Week 2 Work

Hey, good work overall from Week 1. In total 101 Students did work! Not too bad. This week there are two main things. You are looking at finishing Civil Rights for African Americans, and Native American's push for some rights. I had to start speeding it up faster than I first anticipated during week 1. Please email if you have questions along the way. Also we need to start using the capitalization button when it is needed. Grades for week 1 will start going in today. Remember it is not going to be the same score in google classroom but will raise your grade according to the format below. Thanks!

Remote Learning

Remote Learning begins today! Please email kleduc@riversideunified.org if you have questions. You need to log on to google classroom to do your remote lessons.

"Office Hours"

Just a quick item, we are supposed to have office hours where we are available for quick assistance. We can't use zoom and the only thing we can use video wise is google meets. I wont be doing that unless you absolutely need it. But I will be having mine tuesday-friday from 9-11 where I should respond to all emails withing minutes. Just FYI

4th Quarter Fun!

Email kleduc@riversideunified.org with questions

Soooooo, after many emails from parents, and very few from students I am glad to finally present what our 4th quarter will look like. So it is 6 weeks long. Apparently there is nothing that happens during the finals week. So for each week we can give 2 hours of work. So therefore there is a "max" of 12 hours worth of class we can do. So depending on the week there will either be a short lesson for each day(averaged to 24 minutes). Maybe 2 or 3 days combined for a slightly longer lesson, or just one 2 hour lesson/assignment. They do not want us to give 6 weeks of class to just do all at once. So each week on Monday the 1-5 lessons will be posted for the entire week. You have until Sunday night at 12 roughly 160 hours later to work through it as you desire. If you or a family member happen to be impacted by covid-19 please let me know so I can make an exception for you. We wouldn't expect you to do work during that time.

How it impacts your grade? 
This is definitely the odd part. There is no set direction other than it can't hurt you. That being said if you try to do an assignment/quiz/lesson and it stinks or you didn't try, it is not supposed to help you either. I am going to basically say for each lesson or assignment you need to get a passing grade of a C to get credit. 

How much will it help my grade? 
While most of you will just be doing class for the love of learning, and your appreciation of history I realize some people are more focused on their final grade. So here is how it will work. Those that did well the first 1/2 of the semester are obviously in a better place. It is also significantly harder to get up each grade level. My structure will reflect that. When I say below each assignment, if it is a 1 day assignment it will count as 1. If 2 days 2. up to a week is worth 5. 

If you have an F, each assignment and you complete the work at a C or better level you can earn up to 1.5% each day. So up to 45% hypothetically for the 30 days. 
If you have an D, each assignment and you complete the work at a C or better level you can earn up to 1% each day. The gap between F and C is very small so this wont take too long. 
If you have an C, each assignment and you complete the work at a C or better level you can earn up to .75% each day. 
If you have an B or higher each assignment and you complete the work at a C or better level you can earn up to .5% each day. 
The most anybody can possibly go up is 2 letter grades, and even that will be difficult. But there is still an opportunity to move up. Your work still must be quality enough though to move up. If it is not C level work then that day is similar to in class where poor work doesn't help your grade. 

IF YOU ALREADY HAVE AN A-Well what can we do to inspire you to do some academic work during this time?
1. Top Grade earns student of the month to start of next year. You wont be in my class, but you will be getting an awesome shirt to show off your success.
2. Any students who continues to work hard and has an A can come ask for a letter of recommendation to use in college if they need it at all next year. It will reflect how in the midst of difficult times and the fact you had an A you continued to push yourself despite it not being necessary for your grade.
3. Going back to the beginning of the year, hopefully you will get to learn something, which just could make your life a little better. These are crazy, unique, weird, sad, interesting times we are in. Hopefully you have gotten to the point sitting around all day where you realize that doing work and learning isn't as bad as doing nothing all day. Build discipline, pretty soon you are going to need it in life.

Addition to yesterday

Real quick I forgot to mention. If you need your notes/intro to help write your paper, please email and I will scan it and send it to you. A few people have asked about that. Thanks!

