Hello everyone,
I hope your Friday has been restful. I have been here at school working like a little bee on grades, and planning for next week. We will be starting a new unit on the Gilded Age (Industrial Revolution and I have lots of "EXCITING" activities planned for you all! We will be doing group work, creating tombstones (yes you read that right) as well as picket signs for strikes. We will also be cranking out our first and only portfolio of the school year... (don't worry, we will cut out open responses and tests during this period). Fasten your seat belts! (I hope it will be smooth flying for the next couple of weeks!)
1st hour opted to use their study guides on the American West test, but 2ND and 4Th are holding their opportunity for a more opportune time. Only time will tell which was the better decision...
Sept. 29 Agenda
Students will identify inventions of the Unite States Industrial Revolution and evaluate how it changed American culture.
* NOTEBOOK CHECK!!!!
* Journal: Name an invention you could not live without and explain why...
* Evaluating inventions
* Lecture/Note taking on American Inventions of the Industrial Revolution
* Pair Work: Critical Thinking Questions concerning the period
October 1 Agenda
* Journal: Today is the age of the _____________.... (defend your answer)
* Watch Video "Modern Marvels" How Railroads tamed the West and complete video guide
* Lecture/ Note taking on the railroad's impact on America
* Page 27 in workbook
October 3 Agenda
* Journal: What personal qualities would a person need to become a billionaire in today's world?
* Introduce Big Business/ Vertical/Horizontal Integration to class
*Group work: Begin Research to write a eulogy and create a tombstone to mark the legacies of the Robber Barons/ Captains of industry of the Industrial Revolution
Friday, September 26, 2008
Monday, September 22, 2008
Notebook Check is coming!
By popular demand, I am creating a table of contents that contains the work from the first two units of the school year. You should have a Construction paper Divider for each unit (which has already been provided), followed by a page of journal entries (numbered by day), followed by paperwork from each unit in order by the day they were handed out.
You might be asking yourself, “why does Mrs. Coleman ask me to keep a notebook?” The answer is threefold
1) To teach you organization (this is a valuable life skill that cannot be underestimated)
2) To help you prepare for tests/finals (a good notebook makes studying easier)
3) To allow me to look at work that I did not officially take up for a grade before.
*Note* Not every day will have a journal entry or a handout, just leave that blank or write “none”. The rest should be tentatively ordered as follows:
Unit 1 Civil War/ Reconstruction
Journals: (To stay in the front just behind each divider)
Day 1 (none)
Day 2: -Do we need a Constitution today? Why or why not?
Day 3 The Constitution is like a…(Creating visual metaphors)
Day 4 Based on What you have learned, which side (North or South) do you think was better equipped to win the war?
Day 5 Civil War in 4 minutes
Day 6 If you were a parent, and one of your children ran away,
what would you do once the child had returned? Would you (1)
punish the child to discourage him or her from running away again
or (2) accept a promise from the child that he/she would never run away
again?
Day 7 Analyze political cartoons
Day 1 Constitution Scavenger Hunt
Day 3 North/South Matrix
Day 4 Civil War Learning Centers
Day 5 The Presidents” Lincoln
Day5/6 Reconstruction Questions
Day 7 Puzzle Review
Construction Paper Divider
Unit 2
The American West
Journals:
Day 1 (None)
Day 2 Journal Read about life in the Great Plains-The Dakota Land poem List 5 things this poem teaches you about the Great Plains
Day 3 (none)
Day 4 Thomas Nast Cartoon Analysis
Day 5 Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
Day 6 Journal Analyze the political cartoon entitled “Which will Win?” and answer questions:
Day 1 5.1 worksheet
Day 2 Geography of the West/ Note taking (Chapter 5.1)
Day 3 Culture Clash Matrix (from Skits)
Day 4 Power Point note taking on Wars between “White Man” and Native Americans
Day 5/6 Power point note taking on Homesteaders, and Railroads
Day 6 Wizard of Oz worksheet
Review Puzzle and Study Guide
Good luck! And Be ready for a pop notebook quiz at ANY TIME!
PS, I promise, the system will get easier for you all after the first check!
You might be asking yourself, “why does Mrs. Coleman ask me to keep a notebook?” The answer is threefold
1) To teach you organization (this is a valuable life skill that cannot be underestimated)
2) To help you prepare for tests/finals (a good notebook makes studying easier)
3) To allow me to look at work that I did not officially take up for a grade before.
*Note* Not every day will have a journal entry or a handout, just leave that blank or write “none”. The rest should be tentatively ordered as follows:
Unit 1 Civil War/ Reconstruction
Journals: (To stay in the front just behind each divider)
Day 1 (none)
Day 2: -Do we need a Constitution today? Why or why not?
Day 3 The Constitution is like a…(Creating visual metaphors)
Day 4 Based on What you have learned, which side (North or South) do you think was better equipped to win the war?
