Day 20 - Monday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Mini-Project Preparation for Presentations: 

1. The entire class will break into 3 groups - See my email from Friday on who is in what group or see below. 
2. Each group was assigned ONE question below in the "Thought Questions" Section
3. Your goal is to work together to find the answer (you should use the resources below, but you can do extended research if you want), BUT you must provide an argument (thesis) AND provide EVIDENCE to support your argument. 
4. Create a GOOGLE DOC so that you all can contribute to answering this question and please share me as an editor on this doc.  You are a team so act like one and work like one please.  
5. The group will present TUESDAY (5 minutes minimum and 10 minutes maximum).
6. Consider it a GROUP GRADE!!! Here is your Presentation Rubric
7. Use the following resources to answer these 3 questions below:  

• Library of Congress - Use the brief summary AND the documents on the right hand side. 
• 20th Century Economic Trends
• Cornelius Vanderbilt - NY Times Article 

Railroad Thought Questions - You may use the textbook as well as the links above to help you develop your answers. 

1. What role did railroads play in U.S. economic development?
2. Why did railroad construction boom after the American Civil War?
3. How did men like Vanderbilt come to control the nation's rail lines?

Group 1 - Railroad Thought Question 1 - Kiran Churchill, Cam DeChiara, Raybien Felizardo, Natasha Mupenzi, Blake Redfern, Nat Siket, and Kailey Sparks.

Group 2 - Railroad Thought Question 2 - Jason Clark, Brendan Corsino, Kaili Flanagan, Josh Goldstein, Bryanna Norden, Allison Murphy, Delaney O'Toole, and Katrina Radice.  

Group 3 - Railroad Thought Question 3 - Gaby Goulette, Jed Lee, John Lumenello, Angela Mastracci, Ashley Poland, Dan Sherry, and Zachary Taylor. 

Homework:

1. Please continue to work toward your group's question and be ready to share with the ENTIRE class tomorrow.  Your homework is to become an expert on your argument and the evidence that supports it. You will have 10 minutes at the start of class to discuss with your group to make sure you are on the same page and prepared to give an ENGAGING presentation.  Each group will have 5 minutes to present their case tomorrow and providing EVIDENCE to support your thesis/argument.  Again, here is your Presentation Rubric and your presentation is Due Tomorrow!
___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1. Please use the Causes of the American Revolution slideshow and A Timeline and Key Terms  and the textbook (pages 97-108) to complete all of the acts/events/terms found on pages 1 & 2 of the Causes of the American Revolution Packet. You may complete this exercise with one partner.

2. Please complete the Major American Petitions for Independence (pages 105-112 in your textbook) packet for tomorrow's class.  You must work independently on this packet in class and what you do not finish you should finish for homework.  This packet will cover the Olive Branch Petition, Common Sense, and The American Declaration of Independence.

Homework:
1. Please complete all questions in the Major American Petitions for Independence packet for tomorrow's class.  Use pages 105-112 to complete for Tuesday's class.
____________________________________________________
International Studies - Period 3 
Essential Questions:
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?

Themes:  Global Awareness, Global cooperation, United Nations, Human Rights

1. Please examine the UN Website and a major news network to research a major crisis that the United Nations is working on currently and complete with developed thoughts, complete sentences and critical thinking the UN Article Analysis form.

2. UN slideshow - We will finish tomorrow.



2. Ban-Ki-Moon - Secretary-General of the United Nations - We will watch tomorrow.



3. United Nation Resources:
United Nations History
United Nations Multimedia Room

Homework:
1. Please examine the UN Website and a major news network to research a major crisis that the United Nations is working on currently and complete with developed thoughts, complete sentences and critical thinking the UN Article Analysis form.  It will count as a take-home-quiz.

2. We will talk about this previous homework below on Tuesday!  From Thursday and Friday: You should finalize what is in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world. What major meetings are going on at the UN today and who is speaking?  Why is this meeting very necessary in the world right now? Be prepared to present this information tomorrow in a round-table discussion.

Day 19 - Friday and only 35 weeks left of school :)

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Homework Check
- Outlines on Opportunities/Opportunist and The Grange/Railroads from Wednesday night.
-Video questions from the Trans-Continental Railroad Video last night.

