Presentation on theme: "LCD Screen Closet White Board Bookshelf Computer Desk Windows White Board Table 1. Sheila Ahi 2. Logan Allen 3. Fernando Antelo 4. Andrew Belove 5. Alexander."— Presentation transcript:
LCD Screen Closet White Board Bookshelf Computer Desk Windows White Board Table 1. Sheila Ahi 2. Logan Allen 3. Fernando Antelo 4. Andrew Belove 5. Alexander Bergman 6. Jordana Bischoff 7. Laura Cabrera 8. Adam Call 9. Robert Carpenter 10. Elena DeAngelis 11. Renee Desimpel 12. Alex Everett 13. Jessica Fernandez 14. Ethan Giles 15. Nicholas Guerrero 16. Mia Gvirtsman 17. 18. Dylan Hoefling 19. Brian Hsu 20. Ryan Lo 21. Allison Mark 22. Andrew McCormick 23. Vanessa Mejia 24. 25. Elizabeth Ortiz 26. Alexander Perry 27. Mark Pong 28. Haley Sawamura 29. Negin Shahiar 30. Jonathan Sorensen 31. Eric Theil 32. Andrew Thornberry 33. Jose Villa 34. Alysia Wang
LCD Screen Closet White Board Bookshelf Computer Desk Windows White Board Table 1. Kiana Ariyama 2. Daniel Ballesteros 3. Clinton Blakely 4. Adrian Brandemuehl 5. Kevin Chan 6. Stephanie Egger 7. Matthew Ford 8. Jodan Gault 9. Jolie Goolish 10. Alexis Greenberg 11. Justin Hartney 12. Kareena Hirani 13. Kevin Ives 14. James Kuszmaul 15. Adam Lee 16. Amme Lee 17. 18. Alvin Lu 19. Samuel Moore 20. Kiana Nouri 21. Elena Onoprienko 22. Margarita Patio 23. Melissa Reed 24. Louis Rosen 25. Lauren Scott 26. Ankit Sharma 27. Matthew Shearer 28. Brian Silverman 29. Dean Trammell 30. Drew Mitchner 31. Rachel Uyeda 32. Ellen Wieneke 33. Laura Wolff 34. Cannon Wong
Class Schedule&Help/Makeup Work 1 st Period- US History 2 nd Period- US History 3 rd Period- US History 4 th Period- Prep 5 th Period- USHAP 6 th Period- USHAP 7 th Period- Prep Make an appointment You may not turn in ANY late work unless you meet with me.
Food??? Food and drinks are okay as long as you clean up after yourself!! *Feel free to bring extra for your teacher
Attendance/Partici pation “on time, one at a time” Participation and class work counts for a large portion of your grade. This includes tardies and absences RESPECT!!
Cell Phones?? Texting in class Phone goes to the office Phone rings in class Treats to the class -or- Phone goes to the office
Bathroom Policy Quietly, leave your phone in the box by the door. One at a time If you forgot your phone or do not have one, please tell me. You have 5 minutes to use the restroom
Class Overview, Colonialism Day 1 Objective: Establish learning culture and HW expectations for the week Content: Schools of American historiography Skills: Interpreting historiography Agenda: 1. Welcome and Class Overview 1. Index cards HW 2. Hanson prompt HW 3. Schools of Historiography Hand-out & Formative Assessment 4. Historiography Matrix
2. Hanson prompt HW Prompt: Focusing on word choice, purpose, and expressed values, identify the author’s historiographical position. *Write down prompt on the top of the Hanson handout Cite several specifics from the article to substantiate your claim. 1-2 paragraphs, typed
Schools of Historiography Formative Assessment Write your name on the green sheet Read and annotate for 15-20 minutes quietly Respond to Multiple Choice questions (on your own piece of paper) Grade MC questions
Schools of Historiography Formative Assessment 1) D 2) B 3) D 4) C 5) A Put your overall score out of five (i.e. 3/5) and circle it at the top of the page.
Schools of Historiography Discussion Matrix Progressives 1900-1940s Consensus 1940s- 1960s New Left 1960s- 1980s Neo- Conservative 1980s- Present? Language of the Discipline Ethics Big Idea Other?
Class Overview, Colonialism Day 2 Objective: Establish class routines, play with historiography Content: Schools of historiography Skills: Critical reading, interpreting historiography, and expository writing Agenda: 1. *Finish discussing MC Questions (if necessary) 2. Homework 3. Creating a left-right spectrum 4. Hanson response: Claim and specifics self-editing 5. Zinn HW assignment
2. Creating a left-right spectrum Put the 4 schools of American historiography in chronological order: 1. 2. 3. 4. Next, put the 4 schools in cause and effect order:
2. Creating a left-right spectrum What do the political terms “left” and “right” mean? Where do the schools fit on the spectrum? Claim Evidence LeftRight
3. Hanson response: Claim and specifics self-editing What words do we associate with each school? Progressive: Consensus: New Left: Neo-Conservative: So in what school do we place Hanson? How do we know?
