Wednesday, December 19, 2007
Saturday, December 8, 2007
Week 18, Sybllaus
Mr. Ditzenberger-U.S. History
Lesson: Movies-Gods and Generals, Review for final. Time: Week 18, December 10-13 Unit: Civil War and Review.
Objectives:
1. Students will see a highly accurate historical account of the major battles of the Civil War.
2. Students will review for their final.
Monday
1. Gods and Generals.
Tuesday
1. Review
Wednesday
Review
Thursday
Review
Friday
No class.
Lesson: Movies-Gods and Generals, Review for final. Time: Week 18, December 10-13 Unit: Civil War and Review.
Objectives:
1. Students will see a highly accurate historical account of the major battles of the Civil War.
2. Students will review for their final.
Monday
1. Gods and Generals.
Tuesday
1. Review
Wednesday
Review
Thursday
Review
Friday
No class.
Saturday, December 1, 2007
Syllabus, Week 17
Mr. Ditzenberger-U.S. History
Lesson: Review and Test of Civil War and Manifest Destiny Time: Week 17 December 3-7 Unit: Civil War and Reconstruction
Objectives:
1. Students will review the main concepts, events, people, and places of the Civil War and the Manifest Destiny period.
2. Students will be assessed on their knowledge of the CW and MD period.
3. Students will see a highly accurate historical account of the major battles of the Civil War.
Monday
1. Review-Jeopardy and Essay Questions.
Tuesday
1. Test
Wednesday
1. Community Service Project
Thursday
1. Gods and Generals Movie
Friday
1. Gods and Generals Movie
Lesson: Review and Test of Civil War and Manifest Destiny Time: Week 17 December 3-7 Unit: Civil War and Reconstruction
Objectives:
1. Students will review the main concepts, events, people, and places of the Civil War and the Manifest Destiny period.
2. Students will be assessed on their knowledge of the CW and MD period.
3. Students will see a highly accurate historical account of the major battles of the Civil War.
Monday
1. Review-Jeopardy and Essay Questions.
Tuesday
1. Test
Wednesday
1. Community Service Project
Thursday
1. Gods and Generals Movie
Friday
1. Gods and Generals Movie
Monday, November 26, 2007
U.S. History Final Review
Multiple Choice
1. Chinese Inventions
2. Machu Picchu
3. Incan Capital
4. 1588-great naval battle
5. tobacco in Jamestown
6. shipbuilding improvements/caravels
7. witchcraft trials
8. colony established to help England’s poor
9. Wamanoags and Squanto
10. the importance of the Mayflower Compact
11. Bacon’s Rebellion
12. dangerous part of the triangle of trade
13. Alexander Hamilton’s top priority
14. Whiskey Rebellion
15. Bill of Rights
16. cabinet departments under G.W.
17. judicial branch and judicial review
18. main author of the Declaration of Ind.
19. the battle that ended the Revol. War
20. the author of Common Sense
21. name of people true to the throne during the Rev War
22. temperance movement
23. focus of the 2nd Great Awakening
24. Monroe Doctrine
25. Era of Good Feelings
26. area of the country with most Abolitionist support
27. name of communities that were formed to create a perfect society
28. most important fort in the South at the start of the Civil War
29. Confederate strategy
30. victory that led to Lincoln’s Emancip Procl
31. annexation of Texas concerned what group?
32. motive for Mexican American War
33. Black Codes
Matching
1. Union League
2. Carpetbaggers
3. segregation
4. 14th Amend
5. Ulysses S. Grant
6. Compromise of 1877
7. Andrew Johnson
8. Juneteenth
9. Nathan Bedford Forrest
10. Thaddeus Stevens
T/F
1. Cause of Fr and In War
2. Reason for Chesapeake settlement
3. Victor in Fr and In War
4. Indentured slaves
5. Initiator of the 1st Great Awakening
6. Location of Mayan civilization
7. Founder of Islam
8. Henry Clay
9. Beringia
10. Agricultural Revolution
Fill in the Blank
1. 1st battles of the Rev War
2. what colonists lacked in the Brit Parl
3. the main leader of the Sons of Liberty
4. the two hills that saw battles on the same day in Boston
5. a duel between Burr and Hamilton
6. the judicial principle that declares a law unconstitutional
7. the seller in the L.P. deal
8. L and C’s Shoshone helper
9. a large peak in Colorado named after one of America’s explorers
10. a class of people the included artisans, farmers, lawyers, and ministers
11. a network of abolitionists who helped slaves escape
12. a common labor union tactic
13. the largest group of mid 1800s immigrants
14. what was banned in 1808
15. a prison that was isolated and very structured
16. name for the simple, country farmer
17. a term that means before the war
18. part of the country that did not need slaves
Short or Paragraph Answer-This section is worth 85 points. If every question is answered correctly, 95 points can be earned.
1. Why were the Navigation Acts both good and bad for the southern colonies? (3 points)
2. What was the Mercantile System? What were the provisions (three aspects) of the Navigation Acts? How did the Navigation Acts initially help the colonists? (5 points)
3. Describe the importance of the Louisiana Purchase to the United States. (3 points)
4. What influential role did Alexander Hamilton play in the establishment of the federal government? (4 points)
5. How did the fighting method of the colonists differ from that of the British? (2 points)
6. Why was Saratoga considered a turning point in the war? (3 points)
7. Why did Britain pass the Sugar Act and the Stamp Act? (2 points)
8. Describe how the separation of powers prevents each branch of government from becoming too strong. (3 points)
9. In what ways were the Articles of Confederation weak? (4 points)
10. What roles were played by the men and women of the new middle class? (3 points)
11. What were the two largest groups of immigrants from during the ante-bellum period? (2 points)
12. Give three reasons why cotton was a successful cash crop in the South. (3 points)
13. Describe one of the ante-bellum utopian or religious communities that was unique from mainstream religion. (3 points)
14. Who was the author of the American System? What were the three problems and solutions that the American System was trying to address? Write your answer in paragraph form. (4 points)
15. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
16. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation. (5 points)
17. Giving four examples, explain how the Civil War was the first modern war. (5 points)
18. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
19. Thoroughly describe the Anaconda plan. (3 points)
20. Why did the draft of 1863 spark riots in the north? (2 points)
21. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
22. Summarize the Gettysburg address in two sentences. (3 points)
23. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
24. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)
25. Why was the location of the East African city-states beneficial to their development as trading centers? (2 points)
26. Why did Christopher Columbus sail west from Europe instead of east? (2 points)
27. What was the Protestant Reformation, and how did it affect colonization in the Americas? (3 points)
28. Religion in ante-bellum America was very influential and was visible in virtually every aspect of American life. In your answer support the idea that religion was a significant force during this time. Draw on your knowledge of reform movements, utopian communities, and the Great Awakening. (5 points)
1. Chinese Inventions
2. Machu Picchu
3. Incan Capital
4. 1588-great naval battle
5. tobacco in Jamestown
6. shipbuilding improvements/caravels
7. witchcraft trials
8. colony established to help England’s poor
9. Wamanoags and Squanto
10. the importance of the Mayflower Compact
11. Bacon’s Rebellion
12. dangerous part of the triangle of trade
13. Alexander Hamilton’s top priority
14. Whiskey Rebellion
15. Bill of Rights
16. cabinet departments under G.W.
17. judicial branch and judicial review
18. main author of the Declaration of Ind.
19. the battle that ended the Revol. War
20. the author of Common Sense
21. name of people true to the throne during the Rev War
22. temperance movement
23. focus of the 2nd Great Awakening
24. Monroe Doctrine
25. Era of Good Feelings
26. area of the country with most Abolitionist support
27. name of communities that were formed to create a perfect society
28. most important fort in the South at the start of the Civil War
29. Confederate strategy
30. victory that led to Lincoln’s Emancip Procl
31. annexation of Texas concerned what group?
32. motive for Mexican American War
33. Black Codes
Matching
1. Union League
2. Carpetbaggers
3. segregation
4. 14th Amend
5. Ulysses S. Grant
6. Compromise of 1877
7. Andrew Johnson
8. Juneteenth
9. Nathan Bedford Forrest
10. Thaddeus Stevens
T/F
1. Cause of Fr and In War
2. Reason for Chesapeake settlement
3. Victor in Fr and In War
4. Indentured slaves
5. Initiator of the 1st Great Awakening
6. Location of Mayan civilization
7. Founder of Islam
8. Henry Clay
9. Beringia
10. Agricultural Revolution
Fill in the Blank
1. 1st battles of the Rev War
2. what colonists lacked in the Brit Parl
3. the main leader of the Sons of Liberty
4. the two hills that saw battles on the same day in Boston
5. a duel between Burr and Hamilton
6. the judicial principle that declares a law unconstitutional
7. the seller in the L.P. deal
8. L and C’s Shoshone helper
9. a large peak in Colorado named after one of America’s explorers
10. a class of people the included artisans, farmers, lawyers, and ministers
11. a network of abolitionists who helped slaves escape
12. a common labor union tactic
13. the largest group of mid 1800s immigrants
14. what was banned in 1808
15. a prison that was isolated and very structured
16. name for the simple, country farmer
17. a term that means before the war
18. part of the country that did not need slaves
Short or Paragraph Answer-This section is worth 85 points. If every question is answered correctly, 95 points can be earned.
