SPARTANS,
The third candle has been lit and the Additional Research Opportunities optional assignment has been posted. As indicated on 18 December, the assignment is posted on www.schoolandteacher.net on our class page on the calendar date 19 December. Check it out and read CAREFULLY.
Buena suerte,
Mr. Todd
24 December 2008
22 December 2008
Additional Research Opportunities, Option 5, PHI Research
Season's Greetings, SPARTANS,
I hope all of you are enjoying your break. I am working on posting your "Additional Research Opportunities" (ARO), as well as your Option 5 Vocabulary on schoolandteacher.net within the next couple of days.
Remember that if you are planning on pursuing any of the ARO, you need to contact me first for approval. Additionally, any ARO must relate to the IB HOA curriculum, specifically Options 1-7 (up to the Great Depression, roughly 1929-1939). If you visit a museum, you must save and include your admission ticket. If you do not follow these directions, you risk not earning any credit for your work. I explained all of these requirements when I introduced this assignment, but I want to make sure you remember them.
If you did not get the chance to submit to me your ONE Practice Historical Investigation (PHI) Plan of Investigation/research question, please do so as soon as we return from break, or email me over break. I will do my best to respond as promptly as I can. You should be doing research over break a bit, as well. Remember, the next DEADLINE is January 13.
Pace yourself on your work, and enjoy your time off from school.
Happy holidays,
Mr. Todd
I hope all of you are enjoying your break. I am working on posting your "Additional Research Opportunities" (ARO), as well as your Option 5 Vocabulary on schoolandteacher.net within the next couple of days.
Remember that if you are planning on pursuing any of the ARO, you need to contact me first for approval. Additionally, any ARO must relate to the IB HOA curriculum, specifically Options 1-7 (up to the Great Depression, roughly 1929-1939). If you visit a museum, you must save and include your admission ticket. If you do not follow these directions, you risk not earning any credit for your work. I explained all of these requirements when I introduced this assignment, but I want to make sure you remember them.
If you did not get the chance to submit to me your ONE Practice Historical Investigation (PHI) Plan of Investigation/research question, please do so as soon as we return from break, or email me over break. I will do my best to respond as promptly as I can. You should be doing research over break a bit, as well. Remember, the next DEADLINE is January 13.
Pace yourself on your work, and enjoy your time off from school.
Happy holidays,
Mr. Todd
07 December 2008
Weekend HW and Cam Library meeting
SPARTANS:
Remember that your homework for the weekend is to familiarize yourself with Chapters 23 and 24 in The American Pageant. I do not expect you to read every word, but know the subjects of the chapters and sections.
Also, in review: we are meeting at the Camarillo Public Library at or before 3pm today, 7 December. The library is near the hospital and police station in Camarillo, on the end of Las Posas where is loops around near Lewis Road.
Here is a website: http://www.vencolibrary.org/
Click on "Camarillo Library" then scroll all the way down to the "Directions" section for a map.
We will meet in the community room, inside the double brown doors inside the library. There should be a sign. We are meeting with Ms. Alyson Kaye.
See you there (or on Monday),
Mr. Todd
Remember that your homework for the weekend is to familiarize yourself with Chapters 23 and 24 in The American Pageant. I do not expect you to read every word, but know the subjects of the chapters and sections.
Also, in review: we are meeting at the Camarillo Public Library at or before 3pm today, 7 December. The library is near the hospital and police station in Camarillo, on the end of Las Posas where is loops around near Lewis Road.
Here is a website: http://www.vencolibrary.org/
Click on "Camarillo Library" then scroll all the way down to the "Directions" section for a map.
We will meet in the community room, inside the double brown doors inside the library. There should be a sign. We are meeting with Ms. Alyson Kaye.
See you there (or on Monday),
Mr. Todd
19 October 2008
Update for Midterm: Cover Letter & Resume
SPARTANS,
Check out our page on schoolandteacher.net. I have posted some more detailed directions for your midterm and attached the "Action Verb List" (for you to download/print) in case you lost the copy I gave you several weeks ago.
I hope you all had a safe and fun weekend.
Surprised by Secretary Powell,
Mr. Todd
Check out our page on schoolandteacher.net. I have posted some more detailed directions for your midterm and attached the "Action Verb List" (for you to download/print) in case you lost the copy I gave you several weeks ago.
I hope you all had a safe and fun weekend.
Surprised by Secretary Powell,
Mr. Todd
18 October 2008
SPARTAN PRIDE
Spartans,
I just want to express my gratitude and pride for what I saw on the streets of Camarillo on Friday afternoon. I saw young people who care; young people who are engaged with the community; young people who are standing up to make a difference.
There's a long tradition at Rio Mesa, that precedes both you and I, of Spartans standing side by side, and "raising shields" high to protect what is right at our school and in the community. I saw that today on Ponderosa and Carmen by the park, and it filled me with pride. Thank you for helping to keep that powerful and ancient tradition alive.
How fortunate we are to live in a country where we can express ourselves freely. How fortunate I am to be your teacher.
