Friday, April 08, 2016

Today's Classwork 4/8/16

CLICK HERE for the reading, "Native American Reactions" 

Based on the reading, and your knowledge of US History, answer the following questions.


  • What does this source tell us about the relationship between Native Americans and the American setttlers?
  • How does reading the survivor's reactions to Wounded Knee make you feel?
  • Explain how Zitkala-Sa's story of her school days illustrates the impact of the Dawes Act on the Sioux.
  • Were these policies necessary for the development of the US?  Were they justified?  Why or why not?
  • Was the Dawes Act a blessing or curse for the NA’s?

Wednesday, April 06, 2016

Practice Regents Exam Day 2

CLICK HERE for the Multiple Choice.  Please complete all of the questions.

CLICK HERE for the DBQ.  You must complete all of the scaffolding questions, as well as an essay.


Monday, March 28, 2016

HW Week of 3/28/16

TUESDAY NIGHT:
Complete the worksheet you received in class today.  Here is a link to the file. 


WEDNESDAY 
1. Watch: 
2. Complete the worksheet you received in class, as you watch the video. 
3. READ Chapter 15 Section 1 of the textbook, The Americans 
4. Complete the CHAPTER OUTLINE. 
5. Complete the Reading Study Guide 

THURSDAY  NIGHT:
Complete the Chapter Summary on Western Settlement 


FRIDAY NIGHT: 

MONDAY NIGHT (4/4): 
Complete the attached worksheet.  Please note that you may have to use other sources to complete the worksheet, besides the reading.  



Sunday, March 20, 2016

Tonight's HW 3/21/16

1. Review the following Powerpoint Slides





Using the slideshows above, and your class notes, complete the following WORKSHEET .   You may also use the internet to help you as well.  Here is a link to help you. 



Thursday, March 10, 2016

Reconstruction DBQ

Please complete any of the documents you didn't finish in class, today.  We will review all of them, briefly, at the start of the period, tomorrow.

CLICK HERE for the link.


Tuesday, March 08, 2016

Tonight's HW 3/8

Hello, All:

Your HW this evening.

1.  Please take notes on the following slide show.


2.  Please watch the following video, and complete the attached worksheet.


3. Extra Credit: 
Watch the following "Hip Hughes" video.   Create a study guide, consisting of at least 15 "Open Ended" Questions.  




Tuesday, March 01, 2016

HW 3/2 and 3/3/16

Here are your HW assignments for March 2-4

3/2:  1. Please copy the last two slides of the Presentation from today's class.  Here is a link to the presentation. 

Complete "The Divisive Politics of Slavery", "Protest, Resistance, and Violence,"  and "Slavery, and Secession."  

3/3: Complete the Civil War Review Worksheet CLICK HERE for the link

3/4: 
1. Continue to watch the video "America the Story of US: Civil War"
2. Continue taking notes on the video

America - The Story of the US Ep 4 Civil War

3. Based on the video, and your knowledge of US History, complete the worksheet that accompanies the video.  CLICK HERE for the worksheet.
4. Complete the REVIEW SHEET  regarding the causes of the Civil War



FOR MORE INFO - PLEASE REFER TO PP. 88-92 of the Review Packet.  

Monday, February 29, 2016

Tonight's HW: Jackson DBQ

CLICK HERE for the exam

Based on our work in class today....

1.  Complete DBQ's 1-3 ONLY
2.  Using the DBQ's, and your knowledge of US History, construct AT LEAST ONE (1) BODY PARAGRAPH for your mini-DBQ.   Your essay should answer the questions below.

1.  What were the historical circumstances that led to the conflict between Jackson, and the SC?
2.  What were the effects of this conflict on the US, and/or American society?

HISTORICAL B/G:

In United States history, there have been conflicts between the three branches of government.  One of these issues was President Andrew Jackson's refusal to support a Supreme Court decision.  


Thursday, February 25, 2016

Classwork/HW 2/26/16

Hello, All:

Here is your Classwork/HW assignment for FRIDAY 2/26/16

1. Take notes on the following slides, 35-39
2. Complete the textbook assignment on slide 41.  Here is a link to the textbook, chapter 7, section 3 

HW:
1.  Watch "Crash Course - Age of Jackson"

2.  Complete the attached WORKSHEET 


Wednesday, February 24, 2016

Classwork 2/24/16

1.  Carefully analyze the documents below.  Based on your knowledge of US History, please answer the scaffolding questions in COMPLETE SENTENCES 




If you need help with the documents, please review the slideshow below. 

