AWESOME YOUTUBE VIDEO- Preserving Life, Liberty, and the Pursuit of Happiness

SCHOOL HOUSE ROCK-FIRE WORKS

We are studying the Declaration of Independence and we love school house rocks, even in Pre-AP classes. The signing of the US Declaration of Independence, on 4th of July 1776! Liberty declared! Benjamin Franklin, Thomas Jefferson, John Adams, Phillip Livingston, Roger Sherman formed the committee that wrote the 1st draft.

SCHOOL HOUSE ROCK-NO MORE KINGS

We are studying the American Revolution and we have learned that we are not too old for School House Rock. The history of the Pilgrim's 1620 landing of the Mayflower (Dec 11/21 depending on your calendar) and the American colonies break from English King George 3rd's rule.

SCHOOL HOUSE ROCKS-SHOT HEARD ROUND THE WORLD

Lexington and Concord became the final straw for the American Colonies. The British attack on Lexington and Concord was the attack that convinced the Continental Congress to declare Independence. Before officially declaring independence, the colonies made one last attempt at peace with King George III with the Olive Branch Petition. The Shot Heard Round the World was the start of the Revolution.

AWESOME YOUTUBE VIDEO- THE DECLARATION OF INDEPENDENCE

We are currently studying the D.O.I. This is a very cool video from www.declareyourself.com. The DOI done Hollywood style. Check out more patriotic videos at www.constitutionlive.com

LATE FOR SCHOOL

Angelica was late for school today. It all started when the electricity went off in the middle of the night, so her alarm never went off. Her sister beat her to the bathroom for the shower. She asked her mom to drive her to school, but her mom was running late as well. As Angelica walked to school, she was stopped by a police officer and accused of being truant (skipping school). A) In 1 sentence write why Angelica was late to school today. b) How might these events affect how she'd relate to her teachers?

THIS WEEK IN CLASS DECEMBER 15-19

OBJECTIVE: What happened during the American War for Independence? Did all the colonists want to break away from England? How did the colonists feel about what England was doing? What events finally caused the colonists to go to war with England?

LAST WEEK'S QUESTION OF THE WEEK: Who was the oldest delegate to the Second Continental Congress? (Hint: He was the delegate from PA) Benjamin Franklin

QUESTION OF THE WEEK: What was the nickname of Mary McCauley Hays, a heroine of the American War for Independence, who took over her husband's job when he became wounded?

HOMEWORK: NO HOMEWORK, , 20 PTS FOR ANYONE WHO TURNS FINAL SPIRAL IN ON FRIDAY

REMINDER: Study for quizzes, Opportunity Party on Tuesday, vocabulary spiral due Thursday and Friday

READ THE WORDS.COM-Marbury v. Madison

This Podcast was created by read the words.com. It is pretty awesome how far technology has come. I would love to be able to use this in class some time. Are there any suggestions on how we can use it? This episode is about the Supreme court case Marbury v. Madison.



To download this episode click this link.

WE DON'T TRUST YOU

Your parents are suspicious you're doing drugs. While you're at school, they go into your bedroom with a police officer and completely tear apart your room. They go through the backs of your drawers and closet, under your mattress, into your diary, etc. They find nothing but are still suspicious. A) What would your reaction be if this happened? B) How would this affect the way you felt about living there? C) How would this affect your relationship with your parents? D) What would you do?

MOVING OUT OF MAMMA'S HOUSE

You're 25 years old, living by yourself in an apartment in Los Angeles, CA. Your mother/father/guardian calls you one night from Houston to request a few things: a1) S/he wants you to eat better, so please stop eating junk food and fast food. B1) S/he'd feel better if you were home early each night, so please be in by 10 PM at night every night. C1) S/he'd like a better car, so please send $100 a month to help with car payments. A) How would you feel about her/him telling you to do this? B) Would you -do it? - say you'd do it but not do it? -do some of it? -not do any of it? C) Why?

THIS WEEK IN CLASS DECEMBER 8 to 12

OBJECTIVE: How and why did the colonists' relationship change with England?

