End of 5^th Six Weeks

Agenda U.S. History April 15^th 2010

Objective §113.24 (7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. (C) analyze the impact of slavery on different sections of the United States;

Lab: PowerPoint Projects

Turn in your book pages!

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

Agenda U.S. History April 14^th 2010

Six Weeks Test Today!

Turn in your book pages!

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

U.S. History April 13^th 2010

Agenda U.S. History April 13^th 2010

Tomorrow Six Weeks Test

Warm Up #10: In your journal write down the following questions!

1. The___________________ ___________________required the colonists to pay a tax on all legal documents such as wills, contracts, and diplomas.

2. The group that staged protests against the Stamp Act was the ______________________________

1. The colonist who was killed in the Boston Massacre was a sailor of African and Native American ancestry. ___________________ ___________________

2. In 1770, an incident called the __________ __________ was used as propaganda to arouse the colonists' resistance to British authority.

3. ____________________ ____________________wrote the Declaration of Independence.

Journal Check Chapter 14

Six Week Test Review

Agenda U.S. History April 12th 2010

Lab: PowerPoint Projects

Agenda U.S. History April 8^th 2010

Warm Up #9: In your journal write down the following questions!

20. What nationality founded the missions in California?_______________.

21. The Treaty of Paris 1763 ended the ________________________ and____________________________War.

22. The __________________________of_______________________ restricted colonists from settling west of the Appalachians Mountains.

23. The King of England during the American Revolution was _____________________ ______________________ ________.

24. The purpose of the Quartering Act was to require the colonies to provide________________________ and supplies for British soldiers

LAB: PowerPoints

Agenda U.S. History April 6 and 7^th 2010

Math and Reading TAKS Test

Agenda U.S. History April 5th 2010

Computer Lab- Mini-Lectures-PowerPoint Projects

Chapter 13 Journal OVER DUE!

Agenda U.S. History April 1st 2010

Objective §113.24 (1) History. The student understands traditional historical points of reference in U.S. history through 1877:(A) Identify the major eras in U.S. history through 1877 and describe their defining characteristics;

Chapter 14 Test Today!

Homework:

1) 5,000 word essay on the effect of reform on American society

2) read and outline chapters 15 and 16

3) be prepared for closed book quiz on Monday!

Chapter 13 Journal OVER DUE!

Agenda U.S. History March 31st 2010

Objective §113.24 (25) Culture. The student understands the major reform movements of the 19th century. The student is expected to:(A) describe the historical development of the abolitionist movement; and (B) evaluate the impact of reform movements including public education, temperance, women's rights, prison reform, and care of the disabled.

Chapter 14 Test: Tomorrow!

Homework: Study for Test!

Chapter 13 Journal OVER DUE!

Warm Up #8: In your journal write down the following questions!

15. Benjamin Franklin published ___________________Almanack.

16. John Locke argued that people have rights ____________________________________such as life, liberty, and property.

17. The first step toward guaranteeing the rights of Englishmen came in 1215 with the signing of the ______________ ________________________

18. In 1689, The _________ _____________________________limited the power of the King of England, and increased the power of the parliament.

19. In order to defeat the French, Benjamin Franklin suggested that the colonies unite in The __________ ____________________________of Union.

Journal Check 13 Way overdue! Late Grade Only!

Mini-Lecture 14-4: Abolition and Women’s Rights

Agenda U.S. History March 30^th 2010

Chapter 14 Test: April 1^st 2010

Chapter 13 Journal OVER DUE!

Warm Up #7: In your journal write down the following questions!

10. New England had long winters and _________________________soil.

11. The ___________________trade route consisted of three stops that included the shipping of African Slaves.

12. The New England colonies relied heavily on trade in part because a cold climate and poor soil made ___________________unprofitable.

13. The 13 original colonies were primarily located along the ___________________Ocean.

14. The missions founded in California were created by of which group of people? __________________

Journal Check 13 Way overdue! Late Grade Only!

Mini-Lecture 14-4: Abolition and Women’s Rights

Agenda U.S. History March 29^th 2010

Chapter 14 Test: April 1^st 2010

Chapter 13 Journal OVER DUE!

Warm Up #6: In your journal write down the following questions!

6. The agreement written by the Pilgrims that provided for self-government was called the __________________ __________________.

7. The first representative assembly in the American colonies was known as the __________________ _______________ ____________________________________

8. The Plymouth colony was established primarily by settlers who wanted __________________ freedom.

9. Fundamental Orders of __________________was a constitution that some Puritan colonists wrote to govern themselves.

10. New England had long winters and ___________________soil.

Journal Check 13 Way overdue! Late Grade Only!

Mini-Lecture 14-3: Reforming American Society

Agenda U.S. History March 26^th 2010

Chapter 14 Test: April 1^st 2010

Chapter 13 Journal OVER DUE!

Warm Up #5: In your journal write down the following questions!

1. The financial drain due to the British economic system of ________________________was one of the main causes of the Revolution.

