Fall 2006 Homework APUSH

APUSH 3rd & 5th Periods

NO LATE WORK ACCEPTED unless you have been ill or have talked to me
Fall Semester Progress reports 9/26 Mid-semester 10/19 Progress reports 11/15 FINALS: 12/15-19 End semester 12/20

LINK TO YEAR'S TEXTBOOK READING & TEST SCHEDULE (Acrobat Reader required) (not yet available)    American Pageant web site
    The Presidents' Links Page        SKILLS INDEX        Useful Websites
    Alexander Hamilton Project →

Last edited 09/28/2007 Best viewed with Internet Explorer

PART THREE: Testing the New Nation 1820 - 1877 Chapters 16 - 22 (p. 348)
UNIT ASSESSMENT: Exam: multiple choice and Essay Ongoing: participation; in-class and homework essays; Binder checks; projects; other work as assigned. Binder due at final exam. Your PRESIDENTS section should be complete as to DATES, Party affiliation, and four or five significant events or items associated with the Presidency. For Section Three: Presidents through Hayes.		Note: The Final Exam for this semester will include the first chapters of Part Three. These first chapters will ALSO be included on the Unit Exam, which you will take sometime in January. Note that the first chapter in Part Three goes back to "The Beginning," after the Constitution is in place and the Bill of Rights Ratified, and it covers the next 67 years (three generations.) The 1840s get a full chapter, the 1850s get two chapters, and the civil war itself (four years) gets TWO chapters! Reconstruction, arguably the saddest, most maligned, least understood piece of US history -- 12 years -- gets only one chapter. PRESIDENTS: Names, Dates, and Party affiliations through Listen to The Presidents Get The Presidents (mp3)
ASSIGNMENTS	DUE	LINK	COMMENTS
Chapter 16:The South and the Slavery Controversy 1793-1860 (Don't forget to read the two-page Overview on pp 348-349, The whole unit in two pages!!) SQ3R Notes required. TIMELINE: See page 368 in the textbook. Enter the events with a short explanation for each one (such as a "museum card" entry.) Illustrate at least 5 of the events Chronology. Title your timeline "Slavery and the South."	11/20-21		Note that the first chapter in Part Three goes back to "The Beginning," after the Constitution is in place and the Bill of Rights Ratified, and it covers the next 67 years (three generations.) Your "museum card" explanation should include a brief analysis of the significance of each event.
READINGS: Summary Chapters: SQ3R notes required. CHAPTER 9 is a SUMMARY CHAPTER "Sectionalism." Documents: Use DBQ Summary form from your SKILLS training. (The other handouts are a series of PRIMARY SOURCE DOCUMENTS!)	11/27-28		Lots of reading! DO TAKE SQ3R notes on the chapter outlines!
Summary Ch 11: "Society, Culture, and Reform" chapter. TAKE SQ3R Notes. "Essay" handout: Read the "Documents and Readings" intro and then the documents. Do a "DBQ" analysis on each. TURN THESE IN. Then, go to Q 5 on p 220 "During the reform era..." Write a short assessment of the statement, indicating how you would use each document to support your assessment. ____________________________ Readings: Read the "Chapter 16" American Spirit handout. Do "DBQ analysis" on each document. Opposing Viewpoints 27A/B - prepare a respo9se to the prompt as your "ticket to participate" in the seminar. Handout "Chapter Six "The Age of Reform" Highlights document (from the "Skills" workbook.) This is meant as a quick-review for you. AND: Check the last page "IDEAS TO PONDER." PREPARE to respond with a SHORT paragraph to any of the prompts!.	11/29-30 ________ 12/1 - 12/4		We will continue the Sectionalism activity: the bills before Congress in the 1820s. Skills Practice. See handouts!
