US History-2nd Assignments

1. Take the MIDTERM EXAM*
2. When finished, MAKE CERTAIN YOU HAVE SELECTED THE PUPLE SUBMIT BUTTON!
3. WHEN FINISHED, NOTIFY MR. STRONG IN THE GOOGLE CLASSROOM CHAT, so he can verify that you have completed the final and have correctly submitted your answers.
4. Have a great break!
*Midterm exam grades will be available in PowerSchool on Tuesday afternoon, no sooner.

This is what the midterm will be based on:
1. You need to complete the review by Friday, December 11th.
2. You will need to open it as a separate google doc, attach it, and turn it in when you are finished.
3. Some of your asynchronous time will be given to work on this, but don't neglect to study from it.
4. You need to have your completed work submitted to me by Friday, December 11, 2020. NO LATER.
5. If you must use Kami, USE KAMI EXPORT and submit that file as your packet. I WILL NOT GRADE ANYTHING THAT MAKES ME FOLLOW A LINK TO A SEPERATE PROGRAM TO ACCESS YOUR WORK! Not following these instructions will result in a zero on the assignment. Peace, and Rock On!

As mentioned in the instructions for last class, we will begin by answering some questions about the assignment we did concerning the importance of the Bill of Rights and the Visitor from Outer Space (see instructions below for answering the questions). In the large class meeting, we will be discussing our answers to those questions and trying to come to a consensus about which rights are more or less important. If you were absent today, be sure to complete this assignment by answering the "Questions After a Visitor From Out Space."

In order to begin class today, do the following:
1. You will be completing the Questions After a Visitor From Outer Space form, so click on it.
2. Answer all the questions thoughtfully.
3. When finished, don't forget to SUBMIT the form.
4. Return to the class meeting to discuss these questions as a group.
6. When we have finished the discussion, I will let you know. Then, you are free to work on the vocabulary review for the midterm exam.

In the large class meeting, we will be briefly discussing the Federalists and Antifederalists and the addition of the Bill of Rights to the Federal Constitution of the United States (first ten amendments). Notes from the large class meeting have been provided below, just incase you were absent. If you were, be sure to watch the videos and complete the asynchronous assignment, also below, for tomorrow.

During Asynchronous Time:
1. You will be completing the Visitor From Outer Space activity, so click on it.
2. Put your first and last name at the top of the Word document.
3. Read the scenario found within the document.
4. Do the activity at the end of the document by reading the Bill of Rights and the meaning of the first 10 amendments at the Annenberg website (it is linked in the doc and below).
5. Be sure to select the order of all 10 of the rights in question.
6. We will begin our next class by answering some questions about the assignment and discussing the importance of the Bill of Rights.
6. When you have finished the assignment, let me know in the chat. If I have your submitted document, then you are free to go and start reviewing for the final.

Asynchronous Work Time: Again, I took the whole period last class, so today you will be working on your own for most of the period. Once again, you will be using your iCivics accounts to explore the Constitution. The goal is to understand what purpose Articles IV, V, VI and VII serve. These will be the last of the articles of the Constitution, so please complete the assigned slides and strive to really understand these sections of the Constitution. When we return from break, we will take a look at the Bill of Rights and the other amendments to the Constitution.

1. Click the iCivics.org link below.
2. Sign in using the account you created.
3. Once you are logged in, click the purple MY ICIVICS button in the upper right corner.
4. Scroll down and click the the purple and white CLASSES box.
5. Click your class for U.S. History 2020 - 2021.
6. We will be doing the Constitution WEBQUEST again, so click on it.
7. Do not work ahead. Respond with your answers only for slides 7 and 8. Use the response boxes to type your answers, and DO NOT FORGET TO CLICK RESPOND, or your answers on the webpages won't be recorded.
8. You will have the rest of the class period to complete your answers to the questions found on slides 7 and 8. Again, If the link to the Constitution in the WEBQUEST proves too challenging, I have provided a link to a simplified version you can use below.
9. WHEN YOU ARE FINISHED, NOTIFY ME IN OUR GOOGLE MEET CHAT.
10. I WILL VERIFY THAT I HAVE RECEIVED YOUR RESPONSES. IF I HAVE, YOU MAY SIGN OFF AND HAVE A GREAT BREAK.