Tonight's HW 2/24/16

Hello, All:

Here is your HW for this evening, 2/24/16.

1.  WATCH, and TAKE NOTES on the following videos: 









2.  Generate AT LEAST FIVE (5) short answer questions (not yes or no, true or false, or multiple choice) and answers to go along with each video.  

DUE FRIDAY! 

Tuesday, February 23, 2016

In-Class Mini DBQ - 2/23/16

DOCUMENT-BASED QUESTION 

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the documents.

Historical Context:

Historians who have evaluated presidential leadership have generally agreed that George Washington, Abraham Lincoln, and Franklin D. Roosevelt were great presidents because each successfully addressed a critical challenge faced by the nation during his administration.

Task:

Using information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay, in which you will be asked to:

• Describe a challenge that faced the nation during George Washington's administration
• Explain an action taken by President Washington to address this challenge
• Discuss the impact of this action on the United States


Document 1: 
Author: Thomas P. Slaughter
Title: The Whiskey Rebellion: Frontier Epilogue to the American Revolution

At daybreak on July 16, 1794, about fifty men armed with rifles and clubs marched to the house of John Neville, regional supervisor for collection of the federal excise tax in western Pennsylvania. They demanded that Neville resign his position and turn over to them all records associated with collection of the tax on domestically distilled spirits. He refused. Shots were fired. In the ensuing battle five of the attackers fell wounded. One of them later died. Neville and his slaves, who together had defended the premises from secure positions inside the house, suffered no casualties. The mob dispersed. . . .

The Whiskey Rebellion, as it is traditionally known and studied, had begun. Before it was over, some 7000 western Pennsylvanians advanced against the town of Pittsburgh, threatened its residents, feigned [pretended] an attack on Fort Pitt and the federal arsenal there, banished seven members of the community, and destroyed the property of several others. Violence spread to western Maryland, where a Hagerstown crowd joined in, raised liberty poles, and began a march on the arsenal at Frederick. At about the same time, sympathetic “friends of liberty” arose in Carlisle, Pennsylvania, and back-country regions of Virginia and Kentucky. Reports reached the federal government in Philadelphia that the western country was ablaze and that rebels were negotiating with representatives of Great Britain and Spain, two of the nation’s most formidable European competitors, for aid in a frontier-wide separatist movement. In response, President Washington nationalized 12,950 militiamen from New Jersey, Pennsylvania, Maryland, and Virginia—an army approximating in size the Continental force that followed him during the Revolution—and personally led the “Watermelon Army”* west to shatter the insurgency [rebellion]. . . .

1.  According to Thomas P. Slaughter, what was one problem that resulted from the collection of the federal excise tax in western Pennsylvania?

Document 2
Author: Alexander Hamilton (this is a letter from Hamilton to Major General Henry Lee, dated October 20, 1794).
Title: The Works of Alexander Hamilton, Volume VI,

To Major-General Lee Sir:—I have it in special instruction from the President [George Washington] of the United States, now at this place, to convey to you the following instructions for the general direction of your conduct in the command of the militia army, with which you are charged.

The objects [reasons] for which the militia have been called forth are:

1st. To suppress (put down) the combinations [groups] which exist in some of the western counties in Pennsylvania, in opposition to the laws laying duties upon spirits distilled within the United States, and upon stills.

2nd. To cause the laws to be executed.

These objects are to be effected (carried out) in two ways:

1. By military force.

2. By judiciary process and other civil proceedings.

The objects (goals) of the military force are twofold:

1. To overcome any armed opposition which may exist.

2. To countenance [approve] and support the civil officers in the means of executing the laws….

Your obedient servant,
Alexander Hamilton

2a: According to Alexander Hamilton, what action is President George Washington ordering in response to the Whiskey Rebellion?

2b: According to Alexander Hamilton, what is one reason President Washington gave this order?

Document 3: 
Author: Richard Kohn
Title: “The Washington Administration’s Decision to Crush the Whiskey Rebellion," The Journal of American History, December 1972 (this is a magazine article).

. . . The [whiskey] rebellion has long been interpreted as a milestone in the creation of federal authority, and in most respects that is its chief significance. Certainly to the Federalists, who had long been striving for a strong national government, it was a major test: the new government successfully crushed organized and violent resistance to the laws. As Hamilton put it, the rebellion “will do us a great deal of good and add to the solidity [stability] of every thing in this country.”. .

