History Comes to Life.

When You enter it HERE Your blogpost will appear in the timeline HERE.  Make sure you link to your POST not your whole blog.

Your Killer Timeline

Civil war research, writing, sharing.

Each group will have one blog.  -- but you can give permission for team mates to post your blog, or the designated recorder will just get email from the other people, create a blog post, and paste in their work.

Each group member will pick one unique topic.  A couple paragraphs is all I'm looking for.  Cool things you didn't know about are the goal.

Here are some possible starting points. (Actually, your book is a great starting point).

http://www.bcps.org/offices/lis/models/civilwar/studentresources.htm

http://www.dce.k12.wi.us/historyday/Topics/CivilWar.htm

Battles: Antietam, Gettysburg, Chancellorsville, Fredericksburg, The Wilderness, Richmond, Mechanicsburg, Murfreesboro, New Orleans, Vicksburg, Shiloh and Morgan's Raid

People: Grant, Lee, McClellan, Sojourner Truth, Harriet Tubman, Sheridan, Sherman, Stonewall Jackson, Clara Barton, Lincoln, Jefferson Davis, Henry Clay, Louisa May Alcott, John Brown

Other: The Calvary, The Emancipation Proclamation, Weapons, Battlefield Health Care, The Ironclads and Civil War Prison Camps

Assessment, A short, concise summary of your event.  Description of why it's IMPORTANT to the civil war as a whole.

http://www.cnn.com/2009/LIVING/06/12/mf.civil.war/

http://www.smithsonianmag.com/history-archaeology/Women-Spies-of-the-Civil-War.html

EXTRA AWESOMENESS:  Include pictures; LINK to outside sources.

You must cite your sources (at least 2).
Your must not plagiarize.

We will build one giant timeline of all our events that we can all see.
We will visit each others' blogs to read, think, and respectfully comment.

lecture and review

 Lecture for 1-2

DEFINE EACH  and EXPLAIN it’s relationship to the chapter 

Leif Ericsson

Christopher Columbus

Pizzarro

Subsistence farming

Pilgrims

Jamestown

Enlightenment

Great Awakening

French and Indian War

Stamp Act

Yorktown

Lexington

Intolerable Acts

Triangular trade

Mercantilism
Declaration of independence

-What is the COLUMBIAN EXCHANGE, give 3-4 examples, and explain why is it significant.

Why did the pilgrims leave England?  What is their lasting impact on America?

Outline/Diagram the triangular trade.  Show parts, and direction of travel.

-What were the strengths and weaknesses of the US and British forces in the US revolution.  Why did America win?

quotation:

"...and the bones and skulls upon several places of their habitations made such a spectacle after my coming into these parts, that, as I traveled in the Forest near the Massachusetts, it seemed to me a new found Golgotha"

in New England in 1619, English Trader Thomas Morton

Explain What he saw, and why?

Guns, Germs, Steel:

Using references to the Video we watched, the quotations we read, and our book, what are the theories about the demise of the Indians?  What do you think happened, and support your position.

US Revolution:
Short description of the events that lead to the war, using events in your book.

Timeline Assignment, Test

Timeline:
16 events from 1500-1800 (1492 is OK).
6 from 1-1
10 from 1-2.

what it was, when, and the significance.
this is for reference, not for display: consider it a 'rough draft, or notes'
5 pts.

Test: Tuesday.
Ch 1-1, and 1-2.
Test questions available tomorrow, online.

Reading and Understanding Sources.

Here is the QUIZ

Questions you need to answer:

How many native Americans were there in 1491.  Cite 3 of your sources.  Which number do you think was right?
example:
source #45, "9 billion", Larry Johnson


 What happened to the native Americans?  Cite 2 sources, and quote the relevant passage.
example:
source #99, "they got in their car and drove away," John Larryson


How fast did the number of native Americans change? Cite 2 sources.
same idea
source #, "text from source," author

The Sources. 

1.     “In the year 1626 or thereabouts, there was not a Neat Beast (cow Horse or sheep in the Country and a very few Goats or hogs, and now it is a wonder to see the great herds of Cattle belonging to every Town.” Samuel Maverick, 1626

2.     A Jesuit reported that the "Savages" were disgusted by handkerchiefs: "They say, we place what is unclean in a fine white piece of linen, and put it away in our pockets as something very precious, while they throw it upon the ground."

