U.S. History: Current work & downloads
Apr. 21: GROUP: Finished the boycott simulation, and debriefed on what Dr. King's organization wanted you to get out of that; the do's an don'ts of a mass protest movement.
Apr. 20: GROUP: Continued group boycott simulation started the previous day.
Apr. 19: GROUP: Boycott Simulation, in which your group tries to discern between reasonable and unreasonable demands, and decides what it takes to meet a protest movement's goals.
Apr. 17 or 18: Due to morning testing, you had this work on either Monday or Tuesday: HANDOUT & Questions: Students received a handout on the multi-decade struggle to attack the PRECEDENT of Plessy v Ferguson. It is almost impossible to get a future court to go against precedent, but a lawyer named Charles H. Houston did it. The handout was about his journey to overturn Plessy. Here are the downloads. Read and answer questions and turn in your work. Road to Brown.pdf Questions on Road to Brown.doc If you did not finish in class, finish as homework!
Apr. 14: TWO items today that have to do with history of Black Rights in U.S. history: 1) Go back in your notes on reconstruction, and answer these four questions. 2) NOTES on the background to the Civil Rights Movement. Months ago, we left the history of black Americans in the post Civil War period with the 14th & 15th amendments to the Constitution, to the troops having been withdrawn, and the rise of the KKK to intimidate blacks away from voting and rights. TODAY, we looked at the legal avenues that The South took to SEGREGATE blacks in all areas of public life by way of "Jim Crow" laws and ways, as well as a landmark Supreme Court Ruling of Plessy v. Ferguson, and then what The South could do with segregation everywhere thanks to the Plessey PRECEDENT. Not here? --Get notes from a reliable classmate. You're gonna need 'em...
Apr. 13: Video clips showing McCarthyism in action: The unholy hunt for commies amongst us. After a hand full of American citizens actually did spy for the Russians and gave them the plans for the atomic bomb, the U.S. government began looking for more spies, ...and did indeed find a few more. Politicians involved in exposing the spies became famous and rose to national fame and high office (like Richard Nixon to Vice Presidency). Seeing all this, an obscure Senator of Wisconsin made a play for fame by announcing he had a list of dozens of people working in the government who were under some sort of communist influence. Senator McCarthy was given reign over the House Unamerican Affairs Committee (HUAC) to ferret out all commies in the government. He never had a list, and he picked on government employees least able to defend themselves, ...all in hopes of being the next rising political star. Around the country people watched TV to see McCarthy expose supposed commie sympathizers. --A terrible time in America...
Apr. 12: Youtube clips and QUESTIONS students answered on the Cold War highlights through the 1950's. Video is currently on Youtube here, and combined between today and yesterday, we watched Parts 2, 3, & 4. (Ten min. each.). There are four questions for these videos that you can get from Kabat for points.
Apr. 11: YouTube clips & NOTES of three Cold War highlights of the 1940's and 50's. The test-worth info you need in your notes are three items: The Berlin Airlift, McCarthyism, and an overview of The Korean War. Miss class? You can simply read about the basics of the Korean War on Wikipedia (Invasion, UN Response, MacArthur fired, Stalemate, Armistice, ...to today). If you want to see the video clips that we hit in class, they are currently on Youtube here, and we watched Parts 2, 3, & 4. (Ten min. each.)
Apr. 10: NOTES: Explaining what brought about the Russians leaving the alliance after WWII (The sectors of Germany, the Russians wanting into Japan, MacArthur's threat, Truman's political moves, and the new countries of East Germany and West Germany). Looking at the creation of several new communist countries in areas the Soviets had liberated during the war, and then "The Red Tide." Stopping The Red Tide with "Containment" (also known as The Truman Doctrine) and explaining its two main tools. And finally, defining what the Cold War really was over its 50-year period, how countries could get "flipped," and how they could get flipped repeatedly.
SPRING BREAK: Relax or have fun, or both. (-:
Mar. 31: With this being the last day before Spring Break, we simply looked at some more WWII retrospective stuff. (Didn't want to start anything brand new as we were about to take a week off.)
Mar. 30: TEST: U.S. Foreign Policy 1889 - 1945.
Mar. 29: WWII Then & Now: News clippings, magazines, videos of WWII references in the 21st century. --Just interesting...
Mar. 28: NOTES: Factors for and against dropping the atomic bombs on Japan. Regardless of what you heard in your debate, the five items covered today are the historical must-knows surrounding this decision. Miss class? --Here are some slides we used in the notes: A_Bomb_notes.pdf
Mar. 27: DEBATE: Should the U.S. have dropped two atomic bombs on Japan?
Mar. 24: We completely finished the WWII videos (the last 30 minutes of it today). If absent, watch it, finish the video sheet, turn it in upon your return. Use the link on the previous day, below. We also discussed the J.A. Internment.