3: According to Richard H. Kohn, what was the significance of the Whiskey Rebellion? 

Monday, February 22, 2016

Video for Tomorrow's DBQ

Hello, All:

Here is a video to help you with tomorrow's DBQ.  Please watch it.  It would be a very good idea to TAKE NOTES on the video.  




Today's Classwork 2/22/16

CLICK HERE for the Worksheet 

Please complete this assignment by the end of the period.

Here is the slideshow to help you.
Thank you.

Friday, February 12, 2016

February Break Exam

MULTIPLE CHOICE 

Thematic Essay

DBQ Essay

You are responsible for completing all parts of the exam.

Complete the multiple choice on LOOSELEAF paper.


Monday, February 08, 2016

HW Week of 2/8/16:

TUESDAY NIGHT:

1. CLICK HERE
2. Read pp. 68-76 
3. Complete the "Key Terms" and "Reading Focus" Questions on p. 68. 


Wednesday, February 03, 2016

HW Week of 2/1/16

Wednesday Night:

Using the TEST CORRECTION SHEET to help you, complete your test corrections from yesterday's quiz .

If you didn't finish the review worksheet (#1) in class, please finish for HW 

Sunday, January 24, 2016

HW Assignments Week of 1/25/16

Hello, Everyone:

Although we are not meeting for class next week, due to the regents exams, please do not be mistaken that this is a week off from school; this is not a vacation.

Let me repeat that...THIS IS NOT A WEEK OFF FROM SCHOOL; THIS IS NOT A VACATION. 

That being said, I am certain, and moreover, I expect, that you'll take some time to enjoy yourself this week. However, there is much work to be done before we finish this course. Therefore, you will have some assignments to complete this week.  The work you've been given represents the in-class assignments, as well as homework we'd complete in regular week of school.

Here are your assignments:

1.  TAKE NOTES ON THE FOLLOWING PRESENTATION:

2.  Watch the following Crash Course Videos



4.  Complete the following: 
  • Video Worksheets 
  • Guided Reading Worksheets and Chapter Readings 
  • George Washington DBQ 
DUE DATE for all assignments:  Wednesday February 3, 2016 

Thursday, January 21, 2016

USH Midterm 2016

Hello.

CLICK HERE for the link to the AUGUST 2010 Regents Exam.  

Please scroll down to page TEN of the Regents.  You will be working on the DBQ.

You are responsible for answering all of the short answer questions, as well as the completion of the essay.  For the essay, you will..

DISCUSS THE POSITIVE, and/or NEGATIVE EFFECTS OF GEOGRAPHY ON THE DEVELOPMENT of THE UNITED STATES. 

In other words, explain, in detail, how geography either hurt, or helped the growth of the US.  

Remember...

1. Answer all of the scaffolding questions.
2. Include at least FIVE document references in your essay.
3. Discuss at least TWO negative, and/or positive effects of geography
4. Your essay must have an introduction, and a conclusion.

GOOD LUCK!

Sunday, January 03, 2016

HW Week of 1/4/16

Hello, US History Students:

Here are your HW assignments for the week of 1/4/16

MONDAY NIGHT: Complete your Supreme Court Mini-Project.

TUESDAY NIGHT:  
CLICK HERE FOR THE DBQ 
CLICK HERE for resources to help you with the essay
1. Finish any remaining DBQ's that you did not finish in class today.
2. Complete the Pre-Writing Worksheet.

WEDNESDAY NIGHT:  Complete the OUTLINE and a FIRST DRAFT

THURSDAY NIGHT: Revise your FIRST DRAFT, and complete a SECOND DRAFT

FRIDAY: Revise your draft

DUE DATE FOR DBQ - 1/12/16

Here are some additional links to help you:

http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html - Dred Scott
http://www.pbs.org/wnet/supremecourt/antebellum/landmark_plessy.html - Plessy v. Ferguson
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html - Brown v. Board of Ed.


Tuesday, December 22, 2015

Winter Break EXTRA CREDIT

Here's a gift that will keep on giving!   Giving you more knowledge, and extra credit, that is.

Complete one, or both of the essays below.   Make sure that your essay is neatly handwritten, or computer printed, and you enclose the attached rubric.  

Option #1
Theme: Diversity (Constitutional Rights)

Throughout United States history, Supreme Court decisions have addressed the issue of the constitutional rights of various groups. These decisions have limited or expanded the rights of members of these groups. 

