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Weeks of Nov 2 and Nov 9

Course: Revolutionary Ideas - Remote, no cohorts

Course Schedule: Period 6 - 11:50-12:30 Monday-Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What does freedom mean to you? 
  2. How have societies gained freedom in various historical eras? 
  3. How does the spread of information impact societies? 

Standards/PIs:  

  1. I can compare and contrast the ideals and purposes of the founding documents. 
  2. I can compare and contrast the purposes, structures and functions of constitutional governments.
  3. I can describe historical eras, turning points, and enduring themes. 
  4. I can describe the reasons why change does or does not occur.

Student Assignments:

  1. Complete the “Learn” activity in Quizlet - Due Nov 4
  2. Crash Course Worksheets - Due Nov 6
  3. Test - Nov 10

Links/Resources: Google Classroom 



Course: US History - Remote, no cohorts

Course Schedule: Period 8 - 12:35-1:15 Monday - Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What role, if any, does the federal government have in ensuring the safety and well being of its citizens?
  2. How do wars shape alliances and contribute to national identities? 

Standards/PIs:  

  1. I can apply knowledge of major eras, enduring themes, turning points, and historic influences. 
  2. I can analyze the forces of continuity and change in the community, the state, the United States, and the world.
  3. I can understand and apply the concepts and processes of economics to understand issues of production, distribution, and consumption in the community.

Student Assignments:

  1. WWI Project - DUE NOV 9
  2. Study quizlet
  3. Test - Nov. 10

Links/Resources: Google Classroom 


Course:  AP Psychology - Both periods, both cohorts

Course Schedule: M-W, T-TH 

Office Hours: Friday 10:30-noon 

Essential Questions:  

  1. How do the parts of the brain and nervous systems work together to process information and control behavior? 
  2. How do the biological fields of neuroanatomy and genetics help to explain the behaviors of an individual. 
  3. How do levels of human consciousness change through our wake/sleep cycle, biological rhythms, hypnosis, and the use of certain drugs? 

Standards/PIs:  

  1.  Interaction of Heredity and Environment
  2. The Endocrine System
  3. Overview of the Nervous System and the Neuron
  4. Neural Firing
  5. Influence of Drugs on Neural Firing
  6.  The Brain
  7.  Tools for Examining Brain Structure and Function
  8. The Adaptable Brain
  9. Sleep and Dreaming

Student Assignments:

  1. Optional Work 
  2. Study for Ch 5 Vocab 
  3. Study for Test on Nov 9/Nov 10

Links/Resources: Google Classroom, Textbook is online in Google Classroom


Course: AP US History - Both periods, both cohorts - Not meeting in-person 


Course Schedule: M-W, Tu-Th

Office Hours: Friday 10-noon

Essential Questions:  

Standards/PIs:  


Links/Resources - Google Classroom 

Week of Oct 26

Course: Revolutionary Ideas - Remote, no cohorts

Course Schedule: Period 6 - 11:50-12:30 Monday-Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What does freedom mean to you? 
  2. How have societies gained freedom in various historical eras? 
  3. How does the spread of information impact societies? 

Standards/PIs:  

  1. I can compare and contrast the ideals and purposes of the founding documents. 
  2. I can compare and contrast the purposes, structures and functions of constitutional governments.
  3. I can describe historical eras, turning points, and enduring themes. 
  4. I can describe the reasons why change does or does not occur.

Student Assignments:

  1. Engineering an Empire - Due Oct 28
  2. Reformation - Due Oct 29
  3. Halloween Epitaphs - Due Nov 2

Links/Resources: Google Classroom 



Course: US History - Remote, no cohorts

Course Schedule: Period 8 - 12:35-1:15 Monday - Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What role, if any, does the federal government have in ensuring the safety and well being of its citizens?
  2. How do wars shape alliances and contribute to national identities? 

Standards/PIs:  

  1. I can apply knowledge of major eras, enduring themes, turning points, and historic influences. 
  2. I can analyze the forces of continuity and change in the community, the state, the United States, and the world.
  3. I can understand and apply the concepts and processes of economics to understand issues of production, distribution, and consumption in the community.

Student Assignments:

  1. WWI on the Homefront - Oct 28
  2. Quizlet - Learn game - Oct 29
  3. The Rise of Communism - Nov 2
  4. Halloween Epitaphs - Nov 2

Links/Resources: Google Classroom 


Course:  AP Psychology - Both periods, both cohorts

Course Schedule: M-W, T-TH 

Office Hours: Friday 10:30-noon 

Essential Questions:  

  1. How do the parts of the brain and nervous systems work together to process information and control behavior? 
  2. How do the biological fields of neuroanatomy and genetics help to explain the behaviors of an individual. 
  3. How do levels of human consciousness change through our wake/sleep cycle, biological rhythms, hypnosis, and the use of certain drugs? 

