1. Q.O.D.-What was the outcome of the Gibbons vs. Ogden case? Discuss what this case mentioned concerning trade within a state and across state lines. Please write 2-3 sentences. See 232 if you need help.

2. Students read Independence in Latin America section on pages 233 to 234.

3. Compare and Contrast Paragraph #1 Obj: Compare and contrast The American Revolution and The Latin America Revolution. How were these two events similar? Different?

4. Students and teacher read How Did the United States Gain Florida? on page 235. Additionally, students watched a short clip on this topic.

5. What If Statement #1-Think about if the United States had never created this foreign policy, The Monroe Doctrine. How might the world be different? What could have taken place? In a 1/3 to 1/2 of a page, address this topic. (per. 3 only)

 

 

1.Students read What Did the Monroe Doctrine State section on page 235-236.

2.What If Statement #1- Think about if the United States had never created the foreign policy The Monroe Doctrine. How might the world be a different place? In a 1/3 to 1/2 of a page, address this topic.(per. 2 only)

3.We watched the first three and half minutes of CNN 10 from today

 

1. Q.O.D.-Besides the Tariff of 1816, what is one way that the U.S. government to stabilize the economy? Discuss the effectiveness of the government's method. This should be 3-4 sentences long. See pages 229-230 if need be or the Economic Stability Chart.

2. Teacher read Broad Powers Over Interstate Trade section on pages 232-233. Then, students saw short clip on it.

 

1. Q.O.D.-See The Regional Impacts of Tariffs section on 230. How did The Tariff of 1816 impact the North, South, and West? Specifically, focus on who gained the most and who was the most distraught over the tax. This should be 4-6 sentences long.

2. Students finished Stable Economy Chart in their journals.

3. Students read A Broad Definition of "Necessary and Proper" on page 232. With this, students watch a short clip on on the McCulloh v. Maryland case

(per. 2 only)

 

1. Q.O.D.-Look at pages 227-228. Tell me how the American public felt about James Monroe. Give 2 reasons, from text, to support your position. This needs to be a 3 sentence minimum.

2. Students watched a part of 02-26-19 CNN10 about Trump's visit to Vietnam to meet with the North Korean leader. Students need to watch about 3:30 minutes worth of this episode.

3. Students read pages 229-231. They stopped at Supreme Court Decisions Expand Federal Power. With this, students made the title Stable Economy Chart in their Table of Contents. On this chart, they made 2 columns which are Action (1-2 sentences long) and How It Helped (2-3 sentences long). Basically, students need to find 3-5 ways the government attempted to improve the economy. Additionally, students needed to say how these different actions helped the overall economy of the U.S. after The War of 1812.

1. Q.O.D.-In 2-3 sentences, predict what the history of Native Americans in the u.S. will  be.  Hint: Think about what has happened to them so far.

2. Students read pages 228-229. They stopped at How a Stable Economy Created After the War?

3. Conversation Starters. Students were assigned one of the following 3 people: John C. Calhoun, Daniel Webster, and Henry Clay. Obj: Create 2 questions each for the two men you are not. (This is a total of 4 questions). Ask your partners your 2 questions. Partners will answer questions as if they were the person that they were assigned.

4. Students looked at a political cartoon and the teacher explained it.

1. Q.O.D-What were 3 negative aspects of The War of 1812? All answers should be in complete sentences. This should be approximately 3-4 sentences.

2. Free write #5-In a 1/3 to 1/2 of a page, explain whether or not it was a good idea for the U.S. to enter The War of 1812. Provide reasons for your position.

3. Primary Sources activity on page 226. Please questions 1 and 2.

4. Students watched a piece of a CNN 10 clip on the border wall

5. Student watched an introductory video to section 3-6

1. Q.O.D.-Tell me 2-3 reasons why the U.S. was not ready for the War of 1812.

2. Students watched part of a clip that covered A. Jackson and the outcome of The War of 1812.

Start watching this at about 9 minutes where they begin to talk about A. Jackson.

3. Students made a chart in their journals titled Consequences of War of 1812. Basically, list 3 to 5 negative aspects of The War of 1812.

4.Students read pages 221 to 225.

5. Students took the 3-5 Lesson Quiz.

1. Q.O.D.-After watching the quick clip on The War of 1812, identify 3 reasons or causes of war. This should be at least 3-4 sentences long.

2. Student and teacher read The Difficulties of Building a Military on page 219 as well as the diagram on 219.

3. Summary #3-In 4-5 sentences, summarize why the U.S. was not ready for The War of 1812. Summaries should include 1 main idea and 3-4 supporting details.

 

1. Q.O.D.-Read the What Caused Conflict in Ohio section on pages 214-215. Tell me what caused a conflict in Ohio. Why was this such a problem? What did Washington do in response to the conflict in Ohio? Please write 4-5 sentences.

2. Students did the two questions that go with Analyzing Primary Sources page on 213.

3. Students and teacher read pages 215-216. We stopped at A Major Battle at Tippecanoe.

4. Students watched a short clip on Tecumesh

 

 

1. Q.O.D.-What took place in the Embargo Act? Was it a success? Why or why not? Provide at least 2 reasons why you think it was or was not a success.

2. Students watched a part of a CNN 10 Edition on the growing epidemic of e-cigarettes/vaping and/or the dangers associated with them.

Part of this edition that I want you to watch starts at about 5:27

3. Freewrite #4-Does more need to be done regarding prevention/education of the negative aspects of vaping/e-cigarettes? Is more information on this topic not necessary for preteens/teens?

1. Q.O.D.-What was Jefferson's first response in dealing with the pirates of Tripoli? Why didn't this idea work? In order to solve his pirate problem, what did Jefferson do/ Which two organizations or parts of the military were created as a result of dealing with the pirates of the Barbary Coast?

2. Students read pages 211-212 in their textbooks.

3. Students saw a short clip on The Embargo Act

4. Students worked on the Pros and Cons of Embargo Act Chart

5. Students took Lesson 3-4 Quiz

1. Students read about Pike's expedition on pages 208-209

2. Students saw a short clip on Zebulon Pike

3. Students read pages 209-210. They stopped at Caught Between France and Britain. Then, they watched a short clip on The Barabary Pirates, which connected the past to the present.

4. Students set up Pro and Con Chart of The Embargo Act Chart

 

 

 

1. Q.O.D.-Originally, the Louisiana Purchase was frowned upon by the opposing party to Jefferson. How was Jefferson able to justify the Louisiana Purchase? Please see 204 if you need help.

2. Student watched about 6 and half minutes of Wednesday, Feb. 6th edition of CNN 10

3. Freewrite #3-After watching The State of the Union Address or the rebuttal by the Democratic party, pick 1 thing that mattered to you to discuss. Say what it is and elaborated on why this is an important issue. Please write a 1/3 to 1/2 of a page on this topic.

 

 

1. Q.O.D.-Does what you say and do in high school affect your future? Should you be worried, in the future, about something you have done in the past? Why? Please write 4-5 sentences.

2. Students and teacher read page 204-205. Students answered 2 questions on page 205. Please title this Geography Skills #1

3. Students watched Lewis and Clark A Memestory