Mar. 23: Part 4, through D-Day. If not here, you can watch online (or right-click download). The online version of this video starts with Question 12 or 13, skipping all the ones from where we left off. That's ok. Just use this video and start on the second side of the question sheet. D-Day to The End
Mar. 22: Four items today: 1) Got all class papers back since the beginning of the semester. 2) Announced TEST is Thursday the 30th! Test review above in homework section. 3) Divided class into sides for a DEBATE on whether or not the U.S. should have dropped two atomic bombs on Japan. See homework section above. 4) Started Part 4 of the video series.
Mar. 20: Three things today: 1) We finished Part 3, then (2) went over the answers of all three of the last movie parts. 3) We then spent 15 minutes starting a bookwork assignment on The Home Front that will be finished in class tomorrow. If not here, finish Part 3 at home and turn it in upon your return to class. See the previous class day, below, for the links to Part 3.
Mar. 17: We started Part 3 of our video series on WWII. Miss class? The video can be watched online here and you can download the questions here. We watched through Churchill's visit with Stalin, and will finish the last 15 min in class on Monday.
Mar. 16: TWO things today: 1) NOTES on what were the REAL reasons the Japanese empire attacked the US at Pearl Harbor. Also, what its immediate and long-term plans were for victory over the U.S. and rule of Asia. And, finally, we covered what went wrong with the Japanese plans at Pearl Harbor and later. Not here? You need to get this info from other students or from Kabat at Bear-time. 2) Then we finished Part 2 of the video series. If not here, you need to watch it online here and finish your questions for this part.
Mar. 15: VIDEO & QUESTIONS: WWII Part 2 (half of it). With our shorter schedule, we reviewed some key items from Pt.1, stopped today's video a couple times to better understand some aspects of what Churchill is after and what Stalin is after, got just BEFORE the attack on Perl Harbor, and began to discuss the answer to #22. (You have not yet been given notes on the full answer to #22, and the video does not discuss it.) So, if absent, download the questions and watch this part 2 video up to just before the attack on Perl. Part 2 video is available to stream (or right-click to download) here. Copy over the questions from this Google Doc.
Mar. 14: We watched a 40-minute video on the opening of WWII, answered questions as we watched it and turned it in. If you missed class, you must watch online, answer the questions and turn them in on the day you return. It is the first part on of a multi-part Hollywood-made series we will be watching in class and connecting info in it to further classwork. This first video assumes you understand all that you got from the computer lab and in class on those fill-in-the-blank notes. Get those handouts out and look them over before you watch the video! On the question sheet for the video, there are some questions that can only be answered using those handouts you filled in. Here are the video questions: WWII Video Part 1.GoogleDoc You can watch the video by choosing a link to stream (if your internet connection allows good playback), OR, you can right-click on the link and DOWNLOAD the video to your hard drive. If streaming is a problem, then download it!
- Stream from this link: WWII Video first 40-min.mp4.
- Stream from this link (an alternative site): WWII Part 1 Class Video.mp4.
- Right-click and download from this link: WWII Video first 40-min.mp4. Then, watch using iTunes, QuickTime, VLC or other...
- Right-click and download from this alternative site, and watch in Firefox browser or VLC: WWII video, first 40-min lower quality Yep. Firefox has a special video player in it, that will play this.
Mar. 13: Finished the fill-in-the blank worksheet started Friday, and also finished a second and final sheet today. --The info on these sheets are used to answer questions in the next assignment. For some questions in this upcoming assignment the only place to find some answers is on these sheets. Part 1 was available for download below on Friday's date, Mar. 3. The second set of worksheets is HERE. The Powerpoint used for lecture and info is here.
Mar. 10: Fill-in-blank sheet on world events prior to the bombing of Pearl Harbor. So, a lot of "world history" stuff gone over quickly to get us up to U.S. history section of WWII by the end of class on Monday. Not in class today? Download the worksheets here, PRINT it (as you need a physical copy for class later), and fill in the blanks using this powerpoint. (And yes, it is an actual Microsoft powerpoint, and not a Google slides thing. You can try to load it into Google's slides, but things may shift a bit in the presentation, maybe not filling in the blanks exactly, ...but I have not tried that yet. Also, this powerpoint has info which goes well beyond the two pages that you need to fill in.)
Mar. 9: NOTES: Kabat reviewed why the Communist philosophies and ways to run a society probably would never work. Also, why the U.S. dislikes communism, why the U.S. cares if OTHER countries go communist. This entailed Russia's version of 20th Century communism, and Soviet Russia's implementation in general. If absent, copy notes from a classmate. There are two test questions in them.
Mar. 8: Communism! --Kabat played the role of a communist preacher to explain what a few people a hundred years ago thought might be "ideal" communism in practice. Miss class? You will need to somehow look up what "IDEAL" communism was, NOT Soviet (Russian) communism. Marx and Engles wrote and preached a new way to run society long before the Russians tried to "impose" communism on themselves and others. So, if you missed class, look up the philosophies of those original commie creators. Their philosophies will be used in upcoming classes.
