Date
5-6-24 & 5-7-24
5-2-24 & 5-3-24
4-30-24 & 5-1-24
4-26-24 & 4-29-24
4-24-24 & 4-25-24
4-22-24 & 4-23-24
4-18-24 & 4-19-24
4-16-24 & 4-17-24
4-11-24 & 4-12-24
4-9-24 & 4-10-24
4-5-24 & 4-8-24
4-3-24 & 4-4-24
3-28-24 & 4-2-24
3-26-24 & 3-27-24
3-22-24 & 3-25-24
3-20-24 & 3-21-24
3-18-24 & 3-19-24
3-12-24 & 3-13-24
3-8-24 & 3-11-24
3-6-24 & 3-7-24
3-4-24 & 3-5-24
2-29-24 & 23-1-24
2-27-24 & 2-28-24
2-23-24 & 2-26-24
2-21-24 & 2-22-24
2-15-24 & 2-20-24
2-13-24 & 2-14-24
2-9-24 & 2-12-o24
2-7-24 & 2-8-24
2-5-24 & 2-6-24
2-1-24 & 2-2-24
1-30-24 & 1-31-24
1-26-24 & 1-29-24
1-24-24 & 1-25-24
1-22-24 & 1-23-24
1-18-24 & 1-19-24
1-16-24 & 1-17-24
1-11-24 & 1-12-24
1-9-24 & 1-10-24
1-5-24 & 1-8-24
1-3-24 & 1-4-24
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What We Did in Class
* We began class by doing a current events update.
* Then, we corrected the Selma to Montgomery worksheet and handed it in. * After that, students wrote down some notes from off the white board. * Next, we went through the events that led to the "March on Washington" and we listened to MLK's "I Have a Dream" speech. * Then, we read the primary source over the "Freedom Riders" from 1961 and students answered questions the teacher had printed on a worksheet over it. * The teacher reminded us of our assignments before the bell rang. * We began class by picking up the worksheet for Crash Course # 41 and the worksheet over the Selma to Montgomery March.
* Then, the teacher went through the significance of the Selma March and its purpose. * After that, we watched a video clip of LBJ giving his "American Promise" speech. * Next, students were allowed to begin doing the worksheet over the Selma to Montgomery March. * We began class by correcting Crash Course # 40, "The Civil Rights Movement in the '60's" and handed it in.
* Next, the teacher began going through the Selma to Montgomery March of 1965. * After that, we watched some video clips on the Civil Rights Movement. * Then, we filled in a timeline over the Selma to Montgomery March. * We began class by finishing the Vietnam primary source packet. Students were able to ask questions over the last primary sources we read in class.
* Then students completed the test over Vietnam. Students were able to partner up to complete the test. * Students handed in the Vietnam primary source packet and the test when they finished. * The teacher taught over LBJ's War on Poverty. After some background context, we read Johnson's message to Congress that asked for the legislation and passing of the Economic Opportunity Act of 1964. * After that, we corrected Crash Course # 39 and handed that worksheet in. * We began class by correcting the Vietnam in Five Minutes worksheet and handing it in.
* Then, students wrote down some notes from the board and we discussed them. We particularly talked about why 1968 was significant. * After that, we read "The Soldiers War," and "President Nixon Defends His Incursion." * Finally, we discussed the impact of folk and rock music on the anti-war movement. * We began class by doing a current events update.
* Then, we wrote down some notes from the board and discussed them. * Next, we corrected the "Vietnam War in Five Minutes" worksheet and handed it in. * After that, we went through some of the primary sources that had been assigned and we read "President Johnson Asserts His War Aims," and "The British Prime Minister Criticizes U.S. Bombing." * Finally, we finished the movie, Bridge of Spies and corrected the movie worksheet over it. * We began class by taking some notes on the board and discussing them.
* Then, the teacher went through the expectations for the semester exam. * Next, the teacher presented on the Bay of Pigs incident, the Cuban Missile Crisis and the Kennedy assassination. * After that, we read JFK's Cuban Missile Quarrautine Speech and the Soviet response to it. * Finally, we watched another segment of The Bridge of Spies and answered questions in the movie packet over them. * The teacher reminded students about their homework.dsedrh * We began class by going through some current events.
* Then, students took some notes from the whiteboard. We discussed them and then moved on to the next objective. * Next, we read, "Truman Accepts the Korean Challenge," and "MacArthur Calls for Victory." Students answered some of the questions over them. * After that, the teacher went through our homework. * Finally, we watched a segment of Bridge of Spies, and answered some questions on the movie worksheet. * Class began by going over current events.
