1. Q.O.D.-Why was a tariff so troublesome for the South? What about the tax/taxes was advantageous to the North? Please write 2-3 sentences.

2. Students on whether or not nullification was acceptable in pairs. Summaries should include 1 main idea and 4-5 supporting details.

 

1. Students and teacher read the section titled Regional Differences on the States' Rights Issues on pages 259-260

2. Q.O.D.-How did different regions, be sure to give all 3, react to the doctrine of states' rights? This should be 2-3 sentences long.

3. Students read Debate Over Nullification on 261.

4. Students watched a short clip on the Nullification Crisis

 

1. Q.O.D. After watching the first 3 and a half minutes of today's CNN 10, in a freewrite format, decide if the EU had the right to sue Google over what it claims is an unfair advantage in the area of online sales? Is Google allowing non-Google sites the ability to sell their items? Or is Google putting themselves in an unfair position in terms of online sales? (per. 1)

2. Students read pages 255-257 in their textbooks.

3. Students a watched a short parody on Andrew Jackson.

(per. 3)

4. Students made the title Democrats vs. Whigs in their SS notebook. Basically, they made a T-Chart with Whigs on one side and Democrats on the other. Each side needed to number from 1 to 3. Students, in bullet form, needed to list what each party felt was important or stood for. (per. 3)

5. Both classes finished their Philosophical Chairs discussion from LA.

1. Q.O.D.-Why was Jackson considered to be the peoples' president? Give at least 1 reason and 2-3 details to support your reason. This should be 3-4 sentences long. (per. 2) For per.3, the Q.O.D. from 03-19-19.

2. Students watched a short clip on the accomplishments of A. Jackson

3. There was a little overlap from English today as well.

1. Q.O.D.-Even though John Quincy Adams was well prepared for his presidency, he was not approved  of by most people. Why? Give 2-3 reasons why most people did not like the president. See 251 if you need help.(per. 1) Q.O.D.-Why did some people refer to The Election of 1824 as a corrupt bargain? See pages 250-251. Responses should be at least 3-4 sentences long.(per. 4)

2. Students read about the Whig and Democratic party on 251-252. Then, they watched a short clip on it.(per. 2)

3. Students made a section titled Whig vs. Democrat in their journals. Basically, there are two columns. It was each student's responsibility to list what each party stood for. (per. 2)

4. Persuasive Paragraph-Whigs vs. Democrats Obj: Argue for which party is better, Whigs or Democrats. Provide reasons for your position. Students were numbered off to determine which side they are on in their paragraph.(per. 2)

5. Students completed Investigation #4 Basically, there are 2 columns, question and answer. 1. How did the the change in voting rights affect poor white men compared to free African American men? How did the change affect enslaved African Americans compared to free African Americans? 2. See the Analyze Images section on 250. Which two candidates positions were most similar, and how were they similar? 3. How did Adams misinterpret the wishes of the American public? 4. Why were many Americans opposed to spending money on arts and science? (per. 4 only)

1. Why did some people refer to the Election of 1824 as a "corrupt bargain"? See pages 250-251. Responses should be at least 3-4 sentences long. (per. 2 only)

2. Students and teacher read about The Presidency of John Quincy Adams on page 251. Additionally, students saw a short clip on JQA.

3. Students completed Investigation #4 Basically, there are 2 columns, question and answer. 1. How did the the change in voting rights affect poor white men compared to free African American men? How did the change affect enslaved African Americans compared to free African Americans? 2. See the Analyze Images section on 250. Which two candidates positions were most similar, and how were they similar? 3. How did Adams misinterpret the wishes of the American public? 4. Why were many Americans opposed to spending money on arts and science? (per. 2 only)

4. Students finished common assessment #3 (per. 3 only)

 

1. Students worked on common assessment #3.

1. Students worked on common assessment #3

1. Students continued to work on common assessment #1 which was started in language arts.

1. Q.O.D.-

2. Students finished reading 1st half of 249. After this, students made the title Making Headlines #2 in their journals. Students were asked to portray an investigative reporter during the Jacksonian Era. Students needed to make a Twitter post and hashtag that reflects the changes in voting practices during this time frame.

3. Students read 250-251. They stopped at The Presidency of John Quincy Adams.  Students watched a short clip on The Election of 1824

 

1. Some students finished Chp. 3 Test or they watched a short clip on Daylight Savings Time.

Then, they did Freewrite-Daylight Savings Time-In a 1/3 to 1/2 of a page, briefly describe the the history of Daylight Savings Time. Why did it become a thing? Is it necessary? Should it be dissolved altogether?

2.

1. Chp. 3 Test

1. Student, in pairs, worked on 3 games that were used in preparation of the test tomorrow.

1. Q.O.D.-Look at page 237. Describe what education was like in the early republic. Focus on at least 3 different scenarios.  Answers should be 3-5 sentences long.

2. Lesson Quiz: Monroe's Presidency and Everyday Life

3. Students finished Daily Life Chart

 

1. Q.O.D.-See page 235 if need be. List 2 reasons why many Americans wanted to gain Florida.  Explain each these two reasons in detail.  This is a minimum of 4 sentences.

2. Teacher discussed the test on Friday and the questions that students may do in advance for it.

3. Students made Investigation Chart #3 in their journals.  Students needed to answer 2 questions in it. 1. Why did so many Southerners want to acquire Florida? 2. After Jackson invaded the Negro Fort and returned with a strong force in Florida, why did Spain's foreign minister agree to sell Florida to the United States for 5 million?

4. Student made the Daily Life Chart in their journals. It was necessary to make 5 columns which are labeled as follows: Daily Life, Education, Art, Music, and Literature. After reading pages 236-238, students needed to write 3-5 things about each section. 3 is the minimum. If students give 5, they can earn extra credit.