We will be having a competition to see which branch of government can claim the power to act in different situations.
1. You will be divided into three groups representing the three branches of government. Group membership was selected using a random number generator.
2. Each group will be presented with a series of situations and will have to determine if its assigned branch of government can claim the power to act upon those situations or not. Every group will have a copy of the same situations (the game instructions are linked below, and the situations are included in that document).
3. If a group believes it can act on a situation, members will have to site proof of that power from articles I, II, or III of the Constitution.
a. Two points will be given for correctly claiming and justifying your claim of power.
b. One point will be given for correctly not claiming a power.
c. No points will be given for incorrectly claiming or not claiming a power.
d. Thirty points are possible. The winner will be the group that comes closest to the total possible points.

Asynchronous Work Time: I took the whole period last class, so today you will be working on your own. Again, you will be using your iCivics accounts to explore the Constitution. The goal is to understand what purpose Articles I, II, and III serve, and the powers given to each branch of our government. Beginning on Friday, we will have a group competition concerning these articles and powers, so please complete the assigned slides and strive to really understand these sections of the Constitution.

1. Click the iCivics.org link below.
2. Sign in using the account you created last Friday, and the same one we used on Tuesday (*if you haven't created an iCivics account, the instructions are listed in Google Classroom under number 6. Understanding the Constitution - Preamble).
3. Once you are logged in, click the purple MY ICIVICS button in the upper right corner.
4. Scroll down and click the the purple and white CLASSES box.
5. Click your class period U.S. History 2020 - 2021.
6. We will be doing the Constitution WEBQUEST again, so click on it.
7. Do not work ahead. Respond with your answers only for slides 3 through 6, and use the response boxes on the webpages (Separation of Powers and Articles I, II, and III).
8. You will have the entire class period to complete your answers to the questions found on slides 3 through 6. If the link to the Constitution in the WEBQUEST proves too challenging, I have provided a link to a simplified version you can use below.
9. WHEN YOU ARE FINISHED, NOTIFY ME IN OUR GOOGLE MEET CHAT.
10. I WILL VERIFY THAT I HAVE RECEIVED YOUR COMPLETED QUIZ. IF I HAVE, YOU MAY SIGN OFF AND USE THE REMAINING TIME TO WORK OFFLINE.
***Remember, we will be using our understanding for a competition on Friday, so try and be prepare to help your team. Rock on!

Synchronous Time: Today, we will be using our iCivics accounts to explore the Constitution.

1. Click the iCivics.org link below (the blue one).
2. Sign in using the account you created last Friday (*if you haven't created an iCivics account, the instructions are listed below).
3. Once you are logged in, click the purple MY ICIVICS button in the upper right corner.
4. Scroll down and click the the purple and white CLASSES.
5. Click your class period U.S. History 2020 - 2021.
6. We will be doing the Constitution WEBQUEST, so click on it.
7. Do not work ahead, we will take it step by step, fill in our answers on the webpage, and only be completing and talking about the first two slides (the Preamble) in synchronous class time.


*If you still haven't created an iCivics account, you can do so by following these step-by-step directions, or by clicking on the Student Registration Video.

1. You will need to register for an iCivics student account using a class code.
2. The class code is - Rehnquist32185
3. Copy the class code and click on the following link: https://www.icivics.org/ (linked below)
4. Once there, click on the purple sign in button in the top right-hand corner.
5. Go down to the purple box where it says REGISTER AS A STUDENT and click it.
6. Enter the class code: Rehnquist32185
7. Pick a username by clicking on the button to the right until you find one that you like.
8. Enter your first and last name, scroll down, and click NEXT.
9. Create a password for your account, and write it down somewhere you can always find it.
10. Click on the “I agree to the Terms of Use and Privacy Policy” and click FINISH.
11. Once you have signed up, go to the top right-hand corner again and click on the purple MY ICIVICS box.
12. Next, add an ASK academy email address to your profile by clicking on EDIT PROFILE, entering your information, and clicking SAVE.
13. Next, scroll down and click on CLASSES, and it will take you to the class you just registered for.
14. Stop there and wait for everyone else to finish creating their accounts.
15. We will progress through the next steps together (no need to find the web quest, that will be what we do together in iCivics).

