HW Ch. 25, Sec. 5 and Regents Prep Unit 6

Read: Eric Foner, Chapter 25, Section 5 p. 977-987; packet distributed in class. 
Task: Annotate as you read; Guidelines provided below
Due: Tuesday, June 4, 2013

Regents Prep Unit 5: Available on Castle Learning; worth 20 points; 30 questions
Due: Wednesday 6/5 by 11:59pm

Annotation Guidelines:

1. Read FIRST, then annotate
2. Write one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. Your underlining/highlighting should be the line, sentence or quote that SUPPORTS your annotation summary.
4. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
5. Identify any words that may be key vocabulary terms or words that you need to look up
6. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

HW Ch. 25, Sec. 4 and Regents Prep Unit 5

Read: Eric Foner, Chapter 25, Section 4 p. 973-977; packet distributed in class. 
Task: Annotate as you read; Guidelines provided below
Due: Monday, June 3, 2013

Regents Prep Unit 5: Available on Castle Learning; worth 20 points; 45 questions
Due: Sunday 6/2 by 11:59pm

Annotation Guidelines:

1. Read FIRST, then annotate
2. Write one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. Your underlining/highlighting should be the line, sentence or quote that SUPPORTS your annotation summary.
4. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
5. Identify any words that may be key vocabulary terms or words that you need to look up
6. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

HW Civil Rights Movement Unit 2

Read: The Civil Rights Movement, Unit 2, p. 26-36; packet distributed in class. 
Task: Annotate as you read; Guidelines provided below; follow directions
Due: Friday, May 24, 2013

Regents Prep Unit 3: Available on Castle Learning; worth 20 points
Due: Saturday 5/25 by 11:59pm

Annotation Guidelines:

1. Read FIRST, then annotate
2. Write one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. Your underlining/highlighting should be the line, sentence or quote that SUPPORTS your annotation summary.
4. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
5. Identify any words that may be key vocabulary terms or words that you need to look up
6. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Regents Prep Unit 2

Regents Prep Unit 2: Available on Castle Learning; worth 20 points
Due: Tuesday 5/21 by 11:59pm

HW 5/17 Ch. 24, Sec. 3 and Regents Prep

Read: Eric Foner, Chapter 24, Section 3 p. 942-952; packet distributed in class. 
Task: Annotate as you read; Guidelines provided below
Due: Tuesday, May 21, 2013

Regents Prep Unit 1: Available on Castle Learning; worth 20 points
Due: Monday 5/20 by 11:59pm

Annotation Guidelines:

1. Read FIRST, then annotate
2. Write one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. Your underlining/highlighting should be the line, sentence or quote that SUPPORTS your annotation summary.
4. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
5. Identify any words that may be key vocabulary terms or words that you need to look up
6. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

HW 5/3 Ch. 23, Sec. 1-3 & SRF

Read: Foner Chapter 23, Sections 1-3; Packet distributed in class
Task: Cornell Notes for each section (worth 45 points) and complete the SRF outlined below (worth  10 points).
Due: Monday, May 6th

SRF Guidelines: 

Reading: Chapter 23, Section 1
Guidelines: Must be 8-10 sentences; no more, no less. Must use at least 3 of the concepts from the Cold War listed below to support your answer
Question: “During WWII the United States and the Soviet Union were allies. In the United States, Stalin was often referred to as ‘Uncle Joe.’  What events towards the end of WWII created tension between the United States and the Soviet Union?”

·         Use at least 3 of the following concepts to support your response:

o   Yalta,

o   Stalin

o   Potsdam,

o   A-bomb,

o   Eastern Europe

o   Poland,

o   FDR death’s

o   Truman

HW 4/23 & 4/25 Foner Ch. 22, Sec. 1-3

Read: Eric Foner, Chapter 22, Section 1; packet distributed in class.

Task: Complete Cornell Notes for each section- 1 section worth 15 points total! Guidelines provided below 
Due: Tuesday, April 24, 2013

Due to a Junior Class Field Trip on Thursday, April 25, we will not have class. Homework due on Friday, April 26th, will be:

Read: Eric Foner, Chapter 22, Sections 2, 3; packet distributed in class.

