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)

Thanksgiving Break 🦃

Clintondale High School is closed for Thanksgiving Break. Classes will resume on Monday, December 2, 2024, at 7:35 A.M.

Have a happy and relaxing Thanksgiving Break, Dragons!

Staff vs. Varsity Volleyball Game 🏐

⏰ What We Did

• Students were released to the gymnasium to watch some members of the Clintondale staff take on the girls' varsity volleyball team, followed by a two-ball basketball competition

Period 2 Progress Check: MCQs 💯

🎯 Learning Targets

• Assess student understanding of Period 2: 1607 to 1754

⏰ What We Did

• Completed a 20-question multiple choice segment of the Period 2 Progress Check

Period 2 Review ♻️

🎯 Learning Targets

• Review the key concepts of Period 2 in APUSH

⏰ What We Did

• Finished revisiting the seven key themes and five important terms presented in Period 2: 1607 - 1754 in preparation for Monday's Personal Progress Check

Period 2 Review ♻️

🎯 Learning Targets

• Review the key concepts of Period 2 in APUSH

⏰ What We Did

• Began revisiting the seven key themes and five important terms presented in Period 2: 1607 - 1754 in preparation for tomorrow's Personal Progress Check

⚙️ Resources

• Overall Period 2 Review (Google Slides)
• Overall Period 2 Review (Guided Notes)

Town Hall Meeting 🏫

⏰ What We Did

• The majority of the class was called down to the CHS Auditorium for a 10th Grade Town Hall

Comparison in Period 2 2️⃣

🎯 Learning Targets

• Compare the effects of the development of colonial society in the various regions of North America

⏰ What We Did

• Compare the variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied environments in North America where they settled

⚙️ Resources

• APUSH Topic 2.8: Comparison in Period 2 (Google Slides)
• APUSH Topic 2.8: Comparison in Period 2 (Guided Notes)

Colonial Society and Culture 🇬🇧

🎯 Learning Targets

• Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time
• Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain

⏰ What We Did

• Identify the main ideas that developed due to the presence of different religious and ethnic groups, the development of Anglicization, and the experience of self-government derived from the ideals of the Enlightenment in Europe

⚙️ Resources

• APUSH Topic 2.7: Colonial Society and Culture (Google Slides)
• APUSH Topic 2.7: Colonial Society and Culture (Guided Notes)

Slavery in the British Colonies: Resistance and Institutionalism ⛓

🎯 Learning Targets

• Explain how enslaved people responded to slavery

⏰ What We Did

• Finished yesterday's look into the institution of — and resistance to — slavery in the British colonies of North America

Slavery in the British Colonies: Resistance and Institutionalism ⛓

Today's class was led by a guest teacher 🏫

🎯 Learning Targets

• Explain how enslaved people responded to slavery

⏰ What We Did

• Examined the overt and covert means Africans developed to resist the dehumanizing nature of slavery while maintaining their family and gender systems, culture, and religion

⚙️ Resources

• APUSH Topic 2.6c: Slavery in the British Colonies: Resistance and Institutionalism (Google Slides)
• APUSH Topic 2.6c: Slavery in the British Colonies: Resistance and Institutionalism (Guided Notes)

Slavery in the British Colonies: Establishment and Development ⛓

Late Start Day 🕣

🎯 Learning Targets

• Explain the causes and effects of slavery in the various British colonial regions

⏰ What We Did

• Identified the differences between the practice of slavery within each of the four British colonial regions in North America

Slavery in the British Colonies: Establishment and Development ⛓

🎯 Learning Targets

• Explain the causes and effects of slavery in the various British colonial regions

⏰ What We Did

• Identified the differences between the practice of slavery within each of the four British colonial regions in North America

⚙️ Resources

• APUSH Topic 2.6b: Slavery in the British Colonies: Establishment and Development (Google Slides)
• APUSH Topic 2.6b: Slavery in the British Colonies: Establishment and Development (Guided Notes)

Slavery in the British Colonies: Shift from Indentured Servitude ⛓

Today is Veterans Day 🇺🇸

🎯 Learning Targets

• Explain the causes and effects of slavery in the various British colonial regions

⏰ What We Did

• Weighed the role Bacon's Rebellion had in the shift from indentured servitude to slavery in the British colonies of North America

⚙️ Resources

• APUSH Topic 2.6a: Slavery in the British Colonies: Shift from Indentured Servitude (Google Slides)
• APUSH Topic 2.6a: Slavery in the British Colonies: Shift from Indentured Servitude (Guided Notes)

End of the First Quarter 🌛

⏰ What We Did

• Used today's class to complete and turn in any Q1 assignments

Interactions Between American Indians and Europeans 🌎

🎯 Learning Targets

• Explain how and why interactions between various European nations and American Indians changed over time

⏰ What We Did

• Finished the guided notes for Topic 2.5: Interactions Between American Indians and Europeans and turned them in

Interactions Between American Indians and Europeans 🌎

🎯 Learning Targets

• Explain how and why interactions between various European nations and American Indians changed over time

⏰ What We Did

• Compared the interactions with Native Americans by both the British and Spanish settlers in their respective colonies

⚙️ Resources

• APUSH Topic 2.5: Interactions Between American Indians and Europeans (Google Slides)
• APUSH Topic 2.5: Interactions Between American Indians and Europeans (Guided Notes)

Election Day — No School 🇺🇸

Clintondale High School is closed for Election Day. Classes will resume on Wednesday, November 6, 2024, at 7:35 A.M.