Summary Ch 12: "Territorial and Economic Expansion 1830-1860" TAKE SQ3R Notes. Handout- Texas and California Annexation (1845) Picture: "American Progress" - Analyze the painting - what details do you see? What do they mean? You may take notes for this on the handout. I'll call on people in class for their information. Reading #87 - Please answer #1 , #2, and #3. Also write a DBQ analysis - When, Who, What, Where (to whom) addressed? Handout- Viewpoint 29A-B. Manifest Destiny and War. Prepare to debate either side. DBQ - The DBQ issued in class is on the previous subject: Reforming culture and society. Do the following for each of the documents: DBQ analysis - When, Who, What, Where (to whom) addressed? AND make at least one INFERENCE from each of the documents. ("Inference" = not written on the page, but the assumptions that were made by the author....that we can discern by "reading between the lines.")	12/5-6		NOTE: ALSO in the Viewpoint packet is Viewpoint 30A-B. Please skim both of these. We will be discussing these in class.
Summary Ch 13: "The Union in Peril, 1848 - 1861"	12/7-8		Reading quiz
*Readings: "CH 19 - 'Sliding Toward Disunion'" - prepare for a Socratic Seminar on the Readings. (Six discussions (A-F). Prepare ONE question (p 446) - a response to the prompt - as your "ticket" to participate. (5th Period additional assignments - finish your "TACOS" analysis sheets (both!) AND "Essay Skills: READ the prologue - do NOT just "dive in." Closely read the examples given. WRITE your own thesis statements (positive, negative, and "both"). You will "peer review" on Tuesday. )	12/11-12
	12/13-14
Final Exam - Room 211 (Combined sections - J. Miner, proctor) BINDER	12/19 8:15AM
TERM PAPER DUE 1/11 - 12

UNIT ASSESSMENT: Exam: multiple choice and Essay and probably a MAP or two. Ongoing: participation; in-class and homework essays; Binder checks; projects; other work as assigned. SPRITE CHARTS Useful Websites	TK	BINDER due on the day of the exam. See below. PART TWO PRESIDENTS: Washington Through James Buchanan. You will need to start filling in all parts of your "Presidents" sheets/cards Listen to The Presidents Get The Presidents (mp3) The DECLARATION of INDEPENDENCE See it Hear it
Assignment	Due	Links	Comments
READ THE INTRO (2 pages!) to Part Two. Chapter Nine - (see "comments") The Confederation and the Constitution FOCUS QUESTIONS: * How were the Articles of Confederation an outgrowth of the American Revolution? * Why did the Articles fail to create an effective long-term government? * How did the Constitution represent a conservative counter-revolution to the Articles? SQ3R Notes SRG: Part II E & F- place "e" events on a timeline. Illustrate at least three of the five. F: Your choice - place items on the timeline (indicate "cause --> effect") AND illustrate 4 of 10. OR-- make a graphic organizer of cause--> effect. Also illustrate 4 of 10. * * * BY WEDNESDAY/THURSDAY- You must go to this website, press the "listen" button, and stay put until you have heard the whole thing! Scroll down the page to "read along."	10/2 -3 10/2-3 10/4-5 10/4-5	Study Guide (highlighted) Timeline And Cause and Effect Link to Listening assignment	(The study guide is OPTIONAL. SQ3R is mandated!) Be prepared to show your notes on Monday/Tuesday. It is NOT OK if you aren't following the steps: Read, RECITE (out loud!), then Write the summary to answer the Question. Of course you should include any of the "those extra words" as a help to explain CAUSES and OUTCOMES of the section's main topic. Detail of View of Mount Vernon from the Northeast, (painting by Edward Savage) ca. 1792 Slave Quarters from Mount Vernon "George Washington. Copy of painting by Gilbert Stuart" CHRONOLOGY 1777 Congress approves John Dickinson’s draft of the Articles of Confederation. 1777–81 The thirteen states take four years to ratify the Articles. 1785 The Northwest Ordinance of 1785 provides for the survey and sale of western land. 1786 Nationalists advocate a stronger central government at the Annapolis Convention. 1786–87 Shays’s Rebellion in Massachusetts dramatizes weaknesses of the Confederation. 1787 The Northwest Ordinance of 1787 provides government and eventual statehood for western territories. The Philadelphia Convention produces a new Constitution. 1787–88 The Constitution takes effect after ratification by three-fourths (nine) of the states.