1. Why were the Navigation Acts both good and bad for the southern colonies? (3 points)
2. What was the Mercantile System? What were the provisions (three aspects) of the Navigation Acts? How did the Navigation Acts initially help the colonists? (5 points)
3. Describe the importance of the Louisiana Purchase to the United States. (3 points)
4. What influential role did Alexander Hamilton play in the establishment of the federal government? (4 points)
5. How did the fighting method of the colonists differ from that of the British? (2 points)
6. Why was Saratoga considered a turning point in the war? (3 points)
7. Why did Britain pass the Sugar Act and the Stamp Act? (2 points)
8. Describe how the separation of powers prevents each branch of government from becoming too strong. (3 points)
9. In what ways were the Articles of Confederation weak? (4 points)
10. What roles were played by the men and women of the new middle class? (3 points)
11. What were the two largest groups of immigrants from during the ante-bellum period? (2 points)
12. Give three reasons why cotton was a successful cash crop in the South. (3 points)
13. Describe one of the ante-bellum utopian or religious communities that was unique from mainstream religion. (3 points)
14. Who was the author of the American System? What were the three problems and solutions that the American System was trying to address? Write your answer in paragraph form. (4 points)
15. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
16. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation. (5 points)
17. Giving four examples, explain how the Civil War was the first modern war. (5 points)
18. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
19. Thoroughly describe the Anaconda plan. (3 points)
20. Why did the draft of 1863 spark riots in the north? (2 points)
21. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
22. Summarize the Gettysburg address in two sentences. (3 points)
23. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
24. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)
25. Why was the location of the East African city-states beneficial to their development as trading centers? (2 points)
26. Why did Christopher Columbus sail west from Europe instead of east? (2 points)
27. What was the Protestant Reformation, and how did it affect colonization in the Americas? (3 points)
28. Religion in ante-bellum America was very influential and was visible in virtually every aspect of American life. In your answer support the idea that religion was a significant force during this time. Draw on your knowledge of reform movements, utopian communities, and the Great Awakening. (5 points)
Sunday, November 25, 2007
Week 16, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Battles of the 2nd Half of the Civil War. Time: Week 16, November 26-30 Unit: Civil War and Reconstruction
Objectives:
1. Students will examine the latter, significant battles of the Civil War.
2. Students will define the idea of total war and how that concept was expressed in Sherman’s march through Georgia.
3. Students will compare the responses to the end of the war, including the efforts to reconstruct the South and Johnson’s impeachment.
4. Students will review this unit’s main ideas for next week’s test.
Monday
1. Continue Civil War Lecture
2. Read Chapter 13, Section 1.
Tuesday
1. Chalk Talk on Civil War.
2. Quiz over Section 1.
3. Perspectives on Reconstruction. http://www.digitalhistory.uh.edu/modules/reconstruction/index.cfm
Wednesday
1. Simulation of Andrew Jackson’s Impeachment.
Thursday
1. Chapter 13, Section 2 and 3-Reconstruction.
2. Homework-Read Section 4, The New South.
Friday
1. Review for Test. Jeopardy.
Lesson: Battles of the 2nd Half of the Civil War. Time: Week 16, November 26-30 Unit: Civil War and Reconstruction
Objectives:
1. Students will examine the latter, significant battles of the Civil War.
2. Students will define the idea of total war and how that concept was expressed in Sherman’s march through Georgia.
3. Students will compare the responses to the end of the war, including the efforts to reconstruct the South and Johnson’s impeachment.
4. Students will review this unit’s main ideas for next week’s test.
Monday
1. Continue Civil War Lecture
2. Read Chapter 13, Section 1.
Tuesday
1. Chalk Talk on Civil War.
2. Quiz over Section 1.
3. Perspectives on Reconstruction. http://www.digitalhistory.uh.edu/modules/reconstruction/index.cfm
Wednesday
1. Simulation of Andrew Jackson’s Impeachment.
Thursday
1. Chapter 13, Section 2 and 3-Reconstruction.
2. Homework-Read Section 4, The New South.
Friday
1. Review for Test. Jeopardy.
Friday, November 23, 2007
Manifest Destiny, Civil War, and Reconstruction Unit Test Review
Multiple Choice
most important southern fort at the beginning of the CW, confederate war strategy, the battle that led to Lincoln’s Emancipation Proclamation, name of the A.A. battalion of soldiers, location and conditions of the treaty of the CW, the city that suffered from Total War, the compromise of 1850, resistance of the annexation of Texas, Harriet Tubman, Mexican limits on Texan immigrants, motivation for Mexican American War, Black Codes.
Matching
Union League, carpetbaggers, segregation, Compromise of 1877, Andrew Johnson, Juneteenth, 14th Amendment, Ulysses S. Grant, Rutherford B. Hayes, Nathan Bedford Forrest, Thaddeus Stevens
Short Answer
1. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
2. What did John Brown do at Pottawatomie and Harper’s Ferry? Explain whether you agree with what he did and why. (4 points)
3. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation.
4. Who drew “first blood” in the War, the Union or Confederates? (2 points)
5. How were African American soldiers treated during the Civil War? (4 points)
6. Giving four examples, explain how the Civil War was the first modern war. (5 points)
7. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
8. What was military life generally like for many soldiers in the Civil War? (3 points)
9. Thoroughly describe the Anaconda plan. (3 points)
10. Why did the draft of 1863 spark riots in the north? (2 points)
11. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
12. Summarize the Gettysburg address in two sentences.
13. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
14. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)
True/False
Lincoln’s beliefs about slavery, life of Union and Confederate women, scope of the Emancipation Proclamation, most important water way in the CW, capital of the Confederate states, general of the Confederate Army, Bull Run, marine warfare in the CW/iron clad ships, slave life, definition of Manifest Destiny, Mexican independence, Scalawag definition.
most important southern fort at the beginning of the CW, confederate war strategy, the battle that led to Lincoln’s Emancipation Proclamation, name of the A.A. battalion of soldiers, location and conditions of the treaty of the CW, the city that suffered from Total War, the compromise of 1850, resistance of the annexation of Texas, Harriet Tubman, Mexican limits on Texan immigrants, motivation for Mexican American War, Black Codes.
Matching
Union League, carpetbaggers, segregation, Compromise of 1877, Andrew Johnson, Juneteenth, 14th Amendment, Ulysses S. Grant, Rutherford B. Hayes, Nathan Bedford Forrest, Thaddeus Stevens
Short Answer
1. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
2. What did John Brown do at Pottawatomie and Harper’s Ferry? Explain whether you agree with what he did and why. (4 points)
3. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation.
4. Who drew “first blood” in the War, the Union or Confederates? (2 points)
5. How were African American soldiers treated during the Civil War? (4 points)
6. Giving four examples, explain how the Civil War was the first modern war. (5 points)
7. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
8. What was military life generally like for many soldiers in the Civil War? (3 points)
9. Thoroughly describe the Anaconda plan. (3 points)
10. Why did the draft of 1863 spark riots in the north? (2 points)
11. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
12. Summarize the Gettysburg address in two sentences.
13. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
14. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)
True/False
Lincoln’s beliefs about slavery, life of Union and Confederate women, scope of the Emancipation Proclamation, most important water way in the CW, capital of the Confederate states, general of the Confederate Army, Bull Run, marine warfare in the CW/iron clad ships, slave life, definition of Manifest Destiny, Mexican independence, Scalawag definition.
Thursday, November 22, 2007
Tuesday, November 20, 2007
Civil War Lecture Questions
Please answer the following in complete sentences.
1. What was the most important fort in the South at the start of the war?
2. Who drew “first blood” in the War, the Union or Confederates?
3. How was the Civil War the first modern war?
4. Given the numbers, was the Union or the Confederacy more likely to win the war? Support your answer with at least three specific pieces of evidence (see page 371 for help).
5. Describe the Anaconda plan.
6. What was the South’s military strategy?
7. What was military life like for soldiers?
8. Contrast life for a Union and Confederate woman?
9. Why were some of both Union and Confederates opposed to the war?
10. What main waterway in the Midwest did the Union successfully secure?
11.In which battle did the Confederates suffer a loss that would embolden Lincoln to issue the Emancipation Proclamation?
12. What was the Emancipation Proclamation and why did Lincoln give it when he did?
13. What is the Congressional Medal of Honor?
14. What is the name of the A.A. regiment that fought valiantly in South Carolina?
15. Give two reasons why Gettysburg was a significant battle in the Civil War.
16. a) The Gettysburg Address was given by whom? b) Summarize the address in two sentences c) What is the tone of the address?
17. What does attrition mean? What does it mean in context of General Grant’s war strategy?
18. What is Total War, who waged it, and what is a city that was its victim?
19. What is the significance of Appomattox?
20. What were the simple terms of the agreement that was made between the Union and the Confederates sides?
1. What was the most important fort in the South at the start of the war?
2. Who drew “first blood” in the War, the Union or Confederates?
3. How was the Civil War the first modern war?
4. Given the numbers, was the Union or the Confederacy more likely to win the war? Support your answer with at least three specific pieces of evidence (see page 371 for help).
5. Describe the Anaconda plan.
6. What was the South’s military strategy?
7. What was military life like for soldiers?
8. Contrast life for a Union and Confederate woman?
9. Why were some of both Union and Confederates opposed to the war?
10. What main waterway in the Midwest did the Union successfully secure?
11.In which battle did the Confederates suffer a loss that would embolden Lincoln to issue the Emancipation Proclamation?
12. What was the Emancipation Proclamation and why did Lincoln give it when he did?
13. What is the Congressional Medal of Honor?
14. What is the name of the A.A. regiment that fought valiantly in South Carolina?
15. Give two reasons why Gettysburg was a significant battle in the Civil War.
16. a) The Gettysburg Address was given by whom? b) Summarize the address in two sentences c) What is the tone of the address?
