Friday Nov 21

Students were given a few opportunities to participate in class game for thanksgiving.

Thursday Nov 20

Students took Unit 3 test

Wed nov 19

Students had time to work on study guide. Any questions students had were addressed and discussed. We also concluded the unit with a clip on the reason Bryan did not win the presidency

Tuesday Nov 18

Students have a test coming up this thursday.  Students also finished looking at a few documents of why the farmers were struggling. It was difficult that they were working hard and doing well and yet losing money. They had to place the blame somewhere and trains and the gold standard were their answer.

Populists handout and questions
Study Guide for Unit 3

Monday 11/17

The class looked at the beginning of the Populist movement. Largely a Farmer's party they sought to improve farmer's problems that were causing foreclosures of farms.
Populist notes

Friday Nov 14

Students looked at the differing views on education to help with equality. The classwork assignment is with the powerpoint.

Quickwrite and Booker T Washington and WEB Dubois notes

Thursday Nov 13

Class today focused on what life was like in the factories and why people at times would try to go on strike. While this was not always successful it was the only way workers could attempt to earn a fair wage, or fair hours. The homestead strike was one of the bloodiest strikes in which at the end of the day 12 people ended up dead. 9 of them were workers from Carnegie's factory. We watched a clip from this scene in the Men who built America. Students had a short packet for homework to do in looking at the good at bad of Industrialists. 

Packet finishing Industrialists

Wed Nov 12

We continued discussing Carnegie and Rockefeller and how these industrialists were the best examples of this time period. It often times meant bringing down a rival through shady tactics but the strong survived.

Monday November 10th

We began to look at Industrialism and Andrew Carnegie and John Rockefeller. Carnegie practiced vertical integration and Rockefeller perfected horizontal integration. We watched the first part of the Men who built America on Rockefeller and saw how he rose to such prominence in America.

Vertical Integration map as well as handout from wed. Discusses working conditions, Carnegie forcing another company out of business and the Homestead Strike.

Intro notes

Friday Nov 7

We finished up discussing the Chinese Exclusion Act and how it impacted not only America but even Riverside. Students had a warmup and then we went over what the Chinese Exclusion act actually did. We finished by taking notes on the start of segregation and it being ruled legal by the court case Plessy vs Ferguson.

Chinese Exclusion warmup and Plessy vs Ferguson notes
Chinese Exclusion Act

Thursday Nov 6

Today we spent most of the time reading George Plunkitt and what he called Honest Graft. It was an overview of how political machines work. Just because they helped people doesn't mean they weren't illegal or criminal. Similar to drug cartel's in Mexico today, while they may do some nice things for orphanages and such, it doesn't mean they are good. Political machines are nowhere near drug cartels but they did get most of their money illegally using graft. They then used that money to stay in power by providing services and assistance to their voters. We finished the class by beginning to look at why America turned on the Chinese and desired to have them excluded from coming to the US in the 1880's.

Chinese Exclusion
 Honest vs Dishonest Graft

Wed Nov 5th

Class website should be updated from last 5 days for those who are not in class. We went over a little of what was covered yesterday and I finished the lecture from Monday. We also discussed a little about Political Bosses and Machines, in particular Boss Tweed and Tammany Hall in New York. The above clip showed in a nutshell how the NY political machine in particular worked.

Tuesday Nov 4

I was out today sick but the class continued looking at the difficulties cities faced with massive overcrowding. One of those instances involved political machines rising up in cities where government officials provided services to get votes, and often times made some money on the side doing it.

Urbanization and Start of Political Machines. Work can be done on handouts and in book.

Monday Nov 3rd

The class looked at current immigration in America and how America's stance on it has changed since the last 19th century through some recent political cartoons on illegal immigration. I also lectured on urbanization and the problems cities faced as massive amounts of people began to flood into cities, particularly New York.

Cartoons to answer bottom of New Colossus HandoutLecture on immigration and eventually political machines

Friday 31st of october

Students finished the month by watching a video clip from the movie An American Tail about a family who traveled to America. It is a cartoon but does a great job of showing the difficulties in the journey and why people came to the US. After discussing the clip students did the 6 terms on page 259 as classwork.

Thursday Oct 30th

 On Thursday we began looking at immigration through the eyes of countless people who traveled to the United States. We looked at the poem that is on the Statue of Liberty "the new colossus" and how it reflects the statue of liberty and millions who have come here.