Today we will be experimenting a bit. In order to learn about the constitution, each scholar will need to create an iCivics account. You can do so by following these step-by-step directions, or by clicking on the Student Registration Video. Let's get started.

1. You will need to register for an iCivics student account using a class code.
2. The class code is - Rehnquist32185
3. Copy the class code and click on the following link: https://www.icivics.org/ (linked below)
4. Once there, click on the purple sign in button in the top right-hand corner.
5. Go down to the purple box where it says REGISTER AS A STUDENT and click it.
6. Enter the class code: Rehnquist32185
7. Pick a username by clicking on the button to the right until you find one that you like.
8. Enter your first and last name, scroll down, and click NEXT.
9. Create a password for your account, and write it down somewhere you can always find it.
10. Click on the “I agree to the Terms of Use and Privacy Policy” and click FINISH.
11. Once you have signed up, go to the top right-hand corner again and click on the purple MY ICIVICS box.
12. Next, add an ASK academy email address to your profile by clicking on EDIT PROFILE, entering your information, and clicking SAVE.
13. Next, scroll down and click on CLASSES, and it will take you to the class you just registered for.
14. Stop there and wait for everyone else to finish creating their accounts.
15. We will progress through the next steps together (no need to find the web quest, that will be what we do together in iCivics).

The Articles of Confederation allowed the Confederation Congress to see the nation through the Revolutionary War and sign the Paris Peace Treaty of 1783. Further, as we learned last class with the passage of the Norwest Ordinance of 1787, it allowed the Congress to develop a plan for admitting new states to the Union on equal standing with the original thirteen. However, as we also learned last class, there were major weaknesses with the Articles. No event better illustrates those weakness than the one we will discuss today. Shays Rebellion clearly demonstrated that a federal government that could not improve trade relations abroad, could not directly collect taxes, could not produce the necessary funds to pay war vets, could not control the paper money states were printing, and could not produce an army to handle a crisis was not strong enough to manage a new nation.

For asynchronous time:
1. After we have reviewed the Northwest Ordinance of 1787, completed a discussion of the economic difficulties facing the new nation, and considered the resulting Shays' Rebellion as an example of the weaknesses of the Articles of Confederation, you will need to complete a quiz.
2. Click on and take the Quiz - Articles of Confederation.
3. WHEN YOU ARE FINISHED, NOTIFY ME IN OUR GOOGLE MEET CHAT.
4. I WILL VERIFY THAT I HAVE RECEIVED YOUR COMPLETED QUIZ. IF I HAVE, YOU MAY SIGN OFF.
5. Review your notes, and we will begin our discussion of the Constitution on Friday.

The objective for this lesson is to analyze the weaknesses of the Articles of Confederation in realizing the ideals contained in the declaration of independence.
Note: There is a mistake in the notes on Shays' Rebellion. They state that it was over in January of 1786, that portion should state late January and early February of 1787.

Warm up:
1. Click on the Google Form called "Thoughts on Suffrage"
2. Answer the question and click submit

After declaring independence from Britain, the Articles of Confederation provided a weak form of union amongst the thirteen colonies , but it also created a national government that was lacking in the power necessary to successfully do its job. Although the Articles shortcomings eclipsed its strengths, one of the most significant legislative achievements to come out of the Confederation Congress was the Northwest Ordinance of 1787. Essentially a plan for governing and admitting new states into the Union, the Ordinance of 1787 outlived the Articles and guided westward expansion of the United States for decades to come.

