LCD ScreenCl

oset

White Board Bookshelf

Computer Desk

Window

sW

hite

Boa

rd

Table

1. Sheila Ahi

2. Logan Allen

3. Fernando Antelo

4. Andrew Belove

5. Alexander Bergman

6. Jordana Bischoff

7. Laura Cabrera

8. Adam Call

9. Robert Carpenter

10. Elena DeAngelis

11. Renee Desimpel

12. Alex Everett

13. Jessica Fernandez

14. Ethan Giles

15. Nicholas Guerrero

16. Mia Gvirtsman

17.

18. Dylan Hoefling

19. Brian Hsu

20. Ryan Lo

21. Allison Mark

22. Andrew McCormick

23. Vanessa Mejia

24.

25. Elizabeth Ortiz

26. Alexander Perry

27. Mark Pong

28. Haley Sawamura

29. Negin Shahiar

30. Jonathan Sorensen

31. Eric Theil

32. Andrew Thornberry

33. Jose Villa

34. Alysia Wang

5th

LCD ScreenCl

oset

White Board Bookshelf

Computer Desk

Window

sW

hite

Boa

rd

Table

1. Kiana Ariyama

2. Daniel Ballesteros

3. Clinton Blakely

4. Adrian Brandemuehl

5. Kevin Chan

6. Stephanie Egger

7. Matthew Ford

8. Jodan Gault

9. Jolie Goolish

10. Alexis Greenberg

11. Justin Hartney

12. Kareena Hirani

13. Kevin Ives

14. James Kuszmaul

15. Adam Lee

16. Amme Lee

17.

18. Alvin Lu

19. Samuel Moore

20. Kiana Nouri

21. Elena Onoprienko

22. Margarita Patio

23. Melissa Reed

24. Louis Rosen

25. Lauren Scott

26. Ankit Sharma

27. Matthew Shearer

28. Brian Silverman

29. Dean Trammell

30. Drew Mitchner

31. Rachel Uyeda

32. Ellen Wieneke

33. Laura Wolff

34. Cannon Wong

6th

Mrs. Gabriel’s ClassWelcome & Introduction

Class Schedule & Help/Makeup Work 1st Period- US History 2nd Period- US

History 3rd Period- US History 4th Period- Prep 5th Period- USHAP 6th Period- USHAP 7th Period- Prep

Make an appointment

You may not turn in ANY late work unless you meet with me.

Food???Food and drinks are okay as long as you clean up after yourself!!

*Feel free to bring extra for your teacher

Attendance/Participation

“on time, one at a time”

Participation and class work counts for a large portion of your grade. This includes tardies and absences

RESPECT!!

Cell Phones??Texting in classPhone goes to the office

Phone rings in classTreats to the class

-or-Phone goes to the office

Bathroom Policy

Quietly, leave your phone in the box by the door.

One at a time If you forgot your phone or do not have one,

please tell me. You have 5 minutes to use the restroom

USHAP Unit 1

Colonial America

Class Overview, Colonialism Day 1 Objective: Establish learning culture and HW

expectations for the week Content: Schools of American historiography Skills: Interpreting historiography

Agenda:1. Welcome and Class Overview

1. Index cards HW2. Hanson prompt HW3. Schools of Historiography Hand-out & Formative

Assessment4. Historiography Matrix

1. Index cards HW

2. Hanson prompt HW Prompt: Focusing on word choice, purpose,

and expressed values, identify the author’s historiographical position. *Write down prompt on the top of the Hanson

handout Cite several specifics from the article to

substantiate your claim. 1-2 paragraphs, typed

Schools of Historiography Formative Assessment Write your name on the green sheet Read and annotate for 15-20 minutes quietly Respond to Multiple Choice questions (on your

own piece of paper) Grade MC questions

Schools of Historiography Formative Assessment

1) D

2) B

3) D

4) C

5) A

Put your overall score out of five (i.e. 3/5) and circle it at the top of the page.

Schools of Historiography Discussion Matrix

Progressives1900-1940s

Consensus1940s-1960s

New Left1960s-1980s

Neo-Conservative1980s-Present?

Language of the DisciplineEthicsBig IdeaOther?

Class Overview, Colonialism Day 2 Objective: Establish class routines, play with

historiography Content: Schools of historiography Skills: Critical reading, interpreting

historiography, and expository writing

Agenda:1. *Finish discussing MC Questions (if necessary)2. Homework3. Creating a left-right spectrum4. Hanson response: Claim and specifics self-editing5. Zinn HW assignment

1. Index cards HW: Turn in your cards

2. Creating a left-right spectrum Put the 4 schools of American historiography

in chronological order: 1. 2. 3. 4.

Next, put the 4 schools in cause and effect order:

2. Creating a left-right spectrum What do the political terms “left” and “right”

mean? Where do the schools fit on the spectrum?

Claim Evidence

Left Right

3. Hanson response: Claim and specifics self-editing What words do we associate with each school?

Progressive: Consensus: New Left: Neo-Conservative:

So in what school do we place Hanson? How do we know?

3. Hanson response: Claim and specifics self-editingSelf-assessment:1. Did you provide a general claim about

Hanson's historiography? 2 points2. Did you place Hanson in the Neo-con school

of historiography? 1 point3. Did you provide at least two specific

references from the reading? 1 point4. Did you use those references as evidence to

substantiate your claim? 1 point

4. Zinn HW assignment For tonight's HW, read the first 11 pages of Howard

Zinn's A People's History of the United States. Read only- do not mark up the reading.

