1. Welcome! Room 13, Mr. da Silva, US History When you arrive: 1. Get all the papers at the front desk 2. Take any seat you want 3. Read the IB Learner Profile 4. Decide which of the items most describe you (be prepared to share)

2. Welcome! Room 13, Mr. da Silva, IB History 1-2 (HIS IB HL1) When you arrive: 1. Get all the papers at the front desk 2. Take any seat you want 3. Read the IB Learner Profile 4. Decide which of the items most describe you (be prepared to share) 3. Agenda 8/14 Attendance Turn in HW IB Learner Profile Icebreaker Bingo Mystery of Bridgets Demise HW: Read Through Course Description Thursday-Friday Get Books (Bring Schedules/Student ID) Notecards Seating Chart Discuss Summer Assignment (for those that didnt get it/didnt do it) Go over basic classroom proceduresIB Program Review Syllabus and Course Description Writing Sample #1 4. The Mystery of Bridgets Demise 1. Read the Mystery of Bridgets Demise 2. Individually, fill in the brainstorming boxes. 5. 3. As a group, complete the Final Answer (what is the story of Bridget?). Be prepared to share with the class. 6. Discuss with your partner 1. Why is it a problem for historians to be missing important bits of information? 2. What does the biography of Bridget Bishop say about the society in which she lived? 7. Discussion of Group Norms With your group, come up with a list of 5-7 Norms for collaborative work. These norms can be: Procedural: How should a group function? What roles should group members be required to do. Behavioral: How should group members act when in a group? Guidelines: What are some general guidelines that every group should follow? For example, Give reasons for your suggestion. 8. Summer Reading Assignment 1. Those that completed the assignment: Excellent work. Glancing through the work, most people did a thorough job. 2. Those that did not know about the assignment: (including new to the school, added late to roster, or information was not properly communicated). You need to come after-school today to get the assignment. It needs to be completed by the last day of the semester for credit. 3. Those that did not do it: As I said earlier, you can still complete the assignment by the end of the semester for half-credit, which I would highly recommend doing. 9. Agenda 8/14 US Get Textbooks Getting to Know Your Textbook Writing Sample #1 Course Description and Basic Procedures If time: Mystery of Bridgets Demise SJHS on KTVU 10. Agenda 8/14 HOA Get Textbooks Getting to Know Your Textbook Writing Sample #1 Course Description and Basic Procedures Notecards If time: SJHS on KTVU 11. Notecards On Notecard: Write your full name legibly on the blank side of the notecard. Write if you prefer to sit in the front on the lined side. 12. Summer Assignment The Excuses: I didnt get the assignment A. You need to get your World History teacher to send me an email or a note explaining that you didnt get the assignment. B. You need to establish that you werent here last year I didnt understand it. As the assignment description notes, you needed to contact me if you had any questions. Its too late to not understand it. I didnt have enough time. You had an entire summer and school should be your first priority. You also should have contacted me ahead of time if this were a problem. 13. Only Valid Excuse I signed up for the US History course, but I ended up with HOA. You should still have done Part 1. Part 2 will need to be done at the appropriate time (see next slides). 14. Late Work Part 1: You will receive 65% credit for turning it in by September 13. You will be assigned to after- school review for the following week if you do not turn it in and it must be turned in by September 20 for 50% Part 2: Step 1 and 2: You will receive 100% credit if you turn it in by September 20. After that, you may turn it in up until the day of the final for 50%. Step 3 and 4: Same rules apply, but due October 7 15. Late Work Continued Step 5 and 6: Same rules apply, but October 31. Until the day it is worth 100%, it will be unmarked in the gradebook. Afterwards, it will become a 0 until turned in and you will be assigned after- school make-up each week. 16. August 15 US History Writing Sample #1 Finish Procedures and Syllabus (if time) Maps (If time): CNN Student News 17. August 15 HOA Notecards Writing Sample #1 Finish Procedures and Course Syllabus Discuss IB Program (if time) Maps (If time) CNN Student News 18. Tell me about yourself: In about of a page, tell me about yourself as a student. Use the following questions as a guide: What are you good at? What do you need help with? What qualities does a good class have in your opinion? What was your experience with other History classes? What grade do you expect in this class? What extracurricular activities do you participate in (sports, clubs, etc.)