LAST WEEK'S QUESTION OF THE WEEK: How many grievances against the king were named in the Declaration of Independence? ( twenty seven)

QUESTION OF THE WEEK: Who was the oldest Delegate at the Continental Congress?

HOMEWORK: Pre- Revolution Map, Ch. 6 building Vocab

REMINDER: Study for quizzes, Opportunity Party on Tuesday, vocabulary spiral due Thursday and Friday

WORLDLE.NET

SOAPSTONE-Pitt's speech on the Stamp Act

Primary sources are documents and artifacts that are written or made by people who had a personal experience or witnessed historical events. Letters, diaries, speeches, newspaper articles, and autobiographies are all primary sources. So,too, are legal documents, such as wills, deeds, charter, ordinances and financial records. One way to analyze some written documents is the strategy skill called soapstone.

S.O.A.P.S. Tone Document Analysis

The SOAPS Tone Document Analysis allows students to trace an examination of a document using the seven components listed. This approach to analysis is relevantly used in poetry, speeches, short stories, newspaper articles, and countless other documents. Often times, this approach is introduced to AP students at the high school level. However, in this case, this approach is used my classroom on all levels to stimulate and “prove” student’s point in analyzing particular documents. Remember, all components of this approach MUST be supported from the text and MUST be backed up by the words from the text.
Speaker
Who is the speaker who produced this piece? What is the their background and why are they
making the points they are making? Is there a bias in what was written? You must be able to cite evidence from the text that supports your answer. No independent research is allowed on the speaker. You must “prove” your answer based on the text.
Occasion
What is the Occasion? In other words, the time and place of the piece. What promoted the author to write this piece? How do you know from the text? What event led to its publication or development? It is particularly important that students understand the context that encouraged the writing to happen.
Audience
Who is the Audience? This refers to the group of readers to whom this piece is directed. The audience may be one person, a small group or a large group; it may be a certain person or a certain people. What assumptions can you make about the audience? Is it mixed racial/sex group? What social class? What political party? Who was the document created for and how do you know? Are there any words or phrases that are unusual or different? Does the speaker use language the specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? How do you know? Why is the speaker using this type of language?
Purpose
What is the purpose? Meaning, the reason behind the text. In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? This helps you examine the argument or it's logic.
Subject
What is the subject of the document? The general topic, content, and ideas contained in the text.How do you know this? How has the subject been selected and presented? And presented by the author?
Tone
What is the attitude of the speaker based on the text? What is the attitude a writer takes towards this subject or character: is it serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective. How do you know? Where in the text does it support your answer?

Try using the strategy the following linked document: Pitt's Speech on the Stamp Act

THE ROAD TO REVOLUTION GAME

Test your knowledge about the American Revolution, and see if you can navigate your way to Independence.  Every answer you get brings you closer to LIBERTY.  Follow the link to the  PBS Liberty game website.   http://www.pbs.org/ktca/liberty/road.html

SOAPSTone - Virginia Declaration of Rights

Primary sources are documents and artifacts that are written or made by people who had a personal experience or witnessed historical events. Letters, diaries, speeches, newspaper articles, and autobiographies are all primary sources. So,too, are legal documents, such as wills, deeds, charter, ordinances and financial records. One way to analyze some written documents is the strategy skill called soapstone.

