Christmas Vacation — No School 🎄

Clintondale High School is currently on Christmas Vacation. Classes will resume on Monday, January 6, 2025, at 7:35 A.M.

Merry Christmas, Happy Holidays, and Happy New Year, Dragons!

The Patriot (2000), Day 3 🎞

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Completed a viewing guide while watching The Patriot (2000)

The Patriot (2000), Day 2 🎞

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Completed a viewing guide while watching The Patriot (2000)

Philosophical Foundations of the American Revolution 🧐

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Summarized the ideas of Enlightenment philosophers that influenced the American colonists
• Described the role religion played in the run-up to the American Revolution
• Identified the Enlightenment arguments made within the language of the Declaration of Independence

⚙️ Resources

• APUSH Topic 3.4: Philosophical Foundations of the American Revolution (Google Slides)
• APUSH Topic 3.4: Philosophical Foundations of the American Revolution (YouTube)
• APUSH Topic 3.4: Philosophical Foundations of the American Revolution (Guided Notes)

The Patriot (2000), Day 1 🎞

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Completed a viewing guide while watching The Patriot (2000)

For Crown or Colony?: Document Analysis III 🔎

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Examined and analyzed an engraving by Paul Revere and eyewitness accounts of the Boston Massacre to see how they corroborate or contradict the event as portrayed by Revere

⚙️ Resources

• Document Analysis: Revere's "The Bloody Massacre"

For Crown or Colony?: Part 4, Part 5, and Epilogue 💥

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Played Parts 4 and 5 of the simulation, experiencing the events Nat witnessed during the Boston Massacre
• Reflected on the events Nat witnessed in the lead up to the Boston Massacre

⚙️ Resources

• For Crown or Colony? Login page
• Mission Reflection, Part 4, Part 5, and Epilogue

Save A Life Tour — 10th Grade 🚗

⏰ What We Did

• Attended a Save A Life assembly in the CHS Conference Center about distracted driving and driving under the influence

For Crown or Colony?: Document Analysis II 🔎

Late Start Day 🕣

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Analyzed a secondary-source newspaper article about the death of Christopher Seider and discuss a series of questions exploring the perspective and biases of the article’s author

⚙️ Resources

• Document Analysis: A Newspaper Account of the Death of Christopher Seider

For Crown or Colony?: Parts 2 and 3 💥

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Played Parts 2 and 3 of the simulation, identifying the various perspectives Nat encountered while in Boston and explain the positions of Patriots and Loyalists
• Reflected on the “political reputation” earned as Nat in the game and the decisions that shaped that reputation

⚙️ Resources

• For Crown or Colony? Login page
• Decision Tracker/Mission Reflection, Part 2 and Part 3

For Crown or Colony?: Document Analysis I 🔎

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• In pairs, translated a selected stanza of "The Liberty Song" by John Dickinson, 1768
• Shared the translated stanza with the rest of the class
• Examined and interpreted the "The Liberty Song" holistically

⚙️ Resources

• "The Liberty Song" (YouTube)
• Document Analysis: “The Liberty Song”

For Crown or Colony?: Prologue and Part 1 🔔

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Completed Part 1 individually while recording the choices made

For Crown or Colony?: Prologue and Part 1 🔔

🎯 Learning Targets

• Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution

⏰ What We Did

• Distributed usernames and the password (5thHourAPUSH) and signed in to begin the online simulation, For Crown or Colony?
• Became familiarized with the characters who will be featured in the simulation
• Began the simulation by completing the Prologue as a class and Part 1 individually while recording the choices made

⚙️ Resources

• For Crown or Colony? Login page
• Decision Tracker, Prologue and Part 1

💻 Homework

• Complete the Mission Reflection for the Prologue and Part 1 before class tomorrow

Taxation Without Representation 📦

🎯 Learning Targets

• Explain how British colonial policies regarding North America led to the Revolutionary War

⏰ What We Did

• Described how the French and Indian War led to discontent between the colonists and the British government
• Compared the purposes of the Townshend Acts, the Tea Act, and the Intolerable Acts
• Sequenced the events that lead to American independence

⚙️ Resources

• APUSH Topic 3.3: Taxation Without Representation (Google Slides)
• APUSH Topic 3.3: Taxation Without Representation (YouTube video)
• APUSH Topic 3.3: Taxation Without Representation (Guided Notes)

The Seven Years' War (The French and Indian War) 💥

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Explain the causes and effects of the Seven Years' War (the French and Indian War)

⏰ What We Did

• Identify the French and Indian War within the historical context of European conflicts
• Summarize the causes and effects of the French and Indian War

⚙️ Resources

• APUSH Topic 3.2: The Seven Years' War (The French and Indian War) (Google Slides)
• APUSH Topic 3.2: The Seven Years' War (The French and Indian War) (YouTube)
• APUSH Topic 3.2: The Seven Years' War (The French and Indian War) (Guided Notes)

Contextualizing Period 3 3️⃣

🎯 Learning Targets

• Explain the context in which America gained independence and developed a sense of national identity

⏰ What We Did

• Developed context from Period 2 into Period 3 leading to the American Revolution

⚙️ Resources

• APUSH Topic 3.1: Contextualizing Period 3 (Google Slides)
• APUSH Topic 3.1: Contextualizing Period 3 (Guided Notes)