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meaningful primary source assignment - due Thurs 9/14

Due at the start of class on Thursday 9/14:

Bring a primary source that has meaning to you.  Write a short (3-4 sentence) explanation of what the source is and why it's meaningful to you.  Your explanation needs to be typed and printed in time for class.  If you don't want to bring the original source itself because it's delicate or valuable, you may choose to bring a picture or a copy (please remember to print the copy or image - all work is due in hard copy, unless an assignment specifically says otherwise).  Worth 10 points and due at the start of class on Thursday 9/14.

First post of 2017-2018 school year

Welcome back! You can find the course syllabus linked here.  It was also given out in class on the first day.  Please read and sign (and have your parents read and sign) the final page of the document and complete the technology survey.  Due by Friday 9/8.

Due Monday 9/11:  Please get a 1" or 1.5" three ring binder and stock it with lined paper, neatly and clearly label it with your and the class (U.S. History) and bring it to class on Monday 9/11.  Optionally, you may choose to decorate it with original art, stickers, etc., that reflect the subject or your personality!  (However, this is not a requirement).  This assignment is worth 10 points for term 1.

final project

Here is the assignment, and here are some more specific guidelines:
- Please remember that you need to create a product that has both writing and a visual piece.  
- You may work with a partner or on your own.
- To show your understanding of the scope of U.S. history you learned this year, you will need to trace the theme by demonstrating how it appeared in 5-10 historical eras or events within the timeframe of the course.  Be sure that the other periods you select are varied (e.g. don't use four different examples from the Age of Jackson). 
- You will have class time to work on this (Wednesday 6/14 and Friday 6/15).  The final is due Wednesday 6/12 at 8 a.m.  (no exceptions or late work).
- If you can bring a device (laptop or tablet) to work with next week, please do so.

Due Tuesday 6/6 and Monday 6/12

Due Tuesday 6/6:  attach (with tape or a gluestick/glue) the cause and effect pairings from class today onto a blank sheet of paper.  Work chronologically from top to bottom - i.e. put the first event that happened chronologically at the top of the page, and the last to happen at the bottom.  Here is the handout from class.  If you were absent, you should try to match the causes and effects together as best as you can.  You may also refer to the textbook (chapter 10 section 4) for help.

Due Monday 6/12:  choose one of the two projects described in this document.  If you need help with the events of the 1850's, refer to the textbook (chapter 10 sections 1-3).

due Monday 6/5 and meet in room 236 on Monday

*We will have class in room 236 on Monday. 236 is one floor down from our usual room (336) and right across the hall from the Downs House Office. Please go directly to 236 for the start of D block - do not go to 336 (there's science MCAS testing in 336 on Monday).*

Due Monday: Choose two of the following prompts below.  Answer each one on one of the sticky notes given out in class today.  Write a 3-4 sentence response.  Write your name on the back of each sticky note.

1. Describe a time you had to compromise with someone about something, how you reached the agreement, and how you felt about it after.
2. Describe a piece of literature that you had a strong emotional reaction to, and that stayed with you and you thought about long after reading it.
3. Describe a time when you and your peers had to make an important decision on your own about a divisive issue (meaning that members of the group had differing opinions) without the help of adults (teachers, parents, coaches, etc.).
4. Describe a time you defended the reputation of a friend or relative, and why you felt you had to stand up for him/her.
5. Describe a decision made by someone of authority (in the government, or an authority figure, like a school administrator, teacher or parent) that you strongly disagreed with.
6. Describe an action you took to publicly express your opinion about an issue you believed in strongly. 
7. Describe a time you took a drastic action to achieve a goal you strongly believed in.

due Friday 6/2

Work from Old Hall on Tuesday, if you did not do it, is due by Friday.

classwork for Wednesday 5/24 and homework due Friday 5/26

Open this link in class when directed.  In the last five minutes of the class (or for homework) NEATLY write or type (and print) a one paragraph response to your experience on the (virtual) trail.  What decisions did you have to make?  What challenges did you face?  Did everyone in your wagon train make it to Oregon?  Why/why not?  For our purposes, paragraphs are 5-8 sentences in length.

homework due Wednesday 5/24

On the outline map given out in class (which you can find here), write 3-5 ideas for images that you might include to represent the economic or social features of each region:  North, South and the Old Northwest.* (See below for definitions of each region).   Focus on what America was like in the 1840's and 1850's.   You do not need to actually find or create the images, but you do need to be able to thoughtfully list ideas of what you *might* include later.