3.     Soto crossed the Mississippi a few miles downstream from the present site of Memphis. It was a nervous passage: the Spaniards were watched by several thousand Indian warriors. Utterly without fear, Soto brushed past the Indian force into what is now eastern Arkansas, through thickly settled land—"very well peopled with large towns," one of his men later recalled, "two or three of which were to be seen from one town."

Charles Hudson, UGA Anthropologist  2002

4.     "The Indians of North America, were 16 millions in numbers, and sent that number of daily prayers to the Almighty."

George Caitlin, 19th Century Artist who travelled and painted 600 indian portraits, writing in approximately 1830

5.     Dobyns calculated (in 1966), the Western Hemisphere held ninety to 112 million people. Another way of saying this is that in 1491 more people lived in the Americas than in Europe.

Anthropologist Henry Dobyns, 1966

6.     "...and the bones and skulls upon several places of their habitations made such a spectacle after my coming into these parts, that, as I traveled in the Forest near the Massachusetts, it seemed to me a new found Golgotha"

Traveling in New England in 1619, English Trader Thomas Morton

7.     John Smith, of Pocahontas fame, visited Massachusetts in 1614, before it was emptied by disease, and declared that the land was "so planted with Gardens and Corne fields, and so well inhabited with a goodly, strong and well proportioned people ... [that] I would rather live here than any where."

Charles Mann, “1491”, The Atlantic 2002

8.     Early in 1682 whites appeared (near the Mississippi) again, this time Frenchmen in canoes. One of them was Réné-Robert Cavelier, Sieur de la Salle. The French passed through the area where Soto had found cities cheek by jowl. It was deserted—La Salle didn't see an Indian village for 200 miles.

Charles Mann, “1491,” The Atlantic 2002

9.     "As more and more excavation is done, one would expect to see more evidence for dense populations than has thus far emerged." Dean Snow, the Pennsylvania State anthropologist, examined Colonial-era Mohawk Iroquois sites (in 2002) and found "no support for the notion that ubiquitous pandemics swept the region."

Charles Mann, “1491,”The Atlantic 2002

10.   In 1792 the British navigator George Vancouver led the first European expedition to survey Puget Sound. He found a vast charnel house: human remains "promiscuously scattered about the beach, in great numbers." Smallpox, Vancouver's crew discovered, had preceded them. Its few survivors, second lieutenant Peter Puget noted, were "most terribly pitted ... indeed many have lost their Eyes."

Charles Mann, “1491,”The Atlantic 2002

11.   “But North America was inhabited only by itinerant tribes that had never thought to avail themselves of the natural riches of the soil.  North America was still literally an empty continent, a wilderness awaiting settlers.”

Alexis DeToqueville, Democracy in America, 1835

12.   "Investigation shows, that the aboriginal population within the present United States at the beginning of the Columbian period could not have exceeded much over 500,000."

US Census bureau, 1894

13.   In 1928 Smithsonian Institution Anthropologist James Mooney estimated Pre-Columbian indian populations to be 1.148 million for all of North America.  (various sources)

14.   Unlike Europeans, Indians did not live in close quarters with animals—they domesticated only the dog, the llama, the alpaca, the guinea pig, and, here and there, the turkey and the Muscovy duck.

Charles Mann, “1491,”The Atlantic 2002

September 9th

Week Tentative Plan

Note Taking  (RS 2)
Current Events --
Primary Sources --
Guns, germs and steel (portions

First Current Event.

up to date... and the lecture.

What you should have done by now.

1) The Online Syllabus
2) Read Chapter 1-1
3) Taken the pretest.

Here is the link to the Chapter 1-1 narrated presentation.
Click HERE

Introduction to US HISTORY

Please review this with your Parents, And then go complete this form saying that you have seen the assignment.  If you don't have convenient internet, take a hard copy.

US History

Instructor: Luke Smith

355-4168

Email: luke.smith@bend.k12.or.us

Dear Student,

I’m writing to present the material and expectations for the course in United States History. I’m looking forward to teaching you, and I hope that the class will be challenging and rewarding for you.