S.O.A.P.S. Tone Document Analysis

The SOAPS Tone Document Analysis allows students to trace an examination of a document using the seven components listed. This approach to analysis is relevantly used in poetry, speeches, short stories, newspaper articles, and countless other documents. Often times, this approach is introduced to AP students at the high school level. However, in this case, this approach is used my classroom on all levels to stimulate and “prove” student’s point in analyzing particular documents. Remember, all components of this approach MUST be supported from the text and MUST be backed up by the words from the text.
Speaker
Who is the speaker who produced this piece? What is the their background and why are they
making the points they are making? Is there a bias in what was written? You must be able to cite evidence from the text that supports your answer. No independent research is allowed on the speaker. You must “prove” your answer based on the text.
Occasion
What is the Occasion? In other words, the time and place of the piece. What promoted the author to write this piece? How do you know from the text? What event led to its publication or development? It is particularly important that students understand the context that encouraged the writing to happen.
Audience
Who is the Audience? This refers to the group of readers to whom this piece is directed. The audience may be one person, a small group or a large group; it may be a certain person or a certain people. What assumptions can you make about the audience? Is it mixed racial/sex group? What social class? What political party? Who was the document created for and how do you know? Are there any words or phrases that are unusual or different? Does the speaker use language the specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? How do you know? Why is the speaker using this type of language?
Purpose
What is the purpose? Meaning, the reason behind the text. In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? This helps you examine the argument or it's logic.
Subject
What is the subject of the document? The general topic, content, and ideas contained in the text.How do you know this? How has the subject been selected and presented? And presented by the author?
Tone
What is the attitude of the speaker based on the text? What is the attitude a writer takes towards this subject or character: is it serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective. How do you know? Where in the text does it support your answer?

Try using the strategy the following linked document: The Virginia Declaration of Rights

CAN YOU FIND THE MATCH?

Matching Georges
Only two of the pictures of George Washington below are identical.Can you find the matching pair?

SOAPSTONE-Treaty of Paris, 1763

Primary sources are documents and artifacts that are written or made by people who had a personal experience or witnessed historical events. Letters, diaries, speeches, newspaper articles, and autobiographies are all primary sources. So,too, are legal documents, such as wills, deeds, charter, ordinances and financial records. One way to analyze some written documents is the strategy skill called soapstone.

S.O.A.P.S. Tone Document Analysis

The SOAPS Tone Document Analysis allows students to trace an examination of a document using the seven components listed. This approach to analysis is relevantly used in poetry, speeches, short stories, newspaper articles, and countless other documents. Often times, this approach is introduced to AP students at the high school level. However, in this case, this approach is used my classroom on all levels to stimulate and “prove” student’s point in analyzing particular documents. Remember, all components of this approach MUST be supported from the text and MUST be backed up by the words from the text.
Speaker
Who is the speaker who produced this piece? What is the their background and why are they
making the points they are making? Is there a bias in what was written? You must be able to cite evidence from the text that supports your answer. No independent research is allowed on the speaker. You must “prove” your answer based on the text.
Occasion
What is the Occasion? In other words, the time and place of the piece. What promoted the author to write this piece? How do you know from the text? What event led to its publication or development? It is particularly important that students understand the context that encouraged the writing to happen.
Audience
Who is the Audience? This refers to the group of readers to whom this piece is directed. The audience may be one person, a small group or a large group; it may be a certain person or a certain people. What assumptions can you make about the audience? Is it mixed racial/sex group? What social class? What political party? Who was the document created for and how do you know? Are there any words or phrases that are unusual or different? Does the speaker use language the specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? How do you know? Why is the speaker using this type of language?
Purpose
What is the purpose? Meaning, the reason behind the text. In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? This helps you examine the argument or it's logic.
Subject
What is the subject of the document? The general topic, content, and ideas contained in the text.How do you know this? How has the subject been selected and presented? And presented by the author?
Tone
What is the attitude of the speaker based on the text? What is the attitude a writer takes towards this subject or character: is it serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective. How do you know? Where in the text does it support your answer?

Try using the strategy the following linked document: The Treaty of Paris, 1763

THIS WEEK IN CLASS DECEMBER 1-5

OBJECTIVE: How and why did the colonists' relationship change with England?

LAST WEEK'S QUESTION OF THE WEEK: On what hill did the Battle of Bunker Hill take place? (Answer carefully.) The first (unofficial) battle of the American War for Independence took place not on Bunker Hill but on Breed's Hill, on June 17, 1775. The opposing forces were supposed to engage on Bunker Hill, but for unknown reasons the soldiers dug in on the smaller sight, about 2,000 feet away. To straighten things out for visitors, Breed's Hill was later renamed Bunker Hill.

