Second American Industrial Revolution 🏭

🎯 Learning Targets

• Analyze the factors that enabled the United States to become a major industrial power, including the organizational revolution, the economic policies of government and industrial leaders, the advantages of physical geography, the increase in labor through immigration and migration, and the growing importance of the automobile industry

⏰ What We Did

• Conducted a Close and Critical Read with an article on the Second American Industrial Revolution, highlighting text to fulfill prompted tasks

⚙️ Resources

• Text: The Second American Industrial Revolution (The Active USA Center)
• Close and Critical Reading Tasks

Lincoln (2013), Day 3 🎩

🎯 Learning Targets

• Examine Abraham Lincoln's presidency with respect to his military and political leadership; the evolution of his emancipation policy (including the Emancipation Proclamation); the the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence

⏰ What We Did

• Completed a viewing guide while watching Lincoln (2013)

Lincoln (2013), Day 2 🎩

🎯 Learning Targets

• Examine Abraham Lincoln's presidency with respect to his military and political leadership; the evolution of his emancipation policy (including the Emancipation Proclamation); the the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence

⏰ What We Did

• Completed a viewing guide while watching Lincoln (2013)

Lincoln (2013), Day 1 🎩

🎯 Learning Targets

• Examine Abraham Lincoln's presidency with respect to his military and political leadership; the evolution of his emancipation policy (including the Emancipation Proclamation); the the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence

⏰ What We Did

• Completed a viewing guide while watching Lincoln (2013)

Eras 1 - 5 (F1) Review ♻️

🎯 Learning Targets

• Review the main concepts of Eras 1 - 5 in USHG

⏰ What We Did

• Prepared for the F1 Assessment by reviewing Eras 1 through 5

The Civil War Begins 🥊

Today is Columbus Day 🌎

🎯 Learning Targets

• Understand the causes, course, and character of the Civil War and its effects on people, as well as how various Reconstruction plans succeeded or failed

⏰ What We Did

• Read "What Caused the Beginning of the Civil War?" and, in pairs, finished a card sort of the events leading up to the conflict

⚙️ Resources

• Civil War Card Sort article

Class to Gymnasium 🏀

Today's class was led by a guest teacher 🏫

⏰ What We Did

• The class went to the CHS gymnasium with the guest teacher

The Road to Civil War 🛣

Half-Day Due to Parent-Teacher Conferences 🐲

🎯 Learning Targets

• Understand the causes, course, and character of the Civil War and its effects on people, as well as how various Reconstruction plans succeeded or failed

⏰ What We Did

• Read "What Caused the Beginning of the Civil War?" and, in pairs, began a card sort of the events leading up to the conflict

⚙️ Resources

• Civil War Card Sort article

Expansion and Reform ⬅️

Late Start Day 🕣

🎯 Learning Targets

• Investigated the territorial expansion of the United States between 1801-1861, how the Industrial Revolution, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions, and the sources and character of cultural, religious, and social reform movements during the antebellum period

⏰ What We Did

• Previewed the time period of American history from 1815 to 1880 by answering five questions
• Justified changing the answer or supporting the original answer to each preview question with evidence from a text

⚙️ Resources

• Anticipatory Guide: Expansion and Reform
• Anticipatory Questions: Expansion and Reform
• Anticipatory Text: Expansion and Reform

The American Revolution 🦅

🎯 Learning Targets

• Investigated the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory

⏰ What We Did

• Students answered eight teacher-developed questions derived from yesterday's reading

The American Revolution 😡

🎯 Learning Targets

• Investigated the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory

⏰ What We Did

• Read "Overview of the American Revolution" aloud as a class
• Individually developed eight yes/no questions pertaining to the reading
• In pairs or threes, students shared their eight questions and edited as needed

⚙️ Resources

• Overview of the American Revolution (Digital History)

Professional Development Day 🟢

Clintondale High School is closed today for students, while teachers are engaging in professional development. Classes will resume at 7:35 A.M. on Monday, October 7, 2024.
 