2. A list of the Wealthiest Americans according to the New York Times

3. "Modern Colossus of (Rail) Roads," 1879 Activity

Cornelius "the Commodore" Vanderbilt is shown towering over his rail empire and pulling the strings to control its operations. The sign reads "all freight leaving the seaboard MUST pass here and pay any tolls we demand."(Library of Congress)

---

4. Presentations: 

1. The entire class will break into 3 groups. 
2. Each group will take ONE question below in the "Thought Questions" Section
3. Your goal is to work together to find the answer (you should use the resources below, but you can do extended research if you want), BUT you must provide an argument (thesis) AND provide EVIDENCE to support your argument. Create a GOOGLE DOC so that you all can contribute to answering this question and please share me on this doc.  You are a team so act like one and work like one please.  
4. The group will present TUESDAY (5 minutes).  Consider it a GROUP GRADE!!! Presentation Rubric
5. Use the following resources to answer these 3 questions below:  

• Library of Congress - Use the brief summary AND the documents on the right hand side. 
• 20th Century Economic Trends
• Cornelius Vanderbilt - NY Times Article 

Railroad Thought Questions - You may use the textbook as well as the links above to help you develop your answers. 

1. What role did railroads play in U.S. economic development?
2. Why did railroad construction boom after the American Civil War?
3. How did men like Vanderbilt come to control the nation's rail lines?

Homework:

1. Please continue to work toward your group's question and be ready to share with the ENTIRE class tomorrow. You will have 10 minutes at the start of class to discuss with your group to make sure you are on the same page and prepared to give an ENGAGING presentation.  Each group will have 5 minutes to present their case tomorrow and providing EVIDENCE to support your thesis/argument.  Due Tuesday.
___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1. We will continue to review the Causes of the American Revolution slideshow
A Timeline and Key Terms - Great Resource for students!

2. Additionally, we will continue the investigative hunt on The Boston Massacre using the SOAPS Activity and your small group discussions.  The alternative viewpoint.

3. We will complete all of the acts that build colonial resentment toward helped in the Causes of the American Revolution Packet.

Homework:
1. Please read Chapter 4 - Section 2 - "Ideas Help Start a Revolution" pages 103-108 complete pages 3&4 on the Causes of the American Revolution Packet.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?

Themes: Peace Day, Global Awareness, United Nations, Human Rights

1. We will continue to examine the United Nations using the UN Website and a UN slideshow.



2. Ban-Ki-Moon - Secretary-General of the United Nations



3. United Nation Resources:
United Nations History
United Nations Multimedia Room

Homework:
1. None, enjoy your weekend.

2. From Thursday and Friday: You should finalize what is in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world. What major meetings are going on at the UN today and who is speaking?  Why is this meeting very necessary in the world right now? Be prepared to present this information tomorrow in a round-table discussion.

Day 18 - Thursday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. A discussion on the Second Industrial Revolution and how railroads impacted the United States through domestic transportation and trade.

2. Sorry everyone, we did not get to completing what I had originally planned for today on the Trans-Continental Railroad Video, but can you please complete it for homework.  I have updated this blog post because our class discussion ran a little longer than I wanted.

3. "Modern Colossus of (Rail) Roads," 1879 Activity

Cornelius "the Commodore" Vanderbilt is shown towering over his rail empire and pulling the strings to control its operations. The sign reads "all freight leaving the seaboard MUST pass here and pay any tolls we demand."(Library of Congress)

---

Homework:

1. Trans-Continental Railroad Video - Please watch this video and answer the questions below.
A. What were the gifts the Railroad offered many Americans?
B. Who did the Central-Pacific Railroad depend on?
C. How did Railroads make money?
D. How were railroads build? Be very specific please!
E. How did the trans-continental railroad impact the U.S.A? Give at least 3 reasons.
F. Why were railroads game-changers?
G. How was the ICC beneficial to the U.S.A and what impact did it have on the railroads? (video + pages 445-446 will help)

3. "Modern Colossus of (Rail) Roads," 1879 Activity

___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1. We will continue to review the Causes of the American Revolution slideshow
A Timeline and Key Terms - Great Resource for students!

2. The Boston Massacre - SOAPS Activity



3. Doug Linder, The Boston Massacre Trials - An Account, 2001

4. We will complete all of the acts that build colonial resentment toward helped in the Causes of the American Revolution Packet.

Homework:
1. Please read Chapter 4 - Section 2 - "Ideas Help Start a Revolution" pages 103-108 complete pages 3&4 on the Causes of the American Revolution Packet.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?

Themes: Peace Day, Global Awareness, United Nations, Human Rights

1. We will examine the United Nations using the UN Website and a UN slideshow.



2. Brief History of the United Nations:


3. Human Rights?!?!?



4. Ban-Ki-Moon - Secretary-General of the United Nations



5. United Nation Resources:
United Nations History
United Nations Multimedia Room

Homework:
1. You should finalize what is in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world.