? Do you plan to be a full IB Diploma Candidate or to do IBCC? What do you like to do in your free time? Do you speak another language? Have you ever been to another country? Which? Do you have internet access at home? A computer? A 19. What do you know about the IB program? What is it? Why do it? How do you get an IB Diploma? 20. Page 25 Contents: What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts. three subjects at higher level (240 hours each). three subjects at standard level (150 hours each). all three parts of the core. The IB Learner Profile and the core are central to the philosophy of the Diploma Programme. Students study concurrently: 21. Switch Presentations 22. Required Materials Pens! Binder with at least 2 sections for this class.(3-5) Paper Too! I will be checking for all of these on Monday! 23. 3 Guidelines Respect Focus Think 24. Respect: Dont insult people that disagree with you. Respect the classroom No food Do not write on desks Clean up after yourself Respect the speaker Respect other students Turn off cellphones before entering class. 25. Focus Come to class prepared every single day Have required materials Get enough sleep! Eat breakfast Save conversations with classmates about issues outside the class for outside the class. Give the class your attention Keep cellphones out of sight (unless given specific permission) 26. Think Be open to different perspectives and viewpoints Be prepared to share with the class Push yourself to ask challenging questions of the material Dont be satisfied with being average Think about history outside of history 27. CNN Student News 8/19 #1: Ferguson #2: Ebola #3:Pope Francis #4: Cosmonauts 28. CNN Student News 8/15 Story #1: Ferguson, Missouri Story #2: Russia and Ukraine Story #3: Fields Medal Story #4: Anniversary in Central America 29. CNN Student News For each story, write one Fact. This could be something you learned or an important detail of the story. For each story write one Question. This should be a question that IS NOT answered the story. We will do the first together. 30. Agenda 8/16 HOA Turn in signed slips Discuss Binders/Materials American Revolution Quiz States Quiz Information (Handout II) HSI: Who fired the First Shot? (Assignment 1) 31. Required Materials Pens! Paper!!! Binder with at least 3 sections for this class. Important Handouts Assignments Other Materials I will be checking for all of these on Tuesday! 32. Binder Check On Tuesday, I need to see that you have all of your required materials This includes your binder with 3 divided sections: Handouts Assignments Other Materials 33. US History 8/18 Agenda Warm Up Warm Up Procedures--- HW, Notebook, Folders, etc. Warm Up Seating Charts Summer Assignment Poll Map Activity American Revolution What are two goals you have for this semester? Learning Objectives: Identify all of the states of the United States on a map 34. HOA 8/18 Agenda Warm Up Warm Up Procedures--- HW, etc. Warm Up Seating Charts ((Notecards for 3rd Period) Summer Assignment Poll Materials Check American Revolution Popquiz What are two goals you have for this semester? Learning Objectives: Describe basic causes and effects of the American Revolution. Evaluate Historical Documents. 35. 1.What were the two sides of the French-Indian War? French and Indians against British (Americans) 36. 2. Why were Americans upset with the British? Taxation without representation 37. 3. What happened on July 4, 1776? Declaration of Independence 38. 4. How many colonies were there at the time of independence? 39. 5. Who was in charge of American soldiers during the war? 40. 6. Identify one important battle of the American Revolution. Lexington, Concord, Bunker Hill, Saratoga, Yorktown 41. 7. What intellectual movement inspired many Americans to rebel? Enlightenment 42. 8. Who wrote most of the Declaration of Independence? Thomas Jefferson 43. 9. What happened at the Boston Tea Party? Americans dressed up like Indians and threw all the tea in the Boston Harbor as a way of protesting a tea tax 44. US 8/19 Agenda Warm Up Warm Up Discuss Summer Assignment Finish Map Activity American Revolution Popquiz A Re-introduction to Enlightenment Thinkers Why is learning history important? Learning Objectives: Describe basic causes and effects of the American Revolution. 45. Summer Assignment Two Parts: 1. Constitution Read-Through 2. Citizenship Test Must be turned in by 9/26 46. Enlightenment Thinkers 47. John Locke English 1632-1704 Key Beliefs: Humans are naturally good. Government should be limited. Humans have Natural Rights The Power of government comes from the Consent (approval) of the people. If government is not protecting peoples rights, it should be dissolved or overthrown. The most influential philosopher of the American Revolution. Enormously influential on Thomas Jefferson. 