Task: Complete Cornell Notes for each section- 2 sections worth 30 points total! Guidelines provided below 
Due: Friday, April 25, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW Reading Ch. 21 Sections 5 & 6

Read: Eric Foner, Chapter 21, Sections 5 & 6; packet distributed in class.

Task: Complete Cornell Notes for each section- 2 sections worth 30 points total! Guidelines provided below 
Due: Friday, April 19, 2013
* EXAM! Tuesday, 4/23 on the New Deal and Chapter 21

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 4/16 SRF on the 100 Days

Task: Using these today's classwork, answer the SRF question at the back of your packet from today's class. You must use at least two direct quotes, fully explained and analyzed, from the readings listed above to support your response. You must answer on a separate sheet of paper, per the directions

Due: Wednesday, April 17, 2013

HW 4/15 SRF on the Dust Bowl

Task: Using these today's classwork, answer the SRF question at the back of your packet from today's class. You must use at least two direct quotes, fully explained and analyzed, from the readings listed above to support your response. You must answer on a separate sheet of paper, per the directions

Due: Tuesday, April 16, 2013

HW 4/12 Ch. 21, Sec 1-4

Read: Eric Foner, Chapter 21, Sections 1-4; pages 794-820*; packet distributed in class.

Task: Complete Cornell Notes for each section- 4 sections worth 60 points total! Guidelines provided below 
Due: Monday, April 15, 2013

*Previously this post stated that the reading was from pages 794-813, but that was incorrect. Section 4 does not end until page 820. 

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

Exam: Foner Ch. 18-20

Exam Content: Foner Chapter 18, 19, 20
Exam Format: 50 multiple choice questions
Exam Date: Friday, April 12, 2013
Topics:

Chapter 18 

• The Progressive Era
• Reforms and Reformers
• Presidents and their Policies

Chapter 19

• World War I
• Presidents and their Policies
• Race, Women, and Civil Liberties (or not) in war-times

Chapter 20

• Versions of the 1920s
• Culture Wars: Women, Blacks, Immigrants, Religion/Science, Prohibition
• The Great Depression

HW 4/5 Race & Society in the 1920s

Read: "Race and Society in the 1920s" (p.15-18) from your 1920s classwork packet; packet distributed yesterday in class; available electronically if you email Ms. Hanemann

Task: 

• Use the readings on Race and Society to answer the questions on page 18 of your packet.  
• As you read, annotate in the margins, following all previous annotation guidelines to earn full credit. 
• When you have completed the readings, answer all questions on page 18 on a separate sheet of paper to hand in for credit as well. 
• Your goal in this reading is find out how each major idea in the reading influenced the others politically, economically, and socially. 

Due: Monday, April 8th 

HW 4/4 Reading: Women, Consumerism and Multimedia in the 1920s

Read: "Women, Consumerism and Multimedia in the 1920s" (p.15-18) from your 1920s classwork packet; packet distributed yesterday in class; available electronically if you email Ms. Hanemann

Task: As you read, annotate in the margins, following all previous annotation guidelines to earn full credit. 

Due: Friday, April 5th 

HW 4/3 Reading: Reaction & Rebellion in the 1920s with Annotation and Questions

Read: Rebellion & Reaction in the 1920s (p.4-9) of your 1920s classwork packet; packet distributed today in class; available electronically if you email Ms. Hanemann

Task: 

• Use the readings on the Red Scare, Fundamentalism, the Scopes Trial, Leopold and Lowe, Prohibition and Immigration to answer the questions on page 9 of your packet.  
• As you read, annotate in the margins, following all previous annotation guidelines to earn full credit. 
• When you have completed the readings, answer all 8 questions on page 9 on a separate sheet of paper to hand in for credit as well. 
• Your goal in this reading is find out how each major idea in the reading influenced the others politically, economically, and socially. 