On your own:
1. Watch the YouTube video called "Lesson 11: Articles of Confederation".
2. Use the video and the Northwest Ordinance Notes to FOCUS ON the STRENGTHS and WEAKNESSES of the Articles of Confederation and the IMPORTANCE of the Northwest Ordinance of 1787.
3. After a review of these points on Thursday, we will have a short quiz over this material, so pay attention to the content.

Warm up for credit:

1. Use Padlet to answer one of these questions: "Why Do Nations Have Governments?," or "What Was One of the Complaints that Drove Colonists to Separate from Britain?"
2. To go to Padlet, click below on "Why Do Nations Have Governments?"
3. Be sure to INCLUDE YOUR INITIALS or YOUR NAME somewhere in your post, and limit your response to ONE POST.
4. You may use the Declaration of Independence (simplified) to review "A list of bad things the King did."

During class, we will review the context from which the Articles of Confederation were written, and analyze their strengths and weaknesses.

During asynchronous time:
1. Click on the link to "Who got the right to vote when?"
2. Read through that brief history of voting rights in America.
3. On a scratch piece of paper, write down what interested you most about voting rights in America.
4. Be prepared to submit your response at the beginning of class tomorrow.
5. Have a beautiful day!

If you happen to be absent and are just now reading this:
1. The notes from today's class have been included in two different formats below (Articles of Confederation Notes 2020.docx and Articles of Confederation Notes 2020.pdf), use one of them to see what we talked about in class today.
2. You will need to email your answers to me for one of these questions: "Why Do Nations Have Governments?," or "What Was One of the Complaints that Drove Colonists to Separate from Britain?"
3. You will also need to be ready to give your response to the asynchronous assignment.

The objectives for this lesson are to describe the aspirations, ideals and events that served as the foundation for the creation of a new national government, and to analyze the strengths and weaknesses of the Articles of Confederation in realizing the ideals contained in the declaration of independence.

Todays is our Unit 4 exam over the American Revolution. You were asked to prepare for it over the course of the last few days.

1. Click on the Google form below, and take the Unit 4 Test - American Revolution.

2. You will have the entire class period to complete it.

3. WHEN YOU ARE FINISHED, NOTIFY ME IN OUR GOOGLE MEET CHAT.

4. I WILL VERIFY THAT I HAVE RECEIVED YOUR COMPLETED TEST. IF I HAVE, YOU MAY SIGN OFF AND ENJOY YOUR WEEKEND.

Tomorrow, Friday, November 6, 2020, we will have our Unit 4 exam over the American Revolution. You were asked to prepare for it over the course of the last few days. To get an idea of whether or not you need to do some more studying, we will be taking a quiz over the material today.

1. Click on the Google form below, and take the American Revolution Quiz.

2. You will have the entire class period to complete it.

3. WHEN YOU ARE FINISHED, NOTIFY ME IN OUR GOOGLE MEET CHAT.

4. I WILL VERIFY THAT I HAVE RECEIVED YOUR COMPLETED QUIZ. IF I HAVE, YOU MAY SIGN OFF AND USE THE REMAINING TIME TO PREPARE FOR THE EXAM.

Continental Congress adopted the final draft of the Declaration of Independence on July 4, 1776. A formal copy, written on parchment paper, was signed on August 2, 1776.

1. Read the Declaration of Independence. Use the notes from todays class meeting for a list of terms and definitions that should make the reading a bit easier.

2. As you read, answer the questions in the Results of the Declaration of Independence form. It will be due on Thursday, October 29th.

3. I have also included a simplified interpretation of the Declaration, a Spanish version, and a few version read by different narrators in English and Spanish, for anyone in need of accessing the document in different forms.

Objectives for this lesson include determining the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies, and determining the central ideas or information of a primary source.

Thomas Paine's Common Sense was one of the first, if not THE FIRST, viral mass communication events in America. 120,000 copies sold in its first three months it was published, and by the end of the Revolution, 500,000 copies were sold. The estimated population of the Colonies was 2.5 million (keeping in mind, this number excludes African American and Native American populations). That meant 20% of the population owned a copy of Common Sense, and in many cases, it was being read or shouted aloud on colonial street corners. It played a tremendous part in convincing more and more revolutionaries to join the cause. Today, we will explore this document.