48. Jean Jacques Rousseau French 1712-1778 Key Beliefs: Uncivilized man is the ideal. Government and people corrupt each other. Very difficult to return to life without government once youve entered it. Peoples individuality is and should be taken way by the government for the common good. There is a General Will of the people that must be followed by government or it will be overthrown. Liberty and Equality must be preserved as Natural Rights. Most influential philosopher of the French Revolution 49. Baron de Montesquieu French 1689-1775 Studied Governments and tried to figure out what made some work well. Key Beliefs: Freedom is good for the individual and for society. Power corrupts. Government should be set up to limit how much power people have. The best way to manage power is to have limits. A government that places limits on itself will prevent abuse of power. 3 Branches of Government should be used to establish those limits 50. Assignment Make a Small Poster For Your Thinker In the Poster, you must: Include a Slogan. An image of your philosopher At least one image created by you. Words are short phrases related to the ideas of your philosopher. 51. HOA 8/19 Agenda Warm Up Warm Up Review Summer Assignment HSI Constitutional Video Clip (if time) Explain what the following passage means in your own words: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. 52. CNN Student News Story #1: Iceland Volcano Story #2: Monsoons Story #3: Burj Khalifa Story #4: Cnidaria Story #5: Pen Farthing 53. US History 8/20 Agenda Warm Up Warm Up Compromise Activity Constitution Video Clip Constitution Lecture (#1) What happened during the Boston Tea Party? Learning Objectives: Outline the major conflicts of the Constitution 54. 9. What happened at the Boston Tea Party? Americans dressed up like Indians and threw all the tea in the Boston Harbor as a way of protesting a tea tax 55. HSI: Historical Scene Investigations Who Fired the First Shot that started the American Revolutionary War? 56. HOA 8/20 Agenda Warm Up Warm Up HSI: Historical Scene Investigations Wrap Up Compromise Activity Constitution Video Clip Conflicts of the Constitution Lecture Why is it important to access a range of sources when investigating an historical question? Learning Objectives: Outline the major conflicts of the Constitution 57. Document Analysis 1. Who made the document? 2. When was the document made? 3. According to the document, who fired the first shot? 4. According to the document, what evidence is provided about who fired the first shot? 5. In what ways could this document be valuable? 6. What are some of the problems of using this source as a reliable document? 58. Compromise Activity Rule #1: Do not show your slip of paper to your partner! Rule #2: Negotiate with your partner to try to get an animal that fits your description. Rule #3: You will have 2 minutes to complete this task. You MUST agree to an animal in that amount of time to get a participation point today. Rule #4: Once you have both decided on an animal, write the animal on the back of your slip of paper. Rule #5: At the end, the class will judge who won your 59. The Compromises Compromise Activity: Try to agree to an animal that fits your directions 60. Constitutional Convention Video Clip Questions 1. What important people were at the Constitutional Convention? (including the man with the plan) 2. What were the branches of government suggested by Madison? 3.Identify one major disagreement at the convention. 4. What is the role of the president in the Constitution? 5. Who was only counted as 3/5 of a person? 61. CNN Student News 8/21 Story #1: Iceland Volcano Story #2: Monsoons Story #3: Burj Khalifa Story #4: Cnidaria Story #5: Pen Farthing 62. HOA/US 8/21 Agenda Warm Up Warm Up Proportional Representation Demonstration Continue Notes CNN Student News What is a Constitution? Learning Objectives: Outline the major conflicts of the Constitution 63. Constitution Set of rules that explain how an organization or a country will make decisions. 64. US/HOA 8/22 Agenda Warm Up Warm Up Recap Yesterdays Conflicts Finish Lecture Notes Discuss and Begin Essay What is proportional representation? Learning Objectives: Outline the major conflicts of the Constitution 65. Proportional Representation When political representation is related to the population of an area. 66. Proportional Representation Demonstration Proportional=When one number is relative to another. State Voting: 1 Vote From each State Popular: Count the vote. 67. Conflicts of the Constitution (1787- Present) (1) 68. Conflicts of the Constitution (1787- Present) (0.1) 69. Background Information Treaty of Paris in 1783 ends the American Revolution, grants independence to the colonies. The United States of America were the first major modern republic (democracy) During the war, the colonies had used the Articles of Confederation to run the government. The government was very weak, had no president and could not collect taxes. By 1787, it was clear that the Articles of Confederation would not work. Delegates from the different states met to secretly discuss a new form of government. 