Similarly if you want to turn in any alternative project stuff, please do! Just take pictures and email them in.

Back after spring break

Alright, if anybody is following this a couple things. kleduc@riversideunified.org is the email to direct any questions.

1. If you haven't taken the SAQ yet it has now been posted to google classroom to take. Please do that this week.
2. If you have any other things that you need clarification on or you are trying to turn something in late(that is a notebook, your individual king high remembers work, or something you had an excused absence for) I want to get that figured out and complete by the end of this week. That way we will all be in the same place once we start this remote learning thing. Please let me know ASAP or email me if this applies to you.
3. You can only raise your grade during the time from now until end of the remote learning. So while I dont know how much or what lessons will look like yet, I can't require anyone to turn in their KHR paper. However for the kindness of the vets and capturing your paper for history's sake we would still like you to do it. It may be one of the "assignments" so it will at least count for something. But we can not require it.
Thanks!

Updates!!

So the new update is that school will start again on the 13th. It does seem it is not normal school by any means but what they can do. Apparently your grade can only go up from where it currently is. It can not go down. Next week we will know more. The week after that if you have some sort of makeup work that you didn't get to do(like the quiz) we will target that for the week of the 6th. If you just didn't do work then you still can not make it up. Starting the 13th you will be able to try to raise your grade though(you can't lower it). I have zero clue what that will look like but most likely there will be an assignment/lesson a day. or a 2 hour lesson for the week. There will be about 30 school days left(if we dont go back).  Let me know if there are any emergency/virus/family situations if something does emerge so that it doesn't hurt your chance to raise grades each day. Hope everyone is doing well, thanks!

3/5-Coronavirus break

3/5-This was the last day to get ready for King High Remembers, everything was finished up hopefully, and we went over everything for the next day.
3/6-King High Remembers!
3/9-We wrote thank you cards to our vets, students also met with their partner and just went over their notes as well as how they think they should structure their papers.
3/10-We went back to wear we left off many days ago on the topic of the Red Scare. We finished looking at it with a brief lecture, as well as a video clip on how the House Un American Activities Committee began investigating lives within Hollywood and the idea of Blacklisting began.
3/11-We went from the fear of the Cold War at Communism to the Fear of War. We looked quickly at the build up of arms between America and the Soviet Union, as well as America's fear of Cuba as it took steps to align itself with the Soviets. This led to JFK's massive embarrassment at the Bay of Pigs.
3/12-Students were looking at the Cuban Missile Crisis, we looked at it from each leaders perspective and tried to briefly discuss the idea of how even if no leader wanted a nuclear war, it could happen none the less. The video attached is the Be Kennedy, we also looked at Be Castro, Be Kruschev and the intro video.

3/13-We finished the Cuban Missile Crisis and saw how they arranged a deal to trade missiles for missiles. We began our DBQ on the Race to Space. How it politically, socially and economically reflected aspects of the Cold War. We read through the background essay and watched a couple of video clips to help us see parts of the race over 12 years.

Break: At the current time there is not much we can do. Some classes(like elementary schools, or an AP class with their AP tests coming up, are getting work so they do not regress). Until we can assign work that can be used for grades and assessments we are in limbo. If you would like to work on your DBQ or your King High Remembers Paper you should. If I can find a way to return every students notes I will do that, but as of now it is not really possible. It appears we will know the last week of March and how we will be doing class from here on out. If you have any questions please email at kleduc@riversideunified.org

