1.7: Foreign Policy

Learning:

• Finished these notes on a blank paper

Product: 

• Got into groups to make a google website.  Each group is making a website that shows the information about the US foreign policy that they learned from class and found online.  We will finish this Tuesday.  DO NOT DO AT HOME!!!

Over the weekend:

Work on this review sheet

Finish/revise old objectives

I have a lot of objectives to grade (because you have turned in a bunch the last couple days)  , so I'll be doing that periodically through the weekend when I make time.  

1.6 & 1.7

Worked for 1/2 day on 1.6 searching (see Wed. blog for more information)

Here's the deal with the 1.5 essay:
    Someday I'm going to give you an essay question and will grade it based on our proficiency scale:
                    Level 1 = Beginning Understanding
                    Level 2 = Basic Understanding
                    Level 3 = Proficient Understanding
                    Level 4= Advanced Understanding

In an effort to SHOW you what each of those looked like, I designed the rubric to show what you could do to reach each level on this essay.  It looks like I'm asking 4 different questions, but they are just different skills surrounding the single essay question.

Bottom line: If you understand the Level 2 only, then only write the level 2 answer in your essay (just tell me the historical stuff).  If you understand the Level 3 stuff too then give that a shot (applying the info in class to info about today) and if you think you get the Level 4 stuff too than give it a shot (evaluating historical narratives)

2nd 1/2 of Class:

1.7 Foreign Policy
  Learning:
      Began taking these notes on a notes sheet.  We only got a little done.  We will begin the Spanish American War tomorrow.

UH - Digital History

GREAT website for sources or research.  Really good to explore or to study before exams.

UH - Digital History

1.6: Life in the Gilded Age

We went over a few things today:

1.  Showed class where the hard copy of everything we do is (files by the clock)
2. Showed class that all Google documents can be found in the US History Unit I Shared with Student folder in their google documents/drive
3. Helped students understand that copying out of the textbook for products is unacceptable and modeled a few examples

1.6: Life in the Gilded Age (8)

• Learning activity: Google search the terms found on the 1.6 sheet .  Students should have 2-3 sentences typed up for each term.... share with Mr. McDonald when finished.  We are working on our ability to use the internet to read about, see, hear and understand historical ideas and anything else. 
• No product for 1.6

We will work on this a little tomorrow in class too.  

Finish 1.5 & begin 1.6

• We completed the Graphic organizer that ended the day yesterday found on the last slide of this presentation
• Product:
• Fill out a essay template to plan your response and then answer this essay question:

What type of relationship did Big Business, Labor Unions and the Government have during the Gilded Age?

Use specifics & see the rubric below to help guide you in your response!

	Level 1	Level 2	Level 3	Level 4
5 pts	6 pts (D)	7.3 pts (C)	8.6 pts (B)	10 pts (A)
Students completed the Learning activity	Partial completion of Level 2	In their essay, students detailed specific business leaders and Unions of the Gilded Age and the specific techniques or events that occurred while trying to get what they wanted	Students appropriate Level 2 information and compared the relationship of big businesses, governments and unions of today to the ones of the Gilded Age	Students appropriate Level 2& 3  information, then include a comparison of Howard Zinn’s narrative to the one you learned. (pages 169-180 in “A Young People’s History”.

1.5: Rise of Big Business & Labor Unions

Learning:

• Completed homework in the hallway if not completed
• Students who completed homework were given an overview of information again using this presentation
• When completed, we discussed the worker's safety in the US today using this set of notes (jot down basic info on the homework sheet)
• The last slides are discussion questions and a Graphic organizer that they need to fill out based on Chap 14 sec. 3 in their textbook (online version found here & here)

Finish 1.4: Farmers, Miners and Ranchers

Finish: 1.4 (6)

• Learning: Finish notes found here
• Complete graphic organizer using the textbook
• Product: 
• Worksheet

Hand out 1.5: Rise of Industry and Labor Unions (7)

• Handed out graphic organizer to complete AS HOMEWORK over the weekend.  
• Use your textbook online found here
• Email me if you need your username and password.  

Finish 1.3 & Begin 1.4

I retaught some terms that students struggled with:

• Federalism (1.2)
• Emancipation Proclamation (1.3)
• 13th, 14th & 15th Amendments (1.3)
• Americanization/ Assimilation (1.4)

About 15-20 minutes to work on 1.3 Native American Product (this is the last day to work on that)

Begin 1.4: Farmers, Miners & Ranchers (6)

• Learning: Take notes over this presentation on the last page of these sheets
• Review & Product will be completed tomorrow during class

"I Have a Plan"

Today Freshman students went to the library to work on "I have a Plan" which, I believe, is planning out their academic careers to get on path to graduate from LMHS.

They should have had a little extra time to work, and so did I.  I have all of 1.1 &1.2 graded that has been handed in.  Students' Power School (gradebook) should be accurate.  Tomorrow I will begin the process of grading 1.3.  They will have about 10-20 minutes in class to work on that and then we are moving on to 1.4

1.3 Removal of Native Ameircans

Handed back all objective 1.1's received.  5/10 with a "m" for missing placed in your gradebook if you have not turned anything in yet.