Prepare for the Debate - Was the American Revolution a Conservative Movement? Prepare FOUR POINTS (evidence or reasoning to support EACH side of the argument. In addition, prepare at least TWO "hard questions" or rebuttals for each side. You will have 10 minutes (ONLY) to prep your team.	10/2 -3 10/2-3 10/4-5 10/4-5
Junior Retreat: Monday and Tuesday. Work on Chapter 9 continues on Wednesday. Starting on Thursday and Friday - continues to following week: Chapter 10 - Launching the New Ship of State 1789-1800 SQ3R Notes Also due: Your "table of Contents" outline of the U. S. Constitution. and Read the "Pennsylvania Dissent;" determine which (if any) Article and Section and/or Bill of Rights Amendment answers the concern of each enumerated "dissent." See Alexander Hamilton Project sheets for due dates! PRESIDENTS CARDS: See instructions (click on "Presidents cards", right) For 10/18 (White) and 10/24 (Red) ALSO read Chapter 11 - The Triumphs and Travails of Jeffersonian Democracy, 1800-1812 to p. 228 "Mr. Madison's Gamble" SQ3R Notes	week of 10/9-13 and 10/16, 10/19 (W) 10/17 and 10/24 (R)	Reading 15A/B Constitution Debate reading 20A/B Alien&Sedition Presidents cards	(<-- in case you need this for class on Wednesday) STUDENTS: Please do take care to read when assignments are due. Chapter 10 clearly was due on Thursday and Friday 10/12-13. Red day students, pay particular attention to due dates! Readings for Chapter 10 to be released before the weekend, due 10/16-17. Monday and Tuesday (16-17) Prepare for discussion/debate on the Alien and Sedition Act: was it constitutional? (In class -- Skills: Document Inference: Alien & Sedition Acts; and Essay: Graphic Organizer "evaluate or analyze two (of three)..." (In class -- Thursday 17th and and Mon 24th: TBA) Listen to The Presidents Get The Presidents (mp3) (Right click and "save link as....") ESSAY assigned for the week of 10/25. Use Turnitin.com to submit your essay. Must be time stamped before 10/25 8AM (w) or 10/26 (9:30 AM) The Graphic Organizer should come in handy.
Chapter 11 - The Triumphs and Travails of Jeffersonian Democracy, 1800-1812. (From 228 "Madison's Gamble) and Chapter 12, The Second War of Independence and The Upsurge of Nationalism 1812-1824 (from p. 228 - end) SQ3R Notes Chapter 9-10-11 Essay prompt: "Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution. John Adams; Thomas Jefferson; George Washington." Go to http://turnitin.com and REGISTER YOURSELF as a STUDENT. When you are registered, I will enroll you in the class. I'm sorry that I won't be able to enroll you until FRIDAY night. BE SURE TO USE YOUR NAME as it appears on the official school roster (First and Last, - no middle initial! If you have a "double name," please let me know how you registered, i.e., Mary Ellen or just Mary.) Essay prompt: Go to: http://turnitin.com Login: 3rd Period: 1685335 5th Period: 1685337 Passwords were given to you in class. When you log into the class page, choose "Chapter 9-10-11 Essay" The Essay Prompt will be in the "remarks" section. ESSAY assigned for the week of 10/25. Use Turnitin.com to submit your essay. Must be time stamped before 10/25 8AM (w) or 10/26 (9:30 AM) The Graphic Organizer should come in handy.	10/25 (W) 10/26 (R) 10/27 (W) 10/30 (R)	Opposing Viewpoint A/B Socratic Seminar prep handout Essay scoring guidelines ch 9-10-11	The Second War of Independence (the War of 1812) fosters a new sense of Nationalism in the United States. The Nation Goes West into the new Territory purchased by Mr. Jefferson. "The Era of Good Feelings" begins. It doesn't last long..... For Class this week; 5th period (10/24 (tuesday) and 3rd period (10/25 Wednesday) SOCRATIC SEMINAR based on the "debate" reading 20 A/B. Please CLICK HERE (or the LINK to the left) for the layout of the SEMINAR. Your "ticket" into the seminar is you written THESIS STATEMENT. 10/27 and 10/30 In-class test on Ch 11 & 12 Foreign Policy emphasis, and Ch 9-11, general (through Jefferson.) Be sure you know your presidents through MADISON!! 10/25 -UPDATE: I think I said in class that there would be no M/C Qs on chapters 9-11. SORRY! There will be a FEW general questions as well as Foreign Policy questions.