70. Checks and Balances 71. Checks and Balances 72. James Madison 73. Conflict #1 Big States vs. Small States Old Way: 1 state, 1 Vote Virginia Plan: Proportional Representation in both Houses New Jersey Plan: One legislative body, each state gets 2 representatives Compromise: The Great Compromise: A House with proportional Representation and a Senate with 2 representatives from each state 74. Electoral College 75. Electoral College 76. Conflict #2: Slavery Northern States wanted to stop the slave trade and slavery Southern States felt they needed slavery for the prosperity of their economy Compromise Slavery allowed to continue so that Southern States would sign the document Existence of slavery would be regulated by the States Slavery eventually outlawed in Northern States by State legislatures Importation of slaves set to end in 1808 77. Conflict #3: Slave representation Southern States felt that they would have less influence if slaves were not counted in the population Northern States thought it was unfair that the South would get to count slaves as among those they represented Compromise: For purposes of Congressional Representation, Slaves were counted as 3/5 of a person To be clear: THIS WAS NOT GOOD FOR SLAVES.AS 78. The First American Political Parties federalism: The idea that government should be divided between national power and local power Federal Government = National Government Federalists: Believed that power should be centered in the federal (national) government. Associated with Alexander Hamilton. More popular in the North Favored urban industrial interests Believed that power should be insulated from the people. Sympathized with Britain in the Napoleonic Wars 79. Anti-Federalism (later Democratic- Republicans) Anti-federalists: Believed that power should primarily rest with the states. Associated with Thomas Jefferson and James Madison More popular in the South Favored the less wealthy and rural interests Believed that power should be in the hands of the people Sided with France 80. Conflict #4: The Power of the Central Government Anti-Federalists (Jefferson) wanted a weak central government that was responsive to the people Federalists (Alexander Hamilton) wanted a strong central government insulated from the public. only wanted elites to participate in government. wanted the presidency to be a lifetime appointment. Compromise: Federal System of divided government that preserves states rights. All landowning men can vote. System of checks and balances ensures that no one branch becomes dominant. 81. Table (complete in your notes) Conflict Compromise 1. 2. 3. 4. 82. Go to daSilvaUS.blogspot.com 83. Writing a good thesis A good thesis needs to: State a clear argument in one sentence. Be supported by the rest of the essay. Lay out the evidence that will be discussed. A common method is by incorporating the topic sentences of each body paragraph into your thesis (for longer essays this is not realistic, and sometimes it can make the thesis too long.) be the last sentence of your first paragraph 84. Writing a bad thesis A bad thesis sometimes: Is a question instead of a statement Says nothing worthwhile The Civil War was caused by social, economic, and political reasons.as opposed toaliens? There were many similarities and differences between Thomas Jefferson and George Washington.duh World War II was caused by many factors.really? I thought there was only one reason Unreasonably prejudicial: Communism collapsed in Eastern Europe because communism is evil. 85. Writing a Good Thesis Sample Theses: A. The compromises of the Constitutional Convention regarding representation, slavery, and powers of the central government left the United States with a poorly working democracy. B. The compromises of the Constitutional Convention regardinggave the United States a stable, working system of government. 86. HOA 8/22 Agenda Warm Up Warm Up Go over essay assignment again Time to work on essay HW: Essay due tomorrow What are some problems with our current constitution? Learning Objectives: Create an essay that evaluates the compromises of the Constitution. 