End of Reconstruction abandoning and Poem on Statue of Liberty

Wed Oct 29

Students looked at how things changed little despite the fact the 13-15th amendments were passed. The Reconstruction included the beginning of sharecropping and black codes which kept the cycle of a slavery like appearance in the South. Handouts will be posted tomorrow. As well as quickwrite on voter intimidation.

Quickwrite Question: Using the Picture with the gun to the head, how did whites(typically the KKK) in the South impact voting of blacks? Why do you think they even let this guy vote? What has the 15th amendment turned into?
Quickwrite Picture, Sharecropping, and Black Codes

10/28

Today we began Unit 3 "Like a Monet". Things looked good in America from a distance, but there were a lot of problems the closer you looked. We began by talking about the Reconstruction and how America was going to rebuild, re-establish the nation, and redefine the role of freed men in the South. All three issues were difficult and came with controversy. Students turn in notebook tomorrow. A checklist for what should be included can be found below

Start of Unit 3 Like a Monet
Reconstruction and Notebook 2 checklist

Monday Oct 27th

Today we began Unit 3 which will be called Like a Monet: Good from far away but ugly when you get up close. We began the unit by looking at the transcontinental railroad. This engineering wonder would help link the east and west and make America connected. It would allow for the advancement of people to the west, greater immigration, and more opportunity for people. Students watched an intro film on the train's building and importance.

Friday Oct 24

Students took the midterm exam mostly off Unit 2. They were able to turn in the study guide if they wanted for credit though it was just designed to help those who wanted to improve their grade, it was not required.

Thursday Oct 23

Students completed the school wide midterm assessment, they had any remaining time to review for tomorrow's test.

Wed Oct 22

Today we finished Unit two by looking at the 3 amendments passed after the Civil War. The 13th 14th and 15th amendments were all designed to give blacks a better opportunity. It starts with ending slavery, but then gives them citizenship and finally allows voting rights.

We have the district quiz tomorrow and our UNIT 2 CHAPTER TEST FRIDAY.

Study Guide for test

Tues Oct 21

Depending on period we got a a little further in beginning of day and a little less toward end but we went over the Gettysburg address and why it was important. Lincoln gave a short and precise reason the war needed to be won. Soldiers at Gettysburg needed their life to have not been in vain. The cause they lived for needs to be completed in the Civil War. We also looked briefly through the final scene of Glory at the 54th regiment. They helped initially get support for using black soldiers in the war which for the first two years was basically avoided. Their courage and bravery paved the way for more soldiers to be respected, paid equally and used for the war.

amendments

Monday Oct 20th

Today we looked at the Civil War and what the strengths were of both sides. I also explained how the Emancipation Proclamation was more a gradual freeing of slaves and not an instant thing. It was a weapon of war however because as slaves were "confiscated" they were set free, often times joining the union army. It also gave more individuals in the North a moral reason to fight the war beyond just restoring the nation.

Gettysburg address
Notes

Friday 10/17

Today students finished the questions on Emancipation Proclamation from Wed. We also watched an episode from the history channel documentary The Story of Us on the Civil War. It gave a quick look at how the North despite having to go into the southern territory were able to win the war. It discussed the technological and industrial superiority of the North and how through trains, communication and massive productions they were able to defeat a South that could not keep up.

Wed Oct 15th

We looked at the final cause of the Civil War, Abraham Lincoln becoming president. In the South few states even had him on the ballot, let alone voted for him. For the south it was the final straw for democracy being inefficient. Before Lincoln had done anything the south would secede and establish the Confederate States. Students had a quickwrite and because of PSAT's by many juniors we skipped discussing the war for the day. We did start looking at the Emancipation Proclamation (except 3rd period).

Quickwrite(and things to study at bottom), notes, and questions for every class but third

Tuesday Oct 14th

Students on the John Brown passage should have answered on their page(period 1 is the exception) How does the reaction to John Brown differ from the North to the South and how could it be a cause for war?

In class we also looked at Frederick Douglass speech in which he discussed the Fourth of July and George Fitzhugh's speech about why slavery isn't too bad. The big idea we are trying to get at is that the in the North the issue is all about Freedom and Independence, and how can we go on basically until that issue has been dealt with. In the south the debate is more that slavery is simply a job and not the worst one. They look at slavery in different eyes and it is much different to both. We finished class with looking at Dred Scott and his court case. Students are to do the questions on it and then using that knowledge apply it to Lincoln's "house divided against itself" speech. Homework attached.