Ch 13: The Rise of Mass Democracy 1824-1840 NB: Do not confuse "The AGE of Jacksonian Democracy" with Jackson's Term of Office!!!!! The Era lasted twenty years.... For JACKSON: The Monument Project - work in PAIRS to present your monument to Jackson. Due 11/3 (r) and 11/6 (W)	10/31 -11/1		Otherwise known as "the Age of Jacksonian Democracy" from 1828-1848. Alas, there's that whole Indian Removal tragedy, too ("Trail of Tears.") But first: John Quincy Adams and the "corrupt bargain."
Ch 14: Forging the National Economy: 1824-1840 A short reading: (but still a quiz!) Read first Paragraph (287); the following sections: The Westward Movement; The GRAPH and MAP on p 290, the CHART on p 291, and the first three paragraphs of p 290 (The March of Millions). Skip to p 306: Read all Women and the economy (including callouts and pictures), and p 308-9 Western Farmers Reap a Revolution in the Fields. Skip to p 316. Look carefully at the MAP on p 316. Read: The Transportation Web Binds the Union and The Market Revolution. Don't forget to look at the map on p 318. Ch 15: The Ferment of Reform and Culture 1790-1860 NB: This is one of those "OVERVIEW" chapters. It is designed to give you the broad sweep, the big picture of the Constitutional/Early National and Jacksonian Periods. The word "ferment" in the title should clue you in - something's gonna explode!	11/6-7 11/8-9		ALSO DUE: Your Jackson Monument project. Chapter 15 to page 335 (up to Artistic Achievements) due the 8th and 9th; PLUS: Makers of America - The Oneida Community (Oh, that John Humphrey Noyes!!!) Second half (From p 335 Artistic Achievements) to the end due on FRIDAY 11/10 (W) and Monday 11/13 (R).
Ch 15: The Ferment of Reform and Culture 1790-1860 NB: This is one of those "OVERVIEW" chapters. It is designed to give you the broad sweep, the big picture of the Constitutional/Early National and Jacksonian Periods. The word "ferment" in the title should clue you in - something's gonna explode!	11/10-13
Hamilton Presentations (and written summary with bibliography due) About the summary: It's a written-out version of the story you'll be presenting, and it is meant to also serve as the structure for the term paper, should you choose to pick Hamilton (instead of the Sixties) as your topic. Therefore, it should be a couple of pages long and the bibliography of the sources you used (NOT including stuff you read but DIDN'T use) to put together the facts for your story. Each PAIR may submit the summary. However, if you are going to pursue the "Historical Fiction" as your term paper, you will (of course) write your own term paper!	11/14-15 Tues and Wed.	Presentation Grading Rubric	Presentations in Class. Essay Skill and Review (?)