87. Possible Problems People not actually voting for president Some states get lots of attention (swing states have a larger impact than other states) Difficult to change Constitution Gridlock: Balances make it hard for country to have a direction Impossible to remove bad justices President has too much power? President has too little power? Senate is not reflective of the population No term limits on Congressmen 88. HOA 8/23 Agenda Warm Up Turn in Essays Turn in Warm Ups Bill of Rights CNN Student News What do you know about the Bill of Rights? Learning Objectives: Paraphrase the US Bill of Rights. Create your own Bill of Rights. 89. Prohibit: to not allow Abridge: shorten, limiting Assemble: Gather together Press: the news (from printing press) Redress: Compensation, answer, justice Grievances: Complaints Militia: Military force of civilians Infringed: limited Quartered: placed in an house by the government Seizures: Taking from someone Affirmation: acceptance Impartial: Fair Ascertained: found, established Compulsory: Required Bail: Temporary release from jail upon payment Enumeration: listing Construed: bent, used to manipulate Warrant: Legal document authorizing an otherwise unlawful act based on just cause Due Process: Following legal procedures 90. Types of Sources Primary Sources An eye-witness account from the period The most reliable in telling what happened Secondary Sources Description or analysis of something that happened Should be based on primary sources Attempts to summarize or analyze what happened Distinction isnt always clear. Its the idea that matters. 91. Primary or Secondary? A newspaper account of an unsolved murder A newspaper article reporting starvation during the Depression A picture A textbook A video tape of a speech A journal written by the presidents wife 92. HOA 8/20 Period 2 Agenda Warm Up Warm Up Turn in Textbook Familiarity Assignment Glory Video Signups HSI: Who fired the first shot? Due Tomorrow: Materials Check What is the difference between a primary and a secondary source? Learning Objectives: Weigh the importance of Primary Sources 93. HOA 8/20 Period 3 Agenda Warm Up Warm Up Glory Video Signup Revolutionary War Pop Quiz Get Textbooks(10:29) Textbook Familiarity Assignment Due Tomorrow: Materials Check What is the difference between a primary and a secondary source? Learning Objectives: Explain the causes of the American Revolution 94. HOA 8/20 Period 4-5 Agenda Warm Up Warm Up Glory Video HSI: Who fired the first shot? Get Textbooks 4th period: 11:28 5th Period 12:58 Familiarity with Textbooks Assignment Due Tomorrow: Materials Check What is the difference between a primary and a secondary source? Learning Objectives: Weigh the importance of primary sources 95. HIS: Historical Scene Investigations Who Fired the First Shot that started the American Revolutionary War? 96. Document Analysis 1. Who made the document? 2. When was the document made? 3. According to the document, who fired the first shot? 4. According to the document, what evidence is provided about who fired the first shot? 5. In what ways could this document be valuable? 6. What are some of the problems of using this source as a reliable document? 97. HOA 8/20 Agenda Warm Up Warm Up Materials Check Americas Failed Democracy Lecture (2) Madison Reading (if time) Constitution Video Reminder: Glory Video today Reminder: Bring Textbook Tomorrow Note: States Quiz Moved to Thursday What is a constitution? Learning Objectives: Discuss why Americas first democracy failed. 98. Constitutional Convention Video Clip Questions 1. What important people were at the Constitutional Convention? (including the man with the plan) 2. What were the branches of government suggested by Madison? 3.Identify one major disagreement at the convention. 4. What is the role of the president in the Constitution? 5. Who was only counted as 3/5 of a person? 99. HOA 8/22 Agenda Warm Up Warm Up Constitution Assignment Madison Reading (if time) Reminder: States Quiz Tomorrow What are the three branches of government in the Constitution and what do they do? Learning Objectives: Demonstrate understanding and familiarity with the 100. 3 Branches 101. Electoral College 102. HOA 8/23 Agenda Warm Up Warm Up States Quiz Checks and Balances Constitutional Compromises Americas Successful Democracy Lecture (4) Reminder : HW Due Tomorrow Who is on the ten dollar bill? Why is he there? Learning Objectives: Explain how four of the constitutional compromises came to be 103. Alexander Hamilton Secretary of the Treasury Leader of one of Americas first political parties Extreme elitist, but incredibly intelligent 104. Americas Successful Democracy (1787-Present) (4) 105. Checks and Balances 106. Checks and Balances 107. The Compromises Compromise Activity: Try to agree to an animal that fits your directions 108. James Madison 109. The First American Political Parties federalism: The idea that government should be divided between national power and local power Federal Government = National Government Federalists: Believed that power should be centered in the federal (national) government. Associated with Alexander Hamilton. More popular in the North Favored urban industrial interests Believed that power should be insulated from the people. Sympathized with Britain in the Napoleonic Wars 110. Anti-Federalism (later Democratic- Republicans) Anti-federalists: Believed that power should primarily rest with the states. Associated with Thomas Jefferson and James Madison More popular in the South Favored the less wealthy and rural interests Believed that power should be in the hands of the people Sided with France 111. Conflict #1 Big States vs. Small States Old Way: 1 state, 1 Vote Virginia Plan: Proportional Representation in both Houses New Jersey Plan: One legislative body, each state gets 2 representatives Compromise: The Great Compromise: A House with proportional Representation and a Senate with 2 representatives from each state 112. Electoral College 113. Conflict #2: Slavery Northern States wanted to stop the slave trade and slavery Southern States felt they needed slavery for the prosperity of their economy Compromise Slavery allowed to continue so that Southern States would sign the document Slavery eventually outlawed in Northern States Importation of slaves set to end in 1808 114. Conflict #3: Slave representation Southern States felt that they would have less influence if slaves were not counted in the population Northern States thought it was ridiculous that the South would get to count slaves as among those they represented Compromise: For purposes of Congressional Representation, Slaves were counted as 3/5 of a person 115. The First American Political Parties federalism: The idea that government should be divided between national power and local power Federal Government = National Government Federalists: Believed that power should be centered in the federal (national) government. Associated with Alexander Hamilton. More popular in the North Favored urban industrial interests Believed that power should be insulated from the people. Sympathized with Britain in the Napoleonic Wars 116. Anti-Federalism (later Democratic- Republicans) Anti-federalists: Believed that power should primarily rest with the states. Associated with Thomas Jefferson and James Madison More popular in the South Favored the less wealthy and rural interests Believed that power should be in the hands of the people Sided with France 117. Conflict #4: The Power of the Central Government (dont Write) Although the Articles of Confederation had been a failure, many feared that too much power would be placed in the central government Anti-Federalists wanted a weak central government that was responsive to the people Alexander Hamilton (Federalists) wanted a strong central government insulated from the public. only wanted elites to participate in government. wanted the presidency to be a lifetime appointment. Compromise: Federal System of divided government that preserves states rights. All landowning men can vote. System of checks and balances ensures that no one 118. Table (complete in your notes) Conflict Compromise 1. 2. 3. 4. 119. HOA 8/23 Agenda Warm Up Warm Up Turn in HW Finish Conflicts and Compromises Introduce Essay Assignment NOTE: Bring Textbook Monday Identify two problems with our Constitution. Learning Objectives: Write an essay that discusses the conflicts and compromises of the Constitution 120. Possible Problems People not actually voting for president Some states get lots of attention (swing states have a larger impact than other states) Difficult to change Constitution Gridlock: Balances make it hard for country to have a direction Impossible to remove bad justices President has too much power? President has too little power? Senate is not reflective of the population No term limits on Congressmen 121. Writing a good thesis A good thesis needs to: State a clear argument in one sentence. Be supported by the rest of the essay. Lay out the evidence that will be discussed. A common method is by incorporating the topic sentences of each body paragraph into your thesis (for longer essays this is not realistic, and sometimes it can make the thesis too long.) be the last sentence of your first paragraph 122. Writing a bad thesis A bad thesis sometimes: Is a question instead of a statement Says nothing worthwhile The Civil War was caused by social, economic, and political reasons.as opposed toaliens? There were many similarities and differences between Thomas Jefferson and George Washington.duh World War II was caused by many factors.really? I thought there was only one reason Unreasonably prejudicial: Communism collapsed in Eastern Europe because communism is evil. 123. Writing a Good Thesis Sample Theses: A. The compromises of the Constitutional Convention regarding representation, slavery, and powers of the central government left the United States with a malfunctioning democracy. B. The compromises of the Constitutional Convention regardinggave the United States a stable, working system of government. 