17. What does attrition mean? What does it mean in context of General Grant’s war strategy?
18. What is Total War, who waged it, and what is a city that was its victim?
19. What is the significance of Appomattox?
20. What were the simple terms of the agreement that was made between the Union and the Confederates sides?
Sunday, November 18, 2007
Syllabus, Week 15
Mr. Ditzenberger-U.S. History
Lesson: Civil War
Time: Week 15, November 19-21
Unit: The Civil War and Reconstruction
Objectives:
1. Students will list the main events and developments regarding the Civil War.
2. Students will compare the reconstruction plans of the post war Congress.
Monday
1. Civil War Lecture
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog).
1. Civil War Lecture Continued.
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog). All questions due Wednesday.
Wednesday
1. Opening activity-In your groups of three, devise a plan to deal with the South. Questions to consider: should certain states and/or leaders of the war be punished, what should be done with the four million freed slaves, how should states be readmitted to the Union, who should pay for the rebuilding of the South? Should uneducated, illiterate former slaves be allowed to vote immediately, or should they be educated first? If so, who will educate them and how should it be paid for? 15 minutes.
2. Chapter 13, Reconstruction and the New South-Lecture
Thursday
Holiday
Friday
Holiday
Lesson: Civil War
Time: Week 15, November 19-21
Unit: The Civil War and Reconstruction
Objectives:
1. Students will list the main events and developments regarding the Civil War.
2. Students will compare the reconstruction plans of the post war Congress.
Monday
1. Civil War Lecture
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog).
1. Civil War Lecture Continued.
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog). All questions due Wednesday.
Wednesday
1. Opening activity-In your groups of three, devise a plan to deal with the South. Questions to consider: should certain states and/or leaders of the war be punished, what should be done with the four million freed slaves, how should states be readmitted to the Union, who should pay for the rebuilding of the South? Should uneducated, illiterate former slaves be allowed to vote immediately, or should they be educated first? If so, who will educate them and how should it be paid for? 15 minutes.
2. Chapter 13, Reconstruction and the New South-Lecture
Thursday
Holiday
Friday
Holiday
Wednesday, November 14, 2007
Chapter 11, Section 3 Quiz
1. True or False. Abraham Lincoln was an extreme abolitionist.
2. What was John Brown's purpose in attacking Harper's Ferry?
a) to kill white slave owners
b) to take over Virginia
c) to get the attention of lawmakers
d) to establish an independent regime/society in the mountains and liberate slaves
3. True or False. In general, Americans condemned the actions of John Brown at Harper's Ferry.
4. The confederacy refers to:
a) the southern states that chose to secede
b) a group of Fire-eaters that planned to assassinate Lincolnd
c) the states in the South that did not secede
5. The president of the United States beginning in 1860 (inauguration in 1861) was
_________________
Bonus (extra credit)
6. What did the Supreme Court rule in the Dred Scott case?
2. What was John Brown's purpose in attacking Harper's Ferry?
a) to kill white slave owners
b) to take over Virginia
c) to get the attention of lawmakers
d) to establish an independent regime/society in the mountains and liberate slaves
3. True or False. In general, Americans condemned the actions of John Brown at Harper's Ferry.
4. The confederacy refers to:
a) the southern states that chose to secede
b) a group of Fire-eaters that planned to assassinate Lincolnd
c) the states in the South that did not secede
5. The president of the United States beginning in 1860 (inauguration in 1861) was
_________________
Bonus (extra credit)
6. What did the Supreme Court rule in the Dred Scott case?
Monday, November 12, 2007
Civil War Photo Assignment
Choose five to seven pictures from the battle or section that your group has chosen. If you want to combine two related sections (like engineering and railroads) you may. Each person on the team should choose at least one picture and will be responsible for explaining why they chose the picture on Friday to the class. The group should begin with a summary of the battle that has been assigned to their group and a brief explanation of why the battle was significant. The pictures should be displayed in the form of a PPT presentation and emailed to me at: kditzenberger@ics.edu.sg . At least two pictures should be used to ask questions and develop a brief discussion among your classmates.
You can choose which site you would like to use. The first site has pictures from some battles you have looked at.
http://valley.vcdh.virginia.edu/Images/search_images.html -Antietam, Gettysburg, Fredericksburg. The second site has sections that include: Lincoln’s assassination, guns, navies, engineering, photographers, medical, communications and intelligence, and more!-http://www.archives.gov/research/civil-war/photos/
You will be graded on the quality of the layout of your presentation (10 points), team member participation (3 points), and the explanation of the slides, including leading a brief discussion (7 points). The presentations will be given on Friday.
You can choose which site you would like to use. The first site has pictures from some battles you have looked at.
http://valley.vcdh.virginia.edu/Images/search_images.html -Antietam, Gettysburg, Fredericksburg. The second site has sections that include: Lincoln’s assassination, guns, navies, engineering, photographers, medical, communications and intelligence, and more!-http://www.archives.gov/research/civil-war/photos/
You will be graded on the quality of the layout of your presentation (10 points), team member participation (3 points), and the explanation of the slides, including leading a brief discussion (7 points). The presentations will be given on Friday.
Sunday, November 11, 2007
Saturday, November 10, 2007
Friday, November 9, 2007
Week 14 Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 14, November 12-16
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will take a quiz over the main aspects and consequences of Manifest Destiny and the Mexican-American War.
2. Students will research and create a narrative of the attempts to compromise and hold the Union together.
3. Students will list the main events and developments regarding the Civil War.
4. Students will watch a movie and answer questions about key battles and effects of the Civil War.
Monday
1. Finish Manifest Destiny.
2. Take Quiz
1. An Uneasy Balance and Compromise Comes to an end-student led narrative
2. Write a paragraph summarizing the narrative.
3. Read chapter 11, section 3 expect a quiz tomorrow.
Wednesday
- Quiz over chapter 11, section 3.
- Overview of the war, Lecture, Chapter 12: attempts to compromise, fall of Ft Sumter, advantages of each side, 1st Battle of Bull Run, military strategies, life of a soldier, home front and civilians, opposition, Mississippi River, Union’s victory at Antietam, African American soldiers, Battles of Fredericksburg and Chancellorsville, Gettysburg, Vicksburg, General Grant and the summer of ’64, Sherman’s strategies, surrender at Appomattox.
Thursday
1. Movie: Civil War Battles-guided viewing
Friday
1. Movie: Civil War Battles-guided viewing
Tuesday, November 6, 2007
Review Questions for Manifest Destiny
1.What is Manifest Destiny?
2. What country did Spain gain its independence from?
3.Who was Stephen F. Austin and why did he end up in prison?
4.Why did the Texan immigrants resent the Mexican government?
5. Who was the man simply known as “Santa Anna”?
6.What is significant about the Alamo and San Jacinto?
7.Why did the Republic of Texas struggle? (2 reasons)
8.Why were northerners opposed to the war?
9.What Mexico loose as a result of the war?
10.What is the name of the treaty that ended the war and what did Americans get from it?
11. How were some Mexican Americans treated after the war?
2. What country did Spain gain its independence from?
3.Who was Stephen F. Austin and why did he end up in prison?
4.Why did the Texan immigrants resent the Mexican government?
5. Who was the man simply known as “Santa Anna”?
6.What is significant about the Alamo and San Jacinto?
7.Why did the Republic of Texas struggle? (2 reasons)
8.Why were northerners opposed to the war?
9.What Mexico loose as a result of the war?
10.What is the name of the treaty that ended the war and what did Americans get from it?
11. How were some Mexican Americans treated after the war?
Sunday, November 4, 2007
Syllabus Week 13
Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 13, November 5-7
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will analyze the ethics of the Manifest Destiny mindset.
2. Students will analyze the value of the Mexican-American War to the U.S. and evaluate whether the war was just.
3. Students will summarize the main events and people leading up to the Civil War.
4. Students will learn how the abolitionist movement intensified and the events that made war virtually inevitable.
Monday
1. Go over test.
2. Opener: When is war justified?
3. Write down a list of 10 observations of the Manifest Destiny photograph.
4. Manifest Destiny and the Mexican War
5. Homework-Chapter 10, Section 4, numbers 3 and 4-a, b, and c.
1. Manifest Destiny and the Mexican War Continued.
2. Homework: Read section 1. Pop quiz over section 1. (checking to see if the syllabus is ever checked) over the material tomorrow.
Wednesday
Quiz
Section 2. How far is too far when fighting evil?
Homework-read section 3 and complete #3-a, b, and c.
Thursday
Deepavali.
Friday
Teacher in-service.
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 13, November 5-7
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will analyze the ethics of the Manifest Destiny mindset.
2. Students will analyze the value of the Mexican-American War to the U.S. and evaluate whether the war was just.
3. Students will summarize the main events and people leading up to the Civil War.
4. Students will learn how the abolitionist movement intensified and the events that made war virtually inevitable.
Monday
1. Go over test.
2. Opener: When is war justified?
3. Write down a list of 10 observations of the Manifest Destiny photograph.
4. Manifest Destiny and the Mexican War
5. Homework-Chapter 10, Section 4, numbers 3 and 4-a, b, and c.
1. Manifest Destiny and the Mexican War Continued.
2. Homework: Read section 1. Pop quiz over section 1. (checking to see if the syllabus is ever checked) over the material tomorrow.
Wednesday
Quiz
Section 2. How far is too far when fighting evil?
Homework-read section 3 and complete #3-a, b, and c.
Thursday
Deepavali.
Friday
Teacher in-service.
Thursday, November 1, 2007
Rubric for U.S. History 2nd Quarter Project
Name: _______________________________________ Date: ______________
Category 10 8 6 4 0
Analysis X 2
The analysis of the historical accuracy of the film is complete. The analysis is critical (not necessarily negative) and objective, using historically trustworthy sources. (For information on trustworthy sources, see the ICS H.S. research/writing guide).