QUESTION OF THE WEEK: How many grievances against the king were named in the Declaration of Independence?

HOMEWORK: Colonies Unite; Colonies Unite Quiz; AmeriComic Vocab Quiz 1, 2, 3, 4;

REMINDER: Study for quizzes, Opportunity Party on Tuesday, vocabulary spiral due Thursday and Friday

WANT TO CREATE YOUR OWN PODCAST

How would you like to be the host for an episode on Searching for Our Legacy podcast. Create a script for one of the following story boards: Early Colonies, The New England Colonies, and the Southern Colonies.

0.1 Notes

View SlideShare presentation or Upload your own. (tags: early colonies)

The New England Colonies

View SlideShare presentation or Upload your own. (tags: new the)

Southern Colonies

View SlideShare presentation or Upload your own. (tags: southern colonies)

POP CULTURE FACTS

DID I HEAR YOU ASK FOR EXTRA CREDIT? Here is another way for you to earn extra points on your quizzes and your test. Listen and watch for any terms, comparisons, figures in todays media and culture that have to deal with something we are learning in class. For example a term in new song that is out or from a cartoon or tv drama.

CNN STUDENT NEWS

A Piece of the Pie - Find out who's lining up for a piece of the $700 billion financial bailout. The Ocean's Outlaws - Discover how small pirate ships are hijacking massive shipping vessels.

Epidemic of Ignorance? - Compare your knowledge of American civics to elected officials' scores.

SAY WHAT?

Picture by Drew Zimmerman from William B.T. Trego

Look at this picture and fill in the balloons with what you think they might be saying. Your response can be serious or humorous. You can get your answers published online every week if you go to www.ushistory.org

AWESOME WEB VIDEOS ON YOUTUBE 4

Remember your states and capitals. Best way to learn them of course is with the ANIMANIACS.

AMERICOMIC REVOLUTION VOCABULARY

Look at the picture then determine the term for the picture. Once you have figured out the term, what role did the term play in the revolution? Click next to check your answer.

AmeriComic- American Revolution Vocab

View SlideShare presentation or Upload your own. (tags: vocabulary hfs)

SOAPSTONE-The Fundamental Orders of Connecticut

Primary sources are documents and artifacts that are written or made by people who had a personal experience or witnessed historical events. Letters, diaries, speeches, newspaper articles, and autobiographies are all primary sources. So,too, are legal documents, such as wills, deeds, charter, ordinances and financial records. One way to analyze some written documents is the strategy skill called soapstone.

S.O.A.P.S. Tone Document Analysis

The SOAPS Tone Document Analysis allows students to trace an examination of a document using the seven components listed. This approach to analysis is relevantly used in poetry, speeches, short stories, newspaper articles, and countless other documents. Often times, this approach is introduced to AP students at the high school level. However, in this case, this approach is used my classroom on all levels to stimulate and “prove” student’s point in analyzing particular documents. Remember, all components of this approach MUST be supported from the text and MUST be backed up by the words from the text.
Speaker
Who is the speaker who produced this piece? What is the their background and why are they
making the points they are making? Is there a bias in what was written? You must be able to cite evidence from the text that supports your answer. No independent research is allowed on the speaker. You must “prove” your answer based on the text.
Occasion
What is the Occasion? In other words, the time and place of the piece. What promoted the author to write this piece? How do you know from the text? What event led to its publication or development? It is particularly important that students understand the context that encouraged the writing to happen.
Audience
Who is the Audience? This refers to the group of readers to whom this piece is directed. The audience may be one person, a small group or a large group; it may be a certain person or a certain people. What assumptions can you make about the audience? Is it mixed racial/sex group? What social class? What political party? Who was the document created for and how do you know? Are there any words or phrases that are unusual or different? Does the speaker use language the specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? How do you know? Why is the speaker using this type of language?
Purpose
What is the purpose? Meaning, the reason behind the text. In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? This helps you examine the argument or it's logic.
Subject
What is the subject of the document? The general topic, content, and ideas contained in the text.How do you know this? How has the subject been selected and presented? And presented by the author?
Tone
What is the attitude of the speaker based on the text? What is the attitude a writer takes towards this subject or character: is it serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective. How do you know? Where in the text does it support your answer?