Mar. 7: Computer Lab: Introduction of WWII. On computer, students worked videos, maps, info on world politics, the rise of Fascism (and WHY), and more. If not in class, you will have to make this up in Kabat's room with a Mac and flash drive, as this is not available in Google slides; it is a Mac-specific app. Paper was turned in.
Mar. 6: Finished bookwork started previous class on the U.S. Government trying to fix the depression. Miss class? See the downloads below, on the previous class day, finish this at home, and turn in upon your return.
Mar. 3: Bookwork on the U.S. Government trying to fix the depression, and jump-start the economy to get the country out of this long mired mess. Not in class? Download the following, do half of these at home, as we will finish this in class next week. Reading: Depression_NewDeal.pdf Questions: the_new_deal.doc --The questions start at #11; that's ok, I'm not having you do the ten that came before. --You're welcome!
Mar. 2: Finished Notes and discussion on Causes of The Great Depressions then ran some video clips that exemplified Banks and Runs on Banks. Not in class? Get notes from a reliable classmate!
Mar. 1: Notes and discussion on Causes of The Great Depression. Not in class? Get notes from a reliable classmate!
Feb. 28: Finished the pdf & questions on the computer that were started the pervious day. (See below.) If absent, do it at home and turn it in upon your return.
Feb. 27: Reading in a pdf, and questions in Word concerning the history of women's rights in U.S. History, up to 1920. This will take a couple hours (but the reading is fascinating)! Womens US History.pdf Women History Questions.docx
Feb. 24: A couple short video clips on The Roaring 20's, with Kabat stopping them from time to time to note some info and some why's.
Feb. 23: TWO Items: 1) Recent comedic video clips awn WWI as well as current news clips on "WWI TODAY." 2) A quick note on the decade after WWI, "The Roaring 20's" what it was like in that decade, and some reasons it occurred.
Feb. 22: NOTES of the results of WWI. Germany feels betrayed, some elements of the 14 points were indeed agreed upon by all nations, yet several key items of the 14 Points were abandon, leaving plenty of room for future wars (things like colonialism and imperialism stayed, reparations, etc.). The U.S. does not join the League of Nations! --Why... --Miss class? Get notes from a reliable classmate and read the chapter on WWI in your book. Also showed some pictures and videos of WWI in the news recently.
Mid-Winter break: A weekend and then Monday & Tuesday with no school!
Feb. 17: VIDEO & questions: The Versailles Treaty. Miss class? The hour-long video is on Youtube. Download these QUESTIONS, and answer them as you watch THIS VIDEO (actually, just the first hour of the video, until the main character leaves Paris). Or, if the video is no longer showing at this web address, do a Youtube search for Young Indiana Jones, Versailles, 1919, or search for Young Indiana Jones Chapter 19.
Feb. 16: Finished previous day's computer lab work. (Then we started 10 minutes of a video that will play and finish the next class day.)
Feb. 15: (You will have to be logged on to your Google account to do this.) A one-hour computer lab on plans to break the stalemate and win the war. Print or pull up the questions, then work through the following lab (slides) STUDYING causes and CHANGES over time. Lab Questions in Google Docs: WWI_Lab_Questions.gdocs Lab Questions in Word: WWI Lab Questions.doc Computer Lab Display in Google Slides: World War & End Stalemate.slides
Feb. 14: 100-year-old news film of the stalemated European war.
Feb. 13: Debrief, discussion, and comparison of the following: What started WWI, understanding how Germany is NOT responsible for starting the war, understanding Germany's one move that allows them to be painted as a "bad guy," what role U.S. corporations & shippers played during the fighting, why Germany started sinking U.S. corporate ships, why Germany felt it could achieve victory despite a U.S. declaration of war.
Feb. 10: GROUP: Game of War and Trade.
Feb. 9: GROUP: Game of alliances.
Feb. 8: Second day of being in the lab to finish the pdf and questions started during the previous class day. Miss class? Open your Hovering Giant work and finish. Turn it in upon your return. If you need the downloads, see Feb. 3 below.
Feb. 7: School closed due to snow turned to ice.
Feb. 6: Snow Day, School Closed due to snow.
Feb. 3: HANDOUT with questions. Students got through the first 6 questions, and will finish the rest during the next class. Miss class? Download and do it at home. Reading: Hovering_Giant.pdf Tools of Diplomacy.pdf Questions in pdf form: hovering_giant_questions.pdf Questions in Word form: hovering_giant_questions.docx
Feb. 2: How Theodore Roosevelt became President, and his policies, domestic and foreign affairs. Miss class? Here is the powerpoint in pdf: You will only need to add the main points of his presidency to your notes, not all the details of popularity and such. Notes_Teddy_Roosevelt.pdf
Feb. 1: For the first time this year, we spent classtime examining at a human being: Teddy Roosevelt. The man DEFINED a new American image and actions in the world, rather than the norm, being defined BY the times. Kabat explained his early political life and psychology, which will be used the next day in class.