The analysis is almost complete and only lacking in very minor aspects.
The analysis is incomplete in two or three significant ways.
The analysis fails in three or more important aspects of the movie and shows very little effort to critically review the historical accuracy of the movie.
There is no criticism of the historical accuracy of the movie.
Reflection
The reflection clearly and insightfully focuses on the value of watching historically based movies with an informed, aware perspective. The reflection demonstrates that the writer understands the pros and cons of historically based film.
The reflection expresses what has been learned from this project, but the pros and cons are not clearly expressed.
The reflection expresses little about what has been learned and the pros and cons are not clearly expressed.
There reflection shows that there is much still to be learned about evaluating historically based movies.
No reflection is submitted.
Writing Quality
The writing includes a introductory paragraph with a clear thesis, transition sentences where appropriate, supporting sentences for each paragraph, and specific examples that relate to the paragraph’s purpose and/or focus.
The writing is missing the elements listed to the right in minor ways only.
The writing is frequently missing significant elements listed in the first column, but shows some effort.
The writing offers very little evidence of the writing skills stated in the first column.
The writing is abominable.
Organization, Structure, and Flow .5
The project is organized, structured and neat, and flows from one idea or section to the next.
The project has minor deficiencies in one of the areas or is somewhat difficult to read.
The project has significant deficiencies in one of the areas or is slightly deficient in all areas.
The project has significant deficiencies in more than one area.
The project has little or no semblance of organization, structure, and flow.
Conventions (Spelling, Punctuation, Grammar) .5
Zero to three errors
Four to eight errors
Nine to fifteen errors
Sixteen to twenty-five errors
More than twenty-five errors
In-Text Citations .5
Information that is provided in the report is thoroughly documented so that the reader knows where the information originated.
Information that is provided in the report is documented in most cases.
Information that is provided in the report is documented only occasionally.
There is a considerable lack of in-text citations.
There are no in-text citations.
Works Cited Page .5
There are at least four sources (two non-internet) in MLA format on the works cited page.
There are four sources, but not in proper MLA format.
There are three sources.
There are one or two sources.
There are no sources.
Name: _______________________________________ Date: ______________
Category 10 8 6 4 0
Analysis X 2
The analysis of the historical accuracy of the film is complete. The analysis is critical (not necessarily negative) and objective, using historically trustworthy sources. (For information on trustworthy sources, see the ICS H.S. research/writing guide).
The analysis is almost complete and only lacking in very minor aspects.
The analysis is incomplete in two or three significant ways.
The analysis fails in three or more important aspects of the movie and shows very little effort to critically review the historical accuracy of the movie.
There is no criticism of the historical accuracy of the movie.
Reflection
The reflection clearly and insightfully focuses on the value of watching historically based movies with an informed, aware perspective. The reflection demonstrates that the writer understands the pros and cons of historically based film.
The reflection expresses what has been learned from this project, but the pros and cons are not clearly expressed.
The reflection expresses little about what has been learned and the pros and cons are not clearly expressed.
There reflection shows that there is much still to be learned about evaluating historically based movies.
No reflection is submitted.
Writing Quality
The writing includes a introductory paragraph with a clear thesis, transition sentences where appropriate, supporting sentences for each paragraph, and specific examples that relate to the paragraph’s purpose and/or focus.
The writing is missing the elements listed to the right in minor ways only.
The writing is frequently missing significant elements listed in the first column, but shows some effort.
The writing offers very little evidence of the writing skills stated in the first column.
The writing is abominable.
Organization, Structure, and Flow .5
The project is organized, structured and neat, and flows from one idea or section to the next.
The project has minor deficiencies in one of the areas or is somewhat difficult to read.
The project has significant deficiencies in one of the areas or is slightly deficient in all areas.
The project has significant deficiencies in more than one area.
The project has little or no semblance of organization, structure, and flow.
Conventions (Spelling, Punctuation, Grammar) .5
Zero to three errors
Four to eight errors
Nine to fifteen errors
Sixteen to twenty-five errors
More than twenty-five errors
In-Text Citations .5
Information that is provided in the report is thoroughly documented so that the reader knows where the information originated.
Information that is provided in the report is documented in most cases.
Information that is provided in the report is documented only occasionally.
There is a considerable lack of in-text citations.
There are no in-text citations.
Works Cited Page .5
There are at least four sources (two non-internet) in MLA format on the works cited page.
There are four sources, but not in proper MLA format.
There are three sources.
There are one or two sources.
There are no sources.
2nd Quarter Project
Second Quarter Movie Review Project for U.S. History
Glory-Singapore PG, US R
Gettysburg-Singapore PG, US PG
The Alamo-Singapore PG, US PG-13
Amistad-Singapore-NC 16, US R
Far and Away-Singapore PG, US PG-13
The Crucible-Singapore NC-16, US PG-13
The Last of the Mohicans –Singapore PG, US R
Gone with the Wind –Singapore No Rating, US G
The Grapes of Wrath –Singapore No Rating, US Approved.
Dances with Wolves-Singapore PG, US PG-13
All Quiet on the Western Front-Singapore no rating; US Unrated
1776 (adapted from a Broadway musical)-Singapore PG, US PG
The Patriot-Singapore PG, US R
Matewan-Singapore no rating, US PG-13
Some of these movies may not be acceptable for you to watch according to your parents’ standards. Please choose a movie that is acceptable to their standards. This project in no way represents license to dishonor your parents and the standards they believe are best for you and honoring to God.
You may choose from the above list of movies to review. These movies were chosen because they are set in a historical setting that relates directly to the U.S. history that we have covered so far or will study in the coming weeks. You can choose from other movies, but your chances of getting other movies approved by me are slim. You must first get written approval from me.
Your review, however, differs from a typical, “thumbs up” or “thumbs down” review that compels or repels potential movie goers. Instead, your review will be on the historical accuracy of the movie. You will need to watch the movie and then evaluate it in terms of its historical accuracy-the places, the clothes that are worn, the key figures, technologies that are used, etc.
You will need to use sources to help you with this evaluation. The evaluation that you will create based on your analysis of the historical accuracy of the film should be presented in typical MLA fashion with in-text citations and a works cited page. You need to have at least two, non-internet sources (Questia is non-internet) and at least four sources in all. Your sources must meet the standard of the ICS research handbook.
After your report is complete, you should submit, at the same time as your report, a separate two-page double-spaced reflection on what you learned from this project. Movies should be entertaining, but people should not switch to autopilot as they watch movies and uncritically absorb what they are watching. Discernment should not only be applied in a moral sense, but in a historical sense as well. Hollywood production companies are very adept at telling stories, but often they take great liberties with the accuracy of the film. This project is meant, in part, to help train you to think critically about what you watch.
Lastly, if you cannot find a movie to purchase and/or would rather read a piece of historical fiction, you can do the same project by reading a book. Please approve this first as well. Mr. Eiler has Amistad and is willing to loan it juniors who he knows are responsible and trustworthy. Of course, some of your classmates may have some of the other movies that you may be able to borrow. Movies can also be purchased through Amazon.com and can be delivered through VPost, a service of Singapore Post. This may take a while, however, to arrive.
The project is due December 6th. There is not a length requirement because the movies will vary in the amount of material that is historical and whether the material is accurate. However, three to five, typed, double-spaced pages should be adequate space for you to evaluate the movie. If the movie is exceptionally historically accurate, you should discuss how you found this to be true and give the movie its just praise for accurately telling the story.
Students may also work on teams in this project. What fun is watching a movie alone? Have fun watching the movie. The reason I am giving you this project is to give you a chance to enjoy a project and learn some history at the same time. Popcorn stains on the paper, however, will not be accepted, unless of course movie tickets provided for the teacher’s benefit are used to cover up any remains of greasy fingers! Because teams of two are optional, if you decide to work in a team, you must conduct an honest self-assessment and a honest team member assessment and submit this with your paper. These assessments will be a part of your grade.
Please read this: The reflection piece needs to be written by each individual. A rubric will be designed later and provided within the week. Please read the rubric carefully and ask me any questions so you know how you will be assessed!
Monday, October 29, 2007
Week 12, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 12, Oct 29-Nov 2
Unit: Expansion and Conflict
Objectives:
1. Students will analyze the policies of Andrew Jackson and determines whether he should punished by Congress for his choices.
2. Students will review the major concepts, events, and people of the 1st half of the 1800s.
3. Students will demonstrate their understanding of the major concepts, events, and people of the 1st half of the 1800s through a test that will include matching, M/C, T/F, and essay.
4. Students will analyze the ethics of the Manifest Destiny mindset.
Monday
1. Simulation with Mrs. Butron’s Class.
1. Review for test.
Wednesday
Chapter 9, Section 3, Crusade for Abolition.
Thursday
1. Test
2. Homework
Friday
1. Manifest Destiny and the Settlement of Texas.
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 12, Oct 29-Nov 2
Unit: Expansion and Conflict
Objectives:
1. Students will analyze the policies of Andrew Jackson and determines whether he should punished by Congress for his choices.
2. Students will review the major concepts, events, and people of the 1st half of the 1800s.
3. Students will demonstrate their understanding of the major concepts, events, and people of the 1st half of the 1800s through a test that will include matching, M/C, T/F, and essay.
4. Students will analyze the ethics of the Manifest Destiny mindset.
Monday
1. Simulation with Mrs. Butron’s Class.
1. Review for test.
Wednesday
Chapter 9, Section 3, Crusade for Abolition.