1. Read and do the assignment Thomas Paine Common Sense.

2. It will be a complex task requiring the use of the web to look up the definition of many of the words (I know you can do it! Prove it to yourself!). So, it is not due until the beginning of class on Monday (10/26/20), but it is worth 30 points. Please do not neglect to do this assignment!

3. I have included a copy of the entire document (Thomas Paine Common Sense January 10th 1776). You are not required to read it, but I think it would be a brighter day in America if a document of such importance to the revolution and its success was actually read. Further, I think that you will be able to draw many parallels between then and some of the things happening across the globe now.

4. Work hard, and rock on!

Objectives for this lesson include determining the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; determining the central ideas or information of a primary source; providing an accurate summary of the source distinct from prior knowledge or opinions; and once again, answering the essential question, how were the colonies able to defeat Great Britain?

The near year-long Siege of Boston involved the use of spies on both sides. On numerous occasions at the Siege of Boston and beyond, it was spies that allowed the Continental Army to prepare for, avoid, repel, or emerge victoriously from British Army confrontations. Still, British spies also allowed the British to prepare for confrontations with the Continental Army.

1. As we saw last time, there were many colonists that were still undecided or not in support of the revolution.

2. This time, to further help with understanding the different reasons for supporting and not supporting the revolution, and for answering how the colonies defeated Britain, watch America's First Spy Master.

3. Read the content found in each of the three linked websites - 1) Revolutionary War Spies - History; 2) Revolutionary Spies/ National Women's History Museum; and 3) General Washington's First Spy, and Why His Mission Was Doomed from the Start - Journal of the American Revolution. If reading is something you struggle with, then bear minimum complete - 1) Revolutionary War Spies - History. That reading would be the one test questions would be drawn from. Of note, at the end of 2) Revolutionary Spies/ National Women's History Museum, there is a recipe and instructions for writing in invisible ink that you may wish to try.

4. Next, do the assignment Spy, Patriot, Loyalist, or Neutral. It is due on Thursday, October 22. Get it done before the class meeting on that day, and rock on!

Still and again, the objective of this lesson is to be able to answer the essential question, at least in part - How were the colonies able to defeat Great Britain?
If you had to, could you explain the answer to this question drawing from the content you explored today?

Following the Battles of Lexington and Concord, the colonial militia drove the British back to Charlestown and surrounded the city of Boston by land. Colonial militiamen kept arriving to aide those who were already there. This began the near year-long Siege of Boston that we will discuss today.

1. It's important to keep in mind, while the militia surrounding Boston were openly expressing there support of the revolution, their were many colonists that were still undecided or not in support of the revolution.

2. To help with understanding the different reasons for supporting and not supporting the revolution, watch the video and do the Patriot, Loyalist, or Neutral assignment below.

3. It is important to note that the assignment is due tomorrow, Tuesday, October 20th. We will have another assignment related to this one, so this one needs to be completed by the beginning of class on Tuesday.

Again, the objective of this lesson is to be able to answer the essential question, at least in part - How were the colonies able to defeat Great Britain?

Like the Battle of Lexington, this clash of arms at Concord was the result of tensions that had been building over a long period, and it changed the conflict from politics and social unrest to open warfare.

Today we will discuss the Battle of Concord in the class meeting, then you will do the following.

1. If you were not here last class, you need to do the assignment on determining fact and opinion, and you need to select one of the readings that are listed below. You don't need to do this if you were here last class. There are three different difficulty levels of reading about Lexington and Concord to choose from (A - least difficult and least detailed, B - moderately difficult and moderately detailed, C - slightly more difficult and more detailed). Pick the one that works best for you, and read it. I suggest starting at level B. If it is too difficult, then select level A. If it is too easy, select level C. I have also included the military history podcast, Ep 05: Battle of Lexington and Concord, so you can listen to the first half of it and get caught up on Lexington.