2/21-3/4

Atomic Bomb Documents
2/20-We were looking at the atomic bomb documents and why America dropped the nuclear bomb on Japan. We went over each of the confusing documents, and then students read the easier ones.
2/21-Students began working on their DBQ on the atomic bomb, we worked on thesis statements and made a list of which documents we would use.
2/24-Students wrote their dbq in class on the atomic bomb. They didnt need to write a full intro or conclusion though. Only a thesis statement and 3 body paragraphs.
2/25-We began to look at the Cold War now that WWII was over, the Cold war began in a speech in Missouri where Churchill warned America about what was taking place in Europe and how communism was spreading. We did a quickwrite on how the cold war could be viewed from both nations perspectives.
2/26-Students finished the questions on the start of the cold war, and how America was threatening the Soviet Union, while the Soviet Union was threatening, other nations. We finished by looking at the first conflict of the Cold War, the beginning of the Berlin Airlift.
2/27-We collected the start of the cold war assignment. Students got a short handout on the Berlin Airlift and why it was so important to containing communism. Even though it was 1 city it was still an important city and it showed that America would stop at nothing to contain it. We finished class by trying to play a game about finding a communist and how hard it is to spot them, but how much harder it is to defend yourself if somebody accuses you.
2/28-Students had quickwrite 6 on the card game from yesterday. Then we were looking at the fear of communism still in America, students looked at the Loyalty Review Board and the HUAC and how they both were on the lookout for people who were against America. There was a short in class assignment, the bottom part did not need to be finished yet.
3/2-We had a sub, he put the students in groups, they had to begin preparing for KHR which is this friday. Students did a map and a war overview to have a little knowledge of every conflict they may see friday.
3/3-Students began writing questions. I talked a little bit about the project and what needs to be done. There is an individual component and a group component.
3/4-We finished making our questions for KHR. We went over the tables, check in times and things that you may have happen that day. 50 questions should be written.

2/10-2/19

2/10-Quickwrite 3-As an American citizen what is more important, your freedoms or your safety? If America had word that a 18 year old white Californian male was planning a terrorist attack on a California college(that is all we know). Would it be acceptable to round up every 18 year old white male until they can figure out who it is? When should we prioritize safety over your “freedoms” as Americans. Another similar question would be, balancing hate speech with American freedoms. 
We began to look at the Japanese interment. What took place and why the Japanese were put into prisons. We looked as well at the government stance on why it was required.  

2/11-We finished looking at the Interment and students read through several documents from the time and answered questions.
2/12-Attendance was low this day but students took the common assessment SAQ
2/13-Documents to be used on the Home front questions if needed. We also looked at the invasion of Europe and D-day
2/18-Students worked on the short assignment on the end of the war in Europe. The second 1/2 of class we talked about the Heartland Project. A code name for the Manhattan Project and the development of the nuclear bomb.
2/19-Quickwrite 4-Look up the Iwo Jima Flag raising, then :

This is the only photo which got the pulitzer prize(basically top photo prize) the year it was published.  It also is now a memorial to Marines in DC. What do you think makes it powerful? What do you think is even going on? Why of all the photos in a gigantic war would it be the central photo of it all?

We had brief notes on the lead up to the nuclear bomb. How the battles of Iwo Jima and Okinawa made America realize the Japanese had no intentions of surrendering. We also watched a brief cartoon of the Japanese perspective of the nuclear bomb from a kids viewpoint. 

2/7

We finished the notes from yesterday, following that we looked at some propaganda cartoons that were put out during the time. As the guy in the first video says, there is some racial sterotypes in creating these, and at the time was meant to help gain support against the enemies of the allies.

1/29-2/6 recap

1/29-We began the Unit WWII and it's aftermath. This is the climax of the American story that has been building for the past 150 years. America will rise to being the most powerful nation on the planet, and as much of the world will fall to ruthless nations, America will be looked to, to help save much of the world. We had quickwrite # 1 which was •Why do you think many Americans were very hesitant when we recently had a few incidents with iran? People were basically begging to make sure we didn’t end up going to war? Iran killed Americans, then they shot countless missiles at an American military base, inuring soldiers. Why do you think people do not want anything to escalate further? 
At the end of class we began to look at the video a rising threat from the world wars and what led to WWII
1/30-We began to look at America's steps toward war with the US isolation in the 1930's.
America went from neutrality acts in 1935, to allowing cash and carry with no weapons, to cash and carry with weapons, to lending and leasing anything our allies wanted. This progression brought us closer to war each time.
1/31-We finished part of the packet from yesterday and finished our video on the Rising Threat.
2/3-Sub Work on entering WWII Students had a small assignment with the sub. They were looking at the America First Committee, Roosevelt's 4 freedoms state of the union speech, Dr Suess cartoons and how he wanted America to intervene, and what upset the Japanese in their relationship to America.
2/4-We reviewed each of the documents from yesterday, toward the end of class, we had a quickwrite. We also had some notes as well. They can be found on tomorrow's post.
2/5-We finished the notes from yesterday. We talked about the brutality of the Japanese in the Phillipines and how American POW's were treated. Then we looked at the battle of midway and how it changed the entire war. Japan lost all of its aircraft carriers in the battle and wouldn't recover. at the end of class we began to look at the home front on the link below.