2. What major meetings are going on at the UN today and who is speaking?  Why is this meeting very necessary in the world right now? Be prepared to present this information tomorrow in a round-table discussion.

Day 17 - Hump Day Wednesday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Were railroads and banks do what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. What challenges did farmers faced on the Great Plains?
Timeline of Agricultural Inventions
Challenges and adversity with Farming the West
Farming Today!!!

2. William Jennings Bryan Speech at the DNC
Populism and the Election of 1896

3. Growth of Railroads in the 19th Century - Study using Map Data

4. Trans-Continental Railroad Video - Please watch this video and answer the questions below.
A. What were the gifts the Railroad offered many Americans?
B. Who did the Central-Pacific Railroad depend on?
C. How did Railroads make money?
D. How were railroads build? Be very specific please!
E. How did the trans-continental railroad impact the U.S.A? Give at least 3 reasons.

Homework:
1. Read pages 443 - 446 and outline the section into 2 sections: Opportunities and Opportunists, and The Grange and the Railroads.  Tell me what and who was involved in each of these outlines and the EFFECTS of the rapid growth both had in the West. This should be typed up or neatly written out for your notes.

___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1. We will continue to review the Causes of the American Revolution slideshow
A Timeline and Key Terms - Great Resource for students!

2. The Boston Massacre - SOAPS Activity - Today if we have time.

3.Stamp Act Original Documents - The interpretation of Documents A, B, and C will be completed today.
 
Homework:
1. Please read pages 100-108 in your textbook and create a graphic organizer, political cartoon, OR propaganda poster that illustrates what are the main themes, ideas or reasons for the American Revolution.  Due on Tomorrow.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?

Themes: Peace Day, Global Awareness, United Nations, Human Rights

1. We have 3 people left who need to engage us with their Peace Day at BHS Presentations. You need to review the Ambassador Rubric to ensure you understand how you will be graded.

2. What happened on Peace Day?

3. We will examine the United Nations using the UN Website and a UN slideshow.



4. Ban-Ki-Moon - Secretary-General of the United Nations


5. United Nation Resources:
United Nations History
United Nations Multimedia Room

Homework:
1. What's in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world.

2. What major meetings are going on at the UN today and who is speaking?  Why is this meeting very necessary in the world right now?

Day 16 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. What challenges did farmers faced on the Great Plains?
Timeline of Agricultural Inventions
Challenges and adversity with Farming the West
William Jennings Bryan Speech at the DNC

Populism and the Election of 1896

2. We will quickly review The Gold vs. Silver Debate - Use textbook pages 427-428 and my DBQ on Gold vs. Silver Debate (This is a resource, but we will NOT complete the student activity) to help you understand why was their a gold versus silver issue in 1896 in America.

3. Who were the "WINNERS" and the "LOSERS" of the West?

Homework:
1. Read Chapter 14 - Section 1 - "The Expansion of Industry" - pages 436-439.
After completing this reading, please create a T-chart and on the left-hand column give me the resource, development or invention that affected the industrial boom in the 19th century.  In the second column (right side) note how each item impacted industrialization.

2. Which invention or development in "The Expansion of Industry" had the greatest impact on society?  Provide support to justify your argument.

___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. I will collect the U.S. History I - Honor's Level Test.  We will review the DBQ section of test and what the expectations should look like. 

2. We will begin to review the Causes of the American Revolution slideshow
A Timeline and Key Terms - Great Resource for students!

3. The Boston Massacre - SOAPS Activity

4.Stamp Act Original Documents

Homework:
1. Please read the Stamp Act: Document C and complete questions 1-4.

2. Please read pages 100-108 in your textbook and create a graphic organizer, political cartoon, OR propaganda poster that illustrates what are the main themes, ideas or reasons for the American Revolution.  Due on Thursday.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. Everyone will engage us with their Peace Day at BHS Presentations. You need to review the Ambassador Rubric to ensure you understand how you will be graded.

Homework:

1. What did Jeremy Gilley engage in on Peace Day?  Do you think he was successful? Why or why not?

Day 15 - Monday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. What challenges did farmers faced on the Great Plains?
Timeline of Agricultural Inventions
Challenges and adversity with Farming the West

2. We will quickly review The Gold vs. Silver Debate - Use textbook pages 427-428 and my DBQ on Gold vs. Silver Debate (This is a resource, but we will NOT complete the student activity) to help you understand why was their a gold versus silver issue in 1896 in America.