Jan. 31: Articles and chart on i.d.-ing different example of diplomacy throughout history. Not in class? Here are the articles and the chart: diplomacy_articles.pdf diplomacy_chart.pdf And, here is a list of Diplomatic Tools that was generated in a previous class that you will need for this assignment: Tools of Diplomacy.pdf
Jan. 30: Three things: 1) Explanation of using the pdf in Feb 3's Homework to answer questions faster and easier. 2) In-class discussions and scenarios that outline what DIPLOMACY is (and is not). 3) The Turner Theses notes "The End of the Frontier" in U.S. sociology, economy, and what it means for our future. This brings about the need for far greater trade overseas. Standing in the way: EMPIRES. In NOTES, define what Empires and Imperialism means for the turn of the previous century. (Different than Colonialism.) Also in NOTES, write definition of Diplomacy; what it is and what it is not.
Jan. 27: 3rd and last day of Semester Finals: Finals for periods 1 & 2 were given today.
Jan. 26: 2nd day of Semester Finals: Finals for periods 4 & 5 were given today.
Jan. 25: 1st day of Semester Finals, making most classes on this day only 25 minutes long, so that two finals could be given during the day: 3rd Period Final & 6th Period Final. During the short class time, we looked a few historical references recently found in the news, and gave time for study.
Jan. 24: Answering several questions on Monopolies, Trusts, and current laws concerning them. Miss class? Though I put these questions--and just the questions--on the overhead, the answers were written down by students themselves as they understood them. Find a classmate and copy their info and/or talk to me after school if needed.
Jan. 23: General Discussion and examples on what Monopolies are, and what their dangers are for business or society (as well as "The Nightmare Scenario").
Jan. 20: TWO items today: 1) Finished notes on Unions (today, what-all unions do for their members--more than pay raise), received several assignments back, and 2) finished the labor and reform bookwork that was started in class last Friday (when a sub was here), and then ruined in that bookwork. Not here? If you did not previously finish the bookwork, here are the questions and reading: Reading_Unions_Reform.pdf questions_unions_reforms.doc Turn them in upon your return.
Jan. 19: NOTES & Discussion on Unions, strategies, laws, and more. Here is a pdf of the powerpoint used: Unions_Notes.pdf
Jan. 18: 1) Some classes needed to finish the Labor v. Management negotiations. 2) Handed back assignments. 3) Began notes on Unions v. Management.
Jan. 17: GROUP: Labor v. Management negotiations, Day 2.
Jan. 16: No School Monday: MLK holiday.
Jan. 13: BOOK: Due to Kabat's absence, the group work on worker-management negotiations was suspended. The class did bookwork on unions and working conditions in the early 20th Century. If you were absent, do the following reading and the questions, and turn them in upon your return: Reading_Unions_Reform.pdf questions_unions_reforms.doc
Jan. 12: GROUP: Labor v. Management negotiations, Day 1.
Jan. 11: Discussion and Examples of American life (sociology and psychology) before v. life after the 2nd Industrial Revolution. Kabat scribbled on paper as examples were brought up, and as some contributed, and even disputed the stereotypes. What is on the following picture are the general stereotypical views of life before and after. What is missing is all the examples to put them into perspective. These will be on the test! Notes b4 after 2nd Ind Rev.JPG
Jan 10: LAB/GROUP activity: On this day we played "Factory," where students worked in a factory putting their small part into our greater products to produce a lot of quality goods fast. Other take-aways: No skill needed, just hand-eye coordination; could be done with kids... Info to be used in another upcoming group assignment.
Jan 9: Lecture and book-as-slides to describe what The 2nd Industrial Revolution was, what it felt like, and its effects on U.S. society. In less than 40 years we went form covered wagons, kerosine, settlers with soddies, to light bulbs, telephones, cars, and skyscrapers. --Thanks to Steel, The Assembly Line, and masses about of cheap labor in factories (often immigrant labor).
Jan 6: VIDEO: Old Immigrants & New Immigrants working on the Transcontinental Railroad. No points to makeup if you were absent. (Just some good info on these items.)
Jan 5: We finished the notes on Immigrant groups: Italian, Chinese, others.
Jan 4: NOTES on European Immigration, specifically, using the Irish timeline as a template for other immigrant groups. Absent? --Copy notes from a reliable classmate. Ask me about what you do not understand. The Irish template is one you must know, and apply to other groups on the test.
Jan 3: VIDEO: Settlers & Soldiers v. Native Americans post Civil War. No points to make-up if you missed class, just some good info on perceptions and actions.
Dec 21 - Jan 1: Holiday Break!
Dec 16: Fun video clips concerning Christmas and the holidays in U.S. culture. You did not miss any points if you were not in class.
