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We began our analysis of the nuances of the American Revolution today by discussing the antecedents to American constitutional democracy, then exploring differing perspectives on the Battle of Lexington & Concord through primary sources, and the Declaration of Independence through secondary sources. We then spent a little time peer editing the essay intro paragraphs.
Don't forget the Chapter 6 due date has been moved to Friday. Also, Mr. Hutchison's 2nd period class will meet in Mr. Richardson's room Wednesday and Mr. Richardson's 1st and 2nd periods will meet in Mr. Hutchison's room. H
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We finished up lit circles from Friday then discussed how such a divided population could unite in such a short time to lead a successful revolution. We used some documents relating to the Stamp Act as a microcosm of the changes happening in America after the French & Indian War and the differences between the colonists and those back in England. We wrapped up this phase of discussion with a brief DocBlock covering excerpts from Thomas Paine's Common Sense.
Homework tonight is to take the notes I made on your thesis statements here on the website, revise the statements accordingly, then write an introductory paragraph rough draft which includes the thesis statement as the final sentence. H Check out the body paragraphs ppt under Exam Review -> Writing Tips, near the right middle of the page. Write an introductory (funnel!) paragraph and body paragraph to review in class by Wednesday.
Thanks for your hard work and have a lovely day! HERE is the link to the Theme Team posters for Period 2: 1607-1754. You MUST be logged in to your Wake County Google account to view. If you don't know your account information, check in the Media Center and they can help you.
H Packed day today!
We started by talking about Mercantilism and it's effects on the colonial system. Don't forget you need to read and answer the questions from the Salutary Neglect reading in your DocBlock tonight! You can find this document under Period Materials: Period 3. We also worked on peer editing and development of your first thesis statements. Remember the LEGO Blocks of a good thesis for this question:
H Today we took a colonies quiz then discussed the personal dimensions of the French and Indian War. We ended with a brief discussion about historical writing and thesis statements. Tonight, you need to write a rough draft thesis statement answering the following question:
"To what extent and in what ways did European powers develop different patterns of colonization in North America. Support your answer with specific and relevant historical information from the period 1607 to 1754. " H The Enlightenment and the Great Awakening were the focus of our work today. We discussed the homework reading from Jonathan Edwards and added another perspective to the conversation with a DocBlock reading by Nathan Cole. We also briefly touched on historical writing. Don't forget, chapter 5 is due Friday!
H Chapter 4 was assessed with a traditional quiz today! We will have those grades back to you as soon as possible. Please note the Tutorial topics posted on the website calendar and also outside each teacher's classrooms :)
After the Quiz today we did out first secondary source DocBlock analysis over a selection covering the Middle Passage. We then read about and discussed Maroon communities in Colonial America. Pictures slowed 2nd period down, but in the other class periods we managed to look over some data on wealth and income in the Colonies and evaluate what that meant for social class compared to Europe at the time. Tonight, you need to read and do an HAPP over the Primary Source linked HERE and answer the questions on that document linked HERE. You can also find the document and questions under Period 2. It is am excerpt from the sermon "Sinners in the Hands of an Angry God" by Jonathan Edwards. H A student mentioned in class she isn’t interested in college marching band because it is so different than high school and, she implied, therefore lesser than. They are different, but I don’t know that one’s better than another.
HS competitive marching band is about perfecting something over the course of months, developing individual skills, collaborative processes, and mental/emotional discipline. Mr. Meyers has continued the excellent tradition of the GHHS band, and I am very proud to have been a member (1,000,000 years ago). That said, college bands are very different. You already know how to focus on details and how you fit into the big picture, so you can quickly learn a new show with music and drill. And you have to move quick, because you’re learning a new show every week! No matter what, Saturday you’ll be out there performing for 60,000 fans. That’s a very different focus and process than taking a whole semester to perfect a more complicated show but they’re both vital to real life. As a teacher, every single day I need to prepare to teach an APUSH and American 2 class to 100 AP, Honors, and Academic students. I’m bringing a ton of resources together, thinking about where we currently are, what we’ve done, and where we need to be in two weeks and two months. Some lessons I spend weeks refining, like my Hamilton lesson which I presented to the NC Council for Social Studies in 2016. Some are the result of patient set-up with collaborators, like Duke sociology professor Dr. Healy, or USC MD Dr. Thompson, or the PE teacher at Yates Mill, Mrs. Parker. But all of them are indelibly influenced by the simple fact that students will be in my class at 7:25 and they deserve a great lesson every day, not one perfect lesson a week from now. We need all these lessons. As goofy as band was and is, I feel very lucky to have learned these lessons with friends in a safe place. So while I humbly acknowledge that, for some, halftime is an opportunity to visit concessions and while Jessica and I will always exchange catty comments if the flag feature isn't together, I'll always love band and hope that my students are lucky enough to learn the lessons it can teach. |
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January 2017
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