * 10/6/11 & 10/7/11 **

- chapter 15 discussion - silent reading: chapter 16 - in groups: complete chapter the 16 'questions' **HW: read chapter 16 and complete worksheet**
 * 10/5/11 **

- bonus paragraph discussion - HW paragraph discussion - Independent reading of chapters 15 (yes, the 2nd page of the packet is out of order) & 16 - In groups, compare responses to worksheet question **HW: complete the Chapter 15 side of the sheet.**
 * 10/4/11 **

- Chapter 2 (section 1) quiz: open book 36 - 41 - supplemental reading (History of US)...chapters 15 & 16 (you may use highlighters)
 * 10/3/11 **

**HW** - paragraph explaining the differences in style and material between the 'book' and the 'packet'

**BONUS** (worth +5 added to the big chapter test): In a 75-150 word paragraph (including examples and details), agree or disagree with the following statement: **//“The BEST and MOST FAIR form of government is a monarchy (one ruler)...provided that he or she is a good leader.”//**

- Review and score Ch. 1 test - Begin EXPLORERS: pages 36 - 41
 * 9/30/11 **