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 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 🇺🇸

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