You can use the following sections of the textbook to help you with ideas:
chapter 7 section 2:  "Early Industry"
chapter 7 section 3:  "The Land of Cotton"
chapter 8 section 2: "A Changing Culture"
chapter 8 section 3:  "Reforming Society"
chapter 8 section 4:  "The Abolitionist Movement"

*Definitions of each region:
The North was made up of the current day states on the east coast between Maine and Pennsylvania.

The South are the states on the east coast between Maryland and Florida, as well as the states of the Deep South along the Gulf Coast (Louisiana, Alabama, Mississippi), and the more inland states like Tennessee, Kentucky and Arkansas.

The "Old Northwest" is basically the current-day Midwest:  modern-day states of Illinois, Indiana, Ohio, Wisconsin, Michigan.

homework for 5/15-19 and classwork from last week

Due Friday 5/19:  read pages 251-256 and complete this organizer (the first page only!) given out in class.  It's up to you what you find surprising, interesting or troubling, but just make sure you include at least 3 facts from the reading in each category.

If you missed class last Friday, complete this organizer based on the stations in these documents (industry in the U.S., the Erie Canal and these stations about immigration (you can skip documents A, G, J and L).  This is worth 10 points for quarter 4, so be sure to make it up in a timely manner.  (Turn in by next Monday at the latest - talk to me individually if you think you won't be able to make that deadline).

If you were absent today (Monday), please read and complete this guided reading for the section of the textbook covered in class. This also counts for points, so be sure to make it up if you missed it.

Jackson Stations

Hey everyone! Because I didn't give every person a copy of all of the short stories about Jackson, I uploaded a copy of them to Google Drive. You can access them here.

Thomas Jefferson Quiz

Hello to all!

I have uploaded a study guide, as well as all of the materials used in this unit to a folder in Google Drive. You can access it here. Happy studying!

Test Corrections

As explained in class, you may turn in test corrections to me on Friday. If you choose to do corrections, please do the following

1. Write out the question and correct answer
2. In 1-2 sentences, explain why you got the question wrong and how you know that this is the correct answer
3. If you choose to correct your essay, use examples unique to the ones included in the essay that we looked at in class today

Test corrections should be on a separate piece of paper. Do not make the corrections on the original test.

Research Paper Resources

Hey everyone!

Here are some digital versions of all the research paper related hand-outs I have given you so far. That way, if you prefer doing this online, you can.

Resource Folder

Test on Friday

Hey Everyone.

Just to confirm for those of you who were not able to join us in class today, your test on Washington and Adams will occur this Friday. You can find links to the study guide, as well as the PowerPoint and other class materials that we have been using throughout the unit in previous blog posts. Good luck studying! I'll see you Friday.

Essay Outline

As promised, I have uploaded the essay template to Google Drive for you to use as you prepare for the test. You can access it here. I'll note that the prompt is the one that we went over in class. The question that you will need to answer for the test is about Hamilton, Jefferson, and political parties (see the study guide).

Also, one of your classmates asked if I could upload the homework calendar. I have posted it, and you may access it via this link.

If I haven't checked your book notes yet, please bring them to class tomorrow. If you have misplaced them, you can download a digital copy here.

Unit Resource Folder

Hey Everyone,

One of your classmates came by today and mentioned that it might be helpful for me to upload digital copies of the materials that we have been using throughout the unit. I've done so, and created a folder in google drive to store them. You may access the folder here.

Study Guide + Test Resources

Hey Everyone,

I've uploaded the study guide for the upcoming test to Google Drive. You can access it here.

I've also uploaded the quotes from our lesson on Hamilton v. Jefferson (access them here), and the sources on Native American Policy (access them here).