Day 5 Civil War in 4 minutes
Day 6 If you were a parent, and one of your children ran away,
what would you do once the child had returned? Would you (1)
punish the child to discourage him or her from running away again
or (2) accept a promise from the child that he/she would never run away
again?
Day 7 Analyze political cartoons
Day 1 Constitution Scavenger Hunt
Day 3 North/South Matrix
Day 4 Civil War Learning Centers
Day 5 The Presidents” Lincoln
Day5/6 Reconstruction Questions
Day 7 Puzzle Review
Construction Paper Divider
Unit 2
The American West
Journals:
Day 1 (None)
Day 2 Journal Read about life in the Great Plains-The Dakota Land poem List 5 things this poem teaches you about the Great Plains
Day 3 (none)
Day 4 Thomas Nast Cartoon Analysis
Day 5 Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
Day 6 Journal Analyze the political cartoon entitled “Which will Win?” and answer questions:
Day 1 5.1 worksheet
Day 2 Geography of the West/ Note taking (Chapter 5.1)
Day 3 Culture Clash Matrix (from Skits)
Day 4 Power Point note taking on Wars between “White Man” and Native Americans
Day 5/6 Power point note taking on Homesteaders, and Railroads
Day 6 Wizard of Oz worksheet
Review Puzzle and Study Guide
Good luck! And Be ready for a pop notebook quiz at ANY TIME!
PS, I promise, the system will get easier for you all after the first check!
Thursday, September 18, 2008
Agenda for September 22-26
Hello all,
We had a very serious week of discussing the hardships and atrocities facing the Native Americans as a result of Pioneer settlement of the West. I hope the mini-series clips from "Into the West" helped to put the information across in a clearer manner. I appreciated all of your comments and am so glad that you are treating our content in a respectful and meaningful way. We are turning our attention to railroads and Populism on Monday and are beginning to prepare for a test over the American West (Chapter 5) on Wednesday. Don't forget, Friday is a teacher work day, so sleep in and enjoy! (but be safe)
Our tentative schedule for next week is as follows:
Day 6 9/22
· Journal Analyze the political cartoon entitled “Which will Win?” and answer the following questions:
1) What are the various symbols and characters depicted in the cartoon supposed to represent?
2) What message is the cartoonist trying to convey?
3) What could you have done if you were moved to action by this political cartoon to remedy this problem?
· Lecture on Populism, William Jennings Bryan and the Cross of Gold
· Review for Test (Puzzle/Study Guide)
· “Food for thought” How does the Wizard of Oz relate to bimetallism and populism? We will be discussing this on Monday. Stay tuned…
Day 7 9/24
We had a very serious week of discussing the hardships and atrocities facing the Native Americans as a result of Pioneer settlement of the West. I hope the mini-series clips from "Into the West" helped to put the information across in a clearer manner. I appreciated all of your comments and am so glad that you are treating our content in a respectful and meaningful way. We are turning our attention to railroads and Populism on Monday and are beginning to prepare for a test over the American West (Chapter 5) on Wednesday. Don't forget, Friday is a teacher work day, so sleep in and enjoy! (but be safe)
Our tentative schedule for next week is as follows:
Day 6 9/22
· Journal Analyze the political cartoon entitled “Which will Win?” and answer the following questions:
1) What are the various symbols and characters depicted in the cartoon supposed to represent?
2) What message is the cartoonist trying to convey?
3) What could you have done if you were moved to action by this political cartoon to remedy this problem?
· Lecture on Populism, William Jennings Bryan and the Cross of Gold
· Review for Test (Puzzle/Study Guide)
· “Food for thought” How does the Wizard of Oz relate to bimetallism and populism? We will be discussing this on Monday. Stay tuned…
Day 7 9/24
· Review
· Test on the American West
· Begin work on the Industrial Revolution (6.1 and 6.2)
Have a great weekend!
Mrs. Coleman
Sunday, September 14, 2008
The Website is up and running!!!
Check out my new US History website at http://staff.fcps.net/acoleman. You will find documents related to class assignments. I will be keeping the blog as well for updating our daily agenda, as well as announcements, class photos, etc.
Enjoy!
Enjoy!
Friday, September 12, 2008
The Wild West comes to Room 240!
Hello everyone,
I had a great time watching your creative juices flow in the fantastic skits you created and performed on Friday. I saw true learning occur in a fun and creative way and I couldn't be happier! Those of you who took the time to bring or create skits, you really added to the whole "Wild West" vibe. Bravo!
Here is one of the murals drawn by our talented students in A4. The first photo is also courtesy of one of our resident artists (thanks Armand!)
This group of "pioneer women" is sitting before a roaring fire. (The pregnant belly is a wonderful touch Lily...it looks so real!)
