Presidential Health Care Speech:  Watch the President's speech on tlelveision or video, and answer the following:

1.  What issue or comment struck you most as you watched the speech?

2.  If you could jave asked the President a question after watching the speech, what would it have been?

1.  Come prepared for Constitutional "Rock, Paper, Scissors."

2.  Find a political cartoon that utilizes one of the symbols from the sheet handed out in class.  Bring it with you.

3.  Find a Boston or Massachusetts connection to the historical research topic you and your partner(s) have been assigned.  Print it and bring it to class.

1.  Use your note-sheets as you read pp. 164-173 in the textbook.  Look for evidence to back up arguments that the Civil War was about slavery and that is was not about slavery.

2.  Write a paragraph that argues one of the above positions.  Be sure to have a couple of arguments to support your point.

1.  Read pp. 176-191 in your textbook.

2.  Notebook: Put all vocabulary terms & names from pp. 183 and 191 into your notebooks.

3.  Homework to Bring to Class:  A) Write a short paragraph (claim and two or three supporting reasons) evaluating an event during Civil War.  Which was the most important event, and why?  B) Create an impact chart, using question 2 on p. 191 as your guide.

1. Read pp. 214-221 in your text.

2. Find (online or in a library) a speech or letter from one of the Native Americans listed below.  Bring an excerpt of the speech, along with a short summary of the intent of the speech.  Possible name searches are: Chief Seattle, Red Cloud, Spotted Tail, Satanta, Crazy Horse, Chief Joseph, Sitting Bull, Standing Bear, Black Elk.

1.  Read the speech by Capt. Richard Pratt, "Kill the Indian, Save the Man".  Download the speech here.

2.  Listen to the NPR piece on American Indian boarding schools.  Click here.

3.  Essay:  Compare and contrast the attitudes toward Native Americans that you saw in the film (Thursday) to those of Captain Pratt and others involved in the establishement of American Indian schools.  What are their attitudes toward Native Americans?  What are their attitudes toward white society?  Do you think the supporters of American Indian schools had a better attitude toward Native Americans?  Why or why not (1-2 pages).

1. Finish reading "The Celebrated Jumping Frog of Calaveras County".

2. Read up to p. 10 in your packet from The Craft of Research.

1.  Field trip money and permission slips are due!!!  You can download the permission slip here.

2.  Read pp. 252-261 in your text.  Put vocabulary terms/identifications in your notebook.

1.  Research check #2 (see below).

2.  Read pp. 246-251 in your text.  Put vocabulary in your notebooks.

The Power Point presentation I showed in class today on the rise of American Industry can be downloaded here.

1.  Read, "The Rich Are Good-Natured" (handout), and summarize Sumner's reasons why the accumulation of wealth is right and proper (paragraph).

For those of you not on the field trip, you will need to use the time we'd normally spend in class to get familiar with the mansions.  Go to http://www.newportmansions.org/page7440.cfm and use the links to fill out the sheet that students on the trip will have.  Download the sheet here.

1.  I will collect the Dec. 7 "Research Check #3" assignment.

2.  Read pp. 262-269; put vocabulary/identifications in your notebook.

3.  Newport Mansions sheet due from those not on the field trip.

1.  Questions from the "Organic Goodie" activity are due.

2.  Research Check #5 (see below).

1.  15-Minute Research: Names of research topics were handed out in class.  Limit yourself to 15 minutes to get a sense of the person, and write your notes on the back of the card I gave you.

2.  Alexander Berkman packet: Highlights/Rreading Notes.

1.  Read pp. 282-293 in your text.  Put vocabulary in your notebook.

2.  Answer "Thinking Critically" question #4 for class.

Research Check #1:  50 pages of introductory reading.

Research Check #2:

   1. Introductory reading should be highlighted, with margin notes.

   2. Turn in research questions on a separate sheet of paper.

Research Check #4:

   1.  Sources from Research Check #3 should be highlighted with margin notes.

   2.  Turn in additional or refined questions, based on research to date.

   3.  Note cards from Research check #1 are due.

Research Check #5:

   1.  Note cards from Research Check #4 are due.

   2.  First draft of your thesis statement is due.

Research Check #7:

1.  Remaining sources should be highlighted with margin notes.

2.  Second draft of your thesis statement is due.

Chapter 8 quiz.  Download the review sheet here.

1.  Chapter 9 quiz.  Download the review sheet here.

2.  Notebook check, Chapter 9 identifications.

Presidential Profile Powerpoint

Read sections 1-2, Ch. 10

   A. Take down vocabulary terms in notebook.

   B. Paragraph: Should the US give Guantanamo Bay back to Cuba?

1.  Read/Highlight: "Our America"; download the text here.

2.  Question: Who is Marti's audience?  What does he think it will take to achieve real freedom?

1920s Power Point presentations due.

1.  Chapter 14-15 Quiz.  Download the review sheet here.

2.  Chapter 14 and 15 notebook terms, along with highlighting and notes on handouts are due.

1.  Chapter 18 quiz.  Download the review sheet here.

2.  Chapter 17 and 18 notes due.