* Then, students completed the quiz over Saving Private Ryan. * Next, we corrected Crash Course # 38 and handed it in. * After that, we filled in the foreign policy approach for Eisenhower and Kennedy and discussed it. * Finally, students took some notes from the board and we discussed them. * Class began by the teacher making some announcements and accepting make up work from students.
* Then, students completed the quiz over Schindler's List. * After that, students completed an exit ticket over the Truman Doctrine. It was discussed as a whole class and then handed in. * Next, students took notes on the board over the Korean War. * Then, we read and discussed the primary source, "Truman Takes on the Korean Challenge," and "MacArthur Calls for Victory." * Finally, we ended class by watching another segment of Bridge of Spies. * We began class by going through some current events.
* Then, we took down some notes from the board and discussed them. * After that, the teacher showed us a video clip went through the events and timeline of the Korean War. * Next, we corrected Crash Course # 37 and handed it in. * After that, we finished discussing "George Kennan's Long Telegram" and read "Harry Truman Appeals to Congress." We answered the questions over this document. * Then, we read and discussed "The Chicago Tribune Dissents." As we read, we answered the questions over this source too. * We began class by taking some notes on the board over the Cold War and discussing them.
* Then we watched a video clip on the Berlin Airlift of 1948. * After that, we read, "George Kennan Proposes Containment," and went through the questions over that primary source. * Next, the teacher introduced the movie, Bridge of Spies, and we watched a segment of that movie. * Finally, the teacher went through our assignments for the map, the crash courses, and the quizzes for Schindler's List and Saving Private Ryan. * We began class by picking up Crash Course # 37.
* Next, the class took some notes from the board over the Cold War and the teacher introduced our next unit, Unit 7, The Cold War, from 1945 to 1990. * After that, we finished watching Saving Private Ryan and discussed it. Students filled in the rest of their movie worksheet. Gold 3:
* We began class by doing a current events update. * Then, the teacher handed out the Cold War primary source source packet and we marked which sources we will do. * After that, we watched another segment of Saving Private Ryan and we discussed it. Black 2: * Will conduct their "pop-up" debate over our justification for dropping the atomic bomb. * Then, the teacher will introduce Saving Private Ryan and we will watch a segment of it and discuss it. * We began class by doing a current events update.
* Then, we corrected Crash Course # 36 and handed it in. * After that, we held a "pop-up" debate over this question: "Was the U.S. justified in dropping the atomic bomb?" * Finally, we watched a segment of Saving Private Ryan and discussed it. * We began class by filling in the rest of the World War II Summary Sheet.
* Then, we went through Crash Course # 36. We will correct and hand it in next time. * After that, we read more "pros" and "cons" of dropping the atomic bomb on Hiroshima and Nagasaki. * Next, we finished Schindler's List and the questions on the movie worksheet. * Finally, the teacher introduced Saving Private Ryan and we watched a segment of it. * We began class by doing a current events update.
* Then, students took notes from the board and we went through them as a class. * After that, we filled in more of the World War II Summary Sheet and discussed it. * Next, we went through some questions on Crash Course # 36, but we did not correct it. So many students were absent we decided to correct it next time. * Then, we went through some resources of the pros and cons of dropping the atomic bomb for our next "pop-up" debate. * After that, we finished Schindler's List. * We began class by handin in Crash Course # 35 and handing in the Great Depression Primary Source Packet.
* Then, we did a Schindler's List activity. Students were given four short passages and the four authors and dates of the passages. Students had to pair the correct author and date with the passage. It led to a good discussion about anti-semitism. * After that, we went through questions on the World War II Primary Source Packet. If students had it completed, they handed it in. It is due next time for those who did not hand it in today. * Next, we filled out more notes in the World War II Summary Sheet. * Finally, we watched another segment of Schindler's List, and discussed it. * We began class by doing a current events update.
* Then, students took some notes from the board and we discussed them. * After that, we discussed Crash Course # 35 and corrected it. * Finally, we finished class by watching a segment of Schindler's List and discussing that movie. * We began class by doing a current events update.
* Then, students took some notes from the board and we discussed them. * After that, we filled in some more of the World War II Summary Worksheet. * Next, we went through the questions for "The Chicago Tribune is Outraged," and we read "FDR Proclaims Shoot-at-Sight." * Finally, we watched another segment of Schindler's List and discussed it. * We began class by doing a current events update.