Standards/PIs:  

  1.  Interaction of Heredity and Environment
  2. The Endocrine System
  3. Overview of the Nervous System and the Neuron
  4. Neural Firing
  5. Influence of Drugs on Neural Firing
  6.  The Brain
  7.  Tools for Examining Brain Structure and Function
  8. The Adaptable Brain
  9. Sleep and Dreaming

Student Assignments:

  1. Songtastic Brain - Due Oct 26
  2. Read Textbook - Modules 9-12 - before Oct 19; Modules 13-15 - before Oct 26, Modules 22-25 before Nov. 2

Links/Resources: Google Classroom, Textbook is online in Google Classroom


Course: AP US History - Both periods, both cohorts - Not meeting in-person 


Course Schedule: M-W, Tu-Th

Office Hours: Friday 10-noon

Essential Questions:  

  1. To what extent did Jefferson & Madison continue the original goals of the Democratic-Republicans through their presidencies? 
  2. In what ways did the  political, economic, and social changes that occurred during the first half of the 19th century change the lives of the citizens of the United States? 

Standards/PIs:  

  1. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.
  2. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
  3. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Student Assignments: This is a continuation of a project started during the ODD rotation. Students will work on this until Oct. 25. 


The Federalists vs. Anti-Federalists during the Age of Jefferson  - Due Oct 11

The War of 1812 & Era of Good Feelings - Due Oct 11

Regional Interests and Identities -Due  Oct 11

American Foreign Policy Develops - Part 1 - Due Oct 11

American Foreign Policy Develops - Part 2 - Due Oct 18

The Age of Jackson and the Expansion of Federal Power - Due Oct 18

American National Culture - Due Oct 18

Second Great Awakening & Reform Movements of the 1830s & 1840s - Due Oct 25

The Experiences of African Americans in Antebellum America - Due Oct 25

Final Reflections - Due Oct 25


No New Assignments this week - catch up on reading and previous assignments


Links/Resources - Google Classroom 

Week of Oct 19

Course: Revolutionary Ideas - Remote, no cohorts

Course Schedule: Period 6 - 11:50-12:30 Monday-Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What does freedom mean to you? 
  2. How have societies gained freedom in various historical eras? 

Standards/PIs:  

  1. I can compare and contrast the ideals and purposes of the founding documents. 
  2. I can compare and contrast the purposes, structures and functions of constitutional governments.
  3. I can describe historical eras, turning points, and enduring themes. 
  4. I can describe the reasons why change does or does not occur.

Student Assignments:

  1. Renaissance - Due Oct 20
  2. Reformation - Due Oct 23

Links/Resources: Google Classroom 



Course: US History - Remote, no cohorts

Course Schedule: Period 8 - 12:35-1:15 Monday - Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What role, if any, does the federal government have in ensuring the safety and well being of its citizens?
  2. How do wars shape alliances and contribute to national identities? 

Standards/PIs:  

  1. I can apply knowledge of major eras, enduring themes, turning points, and historic influences. 
  2. I can analyze the forces of continuity and change in the community, the state, the United States, and the world.
  3. I can understand and apply the concepts and processes of economics to understand issues of production, distribution, and consumption in the community.

Student Assignments:

  1. World War I Begins - Due Oct 19
  2. World War I, Part 2 - Due Oct 21

Links/Resources: Google Classroom 


Course:  AP Psychology - Both periods, both cohorts

Course Schedule: M-W, T-TH 

Office Hours: Friday 10:30-noon 

Essential Questions:  

  1. How do the parts of the brain and nervous systems work together to process information and control behavior? 
  2. How do the biological fields of neuroanatomy and genetics help to explain the behaviors of an individual. 
  3. How do levels of human consciousness change through our wake/sleep cycle, biological rhythms, hypnosis, and the use of certain drugs? 

Standards/PIs:  

  1.  Interaction of Heredity and Environment
  2. The Endocrine System
  3. Overview of the Nervous System and the Neuron
  4. Neural Firing
  5. Influence of Drugs on Neural Firing
  6.  The Brain
  7.  Tools for Examining Brain Structure and Function
  8. The Adaptable Brain
  9. Sleep and Dreaming

Student Assignments:

  1. Songtastic Brain - Due Oct 26
  2. Brain Pick-Up Lines - Due Oct 24
  3. Brain Model - Due Nov. 2
  4. Read Textbook - Modules 9-12 - before Oct 19; Modules 13-15 - before Oct 26, Modules 22-25 before Nov. 2

Links/Resources: Google Classroom, Textbook is online in Google Classroom


Course: AP US History - Both periods, both cohorts - Not meeting in-person 


Course Schedule: M-W, Tu-Th

Office Hours: Friday 10-noon

Essential Questions:  

  1. To what extent did Jefferson & Madison continue the original goals of the Democratic-Republicans through their presidencies? 
  2. In what ways did the  political, economic, and social changes that occurred during the first half of the 19th century change the lives of the citizens of the United States? 