Here are the notes and quickwrite from yesterday and today. Power Point

Join the Home Front

2/6-We continued looking at the link from yesterday, The questions that connect to it are below. (one change is to do all 4 people not 3 as it requests)
Questions for Join the Home front

24-28th

1/24-We finished up the week looking mostly at the King High Remember packet that needs to be given to a parent. If anybody has a veteran they want to bring they need to bring back the paper with it on. I finished by showing a video clip of the CCC and passed out the study guide.
1/27-I concluded the Depression with one slide of notes and just talked about the legacy of it. Also how WWII brings the Depression to an end as america begins ramping up production to assist the allies in Europe.

Students finished the unit by looking at how minority groups were impacted by the New Deal. This assignment was on the back of their study guide.

Order for Notebook

  1. Title Page-Put your name, Period, Unit 5, The good times bad times and good times

  2. Quickwrites-There were 5

  3. Notes-Including the one I printed out for you on Scopes Trial

  4. Work:

u1. Prohibition questions (if you need to see the packet to review for test take them)

u2. Harlem Renaissance Questions

u3. Conservative Presidents

u4. Scopes Trial Reading

u5. Scopes Trial Work in notebook

       6. Superficial prosperity work in notebook

       7. Reading with typewriter on paper

u8. Perfect Storm of Depression

u9. New Deal Remedies

u10. FDR and the New Deal: Was the New Deal Effective?

u11. Study Guide/On Back minorities in New Deal

1/28-We took our unit 5 test today and turned in notebooks

Friday 1/10-1/23

1/10-I was out again, students looked at the Scopes Trial and how small towns differed from big cities. Also then looked at The Conservative Presidents of the 1920's.
1/13-I reviewed the work from last week we went over the Harlem Ren. the Towns and Scopes trial. We finished by beginning to look at how individuals started to buy the new inventions of the time.
1/14-We began to look at spending in the 1920's including purchasing things on credit.
1/15-We finished looking at purchases. Students did a short assignment in their notebook on superficial prosperity.
1/16-I talked about what a stock was and how it could crash, then began to look at a google classroom assignment on what it was like to live through the Depression.
1/17-Students finished the google classroom assignment from yesterday.
1/21-We took notes in class about the banks and how everyone wanted to withdraw their money. Secondly how Hoover handled the beginning of the Depression. Though his logic was there the people couldnt wait for things to turn around. FDR took over with the idea of pushing things forward.
1/22-We began class by looking at a political cartoon that reflected a dr trying to fix a sick patient. We then read about what it was like to endure a dust storm, and finished by looking at the first 100 days of FDR's presidency.
1/23-Today we began to look at the new deal remedies. We focused on the CCC. There was a short packet that looked at several parts of the New Deal and if it was helping.

Thursday. The following 4 things are used in the lesson.

I was out with the flu. Students looked at the Harlem Renaissance, including readings and video's from the era 

*warning- The first video does use a version of the n-word that was used to describe the housing community at the time. 

Harlem Book

1/6-1/7

Welcome back-as we begin the second semester the big project will be March 6th. King High Remembers is for those who passed first semester and can maintain a C until the end of February.

1/6 Monday-We began to look at why America changed it's mind on the 18th amendment. We looked through the first half of 10 documents and discussed how things didn't turn out as perfect as America thought it would. The title of the unit is The best of Times, The Worst of Times. also students had quickwrite # 1-

The 18th amendment ends alcohol in America. They call it the “noble experiment.” What do you think this means? Why do you think they end up getting rid of it?