Thursday
1. Test
2. Homework
Friday
1. Manifest Destiny and the Settlement of Texas.
Thursday, October 25, 2007
Review Guide for Test 7, 8, 9
Terms and Ideas to study for M/C:
Era after Federalist party collapsed, Monroe Doctrine, Adams-Onis Treaty, Latin American colonies, Irish immigrants, slave life, southern life, German immigrants, Mormons, Second Great Awakening, reform movements, the abolitionist movement,
The following will be included in matching: Adams-Onis Treaty, Samuel Slater, Eli Whitney, Simon Bolivar, Andrew Jackson, Robert Fulton, William Lloyd Garrison, Missouri Compromise, Henry Clay, Rush-Bagot Agreement, James Monroe, Louis de Onis,
Short Answer: Jackson’s title “the people’s president”, benefit of trains compared to steamboats, “cult of true womanhood”, roles of middle class men and women, differences of Irish and German immigrants, preservation of slave culture, the advent of cotton in the South, discrimination towards A.A. in the South, Harriet Tubman, Shakers, Brook Farm,
Essays:
1. Who was the author of the American System? What were the three problems and solutions that the American System was trying to address?
2. Religion in ante-bellum was very influential and was visible in virtually every aspect of American life. Write an essay that supports the idea that religion was a significant force during this time. Draw on your knowledge of reform movements, utopian communities, and the Great Awakening.
Era after Federalist party collapsed, Monroe Doctrine, Adams-Onis Treaty, Latin American colonies, Irish immigrants, slave life, southern life, German immigrants, Mormons, Second Great Awakening, reform movements, the abolitionist movement,
The following will be included in matching: Adams-Onis Treaty, Samuel Slater, Eli Whitney, Simon Bolivar, Andrew Jackson, Robert Fulton, William Lloyd Garrison, Missouri Compromise, Henry Clay, Rush-Bagot Agreement, James Monroe, Louis de Onis,
Short Answer: Jackson’s title “the people’s president”, benefit of trains compared to steamboats, “cult of true womanhood”, roles of middle class men and women, differences of Irish and German immigrants, preservation of slave culture, the advent of cotton in the South, discrimination towards A.A. in the South, Harriet Tubman, Shakers, Brook Farm,
Essays:
1. Who was the author of the American System? What were the three problems and solutions that the American System was trying to address?
2. Religion in ante-bellum was very influential and was visible in virtually every aspect of American life. Write an essay that supports the idea that religion was a significant force during this time. Draw on your knowledge of reform movements, utopian communities, and the Great Awakening.
Wednesday, October 24, 2007
Week 11, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Slavery, Renewal, and New Communities
Time: Week 11, Oct 22-Oct 26
Unit: The Beginnings of a Country
Objectives:
1. Students will evaluate Andrew Jackson’s role as president by analyzing the indictments against him through the A.P. U.S. class.
2. Students will be able to list and compare the characteristics of each region of American during the 1st half of the 19th C.
3. Students will analyze the lives of slaves through the medium of the African American spiritual.
4. Students will create their own spiritual.
5. Students will list the main characteristics and figures in the reform movements of the 1st half of the 19th century.
Monday
1. Turn in Homework.
2. Simulation with Mrs. Butron’s Class.
1. Maps
2. Chapter 8, Section 1 Lecture.
Wednesday
Spirituals, and the Underground Railroad. Write your own song in your group. (http://www.pbs.org/wgbh/amex/singers/sfeature/songs_swing_qt.html)
Homework-Read section 3. Quiz over section 3 tomorrow (quiz taken largely from Define and Explain and Identify and Explain on page 279).
Thursday
1. Quiz.
2. Chapter 9, Section 1. Religious Zeal and New Communities.
3. Homework: Read Section 2. Evaluate the Reform movements mentioned in section 2 by completing #3 on page 296.
Friday
1. No Class. Half day. Parent-Teacher Conferences.
Lesson: Slavery, Renewal, and New Communities
Time: Week 11, Oct 22-Oct 26
Unit: The Beginnings of a Country
Objectives:
1. Students will evaluate Andrew Jackson’s role as president by analyzing the indictments against him through the A.P. U.S. class.
2. Students will be able to list and compare the characteristics of each region of American during the 1st half of the 19th C.
3. Students will analyze the lives of slaves through the medium of the African American spiritual.
4. Students will create their own spiritual.
5. Students will list the main characteristics and figures in the reform movements of the 1st half of the 19th century.
Monday
1. Turn in Homework.
2. Simulation with Mrs. Butron’s Class.
1. Maps
2. Chapter 8, Section 1 Lecture.
Wednesday
Spirituals, and the Underground Railroad. Write your own song in your group. (http://www.pbs.org/wgbh/amex/singers/sfeature/songs_swing_qt.html)
Homework-Read section 3. Quiz over section 3 tomorrow (quiz taken largely from Define and Explain and Identify and Explain on page 279).
Thursday
1. Quiz.
2. Chapter 9, Section 1. Religious Zeal and New Communities.
3. Homework: Read Section 2. Evaluate the Reform movements mentioned in section 2 by completing #3 on page 296.
Friday
1. No Class. Half day. Parent-Teacher Conferences.
Friday, October 12, 2007
Wednesday, October 10, 2007
Sunday, October 7, 2007
Essay Questions-Review for test-Chapter 4, 5, 6
Essay questions
a) Describe the importance of the L.P. to the United States.
b) What influential role did A.H. play in the establishment of the federal gov?
c) What did the Treaty of Ghent provide?
Tuesday, October 2, 2007
Saturday, September 29, 2007
Tuesday, September 25, 2007
Monday, September 24, 2007
Week 7, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Constitution and Beginnings of a New Country
Time: Week 7
Unit: Constitution
Objectives:
1. Students will summarize the basic content of each of the articles in the U.S. Constitution.
2. Students will learn and then evaluate the effectiveness of the Constitution in dealing with early problems in U.S. history.
3. Students will analyze how the U.S. dealt with early struggles with other countries that were exerting influence in the Western Hemisphere.
4. Students will demonstrate their understanding of the significant issues and people involved in the War of 1812.
Monday
1. Opener: turn to your neighbor and give two weaknesses of the A of C. Give two states of what used to be called the NW Territory. Use notes if needed.
2. Evaluate group members.
3. Finish A of C lecture.
4. Constitution-Development of a new government, section 2 and 3.
Tuesday
1. Chalk talk-write down two things you learned about the formation Constitution or something you learned and a question you have.
2. Group 1, Article 1a; Group 2, Article 1b; Group 3, Article 2; Group 4, Article 3; Group 5, Articles 4, 5, and 6
Wednesday
Opener-write down a two sentence summary for each of the articles of the Constitution.
Chapter 6, Section 1. Lecture, A Federal Government is Established.
Begin reviewing for the test. Unit 2, Chapters 4, 5, and 6. Next week.
Thursday
1. Opener-What political parties exist in your passport country, SG, and/or USA?
2. Each group reads each main subsection (title in red color) of section 2and develops two quiz questions based on main ideas. The best quiz questions will be submitted for a quiz the next day.
3. Homework-read and do Define and Explain, Identify and Explain, and Finding the Main Idea. Due Monday.
Friday
1. Quiz from section 2.
2. Lecture, The War of 1812
3. Write a brief (5-7 sentence) summary on each of the four sections in Chapter 6. Due Monday.
Lesson: Constitution and Beginnings of a New Country
Time: Week 7
Unit: Constitution
Objectives:
1. Students will summarize the basic content of each of the articles in the U.S. Constitution.
2. Students will learn and then evaluate the effectiveness of the Constitution in dealing with early problems in U.S. history.
3. Students will analyze how the U.S. dealt with early struggles with other countries that were exerting influence in the Western Hemisphere.
4. Students will demonstrate their understanding of the significant issues and people involved in the War of 1812.
Monday
1. Opener: turn to your neighbor and give two weaknesses of the A of C. Give two states of what used to be called the NW Territory. Use notes if needed.
2. Evaluate group members.
3. Finish A of C lecture.
4. Constitution-Development of a new government, section 2 and 3.
Tuesday
1. Chalk talk-write down two things you learned about the formation Constitution or something you learned and a question you have.
2. Group 1, Article 1a; Group 2, Article 1b; Group 3, Article 2; Group 4, Article 3; Group 5, Articles 4, 5, and 6
Wednesday
Opener-write down a two sentence summary for each of the articles of the Constitution.
Chapter 6, Section 1. Lecture, A Federal Government is Established.
Begin reviewing for the test. Unit 2, Chapters 4, 5, and 6. Next week.
Thursday
1. Opener-What political parties exist in your passport country, SG, and/or USA?
2. Each group reads each main subsection (title in red color) of section 2and develops two quiz questions based on main ideas. The best quiz questions will be submitted for a quiz the next day.
3. Homework-read and do Define and Explain, Identify and Explain, and Finding the Main Idea. Due Monday.
Friday
1. Quiz from section 2.
2. Lecture, The War of 1812
3. Write a brief (5-7 sentence) summary on each of the four sections in Chapter 6. Due Monday.
Saturday, September 15, 2007
Week 6 Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: Week 6
Unit: Colonial America and the Revolution
Objectives:
1. Students will discuss the meaning and structure of the Constitution. Comprehension will be checked by the teacher during the discussion and through an announced quiz.