My curriculum is centered on the common core and state standards for United States History and for other relevant literacy and Social Science standards. Daily lessons will include note taking instruction, primary and secondary document review, and reading and writing in US History ranging from ‘SETTLEMENT’ to the present.   Additional activities will work on test taking skills, geography skills, and encouraging an understanding of current events. This class is a core class, and as such the expectations are high for all students.

Instructional techniques will include research, writing, map skills, understanding charts, graphs, and political cartoons, ‘hands on’ projects, group work, and lecture as we work towards becoming better informed of the world around us. Students will develop not only an understanding of history, but a better ability to teach themselves, think critically, analyze, organize their thoughts, and communicate. Also, I hope that all students will grow as individuals towards becoming good citizens, and successful people in whatever career path they follow.

There will be less direct instruction in class.  Once we have the iPads, I will post short lectures (5-10minutes) on youtube, or make them available by download if you don't have internet.  We will decide whether or not doing this small amount of homework is workable for all students.  Showing the video in class is an option.  

Students will be taught to create questions about the presentations, to make sure that along with their notes, and the very detailed test review, they are ready for their tests.  The powerpoints I used to make the videos will be available.

Following is a list of class policies and expectations for all students. I would greatly appreciate if you and your parents/and or guardians could review the list and sign the online google form.

I’m looking forward to the school year. If either you (the student) or your parents have any questions, please do not hesitate to email (or call).

Thank you,

Luke Smith

Classroom Policies and Expectations for Modern American History

This is the general list of class expectations. This should be basically the same as all other classes. If you have any questions about any of the specific points, please do not hesitate to call. I’m asking you to sign the list so that everyone involved knows the general expectations.

First and foremost, every student will speak, and write in every class. You won't have to give a 5 minute improvisational speech, or write a novel, (every day)but you will be challenged to express yourself daily.

I will require daily note taking. I will check notes periodically, and randomly for completion for a grade.

Attendance. Attendance is required. Students with unexcused absences will not be allowed to make up work.

Tardiness. A student is tardy if they are not in their seat, ready to work, when the bell rings.

Behavior: The classroom is a professional environment. Students are expected to be prompt, to participate, and to be polite and respectful towards each other and towards the teacher.

Class Materials: Each student must have the following EVERY DAY.

Textbook

A notebook or binder dedicated to the class.

A set of colored pencils (8 is plenty).

Pencil, and Pen (Blue or Black)

a ‘fine tip’ or ‘roller ball pen’ for maps.

If students cannot afford the materials for whatever reason, the FAN office can provide the material. The student can talk to the FAN office directly, or talk to me.

Late Policy: Late work is not acceptable. The department policy is 1 letter grade off for each day late. After the 3rd day, the work will not be accepted.

Grading: I will provide examples of work for students so that expectations are clear. Work is graded as soon as the last student takes the test.   Grades are available online through the synergy system.

Tests are 50 points each, and make up about 1/2 the grade.  Each test will have a DETAILED review available 2 days before the test.  Tests will cover the material from notes, from the discussions, and from the activities we do in class.

Homework:  Homework demands are modest, assuming that you use your time well in class.

I understand that students have other classes, and lives outside of school. If students have legitimate needs for extensions, they should see me as soon as possible. If the students contact me in advance, I will make every reasonable accommodation.

Cheating and Plagiarism: The penalty for cheating or plagiarism is that the work will be marked as a zero. I will also contact the parent or guardian and request a conference.

Electronics Policy: With new iPad's coming in, obviously we will be using some technology.  The policy is as follows -- we will use appropriate technology for school activities.  General social / distracting use of phones/ iPads / computers etc.  will be dealt with appropriately.  Phones and mp3 players will be collected on the spot.  Keeping until lunch, the next day, or a parent conference are the likely outcomes.

Thank you,

Luke Smith

Student ______________________________________

Parent/Guardian _______________________________

Pre-quiz

We're going to take a practice standardized test.  You'll not be graded on it, but please do your best.

First, Open the text that you will be reading HERE
You'll need to keep this window open

Then Click HERE and take the quiz.