3. Who were the "WINNERS" and the "LOSERS" of the West?

Homework:
1. Read Chapter 14 - Section 1 - "The Expansion of Industry" - pages 436-439.
After completing this reading, please create a T-chart and on the left-hand column give me the resource, development or invention that affected the industrial boom in the 19th century.  In the second column (right side) note how each item impacted industrialization.

2. Which invention or development in "The Expansion of Industry" had the greatest impact on society?  Provide support to justify your argument.

___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. I will collect the U.S. History I - Honor's Level TWe will review the DBQ section of test and what the expectations should look like. 

2. We will begin to review the Causes of the American Revolution slideshow

3. College Prep I will take the Test on Chapter 2 & 3: The early American settlements & The 13 Colonies and their relationship with England. You may use your 4x6 note-card and ONLY YOUR NOTE-CARD.

Homework:
1. Please read pages 88-89 and then 96-99 in your textbook and complete ALL questions on The Causes of the American Revolution document.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. Did you log on and watch Peace Day Live on Saturday, September 21, 2013 for a little bit? What did you see?  Share your thoughts?

2. Everyone will hand in their Peace Day reflections and engage us with their Peace Day at BHS Presentations. You need to review the Ambassador Rubric to ensure you understand how you will be graded.

Homework:

1. None.

Day 14 - FRIDAY is here....Whoa that week went by fast...2 down, 36 more to go!

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. A few of you guys owe me The Battle of Little Bighorn DBQ/3-paragraph essay.

2. The Actual Homestead Act + The Homestead Act of 1862 - Rotating Gallery Walk and SOAPS primary source analysis will be completed today.

Homework:
1. None, enjoy the weekend!
___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. Everyone will take the Test on Chapter 2 & 3: The early American settlements & The 13 Colonies and their relationship with England. You may use your 4x6 note-card and ONLY YOUR NOTE-CARD. 

2. Period 6 still needs to finish the compare and contrast of the Northern and Southern colonies and  the "Join or Die" Analysis
. 

This cartoon, published by Benjamin Franklin on May 9, 1754 in the Pennsylvania Gazette. (Photo Credit: Library of Congress)

Questions:
A. What is the key message in this statement?
B. What do the 8 segments represent on the snake and why are there only eight segments on the snake?

3. The French and Indian War


Who was involved? What was the major cause? What was the Outcome?- Why did this impact the colonist?

Homework:
1. If you were out today then you WILL TAKE THE TEST ON 9Chapters 2 & 3 (pages 42-89 in your textbook) on MONDAY. In formation about this test is on Day 13's blog post for your class. Otherwise, the students who took the test and completed it today have no homework this weekend.
____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. The schedule:

Thursday - Did the statue get dressed up yesterday or this morning? Did you all document "White-Out Day?  Today we need to take down all of the posters about "White-Out Day" and then you guys can work on the White Ribbons were not really given out yesterday, so let's make some more and give them out today.  Additionally, you all can work on your i-movies, presentations, and organizing your project that will be presented on Monday.

2. Don't forget to log on and watch Peace Day Live on Saturday, September 21, 2013 for a little bit.

3. Here are a series of new films we recorded with Jude Law yesterday that you can share to promote your page on Peace Day.

Here’s how else you can be a key part of the effort to spread the message of Peace Day:  

1. Watch the 24-Hour Global Broadcast – at any point on 21 September

2. Get involved in our new online Thunderclap campaign 

3. Mark the Day and tell us what you’re doing 

4. Peace Day resources: What will you execute at BHS over the next day to help our school recognize "Peace Day"...
Peace One Day
International Day of Peace
Peace Events on Peace Day
The Prem Rawat Foundation (TPRF) Organization
The United Nation's Peace Day
Fellowship of Reconciliation (blog on Peace Day)
Peace Day Facebook - Has some good images, ideas, and foundations/resources.
Peace Day Ideas - On a facebook page, but it might help you promote it at BHS
The Nobel Peace Prize

Homework:

1. Don't forget to log on and watch Peace Day Live on Saturday, September 21, 2013 (Tweet this out to everyone at #peacedayBHS. Don't stop the social media campaign and make sure you Tweet about what is happening on PEACE DAY!!

2. Congratulation and your school-wide ambassador plan for Peace Week/Day seemed like a great success!  You need to review the Ambassador Rubric to ensure you understand how you will be graded.  Your goal was to effectively contribute to how you will make Burlington High School aware of Peace Day.  Remember this will be a project grade based on your contributions to organizing Peace Day activities at Burlington High School.  You should see yourselves as Peace Day Ambassadors that advocate "Who will you make Peace with on Peace Day?  You may use the our brain-storming session to help.