2. Students will identify significant people and events of the Rev. War and analyze the consequences of the key events.
3. Students will analyze the structure of government by creating their own constitution.
4. Students will review the previous six weeks by creating a timeline of main events.
Monday
1. Opener: Who was the Declaration of Independence written to (more than one person)?
2. Finish Declaration of Independence.
3. Quiz on the D of I tomorrow.
Tuesday
1. What is your favorite line from the Declaration? Why?
2. Read section 4. When finished, complete all of the section review. What is not done in class is due for homework.
Wednesday
In groups, create a timeline of major events from Chapter One through Chapter 4. Include the Native American civilizations in Mexico, Central, and South America, important voyages of the European explorers, Conquistadors, and early European settlements. On the back side of the paper, include English settlements and colonies, the Great Awakening, and the major events leading to the Revolution, and the major events during the revolutionary time period. These items are just the minimum. You can include more of your choice. Creativity is important, but it is secondary to accurate and thorough content.
Thursday
1. Finish time line if additional time needed (no more than 10 minutes).
2. In groups, create a democratic, representative government for the colonists. Include the following: rules and procedures for electing officials, passing laws, and having court cases heard; enforcement of laws-who will be in charge?; the location of the government; voting requirements (who gets to vote); how can the citizens be ensured that the government will not violate their rights. Name your country, write out the document, and have all of your group members sign it. Ten minutes will be given in class tomorrow to finish if you don’t get done in class.
3. Homework: Read section three and do number 3 (a, b, and c) for homework.
Friday
1. Turn in homework.
2. Chapter 5 lecture.
Lesson: Prelude to Revolution
Time: Week 6
Unit: Colonial America and the Revolution
Objectives:
1. Students will discuss the meaning and structure of the Constitution. Comprehension will be checked by the teacher during the discussion and through an announced quiz.
2. Students will identify significant people and events of the Rev. War and analyze the consequences of the key events.
3. Students will analyze the structure of government by creating their own constitution.
4. Students will review the previous six weeks by creating a timeline of main events.
Monday
1. Opener: Who was the Declaration of Independence written to (more than one person)?
2. Finish Declaration of Independence.
3. Quiz on the D of I tomorrow.
Tuesday
1. What is your favorite line from the Declaration? Why?
2. Read section 4. When finished, complete all of the section review. What is not done in class is due for homework.
Wednesday
In groups, create a timeline of major events from Chapter One through Chapter 4. Include the Native American civilizations in Mexico, Central, and South America, important voyages of the European explorers, Conquistadors, and early European settlements. On the back side of the paper, include English settlements and colonies, the Great Awakening, and the major events leading to the Revolution, and the major events during the revolutionary time period. These items are just the minimum. You can include more of your choice. Creativity is important, but it is secondary to accurate and thorough content.
Thursday
1. Finish time line if additional time needed (no more than 10 minutes).
2. In groups, create a democratic, representative government for the colonists. Include the following: rules and procedures for electing officials, passing laws, and having court cases heard; enforcement of laws-who will be in charge?; the location of the government; voting requirements (who gets to vote); how can the citizens be ensured that the government will not violate their rights. Name your country, write out the document, and have all of your group members sign it. Ten minutes will be given in class tomorrow to finish if you don’t get done in class.
3. Homework: Read section three and do number 3 (a, b, and c) for homework.
Friday
1. Turn in homework.
2. Chapter 5 lecture.
Tuesday, September 11, 2007
1st Quarter Project
U.S. History 1st Quarter Project
Mr. Ditzenberger
In history it is important to not only understand the main events and significant figures, but it is helpful to gain an appreciation for the lives of more ordinary people.
Your assignment this quarter is to develop an historically accurate account of life from the perspective of a somewhat ordinary character in American history. You should first create the character and then research what life would be like for him or her as they face historical events that you are aware of-their involvement in the battles of Lexington and Concord, their use of the cotton gin on their plantation, etc. You can choose the life of a Quaker in Pennsylvania, a Puritan in New England, a British soldier during Revolutionary times, the wife of a plantation owner in the South, or a slave who is destined to work in the cotton fields of South Carolina as an illiterate possession of his wealthy owner. These are just a few ideas. You must submit an idea by the 5th of September that cannot be changed without a penalty to your grade, so choose wisely. You will want to make sure that you can find adequate sources (make good use of questia, http://www.questia.com/Index.jsp) to help you make your information historically accurate.
The information you choose can be written in several forms. You may choose to write a series of letters to your Quaker family that still lives in England, record your reflections on life events in a journal/diary, compose a poem or a speech given to members of the character’s town council or church, conduct an interview for a local newspaper, draw a series of pictures and write descriptions of them, or pretend you are simply telling your stories to a grandchild or friend. You could even write a play that reflects the life of an individual in the time period (see below). These are simply ideas that serve as examples for you to consider and to give you a frame of reference so that you can develop your project in a way that fits your interests and abilities. l
The project should meet the following guidelines:
· it should be written somewhere in the context of the years 1620 to 1800
· the scene and the overall focus should be in the American colonies/American states, but it could involve some correspondence with someone outside of this area.
· it should reflect research-based knowledge of the group of people or type of person you are writing about
· it should reflect the same amount of work that a four to six page research paper would reflect-this is not an assignment that you can do well with a little work
· it should be based on at least five sources, three of which are not from the internet
· although the typical MLA style is not needed for this type of work, it should include a
bibliography/works cited page that follows MLA format
A rough draft is due on September 27th. The final draft is due October 4th. I will give general feedback on the rough draft to help guide you toward any changes that need to be made. The mechanics and structure of the project are your responsibility, although I will make time for extra help if you have specific questions and you take the initiative.
This will be 20% of your quarter grade, so please put appropriate effort into it. You will succeed beautifully if you do. I am excited to see that happen!
Mr. Ditzenberger
In history it is important to not only understand the main events and significant figures, but it is helpful to gain an appreciation for the lives of more ordinary people.
Your assignment this quarter is to develop an historically accurate account of life from the perspective of a somewhat ordinary character in American history. You should first create the character and then research what life would be like for him or her as they face historical events that you are aware of-their involvement in the battles of Lexington and Concord, their use of the cotton gin on their plantation, etc. You can choose the life of a Quaker in Pennsylvania, a Puritan in New England, a British soldier during Revolutionary times, the wife of a plantation owner in the South, or a slave who is destined to work in the cotton fields of South Carolina as an illiterate possession of his wealthy owner. These are just a few ideas. You must submit an idea by the 5th of September that cannot be changed without a penalty to your grade, so choose wisely. You will want to make sure that you can find adequate sources (make good use of questia, http://www.questia.com/Index.jsp) to help you make your information historically accurate.
The information you choose can be written in several forms. You may choose to write a series of letters to your Quaker family that still lives in England, record your reflections on life events in a journal/diary, compose a poem or a speech given to members of the character’s town council or church, conduct an interview for a local newspaper, draw a series of pictures and write descriptions of them, or pretend you are simply telling your stories to a grandchild or friend. You could even write a play that reflects the life of an individual in the time period (see below). These are simply ideas that serve as examples for you to consider and to give you a frame of reference so that you can develop your project in a way that fits your interests and abilities. l
The project should meet the following guidelines:
· it should be written somewhere in the context of the years 1620 to 1800
· the scene and the overall focus should be in the American colonies/American states, but it could involve some correspondence with someone outside of this area.
· it should reflect research-based knowledge of the group of people or type of person you are writing about
· it should reflect the same amount of work that a four to six page research paper would reflect-this is not an assignment that you can do well with a little work
· it should be based on at least five sources, three of which are not from the internet
· although the typical MLA style is not needed for this type of work, it should include a
bibliography/works cited page that follows MLA format
A rough draft is due on September 27th. The final draft is due October 4th. I will give general feedback on the rough draft to help guide you toward any changes that need to be made. The mechanics and structure of the project are your responsibility, although I will make time for extra help if you have specific questions and you take the initiative.
This will be 20% of your quarter grade, so please put appropriate effort into it. You will succeed beautifully if you do. I am excited to see that happen!
Sunday, September 9, 2007
Week 5, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.
Week 5, Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.
Saturday, September 1, 2007
Syllabus, Week 4
Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:00/Week 4
Unit: Colonial America and the Revolution
Objectives:
1. Students will listen, watch and respond to questions while learning about the slave trade through a video.
2. Students will list and explain the significance of the events that led to the Revolution.
3. Students will analyze the extensive impact that the revolution would have upon the world.
Monday
1. Slave Ship-video with questions.
Tuesday
1. Turn in summaries for chapter 3.
2. Lecture-Seeds of Unrest-Growing Colonial Resistance
Wednesday
25 Question Test over Chapter 3
Video: Road to Revolution
Homework-write a summary of the major events leading up to the Revolution imagining that you were either a reporter for a newspaper, or a “Sons of Liberty” leader in New England making a speech to Bostonians.
Thursday
1. Opener: Why was the beginning of the Revolutionary War termed “The Shot Heard Around the World”?
2. Lecture-“The Shot Heard Round the World” Chapter 4, Section 2
Friday-No School!!
Lesson: Prelude to Revolution
Time: 3:00/Week 4
Unit: Colonial America and the Revolution
Objectives:
1. Students will listen, watch and respond to questions while learning about the slave trade through a video.
2. Students will list and explain the significance of the events that led to the Revolution.
3. Students will analyze the extensive impact that the revolution would have upon the world.
Monday
1. Slave Ship-video with questions.
Tuesday
1. Turn in summaries for chapter 3.
2. Lecture-Seeds of Unrest-Growing Colonial Resistance
Wednesday
25 Question Test over Chapter 3
Video: Road to Revolution
Homework-write a summary of the major events leading up to the Revolution imagining that you were either a reporter for a newspaper, or a “Sons of Liberty” leader in New England making a speech to Bostonians.