TEST UNIT TWO Binders Due Presidents through Jackson COURT CASES: Marbury v. Madison ; Fletcher v. .Peck; Dartmouth College v. Woodward; McCulloch v. Maryland; Gibbons v/ Ogden; Cherokee Nation v. Georgia; Worchester v. Georgia	11/16-17		Test MAY be pushed out to 11/20-21 COURT CASES: Stay tuned for a list of Court Cases (and legislation) Remember that you binder must be populated with court cases as we go along. (Your review assignments in April will be MUCH more pleasant by keeping up now!!) What to know about the Court Cases: 1. The Name of the case! 2. The Year adjudicated 3. The Basic problem of the case (defendant's rights; states' rights; freedom of speech, privacy; etc.) Perhaps a sentence or two about the case that will help you remember it. 4. The Court's ruling: what PRECEDENT was set (Supreme Court can rule on the constitutionality of a federal law; ditto a state law; power of federal government to control interstate commerce; state law cannot override federal law, etc., etc.) Part Three starts 11/20-21 (Chapter 16)

Assignment	Due	Links	Comments
PART Six: Making Modern America, 1945 - to Present (See also Summer Homework link)

UNIT ASSESSMENT: Exam: multiple choice and Essay/DBQ Ongoing: participation; in-class and homework essays; Binder checks; projects; other work as assigned.	Spring Semester	Listen to The Presidents Get The Presidents (mp3)	Your PRESIDENTS For Section Six: Presidents Truman through Clinton (More info to come) The Presidents The Presidents' Links Page
Oral history - The Sixties. We will discuss this in more detail on 8/25, including how to conduct a good interview. If you have already started your interview, be prepared to share tips and experiences! What is due this week is your rough draft -- essentially the transcript / notes of your interview.	Due first week of school (8/31 or 9/1 )	BEFORE YOU START - here are some tips CHECKLIST for conducting a successful interview. Questionnaire - These are a GUIDELINE, not a set of "tags" to get through! CHECKLIST - important! how to conduct interview- important!	You may or may not be aware that you are required to write a TERM PAPER your junior year in history. The topic for AP US History this year is: THE SIXTIES! Your oral history can be one of your required "PRIMARY SOURCE DOCUMENTS." THANK YOU FOR READING THESE INSTRUCTIONS THOROUGHLY!!
Prepare for Quiz, chapters 37-40 Transcript / notes of your interview.	8/31 (R) 9/1 (W)		Interview notes: Essentially, this is the material you will SAVE as reference for your term paper. Remember that your term paper MUST include information gleaned from the interview, and you must be able to provide a complete citation reference (place, person, date.)
WATCH THIS SPACE FOR A LINK TO TERM PAPER PREP GUIDELINES AND DATES!!

(Part One) Founding a New Nation - 33,000BCE - CE 1783 (Chapters 1 - 8)
UNIT ASSESSMENT: Exam: 80 Q'S one hour Ongoing: participation; in-class and homework essays; Binder checks; projects; other work as assigned	TBA	PRESIDENTS: Names, Dates, and Party affiliations through John Q. Adams (memorized.) Important changes or events of the administration. Listen to The Presidents Get The Presidents (mp3) (Right click and "save link as....")