3. Monday all proof of what you did will be presented to the entire class and Mr. Parkin.  You can put this in a presentation app (such as Show Me or something else that you are comfortable with), i-movie, google presentation or any program to share pictures, videos, or any other evidence of your contributions. This will count for 45% of your grade.  (Project Breakdown = Presentation 45%, Reflection essay 45%, Mr. Parkin's observations 10% = Grand total equals 100% for a Project Grade). The Reflection essay AND Presentations that illustrate EVIDENCE of your contributions as an ambassador and the school observing Peace Day should be documented and will be due on Monday, September 23rd.

Day 13 - Thursday - Happy White-Out Day and thanks to all who participated!

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. I will collect The Battle of Little Bighorn DBQ/3-paragraph essay.

2. Review and reflect upon pages 410-414 with a focus on Sand Creek Massacre, Bozeman Trail, Red River Wars, The Dawes Act, The Battle at Wounded Knee and the big business of the Texas Longhorns.

3. The Actual Homestead Act + The Homestead Act of 1862 - Rotating Gallery Walk and SOAPS primary source analysis.
 
Homework:
1. None
___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. A few classes need to finish the compare and contrast of the Northern and Southern colonies and  period 6 still needs to finish the dissection of the "Great Awakening" as a large group and utilize the George Whitefield Cartoon.

2. The Join or Die Analysis
. 

This cartoon, published by Benjamin Franklin on May 9, 1754 in the Pennsylvania Gazette. (Photo Credit: Library of Congress)

Questions:
A. What is the key message in this statement?
B. What do the 8 segments represent on the snake and why are there only eight segments on the snake?

3. The French and Indian War


Who was involved? What was the major cause? What was the Outcome?- Why did this impact the colonist?

Homework:
1. Honor's Level and College Prep - Study for your TEST tomorrow on Chapters 2 & 3 (pages 42 - 89 in your textbook). Multiple Choice, the content from the handouts, slideshows, class discussions and your textbook is all fair game for this test and also I will have some skill-based activities such as a map, chart, or an historical document as part of this test! EVERYONE gets to use ONE 3x5 notecard with notes to help you during the test.

Study Guide:

Chapter 2-
Jamestown Settlement
joint-stock company
Powhatan Tribe
Headright system
Puritans + New England settlement (Massachusetts Bay Colony)
Purtians leave - Roger Williams and Anne Hutchinson
Pequot Wars + Metacom/King Phillips War
Middle Colonies - Quakers, William Penn, Where are they?

Chapter 3
Mercantilism
The 13 Colonies - what did they offer? Raw materials? Labor?
Navigation Acts
The Glorious Revolution's effect on the Colonist - salutary neglect + "Power of the Purse"
The Great Awakening: George Whitefield and the European Enlightenment (idean of government, natural laws, John Locke + Jean Jacques Rousseau).
The Agricultural South vs. the Commercial North
The French-Indian War

____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. The schedule:

Thursday - Did the statue get dressed up yesterday or this morning?  Execute the "White Out" Peace Day at Burlington High School and document it's impact on the school and students observing it. Videos and pictures should be taken, maybe with the Peace Pledge Signs that Kayla made and their Pledge of "Who will you make Peace with?"

Friday - The bake sale is cancelled, so what are we going to do??? White Ribbon and???

2. Watch Peace Day Live on Saturday, September 21, 2013.

3. Here are a series of new films we recorded with Jude Law yesterday that you can share to promote your page on Peace Day. We hope they help!

Here’s how else you can be a key part of the effort to spread the message of Peace Day:  

1. Watch the 24-Hour Global Broadcast – at any point on 21 September

2. Get involved in our new online Thunderclap campaign 

3. Mark the Day and tell us what you’re doing 

4. Peace Day resources: What will you execute at BHS over the next 2 days to help our school recognize "Peace Day"...
Peace One Day
International Day of Peace
Peace Events on Peace Day
The Prem Rawat Foundation (TPRF) Organization
The United Nation's Peace Day
Fellowship of Reconciliation (blog on Peace Day)
Peace Day Facebook - Has some good images, ideas, and foundations/resources.
Peace Day Ideas - On a facebook page, but it might help you promote it at BHS
The Nobel Peace Prize

Homework:

1. Your plan should be in full swing and you need to review the Ambassador Rubric to ensure you understand how you will be graded.  Your goal is to effectively contribute to how you will make Burlington High School aware of Peace Day.  You decided to contribute morning announcements to be aware of Peace Day itself and then finalize your execution of the Peace Day Table.  How is the social media aspect going? Remember this will be a project grade based on your contributions to organizing Peace Day activities at Burlington High School.  You should see yourselves as Peace Day Ambassadors that advocate "Who will you make Peace with on Peace Day?  Contribute and implement a plan in our brain-storming session!!!

