APUSH

Here are some review PPTs for the last few units. Since we went through these so quickly in class, these are more valuable at this moment. I will be uploading the rest in the days to come.

C&B

CC

E&CW

F&C

K&J: F&D

N&X

R&B

CRM

T&CW

Here is a list of previously asked FRQ’s. This is to give you an idea of what types of questions are asked and what kind of information you might need to know. Remember–we CANNOT predict what the topics will be, but you will have to choose 2 topics from 4 questions from different time periods.

FRQ Free Response

This is a cool new tool:

 Visual Search

These are the games we have played for each unit exam. I will be working on one for the final unit (7) since we didn’t play one in class.

Jeopardy Unit 1

Jeopardy Unit 2

Jeopardy Unit 3

Jeopardy Unit 4

Jeopardy Unit 5

jeopardy_unit_6.ppt
Semester Final Jeopardy

Remember–primary (1st)–a quote from the Declaration of Independence is a primary source. Your textbooks written paragraph about the Declaration of Independence is a secondary source. You want PRIMARY SOURCES only!

Also, review old DBQs you have taken–your documents (primary sources) should look just like those do. When you give the source information you are giving the author/speaker/creator, book/magazine/newspaper/speech/etc, date. (You are NOT giving any website information–websites did NOT exist in your time periods to be used as primary source material!!!!)

Search words to try: APUSH primary sources; APUSH dbq documents; APUS history primary sources; 1776 independence primary source (this works for any time period/topic).

Here are some websites to help in the search:

 http://www.historyteacher.net/APUSH-Course/APUSH_Weblinks-MainPage.htm

http://www.sdst.org/shs/library/primary.html

http://www.tdhah.com/site_files/Teacher_Resources/teacher_resources.php

http://nationalhumanitiescenter.org/pds/tblibrary.htm

http://sun.menloschool.org/~chanson/apush/docs_dox/index.html

Time for review.

The next four weeks are going to hard and fast–we are going to recover everything we covered in 8 months in one month.

Here are some review resources to check out if you have spare time and want to check out what you do/do not know.

Online Quiz Practice from Gilder Lehrman Institute–Click on link and then click on where it says American History Quizzes. There is a quiz over every major era and will give you the answers when you are done.

Online Quiz Practice from a NY teacher, Ms. Pojer–Over one hundred practice quizzes.

Online Practice Tests from our textbook publisher, Houghton Mifflin

Major Vocabulary with Definitions–again, do not simply copy and paste, but it might be easier for you to make sense of it outside of the textbook.

Have a great weekend!

Checking on Thursday game–if we have to pay $5 to get into the game, then we might as well just save our money (for the TRIP) and sell the candy bars somewhere else! I will let you know as soon as I find out.

THURSDAY morning meeting: 7:45!

Wednesday: Someone needs to remember to call Buffalo Wild Wings tomorrow and reserve April 23rd for the fundraiser.

Spring Break–nothing planned, but you MUST GO OUT AND FIND SPONSORS and DONATIONS!

Tuesday April 8th–Selling @ soccer game: 5:30 pm–bring in selling stuff this week and that week!

LEARN-A-THON $$ due Friday!!! This FRIDAY!

Remember–tomorrow is a Saturday FUND RAISING meeting!

9:30 am-whenever before 1:00 pm!

Ms. Q’s Room

There is something wonky going on with the blog and I wasn’t able to save this update to the trip page. I will update it when I get a chance, but here is an update for today.

2/27/08 Update

Jamestown is definitely a possibility. The students who were at the meeting (uh, why wasn’t EVERYONE at the meeting???) decided to go for the Jamestown option and here’s why:

for $30 additional per person

• We lose a night in Boston, but still see everything in Boston, including the Hocus Pocus walk through Salem!
• We will get a 1 1/2 hour tour of Philadelphia, skip the Constitution Center (which is a museum), and not spend the night in Philadelphia.
• Spend 2 nights in Williamsburg and get to do and see all that Williamsburg and Jamestown have to offer. Williamsburg is a working colonial village–it looks and works like it did in the 1700s. Go to the website for Colonial Williamsburg to see what’s in store for us: http://www.history.org/
  
• Jamestown can be found here: http://www.historicjamestowne.org/visit/

This makes the trip the original price of $1,768/person.

Are you ready to enroll? Do you have the application filled out? Are you/your parents simply waiting for payday?

If so, you can still qualify for the $50 off the total package price AND receive the FREE T-SHIRT by enrolling by the end of February. How, you ask?

Bring in your completed enrollment application, with the date your parents plan on making the first $150 payment and I can get you enrolled. Enrolling reserves your spot on the trip AND gets you the FREE T-SHIRT.

What are you waiting for?

Next fund raising meeting will be this Saturday, March 1st @ 9:30AM in my room.

The list of resources below is just a starting point. To search for images on your own:

1. You can search for general images: for example go to google and type in CCC images OR civilian conservation corps images to see what shows up.You
2. You can search for specific images: for example if you found out that the Work’s Progress Administration made posters for the national parks you could go to google and type in WPA national parks OR WPA posters national parks.
3. You can find historical databases and conduct searches there: for example go to google and type in historical image database. You will get a list of historical databases that specialize in images. Go to some and do the exact same searches as I mentioned above. This will probably help you find the most relevant images!