Try using the strategy the following linked document: The Fundamental Orders of Connecticut

AMERICOMIC VOCABULARY-AMERICAN IDENTITY

AmeriComic American Identity

View SlideShare presentation or Upload your own. (tags: great awakening)

AMERICOMIC

We created Comic-strips in class over chapter five here was the one I created. We will publish some of the student work over the next few weeks.

American Identity Ameri Comic

View SlideShare presentation or Upload your own.

P.E.R.S.I.A

Persia is an Acronym for catorgorizing information. This tool helps students collect and organize information. It can be used to pull data from a primary or secondary source. You can then break down the information and put it together with other information. For example you can collect information on the military from the Revolution in chapter 6 and compare it to the Civil War military information from chapter 15. Why would you do that? Well military stratagist learn from habits and past actions of other countries and use it for their military agenda. This is how PERSIA is broken down.

P-olitical= has to deal with government, competition, who will be in charge?
E-conomical= has to deal with money, trade, commerce, finance, How will we eat?
R-eligious= has to deal with faith, beliefs, religion, church, What is the meaning of Life?Origin?Purpose?
S-ocial= has to deal with everyday life: work, education, lifestyle, people, community, how shall we relate?
I-ntellectual= has to deal with knowledge, education, science, thinking, How shall we learn?
A-rts= Has to deal with expression, music, theatre, poetry, speeches, etc. How will we express ourselves.

<

PERSIA

View SlideShare presentation or Upload your own. (tags: categorize persia.)

LEGACY HISTORY PROJECT VIDEO 2007-08

This was a video created by a few students in my Pre-AP first period class. They did a great job using creativity and content to complete there project.

THIS WEEK IN CLASS November 17-21

OBJECTIVE:
How and why did the colonists' relationship change with England?

LAST WEEKS QUESTION OF THE WEEK:
John Hancock (1737-93) is best remembered now for his flamboyant signature on the Declaration of Independence in 1776, but he was also the president of the Continental Congress. What helped him earn this position: his actions, funds, inspiration, or inventions? His most distinctive contribution to the rebel cause was the money (funds). Hancock was a merchant who had inherited a fortune from a smuggler uncle. He used his wealth to help finance the revolution. After the war, Hancock became governor of Massachusetts.

QUESTION OF THE WEEK:
On what hill did the Battle of Bunker Hill take place? (Answer carefully.)

HOMEWORK:
Vocabulary spirals word and box due Thursday and Friday; Study new Picture terms.

REMINDER:
Bring your parent to school on Friday.

HEY! WHAT DO YOU THINK?

Someone said, "War is always justified," meaning that whenever there's been a war, there's been a good reason for it. Do you agree or disagree? Let us hear from you. Remember try to use some facts to help support your opinion.

PRIMARY SOURCE-PONTIAC'S REBELLION

An unnamed Frenchman who knew Pontiac quotes a
speech Pontiac gave to support an attack on British soldiers.
Listen and follow along carefully. Answer the questions.

When I go to see the English commander and say to
him that some of our comrades are dead, instead of
bewailing their death, as our French brothers do, he
laughs at me and at you. If I ask anything for our sick,
he refuses with the reply that he has no use for us.
From all this you can well see that they are seeking our
ruin. Therefore, my brothers, we must all swear their
destruction and wait no longer.
Journal of Pontiac’s Conspiracy, 1763

Why does Pontiac want to attack the English?
What is Pontiac’s attitude toward the French?

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FRENCH AND INDIAN WAR

The French and Indian War started in Pennsylvania 250 plus years ago. England, France and Native Americans fought for the land in one of the most historic battles in American History.

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PENNSYLVANIA'S QUAKER OATS

William Penn founded the colony of Pennsylvania. Pennsylvania contributed to the development of American culture and government.

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