124. CNN Student News Story #1: Hurricane Isaac Story #2: Republican Convention Story #3: Cyber-razzi Story #4: Lowest voice in the world 125. HOA 8/27 Agenda Warm Up Warm Up Textbook Check Work on Essay or Work on HW Note: Bring Computer usage forms ASAP How did the Federalists and the Anti-Federalists disagree about how our government should be shaped? Learning Objectives: Write an essay that discusses the conflicts and compromises of the 126. CNN Student News Story #1: Hurricane Isaac Story #2: Okinawa Typhoon Story #3: One Giant Leap Story #4: Lance Armstrong 127. HOA 8/28 Agenda Warm Up Warm Up Madison OPVL Bill of Rights Presidents Video (if time) Note: Bring Computer usage forms ASAP REMINDER: Essay Due Tomorrow What is an amendment? Learning Objectives: Paraphrase and explain the Bill of Rights 128. James Madison 129. OPVL O Origin P Purpose V Value L Limitation 130. Origin Where did this document come from? Where and when was it written? Who wrote it? What type of source is it? (newspaper, excerpt from a book or speech, photograph, etc.) Is it a primary source or a secondary source 131. Purpose Why did the writer or maker of the document make it? Why does the document exist? What was the original intended audience of the document? Was the document made to persuade or inform? (or something else?) 132. Value As someone learning about history, why is this source useful? What does it tell you about the writer, the audience, and the time period? How does the document reflect a historical moment, person, or movement? 133. Limitation What are some problems with this document? What side of the story does the document not tell? Who is left out of the document? What are the biases of the document? What does the author purposely or unpurposely leave out? What would make this the ideal source What is missing? 134. HOA 8/29 Agenda Warm Up Warm Up Turn in Essays Finish Bill of Rights (2nd and 5th Period) Student Rights What do you think is the most important protection in the Bill of Rights? Why? Learning Objectives: Explain what rights are retained and which are limited in a school 135. Search UMKC Free Speech Public Schools 136. HOA 8/30 Agenda Warm Up Warm Up Finish Students Rights Activity Do Presidential Differences Activity Reminder: Textbook and Glory Video Assignments Due Tomorrow What was the decision in the Tinker Case? Learning Objectives: Investigate a controversial legal issue you are interested in. 137. Video Notes President Accomplishments (at least 2 for each) Obstacles/Problems (at least 2 for each Washington Adams Jefferson 138. HOA 8/31 Agenda Warm Up Warm Up Turn in Warm Ups and Glory Discussion of Free Speech Issues Romney and Obama Internet Activity (finish Free speech worksheet first) Should you get in trouble at school for things you post on facebook? Learning Objectives: Investigate differences in policy between Romney and Obama 139. Free Speech Issues Can you swear in public? Can you refuse to recite the pledge of allegiance in school? Can a school refuse a religious club from meeting? Can a school allow a student to publicly address the school if they know he/she is going to offer a prayer? 140. Romney vs. Obama What are their stances on: How to fix the economy. How to handle the war in Afghanistan If abortions should be allowed Illegal Immigration 141. Glory 142. HOA 8/26 Agenda Warm Up Warm Up Go over Essays and Revision Student Free-Speech Cases Why are there limits to free-speech? Learning Objectives: Explain and describe the free-speech rights available to students. 143. Essay Problems Proof Read Explain significance of conclusion Relate evidence to a main idea. At the end of your body paragraphs, explain how the compromise supports your argument that the compromises were good or bad. 144. Guidelines for Rewrites Turn in Rewrites on Friday for up to 100%. You do not necessarily need to rewrite the whole essay. You may just rewrite or add sections you need to change. 145. HOA 8/27 Agenda Warm Up Warm Up Finish Yesterdays Assignment Choose Options for Todays Assignment Note: CAS Hours Meeting Rm. 5 (Wednesday-Thursday at lunch) What was the decision made in Tinker vs. Des Moines? Learning Objectives: Investigate a legal topic of interest and report back to the class. 146. HOA 8/28 Agenda Warm Up Warm Up Wrap Up Yesterdays Assignment Short Presentation to class Socrative (if time) History of Slavery CNN Student News (3rd Period) Note: CAS Hours Meeting In what ways was Frederick v. Morse a restriction on student free-speech rights? Learning Objectives: Outline and the explain the early history of slavery in America