2. Monday all proof of what you did will be presented to the entire class and Mr. Parkin.  You can put this in a presentation app or program to share pictures, videos, or any other evidence of your contributions. This will count for 45% of your grade.  (Project Breakdown = Presentation 45%, Reflection essay 45%, Mr. Parkin's observations 10% = Grand total equals 100% for a Project Grade). The Reflection essay and Presentations that illustrate EVIDENCE of your contributions as an ambassador and the school observing Peace Day should be documented and will be due on Monday, September 23rd.

Day 12 - Guess what day it is? HUMP DAY!!!

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. Using primary sources to support a story and our history:
Battle of Little Big Horn
Map #2 - Battle of Little Big Horn
Timeline leading up to the Battle of Little Big Horn
Primary Source Documents on the Sioux Treaty of 1868

2. The Battle of Little Bighorn - Who is responsible for the Battle of the Little Bighorn? We will be using this DBQ excercise to complete ideas about sourcing, contextualization, and corroboration (cross-checking) in groups of 4-6 students and then you will begin writing your 3-paragraph essay.

3. Writing Rubric and Chicago Style in-text Citation.

Homework:
1. Write a 3-paragraph essay (you  may type it out as well, but it MUST BE PRINTED OUT FOR TOMORROW'S CLASS...if I cannot read your writing then I will NOT grade it and you will get a ZERO) answer the following question for a TEST grade and it is the main point of this essay: Who is responsible for the Battle of the Little Big Horn?  Make sure you have a thesis statement and provide evidence using the documents I have provided you with  - the textbook account, the modified Cameron Report, and Kate Bighead modified interview.  You must cite your sources with in-text citations from these sources. DUE DATE IS THURSDAY, SEPTEMBER 19TH.
___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. America and it’s Colonies - Salutary Neglect, "Power of the Purse", What questions gave you problems? Let's discuss the content in this article and the primary source cartoons.

2. The Northern, Middle, Southern colonies and Great Awakening will be discussed based off last nights Venn diagram, and the previous night's videos and primary source illustration. In partners, you guys will share and exchange ideas about the similarities and differences of the Commercial North and Southern Agricultural South.  We will also dissect the "Great Awakening" as a large group and utilize the George Whitefield Cartoon.

3. All homework for the last two days will be checked today.



Homework:
1. Honor's Level and College Prep - Please analyze the Join or Die Cartoon below and answer the two questions that follow.


This cartoon, published by Benjamin Franklin on May 9, 1754 in the Pennsylvania Gazette. (Photo Credit: Library of Congress)

Homework Questions:
1. What is the key message in this statement?
2. What do the 8 segments represent on the snake and why are there only eight segments on the snake?
_____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. The schedule:

Wednesday - Get the message out there for the "Peace Pledge" and "White-Out Thursday".  Hit the posters, twitter, facebook, and send out the message Jeremy Gilley has or short video clips with your friends and teachers. How do people know about "White-Out"?  Let's check the lastest you have on Twitter/other Social Media.  What does Jeremy Gilley have out right now that BHS should know? Who is going to dress up the Statue by the Main Entrance?

Thursday - Execute the "White Out" Peace Day at Burlington High School and document it's impact on the school and students observing it. Videos and pictures should be taken, maybe with the Peace Pledge Signs that Kayla made and their Pledge of "Who will you make Peace with?"

Friday - The bake sale is cancelled, so what are we going to do???

2. Peace Day resources: What will you execute at BHS over the next 3 days to help our school recognize "Peace Day"...
Peace One Day
International Day of Peace
Peace Events on Peace Day
The Prem Rawat Foundation (TPRF) Organization
The United Nation's Peace Day
Fellowship of Reconciliation (blog on Peace Day)
Peace Day Facebook - Has some good images, ideas, and foundations/resources.
Peace Day Ideas - On a facebook page, but it might help you promote it at BHS
The Nobel Peace Prize

Homework:

1. Your plan should be in full swing and you need to review the Ambassador Rubric to ensure you understand how you will be graded.  Your goal is to effectively contribute to how you will make Burlington High School aware of Peace Day.  You decided to contribute morning announcements to be aware of Peace Day itself and then finalize your execution of the Peace Day Table.  How is the social media aspect going? Remember this will be a project grade based on your contributions to organizing Peace Day activities at Burlington High School.  You should see yourselves as Peace Day Ambassadors that advocate "Who will you make Peace with on Peace Day?  Contribute and implement a plan in our brain-storming session!!!

