We began discussion of mercantilism and the effects of British mercantile policy on the colonies.  Assigned the questions for block day–also need to read the “Declaration fo Independence” and write two questions for a Socratic seminar on block day.

US History

Worked on business and industry material–looked at industrial revolution notes from last week and responded to article in class.

We continued to create our colonial timelines.   These are due first thing on Tuesday.  Remember, Monday is Labor Day–no school.  Chapter 4 questions were due today, and 3 Chapter 5 questions are due on Tuesday.  The first unit test is in a week and a half.

US History

Ms. Heady reviewed for the test and students took the quiz.  Terms included Constitution, “preamble,” Bill of Rights, checks and balances, James Madison, and political parties.

Today we discussed the various levels of inquire and historical method.  We also looked at a primary source from Puritan America.

US History

Students studied the Bill of Rights–what do they mean and why are they important?

Today we discussed the nature of Puritan beliefs and talked about the “application” questions over chapter 3.  These were handed in and the questions for chapter 4 were assigned for Friday.  Students need to complete 4 of the questions for Friday and the vocabulary.

The Unit I exam will be on Sept. 14-17.  It will be an essay test.

US History

Ms. Heady took over today and we talked about the Constitution.  She outlined the three branches of government and discussed checks and balances.

Students took a short quiz over chapter 2.  Each throroughly enjoyed the chance to excel in academics.  We then watched part of the “History of Slavery” and made note of the evolution of slavery in the tidewater region of Virginia.

US History

Students took a quiz over the philosophical origins of our government and the Declaration of Independence.

Students Chapter 2 vocabulary was due today–we talked about writing complete answers to the questions in class.   While the vocabulary was being graded, we responded to some short answer questions over the information in the chapter and tried to make connections between the vocabulary terms.  Students discussed the evolution of the English colonies in North America and the introduction of slavery as well as the influence of Barbadoes on southern/slave culture.

Block day:  Jamestown articles are due.

US History

Students finished taking  notes over the Natural Rights of Man and the Social Contract.  I then read the Declaration of Independence to the class and explained some of the grievances.  Tomorrw we will write our own Declarations.

We talked through the vocabulary at the end of Chapter 1.  We also talked a bit about the online resources and the upcoming vocabulary writing assignment on block day.  Students began to watch a bit of a documentary about contact with the native populations in New England.

US History

We took notes over the “State of Nature,” Hobbes and Locke, the Social Contract, Natural Rights of Man, andthe nature of a democracy.  We also talked about modern examples of these concepts, such as the current health care debate and physician assisted suicide.

APUSH

Students watched the  The Journey of Man documentary and we discussed the connections to the scientific and religious traditions of America. 

Due Monday:  Marked copy of “White Man’s Debt to the Indians” and three open-ended questions.

US History

Students finished their posters of society laws and we began to discuss Hobbes and Locke.  The “State of Nature” and its implications for our society were discussed.

We began the day by checking out books after which we looked at some of the text features–table of contents, subheadings, etc.  We talked about the Renaissance and its impact on the Americas, briefly.  The class also participated in a socratic seminar for a short period.  Students had a lively discussion about the exchange of diseases between the “new” and “old” worlds.

US H istory

Students returned to their simulation groups and began drafting the rules for their society.  They picked a mascot for their group and consensed on the laws of the society.