* Then, we discussed the notes on the board over World War II. They pertained to the relationship between FDR, Churchill and Stalin, and notes over the glaring racism that was perevelant against Japanese-Americans, Jewish-American and African Americans during the war years. * Next, we read "William Randolf Hearst Denounces Lend-Lease," and "Framing the Atlantic Charter." Students answered questions over these primary sources as we discussed them. * After that, we watched another 35 minute segment in Schindler's List. Students answered questions over the movie on their movie worksheet. * The teacher went through the assignments for the week before the bell rang. * We began class by taking some notes on the board and discussing them. We talked about the six burning questions that we are going to ask during this unit, (See other column).
* Then, we filled out some of the World War II Summary Worksheet. * After that, we read "George Phraner's Brush with Death on Board the U.S.S. Arizona," and "Adolph Mortensen Remembers His Escape from the U.S.S. Oklahoma." * Finally, we ended class by watching 30 minutes more of Schindler's List and answering some of the questions on the movie worksheet. * We began class by getting our Unit 5 notes and Unit 5 Crash Courses ready for the test.
* Then, students completed the Unit 5 test, using their notes, Crash Course # 33 & # 34, and the Power Point in Google Classroom. * After the test, students handed in the test, and the Crash Courses. * Next, students picked up the new primary source packet for Unit 6, World War II. However, we did not have time to read the first two sources or watch another segment of Schindler's List. * We began class by doing a current events update.
* Then, students took some notes on the board as we discussed them. These were notes on our continuing coverage of Unit 5 and the Great Depression and the New Deal. * After that, we corrected Crash Course # 34 and then handed it in. * Next, we watched a segment of Schindler's List and watched it. * We began class by going through some notes on the board over the Great Depression.
* Then, we prepped for the "pop-up" debate over immigration. * After some prep time and a video clip on immigtration policy and common terminology, we began. * The "pop-up" debate on immigration policy lasted until the end of the class. * We began class by going through some notes on the board over the Great Depression.
* Then, we corrected U.S. history Crash Course # 33 and students handed in the worksheet. * After that, we went through two primary sources on the Great Depression. We read, "FDR's First Inaugural Address" and the teacher assigned "A Salesman Goes on Relief." * Finally, we used what time was left to introduce Schindler's List and to watch a segment of it. * We began class by handing back the crash courses over World War I and students getting their other notes out for the Unit 3 Test.
* Students completed the Unit 3 Test, using their notes, the crash courses, and the Power Point in Google Classroom to complete the test. *After completing the test, students printed off their World War I partial essay and handed it in. * Then, students picked up the packets for the next unit, Unit 5, the Great Depression. * We used the rest of the time taking some notes over the Great Depression. * We began class by doing a current events update.
* Then, students took some notes on the board and we discussed them with the teacher. * After that, we watched a video clip on the Paris Peace Conference of 1919 and why the Versailles Treaty was never ratified by the U.S. Senate. * Next, we read "Wilson Defeats Henry Cabot Lodge's Reservations," and "Lodge Blames Wilson." Students answered the questions over the sources. * Then, the teacher presented his example of the partial essay over the homefront during World War I. * Finally, we finished All Quiet on the Western Front, corrected it, and handed it in. * The teacher reminded the students about important due dates next week before the bell rang. * We began class by doing a current events update.
* Then, the teacher introduced the topic for the next "pop-up" debate. It is over immigration. Students took some notes over this. * After that, students filled in the World War I Summary worksheet with the teacher. * Next, we discussed Crash Course # 30 and then we corrected it and handed it in. * After that, the teacher presented on the Paris Peace Conference and the Versaille Treaty. * Then, we read "Wilson Defeates Henry Cabot Lodge's Reservations." * Finally, we finished All Quiet on the Western Front and the questions that were on the movie worksheet over it. * We began class by doing a current events update on the War in the Middle East.
* Then, students took notes over World War I that were on the white board and we discussed them. * After that, students filled in the World War I Summary cheat sheet and we discussed as students filled it in. * Next, we watched two video clips - one on Schenck vs. United States and the other on the Spanish Flu of 1918-1919. Students answered some of the questions the teacher provided over them. * Then, students made a new Word document and put a MLA heading on it for the partial essay that is due February 13th and 14th. The partial essay is over World War I and the homefront. * Finally, we used what time there was left and watched another segment of All Quiet on the Western Front. Students answered some of the questions on the movie worksheet over it. * We began class by taking notes on the board and discussing them.
