End of the School Year 🐲

Clintondale High School is closed for Summer Break.

Have a safe and restful vacation, Dragons!

Semester Assessment — AP Assessment 💯

🎯 Learning Targets

• Assess comprehension of United States History

⏰ What We Did

• Completed the Semester Assessment, covering all units of AP U.S. History (no students were required to take the semester exam, as they all took the College Board assessment in May)

End of the Year Wrap-Up 🎉

⏰ What We Did

• In accordance with CHS policy, which exempts AP students from the second semester exam if they took the College Board test in May, we celebrated the accomplishments of AP Government and Politics students during the 2024–2025 school year

World Trade Center (2006), Day 4 🇺🇸

D-Day — Allied Invasion of Normany (1944) 🇺🇸

🎯 Learning Targets

• Evaluate the immediate response to the September 11 attacks, especially how it shaped public memory and perceptions of historical events
• Assess the portrayal of patriotism, sacrifice, and unity, comparing these themes to primary historical sources from the post-9/11 period

⏰ What We Did

• Completed a viewing guide while completing World Trade Center (2006)

World Trade Center (2006), Day 3 🇺🇸

Ferris Bueller's Day Off (1985) 🚘

🎯 Learning Targets

• Evaluate the immediate response to the September 11 attacks, especially how it shaped public memory and perceptions of historical events
• Assess the portrayal of patriotism, sacrifice, and unity, comparing these themes to primary historical sources from the post-9/11 period

⏰ What We Did

• Completed a viewing guide while continuing World Trade Center (2006)

World Trade Center (2006), Day 2 🇺🇸

🎯 Learning Targets

• Evaluate the immediate response to the September 11 attacks, especially how it shaped public memory and perceptions of historical events
• Assess the portrayal of patriotism, sacrifice, and unity, comparing these themes to primary historical sources from the post-9/11 period

⏰ What We Did

• Completed a viewing guide while continuing World Trade Center (2006)

World Trade Center (2006), Day 1 🇺🇸

🎯 Learning Targets

• Evaluate the immediate response to the September 11 attacks, especially how it shaped public memory and perceptions of historical events
• Assess the portrayal of patriotism, sacrifice, and unity, comparing these themes to primary historical sources from the post-9/11 period

⏰ What We Did

• Completed a viewing guide while beginning World Trade Center (2006)

CJ Barrymore's Sophomore Class Trip 🎢

⏰ What We Did

• The Sophomore class was on a trip to C.J. Barrymore's today

Study Hall Hour 📚

⏰ What We Did

• Students requested study time for other classes

Hidden Figures (2016), Day 3 🚀

🎯 Learning Targets

• Explain how the experiences of African American women at NASA during the Space Race illustrate the intersections of race, gender, and Cold War competition, and evaluate how their contributions reflect broader social and political changes of the Civil Rights era

⏰ What We Did

• Completed a viewing guide while finishing Hidden Figures (2016)

Hidden Figures (2016), Day 2 🚀

Late Start Day 🕣

🎯 Learning Targets

• Explain how the experiences of African American women at NASA during the Space Race illustrate the intersections of race, gender, and Cold War competition, and evaluate how their contributions reflect broader social and political changes of the Civil Rights era

⏰ What We Did

• Completed a viewing guide while finishing Hidden Figures (2016)

Hidden Figures (2016), Day 1 🚀

🎯 Learning Targets

• Explain how the experiences of African American women at NASA during the Space Race illustrate the intersections of race, gender, and Cold War competition, and evaluate how their contributions reflect broader social and political changes of the Civil Rights era

⏰ What We Did

• Completed a viewing guide while finishing Hidden Figures (2016)

Memorial Day — No School 🇺🇸

Clintondale High School is closed for Memorial Day. Classes will resume on Tuesday, May 27, 2025, at 7:35 A.M.

