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.