Using the exact same prompt as you used for the Hanson reading, write a response that makes a general claim about Zinn's school of historiography. Prompt: Focusing on word choice, purpose, and

expressed values, identify the author’s historiographical position.

Include specific references from the reading as evidence to substantiate your claim.

Class Overview, Colonialism Day 3 Objective: Establish class routines, play with historiography,

preview reading Content: Schools of historiography, colonial regions Skills: Critical reading, interpreting historiography, and expository

writing

Essential question: Why did the colonial regions develop so distinctly?

Agenda:1. HW assignment: Community and Diversity2. Get a binder and notebooks3. Course info sheet: Signed copy due Friday4. Zinn response: Claim and specifics references editing5. Ch. 3 preview activity: accelerating comprehension and retention

1. HW assignment: Community and Diversity For tonight's HW, read the "Community and

Diversity introduction in Out of Many.

Using the exact same prompt as you used for the Hanson and Zinn readings, write a response that makes a general claim about the Out of Many authors' school of historiography. Include specific references from the reading as evidence to substantiate your claim.

2. Get a binder and notebooks You need a spiral bound, 8.5 x 11 inch

notebook (or a dedicated binder if you are typing and printing your notes).

You also need a section in a binder for securing hand-out materials that we use over the course of the year.

3. Course info sheet: Signed copy due tomorrow

4. Zinn response: Claim and specifics references editing Where do we place Zinn on this spectrum?

Why?

4. Zinn response: Claim and specifics references editingSelf and peer assessment:1. Is there a general claim about Zinn's

historiography? 1 point2. Does the claim place Zinn in the New Left

school of historiography? 1 point3. Are there at least two specific references

from the reading? 1 point4. Are those references used as evidence to

substantiate your claim? 2 pointsTurn in the Zinn reading and your Zinn reading prompt response

5. Ch. 3 preview activity: accelerating comprehension and retention

Groups: Characteristics:

Directions: Sort the characteristics listed into appropriate groups below. Some characteristics may apply to more than one group. Native Americans: Spanish: French: English:

Converted and used the labor of Native Americans.

Colonies founded by religious dissenters. Intermarried between groups. Brought families. Focused on fur trading. Looked for gold. Allied with others to fight enemies. Grew tobacco. Formed a confederacy. Relied heavily on indentured servants. Used the waterways as travel routes. Created frontiers of “inclusion.” Created frontiers of “exclusion.” Funded by joint-stock companies. Aided by diseases.

5. Ch. 3 preview activity: accelerating comprehension and retention

Native Americans Spanish focused on fur trading allied with others to

fight enemies formed a confederacy used the waterways

as travel routes grew tobacco intermarried between

groups

converted and used the labor of Native Americans

intermarried between groups

looked for gold aided by diseases allied with others to fight

enemies created frontiers of

“inclusion”

5. Ch. 3 preview activity: accelerating comprehension and retention

French English intermarried between

groups focused on fur trading allied with others to

fight enemies used waterways as

travel routes aided by diseases created frontiers of

“inclusion"

founded by religious dissenters brought families looked for gold allied with others to fight

enemies grew tobacco relied heavily on indentured

servants funded by joint-stock companies created frontiers of “exclusion” aided by diseases

Class Overview, Colonialism Day 4 Objective: Play with historiography, establish

note taking expectations Content: None Skills: Note taking, critical thinking

Agenda:1. Notebook assignment and Ch. 3 notes: What are the

key expectations of USHAP notes?2. How to access the reading calendars3. "Community and Diversity" debrief: wither our

authors? 4. Critical thinking skills: Higher Order Thinking (HOT)

Homework Turn in your signed CIS

1. Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes?

Cornell Notes Always include

reading question response.

Analysis:

Chapter:Section:

Date:

Question/Main Ideas/Vocabulary

Notes/Answers/Definitions/Examples/Sentences

Key Terms & Academic VocabularyKey PeopleDates & EventsAdditional NotesSummary At the end of each section, use the

information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize and analyze the section.

2. How to access the reading calendars For the weekend's HW, go to www.mvla.net and get

on my website homepage. Click on "USHAP", then click on "Documents", then

click on the folder titled "Reading Assignment Calendars". Open the document titled "USHAP Reading Calendar August".

HW is listed on the day it is DUE. Always date notes by the day they are due, not the date you did them.

Reading prompt responses are indicated by a question mark and the page number the prompt is found on. Thus, "? 61" means answer the prompt on the margin of page 61.

3. "Community and Diversity" debrief: wither our authors?

Where do we place Out of Many on this spectrum? Why?

4. Critical thinking skills: Higher Order Thinking (HOT)

4. Critical thinking skills: Higher Order Thinking (HOT) There are one story

intellects, two story intellects, and three story intellects with skylights.

All fact collectors who have no aim beyond their facts are one story thinkers.

Two story thinkers compare, reason, and generalize.

Three story thinkers idealize, imagine, predict. They reach beyond the skylight. -phrases borrowed from O.W. Holmes

Practice and preview: 1. Examine the Ch. 3

Chapter outline on page 59.

2. With your partner, write a 1st, 2nd and 3rd story question on the back of the Ch. 3 notes