Thes rich railroad owners are "meaning business" while searching for Chinese immigrant laborers to help build their transcontinental railroads.
This group, representing the famous Donner Party, became stranded on their journey west. Many did not survive.
This group of cowboys are enjoying some down time by playing cards in a local saloon. 
This group of African American pioneers (aka exodusters) are seeking a better life and more freedom in the west (and even in Mexico).I am so proud of all of your hardwork. We will definitely work some more skits into future lessons!
Next week, we move into a discussion of the culture class between "White Man" and Native Americans, and the devastation that results for the native tribes in this country in the late 1800's. We will be watching some video footage, in part because my words just don't do justice in terms of the attrocities allowed and even encouraged by many in the US government at this time. Pay close attention to the Dawes Act and its impact on the lives of Native Americans in our discussion as well as your readings. Be safe and have a great weekend! I will see you Tuesday.
Mrs. Coleman
Agenda Sept. 16 (Day 4)
Next week, we move into a discussion of the culture class between "White Man" and Native Americans, and the devastation that results for the native tribes in this country in the late 1800's. We will be watching some video footage, in part because my words just don't do justice in terms of the attrocities allowed and even encouraged by many in the US government at this time. Pay close attention to the Dawes Act and its impact on the lives of Native Americans in our discussion as well as your readings. Be safe and have a great weekend! I will see you Tuesday.
Mrs. Coleman
Agenda Sept. 16 (Day 4)
· Journal: Thomas Nast Cartoon Analysis Study the Thomas Nast cartoon (entitled "Move On" )and then answer the following question to the best of your ability.
o Which character do you think is central to the cartoon? How does Nast make your eyes focus on this person?
o What problem(s) is Nast addressing in this cartoon?
o To determine the attitudes of the people toward these problems, make up one question you can ask each of the following: the people in the background, the man in the middle, and the man at the right. Then give what you think the answers would be to the question you have written.
· Note taking/ Discussion on Wars between “White Man” and Native Americans
· Map and Primary source interpretation
· “Into the West” miniseries episode clips
· Homework 5.2 worksheet and workbook
Agenda Sept. 18 (Day 5)
· Journal: Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
* Finish/ Discuss map and Native American Readings packet
· Note taking/Discussion on Homesteaders, and Railroads
· Watch History Channels “How Railroads Changed the West
· Complete Homework 5.3 worksheet and workbook
Thursday, September 4, 2008
September 8-12 Agenda
Hello all,
Here is the agenda for the week to come. We will assess your learning of the Civil War and Begin working on the Great American West. Remember to create a divider for the new section of your journal and keep everything in order (Day 1, Day2, etc.)
9/8/08 Agenda (Day 1)
Students will review events of Reconstruction and its social, political, and economic impact and prove knowledge of that learning.
1) Review for Civil War/Reconstruction Test
2) Test
3) Bookwork 5.1 page 22 and 5.1 worksheet
4) Bookwork 5.2 (if time)
9/10/08 Agenda (Day 2)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1)Journal Read about life in the Great Plains-The Dakota Land poem
List 5 things this poem teaches you about the Great Plains
2) Discuss Geography of the West/ Notetaking (Chapter 5.1)
3) Begin Group work on Culture Clash on the Prairies (Mini-Drama Group work)
9/12/08 Agenda (Day 3)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1) Continue Mini-Drama Groupwork (15-20 minutes to finalize props/skits/actors)
2) (Students who finish early may work on 5.1, homework due on Tuesday 5.2 due on Thursday)
3) Begin Presentations Should last through end of block
Good luck!!! I will be there with my camera (you may just end up on the blog, so do a great job...)
Here is the agenda for the week to come. We will assess your learning of the Civil War and Begin working on the Great American West. Remember to create a divider for the new section of your journal and keep everything in order (Day 1, Day2, etc.)
9/8/08 Agenda (Day 1)
Students will review events of Reconstruction and its social, political, and economic impact and prove knowledge of that learning.
1) Review for Civil War/Reconstruction Test
2) Test
3) Bookwork 5.1 page 22 and 5.1 worksheet
4) Bookwork 5.2 (if time)
9/10/08 Agenda (Day 2)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1)Journal Read about life in the Great Plains-The Dakota Land poem
List 5 things this poem teaches you about the Great Plains
2) Discuss Geography of the West/ Notetaking (Chapter 5.1)
3) Begin Group work on Culture Clash on the Prairies (Mini-Drama Group work)
9/12/08 Agenda (Day 3)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1) Continue Mini-Drama Groupwork (15-20 minutes to finalize props/skits/actors)
2) (Students who finish early may work on 5.1, homework due on Tuesday 5.2 due on Thursday)
3) Begin Presentations Should last through end of block
Good luck!!! I will be there with my camera (you may just end up on the blog, so do a great job...)
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