2. Monday all proof of what you did will be presented to the entire class and Mr. Parkin.  You can put this in a presentation app or program to share pictures, videos, or any other evidence of your contributions. This will count for 45% of your grade.  (Project Breakdown = Presentation 45%, Reflection essay 45%, Mr. Parkin's observations 10% = Grand total equals 100% for a Project Grade). The Reflection essay and Presentations that illustrate EVIDENCE of your contributions as an ambassador and the school observing Peace Day should be documented and will be due on Monday, September 23rd.

Day 11 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. Using Maps to identify the West:
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses

Battle of Little Big Horn
Map #2 - Battle of Little Big Horn
Timeline leading up to the Battle of Little Big Horn
Primary Source Documents on the Sioux Treaty of 1868

2. The Battle of Little Bighorn - Who is responsible for the Battle of the Little Bighorn? We will be using this DBQ excercise to complete ideas about sourcing, contextualization, and corroboration (cross-checking).

Homework:
1. Please READ AND ANSWER THE QUESTIONS ON THE DBQ'S.

2. write a 3-paragraph essay (you  may type it out as well, but it MUST BE PRINTED OUT FOR THURSDAY'S CLASS...if I cannot read your writing then I will NOT grade it and you will get a ZERO) answer the following question for a TEST grade and it is the main point of this essay: Who is responsible for the Battle of the Little Big Horn?  Make sure you have a thesis statement and provide evidence using the documents I have provided you with from the textbook account, the modified Cameron Report, and Kate Bighead modified interview.  You must cite your sources with in-text citations from these sources. DUE DATE IS THURSDAY, SEPTEMBER 19TH.
___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Mercantilism, Colony-building, economic relationships

1. Our focus today will be on Mercantilism and what type of economic relationship this meant between the colonist and England.

2. The Northern, Middle, Southern colonies and Great Awakening will be discussed based off last nights videos and primary source illustration. According to the video last night: What was appealing about the religious messages being that were spreading?  Why was George Whitefield so popular?

3. America and it’s Colonies - What questions gave you problems? Let's discuss the content in this article and the primary source cartoons.




Mercantilism helped create trade patterns such as the triangular trade in the North Atlantic, in which raw materials were imported to the metropolis and then processed and redistributed to other colonies.



Homework:
1. Honor's Level and College Prep - Please read and review pages 72 - 78 on the Agricultural South and then pages 79-84 The Commercial North.  Create a Venn Diagram that illustrates how the Agricultural South and the Commercial North are different and alike. A sample Venn Diagram.

_____________________________________________________
International Studies - Period 4 
Essential Questions:
1. Is peace sustainable?
2. Can the world create a movement that is everlasting?
3. Can you make a difference at BHS?

Themes: Peace Day, Global Awareness, Leadership

1. The schedule:
Tuesday - Long Period - Continue to execute your plan for Wednesday-Friday in sub-groups and create realistic opportunities for Peace Day Activities at BHS.

Wednesday - Get the message out there for the "Peace Pledge" and "White-Out Thursday".  Hit the posters, twitter, facebook, and send out the message Jeremy Gilley has or short video clips with your friends and teachers.

Thursday - Execute the "White Out" Peace Day at Burlington High School and document it's impact on the school and students observing it.

Friday - The bake sale with proceeds going to Peace One Day organization should be executed.  We will need a CHANGE BOX, please check in with Mrs. Allegretto in the Main Office.

2. April 2013 - Last Year's International Studies Class chatted with Jeremy Gilley about Peace Day



3. Last Year's Peace Day Video -

4. Peace Day resources: What will you execute at BHS over the next 4 days to make our school recognize "Peace Day"...
Peace One Day
International Day of Peace
Peace Events on Peace Day
The Prem Rawat Foundation (TPRF) Organization
The United Nation's Peace Day
Fellowship of Reconciliation (blog on Peace Day)
Peace Day Facebook - Has some good images, ideas, and foundations/resources.
Peace Day Ideas - On a facebook page, but it might help you promote it at BHS
The Nobel Peace Prize

Homework:

1. Your plan should be in full swing and you need to review the Ambassador Rubric to ensure you understand how you will be graded.  Your goal is to effectively contribute to how you will make Burlington High School aware of Peace Day.  You decided to contribute morning announcements to be aware of Peace Day itself and then finalize your execution of the Peace Day Table.  How is the social media aspect going? Remember this will be a project grade based on your contributions to organizing Peace Day activities at Burlington High School.  You should see yourselves as Peace Day Ambassadors that advocate "Who will you make Peace with on Peace Day?  Contribute and implement a plan in our brain-storming session!!!