Dec 15: Two-Hour Late Start due to snow and ice. We watched 20 min of video on Native American culture. Not here? Then watch the first 20 min. of this video, we will watch the rest upon our return from break. Again, 20 min of the video HERE
Dec 13: NOTES: Native American culture (Plains Indians) compared to U.S.A. culture in the areas of Land Use and Politics.
Dec 12: Whole-class discuss and compare reasons that Settlers Came To the New World in the 1600's with Why Settlers Went West in the 1800's. --Specific examples for each, and briefly exemplified AP writing in such pan-era opportunities. Then we started on bookwork that will be finished later this week. You can download and start now if you'd like. The reading and questions are above on the 14th.
Dec 9: No school, due to snow.
Dec 8: GROUP: Finished game "Invasion or Immigration."
Dec 7: GROUP: Continue game "Invasion or Immigration." Not in class on this day? --Every group in class got through two more handouts in the simulation! (Great! --No one is "out."). So, if you want to rejoin your group tomorrow, you need to read through the next three handouts that they "chose" and answer the questions in them. Though there are other versions for different choices, the following versions are the "winning" ones; the ones that allowed the groups to progress to what will be the next handout tomorrow. Read these NOW, and answer the questions!!! Invasion Handout 2.pdf Invasion Handout 3.pdf
Dec 6: GROUP: Start game "Invasion or Immigration." Not in class on this day? --This group thing is a 3-day game. If you are returning the next day and expect to jump in, then you MUST complete Part 1 before you return to class! Download and answer questions as you read. Turn them in tomorrow: Invasion Handout 1.pdf
Dec. 5: Notes & Video: 20 min of notes on the Presidential scandals and cheating that helped bring about the downfall of the Republican Party of the Reconstruction era, and the DEAL that finally got the troops withdrawn from the South, ending Reconstruction. Then we watch a 20 min video of The Klan at Mont Royal. Not here? --Get the notes from a reliable classmate and copy them down in your notes book.
Dec. 2: BOOKWORK: The class did a short, easy book & question assignment on the Reconstruction Era. Absent? Here is the reading and the questions. Do them at home and turn it in upon your return. Reading_Reconstruction.pdf Questions_Reconstruction.doc
Dec. 1: NOTES on The Reconstruction Era. If you missed class, there were no "slides" for me to post, as I simply give the class the basic info on how Congress handled the defeated and wrecked South for 12 years after the Civil War. This was a relief and reconstruction effort run by the U.S. Military, as the South was put under a kind of Martial Law until each state would reapply for statehood with a new state constitution and new governments. We also profiled the birth of the KKK. If absent, get notes from a reliable classmate.
Nov. 30: Reviewed video sheets from previous day, then did group work on ideas to fix the wrecked South. Not here? --Nothing to make up; no points given.
Nov. 29: VIDEO: The end of the Civil War: Massive invasion and destruction of the South and its infrastructure; a new kind of warfare that will be used from then until now. William T. Sherman and "Sherman's March," and the States Rights mantra hurts the South's own war effort. Not in class? Watch it at home NOW. The video is HERE. The questions are HERE. This is due upon your return.
Nov 28: VIDEO: Gettysburg; the make-it-or-break-it point of the war. How did both sides do there, and what was the goal for the South? Where, exactly did this battle take place? Not here? You could watch the movie "Gettysburg." We watched a fair amount of that in class for this. Be able to answer questions about his in the next video sheet and on the test.
Nov 23 - 25: Thanksgiving break!
Nov 22: NOTES & VIDEO (and homework assigned): Notes on The Emancipation Proclamation. Then, we finished the video and questions started Friday. Miss class? Download questions and watch the video online. Questions to the video are here. Video may be viewed here.
Nov 21: We had the DEBATE over the South's right to rebel. Not here? Turn in your prep work upon your return.
Nov 17: Divided into sides for a South v. North debate coming on Monday the 21st. Here are some guides that offer more prep than you may need in all three areas! Here are some sheets that give a little help to each side. They give you a LOT to think about! Arguments For The North.doc Arguments For The South.doc Not in class on this day? REALLY important you meet with Kabat or other students to understand all. Overall, you need to take what we've studied and divide that info into three sections: Economic, Abolition, Government. You are either for or against the South's "right to rebel."
Nov 16: Finished the Pre-Civil War Video we've been watching here and there, finished the questions on it, turned them in. Miss class? The last part of the video can be seen online is HERE.
Nov 15: NOTES on Causes of Secession. Gathered the main elements form lab, group, handout, and video and made list of reasons South decided to secede from the Union. Miss class? Here is a pdf of most of the main slides: Causes_of_Secession.pdf And, the class divided into sides for a debate on weather or not the South Had A Right To Rebel.
Nov 14: Video: North & South; finishing Part 2.2 and starting 2.3. Miss class? The video is available online. See Nov. 10, below.
Nov 11: Veteran's Day (on a Friday!), so no school, and a 3-day weekend.
