Wednesday, March 25th

Learning Targets:
Students will review all they have learned this term.

What we did:
1. No Starter
2. Reviewed for the test.

If you were absent:
Just be sure you study!  The Learning Target papers (one is green and the other is yellow) are really  helpful for the test.

Homework assigned or turned in:
STUDY FOR THE END OF TERM TEST!

Tuesday, March 24th

Learning Targets:
Students will have empathy for the people who suffered under the Slave System.

What we did:
1. No Starter
2. We corrected and turned in Starters
3. Corrected and turned in the Notes
4. Turned in Citizenship Cards
5. Learned about Slave Castles and more about life as a slave.

If  you were absent:
1. Correct and turn in your Starters
2. Get a yellow "Notes Check" slip and use it to correct your notes and turn in JUST the yellow slip to the absent basket.
3. Turn in your Citizenship Card to the basket.

Homework assigned or turned in:
*End of Term Test is THURSDAY! So STUDY!

Monday, March 23rd

Learning Targets:

What we did:
1. Starter: What is the difference between abolish and emancipate.

2. Corrected Ch. 14 Packet and turned in.

If you were absent:
1. Do the Starter
2. Correct your Ch. 14 Packet assignment and turn in to the pink basket.

Homework assigned or turned in:
*Ch. 14 Packet, 20pts was turned in
*EVERYTHING is due Tuesday.

Friday, March 20th

Learning Targets:
Students can define Nativism
Students can identify push and pull factors of immigration.
Students can explain the Abolitionist Movement.
Students can explain what happened at Seneca Falls.

What we did:
1. Starter: Summarize Nat Turner's Rebellion.
2. Did Ch. 14 "New Movements in America" Packet on own sheet of paper.
3. Kept assignment to be corrected on Monday.

If you were absent:
1. Do the Starter
2. Get a blue Ch. 14 Packet from me.  Read the entire packet and answer the questions on your own sheet of paper.

Homework assigned or turned in:
*All Work is due Tuesday
*All notes will be turned in Monday

Thursday, March 19th

Learning Targets:
I can explain slave codes.  
I can name the inventor of the cotton gin and why it was important.

What we did:
1. Starter: How could the invention o the cotton gin be considered a bad thing?

2. Finished notes on Ch. 13 The South

3. Started Ch. 14 Summary in partners.

If you were absent:
1. Do the Starter
2. Get the notes from this site or from a friend.

Homework assigned or turned in:
None

Wednesday, March 18th

Learning Targets:
Students can explain the why of child labor and describe the conditions of factories.
Students can define the cotton gin and the inventor.

What we did:
1. Starter: 1)Why was child labor used? 2) What were work conditions like in the factories?

2. Took notes on Ch. 13 "The South" on a handout.

3. Picked seeds out of cotton

If you were absent:
1. Do the Starter
2. Get the handout in class or download it here.  We did slides 1-11. The notes are found under "Notes" on this site.

Homework assigned or turned in:
*None
*The Last Day to turn in ANY work is Tuesday the 24th!

Monday, March 16th

Learning Targets:
Students can explain the who, when, where and so what of the Industrial Revolution.
Students can define textile industry.
Students can explain why child labor was used.
Students can define interchangeable parts and it's importance.

What we did:
1. Starter: List the first 7 presidents in order.
2. Finished the notes from Thursday, Ch. 12 The North.
3. Finished the President's Video we started.

If you were absent:
1. Do the Starter
2. Finish your notes using the PowerPoint "Ch. 12 The North"

Homework assigned or turned in:
*Finished Ch. 12 Notes and kept them to turn them in the last week of the term.

Wednesday, March 11th

Learning Targets:
Students will prove what they now in a quiz

What we did:
1. No Starter
2. Took the Ch. 10 & 11 Quiz, corrected it, and turned it in.
3. Watched a video on Presidents Jackson, VanBuren, Harrison, and Taylor.

If you were absent:
1. You must come during Plus to take the quiz.  YOU HAVE ONE WEEK FROM THE DAY YOU GET BACK TO TAKE THE QUIZ.

Homework assigned or turned in:
None

Tuesday, March 10th

Learning Targets:
Students will recall major events and facts from Ch. 10 and 11: Jackson and Expansion

What we did:
1. Starter: What was the impact of new transportation on the economy?

2. Discussed the items on the study guide and answered questions.

3. Played a review game

4. Watched this funny video clip about the Gadsden Purchase.

If you were absent:
1. Do the Starter

2. Come see me with questions about your study guide before you take the quiz.

3. You do not have to take the quiz on Wed., but you will have one week to come during Plus to take it.

Homework assigned or turned in:
Study for Quiz! Ch. 10 & 11

Monday, March 9th

Learning Targets:
Students can honestly measure their knowledge and the amount they have retained from the past 3 weeks by making a Study Guide.