Homework

Monday Oct 13

Today in class we went discussed John Brown and why he was such a polarizing figure. Though somewhat of a madman he became a terrorist to the south and a hero to the north. Steadfast in his goal to end slavery he was willing to use violence to further his cause. First in Kansas during "bleeding Kansas" and later at Harper's ferry. Notes are small so I will try to load the power point instead of the little pictures that students got in class.

John Brown

Friday Oct 10

Today we looked at more causes of the Civil War. For one literature had an important impact on the divide in America. Uncle Tom's cabin which would become an instant success opened the north to what happened under slavery. Despite being a fictional book it amazed many in the North and pushed for abolition. The nullification crisis was another split between the north and south, this one on tariffs. The south felt they were being taken advantage of at the expense of the North. Despite a solution and a compromise, we see a growing rift between the two parts of the United States.


Uncles Tom's Cabin, Nullification Crisis

Thursday Oct 9th

 We began to look at the second half of our unit which is was titled From New Nation to Two Nations. The two nations part is what we will be focusing on as we look at how America was pulled into the Civil War. While slavery is the central issue it is deeper than that. Slavery was not abolished yet America would be in war. We talked about the first "snowball" that would begin the issue. (though there is a history that dates back far before this) was Eli Whitney's invention of the Cotton Gin. This gives rise to larger plantations and the need for additional slaves. We began the reading the following passages, each class got to a different point.

Start of Civil War packet

Wed Oct 8

Students finished journal entries that began yesterday. They also watched a clip from the history channel series the story of us that discusses those who moved to california and the gold rush as well as those who lived in and moved to texas.

Tuesday October 7th

Students had a quickwrite on Manifest Destiny and what the term means or looked like. Often times we have this idea that the land to the west was this God given land for us to take and that is why we got it. While we did take over the land we see that its not so much just because we feel like God had given it, but more that there was a purpose in going. Students looked at 3 individual groups of people and why they went to Utah, California and Texas. They began in class a journal assignment writing a 1st person account of what it would be like. The assignment and quickwrite are linked below.

Manifest Destiny quickwrite, maps and class assignment

Monday Oct 6th

In class we looked at the Indian Removal Act also known the trail of tears where America forced Native Americans off their land and out toward modern day Oklahoma. Over time we have been gone from thinking this was an acceptable and smart action to realizing it was wrong, unconstitutional and tragic. After a brief lecture students looked at textbook readings from 5 different time periods. As the textbooks evolve America's role is greater questioned. The reading is slightly difficult as the PDF came out sideways but the reading and questions are still there.

Trail of Tears

Friday Oct 3rd

Students had a quickwrite on the Monroe Doctrine. It shows the Monroe Doctrine through a cartoon about chickens. Some chickens are labeled to help understand which nations are cooped up and which nations are running free under the American rooster.  After the students made a hypothesis on what they thought the Monroe doctrine was they were given small passages from it. America was slowly changing its isolationist policy established under Washington and taking a stance in global issues. While America didn't really have the strength to back up what it said, it stood up for Latin American nations being recolonized. America would hold on to this policy over time when issues arise in Latin America.

Quickwrite
Monroe Doctrine Excerpts and Questions

Thursday October 2nd

Today we looked at both Jefferson and Madison's presidency and the big events the Louisiana Purchase and War of 1812. In Hamilton's letter we saw why there were critics of Jefferson's purchase.

Hamilton Letter
Notes

Wed October 1

The class finished and reviewed the questions from yesterday in class. Students should be able to clearly give a definition of what judicial review is and how it impacts America.

Tuesday Sept 30

In class we reviewed the reading that was started yesterday. In particular we looked at the Alien and Sedition Acts and whether the government should be able to make a law that seems Unconstitutional. While we do not know what they would have ruled at the time the law came to an end before an answer was given. It led however to two states Kentucky and Virginia to basically say they were not going to follow the law Congress had created. This idea of "nullification" takes place when a state basically says they are not going to follow the laws of the land. Similar to what Washington and Colorado have chosen to do over Marijuana recently. We don't really see anything happen to Virginia or Kentucky as well because the laws disappear after John Adams presidency, but leave us wondering who wins, America or a State? To end class we discussed the Marbury vs Madison court case. While overall the event was not really important, it leads the Supreme Court to decide the first case in history. Establishing the idea of judicial review, and forever changing the judicial branch. Questions below go to this topic. 

