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The Boas & Braman Experience

Month

September 2016

Constitution to Nation

Our 2nd Unit will include readings and activities below.  When work is assigned, it will include the due date as well.  Students should arrive at the Beginning of class with the work listed.

Unit two will include selections from Tindall and Shi Chapter 7 (and, likely, 8).  For ALL assigned work in Tindall and Shi, students should take notes on the material in the chapter.

In addition, the history journal will include assigned work below:

Your notes from Monday evening, September 26th –the first Presidential Debate –  Students will be expected to watch the debates.  They begin at 6pm Pacific Time and will last roughly 90 minutes.  In class (27th), we conducted some research and did some analysis.  Include the product of your efforts in your 2nd history journal.

Chapter 7 ALL PAGES is due on Wednesday, September 28.  Why not break it up into two sections?

  • Beginning to Shay’s Rebellion (roughly 11 pages) [weekend]
  • Shay’s Rebellion to the end of the chapter (16) [Tuesday night]

As homework for September 28th, please answer – in one quality paragraph – a typed response to the same question you addressed in class today:  “Considering revenue, slavery, and statehood… In what ways did the Northwest Ordinance of 1787 acknowledge that the fledgling federal government had learned from colonial mistakes?”  Be sure to include specifics (and, likely, quotes) from Tindall and Shi in your response.  Use page numbers in lieu of MLA formatting.  This is due at the beginning of class September 29.

excerpts from American Nations by Colin Woodard:

excerpts and primary documents

Coming later…

  • Washington to Jefferson
  • For the unit test and fishbowl 10/11 and 10/12, consider these Constitutional questions and how they are applied in the events/conflicts of the early 19th century.
    • How does the Supremacy Clause work?
    • What is the concept of nullification?
    • How are sectional identities changing?
    • In what ways was the Constitution ‘fleshed out’ in the years following its ratification?

For homework…

  • For 10/12, answer your question with examples from the fishbowl
    • Group 3 had the following prompt:
      • How are laws passed (what is the process?)
      • How are amendments passed (process?)
      • [and importantly] In the Constitution, where is the provision to determine the constitutionality of legislation?  Whose job is it?
  • Watch the Presidential Debate Monday September 26th @ 6pm
  • Complete the 3-column Continental Congress-to-Constitutional Convention chart you started on September 30. Add Tindall and Shi events.  Due October 3.
  • Create a timeline of dates and events from the Revolution’s end to 1805.  In listing your events, find a way (color, shapes, fonts, etc.) to group the events around emerging themes.  You are in charge of determining themes (but a good starting place is the list of topics we discussed in class on 10/4).  Pull the events from the U.S. Constitution and the Woodard readings above as well as the two-page textbook reading handed out in class.  Due October 5.  This should take you 30-45 minutes if you work from your notes/readings.
    • Secession
    • Domestic unrest
    • Fiscal policy
    • the powers of the judiciary
    • the powers of the executive
    • Foreign policy
    • Xenophobia and Sedition
    • State/Federal power struggle
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Don’t forget your History Journal Revolutionary Unit test 9/23

Before the test, you will turn in your history journals.  Click here and print out the content sheet for the homework and daily work assignments that should be in the journal.  Be sure to arrive at class with the journal already organized so you’re not distracted on the day of the test.

We will primarily read from three sources for this introductory unit.  Your unit test will be Thursday, 9/22 on Friday 9/23. As explained in class, there will be six or seven short-answer (brief paragraph) questions.  The questions will come from the assigned readings and video shared, discussed, and compared in class.  Most of the readings (except Carr) are listed below.  Unless otherwise noted, for each reading you should:

  1. print a copy of the text assigned
  2. critically read the selection (this involves marking and commenting on the text)
  3. bring your critically read text to class each day

excerpts from American Nations by Colin Woodard:

excerpts from A People’s History of the United States by Howard Zinn:

excerpts and primary documents

Video from PBS

For homework…

  • thematic timeline due 9/19  – don’t forget to demonstrate accurate:
    • Chronology
    • Causation
    • Significance
    • Themes

Here are some optional readings in Tindall and Shi.   As a detail, sometimes the page numbers are a bit off, so consider the subheadings.  The content in these passages will help you review if you so choose this route. I have bolded the ones that are most helpful for the test.

As with any review strategies, feel free to include your notes (if you take them) into your journal.

Required: These were given out in class as handouts!

  • Independence 218-223
  • American Culture 266-267

(optional)Chapter 5: Grenville and the Stamp act 195-203; The Worsening Crisis 205-211; Lexington and Concord 212-214

(optional)Chapter 6: 1777: Setbacks for the British 239-243; The Paradox of Slavery 259-262

Curriculum Night

Parents –

I am sorry that my coaching duties conflict with Curriculum Night this year.  Please know that you are in good hands.  My teaching partner, Christy Boas will walk you through the academic expectations of the class.  If possible, Will Paananen – another IB History teacher here at Skyline – will stop by to give a brief overview of the IB History curriculum.

In addition, please work to complete the linked survey with your son or daughter.  I’m hoping to collect your responses to inform both my instruction of the class as well as the rubrics I will create – particularly for group projects.  I would like the survey input be Sunday evening.  I look forward to reading your responses.

Sincerely,

Don Braman

Your homework in the days to come…

Be sure to get your syllabus signed for Friday’s class.  As for additional things before Monday, please make sure you:

  • Consider buying your own copy of Tindall and Shi – (You can check out a one-volume text at Skyline).
    • Volume 1 (optional) and  Volume 2 (suggested)
    • A used book works equally well.
  • Buy folders like these.  The safest bet is to buy eight or so (or buy three and recycle them).  They were on special at Office Depot near Costco if you’re in that neighborhood…
  • Buy paper
  • Complete your critical reading of John Winthrop (this was distributed in class on 9/2)
  • For Thursday, please print out and Critically read Carr’s text “The Historian and His Facts
  • For Friday, please finish your assigned paragraph about the Carr text and…
  • Read “A Ranger, A Field of Wildflowers, and the retelling of Flight 93” Be prepared to discuss the article in the context of Carr’s essay (above).  In what ways does journalist Dan Barry differ from Carr’s viewpoint?

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