Nov 10: VIDEO: North & South, Part 2.1 and part of 2.2. Miss class? You can see the videos online in low-resolution here: Part 2.1 Part 2.2 Need the questions? They are HERE. You could also right-click on the video links and download to your computer if that works better than streaming.
Nov 9: Kabat entertained student comments and questions on the Trump victory and the wrong polls. THEN, we moved to a video on our area of study. Rise of Abolitionists (which is more of the characters and documentary from the lab video clips).
Nov 8: NOTES: The Texas War For Independence, The Mexican War, The Occupation of Mexico, and the treaty that got the U.S. our Southwest (The Mexican Cession). This is all we will do on these events, so if you were not here, get notes from a reliable classmate. Copy them, ask Kabat for clarification.
Nov 7: Finished the handout that was started Friday (see blow). THEN, moved on to notes on Texas and the Mexican war.
Nov 3: LAB: Finished the lab assignment of the last two days. If you were not here, then making it up after school BY TUESDAY is your only way to get full points.
Nov 2: LAB: Continuing with the previous day's computer lab assignment. If not here, use Beartime to to finish! --But, you must be finished with this by Tuesday.
Nov 1: LAB: On school computers, students worked a lab of info and story-telling on American attitudes toward slave-owners and abolitionists in the 1830's-1840's. If you missed school on this date, the lab takes a good 2 hours to do, with 45 min being done on this day. So, to finish, within a day or two, you would need to get on a computer in the Hall 1 Lab or use the Mac in Kabat's class to finish this up after school or Friday Bear-time. To get the lab, open the OHS server on a computer desktop (that blue hard-drive-looking icon on OHS iMac desktops). Then, open a folder called "Classroom Folders," then open a folder called "Kabat Classes," then open a folder called, "Teacher Shared Files," and in there you will find a file named "North&South_iW9." DRAG "North&South_iW9" to your computer's desktop. Double-click to start. Hit the PLAY button up in the left corner. Answer numbered questions as they come along in the lab.
Oct 31: GROUP: Crisis of 1820, the Missouri Compromise.
Oct 28: VIDEO: A look at slavery and the slave trade in the late 1700's U.S. If you missed class, you did not miss any points, you just missed some fascinating info. Check out the movie 12 Years A Slave if you want a flavor of what we saw in class today.
Oct 27: TEST 2: Our two constitutions, how our government works in general.
Oct 26: LAB: Finished computer lab assignment started the previous day. Want to see if you can get this to work on your computer? --See directions for home use blow (on previous day).
Oct 25: LAB: Class went to the computer lab to do a self-explore computer program on 20 years of highlights of the U.S. adding territory after the Revolution up to 1820. In this program, animations run with subtle changes happening to lines on maps (and you really have to pay attention to see the map changes). Questions pop up for you to answer to check your understanding. IF you want to do this at home, there is a specialized Powerpoint version for you to try. BUT, it will ONLY work in the most modern (and free) version of Powerpoint (2016). Powerpoint and the whole Microsoft Office suite is available to all students for FREE! --So, go to Microsoft 365, get a free student account, download Office and install it on your home computer. Then you can download the interactive "show" that is this assignment. This will not run properly on an older version of Powerpoint, and it will NOT work in Google slides (pictures, maps, fonts will be overlapped and messed up and animations will not run). This will not work on the cloud version of Powerpoint either, so DOWNLOAD the lab onto your computer's hard drive. Download Powerpoint for free HERE. Download the lab HERE (by clicking the DOWNLOAD button in the upper right corner of your window) --if a slide show begins to run in your browser, then close it. You need to open it from your computer in the full Powerpoint program. This lab will take about 40 - 60 minutes.
Oct 24: BOOK & questions. We used an old history text (that is only kept in the classroom) to answer questions about early economic and labor divisions in the young U.S.A. This is a rare assignment that I do not have in electronic form. I do not have a digital version of the old textbook. So, if you missed class, you would have to make up the assignment after school or on Friday's Bear Time.
Oct 21: VIDEO: The Supreme Court and "precedent" in action. Sorry, I do not have this for download, and it is not on YouTube. So, if you want the six points that this will amount to, you would have to come in after school or on this Friday's Bear Time, watch it in my class, and answer the questions. (But don't come in weeks later and ask to do it.)
Oct 20: VIDEO: An example of the power of "precedent" over the courts through time. If you were absent and want to make up the six points that this amounts to, then you'd have to come in after school very soon, watch the video and answer the questions while you do it.
Oct 19: NOTES on our 3rd Branch, The Judicial Branch and The Bill of Rights. Miss class? Get notes from a classmate or from Kabat on Friday Bear Time. Also, this class' 2nd TEST date was announced today: It will be on Thursday, Oct. 27. A test review is available for download, above, in the homework section.