Catch-Up Day 🥫

⏰ What We Did

• Used today's class to catch up on any previous Q1 work or notes

Interactions Between American Indians and Europeans 🌎

🎯 Learning Targets

• Explain how and why interactions between various European nations and American Indians changed over time

⏰ What We Did

• Compared the interactions with Native Americans by both the British and Spanish settlers in their respective colonies

⚙️ Resources

• APUSH Topic 2.5: Interactions Between American Indians and Europeans (Google Slides)
• APUSH Topic 2.5: Interactions Between American Indians and Europeans (Guided Notes)

Transatlantic Trade 📦

Today is Halloween 🎃

🎯 Learning Targets

• Explain causes and effects of transatlantic trade over time

⏰ What We Did

• Examine British economic policy and the role mercantilism played in the transatlantic trade between Britain and its North American colonies

⚙️ Resources

• APUSH Topic 2.4: Transatlantic Trade (Google Slides)
• APUSH Topic 2.4: Transatlantic Trade (Guided Notes)

The Thirteen British Colonies 🖍

🎯 Learning Targets

• Illustrate the four regions into which the 13 British colonies in North America were organized

⏰ What We Did

• Using the Topic 2.3 guided notes, completed a map of the British colonies in North America by labeling, coloring, and developing a key for each of the four regions

⚙️ Resources

• The Thirteen British Colonies Map Assignment

The Regions of British Colonies: Southern 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• The Middle group presented Topic 2.3d as the rest of the class completed that portion of the guided notes

⚙️ Resources

• APUSH Topic 2.3d: The Regions of British Colonies: Southern (Google Slides)

The Regions of British Colonies: Group Prep 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• In assigned groups, developed presentations for each of the remaining three regions of British colonies in North America

The Regions of British Colonies: Middle 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• The Middle group presented Topic 2.3c as the rest of the class completed that portion of the guided notes

⚙️ Resources

• APUSH Topic 2.3c: The Regions of British Colonies: Middle (Google Slides)

The Regions of British Colonies: New England 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• The New England group presented Topic 2.3b as the rest of the class completed that portion of the guided notes

⚙️ Resources

• APUSH Topic 2.3b: The Regions of British Colonies: New England (Google Slides)

The Regions of British Colonies: Group Prep 🇬🇧

Late Start Day 🕣

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• In assigned groups, developed presentations for each of the remaining three regions of British colonies in North America

The Regions of British Colonies: Group Prep 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• In assigned groups, developed presentations for each of the remaining three regions of British colonies in North America

The Regions of British Colonies: Chesapeake 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• The Chesapeake group presented Topic 2.3a as the rest of the class completed that portion of the guided notes

⚙️ Resources

• APUSH Topic 2.3a: The Regions of British Colonies: Chesapeake (Google Slides)

The Regions of British Colonies: Group Prep 🇬🇧

🎯 Learning Targets

• Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754

⏰ What We Did

• In groups, developed presentations for each of the four regions of British colonies in North America

⚙️ Resources

• APUSH Topic 2.3: The Regions of British Colonies (Guided Notes)

• APUSH Topic 2.3a: The Regions of British Colonies: Chesapeake (Google Slides)
• APUSH Topic 2.3a: The Regions of British Colonies: Chesapeake (APUSHLadyBoss Video)

• APUSH Topic 2.3b: The Regions of British Colonies: New England (Google Slides)
• APUSH Topic 2.3b: The Regions of British Colonies: New England (APUSHLadyBoss Video)

• APUSH Topic 2.3c: The Regions of British Colonies: Middle (Google Slides)
• APUSH Topic 2.3c: The Regions of British Colonies: Middle (APUSHLadyBoss Video)

• APUSH Topic 2.3d: The Regions of British Colonies: Southern (Google Slides)
• APUSH Topic 2.3d: The Regions of British Colonies: Southern (APUSHLadyBoss Video)

European Colonization 🌎

🎯 Learning Targets

• Explain how and why various European colonies developed and expanded from 1607 to 1754

⏰ What We Did

• Examined the similarities and differences between the Spanish, French, Dutch, and English settlements

⚙️ Resources

• APUSH Topic 2.2: European Colonization (Google Slides)
• APUSH Topic 2.2: European Colonization (Guided Notes)

Contextualizing Period 2 2️⃣

🎯 Learning Targets

• Explain the context for the colonization of North America from 1607 to 1754

⏰ What We Did

• Developed context from Period 1 into Period 2 leading to English colonization in North America

⚙️ Resources

• APUSH Topic 2.1: Contextualizing Period 2 (Google Slides)
• APUSH Topic 2.1: Contextualizing Period 2 (Guided Notes)

Period 1 Progress Check: FRQs 💯

🎯 Learning Targets

• Assess student understanding of Period 1: 1491 to 1607

⏰ What We Did

• Completed a 3-question free response segment of the Period 1 Progress Check

Period 1 Progress Check: MCQs 💯

Today is Columbus Day 🌎

🎯 Learning Targets

• Assess student understanding of Period 1: 1491 to 1607

⏰ What We Did

• Completed a 15-question multiple choice segment of the Period 1 Progress Check

Class to Gymnasium 🏀

Today's class was led by a guest teacher 🏫

⏰ What We Did

• The class went to the CHS gymnasium with the guest teacher