* Then, we watched a video clip from The Great War & the Shaping of the 20th Century. Students answered questions about the video on a worksheet. * Next, we went through and corrected Crash Course # 209 & # 210. We handed the Crash Course in after we corrected it. * After that, the teacher was able to get the class started on one of the primary sources for next time. The source was "President Wilson Breaks Diplomatic Relations." * Finally, we watched another segment of All Quiet on the Western Front. Students answered questions over the movie on the worksheet for it. * We began class by getting organized for the Unit 3 Test over the Progressive Era.
* When students finished the test, they handed it in along with the Progressive Era PS packet and Crash Course 27. * Next, students picked up the primary source packet for Unit 4, World War I. * After that, we watched another segment of All Quiet on the Western Front. Students answered questions over the movie on their movie worksheet. * We began class by taking some notes on the white board and discussing them.
* After that, the teacher presented on the presidential elections of 1896 and 1912, and he pointed out why these two elections were anomalies for the state of South Dakota. * Then, students filled out the cheat sheets provided by the teacher over the women's rights movement and the 4th two-party system from 1896-1933. * Next, the teacher let students ask a couple of questions over Crash Course # 27. Then, students corrected the Crash Course and handed it in. * Finally, we watched another segment of the 2022 version of All Quiet on the Western Front, and students answered some questions on their movie worksheet over it. * We began class by doing some current events over the New Hampshire primary.
* Then, students took some notes over Unit 3, the Progressive Era. * We discussed the notes and that led us to begin reading some primary sources from the Unit 3, Progressive Era Primary Source Packet. * We read, "Exposing the Meat Packers," and "Child Labor in the Coal Mines," and discussed them. Students wrote some answers down in their packets over the questions asked. * Next, we went through some questions on U.S. history Crash Course # 27. The teacher reminded us that the crash course is due next time, on 1-26-24. * Finally, the teacher introduced our World War I movie, All Quiet on the Western Front, and students wrote down some answers on their movie worksheet over it. * We began class by going through a current events update.
* Then, we went through the primary sources from last time. * We read "Albert Beveridge Trumpets Imperialism" and discussed its contents. Students answered some of the questions over the primary source in their packets. * After that, the teacher introduced the Progressive Era, our Unit 3 study. Students picked up in the new primary source packet and the worksheet packet that accompanied it. * Students also picked up U.S. history Crash Course # 27, The Progressive Era. * The class was just ready to read the first primary source in the Progressive Era packet when the bell rang. So, the teacher assigned the first primary source, "Exposing the Meat Packers" for next time. * We began class by covering some current events.
* Then, we discussed the definition of an empire and the teacher asked if the United States has ever been an empire? * We talked about comments John Green made in Crash Course # 28 and then students took some notes on the board. We went through the "new imperialism" after 1867, and the impulses or beliefs that made justification for overseas markets possible. * After that, we went through Crash Course # 28, corrected it and handed it in. * Finally, we began the homework for next time. We started the "Letter to Enrique Dupuy de Lome" and "Professer William Sumner Spurns Empire." * We began class by doing an update on the Iowa Caucus.
* Then, we reviewed the big events of Reconstruction. * After that, the teacher handed back the Unit 1 test to everyone. The teacher let each student ask one question to the teacher for a possible right answer. * Then, we corrected the Unit 1 Test and handed it in. * Next, we discussed the primary sources assigned last time: "Professor Charles Eliot Norton's Patriotic Protest," and "President McKinley Submits a War Message." * We began class by doing a current events update.
* Then, we went through the questions and answers from the documentary, The Neutral Ground. Students handed in the worksheet. * After that, we took notes from the white board on the Andrew Johnson impeachment trial, the presidential election of 1876 and the Compromise of 1877 that made Hayes the 19th president of the U.S. * Students picked up the new primary source packet for Unit 2, The Spanish-American War and the era of imperialism. We went through what sources we would read and the teacher assigned a primary source and the new Crash Course # 28. * Finally, the teacher handed out the Unit 1 Test over Reconstruction. Students answered questions on their own and will be allowed to do a class share next time before the test will be graded. * We began class by doing a current events update on the upcoming Iowa caucus.