Oct 18: Videos (with questions) on what the public does, sees and feels at various points of election day, what the media shows and how the media comes up with their info, and how the media effects what the public does. Not here? Here is the worksheet. You can fill it in on your own: Video clips of election day.pdf
Oct 17: WORKSHEET: How we expect the President of the United States. This was really a free-form environment in which students filled in a worksheet with prompts that touch on main parts of putting a person in the office of President of the United States. This has to do with political parties, the primary elections, the electoral college, and more. If you were absent, I did not collect this worksheet, but asked that by the end of class that students had it filled in with their own understanding, and be ready to use the knowledge in the next day's video. So, if you were absent, you need to read about the processes involved in electing the U.S. President, know what the electoral college is, the winner-take-all system of the states' electoral votes, and how many electoral votes a state gets, etc. Not in class? Here is the worksheet that students worked to fill out as a result of questions, attempts and discussion: voting_for_president.pdf
Oct 14: No classes; teacher in-service day.
Oct 13: Finished a two-day exercise of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas. Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices. Then, we related the stances shown in handouts as well as student responses to our two long-time political parties in this country: Democrats & Republicans. Students wrote out their understandings of what the two parties stand for. If you were not here, you are going to need to read a source such as wikipedia as to what the CURRENT versions of these parties stand for (and not the history of the parties).
Oct 12: Finished a two-day exercise of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas. Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices on a handout. This handout will be used in tomorrow's class activity.
Oct 11: Class activity on of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas. Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices. Before that, for five minutes, students added to their notes on four big powers of the Presidency (The Executive Branch). If not here for the notes, use the pdf posted below, a couple days earlier.
Oct 10: VIDEOS of bills becoming laws, and accompanying explanations about congressional committees and "marking up" a bill.
Oct 7: NOTES of seven main powers our Congress exercises. Not here? You can check out the slides in the following pdf. You would need to move to where it displays "Congressional Powers, 7 biggies." In class, examples were given, the class talked about Presidents that have been impeached, what impeachment really means, and more. Constitution_notes.pdf
Oct 6: DEBRIEF and a few NOTES of how groups solved first few problems in the previous class work, and comparison to how our Founding Fathers solved the same problems with our current our current constitution. Knowing the problems (as you do from thinking of solutions) helps you understand our current form of government.
Oct 5: GROUP: Picking up where small groups left off from the 3rd, students worked in groups to create a new constitution that solves all the problems of the Articles of Confederation as well as sets up the powers of a new U.S. CENTRAL government. Not here today? Then, download and do it on your own at home: Do It Yourself Constitution.pdf
Oct 4: Test. Today was the test (that was announced a week ago) over the forming of the colonies and the Revolutionary period.
Oct 3: GROUP: Students worked in groups to create a new constitution that solves all the problems of the Articles of Confederation as well as sets up the powers of a new U.S. CENTRAL government. A series of prompt and parameters to problems were discussed in groups, and solutions were created in groups and written down. Not here on this day? --Then if you are going to be in school on the next day, you can simply jump in a group, and pick it up from them. If you are missing multiple days, then you will need to do this on your own. Download it here, and work out your own answers: Do It Yourself Constitution.pdf
Sept 30: GROUP: Finish previous day's group work (see below), and have whole class debrief on main events in the simulation. Then, in groups, students add to their class notes the financial problems with the Articles of Confederation. 3rd, students add to notes what Shay's Rebellion showed as two additional weaknesses of the Articles of Confederation. --And so ends our look at the U.S.A's first constitution. Not here? --Finish on your own by downloading the simulation shown below, on the previous day's work.
Sept 29: GROUP: Students worked through scenarios of interstate trade during the era of our first constitution. Absent? Download the assignment here, and run through the scenarios that students discussed and answered in groups during class: Business under A of C.pdf
Sept 27: Two items. 1) we work in groups to explain why we rebelled and connected that to the Declaration of Independence. 2) We finished the Rev. War and videos. GROUPs: In groups, students put a "spin" on what the British did to us before and during the Revelation, and then tying that work to our real Declaration of Independence. Miss class? --Well, then pull up the Declaration of independence online, and copy words out of the first sections that equate to The Social Contract, it'd be like 2 sentences. NEXT, in the Declaration goes over all the terrible things that the British Government did to us. Copy & paste four sentences that you can identify are referring to acts and actions from your grid. When you paste something into your document, next to it write what "act" or action they are referring to. For example, if you copy the sentence "For quartering large numbers of troops among us in time of peace," you would then type next to that "Quartering Act" or "Troops sent to crack down on Boston."
Sept 26: VIDEOS & NOTES: Students took minor notes on why George Washington turned to guerrilla warfare. There was general discussion on guerrilla warfare of the last 200 years, what it gets the guerrillas, and most importantly, what it does NOT get the guerrillas. If you were absent on this day, you can take a look at the slides here (we did sections 2, 3, & 4), but the video clips we watched are not there to see, and you would need to get additional notes on the general dynamics of guerrilla warfare from a reliable classmate. RevWar_Overview.pdf Also HOMEWORK was assigned today, due FRIDAY (see homework section above). Also, our date for our first TEST was announced for this upcoming Monday, see the test review download above.