Assignment	Due	Links	Comments
Ch 2 The Planting of English America 1500-1733 SRG Part IA- write a short response to Q #1 (factors for English colonization) and to Q#5 (similarities and differences among the southern colonies.) You can make a chart to outline the similarities/differences. Maybe an elaborate Venn diagram?? HAND IN, but prepare to show yours off in class first! OTHER READING: For Chapter 2, read also the handouts "The European Background" (I'm sorry that the column on the last page, but I think you can "fill in" most of the missing parts of words or phrases. ) Ch 3 Settling the Northern Colonies 1619 - 1700 SRG Part II - D: Matching: Write your responses in complete sentences! "1. Martin Luther was (G) a German monk who began the Protestant Reformation." HAND IN F: Matching cause and effect. Please make a graphic organizer, with illustrations. HAND IN ALSO---> Be sure you know what "antinomianism" is, why this belief was "heretical," and why we even bother to talk about it (significance to history) PART III - Make a chart as a response to #1 - compare and contrast NE and Middle Colonies, motives for founding, religious and social composition, and political development. HAND IN #4: Outline your response to compare the pattern of relations between colonists and Indians in NE and Pennsylvania. Write a brief explanation why the attempts at establishing friendly relations failed. HAND IN Ch 4 American Life in the Seventeenth Century 1607-1692 SRG Part II - D: Matching: Write your responses in complete sentences! "1. Chesapeake was (I) Virginia-Maryland bay area, site of the earliest colonial settlements." HAND IN E: Putting things in order. First: determine the DATE for each event. Then, make your timeline (1607-1692). Place each event in its proper place on the timeline. ILLUSTRATE at least FIVE of the events. HAND IN.	9/5-6 9/7-8	Ch 2 Notes Guide Ch 3 Notes Guide Ch 4 Notes Guide	Note please that CHAPTER TWO is a broad-brushed overview of the period. For these chapters, take brief notes, or use the Notes Guide, or outline. The NOTES GUIDE starts with a random question # because the author of the notes started with Q1, Chapter 1. The q #s continue to chapter 8, I believe. I renumbered them on the summer reading but I forgot to do these. Just disregard the numbers. I will look for some indication you took notes or used the Notes Guide on these chapters when I collect your (PART ONE) binder (LATER). Notes must be handwritten -- UNLESS you are filling out the Notes Guide, in which case, "type awaaayyy!!" QUIZZES on Ch 2 & 3: Open Notes! Timed. Prepare these assignments to hand in (except for reading notes). ALSO please maintain your Part Six Binder - I'll collect it on (Tuesday / Wednesday) for the "summer binder" grade. Save your Reading Notes for the Part ONE binder. When it is returned, re-establish it as Part I (chapters 1-8).
Ch 5 - Colonial Society on the Eve of Revolution 1700-1755 Note that we're finally in the EIGHTEENTH Century!! Homework from the Seventeenth Century: Find the "Ships Manifests" handout from the week of 9/7. Based on the EVIDENCE you find on each of the two pages AND what you've learned about settlement patterns -- DEVISE a paragraph that makes a (thesis) statement about the differences between New England and Virginia (Chesapeake) settlement. Prepare to discuss and hand in. Other Reading - Handout, Chapter Three "Colonial Society" Parts to skim-(1) the Travelogue descriptions of the Hudson River, New Jersey, etc. But do pay attention to the "Three Parts" thesis of American settlement: New England, the Middle Colonies, and the South. They differed in Politics, economic production, and to some extent in social structure. (2) - health and medicine - completely leaves out the important role of midwives and takes rather a "modernist view" of the Trained Physician as the One True Health-care Provider. AN IMPORTANT part of this section is its discussion of the resentments of the Eastern bankers and traders by the Western frontierspeople. The disagreement about the circulation of MONEY will continue to be a sore point all the way through the 1800s. Learn about it NOW!!!	9/11-12 We'll spend two class days. (Note: White day: Ch 6 is due FRIDAY!)	Ch 5 Notes Guide	Note that we're finally in the EIGHTEENTH Century!! Note that the handout "Colonial Society" has a very good description of early Calvinism and its heresies in the section titled "Massachusetts." The American Pageant's description of the Great Awakening should be read carefully.
ESSAY PRACTICE: OUTLINE a response to the following prompt:: "Although New England and the Chesapeake region were both settled by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?”	9/13 (W) 9/14 (R)		ANSWER THE PROMPT – use "Essay Skill" categories to dissect the prompt. (Write at the top of your essay outline.) Use your knowledge and your textbook as a reference to OUTLINE a response. Possible categories for organizing your outline: Economic, Social, and Political . Note that the prompt says "distinct SOCIETIES." You may have a different set of categories.