1/7 Tuesday- We finished looking at the documents. Students answered a question for each and then prepared as if they were writing a dbq. The Thesis is the main thing we are focusing on. 

The Documents

1/8-We looked over King High Remembers which is this year, and watched a video that showed what students will be doing. 

12/13-Finals

12/13-Any makeup tests and writing assignments were done, students can review for finals if they dont have anything.

12/16-Study Hall, finals tomorrow

12/17-12/19-Finals!
Have a great Break

12/12 Thursday

Today we took our unit 4 quiz, turned in our race riot papers, and our notebooks.
Tomorrow any make up tests, DBQ's or SAQ's will be done.

12/11

Today we finished working on papers, and students could put together their notebook. Tomorrow is a big day to end semester.
Paper Due on Race Riot
Unit 4 Test
Unit 4 Notebook Due!

Notebook order:

•Title Page-Name, Period, Unit 4 and Title War, Reds and Jazz

•Quickwrites-4 of them

•Notes

•Work:

•1. WWI-Summary of events

•2. Propaganda Cartoons

•3. Great Migration Work(which was in Notebook)

•4. Civil Liberties assignment

•5. End of War(Treaty of Versailles

•6. CSI Assignment(the notes handout should be in the notes)

•7. 1920’s Flapper

•8. Chicago Race Riots

•9. Study Guide

12/4-12/10

12/4 Wed-I was out again, students with the sub had a quickwrite on immigration. It was in a handout form of notes. They also then were supposed to look at the Sacco and Vanzetti trial and do a CSI assignment in determining whether these individuals were victims of discrimination because of their Italian heritage and political views, or guilty of murder. This time period was our first "Red" within our unit, as the Red Scare was America's fear of communism.

12/5 Thurs-I went over the work of the previous day for the first part of the day. We talked about the immigration restrictions America put on and the Palmer Raids. The second half of class we looked at the role of women in America. This "flapper" era has been over sterotyped but still showed this new age woman who went against the traditional roles of the past. Students have to pick up the 4 box assignment, and they are using their textbook to find things that changed during the time.

12/6 Friday-We started looking at the last part of our unit called Red Summer. It was a summer of blood shed after soldiers had returned from WWI. We watched the clip from Elaine, Arkansas and how a group of sharecroppers wanting to form a union, led to hundreds of African Americans being killed. We read a short article about how this all took place 100 years ago, and was considered the greatest instance of racial violence in American history. What makes it most fascinating is in the textbook it is a 2 sentence blip, and until the 100 anniversary starting popping up it was widely ignored in our past.
Red Summer intro video

12/9 Monday-We continued to look at the race riots from last friday. We watched the video below on Tulsa, and then looked at some of the events that unfolded in Chicago. In nearly every incident there was a little blame on both sides but at the end blacks in America were usually on the worse end of things. 3 things that seemed to be at the root of it in class was the idea that things were changing very fast in America, some black communities were prospering, and there was a new resistance to discrimination after WWI. These 3 things manifested itself through violence. Even though a small "incident" always started these massive riots, there was something deeper in the root. Students got their cities to research for the last assignment of the semester.

Quickwrite 4: Over the past several years, people have pushed to remove confederate statues and memorials. Dollar bills have been changed or are being changed. Parks streets and schools have changed names to be more sensitive to racial issues of the past. Do you think this is an effective way to move on from past failures of America? Should we hide or ignore the past, or keep things but recognize the problems of them? Example-Should we look at a George Washington or Thomas Jefferson for their slave owning past or their contributions to America? Should they continued to be idolized in our nation? 