Sept 23: DEBATE! On this day, we had students debate in groups on the colonists' right to rebel. (Prep had been going on in class for a few days previously. See dates below.) If you were absent, turn in your prep. work to Kabat.
Sept 22: NOTES: Students took minor notes of the opening fights of the Revolutionary War. If you missed class, you can see "Section 1" of the following slide show, and record just the very basics in your class notes book. RevWar_Overview.pdf
Sept 21: Kabat helped students in need of understanding material for use in Friday's debate. Students had the class period to create their three pages of divided info (info divided into Taxes, Trade, and Social Contract, as noted on Sept. 19, below).
Sept 20: Kabat met with each side of the debate (separately) to give them pointers on how to handle the TAX arguments for Friday's debate. Not here? Get a tax packet from class, and talk to another student who is on the same side as you. Or, come see Mr. Kabat after school (though, the debate is tomorrow, Friday, so talking to another student in the class may be better for getting this done before tomorrow). For half of the period, students worked to divide information from the two new packets, from the grid, and from notes into the three assigned categories (noted in debate instructions). For those categories, see below, the previous day's class.
Sept 19: Preparing for a DEBATE!
1) The class divided into sides for upcoming debate, and all received a new handout on trade policies that made the colonists angry, and begin debate prep for your side. DEBATE prep: You are to channel into any great information into THREE CATEGORIES for the debate: 1) Issues of TAXATION 2) TRADE issues 3) application of class materials to THE SOCIAL CONTRACT. That is, you are to move information from the grid (that we worked on in class), putting each item under one of these three categories. Move the best information (stats, quote, your reasoning) from the Taxation Handout into the "taxation" area of your prep work. Same with the Trade issues on the Mercantilism download (see #3).
2) Each student received (or will receive) a packet of primary source material on taxation issues, with statistics and rhetoric for both sides that each student is to use to find ammunition for the upcoming debate. (If absent, you need to pick up one of these in Kabat's classroom.) Kabat will meet with each half of the class to give pointers on items in this packet; the three things each should make sure they bring up during the debate. You will pick this packet up on class.
3) Packets on "Trade Issues" are available for download here, and are specific to the side you are on. So, depending on which side you are assigned for the debate, you need one of the following handouts on trade problems: Loyalist_Mercantalism.pdf Seperatist_Mercantalism.pdf
Sept 16: Students finished the grid (from previous two days of class). Then, Kabat reviewed three key areas of that grid for students to change or add to their info.
Sept 15: Students worked to finish the grid & handout on major events that lead to the Declaration of Independance and war, which (for some periods) we started the previous day. Miss class? Finish the grid by downloading the handouts: Reading: Stirrings_of_Rebellion.pdf Grid: Events_Leading_to_Dec.pdf
Sept 14: Debriefed the important ending solutions to your computer lab work (that the colonists should pay taxes, and some trade restrictions be placed on them). Added three lines of notes to your notes book. Introduced a fill-in grid that you will work on in class tomorrow. Not here? Well, ask a classmate about the general discussion and small resulting notes (or ask Kabat after school). Homework assigned on the French & Indian War, due Friday. See homework section above.
Sept 13: Finished LAB that was started the previous day's class. If you were absent, look at the previous day's info, download the powerpoint show, and pick up were you left off. Finish the interactive Powerpoint and turn in your work. Navigation.ppsx NOTE: Due to the intricate interactions in this powerpoint (it has links and "buttons" to other slides), it MUST run in Powerpoint, and not in any old powerpoint-"like" program. Don't forget: Chapter 4 was assigned yesterday and is due this Friday.
Sept 12: LAB: Trade and financial concerns begin to strain relations between the 13 colonies and England. Download this powerpoint, work through it, answering numbered questions: Navigation.ppsx NOTE: Due to the intricate interactions in this powerpoint (it has links and "buttons" to other slides), it MUST run in Powerpoint, and not in any old powerpoint-"like" program. If you were not in class and do not have Microsoft's Powerpoint program at home, then you will need to do this on a school computer before or after school. Or, you can set up a FREE student account with Microsoft 365 (cloud), and actually download the entire Microsoft Office Suite for free. --But, download and install would take you a while...
Sept 9: We took our first NOTES: Three key class concepts that will be used all year long, in several assignments. The slides I put on the overhead are downloadable here, but any examples and discussion items that these refer to should be gotten from Kabat after school or from a classmate. Key class concepts.pdf
Sept 8: Two items for today: 1) Homework Assigned on Jamestown. See the Homework section above to download it. 2) Then, we continued and finished the Land Claims Game. Homework Assigned on Jamestown. See the Homework section above to download it.
Sept 7: Introduction to classroom environments and begin Land Claims Game. (Not here this first day of class? --Don't worry about it, you can jump right in the next day real easy.)