* Then, we went through some questions on Crash Course # 22, corrected it and handed it in. * Next, we read "Maria Carter Describes an Encounter with the Klan" and "Henry Lowther Falls Victim to the Klan," and discussed the questions over those sources. * Finally, we finished The Neutral Ground and answered questions over it. * We began class by watching a video clip narrated by historian Allen Guelzo on the good and the bad about Reconstruction.
* Then, we discussed the video clip and took some notes on it. * After that, we read "The Radical Republicans Take a Hard Line," and "Thaddreus Stevens Demands Black Suffrage." Students answered the questions in their packets over these sources. * Next, we went through the True/False on the Crash Course # 22 worksheet. I reminded students that it is due next time. * Finally, we finished the rest of The Neutral Ground, and we discussed it. * We began class by going through the syllabus, classroom rules and procedures.
* Then, the teacher handed out the Reconstruction packet and the worksheet for Crash Course # 22 * Students took some notes over Unit 1: Reconstruction. * After that, we read "Former Slaves Confront Freedom," and students answered the questions over it. * Finally, students began watching The Neutral Ground, a 2020 documentary on the removal of Confederate memorials in New Orleans back in 2015. |
Homework/Comments
I assigned students to watch Crash Course # 42 and Crash Course # 43.
I also reminded students that Crash Course # 41 will be due next time. I reminded students to get in any missing work.
I reminded students to get in any missing work.
I reminded students that Crash Course # 40 is due next time. I also assigned students to finish the questions associated with LBJ's "War on Poverty" speech.
I assigned students to read "The St. Louis Dispatch Dissents," and "The Expulsion from Vietnam."
I also assigned students to watch Crash Course # 39 and # 40, and to do the "Five Things to Know about the Korean War." Students picked up "Five Things to Know about the Korean War." This video is in Google Classroom under Unit 7.
I also assigned students to read "The Soldiers War" and answer the questions to it. I assigned students to read and do the questions for "Kennedy Advances a Solution," and "The Soviets Save Face."
I also reminded students that their Vietnam War worksheet packet is due next time. I assigned students to read and do the questions for, "Truman Looks Beyond Victory," and "Secretary of State John Foster Dulledds Warns of Massive Retaliation."
I also handed out a video worksheet over the Vietnam War video that was placed in Google Classroom. This will be due on April 22nd and 23rd. I assigned students to have the rest of the primary sources read and questions completed over Cold War PS packet # 1, especially, "Secretary Dulles Urges Massive Retaliation."
I reminded students that Crash Course # 38 is due next time.
I also assigned students to read and do the questions for "Secretary Marshall Speaks at Harvard." We went through all the primary sources in class that I had assigned for next time. As a result, we did not watch any more of Bridge of Spies.
I also reminded students to get their Cold War maps completed. I showed students what my map looked liked. Crash Course # 38 was also handed out and assigned as homework. It will be due for Gold 3 on Thursday, April 11th; for Black 2 on Friday, April 12th. I went through the directions for filling in the Cold War map. Students have to make their own key for the map.
I reminded students that Crash Course # 37 will be due next time. In addition, we talked about the two movies that have been shown in History 152. Some students need to come see me to finish the movies, and this needs to be done by next week so students can take the quiz over them. I assigned students to watch the video and do the worksheet for Crash Course # 37. It will be due on April 5 for Gold 3 and April 8th for Black 2.
I gave no assignment.
I reminded those students that missed parts of Schindler's List to watch the parts they missed. Students will be taking a quiz over the movie.
I would like to conduct the "pop-up" debate on Friday, the 22nd and Monday, the 25th.
Crash Course # 36 will be due next time. I assigned students to choose what side they want to defend in the "pop-up" debate - either "yes" we were justified in dropping the bomb or "no" we were not justified.
Next time, Crash Course # 36 will be corrected and handed in and the Schindler's List movie worksheet will be corrected and handed in. I assigned students to have the World War II Primary Source Packet ready to hand in either today or next time.
I also assigned students to watch and do Crash Course # 36, World War II, Part 2. I assigned students to read the last two primary sources, "Henry Stimson Claims Negligence," and "FDR Awaits the Blow."
I assigned students to read "War Warnings from Washington," and "Kimmel Defends Himself" for next time.
I also reminded students that Crash Course # 35 is due next time. Students also handed in the Great Depression Primary Source worksheet packet. Students picked up Crash Course # 35. It is due on Friday, March 8th for G3 and Monday, March 11th, for B2.