Tulsa Race Riot Video

12/10-Students each received a city(almost everybody has their own) that went through a lynching, massacre, or riot from 1917-1923. Make sure you get your city and questions from me for your paper. The paper should be over a page typed, with at least 2 sources. If you are making this up, feel free to just choose one of the cities from the picture

The quiz for unit 4 is coming up on thursday as well. Below is the study guide
Unit 4 Study Guide

11/20-12/3

11/20-Students worked on their propaganda posters that were connected to major events going on in America on the homefront.
We watched a clip from World Wars on America's contribution to helping end WWI. We then looked at the Great Migration in America going on at the time. Students had a short assignment that went in their notebook.
Great Migration PP also assignment

11/21-Students looked at how Civil Liberties were being violated in America during WWI, particularly with German Americans, but also Freedom of Speech. It was an assembly day so the class was shorter.
Charles Schenck flyer
questions


12/2-In class we looked at the end of WWI and how the treaty of Versailles punished Germany. This leads the German people under Hitler to demand rising up against it. Quickwrite 2 is there as well
End of WWI work
End of WWI Powerpoint and quickwrite 2

12/3-Students worked on a google classroom assignment about the 18th and 19th amendments. These two amendments used WWI to get their final push to be passed. If you dont have the classroom code you can ask.

11/18-11/19

11/18-We began Unit 4 of our semester: War, Reds and Jazz is the title. We had a quickwrite: 

}What difficulties may America face in deciding to enter a war, while also having immigrants from every nation within the war? Is it fair to make immigrants go and fight against their homeland in a war?

}List any reasons America fights in WWI that you remember.

After this we briefly discussed what led to WWI taking place. We finished class with a small packet of readings highlighting why America got involved in WWI

11/19-We continued looking at causes of WWI for America. The Lusitania, Zimmerman Note, Unrestricted Submarine Warfare, Financial Loans, and Economic Profit were all possible reasons America entered the war. Students finished their assignment from this. 
After this we briefly looked at how propaganda played a role in the war. There were thousands of posters/advertisements produced in America for the war effort. They all had the profound effect of influencing Americans into believing they were needed for the war to be won. 

Slides and 11/20's assignment

11/15

Students took their unit 3 test as well as turned in their Notebook from unit 3

11/12-14

11/12-We finished looking at the Cartoons from last week. I talked about the different perspectives and how there was both a positive and negative view of America's actions. We finished by looking at the spread of America's empire in Hawaii, China, and Panama. Also how America's Great White Fleet showed off to the world that we were a force to be reckoned with. You had quickwrite 6 that is attached in the notes.
11/13-We finished looking at the Panama Canal, and as the video clip we watched said, made America a new superpower for a new century. At the end of class students looked at the Big Stick, Dollar and Moral Diplomacy. How 3 different presidents interacted with other nations. I am not able to post the panama canal video but they do discuss it was the greatest achievmeent in American history possibly as well as what puts us on top possibly in world power.

Test is Friday, The notebook order can be found in the power point:
Notes and Notebook Order
11/14-Students took their SAQ and could put together their notebook. They also can review for tomorrow's test

11/5-11/8

11/5-I was out this day, students finished up their newspapers from yesterday in class. They then worked on an assignment with the sub about America taking over Hawaii, Alaska, China and the Panama Canal
11/6-Students finished the assignment in the beginning of class from yesterday. After that I finished talking about how the war came to an end. It was very quick and America was able to gain new "colonies" from the war. Suddenly America was now an Imperialist nation. The only problem is some of those nations didn't want us to take them over. So America would have to teach them a lesson.
11/7-Students looked at the Philippine American War that broke out following the Spanish American War. We had a quickwrite below. I compared America's interactions with these nations to a parent trying to put their child on the right course even if the child isn't interested in what the parent is saying.

•If a parent thinks they know best for their child should they impose their will on their child? Is it up to the parent to ensure a kid(1-17 years old) follows the best standards, rules, expectations and protect them, so that the rest of their life goes well? Or do you think children/teens should have the freedom to figure some things out on their own. See what works and what doesn’t. Should parents be more like bumpers at the bowling alley for their kids in life, or like a train track for their kids where nobody moves off the track much? 

11/8-We were looking at political cartoon that were published at the time and the controversy. The cartoons are below if you need to look at them, but get the paper from me. We also reviewed some of the documents that were discussed during the Phillipine American War

Political cartoons

11/4 Monday!