What we did:
1. Starter: 1) What is Manifest Destiny? 2) Why are they called the 49ers? 3) Why did California qualify for statehood so quickly?

2. Corrected the Ch. 11 Vocabulary Packet and turned it in

3. Re-took the "I can-Learning Targets" quiz 

4. Created a Study Guide

If you were absent:
1. Do the Starter

2. Correct and turn in your Ch. 11 Vocab. Packet to the pink basket.

3. Get your green "Learning Targets" paper out and take it again by putting today's day under the number that describes your level of understanding.

4. Then, using your "I Can" paper, make a Study Guide by answering the questions on another piece of paper.

Homework assigned or turned in:
*Turned in Ch. 11 Vocabulary Packet
*Quiz on Ch. 10 & 11 on Wed.!!!

Friday, March 6th

Learning Targets:
Students can explain who the 49ers were and the causes and effects of the expansion of the west.

What we did:
1. No Starter
2. Finished the notes on Ch. 11

If you were absent:
1. Finish the notes using the link "Ch. 11 Expanding West Notes" under the "Notes..." tab at the top.

Homework assigned or turned in:
*Ch. 11 Vocabulary Packet due Monday

Thursday, March 5th

Learning Targets:

•I can explain where the Oregon Territory is and why people migrated there

•I can explain how Texas became a state

•I know the outcome and importance of the Battle of the Alamo

•I know the outcome and importance of the Battle of San Jacinto

•I can locate the Rio Grande

•I can analyze the painting by John Gast and identify 4 groups

•I can explain the concept of Manifest Destiny

What we did:
1. Starter: Why did these groups move west: Mormons and Oregon Settlers

2. Periods 5, 6, and 7 corrected the Expansion Map and turned it in.

3. All classes took notes on Ch. 10.

If you were absent:
1. Do the Starter
2. Be sure to get a GOLD "Ch. 10 Westward Expansion" Packet for then the notes from the BLUE binder.
3. Using the PowerPoint "Ch. 10 Expanding West Notes" found in the "Notes..." tab at the top, fill in your handout.

Homework assigned or turned in:
*Expansion Map, 44 pts, turned in TODAY

Wednesday, March 4th

Learning Targets:
Students can identify groups that migrated west, specifically to Oregon and why they went there.

What we did:
1. Starter: Name 3 trails that led west.

Honors: Added to the Expansion map. 
Corrected the Expansion Map and turned it in.  Then took notes on Ch. 11: Trails West on a handout.

Regular: Used class time to finish maps.

If you were absent:
1. Do the Starter
2. Add the following to your map
Trials:
California
Santa Fe
Mormon
Oregon

Forts and Cities:
Independence, MO
Santa Fe
Sutter's Fort
Astoria
Salt Lake City
Nauvoo

Make a legend

3. Honors: Correct your map using my Answer Key
4. Then get the Ch. 11 Notes Handout (gold) from the Blue Binder.


Homework assigned or turned in:
*Turned in Westward Expansion Map, 44 pts.

Tuesday, March 3rd

Learning Targets:
Students can label a map of the territories and sections of the U.S. as the west expanded.

What we did:
1. Starter: Name 2 groups that migrated west other than the Native Americans.

2. Received 1)Starter 2) Semester 2 Study Guide 3) Ch. 11 Vocabulary Packet 

3. Watched or finished watching the video "Crash Course: War and Expansion" 

4. Received "Expansion Map" and worked on it during the rest of class.

If you were absent:
1. Do the Starter
2. Get: 
Green Starter Packet
Purple Study Guide (due May 20th)
Gray Ch. 11 Vocab Packet (due Friday)
White Expansion Map (due Wednesday)
3. Watch the video "Crash Course: War and Expansion" here

Homework assigned or turned in:
*Expansion Map, due Wednesday
*Ch. 11 Vocab Packet, due Friday

Monday, March 2nd

Learning Targets:
Students will assess what they have learned about the Indian Removal and Trail of Tears.

What we did:
1. No Starter
2. Finished the video on Trail of Tears and corrected the worksheet.  Then we turned it in.

If you were absent:
1. Finish the video if you haven't seen the end.  You can watch it here
2. Finish your worksheet, then CORRECT it in class with the ANSWER KEY in the BLACK BINDER and turn in to the PINK BASKET.

Homework assigned or turned in:
*Turned in "We Shall Remain: Trail of Tears" Worksheet, 38 pts!
*No other homework.