1.3: Removal of Native Americans (5)

• Learning: Read pages 438-444 (Ch. 13 sec. 1) in your textbook & answer the 4 "Reading Check" Questions found in the pages with complete sentences!!!
• Hints: 
• #1--Just find 3 things white settlers or the government did to Native Americans.
• #2--Use 3 specific conflicts and describe what the original problem was
• #3--Describe the plights of both the Nez Perce (Chief Joseph) and the Apache (Geronimo)
• #4--Don't forget to include if the Dawes Act worked or not & why or why not. 
• Product: Use these posters to answer these questions on answer sheet received in class. 

  *** The posters are sideways, so you'll have to rotate it.  Here is how you do that: 

1.  Click "File"
2. CLick "Download"
3. If you are using Google Chrome: on the bottom of your screen a new button with the file name will pop up... its asking you if you want to open the file... You do!
4. Once open in Adobe, click "view" and then "rotate view" and go counterclockwise.  Then you'll be able to zoom or whatever you need!

1990s reference: "Fat guy in a little coat" scene

Finished 1.2

1. Handed back 1.1 & reminded everyone that they can revise again!  
• "Due Date" is today... 
• This means I'll put a grade in the gradebook before class tomorrow for people who have turned it in and those who have not will receive a 5/10
2. 1.2: Civil War and Reconstruction
• Learning activity was completed yesterday
• Review: Read pages 135-152 in Zinn's A Young People's History of the United States
• Product: Answer the 1.2 questions shared with you in your google docs (or found here)
• "Due Date" is tomorrow.  Make sure to read the rubric on the sheet!!!

Here is a picture that shows how the US got all of its land by the time the Civil War was over and where they got it from

Finally Friday 8/17

Lots of stuff today... again:

1. Finished 1.1: History and Government Basics (#3 in notebook)
• Practiced Matching with Island (here)
• About 10 minutes on Product: 1.1 History and Government Basics Worksheet
• Some turned it in today
• I will enter a grade into PowerSchool Monday afternoon (so I suggest you have it in by then)
2. Organized Notebooks
• Explained how to number pages on upper right hand corner & how some numbers (like 3) are going to have multiple pages in them
• The online version can be found on my website or here.
3. 1.2 Civil War and Reconstruction (#4 in notebook)
• Completed student note sheet using this presentation
4. Goals for the weekend:

               A-- Complete Technology goals (found on previous blog posts)

               B--Complete Product for 1.1

               C--Get ahead of Monday's class by reading this pdf (try downloading it as a pdf--under file-- and rotating it to read it better)

Day 2. It'll be Christmas before we know it!

1.1: History and Government Basics

• Finished Learning: 
• Reviewed History and the Past.  Explored things about each person that impact how we experience events that make up our past and create bias in our presentation of history. 
• Example: Religion, upbringing, age, gender, economic class
• Continued notes... one extra note per slide.
• Practice: Matching (we skipped this today, we'll do it tomorrow)
• Product: 
• 1.1 History and Government basics worksheet
• Introduce product rubric using rubric pages. 
• I shared them with you so you should be able to click on "documents" or "drive" at the top of your screen and see the file.  In case you can't find it here it is.

Reminders: 

1. At the beginning of class tomorrow we are completing 1.1 review, then you only get 10 minutes more to work on the product.  You should work on the product so that you are ready to turn something in tomorrow!!
2. We have some Technology goals to achieve:

• Log onto a school computer using your system user id and system password (found with your homeroom teacher)
• Log on to Student Email
• Go to class website
• Log onto online textbook 
• Take 1st Day student survey. 

Day One!

Glad to have you in my class.  This is what we accomplished for day one in US History Class:

1. Introduction:
• To Me
• To the Classroom itself
• To the Notebook
• To the Grading procedures and daily lessons:
• Learn
• Practice
• Product
2. Handed out and read parent letter
• Make sure to ask them to email me!!
3. 1.1: History and Government Basics
• Set of notes...Found by clicking here.
• Need to write one extra thing on each "slide"
• Got about 1/2 through
4. Library
• Logged onto computer (system username and password on 1/2 sheet schedule you picked up from your homeroom in the morning)
• Logged onto gmail (using small instruction sheet... very similar to the system username and password)
• Found my email to you in your mailbox & went to the class website.
• Found the link to the online textbook on my website and used the tiny sliver of a sheet to find the username and password specifically assigned to you (different username and password than the other ones)
• Completed student survey found in your inbox of your email. 

If you did not complete this (or were in second block where I didn't email links to you...) we will work on this a little tomorrow in class.  See you then!

Welcome!

Welcome to US History 9 with Mr. McDonald!  After class each day I'll post on this blog what we did and link anything I can.

You can sign up to get an email each time I post or subscribe in other ways on the right side of this page.

Here is a video for your enjoyment until then....  

Find your greatness