1 / 41

LCD Screen

LCD Screen. 5 th. 17. Closet. 16 . Mia Gvirtsman. 32 . Andrew Thornberry. 14 . Ethan Giles. 29 . Negin Shahiar. 11 . Renee Desimpel. 15 . Nicholas Guerrero. 13 . Jessica Fernandez. 28 . Haley Sawamura. 34 . Alysia Wang. 31 . Eric Theil. 10 . Elena DeAngelis. Windows.

teigra
Download Presentation

LCD Screen

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LCD Screen 5th 17. Closet 16. Mia Gvirtsman 32. Andrew Thornberry 14. Ethan Giles 29. Negin Shahiar 11. Renee Desimpel 15. Nicholas Guerrero 13. Jessica Fernandez 28. Haley Sawamura 34. Alysia Wang 31. Eric Theil 10. Elena DeAngelis Windows 33. Jose Villa 9. Robert Carpenter 12. Alex Everett 27. Mark Pong 30. Jonathan Sorensen 8. Adam Call White Board 7. Laura Cabrera 26. Alexander Perry 6. Jordana Bischoff 23. Vanessa Mejia 20. Ryan Lo 3. Fernando Antelo 2. Logan Allen 25. Elizabeth Ortiz 5. Alexander Bergman 22. Andrew McCormick 19. Brian Hsu Computer Desk 24. 18. Dylan Hoefling 1. Sheila Ahi 4. Andrew Belove 21. Allison Mark Bookshelf Table White Board

  2. LCD Screen 6th 17. Closet 16. Amme Lee 32. Ellen Wieneke 14. James Kuszmaul 29. Dean Trammell 11. Justin Hartney 15. Adam Lee 13. Kevin Ives 28. Brian Silverman 34. Cannon Wong 31. Rachel Uyeda 10. Alexis Greenberg Windows 33. Laura Wolff 9. Jolie Goolish 12. Kareena Hirani 27. Matthew Shearer 30. Drew Mitchner 8. Jodan Gault White Board 7. Matthew Ford 26. Ankit Sharma 6. Stephanie Egger 23. Melissa Reed 20. Kiana Nouri 3. Clinton Blakely 2. Daniel Ballesteros 25. Lauren Scott 5. Kevin Chan 22. Margarita Patio 19. Samuel Moore Computer Desk 24. Louis Rosen 18. Alvin Lu 1. Kiana Ariyama 4. Adrian Brandemuehl 21. Elena Onoprienko Bookshelf Table White Board

  3. Mrs. Gabriel’s Class Welcome & Introduction

  4. 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.

  5. Food??? • Food and drinks are okay as long as you clean up after yourself!! • *Feel free to bring extra for your teacher 

  6. 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!!

  7. Cell Phones?? • Texting in class • Phone goes to the office • Phone rings in class • Treats to the class • -or- • Phone goes to the office

  8. 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 Bathroom Policy

  9. USHAP Unit 1 Colonial America

  10. Class Overview, Colonialism Day 1 • Objective: Establish learning culture and HW expectations for the week • Content: Schools of American historiography • Skills: Interpreting historiography • Agenda: • Welcome and Class Overview • Index cards HW • Hanson prompt HW • Schools of Historiography Hand-out & Formative Assessment • Historiography Matrix

  11. 1. Index cards HW

  12. 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

  13. 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

  14. 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.

  15. Schools of Historiography Discussion Matrix

  16. 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: • *Finish discussing MC Questions (if necessary) • Homework • Creating a left-right spectrum • Hanson response: Claim and specifics self-editing • ZinnHW assignment

  17. 1. Index cards HW: Turn in your cards

  18. 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:

  19. 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

  20. 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?

  21. 3. Hanson response: Claim and specifics self-editing Self-assessment: • Did you provide a general claim about Hanson's historiography? 2 points • Did you place Hanson in the Neo-con school of historiography? 1 point • Did you provide at least two specific references from the reading? 1 point • Did you use those references as evidence to substantiate your claim? 1 point

  22. 4. ZinnHW 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.

  23. 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: • HW assignment: Community and Diversity • Get a binder and notebooks • Course info sheet: Signed copy due Friday • Zinnresponse: Claim and specifics references editing • Ch. 3 preview activity: accelerating comprehension and retention

  24. 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.

  25. 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.

  26. 3. Course info sheet: Signed copy due tomorrow

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

  28. 4. Zinn response: Claim and specifics references editing Self and peer assessment: • Is there a general claim about Zinn's historiography? 1 point • Does the claim place Zinn in the New Left school of historiography? 1 point • Are there at least two specific references from the reading? 1 point • Are those references used as evidence to substantiate your claim? 2 points Turn in the Zinn reading and your Zinn reading prompt response

  29. 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.

  30. 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”

  31. 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

  32. Class Overview, Colonialism Day 4 • Objective: Play with historiography, establish note taking expectations • Content: None • Skills: Note taking, critical thinking • Agenda: • Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes? • How to access the reading calendars • "Community and Diversity" debrief: wither our authors? • Critical thinking skills: Higher Order Thinking (HOT)

  33. Homework • Turn in your signed CIS

  34. 1. Notebook assignment and Ch. 3 notes: What are the key expectations of USHAP notes? • Cornell Notes • Always include reading question response. • Analysis:

  35. 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.

  36. 3. "Community and Diversity" debrief: wither our authors? Where do we place Out of Many on this spectrum? Why?

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

  38. 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: • Examine the Ch. 3 Chapter outline on page 59. • With your partner, write a 1st, 2nd and 3rd story question on the back of the Ch. 3 notes

More Related