Due: Thursday, April 4th 

HW 3/21 Foner Chapter 20 ALL SECTIONS

Read: Eric Foner, Chapter 20, ALL SECTIONS; packet distributed in class.

Task: Complete Cornell Notes for each section- 5 sections worth 75 points total! Guidelines provided below
Due: Wednesday, April 3, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 3/14 Foner Chapter 19 All Sections

Read: Eric Foner, Chapter 19, ALL SECTIONS; packet distributed in class.

Task: Complete Cornell Notes for each section- 5 sections worth 75 points total! Guidelines provided below
Due: Tuesday, March 19, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 3/5/3/13

All students should be working on their Immigration Project 

Read: Eric Foner, Chapter 18, Section 2 (p. 685-705); packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Friday, 3/8
* Chapter 18 Section 3 will be due on Tuesday, 3/12 and Section 4 will be due on Wednesday 3/13

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 3/4 See Syllabus

Click here to view the syllabus, which identifies the homework assigned for 2/11 and all upcoming assignments.

• If you haven't already, place the syllabus somewhere that you can regularly refer to it OR bookmark the post of the syllabus linked above. 
• You are expected to refer to the syllabus for all of your assignments for the remainder of the school year. 

HW 3/1 See Syllabus

Click here to view the syllabus, which identifies the homework assigned for 3/1 and all upcoming assignments.

• If you haven't already, place the syllabus somewhere that you can regularly refer to it OR bookmark the post of the syllabus linked above. 
• You are expected to refer to the syllabus for all of your assignments for the remainder of the school year. 

2/27 American Imperialism Political Cartoons

Review: The Birth of the American Empire as Seen Through Political Cartoons p. 9-14 in your Chapter 17 class packet; packet distributed in class today. 

Task: Analyze the message of each cartoon as it relates to your knowledge of American Imperialism. Be prepared to discuss the questions on page 8 with regard to how American imperialism is depicted in these cartoons.

Due: Thursday, 2/28

* Cumulative Exam on Monday 3/4- Multiple Choice & Short Answer

HW 2/26 Complete Chart on Page 4

Due: Wednesday 2/27
Task:

• Complete the chart on page 4 of your Chapter 17 Classwork packet; you should use Chapter 17, section 2 and Jim Crow Blues to help you complete the chart
• Answer the question at the bottom of the page
• Be prepared to review that material in class tomorrow

HW 2/13 The Gilded Age Packet

Read: "The Rich are Good Natured" and "Story of a Monopoly" on  p. 7-9 and the political cartoons on p. 9-10  in your Chapter 16 class packet; packet distributed in class today.
Due: Thursday 2/14
Task:

• Read each document
• Answer the questions for each document; provide definitions where requested. 
• Analyze each political cartoon

HW 2/11 See Syllabus

Click here to view the syllabus, which identifies the homework assigned for 2/11 and all upcoming assignments.

• If you haven't already, place the syllabus somewhere that you can regularly refer to it OR bookmark the post of the syllabus linked above. 
• You are expected to refer to the syllabus for all of your assignments for the remainder of the school year. 

HW 2/8 See Syllabus

Click here to view the syllabus, which identifies the homework assigned for 2/8 and all upcoming assignments.

• If you haven't already, place the syllabus somewhere that you can regularly refer to it OR bookmark the post of the syllabus linked above. 
• You are expected to refer to the syllabus for all of your assignments for the remainder of the school year. 

HW 2/6 Life After Slavery Primary Sources

Read: Life After Slavery Primary Source Documents  p. 18-21 in your Chapter 15 class packet; packet distributed in class today. Please click here for a digital copy of the documents with the questions if you lost yours
Due: Thursday 2/7
Task:

• Read each document
• Answer the questions for each document

* MID-TERM PRACTICE QUESTIONS AVAILABLE ON CASTLE LEARNING

* TERM PAPER OUTLINES HAVE BEEN RETURNED AND THE FINAL PAPER IS DUE FRIDAY

HW 2/5 Analyze Thomas Nast Political Cartoons

Review: Each Thomas Nast Cartoon from the Reconstruction Era, p. 9-17 in your Chapter 15 class packet; packet distributed in class today. Please click here to see digital versions of the images if your packet are not clear. Each cartoon is listed by its TITLE. 