Thursday
1. Opener: Why was the beginning of the Revolutionary War termed “The Shot Heard Around the World”?
2. Lecture-“The Shot Heard Round the World” Chapter 4, Section 2
Friday-No School!!
Syllabus, Week 4
Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 1, Lesson: Genesis-Angels
Week: 4 Dates: September 3-6
Objectives:
1. Students will read and discuss biblical references to angels and compare biblical teaching to cultural understanding.
2. Students will understand how Jesus related to angels by reading and answering questions on angels.
3. Students will summarize in writing what the purpose of angelology is.
September 3, Monday
Opener: Why are some people more interested in angles than in the God who made them? (10 min)
Handout-Angelology. (25 min)
Angels video on blog-thinking critically about media. (10 min)
Show pictures of angles. (5 min)
September 4, Tuesday
1. Opener: Have you or someone you personally know ever had an encounter with someone that seemed to be an angel? (5 min)
2. Handout-Jesus and Angels (30 min)
3. Work on stories in spare time. (10 min)
4. Homework-internet story on angels.
September 5, Wednesday
Opener: read your angel story to three other people. Share best story in the group to the class. (20 min)
Angelic Activity (15 min)
Discussion-Earth and Heaven Lecture. (10 min)
September 6, Thursday
1. Opener: What is the purpose of angelology? (5 min)
2. Write a half-page essay on the purpose of angelology. (25 min)
3. Handout-angel summary (10 min)
4. Test with a partner on Monday.
Time: 5 Periods
Unit 1, Lesson: Genesis-Angels
Week: 4 Dates: September 3-6
Objectives:
1. Students will read and discuss biblical references to angels and compare biblical teaching to cultural understanding.
2. Students will understand how Jesus related to angels by reading and answering questions on angels.
3. Students will summarize in writing what the purpose of angelology is.
September 3, Monday
Opener: Why are some people more interested in angles than in the God who made them? (10 min)
Handout-Angelology. (25 min)
Angels video on blog-thinking critically about media. (10 min)
Show pictures of angles. (5 min)
September 4, Tuesday
1. Opener: Have you or someone you personally know ever had an encounter with someone that seemed to be an angel? (5 min)
2. Handout-Jesus and Angels (30 min)
3. Work on stories in spare time. (10 min)
4. Homework-internet story on angels.
September 5, Wednesday
Opener: read your angel story to three other people. Share best story in the group to the class. (20 min)
Angelic Activity (15 min)
Discussion-Earth and Heaven Lecture. (10 min)
September 6, Thursday
1. Opener: What is the purpose of angelology? (5 min)
2. Write a half-page essay on the purpose of angelology. (25 min)
3. Handout-angel summary (10 min)
4. Test with a partner on Monday.
Sunday, August 26, 2007
Week 3 Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Empires of the Americas
Time: 3:30/Week 3
Unit: Early American History
Objectives:
1. Students will be able to explain the basic aspects of Puritan life and their motivation for moving to New England.
2. Students will be able to explain the development of the British colonies.
3. Students will evaluate the benefits and the basis for conflict that came with slavery.
Monday
Opener: Read the Mayflower Compact. What can you conclude/assume about the people who wrote and signed this document.
Lecture: section one-New England Colonies.
Read The Flesh and the Spirit and be prepared to answer a few questions on Wednesday.
Tuesday
1. Test
Wednesday
Opener: Answer The Flesh and Spirit Questions on your own. Turn in.
Lecture-Sections 2 and 3-Southern Colonies, Slavery, and the Colonies During the Restoration.
As time permits, watch excerpts from Slave Ship.
Homework: Read Section 4. Create a graphic organizer that summarizes the section. Due Th.
Thursday
1. Imagine you are a political cartoonist living in Massachusetts. Create a political cartoon that shows colonists’ reactions to the Glorious Revolution. Write a caption for your cartoon.
2. Mini test (10 questions) over chapter 3 tomorrow. Use chapter review to prepare.
3. Lecture-Chapter 4, Sections 1 and 2.
4. Homework: Chapter Review, pg 92. 1-4 and 6-9 of People and Ideas. All of Understanding Main Ideas.
Friday
1. Mini test.
2. Videos on the Revolutionary time period. Guided watching. American Revolution, Declaration of Independence, The: A Foundation of Ideas for a New Age, The: Declaration of Independence and the War, Benjamin Franklin: Citizen-Sage of a New Age.
3. Homework-Read section 4 and answer question 4-a, b, and c and question 5 on page 129.
Lesson: Empires of the Americas
Time: 3:30/Week 3
Unit: Early American History
Objectives:
1. Students will be able to explain the basic aspects of Puritan life and their motivation for moving to New England.
2. Students will be able to explain the development of the British colonies.
3. Students will evaluate the benefits and the basis for conflict that came with slavery.
Monday
Opener: Read the Mayflower Compact. What can you conclude/assume about the people who wrote and signed this document.
Lecture: section one-New England Colonies.
Read The Flesh and the Spirit and be prepared to answer a few questions on Wednesday.
Tuesday
1. Test
Wednesday
Opener: Answer The Flesh and Spirit Questions on your own. Turn in.
Lecture-Sections 2 and 3-Southern Colonies, Slavery, and the Colonies During the Restoration.
As time permits, watch excerpts from Slave Ship.
Homework: Read Section 4. Create a graphic organizer that summarizes the section. Due Th.
Thursday
1. Imagine you are a political cartoonist living in Massachusetts. Create a political cartoon that shows colonists’ reactions to the Glorious Revolution. Write a caption for your cartoon.
2. Mini test (10 questions) over chapter 3 tomorrow. Use chapter review to prepare.
3. Lecture-Chapter 4, Sections 1 and 2.
4. Homework: Chapter Review, pg 92. 1-4 and 6-9 of People and Ideas. All of Understanding Main Ideas.
Friday
1. Mini test.
2. Videos on the Revolutionary time period. Guided watching. American Revolution, Declaration of Independence, The: A Foundation of Ideas for a New Age, The: Declaration of Independence and the War, Benjamin Franklin: Citizen-Sage of a New Age.
3. Homework-Read section 4 and answer question 4-a, b, and c and question 5 on page 129.
Sunday, August 19, 2007
Week 2 Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Empires of the Americas
Time: 3:30/Week 2
Unit: Early American History
Objectives:
1. Students will be able to explain the role of the Spanish Nation-State and that of Catholicism in the movement westward
2. Students will be able to describe how Native Americans reacted and were affected by Columbus’ arrival
3. Students will be able to identify and explain the role of key conquistadors in the Americas.
4. Students will be able to name the key aspects of Spanish settlements in New Spain.
Monday
Opener: Finish graphic organizers. (5 min)
Present graphic outlines from chapter one. (10 min)
Outline C.C. section on pg 34 together as class. (10 min)
Read and answer/address these four questions in your graphic organizer: 1. Why did Columbus sail west? 2. How did N.A. react to Columbus? 3. Why did the ecomienda system develop, and how did it affect American Indians? 4. What reforms did Bartolome de Las Casas urge the Spanish Crown to undertake? (20 minutes)
Homework-finish outlining section 1 of chapter 2 (due Tues). Finish chapter one review by Thursday.
Test next Tuesday.
Tuesday
1. Opener: Cortez and Montezuma picture (5 min)
2. Lecture: Conquest of the Mainland: (20 min)
3. Done early-work on chapter review
Wednesday
1. Opener: I Corinthians 9: 19-23-Write this out in your own words (summarize). Evaluate the Spanish’s conquistadors based on this passage. (7 min)
2. Lecture: The Spanish Settle the America (25 min)
3. Video of Conquistadors-www.unitedstreaming.com (12 min)
4. Homework-review due tomorrow
Thursday
1. Opener: Tell someone the story of the tortoise and the hair. If you don’t know, spend time studying for the test. (5 min)
2. Guided Reading-read for ten minutes and quiz the teacher. Finish the section. (30 min)
3. Pocahontas-Holt Researcher CD-ROM. (10 min)
Friday
1. Opener: None
2. Review for test: Jeopardy!
Lesson: Empires of the Americas
Time: 3:30/Week 2
Unit: Early American History
Objectives:
1. Students will be able to explain the role of the Spanish Nation-State and that of Catholicism in the movement westward
2. Students will be able to describe how Native Americans reacted and were affected by Columbus’ arrival
3. Students will be able to identify and explain the role of key conquistadors in the Americas.
4. Students will be able to name the key aspects of Spanish settlements in New Spain.
Monday
Opener: Finish graphic organizers. (5 min)
Present graphic outlines from chapter one. (10 min)
Outline C.C. section on pg 34 together as class. (10 min)
Read and answer/address these four questions in your graphic organizer: 1. Why did Columbus sail west? 2. How did N.A. react to Columbus? 3. Why did the ecomienda system develop, and how did it affect American Indians? 4. What reforms did Bartolome de Las Casas urge the Spanish Crown to undertake? (20 minutes)
Homework-finish outlining section 1 of chapter 2 (due Tues). Finish chapter one review by Thursday.
Test next Tuesday.
Tuesday
1. Opener: Cortez and Montezuma picture (5 min)
2. Lecture: Conquest of the Mainland: (20 min)
3. Done early-work on chapter review
Wednesday
1. Opener: I Corinthians 9: 19-23-Write this out in your own words (summarize). Evaluate the Spanish’s conquistadors based on this passage. (7 min)
2. Lecture: The Spanish Settle the America (25 min)
3. Video of Conquistadors-www.unitedstreaming.com (12 min)
4. Homework-review due tomorrow
Thursday
1. Opener: Tell someone the story of the tortoise and the hair. If you don’t know, spend time studying for the test. (5 min)
2. Guided Reading-read for ten minutes and quiz the teacher. Finish the section. (30 min)
3. Pocahontas-Holt Researcher CD-ROM. (10 min)
Friday
1. Opener: None
2. Review for test: Jeopardy!
Wednesday, August 8, 2007
Week 1 Syllabus
Mr. Ditzenberger, U.S. History, American Beginnings
Time: 3:45
Unit : Prehistory-1800
Week: 1 Dates: 13/8-17/8
Expected Student Outcomes and Objectives:
1. Students will understand the key characteristics of the early American civilizations.
2. Students will practice taking notes and reading purposefully in a manner that will prepare them for the upcoming year.