Finally, here is a link to the Powerpoint that I have been using throughout this unit. Feel free to use it as a review tool.

Test Correction Guidelines

If you want to complete test corrections for our test on American Government, make sure to follow these guidelines:

1. Complete them on a fresh piece of lined paper, with a proper heading
2. Write out the entire question, as well as the entire answer
3. Turn them into me by Friday, March 10

You have the possibility of earning back 50% the points missed. 

Cabinet Appointee Assignment

For this assignment we will be collectively editing a Google Slides presentation. You can access the presentation here.

I have also uploaded a copy of the directions. You may access them here.

Jefferson v. Hamilton

You can access the Jefferson v. Hamilton Quiz here

The Fourteenth Amendment

So one of your peers came by after school today to ask for clarification on the Fourteenth Amendment. We didn't do formal notes that day, or a Powerpoint, instead I wrote some key terms on the board.

You can check your paraphrase of the Constitution for a description of the Fourteenth Amendment. The most important element of it to know is that it guarantees "equal protection under the law" for all citizens and that it was used in Brown v. Board of Education to integrate schools.

Snow Day!!

Hello to all! If you haven't seen already, AHS will not be holding classes on Monday due to the weather. This means that we get a 3 day weekend (yay). It also means that our schedule for next week will be thrown off a little bit (ugh).

What does this mean for you?

• The test will be post-poned until Wednesday, February 15
• On Tuesday we will spend half the class talking about immigration and citizenship. The other half of the class will be saved for review
• I will collect your Personal Connection assignment on Tuesday

Enjoy your day off tomorrow, stay safe, watch out for slippery ice, and have fun in the snow!

Court Cases Answer Key

Hey everyone. Happy weekend!

Because I didn't take the time with you to write out answers on the board or provide them in PPT form, I wanted to upload the answer key to the graphic organizer that we did today. You can find it here.

For those of you who were absent, I would strongly recommend looking over these court cases. Not only are they fair game for a multiple choice question on the exam, but they will also be helpful for putting together your answer to the essay portion. The case summaries are here, and a blank version of the graphic organizer is here.

Have a great weekend! See you Monday.

Today's Powerpoint

I know that today was a major information-dump, and that we covered a lot of territory. It's important that you have access to the content that we covered today as you begin to put together your strategy for answering the essay question on Tuesday. Thus, I've uploaded the powerpoint to GoogleDrive. You can access it here.

On Friday, we're going to look at some Supreme Court Cases regarding the Bill of Rights and talk more about what limits do and do not exist on things like Freedom of Speech or Freedom of the Press.

Study Guide

As promised, here is the study guide for your upcoming test. I will be handing out paper copies in class tomorrow, however in the meantime you may access a digital version here. The first page is a list of terms that you should be able to explain. The second page is the essay prompt. In class tomorrow we will talk in greater detail about what is expected for the essay.

Bill of Rights Scenarios

Hey Everyone! I hope that the rest of your Tuesday has gone well.

I wanted to upload a digital copy of the Bill of Rights Scenarios that we went over in class today so that you can all have equal access to them. You can access the scenarios here and the worksheet here.

For those of you who were absent, I would recommend reading over these and filling out the worksheet before class tomorrow. It will be helpful in learning the Bill of Rights and preparing for your test next Tuesday.

For tomorrow

Tomorrow we will be jumping into the Bill of Rights. For everything to go smoothly, please make sure that you bring either your Pocket Constitution or your Constitution Paraphrase to class. Thank you!

Checks and Balances Assignment

For the assignment, you are to read one article that explains how checks and balances are impacting our current political climate. You may choose one of these three:

• Executive Orders
• Cabinet Appointments
• Supreme Court Appointments
• Follow the links to access the articles

After reading the article, fill out this worksheet. Write 2-3 sentences that explain how this current event represents Checks and Balances operating in U.S. government.

I will collect these on Wednesday at the beginning of class.

Thank you!

Due Friday, 2/3

Quick reminder that your Preamble vocabulary sheets will be due on Friday. I'll review them over the weekend, and return them to you on Monday so that you can use them as a resource throughout the rest of our unit on government.