1492: Conquest of Paradise (1992), Day 4 🌎

Today is Mean Girls Day 💁🏼‍♀️

🎯 Learning Targets

• Explain the demographic, environmental, and political consequences of European oceanic travel and conquest

⏰ What We Did

• Completed a viewing guide while finishing 1492: Conquest of Paradise (1992)

1492: Conquest of Paradise (1992), Day 3 🌎

🎯 Learning Targets

• Explain the demographic, environmental, and political consequences of European oceanic travel and conquest

⏰ What We Did

• Completed a viewing guide while watching 1492: Conquest of Paradise (1992)

1492: Conquest of Paradise (1992), Day 2 🌎

🎯 Learning Targets

• Explain the demographic, environmental, and political consequences of European oceanic travel and conquest

⏰ What We Did

• Completed a viewing guide while watching 1492: Conquest of Paradise (1992)

1492: Conquest of Paradise (1992), Day 1 🇪🇸

🎯 Learning Targets

• Explain the demographic, environmental, and political consequences of European oceanic travel and conquest

⏰ What We Did

• Completed a viewing guide while watching 1492: Conquest of Paradise (1992)

Spanish Exploration and Conquest 🇪🇸

Today's class was led by a guest teacher (COVID-19) 🦠

🎯 Learning Targets

• Describe Spanish exploration of the Americas, and the importance of these voyages to the developing Atlantic World
• Explain the importance of Spanish exploration of the Americas in the expansion of Spain’s empire and the development of Spanish Renaissance culture

⏰ What We Did

• Completed a LINK (List, Inquire, Notes, Know) on Spanish exploration and conquest in the Americas

⚙️ Resources

• Read pages 5 through 8 of the PDF — Spanish Exploration and Conquest (OpenStax U.S. History)

Portuguese Exploration 🇵🇹

Today's class was led by a guest teacher (COVID-19) 🦠

🎯 Learning Targets

• Describe Portuguese exploration of the Atlantic and the importance of these voyages to the developing Atlantic World

⏰ What We Did

• Completed a LINK (List, Inquire, Notes, Know) on Portuguese exploration and settlement in the Americas

⚙️ Resources

• Read pages 2 through 4 of the PDF — Portuguese Exploration (OpenStax U.S. History)

Colonization and Settlement 🔗

Today's class was led by a guest teacher (COVID-19) 🦠
Late Start Day 🕣

🎯 Learning Targets

• Identify the motives of Europeans to explore and settle in North America

⏰ What We Did

• Learned how to LINK articles: List, Inquire, Notes, Know
• Completed a LINK activity on the European colonization and settlement in North America

⚙️ Resources

• Step 1: Read this — Silent Sustained Reading and LINK
• Step 2: Watch this — LINK Tutorial
• Step 3: Read this article and LINK with a sheet of notebook paper — Settlement and Colonization of North America

Know the CDVs Like the Back of Your Hand 🖐

Today's class was led by a guest teacher (COVID-19) 🦠

🎯 Learning Targets

• Identify and define the ten Core Democratic Values (CDVs)

⏰ What We Did

• Finished yesterday's activity of assigning each "finger" a CDV and developing a definition and drawing an illustration

Know the CDVs Like the Back of Your Hand 🖐

🎯 Learning Targets

• Identify and define the ten Core Democratic Values (CDVs)

⏰ What We Did

• Assigned each "finger" a CDV and developed a definition and drew an illustration

⚙️ Resources

• Know the CDVs Like the Back of Your Hand
• Core Democratic Values Defined

Indigenous Peoples Life in the Americas 🌎

🎯 Learning Targets

• Illustrate the origins of the first arrivals of Native Americans into North and South America

⏰ What We Did

• Developed a map of the prehistoric arrival of the first Native Americans into North and South America using the Nystrom Atlas

⚙️ Resources

• The Nystrom Atlas of United States History (NOTE: Use the top map on page 8)
• Indigenous Peoples Life in the Americas

American Exceptionalism? 🇺🇸

🎯 Learning Targets

• Use prior knowledge to examine whether, at this point in the course, America is exceptional

⏰ What We Did

• Discussed the phrase, "American exceptionalism," where it orginated, and how it has transformed throughout U.S. history
• Weighed evidence presented, as well as prior knowledge of historic events and achievements, and expressed whether the United States is exceptional

⚙️ Resources

• American Exceptionalism?