New Deal Network Photo Gallery

 FDR Library & Museum Photo Gallery

 Historical Gallery of New Deal

 Great Depression Photos

WPA specific info

Students, click on the APTrip09 above and you will find all the latest info on our trip to DC!

We have:

4 weeks until Winter Break!
3 weeks for Unit 4!
2 weeks +  1 day of nightly reading!
2 sets of exams!

Unit four exam will be the week of December 10th. (Probably the 12th & 13th)

• Unit 4 DBQ–will begin working on it this week in class–so when it is time for the exam, all you will do is write!
• Unit 4 FRQ–will begin working on it this week in class–so when it is time for the exam, all you will do is write!
• Unit 4 Matching–25 words–will update on this page closer to exam day.
• Unit 4 Multiple Choice–Jeopardy will be on December 11.

Final Exams will be the week of December 17th–as soon as I have the schedule–you will have the schedule.

Hang in there…one more unit and a final exam–see how far you have come since August 14th!

So far this year we have learned three strategies for analyzing documents we read in class or encounter in DBQs: 1) 3-Level Questions, 2) Facts & Inferences, and 3) SOAPSS.

When completing one of these exercises, it is important to remember–you are not:

• rushing to see who finishes the assignment first,
• trying to find the “teachers” right answers, or
• just getting it done for a grade.

You should be completing the activity to encourage your understanding of the material previously covered and how it is connecting to what we are learning and what we will be learning. Let’s review:

1. Three Level Questions

• First read the text.
• After reading the text, you need to create at the very least–3 questions–per level.
• Level 1 Questions are answered DIRECTLY in the text.
• Level 2 Questions are answered using the TEXT and OUTSIDE KNOWLEDGE (inference).
• Level 3 Questions connect the information to the bigger picture or the world at large.

2. Facts and Inferences

• T-Chart
• List facts found in the document that directly relate to the content and/or the question being asked. (Remember, knowing Andrew Jackson was tall will not help you on a DBQ or to understand the concepts.)
• List inferences (brining in that outside knowledge) on the other side. How does the text relate to what has been studied before? How might it relate to what’s coming next? What do you know about any of the concepts in the text that is not directly stated?

3. SOAPSS

• Subject–What is the topic of the document? (Remember in English, when the teacher would always ask you to come up with a TOPIC to write about? That’s what I want you to find from the document.)
• Occasion–What occurred BEFORE the document was written to CAUSE it to be written?
• Audience–Who was the document written for? Why?
• Purpose–What does the author want the audience to do, be aware of, or commit to after reading the document?
• Speaker–Who is the author of the document?
• Significance–What is the historical significance of this document? What did it lead to? What did it cause? What did it do? How was it received by its audience? How does it relate to what we have already learned?

It is time for you to use these strategies appropriately and to use the one that works best of the purpose at hand. Some of you may prefer one over another. That’s ok. These are just strategies for you to use to help you make sense of the documents we read and relate them to what we have learned.

Remember, Ms. Q is concerned with improvement, not immediate perfection.

Also, remember, we have 9 weeks to continue growing and learning together until Winter Break.

So, here’s a quick run down of the upcoming unit:

• The Unit 4 Exam will be November 14 & 15.
• We will cover approximately 133 pages of the textbook.
• We will cover chapters 13-17 from American Pageant.
• We will cover the growing of America westward, Jacksonian Democracy, the Mexican War, societal reform, and the reasons we eventually end up in a Civil War.

We now have a class set of the AMSCO book that will make understanding the units a whole lot simpler–if you would like to check one out–see Ms. Q ASAP before they are all gone!

We will be changing how we do the daily review of each night’s homework AND how we do ID Notes. Each day, I will give you something that looks like this:

Tonight’s Homework (read pgs. 272-280)
CORRUPT BARGAIN
1. What was the corrupt bargain?
2. Why was it referred to as being corrupt?
3. Was the bargain corrupt? Why or why not?
4. Who was involved and how?

“OLD HICKORY”
1. Who is this term referring to? Why?
2. What were this person’s political beliefs?

As you can see, I am guiding your reading a bit more. You will go home, answer the questions (again, keeping in mind that the more RELEVANT information you have the better), and come to class the next day, take the quiz, using the notes (answers to the questions), and then I will ask if anyone has questions about any of the answers.

We will test this out for Unit 4 and see where we go from there.

P.S. Another 5 extra credit points to anyone who posts a comment here by Friday, October 19th. (BTW, you must sign up to comment here, so you need a valid email address)

Several of you have come to me asking if it’s okay to read things on the Internet about what we are studying.

Uh,

YEAH!

One of the many things college students eventually begin to become responsible for (besides their own laundry and housekeeping abilities ) is the need to search out additional material and resources which will help them succeed. If this means finding the cliff notes versions of their textbook, so be it. If this means reading several different sources written at an easier level, so be it. The point is–do you understand it, can you repeat it (in your own words, of course), and can you use it?

So, another resource for you to use:

An online textbook called From Revolution to Reconstruction. Specifically, click this link, Westward Expansion, for the stuff that relates directly to what we are working on this week.

Don’t forget about HippoCampus (the online audio version of our lessons) or the new AMSCO book–I now have a class set, which can be checked out for your use!!!!!

P.S. If you are a student of mine, leave a comment here for 5 extra credit points by October 19, 2007!!!