2. Monday all proof of what you did will be presented to the entire class and Mr. Parkin.  You can put this in a presentation app or program to share pictures, videos, or any other evidence of your contributions. This will count for 45% of your grade.  (Presentation 45%, Reflection essay 45%, Mr. Parkin's observations 10% = Grand total equals 100% for a Project Grade).

Day 10 - Monday....or 37 weeks to go!

U.S. History II  - Period 1: 
Essential Questions:

-How do we think like an Historian?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?

1. Has the West been romanticized?  What did the images from Friday's primary sources illustrate? What do Mr. Parkin's images illustrate?

Romanticizing the West Activity:
Group A - http://library.bbhc.org
Group B - http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/gallery.php?theme=culture&section=cowboy
Group C - http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
Group D - http://www.theatlantic.com/infocus/2012/05/the-american-west-150-years-ago/100304/

2. Using Maps to identify the West:
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses

3. Reality using primary source documents:
The Battle of Little Bighorn - Who is responsible for the Battle of the Little Bighorn? We will be using this DBQ excercise to complete ideas about sourcing, contextualization, and corroboration (cross-checking). This will count as a QUIZ GRADE!

Homework:
1. Please watch the 8 minute video and then read the Chapter overview on Westward Expansion: The Homestead Act of 1862 and & the Frontier. Write a one paragraph (5-6 sentences at minimum) response that combines what you saw and read with ONE of the Essential Questions above.
___________________________________________________

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-How was the first permanent English settlement in North America established in 1607? 
-What influence did geography play in the settlement?

Themes: Individualism, Diversity, PEGS (Political, Economic, Geographic, Social)

1. The Middle Colonies - The goal is for you guys to understand that every part of early America was distinct and unique when building their communities.

2. America and it’s Colonies - What questions gave you problems? Let's discuss the content in this article and the primary source cartoons.

3. Our focus today will be on Mercantilism and what type of economic relationship this meant between the colonist and England.




Mercantilism helped create trade patterns such as the triangular trade in the North Atlantic, in which raw materials were imported to the metropolis and then processed and redistributed to other colonies.



Homework:
1. Honor's Level and College Prep - Please watch the 7 minute video on The Southern Colonies: Settlement and Growth and then answer the following questions:
A. Why were so many enslaved Africans brought to the Southern Colonies?
B. Why did fewer cities develop in the South during the 1700's?

2. Please also watch The Great Awakening Video: What was the "Great Awakening"?  What was the focus of this movement?

3. Please analyze the political cartoon below and answer the following questions: Who does this man represent? What evidence suggest he may or may not be popular?


_____________________________________________________
International Studies - Period 4 
Essential Questions:
1. What does international studies mean?
2. How will you succeed in my class?

Themes: PEGS (Political, Economic, Geographic, Social)

1. We will review the Peace Day Resources and you MUST try to finalize a plan for how you will help the school recognize peace day.  Maybe think about multiple activities in a count-down like effect or a week-long string of events.

2. Peace Day resources: What will you plan at BHS over the next 6 days to make our school recognize "Peace Day"...
Peace One Day
International Day of Peace
Peace Events on Peace Day
The Prem Rawat Foundation (TPRF) Organization
The United Nation's Peace Day
Fellowship of Reconciliation (blog on Peace Day)
Peace Day Facebook - Has some good images, ideas, and foundations/resources.
Peace Day Ideas - On a facebook page, but it might help you promote it at BHS
The Nobel Peace Prize

Homework:

1. Your plan should be to finalize your plan on how you will make Burlington High School aware of Peace Day.  You decided to contribute morning announcements to be aware of Peace Day itself and then finalize your execution of the Peace Day Table.  How is the social media aspect going? Remember this will be a project grade based on your contributions to organizing Peace Day activities at Burlington High School.  You should see yourselves as Peace Day Ambassadors that advocate "Who will you make Peace with on Peace Day?  Contribute and implement a plan in our brain-storming session!!!