Task: Identify two Supreme Court cases related to the rights of specific groups and for each

• Describe the historical circumstances surrounding the case
• Explain the Supreme Court’s decision in the case
• Discuss how the Supreme Court decision limited or expanded the constitutional rights of members of this group

You may use any Supreme Court case from your study of United States history in which the Supreme Court addressed the issue of the constitutional rights of various groups. Some suggestions you might wish to consider include Worcester v. Georgia (1832), Dred Scott v. Sanford (1857), Plessy v. Ferguson (1896), Korematsu v. United States (1944), Brown v. Board of Education of Topeka (1954), Heart of Atlanta Motel v. United States (1964), and Roe v. Wade (1973).

Option #2:
Theme: Change — Constitutional Amendments

When the Founding Fathers wrote the United States Constitution, they included the amendment process. The amendments that have been passed brought political, social, and economic changes to American society.

Task: Select two constitutional amendments that have changed American society and for each
• Describe the historical circumstances that led to the adoption of the amendment
• Discuss the political, social, and/or economic changes the amendment brought to American society

You may use any constitutional amendments that have changed American society. Some suggestions you might wish to consider include the 13th amendment (abolition of slavery, 1865), 17th amendment (direct election of senators, 1913), 18th amendment (Prohibition, 1919), 19th amendment (woman’s suffrage, 1920), 22nd amendment (presidential term limits, 1951), 24th amendment (elimination of the poll tax, 1964), and 26th amendment (suffrage for 18-year-old citizens, 1971).


Monday, December 21, 2015

Winter Break Project 2015


CLICK HERE for a Google Docs Version of this post

Learning Target: After completing an internet based exercise, students will analyze, and evaluate the effects of Landmark Supreme Court Cases

Point Value: 100 points (same as a test)

Background
From its first case in 1803 (Marbury v. Madison), the Supreme Court has become a very powerful force in American life and culture. Of the three branches, the decisions of the Supreme Court, through a process known as Judicial Review, have arguably the most direct impact on the day-to-day lives of the American people. As a result of this project,  you and your classmates will gain a greater understanding of the court’s impact on your life

What do I Have to do?

I.  You will research several important Supreme Court cases.  For each case you must be able to discuss the:

  1. Facts and Details: When did it take place? Where? Who was involved? How did it get to the Supreme Court?
  2. The Conflict: In other words, why did this case reach the Supreme Court in the first place?  Was there a law, or action of the federal, or state government that was being challenged?  What right, or civil liberty is being challenged?  For example in the case of Tinker v. Des Moines, a students’ right to free expression under the First Amendment was questioned.  
  3. The Outcome of the Case: How did the SC rule? Why did they rule this way?
  4. The importance of the case: How did the ruling affect the lives of Americans? Did it limit, or expand the civil rights of Americans? Did people have MORE freedom because of the court's decision, or LESS freedom?  Did this case EXPAND, or LIMIT the POWER of the Government?    

II.  After completing your research, you will arrange your findings in a table or chart.


III.  The Cases:  
Expansion of Power of The Federal Government:
Marbury v. Madison (1803)
McCulloch v. Maryland (1819)
Gibbons v. Ogden (1824)
Expansion of Individual Rights:
Brown v. Board of Edcuation (1954)
Mapp v. Ohio (1961)
Engel v. Vitale (1962)
Gideon v. Wainwright (1963)
Miranda v. Arizona (1966)
Tinker v. Des Moines (1969)
Roe v. Wade (1973)

Limiting of Individual Rights:
Dred Scott v. Sanford (1856)
Plessy v. Ferguson (1896)
Schenck v. United States (1919)
Korematsu v. United States (1944)
Nixon v. United States (1974)

Power of Government:
Wabash Railway v. Illinois (1886)
US v. EC Knight (1895)
Muller v. Oregon (1908)
Schechter Poultry v. US (1935)
Escobedo v. Illinois (1964)  

HW 12/22/15

Hello, All:

Please watch the following video.  It will be very helpful for you, as you work your way through the winter break project.  You must take notes on the video.

Supreme Court Cases For Dummies- US History Review from Mike Tesler on Vimeo.

Wednesday, December 16, 2015

HW 12/17/15

Hello, All:

Here's your HW for Thursday night, 12/17.

1.  Watch, and take notes on the following videos.




Complete the attached worksheet.   You must hand in the notes, as well as the worksheet.

