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LCD Screen. 5 th. 17. Closet. 16 . Mia Gvirtsman. 32 . Andrew Thornberry. 14 . Ethan Giles. 29 . Negin Shahiar. 11 . Renee Desimpel. 15 . Nicholas Guerrero. 13 . Jessica Fernandez. 28 . Haley Sawamura. 34 . Alysia Wang. 31 . Eric Theil. 10 . Elena DeAngelis. Windows. - PowerPoint PPT Presentation
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LCD ScreenCl
oset
White Board Bookshelf
Computer Desk
Window
sW
hite
Boa
rd
Table
1. Sheila Ahi
2. Logan Allen
3. Fernando Antelo
4. Andrew Belove
5. Alexander Bergman
6. Jordana Bischoff
7. Laura Cabrera
8. Adam Call
9. Robert Carpenter
10. Elena DeAngelis
11. Renee Desimpel
12. Alex Everett
13. Jessica Fernandez
14. Ethan Giles
15. Nicholas Guerrero
16. Mia Gvirtsman
17.
18. Dylan Hoefling
19. Brian Hsu
20. Ryan Lo
21. Allison Mark
22. Andrew McCormick
23. Vanessa Mejia
24.
25. Elizabeth Ortiz
26. Alexander Perry
27. Mark Pong
28. Haley Sawamura
29. Negin Shahiar
30. Jonathan Sorensen
31. Eric Theil
32. Andrew Thornberry
33. Jose Villa
34. Alysia Wang
5th
LCD ScreenCl
oset
White Board Bookshelf
Computer Desk
Window
sW
hite
Boa
rd
Table
1. Kiana Ariyama
2. Daniel Ballesteros
3. Clinton Blakely
4. Adrian Brandemuehl
5. Kevin Chan
6. Stephanie Egger
7. Matthew Ford
8. Jodan Gault
9. Jolie Goolish
10. Alexis Greenberg
11. Justin Hartney
12. Kareena Hirani
13. Kevin Ives
14. James Kuszmaul
15. Adam Lee
16. Amme Lee
17.
18. Alvin Lu
19. Samuel Moore
20. Kiana Nouri
21. Elena Onoprienko
22. Margarita Patio
23. Melissa Reed
24. Louis Rosen
25. Lauren Scott
26. Ankit Sharma
27. Matthew Shearer
28. Brian Silverman
29. Dean Trammell
30. Drew Mitchner
31. Rachel Uyeda
32. Ellen Wieneke
33. Laura Wolff
34. Cannon Wong
6th
Mrs. Gabriel’s ClassWelcome & Introduction
Class Schedule & Help/Makeup Work 1st Period- US History 2nd Period- US
History 3rd Period- US History 4th Period- Prep 5th Period- USHAP 6th Period- USHAP 7th Period- Prep
Make an appointment
You may not turn in ANY late work unless you meet with me.
Food???Food and drinks are okay as long as you clean up after yourself!!
*Feel free to bring extra for your teacher
Attendance/Participation
“on time, one at a time”
Participation and class work counts for a large portion of your grade. This includes tardies and absences
RESPECT!!
Cell Phones??Texting in classPhone goes to the office
Phone rings in classTreats to the class
-or-Phone goes to the office
Bathroom Policy
Quietly, leave your phone in the box by the door.
One at a time If you forgot your phone or do not have one,
please tell me. You have 5 minutes to use the restroom
USHAP Unit 1
Colonial America
Class Overview, Colonialism Day 1 Objective: Establish learning culture and HW
expectations for the week Content: Schools of American historiography Skills: Interpreting historiography
Agenda:1. Welcome and Class Overview
1. Index cards HW2. Hanson prompt HW3. Schools of Historiography Hand-out & Formative
Assessment4. Historiography Matrix
1. Index cards HW
2. Hanson prompt HW Prompt: Focusing on word choice, purpose,
and expressed values, identify the author’s historiographical position. *Write down prompt on the top of the Hanson
handout Cite several specifics from the article to
substantiate your claim. 1-2 paragraphs, typed
Schools of Historiography Formative Assessment Write your name on the green sheet Read and annotate for 15-20 minutes quietly Respond to Multiple Choice questions (on your
own piece of paper) Grade MC questions
Schools of Historiography Formative Assessment
1) D
2) B
3) D
4) C
5) A
Put your overall score out of five (i.e. 3/5) and circle it at the top of the page.
Schools of Historiography Discussion Matrix
Progressives1900-1940s
Consensus1940s-1960s
New Left1960s-1980s
Neo-Conservative1980s-Present?
Language of the DisciplineEthicsBig IdeaOther?
Class Overview, Colonialism Day 2 Objective: Establish class routines, play with
historiography Content: Schools of historiography Skills: Critical reading, interpreting
historiography, and expository writing
Agenda:1. *Finish discussing MC Questions (if necessary)2. Homework3. Creating a left-right spectrum4. Hanson response: Claim and specifics self-editing5. Zinn HW assignment
1. Index cards HW: Turn in your cards
2. Creating a left-right spectrum Put the 4 schools of American historiography
in chronological order: 1. 2. 3. 4.
Next, put the 4 schools in cause and effect order:
2. Creating a left-right spectrum What do the political terms “left” and “right”
mean? Where do the schools fit on the spectrum?
Claim Evidence
Left Right
3. Hanson response: Claim and specifics self-editing What words do we associate with each school?
Progressive: Consensus: New Left: Neo-Conservative:
So in what school do we place Hanson? How do we know?