2. After you have completed the reading and the first half of the podcast from last class meeting, watch the four videos - Small Arms Weapons..., Gunpowder During the American Revolution..., How Pee Helped Win the Revolutionary War..., and History Brief: Help From France.

3. As you watch the video, complete the questions in the Google form How were the colonies able to defeat Great Britain?

The objective of this lesson is to be able to specifically answer the essential question, at least in part - How were the colonies able to defeat Great Britain? Additionally, you should be able to answer questions concerning problems with and the importance of gun powder to the colonial militia.

The Battles of Lexington and Concord mark the beginning of the Revolutionary War. They mark the first time civilian enlistment was seen rather than 100% career soldiers. These battles also represent the first time the British army had to subdue an opposing army and a populous in rebellion.

Today we will discuss the battle of Lexington in the class meeting, then you will do the following.

1. There are three different difficulty levels of reading to choose from (A - least difficult and least detailed, B - moderately difficult and moderately detailed, C - slightly more difficult and more detailed).

2. Pick the one that works best for you, and read it. I suggest starting at level B. If it is too difficult, then select level A. If it is too easy, select level C.

3. After you finish reading, do the Practicing Your Skill: Determining Fact and Opinion assignment.

4. If you additional help with fact vs. opinion, watch the video Fact or Opinion for Kids (The video is short and to the point, and it includes some examples to help further your understanding.)

5. The assignment is due before the beginning of our next class on Thursday.

The objectives of this lesson are to integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; to distinguish among fact, opinion, and reasoned judgment in a text (or other source); and by the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Today, we are going to consider social contract theory.

A social contract is basically a mutually beneficial agreement between a member of society and the people or ruler(s) of that society. Many people are not aware of a social contract until it is being violated. Violations of the social contract between Britain and the colonists were at the heart of the American Revolution, and it was careful consideration of what makes for a good social contract that led to the creation of the Constitution of the United State of America.

1. Watch the video about Thomas Hobbes, John Locke, and Jean Jacques Rousseau.

2. Think about the similarities and differences between the three men's social contract theories.

3. Watch the remaining videos and consider what led to the Great Law of Peace.

4. Finally, answer the question found in the Google form titled Social Contract Theories. When finished, don't forget to hit submit.

The objective of this lesson is to determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

1. Click below on "Assignment - Questions of Importance."
2. Answer the questions.
3. When finished, be sure to click the "submit" button at the bottom of the form, or your answers will not be recorded.

*I would make a video, but I don't have the voice to make one. I apologize.


Complete the two slides involving important people in the American Revolution.

These are due NO LATER THAN THURSDAY 10/01/2020 AT THE BEGINNING OF CLASS. This will be on your report card for Q1, so please get it done.

No more missing/zeroes in the gradebook!

Not sure why it's showing "Google Forms: Sign-In", however this "quiz" will allow you to grade you and your partners, anonymously.

This will help me with grading the Timeline work from today.

If you don't do it / grade yourself, your grade will come from your teammates who complete the "quiz". Advocate for yourself and complete this, asap

Good evening ladies and gentlemen!

I am calling in sick tomorrow- I just don't feel well and I need to rest, if you know what I mean.

- Please watch the screencastify video- it explains everything.
- I have attached the PowerPoint for you to finish your Causes of the American Revolution google doc.
-The google slide assignment is due at the end of class. Pay attention to the details in the directions, complete it all four taxes, and submit it on time.

Remember, end of Q1 is next Friday. Work hard, you can do it.

I am as close as an email. Please reach out if you are having problems/ have questions.

This is the start of your 13 Colonies IAN.

Instead of getting the entire notebook at one time, you will get 1-2 pages at a time.

You will add other pages I send to this IAN, so don't lose it, don't turn it in yet, make sure you stay on top of your assignments, etc.

Good morning. This is your assessment.
Remember, it is OPEN NOTE.

When you have submitted it, use the rest of class, a.k.a. your asynchronous learning time, to finish your 13 Colonies IAN, which is due tomorrow.