Monday, December 07, 2015

HW Week of 12/7/15

Hello, All:

Here are your HW assignments for the week of 12/7/15.

MONDAY NIGHT: 
If you didn't complete the DBQ's in class, today, please complete them for HW.  Here is a link to the DBQ.  

TUESDAY: 
1. If you didn't finish the Bill of Rights situation worksheet in class, please complete it for HW. Click the link for the assignment 
2. BRING HEADPHONES TO CLASS ON WEDNESDAY!

WEDNESDAY: 
Continue working on the Amendment mini-project we began in class, today.

The Mini-Project is due by the end of the period, FRIDAY!!!

Friday, November 20, 2015

Cons. Conv Outline

Hello, All:

Here's a picture of the outline we created in class for the essay.  I also included the Brainstorm Map to help you.  Good Luck! 



Thursday, November 19, 2015

HW Week of 11/23

Hello, All:

Here is/are your assignment(s) for the week of 11/23.

Thematic Essay

Thematic Essay: Constitutional Issues

The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.

Task:
Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).

For each issue identified

• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?

You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:
• Representation in Congress
• Slavery
• Taxation

MONDAY NIGHT:
Complete a First Draft 

TUESDAY:
Complete a Second Draft

WEDNESDAY:
Complete your FINAL DRAFT.  DUE MONDAY NOV 30th.  NO EXCEPTIONS.  
***ANYONE WHO DOES NOT HAND IN THE ESSAY on 11/30, WILL RECEIVE A GRADE OF 55*** 


Friday, November 13, 2015

HW Week of 11/16/15

MONDAY NIGHT: 
1. TAKE NOTES ON THE LECTURE from CLASS: 

2. WATCH THE VIDEO 

BRING HEADPHONES TO CLASS WITH YOU ON TUESDAY!!! 

TUESDAY TO THURSDAY:
COMPLETE THE "CRITICAL PERIOD" VIDEO QUEST. 

CLICK HERE FOR THE LINK TO THE WORKSHEET. 

FRIDAY: 
COMPLETE AN OUTLINE, Based on the following essay topic 

Thematic Essay: Constitutional Issues

The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.

Task:
Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).

For each issue identified

• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?

You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:
• Representation in Congress
• Slavery
• Taxation

Videos to help you:
  





AOC QUIZ

CLICK HERE for a link to the quiz. 

Please complete all of your work on looseleaf paper.

When you're done...Please start your HW.  

Please READ Chapter 5, Section 2, "Drafting the Constitution."

Complete the READING STUDY GUIDE 

Thursday, November 12, 2015

Review - The Articles of Confederation

CLICK HERE, for Chapter 11 of We The People

Read pp. 94-100.

Answer the questions on p. 102, "Lesson Review"  1-6.  If you do not finish the assignment, you can complete it for HW.  It will help to review for the exam, tomorrow.


Tuesday, November 10, 2015

Articles of Confederation Assignment

CLICK HERE  for the worksheet.  There are THREE sets of primary source documents.

Complete the exercises for each set of documents, as well as the follow up questions

Monday, November 09, 2015

Tuesday, October 27, 2015

Sunday, October 18, 2015

HW Week of 10/19/15

Hello, All:

Here are your HW assignments for the week of 10/19/15.

MONDAY NIGHT:
1. Please take notes on slides 4-8 of the presentation below.  
2. Watch the following video: 

Complete the Chapter 4 Section 1 Re-Teaching Activity.  Please note that you are ONLY responsible for the re-teaching activity, on page TWO of the packet.  

WEDNESDAY: 
Please take notes on Slides 10-15 of the Presentation above. 
Complete the Chapter 4 Section 2 Reteaching Activity.  The Re-teaching activity is on page TWO of the packet.  

THURSDAY:
Complete the section quizzes on sections 1 and 2 

FRIDAY:
Watch 

Complete the "Lesson Review" Questions on p. 68

Thursday, October 15, 2015

Tonight's HW: FIW DBQ

Hello, All:

HW for tonight...

Please finish the French and Indian War DBQ.  When finished please complete the DBQ worksheet.

Here is a link to the DBQ 

Here is a link to the scaffolding questions

Here is a link to the worksheet.   Remember, a THESIS is an educated guess, an inference, based on your knowledge of a topic.

DUE MONDAY!!!