I also assigned students to read "Framing the Atlantic Charter," and "The Chicago Tribune is Outraged," for next time. I assigned students to read "FDR Drops the Dollar Sign" and to do the questions over it for next time.
The Six Burning Questions of World War II: A) Were FDR's actions concerning our foreign policy steps to prevent us from getting into this war? Or steps towards getting us into the war? B) Whose to blame for Pearl Harbor? C) Was the treatment of Japanese-Americans during World War II justified or was it a setback for representative democracy? D) How could the Holocaust come about? E) Could a Second Front have been opened before 1944? F) Did we have to drop the atomic bomb? I did not give any addition homework, but I did remind students who owed me work to get that work in.
I reminded students that the Great Depression primary source packet should be completed by next time.
I also reminded students that the Unit 5 Test over the Great Depression and the New Deal will be next time. On top of that, I encouraged students to look at Brinkley's Chapter 23 and 24 before next time. I reminded studnetns that Crash Course # 34 will be due next time, and that the rest of the Great Depression primary source packet should be done by next time too.
I assigned students to read and do the questions for "A Salesman Goes on Relief."
Students picked up U.S. history Crash Course # 34 and that was assigned . I assigned students to read "FDR's 1st Inaugural Address" and to do the questions over it for next time.
I also reminded students that Crash Course # 33 is due next time. I assigned students to finish the Unit 4 Primary Source Packet for the test next week.
The Unit 4 Test over World War I will be Tuesday, February 13th and Wednesday, February 14th. In addition, the students' partial essay is due on Tuesday, February 13th and Wednesday, February 14th as well. Finally, I handed out the Crash Course # 33, The Great Depression worksheet. It is due on February 15 for Gold 3 and February 20 for Black 2. I assigned students to finish the primary source "Wilson Defeats Henry Cabot Lodge's Reservations."
I also assigned students to look at Brinkley's Chapter 22. This is the chapter over World War I. In addition, students should be working on their partial essay. It is due February 13th and 14th. I reminded students that Crash Course # 30 is due next time.
I also assigned students to begin writing their partial essay on the homefront during World War I. Lastly, I assigned students to scan through Brinkley's Chapter 22 before we take the Unit 4 Test. Students were assigned to finish "President Wilson Breaks Diplomatic Relations," and then read "A Doughboy Describes the Fighting Front."
The students also picked up the next crash course worksheet, Crash Course # 30, World War I in the U.S. The worksheet was given the due date 2-7-24 for Gold 3 and 2-8-24 for Black 2. I assigned students to have Crash Course # 209 and 210 completed for next time.
I assigned students to read "Senator Robert Owen Supports Women" and to answer the questions over it. Since this is the last primary source for this unit, students should have the primary source packet done next time.
I also had students complete Crash Course # 209 & 210 over World War I. This will be due on Thursday, Feb. 1st for Gold 3; and Friday, Feb. 2nd for Black 2. I assigned students to read "The Triangle Shirt-waist Company Fire Kills 146" for next time.
I assigned students to read the first primary source in the Progressive Era packet, "Exposing the Meat Packers" and to do the questions over it.
I also handed out Crash Course # 27, The Progressive Era, and gave students the due date for it. It is due on Friday, Jan. 26th, for Gold 3, and Monday, Jan. 29th for Black 2. I assigned students to complete the "Letter to Enrique Dupuy de Lome" and "Professor William Sumner Spurns Empire" for next time.
I assigned students to finish the questions for "Professor Charles Eliot Norton's Patriotic Protest," and "President McKinley Submits a War Message."
I also assigned Gold 3 to have Crash Course # 28 done by next time. I assigned students to read, "Professor Charles Eliot Norton's Patriotic Protest" and to begin Crash Course # 28 over the Spanish-American War.
Because of the snow day on Monday January 8, 2024, the descriptions listed in my homework hotline may be off between Gold Day and Black Day classes.
Black 2 was assigned to read "Marie Carter Describes an Encounter with the Klan" as homework but to save "Henry Lowther" for us to do in class on 1-12-24. Black 2 also will correct Crash Course # 22 on 1-12-24. I reminded students that their Crash Course # 22 is due next time.
I assigned students to finish "Former Slaves Confront Freedom," and the questions along with it.
I also assigned students to begin watching U.S. history Crash Course # 22 and do the questions over it. |