Christmas Vacation — No School 🎄

Clintondale High School is currently on Christmas Vacation. Classes will resume on Monday, January 6, 2025, at 7:35 A.M.

Merry Christmas, Happy Holidays, and Happy New Year, Dragons!

Christmas Break Countdown 🎶

⏰ What We Did

• Due to low student census, listened to Christmas music and played classroom games

Black Tuesday — 29 Oct 1929 📉

🎯 Learning Targets

• Explain and evaluate the multiple causes and consequences of the Great Depression

⏰ What We Did

• Watched a History documentary on the lead-up to the stock market crash of October 29, 1929, which marked the beginning of the Great Depression

Taking to the Text: Causes of the Great Depression 📖

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Explain and evaluate the multiple causes and consequences of the Great Depression

⏰ What We Did

• Watched a tutorial on how to talk to a text
• Silently read a provided article while interacting with the text

⚙️ Resources

• Talking to the Text (T4) Bookmark
• T4 Demonstration Video
• The Causes of the Great Depression

Guided Questions: The United States Turns Inward (1920s and 1930s) 🇺🇸

🎯 Learning Targets

• Understand the changing role of the United States in world affairs through World War II, investigate the causes of the Great Depression and how it affected American society, and how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state

⏰ What We Did

• Answered guided questions about isolationism and the domestic affairs the United States experienced following World War I

⚙️ Resources

• Guided Questions: The United States Turns Inward (1920s and (1930s) (OpenStax U.S. History)

Alike But Different: "The United States Turns Inward" 🇺🇸

🎯 Learning Targets

• Understand the changing role of the United States in world affairs through World War II, investigate the causes of the Great Depression and how it affected American society, and how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state

⏰ What We Did

• Read a provided text regarding American isolation during the 1920s and 1930s
• Compare and contrast the two decades

⚙️ Resources

• The United States Turns Inward (1920s and 1930s)
• Alike But Different: The United States Turns Inward

Era 6 Assessment 💯

🎯 Learning Targets

• Assess Era 6 comprehension

⏰ What We Did

• Completed the Era 6 Assessment

Era 6 Assessment 💯

🎯 Learning Targets

• Assess Era 6 comprehension

⏰ What We Did

• Began the Era 6 Assessment

Era 6 Review ♻️

Late Start Day 🕣

🎯 Learning Targets

• Review concepts introduced in Era 6

⏰ What We Did

• Due to today's Late Start, the Era 6 Assessment will take place tomorrow
• Prepare for tomorrow's Era 6 Assessment by reviewing the six main topics covered in the unit

Era 6 Review ♻️

🎯 Learning Targets

• Review concepts introduced in Era 6

⏰ What We Did

• Returned and corrected past work from Era 6 to review for tomorrow's assessment

Era 6 Infographic Project ℹ️

🎯 Learning Targets

• Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930
• Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period

⏰ What We Did

• Finished the Era 6 infographic poster, summarizing each of the six major topics covered in U.S. History & Geography

Era 6 Infographic Project ℹ️

🎯 Learning Targets

• Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930
• Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period

⏰ What We Did

• Due to technology issues, began creating an "old-school" infographic poster (i.e., on poster paper) summarizing each of the major topics covered in Era 6

⚙️ Resources

• Era 6 Infographic Rubric (Updated)

Era 6 Infographic Project ℹ️

🎯 Learning Targets

• Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930
• Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period

⏰ What We Did

• Continued creating an infographic on Easel.ly, summarizing each of the six major topics covered in Era 6
• Easel.ly is still blocked by the school district; Technology was contacted again
• Continue compiling information and graphics for each of the six topics covered in Era 6

Era 6 Infographic Project ℹ️

🎯 Learning Targets

• Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930
• Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period

⏰ What We Did

• Began creating an infographic on Easel.ly, summarizing each of the six major topics covered in Era 6
• Easel.ly is blocked by the school district; Technology was contacted
• Begin compiling information and graphics for each of the six topics covered in Era 6

Era 6 Infographic Project ℹ️

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930
• Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period

⏰ What We Did

• Using the ccs-student.net email address, created a free account on Easel.ly for the purpose of creating an infographic summarizing each of the major topics covered in Era 6
• Easel.ly is blocked by the school district

⚙️ Resources

• Easel.ly Sign-Up
• Era 6 Infographic Rubric

Sequencing Suffrage 👵

🎯 Learning Targets

• Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders and the eventual ratification of the Nineteenth Amendment

⏰ What We Did

• Using last Monday's article "The Battle for Suffrage," placed given events in the correct sequence and provided the year for each

⚙️ Resources

• Article: The Battle for Suffrage
• Sequencing Suffrage: Chronological Order Activity

Thanksgiving Break 🦃

Clintondale High School is closed for Thanksgiving Break. Classes will resume on Monday, December 2, 2024, at 7:35 A.M.

