Monday, August 31, 2009

Today in class, AP curriculum instruction began...starting with Unit 1 (Chapters 1-4). Students were exposed to some of the early history related to Exploration and Colonization within the Americas (Pre-Columbian Period and Pre-Colonial Period). Some of the elements of importance relate to the Indirect and Direct Causes of the Exploration-Colonization period. As a classroom activity, students took a look at some Primary and Secondary Sources dealing with the early Jamestown colony (1607)...Captain John Smith vs. Chief Powhatan.

Tonight's Homework: Continue with your Chapter Reading in American Pageant and begin completing the AP US History Chapter Questions for Chapters 1-4 (Due September 11, 2009)

Friday, August 28, 2009

Today in class, student worked on developing their document analysis skills using Primary Source Documents selected by the instructor. In order to uncover some of the hidden or implied meaning behind each document, students used the APPARTS strategy to assist them with each of the four assigned documents. Students discussed their findings and analysis with the teacher and the rest of the class before the end of the period.

Tonight's Homework: Continue with your Summer Reading Assignment (Chapters 1-7) from American Pageant. Also, please be sure to have a Mead 5-star notebook or comparable by Monday (content instruction begins!)

Thursday, August 27, 2009

Today in class, students were introduced to examples in history where Facts, Legends, Myths and Lesser Truths impact what we determine as "accurate". To emphasize this point, students were exposed to the ATP Series Video dealing with the ideas of Columbus, Paul Revere and many other "interpretive histories" to uncover the idea of a "Greater vs. Lesser Truth". In between segments, teacher and students held discussion about how mediums (books, TV, Internet, Pop Culture) affect historical recording.

Tonight's Homework: Continue with completing your Summer Reading Assignment (Chapters 1-7) and please pick a Class Notebook for Monday (Mead 5-star or comparable).

Wednesday, August 26, 2009

Today, we went over last night's homework (Conceptual Identifications) as a class. From the student input, we carried it into a classroom discussion on how terms and concepts change over time (examples: Revolutions and Wars). Following the homework discussion, students were introduced to working with Primary Sources (APPARTS strategy). Students will get an opportunity to work with documents during Friday's class period.

Tonight's Homework: Continue with Summer Reading Assignment (Chapters 1-7) and please pick up a class notebook before Monday (Mead 5-star or comparable).

Tuesday, August 25, 2009

Last night's homework (syllabus confirmation) was collected at the start of the period. In class today, students completed the ERCA survey to assist them with further college planning in their fields of interest. In addition, students were introduced to stategies to assist them with Note-Taking (Cornell Notes System) and Historical Thinking (Using the Textbook, Think-Alouds and Contextualization).

Tonight's Homework: Complete the Conceptual Identifications Worksheet for the broad concepts of Revolution and War. Do these terms mean the same thing today as they did in the past? Using the prompted questions and ideas, complete the worksheet.

Monday, August 24, 2009

Welcome to AP US History!!!
Today in class students were introduced to the course syllabus and the expectations of being an Advanced Placement student. Answers were provided to specific questions about the curriculum in AP US History and the basic components of the Advanced Placement Exam.

Tonight's Homework: Review course syllabus...complete back information page...both parent and student sign...and student returns to instructor in the morning during 3rd period for credit. EXTRA CREDIT awarded if returned on Tuesday.