2. The Americas received their name from a German mapmaker who named the continent after __________________ __________________.

3. The movement of plants, animals, and diseases between hemispheres is the ___________________________Exchange.

4. The voyage that carried captured Africans to the Americas for use as slaves was known as the __________________ __________________

5. The first permanent English Colony was Jamestown Virginia founded in __________________

Journal Check 13 Way Over due! Late Grade Only!

Mini-Lecture 14-3: Reforming American Society

Open Book Quiz-

Agenda U.S. History March 25^th 2010

Objective §113.24 (27) Culture. The student understands the relationships between the arts and the times during which they were created.

(A) describe the developments in art, music, literature, drama, and other cultural activities in the history of the United States

(C) identify examples of American art, music, and literature that transcend American culture and convey universal themes;

Chapter 13 Journal Due Today

Warm Up #4: In your journals, use your textbook to define and explain the significance of:

revival

Second Great Awakening

Temperance movement

Complete-Journal Check #13

Shaping America:”Moving Westward”

Mini-Lecture 14-2: American Literature and Art

Agenda U.S. History March 24^th 2010

Objective §113.24 (27) Culture. The student understands the relationships between the arts and the times during which they were created.

(A) describe the developments in art, music, literature, drama, and other cultural activities in the history of the United States

(C) identify examples of American art, music, and literature that transcend American culture and convey universal themes;

Chapter 13 Journal Due Today

Warm Up #3: In your journals, use your textbook to define and explain the significance of:

Prejudice

famine

nativist

Journal Check

Mini-Lecture 14-2: American Literature and Art

Agenda U.S. History March 23rd 2010

Objective §113.24 (27) Culture. The student understands the relationships between the arts and the times during which they were created.

(A) describe the developments in art, music, literature, drama, and other cultural activities in the history of the United States

(C) identify examples of American art, music, and literature that transcend American culture and convey universal themes;

Chapter 13 Journal Due Today

Warm Up #2: In your journals, use your textbook to define and explain the significance of:

Romanticism, transcendentalism, civil disobedience

14-2: American Literature and Art

Agenda U.S. History March 22nd 2010

Objective §113.24 (24) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups during the 17^th, 18^th, and 19^th centuries

(A) identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration;

(C) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs;

Chapter 13 Journal Due Tomorrow

Warm Up #1: In your journals, use your textbook to define and explain the significance of:

Emigrants, immigrants, steerage

14-1: The Hopes of Immigrants

Agenda U.S. History March 11^th 2010

Objective §113.24 (6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. (B) explain the political, economic, and social roots of Manifest Destiny

Chapter 13 Test Tomorrow, pick up study guide!

Warm Up #6: In your journals, use your textbook to define and explain the significance of:

Sante Fe Trail

Mormon Trail

Oregon Trail

Open Book Quiz: Chapter 13

Book-Pages:Due Today!

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

Agenda U.S. History March 10^th 2010

Chapter 13 Test on Friday, pick up study guide!

Warm Up #5: In your journals, use your textbook to define and explain the significance of:

forty-niner

Californio

Mariano Vallejo

John Sutter

Mini-Lecture: 13-4 The California Gold Rush

Missouri Compromise MAP, complete for homework! Due Today!

Homework: Book-Pages:Due Thursday!

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

Agenda U.S. History March 9^th 2010

Chapter 13 Test on Friday, pick up study guide!

Warm Up #4: In your journals, use your textbook to define and explain the significance of:

Bear Flag Revolt

Winfield Scott

Treaty of Guadalupe Hidalgo

Mexican Cession

Mini-Lecture: The War With Mexico

Missouri Compromise MAP, complete for homework! Due Wednesday.

Homework: Book-Pages:Due Thursday!

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

Agenda U.S. History March 8^th 2010

Warm Up #3: In your journals, use your textbook to define and explain the significance of:

James K. Polk

manifest destiny

Zachary Taylor

Missouri Compromise MAP!

Homework: Book-Pages:

Stamp Act

Sons of Liberty

Crispus Attucks

Boston Massacre

Agenda U.S. History March 5^th 2010

Warm Up #2: In your journals, use your textbook to define and explain the significance of:

Stephen Austin

Tejano

Antonio López de Santa Anna

Mini Lecture: Texas Independence

Chapter 12 Journal Overdue!

Homework: Have a great weekend!

Agenda U.S. History March 4th 2010

Objective §113.24 (6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.

(B) explain the political, economic, and social roots of Manifest Destiny

(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation;

Warm Up #1: Jedediah Smith, Jim Beckwourth, land speculators

Lecture: Trails West

Chapter 12 Journal Due Today

Journal Chapter 11- Late

Agenda U.S. History March 3rd 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

(G) analyze federal and state Indian policies and the removal of Cherokee Indians during the Jacksonian era

(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

Warm-Up: In a written response, evaluate whether or not you think Andrew Jackson was a “good” president. Give 3 examples supporting your argument.