Use pages 118-119 to answer the following along with using the internet as needed. (this was not homework except for question # 6 but was what students were working on)

1. If the Supreme Court makes a ruling, who’s job is it to enforce it?

2. Why do you think in the last sentence it says, “That the entire country has with few exceptions obeyed.” Why would their be a few exceptions? What does that mean going back to question # 1

3. How did Marshall both stick it to Adams and also stick it to Jefferson?

4. Using your own language, explain what “Judicial Review" is.

5. How many times according to book has the Court had to remove or overrule an act of Congress because of Judicial Review?

6. Go on the web and find one article about whether last years "Obama-care" law is Constitutional. Summarize in 3 sentences why it is Constitutional, and then in 3 sentences why it would not be Constitutional

Monday Sept 29

Students began Unit 2 and created a title page for our new unit, "From New Nation To Two Nations" Students had a quickwrite and notes found below. We discussed how the Whiskey rebellion showed off the New Power of the nation after America had regrouped from the Shay's rebellion. handouts will be uploaded tomorrow.


Warmup and Notes
Documents

Friday Sept 26

Classes were extremely short today due to homecoming. Students watched an intro video to Unit 2 about Lewis and Clark's journey across America and the exploration of the frontier.

Thursday Sept 25

Students took their Unit 1 exam today on America's Founding. Notebooks were also turned in.

Wed Sept 24

Students were given a Study Guide to use to review for the test. They also were given time to organize the notebook. The notebook should be put in the following order. Title Page, Quickwrites, Notes, Classwork Homework and Readings. Below is a list of things that should be included.
What should be in Notebook
Unit 1 Study Guide

Tuesday Sept 23

Class finished all new material that will be covered in Unit 1. The test will be on thursday. The class talked about many of the reasons the antifederalists and federalists clashed over the Constitution. Eventually it was ratified but only with the promise to create a bill of rights for the USA. Students began to finish or needed to finish for homework the following chart on the Bill of Rights. It can be found on page 96 in the textbook.

Bill of Rights

Monday Sept 22

The first quiz was reviewed together in class. The first exam for this year will be Thursday this week(at least expected date). After this students had a quickwrite —

What rights do you think Americans should have but don’t, or aren’t stated?  Not in California but in the United States. If you were going to come up with your own Bill of Rights what would be # 1 on the list? (not on the original) Why? 

We then began to discuss the differing viewpoints of both the federalists and antifederalists as they debated whether the Constitution should be ratified. The following reading was handed out. Period 1 and 2 should finish reading and answer the summary questions. Periods 3,4 and 5 will tomorrow. 

Federalist reading

W

Friday Sept 19

Students worked on what is in our Constitution. We covered an overview of all 7 articles. Students heard a brief lecture on separation of powers and why it works for our nation so well. Students had no homework.
Handout will be posted Monday.

Constitution reading and chart

Thursday Sept 18th

Students reviewed the work from Wed. We covered why the issues of the Constitution were so big and how the compromises ended up. Students also read about the Great Compromise and why it was the biggest decision made at the convention.
Great Compromise

Wed September 17th

 Students looked at some of the major issues of the Constitution through the eyes of their state. The reading and questions are below. Each student had to choose a original colony and try to see the Constitutional Convention through it's eyes.
Constitution Issues Reading
Questions for each state to answer

Tuesday Sept 16th

Students took our first quiz of the year. After the quiz was finished we quickly reviewed last nights homework getting to the Constitution. Shays' rebellion gave the new nation a fear that they felt needed to be addressed. At the same time Jefferson though addressed the idea that rebellions are necessary and that the government should have at least some fear to listen to the people. They would have to balance these ideas as they began to discuss altering the government. Students were broke into states and looked into the background of the state they would represent at the Constitutional Convention.

Monday September 15th

Quiz Tomorrow!!!-Quiz will be on what we have covered up until this point. From Puritans through the Declaration of Ind. Students should review notes as well as any readings and work we have done.

Today we looked at the end of the American Revolution and the beginning of this new nation. America's first government was not what we have today but the Articles of the Confederation. It was a good idea based mostly on trying to be exactly what Britain wasn't but had some problems. Shays' rebellion being one issue that caused a lot of fear about this new government. Handouts can be found below.

Shays' rebellion
Why the Articles of Confederation had problems.

Friday Sept 12

On Friday we finished looking at the Declaration of Independence. One key idea was how the Enlightenment influenced Jefferson in what Americans desired. The document is the questions that students answered (4th and 5th period turned them in).

Dec. of Ind. questions

9/11

We discussed 9/11 and its importance in America, both now and then. We also watched some tribute clips of the event.