Standards/PIs:  

  1. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.
  2. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
  3. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Student Assignments: This is a continuation of a project started during the ODD rotation. Students will work on this until Oct. 25. 


The Federalists vs. Anti-Federalists during the Age of Jefferson  - Due Oct 11

The War of 1812 & Era of Good Feelings - Due Oct 11

Regional Interests and Identities -Due  Oct 11

American Foreign Policy Develops - Part 1 - Due Oct 11

American Foreign Policy Develops - Part 2 - Due Oct 18

The Age of Jackson and the Expansion of Federal Power - Due Oct 18

American National Culture - Due Oct 18

Second Great Awakening & Reform Movements of the 1830s & 1840s - Due Oct 25

The Experiences of African Americans in Antebellum America - Due Oct 25

Final Reflections - Due Oct 25


Links/Resources - Google Classroom 

Week of Oct 12

Course: Revolutionary Ideas - Remote, no cohorts

Course Schedule: Period 6 - 11:50-12:30 Monday-Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What does freedom mean to you? 
  2. How have societies gained freedom in various historical eras? 

Standards/PIs:  

  1. I can compare and contrast the ideals and purposes of the founding documents. 
  2. I can compare and contrast the purposes, structures and functions of constitutional governments.
  3. I can describe historical eras, turning points, and enduring themes. 
  4. I can describe the reasons why change does or does not occur.

Student Assignments:

  1. What Freedom Means to Me - Due Oct 14
  2. Preamble in Your Own Words - Due Oct 15
  3. Constitution Scavenger Hunt - Due Oct 18

Links/Resources: Google Classroom 



Course: US History - Remote, no cohorts

Course Schedule: Period 8 - 12:35-1:15 Monday - Thursday

Office Hours: Friday 10-noon

Essential Questions:  

  1. What role, if any, does the federal government have in ensuring the safety and well being of its citizens?
  2. How do societies respond to economic change?
  3.  Is it the responsibility of democratic nations to bring about democracy in the world? 

Standards/PIs:  

  1. I can apply knowledge of major eras, enduring themes, turning points, and historic influences. 
  2. I can analyze the forces of continuity and change in the community, the state, the United States, and the world.
  3. I can understand and apply the concepts and processes of economics to understand issues of production, distribution, and consumption in the community.

Student Assignments:

  1. Increasing Technology - Due Oct 14
  2. Imperialism - Due Oct 15
  3. World War I Begins - Due Oct 18

Links/Resources: Google Classroom 


Course:  AP Psychology - Both periods, both cohorts

Course Schedule: M-W, T-TH 

Office Hours: Friday 10:30-noon 

Essential Questions:  

  1. How do the parts of the brain and nervous systems work together to process information and control behavior? 
  2. How do the biological fields of neuroanatomy and genetics help to explain the behaviors of an individual. 
  3. How do levels of human consciousness change through our wake/sleep cycle, biological rhythms, hypnosis, and the use of certain drugs? 

Standards/PIs:  

  1.  Interaction of Heredity and Environment
  2. The Endocrine System
  3. Overview of the Nervous System and the Neuron
  4. Neural Firing
  5. Influence of Drugs on Neural Firing
  6.  The Brain
  7.  Tools for Examining Brain Structure and Function
  8. The Adaptable Brain
  9. Sleep and Dreaming

Student Assignments:

  1. Songtastic Brain - Due Oct 19
  2. Brain Pick-Up Lines - Due Oct 24
  3. Brain Model - Due Nov. 2
  4. Read Textbook - Modules 9-12 - before Oct 19; Modules 13-15 - before Oct 26, Modules 22-25 before Nov. 2

Links/Resources: Google Classroom, Textbook is online in Google Classroom


Course: AP US History - Both periods, both cohorts - Not meeting in-person 


Course Schedule: M-W, Tu-Th

Office Hours: Friday 10-noon

Essential Questions:  

  1. To what extent did Jefferson & Madison continue the original goals of the Democratic-Republicans through their presidencies? 
  2. In what ways did the  political, economic, and social changes that occurred during the first half of the 19th century change the lives of the citizens of the United States? 

Standards/PIs:  

  1. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.
  2. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
  3. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Student Assignments: This is a continuation of a project started during the ODD rotation. Students will work on this until Oct. 25. 