Task: Analyze the message of each cartoon as it relates to your knowledge of the Reconstruction Era with at least 3 bullet points, leaving room to include further analysis that we will discuss in class tomorrow.

Due: Wednesday, 2/6

* MID-TERM PRACTICE QUESTIONS AVAILABLE ON CASTLE LEARNING

* TERM PAPER OUTLINES HAVE BEEN RETURNED AND THE FINAL PAPER IS DUE FRIDAY

HW 2/5 Abandonment of Reconstruction Chart

Read: The Abandonment of Reconstruction Chart p. 8 in your Chapter 15 class packet; packet distributed in class today. Please email Ms. Hanemann for a digital copy of the chart if you lost yours
Due: Tuesday, 2/5
Task: Use you reading and Cornell Notes from Chapter 15, Section 4 (p. 576-583) to identify the components that will allow you to answer the aim.  Explain how each concept listed below contributed to the collapse of Reconstruction.

* MID-TERM PRACTICE QUESTIONS AVAILABLE ON CASTLE LEARNING

* TERM PAPER OUTLINES HAVE BEEN RETURNED AND THE FINAL PAPER IS DUE FRIDAY

HW 2/1 Radical Reconstruction Documents

Read: Radical Reconstruction Primary Source Documents  p. 6-7 in your Chapter 15 class packet; packet distributed in class today. Please click here for a digital copy of the documents with the questions if you lost yours
Due: Monday, 2/4
Task:

• Read each document
• Answer the questions for each document
• Be prepared to complete an in-class SRF on this topic. 

* MID-TERM PRACTICE QUESTIONS AVAILABLE ON CASTLE LEARNING

* TERM PAPER OUTLINES HAVE BEEN RETURNED AND THE FINAL PAPER IS DUE NEXT WEEK!

HW 1/31 General Sherman's Special Field Order No. 15

Read: General William Sherman's Special Field Order 15 (1865) p. 3-4 in your Chapter 15 class packet; packet distributed in class today. Please click here for a digital copy of the text with the questions if you lost yours (Click on Document #2- the questions are at the end of the introduction).
Due: Friday, 2/1
Task:

• Summarize each portion of the order in the margins
• Underline his specific plans for reconstruction
• Answer each discussion question at the end of the reading.

HW 1/29 A To-Do List

Tasks:

• Review class syllabus for second semester so far- January 29th through Spring Break
• This document was handed out in class and is also posted on the blog here.
• Make sure that you highlight important dates and/or re-write these dates into your agenda book so that you remember them.
• Continue to work on Slavery Term Paper ideas
• Review of the Mid-Year exam on February 8th
• Complete classwork? Did we finish the tasks in class today? No? Then you need to finish them and receive credit tomorrow.

Syllabus January 29th through Spring Break

US History 11

Class Syllabus Second Semester

January 29, 2013- April 3, 2013

1/29-1/30 Class Topic: Finish Civil War and Foner Chapter 14

1/31-2/7 Class Topic: The Reconstruction Era

·         You read Chapter 15 during January Regents Week

·         Homework will be small assignments given out of the classwork packet

·         You should be working on your Slavery paper and preparing for the mid-year exam.

2/8 Slavery Term Paper Due

2/8 Mid-Year Exam

·         Cumulative Exam- includes all material from September through the Civil War and Reconstruction

·         Castle Learning will be available for practice

·         50 Multiple Choice Questions

2/8 Homework Foner Chapter 16- The Gilded Age

·         Read Chapter 16 Sections 1-3; create Cornell Notes; Due Monday, 2/11

·         Complete Chapter 16, Sections 4 & 5; create Cornell Notes; Due Wednesday 2/13

2/15 Tentative Exam for Chapter 16

2/15 Homework Takaki Chapter 9 (Natives) & Foner Chapter 17 (Populism, Jim Crow South and Imperialism)