9/11: An American Tragedy 🇺🇸

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Finished reflecting upon 9/11: An American Tragedy by responding to activity wrap-up questions

9/11: An American Tragedy 🇺🇸

Today's class was led by a guest teacher (COVID-19) 🦠
Today is Constitution Day 📜

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Reflected upon the 9/11: An American Tragedy activity by writing answers to wrap-up questions

⚙️ Resources

• Wrap-Up Questions

9/11: An American Tragedy 🇺🇸

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Completed the six-station walk-around in groups, reading and viewing primary sources pertaining to one specific focus on 9/11, responding to reflection prompts at each station

9/11: An American Tragedy 🇺🇸

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Began conducting a six-station walk-around in groups, reading and viewing primary sources pertaining to one specific focus on 9/11, responding to reflection prompts at each station

⚙️ Resources

• September 11 Student Notes

9/11: America Remembers 🇺🇸

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Finished watching the CNN-produced video on the response of the United States government to the terrorist attacks on September 11, 2001

9/11: America Remembers 🇺🇸

Today's class was led by a guest teacher 🏫
Late Start Day 🕣

🎯 Learning Targets

• Students will interpret primary and secondary sources regarding the basic facts, perpetrators, victims, the history, timeline of events, and effects of the events of September 11, 2001

⏰ What We Did

• Watched a CNN-produced video on the response of the United States government to the terrorist attacks on September 11, 2001

⚙️ Resources

• 9/11: America Remembers (CNN)

Thinking Like a Historian 💭

🎯 Learning Targets

• Students will analyze what it means to be a historian

⏰ What We Did

• Teacher-led activity pertaining to the perspectives and limitations of studying history, while remembering to focus on "digging deeper"

⚙️ Resources

• Thinking Like a Historian

USHG Binder Set-up 🗂

🎯 Learning Targets

• Students will become familiar with the organziation system of U.S. History & Geography I

⏰ What We Did

• Assign students to desks, to assist the teacher in matching names to faces
• Distribute five-tab dividers and assign each tab with a specific USHG unit
• Distribute and discuss the course syllabus

America: The Story of Us 🗽

🎯 Learning Targets

• Preview USHG Unit 1: Foundations in United States History and Geography

⏰ What We Did

• Watched Episode 1 (Rebels) of the History Channel's America: The Story of Us while completing a guided reading

⚙️ Resources

• America: The Story of Us — Rebels video

💻 Homework

• Purchase a 1"+ three-ring binder before class on M 9 September 2024

Website Tour 💻

🎯 Learning Targets

• Gain familiarity with the course website, identifying its layout and features
• Identify traits of individual strengths within both others and self

⏰ What We Did

• Introduce the class to their website and identify its key features
• Complete a strengths-spotting exercise

⚙️ Resources

• Three Good People

💻 Homework

• Purchase a 1"+ three-ring binder before class on M 9 September 2024

Team Building 👥

🎯 Learning Targets

• Encourage student engagement, promote social interaction, and create a welcoming atmosphere

⏰ What We Did

• In teams/groups, participate in a general trivia game to develop academic relationships

💻 Homework

• Purchase a 1"+ three-ring binder before class on M 9 September 2024

Welcome Back, Dragons! 🐲

🎯 Learning Targets

• Encourage student engagement, promote social interaction, and create a welcoming atmosphere

⏰ What We Did

• Provide a brief overview of the Eras covered in U.S. History & Geography
• In groups, participate in various Stack 'Em Up icebreaker challenges

💻 Homework

• Purchase a 1"+ three-ring binder before class on M 9 September 2024