3. Hanson response: Claim and specifics self-editingSelf-assessment:1. Did you provide a general claim about
Hanson's historiography? 2 points2. Did you place Hanson in the Neo-con school
of historiography? 1 point3. Did you provide at least two specific
references from the reading? 1 point4. Did you use those references as evidence to
substantiate your claim? 1 point
4. Zinn HW assignment For tonight's HW, read the first 11 pages of Howard
Zinn's A People's History of the United States. Read only- do not mark up the reading.
Using the exact same prompt as you used for the Hanson reading, write a response that makes a general claim about Zinn's school of historiography. Prompt: Focusing on word choice, purpose, and
expressed values, identify the author’s historiographical position.
Include specific references from the reading as evidence to substantiate your claim.
Class Overview, Colonialism Day 3 Objective: Establish class routines, play with historiography,
preview reading Content: Schools of historiography, colonial regions Skills: Critical reading, interpreting historiography, and expository
writing
Essential question: Why did the colonial regions develop so distinctly?
Agenda:1. HW assignment: Community and Diversity2. Get a binder and notebooks3. Course info sheet: Signed copy due Friday4. Zinn response: Claim and specifics references editing5. Ch. 3 preview activity: accelerating comprehension and retention
1. HW assignment: Community and Diversity For tonight's HW, read the "Community and
Diversity introduction in Out of Many.
Using the exact same prompt as you used for the Hanson and Zinn readings, write a response that makes a general claim about the Out of Many authors' school of historiography. Include specific references from the reading as evidence to substantiate your claim.
2. Get a binder and notebooks You need a spiral bound, 8.5 x 11 inch
notebook (or a dedicated binder if you are typing and printing your notes).
You also need a section in a binder for securing hand-out materials that we use over the course of the year.
3. Course info sheet: Signed copy due tomorrow
4. Zinn response: Claim and specifics references editing Where do we place Zinn on this spectrum?
Why?
4. Zinn response: Claim and specifics references editingSelf and peer assessment:1. Is there a general claim about Zinn's
historiography? 1 point2. Does the claim place Zinn in the New Left
school of historiography? 1 point3. Are there at least two specific references
from the reading? 1 point4. Are those references used as evidence to
substantiate your claim? 2 pointsTurn in the Zinn reading and your Zinn reading prompt response
5. Ch. 3 preview activity: accelerating comprehension and retention
Groups: Characteristics:
Directions: Sort the characteristics listed into appropriate groups below. Some characteristics may apply to more than one group. Native Americans: Spanish: French: English:
Converted and used the labor of Native Americans.
Colonies founded by religious dissenters. Intermarried between groups. Brought families. Focused on fur trading. Looked for gold. Allied with others to fight enemies. Grew tobacco. Formed a confederacy. Relied heavily on indentured servants. Used the waterways as travel routes. Created frontiers of “inclusion.” Created frontiers of “exclusion.” Funded by joint-stock companies. Aided by diseases.
5. Ch. 3 preview activity: accelerating comprehension and retention
Native Americans Spanish focused on fur trading allied with others to
fight enemies formed a confederacy used the waterways
as travel routes grew tobacco intermarried between
groups
converted and used the labor of Native Americans
intermarried between groups
looked for gold aided by diseases allied with others to fight
enemies created frontiers of
“inclusion”
5. Ch. 3 preview activity: accelerating comprehension and retention
French English intermarried between
groups focused on fur trading allied with others to
fight enemies used waterways as
travel routes aided by diseases created frontiers of
“inclusion"
founded by religious dissenters brought families looked for gold allied with others to fight
enemies grew tobacco relied heavily on indentured
servants funded by joint-stock companies created frontiers of “exclusion” aided by diseases
Class Overview, Colonialism Day 4 Objective: Play with historiography, establish
note taking expectations Content: None Skills: Note taking, critical thinking
Agenda:1. Notebook assignment and Ch. 3 notes: What are the
key expectations of USHAP notes?2. How to access the reading calendars3. "Community and Diversity" debrief: wither our
authors? 4. Critical thinking skills: Higher Order Thinking (HOT)
Homework Turn in your signed CIS
1. Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes?
Cornell Notes Always include
reading question response.
Analysis:
Chapter:Section:
Date:
Question/Main Ideas/Vocabulary
Notes/Answers/Definitions/Examples/Sentences
Key Terms & Academic VocabularyKey PeopleDates & EventsAdditional NotesSummary At the end of each section, use the
information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize and analyze the section.
2. How to access the reading calendars For the weekend's HW, go to www.mvla.net and get
on my website homepage. Click on "USHAP", then click on "Documents", then
click on the folder titled "Reading Assignment Calendars". Open the document titled "USHAP Reading Calendar August".
HW is listed on the day it is DUE. Always date notes by the day they are due, not the date you did them.
Reading prompt responses are indicated by a question mark and the page number the prompt is found on. Thus, "? 61" means answer the prompt on the margin of page 61.
3. "Community and Diversity" debrief: wither our authors?
Where do we place Out of Many on this spectrum? Why?
4. Critical thinking skills: Higher Order Thinking (HOT)
4. Critical thinking skills: Higher Order Thinking (HOT) There are one story
intellects, two story intellects, and three story intellects with skylights.
All fact collectors who have no aim beyond their facts are one story thinkers.
Two story thinkers compare, reason, and generalize.
Three story thinkers idealize, imagine, predict. They reach beyond the skylight. -phrases borrowed from O.W. Holmes
Practice and preview: 1. Examine the Ch. 3
Chapter outline on page 59.
2. With your partner, write a 1st, 2nd and 3rd story question on the back of the Ch. 3 notes