3. Students will understand by a lecture and by a group activity the key aspects of trade in the civilizations of the Middle East, Mongols, and Africa.
4. Students will understand and summarize the rise the nation-state in Europe and how this resulted in increased exploration.
Standards:
describing the interactions and contributions of the various peoples and cultures that have lived in or migrated, immigrated, or were brought to the area that is now the United States, including African, Asian, European, Latino, and Native American;
Materials: American Nation book.
M 13/8
1. Opener: What is an American? (5 min)
2. Note cards for students/Assignment of Books (5 min)
3. Discussion of Opener (5 min)
4. Attendance/Seating Chart (2 min)
5. Introduction of Me (5 min)
6. Classroom Policies (10 min)
7. Pre-reading: Explain how Native Americans reached the Americas, one feature of the primary five N.A. civilizations (5 min)
8. Homework-read chapter one, section one.
T 14/8
1. Opener: Should scientists be able to exhume the decayed matter of American Indians’ bodies for scientific research? (5 min)
2. Results of Reading-Complete chart from page 12 in graphic organizer way, providing several examples. (15 min)
3. Lecture using Cornell note structure, section 1-(20 min)
W 15/8
1. Opener-Many early civilizations built vast monuments. What is the purpose of the vast monuments, and, do our civilizations have vast monuments too? If so, what are they and why are they built?
2. Lecture, section 2, chapter 1 (20 min)
3. Group Activity-you are head of “Middle Ages Investment Firm.” You are going to invest 1,000 pounds of gold in the civilizations of the Islamic world, the Mongol and Chinese worlds, and the civilizations of Africa. How would you divide your investment and why? Discuss in your groups and give a 2 minute presentation on your results. (20 minutes).
4. Homework. Complete number five for homework (due Friday). Write a three paragraph speech.
Th 16/8
1. Opener: with a partner, discuss what you know about the Middle Ages and the crusades. Each person should write down, in note form (a numbered list is fine), your information.
2. Section three reading together (GRP). (25 minutes)
3. Homework-answer 1 and 4 on page 23.
F 17/8
1. Opportunity Quiz. Five question quiz and review of the week 1.
2. Lecture, section 4, chapter 2 (30 min)
3. In your notes, summarize in some graphical way, the first four sections. What is not done in class will be due for home work.
Time: 3:45
Unit : Prehistory-1800
Week: 1 Dates: 13/8-17/8
Expected Student Outcomes and Objectives:
1. Students will understand the key characteristics of the early American civilizations.
2. Students will practice taking notes and reading purposefully in a manner that will prepare them for the upcoming year.
3. Students will understand by a lecture and by a group activity the key aspects of trade in the civilizations of the Middle East, Mongols, and Africa.
4. Students will understand and summarize the rise the nation-state in Europe and how this resulted in increased exploration.
Standards:
describing the interactions and contributions of the various peoples and cultures that have lived in or migrated, immigrated, or were brought to the area that is now the United States, including African, Asian, European, Latino, and Native American;
Materials: American Nation book.
M 13/8
1. Opener: What is an American? (5 min)
2. Note cards for students/Assignment of Books (5 min)
3. Discussion of Opener (5 min)
4. Attendance/Seating Chart (2 min)
5. Introduction of Me (5 min)
6. Classroom Policies (10 min)
7. Pre-reading: Explain how Native Americans reached the Americas, one feature of the primary five N.A. civilizations (5 min)
8. Homework-read chapter one, section one.
T 14/8
1. Opener: Should scientists be able to exhume the decayed matter of American Indians’ bodies for scientific research? (5 min)
2. Results of Reading-Complete chart from page 12 in graphic organizer way, providing several examples. (15 min)
3. Lecture using Cornell note structure, section 1-(20 min)
W 15/8
1. Opener-Many early civilizations built vast monuments. What is the purpose of the vast monuments, and, do our civilizations have vast monuments too? If so, what are they and why are they built?
2. Lecture, section 2, chapter 1 (20 min)
3. Group Activity-you are head of “Middle Ages Investment Firm.” You are going to invest 1,000 pounds of gold in the civilizations of the Islamic world, the Mongol and Chinese worlds, and the civilizations of Africa. How would you divide your investment and why? Discuss in your groups and give a 2 minute presentation on your results. (20 minutes).
4. Homework. Complete number five for homework (due Friday). Write a three paragraph speech.
Th 16/8
1. Opener: with a partner, discuss what you know about the Middle Ages and the crusades. Each person should write down, in note form (a numbered list is fine), your information.
2. Section three reading together (GRP). (25 minutes)
3. Homework-answer 1 and 4 on page 23.
F 17/8
1. Opportunity Quiz. Five question quiz and review of the week 1.
2. Lecture, section 4, chapter 2 (30 min)
3. In your notes, summarize in some graphical way, the first four sections. What is not done in class will be due for home work.
Classroom Policies
U.S. History-Classroom Policies, Mr. Ditzenberger
Welcome
As we study U.S. history together, it is my hope and expectation that you have a deeper appreciation for the major events, figures, influences, and ideas of the United States. All of these historical occurrences shape our lives today, whether directly or indirectly. We study history to not only learn about the past but to guide us into our common future.
Structure of the Class
We begin virtually every day with an opener of some kind. You may be asked to reflect on your reading homework, form a written comment about a class discussion from the previous day, take a review quiz to show your understanding of recently covered material, etc. Whatever the “opener” may be, come to class prepared so that when class begins, you can begin.
About every two weeks you will be given a quiz. The quiz will be announced (there will be smaller, unannounced quizzes occasionally) and will require some studying. The quiz will cover the unit. Class time will not be given for a review. Classroom activities and homework assignments will be given to help me know whether you understand the unit material and it will help you prepare for the unit quiz. After several units, I will give a test that I will review for in class. I will try not to give tests on Mondays so that you can enjoy your weekend!
Syllabus
A syllabus will be provided each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my U.S. History blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is: http://ushistoryics.blogspot.com/
Assignments and Grades
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class. Assignments can be completed in pen or pencil. For late assignment information, refer to page 18 of your handbook.
Homework should be turned in at the beginning of class in their appropriate folder unless otherwise directed by me.
Participation points will be given each week. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Your total grade will be broken down as follows:
Tests: 50% Projects: 20% Daily Assignments and Homework: 20% Participation: 10%
Expect one project based assignment per quarter. This may be a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given (or nickname) and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class U.S. History
Date in Proper Form 20/7/2007 or 20-7-07
General Rules
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create an accepting, affirming atmosphere of respect in which we can all (including me) learn. If respect is not granted, then the student will be asked to correct the behavior by sincerely apologizing, if appropriate, and changing the attitude of disrespect to one of respect. If disrespect continues, extra work will be given and parents will be contacted. If the behavior persists detention will result (see page 20 of your handbook).
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes (during an upcoming transition). If I expect students are leaving the room for other reasons, I will change this rule to fit the class.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments when the work was not turned in because of extreme circumstances.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s U.S. History class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
Welcome
As we study U.S. history together, it is my hope and expectation that you have a deeper appreciation for the major events, figures, influences, and ideas of the United States. All of these historical occurrences shape our lives today, whether directly or indirectly. We study history to not only learn about the past but to guide us into our common future.
Structure of the Class
We begin virtually every day with an opener of some kind. You may be asked to reflect on your reading homework, form a written comment about a class discussion from the previous day, take a review quiz to show your understanding of recently covered material, etc. Whatever the “opener” may be, come to class prepared so that when class begins, you can begin.
About every two weeks you will be given a quiz. The quiz will be announced (there will be smaller, unannounced quizzes occasionally) and will require some studying. The quiz will cover the unit. Class time will not be given for a review. Classroom activities and homework assignments will be given to help me know whether you understand the unit material and it will help you prepare for the unit quiz. After several units, I will give a test that I will review for in class. I will try not to give tests on Mondays so that you can enjoy your weekend!
Syllabus
A syllabus will be provided each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my U.S. History blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is: http://ushistoryics.blogspot.com/
Assignments and Grades
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class. Assignments can be completed in pen or pencil. For late assignment information, refer to page 18 of your handbook.
Homework should be turned in at the beginning of class in their appropriate folder unless otherwise directed by me.
Participation points will be given each week. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Your total grade will be broken down as follows:
Tests: 50% Projects: 20% Daily Assignments and Homework: 20% Participation: 10%
Expect one project based assignment per quarter. This may be a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given (or nickname) and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class U.S. History
Date in Proper Form 20/7/2007 or 20-7-07
General Rules
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create an accepting, affirming atmosphere of respect in which we can all (including me) learn. If respect is not granted, then the student will be asked to correct the behavior by sincerely apologizing, if appropriate, and changing the attitude of disrespect to one of respect. If disrespect continues, extra work will be given and parents will be contacted. If the behavior persists detention will result (see page 20 of your handbook).
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes (during an upcoming transition). If I expect students are leaving the room for other reasons, I will change this rule to fit the class.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments when the work was not turned in because of extreme circumstances.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s U.S. History class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
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