Have a happy and relaxing Thanksgiving Break, Dragons!

Catch-Up Day 🥫

⏰ What We Did

• Due to extremely low student census, used today's class to catch up on any previous Q2 work or notes

The Battle for Suffrage 🗳

🎯 Learning Targets

• Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders and the eventual ratification of the Nineteenth Amendment

⏰ What We Did

• Watched Schoolhouse Rock! Sufferin' 'til Suffrage
• Using the provided article, "The Battle for Suffrage," answered guided reading questions

⚙️ Resources

• Schoolhouse Rock! Sufferin' til Suffrage
• Article: The Battle for Suffrage
• Questions: The Battle for Suffrage

"A Progressive Assignment" 🔎

🎯 Learning Targets

• Analyze the social, political, economic, and cultural changes that occurred during the Progressive Era

⏰ What We Did

• For the given social problems during the Progressive Era, determined which solutions were implemented

⚙️ Resources

• A Progressive Assignment

Presentation: The Progressive Era 📝

🎯 Learning Targets

• Describe the extent to which industrialization and urbanization between 1895 and 1930 created the need for progressive reform

⏰ What We Did

• Finished the notes template while viewing a Google Slides presentation on the Progressive Era

⚙️ Resources

• Notes Template: The Progressive Era Presentation
• Presentation: The Progressive Era

Presentation: The Progressive Era 📝

🎯 Learning Targets

• Describe the extent to which industrialization and urbanization between 1895 and 1930 created the need for progressive reform

⏰ What We Did

• Began the notes template while viewing a Google Slides presentation on the Progressive Era

⚙️ Resources

• Notes Template: The Progressive Era Presentation
• Presentation: The Progressive Era

SSR-LINK: Social Issues During Era 6 📖

🎯 Learning Targets

• Describe the extent to which industrialization and urbanization between 1895 and 1930 created the need for progressive reform

⏰ What We Did

• Completed a LINK activity while reading a provided article on social issues
• Summarized what a social issue is and connect it back to a social issue that arose during Era 6

⚙️ Resources

• SSR-LINK: Social Issues During Era 6
• SSR Article: Social Issues

Avalon (1990), Day 3 🎞

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; and different perspectives about the immigrant experience

⏰ What We Did

• Completed a viewing guide while watching Avalon (1990)

Avalon (1990), Day 2 Part II 🎞

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; and different perspectives about the immigrant experience

⏰ What We Did

• Completed a viewing guide while watching Avalon (1990)

Population Changes, Immigration 🏭

Today's class was led by a guest teacher 🏫

🎯 Learning Targets

• Explain the social, political, economic, and cultural shifts taking place in the United States at the end of the 19th century and beginning of the 20th century

⏰ What We Did

• Developed ten multiple-choice questions — complete with four answer options, labeled A, B, C, and D and indicating the correct answer — on the immigration article linked below

⚙️ Resources

• Population Changes (Immigration) (History)

Avalon (1990), Day 2 🎞

Late Start Day 🕣

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; and different perspectives about the immigrant experience

⏰ What We Did

• Completed a viewing guide while watching Avalon (1990)

Avalon (1990), Day 1 🎞

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; and different perspectives about the immigrant experience

⏰ What We Did

• Completed a viewing guide while watching Avalon (1990)

YMTR: Population Changes, Immigration 🏭

Today is Veterans Day 🇺🇸

🎯 Learning Targets

• Explain the social, political, economic, and cultural shifts taking place in the United States at the end of the 19th century and beginning of the 20th century

⏰ What We Did

• Listen and answer the teacher's Yes/No questions developed through last week's article on population changes and immigration

End of the First Quarter 🌛

⏰ What We Did

• Used today's class to complete and turn in any Q1 assignments

YMTR: Population Changes, Immigration 🏭

🎯 Learning Targets

• Explain the social, political, economic, and cultural shifts taking place in the United States at the end of the 19th century and beginning of the 20th century