You can access a digital version of the assignment here. As a heads up, uploading it to the internet messed up some of the formatting, so if you need a new copy, or if you were not in class, I would recommend stopping by the classroom to get a paper version.

See you all tomorrow!

due Monday 1/30

Due Monday:  compromise reflection questions given out in class.  Level A students:  do both.  Level B:  choose one.

Due Monday 1/23 and Tuesday 1/22, plus directions for test corrections

Due Monday 1/23:  questions at the bottom of the Shays Rebellion notes worksheet.

Due Tuesday 1/24:  Parts 1-3 of the packet from class last Tuesday.  Instead of part 3, evaluate the source you chose for your last homework assignment (that was returned to you Friday).  Use the EasyBib document guidelines that you looked at in class.

Also, here are the directions for test corrections.  Please read the note about who may complete them - based on the grades you earned, they are not open to everyone.

to be done in class on Wednesday 1/18

Open this link for the assignment.

due Wednesday 1/18

Is there true racial and gender equality in the U.S. today? (Everyone has equal legal rights, but are people actually treated equally in daily life?)
- Find and read a reliable, reputable source about racial or gender equality in the U.S. today (2016) that could help you answer that question.
- Either print the article/bring the source, or record the source information (title of the article, source it came from (website, newspaper, etc.), author and date of publication).
- Write an overall answer to the question:  yes or no
- Record 4-5 specific facts or statistics that support your "yes" or "no" answer.
- Bring the information about the source, your answer and list of 4-5 bulleted facts/stats to class on Wednesday 1/18.  Worth 10 points for term 2.

Revolutionary War "quest" (quiz/test) Friday 1/13

See earlier post (two posts below) for the study guide.

Click this link to view the answer keys to the homework due today (Wednesday).  It includes guided reading 4.3 and 4.4, the two primary sources from class (Adams and Jefferson) and notes about how rights expanded after the revolution.

Also, just a reminder that you can go on the Kahoot website (you may have to sign up by creating a username, but it's free) and search my username (karabasz) for the revolutionary war review game we played part of in class today.

to be done in class on Tuesday 1/10

Here is the document you will need to open to add your link.

due Friday 1/6, Monday 1/9 and Friday 1/13

primary source readings (given out in class Wednesday) by Abigail Adams, Benjamin Banneker and Judith Sargaent Murray are due Friday 1/6.

Notebook/folder check on Monday 1/9.  Take some time to organize your materials.  I will be checking that you have all the materials given out, that they're neat, dated, in order and complete (the same criteria as the last notebook check).  Here is the rubric for the notebook check.

Friday 1/13:  quest (point value of a quiz, with the finality of a test) on the Revolutionary War.  The format will be the same as the last two quizzes/tests:  an objective section (multiple choice, fill in the blank) and a writing prompt (you will need to write a paragraph-long response that includes specific supporting details).

--What to study:  You will want to review chapter 4 sections 3 and 4, along with everything given out in class since the last test.  You will want to know:
-the advantages and disadvantages each side had at the start of the war
-the major victories and losses for the colonists (Lexington & Concord, Bunker Hill, siege of Boston, New York/Long Island, Trenton, Saratoga, Valley Forge, Yorktown)
-the key people involved who affected the course of the war and its aftermath (George Washington, Benedict Arnold, Mary Ludwig Hayes/"Molly Pitcher," Joseph Brant, Abigail Adams, Thomas Jefferson)
-the impact of the war on various groups in American society (loyalists, slaves, Native Americans, women)
-significant primary sources (documents and images) relevant to this topic/time period:
--Gadsden flag ("Don't Tread on Me"), "The Female Combatants" political cartoon
--Songs ("Yankee Doodle," "British Grenadiers")
--Written documents by Thomas Paine ("The American Crisis" excerpt), Abigail Adams, Judith Sargent Murray, Benjamin Banneker, Thomas Jefferson, John Adams

As you consider these topics, remember to focus especially on the events, people and ideas that we spent the most time on in class - those are the most important.