Senior Clap-Out 👏

⏰ What We Did

• The Senior Clap-out and Goodbye occurred during the class period

Work Hour 🦾

⏰ What We Did

• Students requested time to work on a project for another AP-level class

Dunkirk (2017), Day 3 💥

🎯 Learning Targets

• Analyze the challenges and strategic decisions faced by Allied forces during World War II
• Evaluate the American involvement in the Second World War

⏰ What We Did

• Completed a viewing guide while finishing Dunkirk (2017)

Dunkirk (2017), Day 2 💥

🎯 Learning Targets

• Analyze the challenges and strategic decisions faced by Allied forces during World War II
• Evaluate the American involvement in the Second World War

⏰ What We Did

• Completed a viewing guide while finishing Dunkirk (2017)

Dunkirk (2017), Day 1 💥

🎯 Learning Targets

• Analyze the challenges and strategic decisions faced by Allied forces during World War II
• Evaluate the American involvement in the Second World War

⏰ What We Did

• Completed a viewing guide while finishing Dunkirk (2017)

Catch-Up Day 🥫

⏰ What We Did

• With Q4 ending today, today's class was used to catch up on any previous missing work

The Lost Battalion (2001), Day 2B 💥

🎯 Learning Targets

• Analyze the experiences of American soldiers during the Great War
• Evaluate the historical context of U.S. involvement in World War I

⏰ What We Did

• Completed a viewing guide while finishing The Lost Battalion (2001)

The Lost Battalion (2001), Day 2 💥

Late Start Day 🕣

🎯 Learning Targets

• Analyze the experiences of American soldiers during the Great War
• Evaluate the historical context of U.S. involvement in World War I

⏰ What We Did

• Completed a viewing guide while finishing The Lost Battalion (2001)

The Lost Battalion (2001), Day 1 💥

🎯 Learning Targets

• Analyze the experiences of American soldiers during the Great War
• Evaluate the historical context of U.S. involvement in World War I

⏰ What We Did

• Completed a viewing guide while finishing The Lost Battalion (2001)

Senior Presentations 🗣

⏰ What We Did

• Attended the presentations of the projects created by the Seniors in the CHS Conference Center

Sede Vacante 🪑

⏰ What We Did

• No students were in attendance for today's class, due to the APUSH exam this morning

AP U.S. History Exam 🇺🇸

The 2025 AP United States History Exam was taken from 8:00 AM - 11:00 AM

2025 Cram for the Exam 📺

🎯 Learning Targets

• Prepare for the AP United States Government and Politics exam

⏰ What We Did

• Verified MyAP email address and password log-ins
• Watched a recording of American History TV's 2025 Cram for the Exam: AP United States History on C-SPAN

⚙️ Resources

• 2025 Cram for the Exam: APUSH Exam Review (American History TV)

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Completed a study guide for the nine periods of APUSH in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Reviewed Period 9 (1980 - Present) in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

⚙️ Resources

• APUSH Period 9 Speed Review (AP United States History)

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Reviewed Period 7 (1890 - 1945) and Period 8 (1945 - 1980) in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

⚙️ Resources

• APUSH Period 7 Speed Review (AP United States History)
• APUSH Period 8 Speed Review (AP United States History)

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Reviewed Period 5 (1844 - 1877) and Period 6 (1865 - 1898) in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

⚙️ Resources

• APUSH Review: Period 5 In 10 Minutes! (1844 - 1877) (Adam Norris)
• APUSH Review: Period 6 In 10 Minutes! (1865 - 1898) (Adam Norris)

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Reviewed Period 3 (1754 - 1800) and Period 4 (1800 - 1848) in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

⚙️ Resources

• APUSH Unit 3 REVIEW (Period 3: 1754-1800)—Everything You NEED to Know (Heimler's History)
• APUSH Unit 4 REVIEW (Period 4: 1800-1848)—Everything You NEED to Know (Heimler's History)

AP U.S. History Preparation ⏪

🎯 Learning Targets

• Review for the AP U.S. History exam

⏰ What We Did

• Reviewed Period 1 (1491 - 1607) and Period 2 (1607 - 1754) in preparation of the AP U.S. History assessment, scheduled for 8:00 AM on F 9 May 2025