·         Read Takaki Chapter 9 annotate in the margins; Due Thursday 2/21 for class discussion- will not be accepted late

·         Read Foner Chapter 17, ALL Sections; annotate; Due Friday 2/22

February “Break” 2/18, 2/19; Full-Length Practice SAT in school 2/20

2/21-2/22 Class Topics: Natives After the Civil War & Begin Populism

2/22 Homework: Jim Crow Blues by Leon Litwack

·         Read Jim Crow Blues and answer discussion questions; be prepared for a class discussion on the Jim Crow South on Monday, 2/25

2/25-2/27 Class Topics: Jim Crow South and Populism

2/27-3/1 Class Topics: American Imperialism

3/1 Immigration Group Project Distributed

·         Readings will come from Takaki Chapters 6, 7, 8, 10, 11, 12

·         Project Due 3/6

3/4 Cumulative Exam: Chapter 17 + all year’s material

3/4 Homework Foner Chapter 18- Immigration and the Progressive Era

·         Read & Create Cornell Notes for Chapter 18, Section 1; Due 3/5; see blog for due dates of subsequent sections

·         Work on Immigration Project- presentations on 3/6!

3/5-3/14 Class Topics: Immigration and the Progressive Era

3/15 Tentative Exam on Chapter 18

3/15 Homework Read Foner Chapter 19- Women’s Suffrage and WWI

·         Read & Create Cornell Notes for Chapter 19, Section 1-3; Due 3/18; see blog for due dates of subsequent sections

3/28-3/22 Class Topics: Women’s Suffrage and WWI

3/22 Cumulative Exam: Chapter 19 + all year’s material

3/22 Homework: Foner Chapter 20 & 21 All Sections

·         Create Cornell Notes for each section of each chapter

·         Due: Wednesday, 4/3

HW 1/18 Foner Ch. 15 & Term Paper Pieces

** TWO ASSIGNMENTS LISTED HERE-- SCROLL FOR ALL**

Assignment 1:
Read: Eric Foner, Chapter 15, ALL Sections (p. 546-583); packet distributed in class.
Task: Complete Cornell Notes for the section. Guidelines provided below

Due: Tuesday, January 29, 2013

Assignment 2:
Task: Complete the Term Paper Claim Order and Outline Packet according to the directions provided.
Note: This document is available electronically, please email if you need it again or would just like to have the electronic copy to type into.
Due: Tuesday, January 29, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/17 Foner Ch. 14, Sec. 6

Read: Eric Foner, Chapter 14, Section 6 (p. 539-545) "Rehearsal for Reconstruction"; packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Friday, January 18, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/16 Foner Ch. 14, Sec. 4 & 5

Read: Eric Foner, Chapter 14, Section 4 & 5 (p. 533-539) "The Confederate Nation" and "Turning Points"; packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Thursday, January 17, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/15 Foner Ch. 14, Sec. 3

Read: Eric Foner, Chapter 14, Section 3 (p. 513-522) "The Second American Revolution"; packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Wednesday, January 16, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/14 Foner Ch. 14, Sec. 2

Read: Eric Foner, Chapter 14, Section 2 (p. 513-522) "The Coming of Emancipation"; packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Tuesday, January 15, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/10 Foner Ch. 14, Sec. 1

*Scroll down for posts on: Historical Context Revising and Historical Source Quotes

Read: Eric Foner, Chapter 14, Section 1 (p. 501-513); packet distributed in class.

Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Monday, January 14, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

Historical Context Revision Notes

Historical Context Revision Notes
Grades: √ + (18pts), √ (14pts) or √- (10pts)

The bullets below will help you to revise your historical context when it comes time to write the paper. Everybody struggled with these issues and is working through them, so check in with your classmates and improve together.

Issues to Think About When Revising Your Historical Context:

• Please write chronologically; tell me the story IN THE ORDER THAT IT HAPPENED
• This should be essentially a summary of Foner Chapter 11
• No quotes needed
• Entrenched: (v; past tense) To have established an attitude, habit, or belief so firmly that change is very difficult or unlikely.
• Many of you developed the economic entrenchment but did not deliver anything on the political, legal or social entrenchment
• LEAVE THE MORAL ARGUMENT OUT- its irrelevant to the this part of the paper. Abolition and slave culture do not have a place in the historical context. 
• Capitalization, grammar, choppy sentences. 