Chapter 12 Journal Due Today

Journal Chapter 11- Late

Agenda U.S. History March 2nd 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

(G) analyze federal and state Indian policies and the removal of Cherokee Indians during the Jacksonian era

(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

Chapter 12 Test Today

Book Pages Due Today: French and Indian War, Proclamation of 1763, Quartering Act

Journal Chapter 11- Late

Agenda U.S. History March 1st 2010

Objective §113.24 (7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

Chapter 12 Test Tomorrow

Book Pages Due Tomorrow: French and Indian War, Proclamation of 1763, Quartering Act

Warm-Up #7: In your journals, use your textbook to define and explain the significance of: Martin Van Buren, the Panic of 1837, and Whig Party.

Chapter 12 Open Book Quiz

Journal Chapter 11- Late

Agenda U.S. History February 26th 2010

Objective §113.24 (7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

(22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:

(A) identify different points of political parties and interest groups on important historical and contemporary issues

Chapter 12 Test Tuesday

Book Pages Due Tuesday: French and Indian War, Proclamation of 1763, Quartering Act

Warm-Up #6: Nicholas Biddle, Jackson’s bank veto, “pet banks”

Section 3: Conflict Over States Rights Outline

Jackson’s War on the National Bank: Political Cartoon Analysis

Journal Chapter 11- Late

Agenda U.S. History February 25th 2010

Objective §113.24 (7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

(22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:

(A) identify different points of political parties and interest groups on important historical and contemporary issues

Chapter 12 Test Tuesday

Journal Chapter 11 Due Today

Book Pages Due Tuesday: French and Indian War, Proclamation of 1763, Quartering Act

Warm-Up #5: John C. Calhoun, Tariff of Abominations, doctrine of nullification

John Ross and Andrew Jackson Activity: Opinions of Native American Removal Policies

Section 3: Conflict Over States Rights Outline

Graphic Novel – Late

Agenda U.S. History February 24th 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(G) analyze federal and state Indian policies and the removal of Cherokee Indians during the Jacksonian era

Chapter 12 Test Tuesday

Journal Chapter 11 Due Tomorrow

Warm-Up #4: Osceola and answer why Andrew Jackson was seen as a representative of the “Common Man”

Jigsaw Activity: Westward Expansion and Indian Removal. Research your person (Andrew Jackson, Chief Justice John Marshall, Sequoya, or Western Settler) and answer the following questions:

1. Who is this?

2. How was he involved in westward expansion and the displacement of Native Americans? What role did they play?

3. What do you think was their opinion of Manifest Destiny?

4. If he hadn’t been present, how do you think westward expansion would have changed?

Graphic Novel – Late

Agenda U.S. History February 23rd 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(G) analyze federal and state Indian policies and the removal of Cherokee Indians during the Jacksonian era

Chapter 12 Test Friday

Warm-Up #3: Indian Removal Act, Indian Territory, Trail of Tears

Jackson’s Inauguration: Write a letter or newspaper article from the viewpoint of someone attending the inauguration. Answer the following questions:

1. Who was there? What types of people? How many?

2. Why was this day so important to voters?

3. What might Jackson have said (2 things) in his inaugural address (speech to the people)?

4. Overall, what would Jackson's presidency mean for America? Do you believe it would be good or bad for the country? Why?

Jigsaw Activity: Westward Expansion and Indian Removal. Research your person, share information about him with your group, and answer the following questions:

1. Who is this?

2. How was he involved in westward expansion and the displacement of Native Americans? What role did they play?

3. What do you think was their opinion of Manifest Destiny?

4. If he hadn’t been present, how do you think westward expansion would have changed?

Graphic Novel – Late

Agenda U.S. History February 22nd 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

Chapter 12 Test Friday

Warm-Up #2: Jacksonian democracy, spoils system, and why were the elections of 1800 and 1828 similar?

Shaping America: Jacksonian Democracy

Jackson’s Inauguration: Write a letter or newspaper article from the viewpoint of someone attending the inauguration. Answer the following questions:

1. Who was there? What types of people? How many?

2. Why was this day so important to voters?

3. What might Jackson have said (2 things) in his inaugural address (speech to the people)?

4. Overall, what would Jackson's presidency mean for America? Do you believe it would be good or bad for the country? Why?

Graphic Novel – Late Today

Agenda U.S. History February 19^th 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

Warm-Up #1: In your journal answer this question: What are the qualities of a “good” president?

Mini-lecture on Jackson’s election.

Cornell notes in journal.

1828 Campaign Poster for Adams or Jackson:

1) Drawing of candidate.

2) Candidate’s name and election year.

3) Slogan showing political stance.

4) Slander against his opponent.

Graphic Novel – Due Today!

Agenda U.S. History February 18^th 2010

Objective §113.24 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

Warm-Up #8: In your journal answer this question: What are the qualities of a “good” president?

Mini-lecture on Jackson’s election.

Cornell notes in journal.

1828 Campaign Poster for Adams or Jackson:

1) Drawing of candidate.

2) Candidate’s name and election year.

3) Slogan showing political stance.

4) Slander against his opponent.