⏰ What We Did

• Read the provided article on European immigration into the United States from 1880 to 1920, including federal laws to limit immigration from certain parts of the world
• Develop eight Yes/No questions based on the information contained in the article

⚙️ Resources

• YMTR: Population Changes (Immigration) (History)

YMTR: Population Changes, Immigration 🏭

🎯 Learning Targets

• Explain the social, political, economic, and cultural shifts taking place in the United States at the end of the 19th century and beginning of the 20th century

⏰ What We Did

• Read the provided article on European immigration into the United States from 1880 to 1920, including federal laws to limit immigration from certain parts of the world
• Develop eight Yes/No questions based on the information contained in the article

⚙️ Resources

• YMTR: Population Changes (Immigration) (History)

Election Day — No School 🇺🇸

Clintondale High School is closed for Election Day. Classes will resume on Wednesday, November 6, 2024, at 7:35 A.M.

Catch-Up Day 🥫

Today's class was led by a guest teacher 🏫

⏰ What We Did

• Used today's class to catch up on any previous Q1 work or notes

City of Immigrants Wrap-Up ♻️

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Completed any unfinished parts of City of Immigrants mission

⚙️ Resources

• City of Immigrants website
• City of Immigrants Wrap-Up

City of Immigrants Simulation: Part 4, Part 5, & Epilogue 🎮

Today is Halloween 🎃

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Completed Parts 4 and 5 and the Epilogue of the City of Immigrants mission

⚙️ Resources

• City of Immigrants website
• Reflection: Part 4, Part 5, and Epilogue

City of Immigrants: Document Analysis, Part II 🔎

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Examined and deciphered aspects of a photograph from a garment factory where Lena Brodsky would have most likely worked

⚙️ Resources

• City of Immigrants Document Analysis, Part II

City of Immigrants Simulation: Part 2 & Part 3 ❓

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Completed Parts 2 and 3 of the City of Immigrants mission, completing the decision tracker through both sessions and reflecting on the decisions made during both sessions

⚙️ Resources

• City of Immigrants website
• Decision Tracker & Reflection: Part 2 and Part 3

City of Immigrants Simulation: Part 2 & Part 3 ❓

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Completed Parts 2 and 3 of the City of Immigrants mission, completing the decision tracker through both sessions and reflecting on the decisions made during both sessions

⚙️ Resources

• City of Immigrants website
• Decision Tracker & Reflection: Part 2 and Part 3

City of Immigrants: Document Analysis 🔎

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Interpreted an editorial cartoon from the time period of City of Immigrants related to immigration

⚙️ Resources

• City of Immigrants Document Analysis
• "The High Tide of Immigration — A National Menace" (HD Version)

City of Immigrants: Prologue & Part 1 🗽

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Began the City of Immigrants simulation by playing the Prologue and Part 1
• While engaged with the Prologue and Part 1 of the simulation, recorded the most consequential decisions made
• After having completed the Prologue and Part 1, completed a reflection on the simulation so far

⚙️ Resources

• City of Immigrants website
• Decision Tracker & Reflection: Prologue and Part 1

City of Immigrants: Meet the Characters 🗽

Late Start Day 🕣

🎯 Learning Targets

• Explain the causes and consequences of urbanization, including the location and expansion of major urban centers and their link to industry and trade; internal migration, including the Great Migration; the development of cities divided by race, ethnicity, and class, as well as the resulting tensions among and within groups; different perspectives about the immigrant experience

⏰ What We Did

• Given teacher-made usernames for logging into the MissionUS website (the case-sensitive password for everyone is 1stHourUSHG)
• Became familiarized with the characters that will be introduced in the City of Immigrants simulation by completing 20 questions under "Meet the Characters"

⚙️ Resources

• City of Immigrants (Log in with your provided username in the upper-right of the webpage)

Labor's Response to the Second American Industrial Revolution ✊

🎯 Learning Targets

• Evaluate the different responses of labor to industrial change, including the development of organized labor and the growth of populism and the populist movement

⏰ What We Did

• Chronologically order events related to labor's response to the Second American Industrial Revolution, given the title and subtitles

⚙️ Resources

• Card Sort Article: How Successful Were Efforts to Organize a National Labor Movement in America?
• Digital Card Sort: Labor's Response to the Second American Revolution (Make a copy in Google Drive before starting your sort)
• Card Sort Template (This is what your finished card sort should look like)

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