We began the Power portion of our unit. We are shifting to America's rise on the world stage. For the first 125 years of America we are focused inward. Now we are shifting outward. The Spanish American war is filled with question marks, but it begins America's move towards becoming a world power

Spanish American War beginning. Quickwrite 4

10/30-11/1

10/30-We finished looking at lynchings in America and how people responded to them. We finished class by looking at a political cartoon of a farmer in chains and tried to interpret what was going on.
10/31-We looked at the populist party and its rise and fall. The farmers were desperate for change and did whatever they could to push change in America.
11/1-Students did an SAQ on muckrakers. They used documents to do the assignment. at the end of class we finished by looking at how Roosevelt brought alot of the progressives together.

Muckrakers saq fixed

10/21-10/29

An update to recent days. With a new 5th period class there is no longer a prep period where it is easy to update everyday

10/21-We began our unit Progress and Power. We looked at the growth of business in America and the idea of people like Rockefeller and Carnegie. We went over a few vocabulary words that can be found on the link at the bottom. This captains of industry made their money by creating monopolies and integrating their businesses.
Quickwrite 1-
Recently Bernie Sanders said there should not be any billionaires. Do you agree with him? Is it good for our nation that there is people making that much money and yet their workers are not? Do you think it should be more balanced or is that what make America special that you can make unlimited amounts of money? 

10/22-Captains vs Robber and Integration-Students looked at examples of both sides of these individuals. They did a lot of great things, pushing technology and wealth. They also at times did bad things to get an advantage. We looked at horizontal integration and vertical integration and how it helped companies make more money. We also looked at a map of how andrew carnegie was able to do this.

10/23-Students worked on researching about 3 different captains of industry and what they did to get into the position they were in. It is supposed to be done for homework.

10/24-We started looking at workers instead of the businessmen. Unions began to be formed to unite workers together. Many of them failed but it was a way to try to fight together for change. The first strike we looked at was the Homestead Strike in Andrew Carnegie's plant. Carnegie's manager called in an army to break the strike. People ended up dead on both sides. We watched a clip from the men who built america after reading about what they did.
Quickwrite # 2

What power do workers have? While today workers have far more rights than they did in the Industrial Age, what can you do when their pay is too low, or their hours are unfair? Even if you think owners should be able to dictate how their company is handled and run, why is it important that workers are treated fairly? 

10/25-We looked at one final strike at Pullman and how the news reported the events differently based on their biasness. Students then looked at small places improvement happened. Most notably the 1902 coal strike. We finished by looking at a part of the video on the triangle shirtwaist fire.

10/28-We finished the video of the Triangle Shirtwaist fire. Students completed the questions on the back of their Reform paper. They are due Tuesday. After I talked about different areas of life that the fire impacted. Child Labor, Women's Rights, and Workers rights were all impacted by it. Also government regulation in business is still strong today. Toward the end of class we looked at Race in America during this progressive age. It is the one area where things were not really progressing. The notes are including on the 29th posting.

10/29-Today we did quickwrite 3 which can be found in the notes. We read a poem by Dudley Randall on Booker T Washington and WEB Dubois. These two civil Rights leaders tried to promote change in Civil Rights through Education and occupation. They just did it in different ways. Toward the end of the period we began to look at Lynchings in America and how Ida Wells tried to bring it to the attention of Americans.

Notes and quickwrites 1-3

Week of 10/14-10/18

Monday 10/14-We continued friday's handout on political machines. Looking at graft and how politicians made money
Tuesday 10/15-We looked at the Chinese Exclusion Act.
There was quickwrite 6 and a few notes. The students then did an assignment using some readings in google classroom.