3. Hanson response: Claim and specifics self-editing Self-assessment: 1. Did you provide a general claim about Hanson's historiography? 2 points 2. Did you place Hanson in the Neo-con school of historiography? 1 point 3. Did you provide at least two specific references from the reading? 1 point 4. Did you use those references as evidence to substantiate your claim? 1 point
4. Zinn HW assignment For tonight's HW, read the first 11 pages of Howard Zinn's A People's History of the United States. Read only- do not mark up the reading. Using the exact same prompt as you used for the Hanson reading, write a response that makes a general claim about Zinn's school of historiography. Prompt: Focusing on word choice, purpose, and expressed values, identify the author’s historiographical position. Include specific references from the reading as evidence to substantiate your claim.
Class Overview, Colonialism Day 3 Objective: Establish class routines, play with historiography, preview reading Content: Schools of historiography, colonial regions Skills: Critical reading, interpreting historiography, and expository writing Essential question: Why did the colonial regions develop so distinctly? Agenda: 1. HW assignment: Community and Diversity 2. Get a binder and notebooks 3. Course info sheet: Signed copy due Friday 4. Zinn response: Claim and specifics references editing 5. Ch. 3 preview activity: accelerating comprehension and retention
1. HW assignment: Community and Diversity For tonight's HW, read the "Community and Diversity introduction in Out of Many. Using the exact same prompt as you used for the Hanson and Zinn readings, write a response that makes a general claim about the Out of Many authors' school of historiography. Include specific references from the reading as evidence to substantiate your claim.
2. Get a binder and notebooks You need a spiral bound, 8.5 x 11 inch notebook (or a dedicated binder if you are typing and printing your notes). You also need a section in a binder for securing hand-out materials that we use over the course of the year.
4. Zinn response: Claim and specifics references editing Where do we place Zinn on this spectrum? Why?
4. Zinn response: Claim and specifics references editing Self and peer assessment: 1. Is there a general claim about Zinn's historiography? 1 point 2. Does the claim place Zinn in the New Left school of historiography? 1 point 3. Are there at least two specific references from the reading? 1 point 4. Are those references used as evidence to substantiate your claim? 2 points Turn in the Zinn reading and your Zinn reading prompt response
5. Ch. 3 preview activity: accelerating comprehension and retention Groups:Characteristics: Directions: Sort the characteristics listed into appropriate groups below. Some characteristics may apply to more than one group. Native Americans: Spanish: French: English: Converted and used the labor of Native Americans. Colonies founded by religious dissenters. Intermarried between groups. Brought families. Focused on fur trading. Looked for gold. Allied with others to fight enemies. Grew tobacco. Formed a confederacy. Relied heavily on indentured servants. Used the waterways as travel routes. Created frontiers of “inclusion.” Created frontiers of “exclusion.” Funded by joint-stock companies. Aided by diseases.
5. Ch. 3 preview activity: accelerating comprehension and retention Native Americans Spanish focused on fur trading allied with others to fight enemies formed a confederacy used the waterways as travel routes grew tobacco intermarried between groups converted and used the labor of Native Americans intermarried between groups looked for gold aided by diseases allied with others to fight enemies created frontiers of “inclusion”
5. Ch. 3 preview activity: accelerating comprehension and retention French English intermarried between groups focused on fur trading allied with others to fight enemies used waterways as travel routes aided by diseases created frontiers of “inclusion" founded by religious dissenters brought families looked for gold allied with others to fight enemies grew tobacco relied heavily on indentured servants funded by joint-stock companies created frontiers of “exclusion” aided by diseases
Class Overview, Colonialism Day 4 Objective: Play with historiography, establish note taking expectations Content: None Skills: Note taking, critical thinking Agenda: 1. Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes? 2. How to access the reading calendars 3. "Community and Diversity" debrief: wither our authors? 4. Critical thinking skills: Higher Order Thinking (HOT)
1. Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes? Cornell Notes Always include reading question response. Analysis:
Chapter: Section: Date: Question/Main Ideas/Vocabulary Notes/Answers/Definitions/Examples/Sentences Key Terms & Academic Vocabulary Key People Dates & Events Additional Notes SummaryAt the end of each section, use the information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize and analyze the section.
2. How to access the reading calendars For the weekend's HW, go to www.mvla.net and get on my website homepage.www.mvla.net Click on "USHAP", then click on "Documents", then click on the folder titled "Reading Assignment Calendars". Open the document titled "USHAP Reading Calendar August". HW is listed on the day it is DUE. Always date notes by the day they are due, not the date you did them. Reading prompt responses are indicated by a question mark and the page number the prompt is found on. Thus, "? 61" means answer the prompt on the margin of page 61.
3. "Community and Diversity" debrief: wither our authors? Where do we place Out of Many on this spectrum? Why ?
4. Critical thinking skills: Higher Order Thinking (HOT)
There are one story intellects, two story intellects, and three story intellects with skylights. All fact collectors who have no aim beyond their facts are one story thinkers. Two story thinkers compare, reason, and generalize. Three story thinkers idealize, imagine, predict. They reach beyond the skylight. -phrases borrowed from O.W. Holmes Practice and preview: 1. Examine the Ch. 3 Chapter outline on page 59. 2. With your partner, write a 1st, 2nd and 3rd story question on the back of the Ch. 3 notes