CH 6 The Duel for North America: 1608-1763 Chapter 6 SPRITE CHART OR your handwritten notes OR use the Ch 6 Student Notes Guide. MAPS WORK: due 9/15 or 9/18 I: North American Map - Using the two maps on p116 as your guide, color and label your maps (you'll need two "North America" maps.) BE SURE TO include the Rivers and large bodies of water. - Add MOUNTAINS! - MAKE a Key and a Title for each map. II: Thirteen Colonies Map - See p120. Color and label your map. - Include PROCLAMATION LINE - Add MOUNTAINS - Title your map, include date.	9/15 (W) 9/18 (R)	SPRITE CHART North America Map Thirteen Colonies Map Ch 6 Notes US Physical Map note: This map will be used in class. You may want to download it for study purposes	Color the maps! Neatness, accuracy, and completeness COUNT!!! (The SNGs are in .rtf format. They should be readable by any word processor program.) IN CLASS: on your US physical map Identify Rivers: Mississippi, Hudson, Ohio, Missouri, Potomac, Snake, Columbia, Sacramento, San Joaquin Great Lakes: HOMES Proclamation Line of 1763; British America, 1763
CH 7 Road to Revolution 1763-1775 SRG: PART II Sec E- Make a TIMELINE that puts these ten items in order. ILLUSTRATE at least three items on the timeline. Sec F: Make a Cause and Effect CHART (that will fit into your binder) that links the causes with the effects. "Road to Revolution Worksheets" - follow instructions for Part A. 2004 DBQ Changes in Brit/Colonial relations caused by F&I War: Work out the Document Analysis for each document, A through H. (See your SKILLS section for the handout on Doc Analysis.)	9/19 (W) 9/20 (R) 9/21 (W) 9/22 (R)	Ch 7 Notes OR use SQRRR	√ (3* also quiz on ch 6 that we didn't get to on Friday) ( √ In class planning - F& I War essay practice.) (√ In class planning F&I War -skills; Road to Revolution Thesis building. (Pending: 3rd period a/o 9/21) Prepare for a MAP QUIZ. (US phys - see above, N. America b4 1755, after 1763; the Colonies.....) in addition to the "regular" reading quiz.
Ch 8 America Secedes from the Union Notes: You must take SQRRR reading notes! I will expect to see them in your binder on exam day. INCLUDE the "Examining the Evidence" page about Women's inclusion in the revolution, and the "Makers of America" section on The Loyalists. EXCEPTION: Those students who have not scored well on quizzes so far must do the following: White day students: SHOW ME your notes by FRIDAY 9/22, 3:30 PM. (See below for what to include) Red day students: SHOW ME your notes by MONDAY 9/25, 3:30 PM. (See below for what to include) **Your notes pages must include ALL HEADERS (questions) to the end of the chapter. Your written responses must be completed to at least p. 152, including "The Loyalists" section. Notes should be taken by hand unless you have a compelling reason not to write them (see me to explain...) SCAN your notes if you have made prior arrangement with me to send via email by Friday evening. EXTRA CREDIT HOMEWORK: Use the "road to revolution" worksheet to fill in the Part B "Significance of 1763" worksheet. At the end of the lesson, you will have a THESIS statement. Turn in the worksheet next class.	9/25 (W) 9/26 (R)	Ch 8 Notes use SQRRR AP=Answer the Prompt Doc Analysis	You may certainly download the "old-style" notes guide. But you must [also] use SQRRR. Yikes!!! What am I to do with the "evidence" and "makers" pages???!!?? Calm down, my child...Luckily, there is a question already made for you at the start of the paragraph on the "Evidence" page, and some other questions further down designed to help you consider and formulate your response and even explain "why" in just a sentence or two. Or maybe three. For the Makers pages, there are no bold headings! But the topic sentences seem tailor-made to be easily turned into questions. Whew! What luck !!! (SQ3R Section Only) (Lecture notes Section Only) ( reading tips, SOS method Only) EXTRA CREDIT HOMEWORK: (White day students did not receive the worksheet in class. You can download it here.)
UNIT EXAM: Chapters two-eight Multiple Choice, plus skills knowledge, and at least one map.	9/27 (W) 9/28 (R)		Use your notes, maps, Skills work, Cause/Effect charts to study for this test.