⚙️ Resources

• APUSH Unit 1 REVIEW (Period 1: 1491-1607)—Everything You NEED to Know (Heimler's History)
• APUSH Unit 2 REVIEW (Period 2: 1607-1754)—Everything You NEED to Know (Heimler's History)

Politics in the Gilded Age 🗳

🎯 Learning Targets

• Explain the similarities and differences between the political parties during the Gilded Age

⏰ What We Did

• Took notes on 6.13, covering the rise of the Populist Party, the tariff debate of the late 1800s, the influence of political machines in American politics, and corruption and the government's efforts to curb it

⚙️ Resources

• APUSH Topic 6.13: Politics in the Gilded Age (Google Slides)
• APUSH Topic 6.13: Politics in the Gilded Age (Guided Notes)

Controversies over the Role of Government in the Gilded Age 🌟

🎯 Learning Targets

• Explain continuities and changes in the role of the government in the U.S. economy

⏰ What We Did

• Took notes on 6.12, highlighting the core principles of laissez-faire economics, its ineffectiveness during the Panic of 1873, the desire of American policymakers in seeking foreign markets for domestic goods, how laissez-faire propontents justified the lack of government involvement in the economy of the United States, and the influence of the nation's economic ambitions on American foreign policy

⚙️ Resources

• APUSH Topic 6.12: Controversies over the Role of Government in the Gilded Age (Google Slides)
• APUSH Topic 6.12: Controversies over the Role of Government in the Gilded Age (Guided Notes)

Professional Development Day 🟢

Clintondale High School is closed today for students, while teachers are engaging in professional development. Classes will resume at 7:35 A.M. on Monday, April 28, 2025.
 

Reform in the Gilded Age 🌟

🎯 Learning Targets

• Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age

⏰ What We Did

• Took notes on 6.11, identifying the critics of the Social Gospel, the rise of agrarianism and utopian ideas, the development of mainstreaming the reform and women's movements, and the redefinition of the role of women in American society

⚙️ Resources

• APUSH Topic 6.11: Reform in the Gilded Age (Google Slides)
• APUSH Topic 6.11: Reform in the Gilded Age (Guided Notes)

Development of the Middle Class 🏡

🎯 Learning Targets

• Explain the causes of increased economic opportunity and its effects on society

⏰ What We Did

• Took notes on 6.10, highlighting the development of the middle class, the roots of modern American culture, the influence of the Gospel of Wealth on philanthropy, and its effects on the culture and social landscape of American cities

⚙️ Resources

• APUSH Topic 6.10: Development of the Middle Class (Google Slides)
• APUSH Topic 6.10: Development of the Middle Class (Guided Notes)

Responses to Immigration in the Gilded Age ↩️

🎯 Learning Targets

• Explain the various reponses to immigration in the period over time

⏰ What We Did

• Took notes on 6.9, examining assimilation and Americanization of immigrants, the theory of Social Darwinism and its influence on American views of immigrants, the settlement house movement, and the development of the melting pot and incorporation of American culture within immigrant communities

⚙️ Resources

• APUSH Topic 6.9: Responses to Immigration in the Gilded Age (Google Slides)
• APUSH Topic 6.9: Responses to Immigration in the Gilded Age (Guided Notes)

Immigration and Migration in the Gilded Age 👷🏻‍♂️

🎯 Learning Targets

• Explain how cultural and economic factors affected migration patterns over time

⏰ What We Did

• Took notes on 6.8, highlighting the expansion and diversification of the industrial workforce, the attraction of immigrants to the United States from the economiic growth spurred by industrialization, and the cultural opportunities for immigrants in urban neighborhoods

⚙️ Resources

• APUSH Topic 6.8: Immigration and Migration in the Gilded Age (Google Slides)
• APUSH Topic 6.8: Immigration and Migration in the Gilded Age (Guided Notes)

Good Friday — No School ✝️

Clintondale High School is closed for Good Friday. Classes will resume on Monday, April 21, 2025, at 7:35 A.M.