We watched minutes 3-10 from this documentary as well. https://www.pbs.org/wgbh/americanexperience/films/chinese-exclusion-act/
Quickwrite 6 and political machine notes as well

Wednesday 10/16-College Day Students didn't have normal class
Thursday 10/17-Students assembled their notebook, finished their Chinese Exclusion Assignment, and could review for the test

Notebook Order:

•Title Page(with name, period, unit and title(The Breakup and Makeup that leads to America’s Shape Up)

•Quickwrites-6 of them

•Notes-both written and handouts

•Work

•1-Manifest Destiny

•2-Nullification Crisis

•3-Gettysburg Address

•4-13-15th amendments

•5-Reaction to John Brown

•6-You can include the dbq but it is not required

•7-North or South who killed the Reconstruction

•8-Overview of the Gilded Age•

9-temperance movement assignment

•10-The New Colossus

•11-Honest and Dishonest Graft

•12-Chinese Exclusion Act Work

•13-Study Guide(completed or not completed)

Friday 10/18-We are turning in our notebooks and taking the Unit 2 Test

10/11 Friday

We began to look at Political machines today and how they dominated politics in the late 1800's. Quickwrite 5 is on the notes from yesterday. At the end of class students had to be journalists and use a picture without words to convince a reader that these machines were corrupt and shouldnt be voted for. There is a short packet we will get to on monday. We also in the beginning of class just look at some of the good and bad of the gilded age.
The unit test will also be coming up next friday so be ready.

10/10 Thursday

We looked at the poem the new colossus and how it reflects immigration at this time. We then went through the notes below and watched a short video clip on ellis island
Notes

10/9

Parent Teacher Conferences

10/7-10/8

10/7-I was out today grading the district essays from friday. Students looked at the beginning of the temperance movement. The main part was how out of control alcohol drinking was throughout the early to mid 1800's. It was the groundwork for America evnetually calling for change and ending alcohol.
10/8-I reviewed part of yesterday's assignment. Then we began looking at the beginning of immigration to America. It is a defining part of the gilded age. America was the land of opportunity for so many. We watched a clip from An American Tail. (the first 20 minutes can be found on netflix a shorter version of the main song is found below). Students had quickwrite 4:

•The American Tail:

•What do you think the term “cats” mean? How would there be no cats in America?

•What was the journey like to get to America for them?

•What do they think America will be like?

9/30-10/4

9/30-The biggest writing assignment is taking place this friday. Students got the dbq packet and we began to look at each of the documents. the question was did lives improve for americans between 1865 and 1900
10/1-I was out for coaching duties, students looked at what life was like for blacks in the south during the Reconstruction. These are designed to be historical context to assist with the essay
10/2-We went back to looking at the dbq. I went over the rubric and explained what needs to be included, we worked on thesis writing in class.
10/3-We went over another historical context document and continued working on our thesis statements and essay preparing.
10/4-Students did their district writing and turned in their work packet

9/26

We looked over the Reconstruction amendments 13-15 and how former slaves adjusted to life in America as sharecroppers.

9/25

We looked at the course of the Civil War, This included how the purpose was to reunify America but became ending slavery. Students had a quickwrite on what they thought were the most important event that caused the Civil War. We read the Gettysburg address and looked at Lincoln's contribution to his nation.

9/24

Students worked on a google classroom assignment. THere were a series of video clips and links to investigate the underground railroad, mexican american war, kansas nebraska act, and dred scott incident. Students will have 15 minutes tomorrow to work on it in class.

9/23

Today students turned in their work from thursday on Manifest Destiny. We then began to look at the road to the Civil War. This unit titled the "breakup" revolves around it. We started by looking at the Cotton Gin and how it led to an explosion for slavery. We watched a short clip. Then we looked at the Missouri Compromise and Nullification Crisis. Each event causes small problems that will carry us towards division. The Nullification Crisis questions should be completed.
Quickwrite 2 was also done.

uWhat do you think made people suddenly start taking a bigger issue with slavery? Do you think it was gradual or a single event? Think of something else that society has changed their minds on over time, how did things change?

9/18-9/20

We began our new unit The Breakup and Makeup that leads to America's Shape Up. I wasn't at school on Thursday but on Wed and Friday we went over the notes attached. We did quickwrite 1 on wed. On thursday the other assignment on the attachment was done. We looked at 6 early Presidents of America, as well as the idea of Manifest Destiny as America spread across the continent.

Notes, Assignment and Quickwrite

9/17

We formatted our Along the Chap papers today. Everyone should now be done on the project.