The Federalists vs. Anti-Federalists during the Age of Jefferson  - Due Oct 11

The War of 1812 & Era of Good Feelings - Due Oct 11

Regional Interests and Identities -Due  Oct 11

American Foreign Policy Develops - Part 1 - Due Oct 11

American Foreign Policy Develops - Part 2 - Due Oct 18

The Age of Jackson and the Expansion of Federal Power - Due Oct 18

American National Culture - Due Oct 18

Second Great Awakening & Reform Movements of the 1830s & 1840s - Due Oct 25

The Experiences of African Americans in Antebellum America - Due Oct 25

Final Reflections - Due Oct 25


Links/Resources - Google Classroom 

Week of Oct. 5

Course/Period/Group:  A.P. U.S. History

Course Schedule: M-W 

Office Hours: Friday 10-Noon

Essential Questions:  

  1. To what extent did Jefferson & Madison continue the original goals of the Democratic-Republicans through their presidencies? 

Standards/PIs:  

  1. I can explain the differences between the ideals and policies of Federalists and Democratic-Republicans.
  2. I can evaluate the domestic and foreign policies of Thomas Jefferson
  3.  I can analyze the significance of the rulings of John Marshall and the development of the Supreme Court.
  4. I can describe the causes and effects of the War of 1812. Include supporters and opponents of the war.

Student Assignments: This is part of a larger project. - Everything is due on October 11. There will be some class time to work on these assignments. 

  1. Create Your Character & Write a letter of Introduction   
  2. Federalist Editorial & Democratic-Republican Editorial
  3. War of 1812 Soldier’s Memoir
  4. Letters from North, South, & West
  5. Foreign Policy Political Cartoon Analysis

Links/Resources:

Google Classroom

Online Textbook

Crash Course Videos

Jocz Videos


Resources Page in Google Classroom: https://classroom.google.com/w/MTA2MTM3Mjc1MDYz/tc/MTU4MjIwNTYxNDA2

 

Week of Sept. 28

Course: AP US History - Both periods, both cohorts

Course Schedule: M-W, Tu-Th

Office Hours: Friday 10-noon

Essential Questions:  When is it acceptable to rebel against your government? How much power should the federal government have? How does a democracy balance federal control and individual rights? 

 Standards/PIs:  

3.1 I can explain the causes of the French and Indian War., 3.2 I can explain the significance of the Albany Congress: its goals and shortcomings., 3.3 I can describe the effects of the French & Indian War on colonists, Britain & Native Americans., 3.4 I can evaluate the relative importance of the 4 main causes for American independence., 3.5 I can define mercantilism and explain how it affected British policies toward the colonies., 3.6 I can explain examples of colonial resistance to British policies, including actions taken and groups formed., 3.7 I can analyze the reasons given in the Declaration of Independence for the colonies rebelling., 3.8 I can explain debates between Loyalists and Patriots, 3.9 I can evaluate how the colonists won the American Revolution, including relative strengths and weaknesses of each side, specific battles and contributions of women., 3.10 I can explain the successes and shortcomings of the Articles of Confederation and why a Constitutional Convention was called., 3.11 I can enumerate the compromises reached in the Constitutional Convention., 3.12 I can describe the debates between Federalists & Anti-Federalists and how the Bill of Rights was key to ratification of the Constitution., 3.13 I can explain the government structure created under Washington, including Hamilton’s financial system., 3.14 I can explain foreign and domestic challenges and successes during the Washington Administration., 3.15 I can explain foreign and domestic challenges and successes during the Adams Administration. 

Student Assignments: All are due by October 4 at midnight

Road to Revolution

Race, Class, and Gender in the American Revolution

Constitution Scavenger Hunt

Washington & Adams Report Cards

Optional Work: Hamilton Lyric Application, Review Quiz


Links/Resources:

Google Classroom

Resources: Time Period 3 Slides

Pam Carter - Weeks of Sept 14 and Sept 21

Course/Period/Group:  A.P. U.S. History

Course Schedule: M-W 

Office Hours: Friday 10-Noon

Essential Questions:  

How did contact between Europe, Africa, and the New World affect each region?

Standards/PIs:  

  1. I can explain the effects of the initial European contact with the Americas, including the Columbian Exchange.
  2. I can describe the encomienda system and both native & European responses to Spanish colonization. 
  3. I can compare the goals of Europeans in exploration and conquest and analyze how that affected their interactions with natives.
  4. I can discuss the unique characteristics of the British colonies on the Atlantic seaboard by region and by colony. 
  5. I can describe the transatlantic trade system that developed and how it advanced mercantilist goals
  6. I can identify examples of cooperation & conflict between natives and Europeans
  7. I can track the causes and effects of the rise of slavery in the colonies.
  8. I can describe the development of political institutions in the British colonies and evaluate the extent to which they were democratic.

Student Assignments:

Optional - Crash Course Videos and Questions

  1. Pre-Contact Native Societies - Due Sept 21
  2. New World Contact Document Analysis - Due Sept 21
  3. Conflicting Perspectives - Due Sept 21
  4. Colonial Regions - Due Sept 28
  5. Colonial Religions - Due Sept 28
  6. Colonial Economy & Conflict with Native Americans - Due Sept 28

Links/Resources:

Google Classroom