2025-2026 Scheduling and Xello ℹ️

Sophomores were called down to schedule classes for next year and complete Xello career readiness.

Labor in the Gilded Age 👷🏻‍♂️

🎯 Learning Targets

• Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898

⏰ What We Did

• Took notes on 6.7, examining the increase in the standard of living for Americans during the Gilded Age, the establishment of unions to protect wages and working conditions, and the expansion of the workforce and increase in child labor

⚙️ Resources

• APUSH Topic 6.7: Labor in the Gilded Age (Google Slides)
• APUSH Topic 6.7: Labor in the Gilded Age (Guided Notes)

The Rise of Industrial Capitalism 🏭

🎯 Learning Targets

• Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898

⏰ What We Did

• Took notes on 6.6, focusing on how large-scale industrial production generated rapid economic development, the redesign of business structures, the rise of trusts and increased concentrated wealth, and exploring markets and resources in foreign lands

⚙️ Resources

• APUSH Topic 6.6: The Rise of Industrial Capitalism (Google Slides)
• APUSH Topic 6.6: The Rise of Industrial Capitalism (Guided Notes)

PSAT-10 Testing 💯

The PSAT-10 portion of the MME was administered to 10th Graders this morning

Technological Innovation 💡

🎯 Learning Targets

• Explain the effects of technological advances in the development of the United States over time

⏰ What We Did

• Took notes on Topic 6.5, centered on the technological advancements in production, the exploitation of natural resources to advance that technology, the rise of mass production to meet increased consumer demand, and the economic power gained by Big Business in the late 1800s

⚙️ Resources

• APUSH Topic 6.5: Technological Innovation (Google Slides)
• APUSH Topic 6.5: Technological Innovation (Guided Notes)

The "New South" 🚜

🎯 Learning Targets

• Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898

⏰ What We Did

• Took notes on Topic 6.4, defining what was meant by the "New South," the development of the sharecropping and tenant farming systems, the legalization of segregation, and the efforts of African American reformers

⚙️ Resources

• APUSH Topic 6.4: The "New South" (Google Slides)
• APUSH Topic 6.4: The "New South" (Guided Notes)

Westward Expansion: Social and Cultural Development 🏘

🎯 Learning Targets

• Explain the causes and effects of the settlement of the West from 1877 to 1898

⏰ What We Did

• Take notes on Topic 6.3, highlighting the migration to the West, the competition for land, the treaties made with the Native Americans that were broken by the United States government, and the resistance to assimilation by the American Indians

⚙️ Resources

• APUSH Topic 6.3: Westward Expansion: Social and Cultural Development (Google Slides)
• APUSH Topic 6.3: Westward Expansion: Social and Cultural Development (Guided Notes)

Westward Expansion: Economic Development 🚂

🎯 Learning Targets

• Explain the causes and effects of the settlement of the West from 1877 to 1898

⏰ What We Did

• Take notes on Topic 6.2, examining the introduction of mechanization in American farming, the development of farmers' cooperatives, government support for transportation to the West, and the broad economic development that arose along those transportation routes

⚙️ Resources

• APUSH Topic 6.2: Westward Expansion: Economic Development (Google Slides)
• APUSH Topic 6.2: Westward Expansion: Economic Development (Guided Notes)

Catch-Up Day 🥫

⏰ What We Did

• With Q3 ending on F 11 April 2025, used today's class to catch up on any previous missing work

Failure of Reconstruction 👎

🎯 Learning Targets

• Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American

⏰ What We Did

• Took notes on Topic 5.11, highlighting the social, political, and economic changes and continuities during Reconstruction, as well as the events leading to the end of Reconstruction

⚙️ Resources

• APUSH Topic 5.11: Failure of Reconstruction (Google Slides)
• APUSH Topic 5.11: Failure of Reconstruction (Guided Notes)