HW 1/10 History Source Quotes for Slavery Paper

Task: Identify Quotes from the History Sources that you can use to support your thesis in the Slavery Paper Quotes; see guidelines below for directions, samples and a model. 

Due: Monday, 1/14

History Sources to Pull Quotes From:

• Takaki Chapter 3 (3 quotes)
• Takaki Chapter 5 (3 quotes)
• Pro-Slavery Documents (3 quotes from any of the documents in the packet)
• Wilmot Proviso Sources (2 quotes)

Requirements:

• Must be typed
• 12 point font
• Saved in a file that you can access later

Sample of What You Should Hand In

Name

US History 11

Period 7

Ms. Hanemann

History Sources Quotes for Slavery Paper

Argument:  My thesis arguing that yes, slavery was a necessary evil or no, it was not.

[Title of Source] Quotes

Quote 1: "A quote that supports your thesis" (Author's Last Name, Year of Publication).

Explanation: Explain why this quote supports your thesis; 1-2 sentences.

Quote 2: Should be from the same source

Explanation:

[Title of Next Source] Quotes

Quote 1: "A quote the supports your thesis" (Author's Last Name, Year of Publication).

Explanation: Explain why this quote supports your thesis; 1-2 sentences.

Quote 2: Should be from the same source

Explanation:

Model of What You Should Hand In

Stacy Estrella

US History 11

Period 7

Ms. Hanemann

History Sources Quotes for Slavery Paper

Argument:  Slavery was a necessary evil to the expansion of American democracy and the economy

Takaki Chapter 3 Quotes

Quote 1: "The value of our lands and slaves, taken conjunctly, doubles in about twenty years,’ he cooly calculated. ‘This arises from the multiplication of our slaves, from the extension of our culture, and increased demands for lands’” (Takaki,  2008).

Explanation: Here Takaki uses Jefferson to illustrate the fact that slavery would increase and was necessary because of the “extension of our culture and the increased demands for land.” Since land and freedom were intertwined in the definition of American democracy, slavery was necessary to move toward greater democracy. In terms of our economy, Jefferson demonstrates that slavery was necessary in order to continue to expand the economy and continue the agricultural legacy that Jefferson held so dear. 

HW 1/9 Foner Ch. 13, Sec. 5

Read: Eric Foner, Chapter 13, Section 5 (p. 498-501) "Impending Crisis"; packet distributed in class.
Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Thursday, January 10, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/8 Foner Ch. 13, Sec. 4

Read: Eric Foner, Chapter 13, Section 4 (p. 487-498) "The Emergence of Lincoln"; packet distributed in class.
Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Wednesday, January 9, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

1/7 Foner Ch. 13, Sec. 3

Read: Eric Foner, Chapter 13, Section 3 (p. 483-487) "The Rise of the Republican Party"; packet distributed in class.
Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Tuesday, January 8, 2013

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

HW 1/2 Ch. 13, Sec. 1 and Essential Argument Quotes

* THERE ARE 2 ASSIGNMENTS ON THIS POST!*

Assignment # 1 Foner Reading
Read: Eric Foner, Chapter 13, Section 1(p. 461-475) "Fruits of Manifest Destiny"; packet distributed in class.
Task: Complete Cornell Notes for the section. Guidelines provided below
Due: Friday, January 4, 2013
Chapter 13, Section 2 will be due on Monday, January 7th  if you want to get ahead.

Assignment # 2 Essential Argument Quotes
Due: Monday, January 7th 

• Identify your argument for the humanities term paper--a draft of your thesis statement.
• Choose one quote from each author in your English packet on Abolition (the packet you read over December break). 
• Explain why each quote supports your argument 
• Quotes must be:
• Typed
• Provide the author's name
• Provide the title of the work the quote came from.

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->