Tuesday, October 06, 2015

WEBQUEST - THE FRENCH AND INDIAN WAR

This is an IN-CLASS ASSIGNMENT.  You will be using a variety of internet sources to identify, and evaluate the causes, major events, and effects of the French and Indian War.

This assignment is due BEOP 10/7/15 (WEDNESDAY).

You may choose to print a copy of the file, or answer the questions on looseleaf paper.  You must answer all questions in complete sentences.  You do not have to copy the questions.

Here is a link to the file.

Sunday, October 04, 2015

HW Week of 10/5/15

Hello, USH'ers:

Here are your HW assignments for the week of 10/5/15.  Please note that we will be collecting all of the assignments for the week this FRIDAY 10/9/15.

***IF EVERYONE HANDS IN THEIR HW ASSIGNMENTS ON FRIDAY, WE WILL NOT HAVE WEEKEND HW!!!*** 

MONDAY NIGHT:
1. Take notes on the following lecture.  This is the lecture that we completed in class today. 

2. WATCH THE FOLLOWING VIDEOS: 
Based on your notes 
3. Answer the following questions..
  1. What were the causes of the conflict between France, and Britain, for control of North America? 
  2. How did the British Victory in the Seven Years' War, become one of the causes of the American Revolution? 
  3. Analyze the meaning of the following quote: "A torch lighted in the forests of America set all Europe in conflagration (flame).
TUESDAY: 

WEDNESDAY: 

THURSDAY: 

PREPARE TO HAND IN ALL OF YOUR HW ASSIGNMENTS FOR THE WEEK, FRIDAY. 
INCLUDE THE ATTACHED RUBRIC.  

FRIDAY:
???? 

Sunday, September 27, 2015

HW Assignments Week of 9/28/15

Hello, USH'ers:

Here's your HW for the week of 9/28/15.

MONDAY NIGHT:



2. In the "Tuesday Night" folder, please complete the "Reading Study Guide," and "ReTeaching" exercise.  

WEDNESDAY: 
2. Complete the Chapter 2-4 "Reading Study Guide" 

Thursday:
1. Complete the Chapter 2-4 Reteaching Activity. 

Friday: 

Watch



Tuesday, September 08, 2015

HW Assignments Week of 9/9/15

Welcome to RUSH (Regents US History/Government) 2015-2016!

I will be using this blog to post your assignments. Generally, I will post your assignments for the coming week on SUNDAY NIGHT.   It's up to you to decide how to budget your time.  You can complete your assignments day-to-day, or you can go ahead.  Many of my students like to finish their assignments early, so they have less to do over the week.

Week of 9/9/15.
1.  Download, and print the classroom contract.  CLICK HERE for the contract. 
2.  READ and REVIEW the contract with a parent, or guardian.  Check off the appropriate spaces on the contract.  You and your parents must also SIGN the contract.
3.  OBTAIN all of the necessary supplies for this class, including the classroom supplies.  Your supplies are:

  • 1 Looseleaf Binder with Looseleaf Paper
  • Notebooks are NOT acceptable for use in this class 
  • 1 Assignment Book or Planner
  • 5 Subject Dividers for your looseleaf book
  • 1 Folder 
  • 1-2 pens 
4.  OBTAIN the classroom supplies for this class.  Your classroom supplies are: 
  • ONE package of LOOSELEAF paper 
  • TWO Packages of Pens (Blue or Black Ink) 
  • One package of Markers
PLEASE HAVE ALL SUPPLIES IN BY NO LATER THAN 9/16! 

5.  Continue working on the SUMMER ASSIGNMENT, if you haven't completed it already.  The Summer Assignment is due on 9/21.  There will be an exam on the information contained in the Summer Assignment on 9/25.

Wednesday, June 10, 2015

R&R History Lesson - Birth of Hip Hop

 1. Please readHandout 3: New York City Timeline 1960s-1970s, and Handout 4: "The Message" Lyric Excerpts;
2.  Based on the handouts, answer the questions below, in your notebook, and it is due BY THE END OF THE PERIOD!!! 
  • Why do you think this song was titled “The Message”? What is its message?
  • What are the images in the song that reflect life in the city in the 1970s?  (e.g. broken glass, vermin, etc.)
  • Why do you think Hip Hop became so popular with the people in urban communities such as the Bronx?
  • How did “The Message” reflect the social and economic conditions of the Bronx in the 1970s? Think about both the equipment that was needed to produce it and the themes reflected in its songs.