Humbly and most sincerely,
Mr. Todd
I just want to express my gratitude and pride for what I saw on the streets of Camarillo on Friday afternoon. I saw young people who care; young people who are engaged with the community; young people who are standing up to make a difference.
There's a long tradition at Rio Mesa, that precedes both you and I, of Spartans standing side by side, and "raising shields" high to protect what is right at our school and in the community. I saw that today on Ponderosa and Carmen by the park, and it filled me with pride. Thank you for helping to keep that powerful and ancient tradition alive.
How fortunate we are to live in a country where we can express ourselves freely. How fortunate I am to be your teacher.
Humbly and most sincerely,
Mr. Todd
11 October 2008
New Website Established; Midterm Posted
SPARTANS,
Behold! The class website is established. Check out the following site:
www.schoolandteacher.net
Look up your class by searching for me by my last name, or by using my number, 4704.
When you find your class period, click on "Projects". You will then see a section called "Projects this month". Next, click on "Details" and you should find the Word document detailing your midterm, the Biographical Cover Letter and Resume.
Let the research begin! Choose a historical figure who impacted the western hemisphere from Precolumbian times to 1900.
Please be sure to be creative in your ideas: the person should be significant, but does not just have to be a president or a general. Think about business people, explorers, scientists, artists, writers, inventors and other innovators. Remove your thinking from the confines of the cube.
Good luck, and remember to have your three choices for figures ready by Monday. It's first come, first served, so if someone gets "dibs" on your person first, try the next one on your list.
Due date? Tuesday, 28 October.
As always, email me with any questions.
Enjoy your nachos,
Mr. Todd
Behold! The class website is established. Check out the following site:
www.schoolandteacher.net
Look up your class by searching for me by my last name, or by using my number, 4704.
When you find your class period, click on "Projects". You will then see a section called "Projects this month". Next, click on "Details" and you should find the Word document detailing your midterm, the Biographical Cover Letter and Resume.
Let the research begin! Choose a historical figure who impacted the western hemisphere from Precolumbian times to 1900.
Please be sure to be creative in your ideas: the person should be significant, but does not just have to be a president or a general. Think about business people, explorers, scientists, artists, writers, inventors and other innovators. Remove your thinking from the confines of the cube.
Good luck, and remember to have your three choices for figures ready by Monday. It's first come, first served, so if someone gets "dibs" on your person first, try the next one on your list.
Due date? Tuesday, 28 October.
As always, email me with any questions.
Enjoy your nachos,
Mr. Todd
21 September 2008
Gallery Poster Assignment
SPARTANS:
In regard to the poster assignment, remember to follow directions explicitly. Here are a few reminders and suggestions:
1) "Non-Internet source" means it should not be accessed through the use of your computer! Find a book on a shelf and get to reading.
2) Make sure you are addressing 3-4 country examples if your option refers to countries in "the Americas" or "Latin America".
3) Make sure your summary is detailed and has enough background/context for your "audience" (classmates) to understand the issues.
4) In your summary, do not forget to include a timeline of events that relates to your option. The timeline should be in the format of what I call a "vertical timeline", as I described in class: date, colon, descriptive sentence. For example:
10 February 1763: The Peace of Paris ended the French and Indian War
22 March 1765: The English Parliament passed the Stamp Act
5 March 1770: The Boston Massacre
5) Make sure you are sticking to your option assignment. Do not stray from the topic or issue.
In regard to the poster assignment, remember to follow directions explicitly. Here are a few reminders and suggestions:
1) "Non-Internet source" means it should not be accessed through the use of your computer! Find a book on a shelf and get to reading.
2) Make sure you are addressing 3-4 country examples if your option refers to countries in "the Americas" or "Latin America".
3) Make sure your summary is detailed and has enough background/context for your "audience" (classmates) to understand the issues.
4) In your summary, do not forget to include a timeline of events that relates to your option. The timeline should be in the format of what I call a "vertical timeline", as I described in class: date, colon, descriptive sentence. For example:
10 February 1763: The Peace of Paris ended the French and Indian War
22 March 1765: The English Parliament passed the Stamp Act
5 March 1770: The Boston Massacre
5) Make sure you are sticking to your option assignment. Do not stray from the topic or issue.
14 September 2008
Reading Assignment Reminder for Monday, 15 September
SPARTANS,
On the whole you've been being doing a great job so far this year. There have been some bumps in the road, but those can be overcome with determination and persistence. I want to see dedication continue in your work throughout the year.
Remember that by tomorrow, 15 September, you should have read Chapters 1 and 2 in the dark green Latin America: An Interpretive History. Please be ready for discussion.
Enjoy your Sunday evening,
Mr. Todd
On the whole you've been being doing a great job so far this year. There have been some bumps in the road, but those can be overcome with determination and persistence. I want to see dedication continue in your work throughout the year.
Remember that by tomorrow, 15 September, you should have read Chapters 1 and 2 in the dark green Latin America: An Interpretive History. Please be ready for discussion.
Enjoy your Sunday evening,
Mr. Todd
12 August 2008
Chapter 6 Reading Response Questions
SPARTANS,
You're almost done! Unfortunately summer is also winding down. Those of you who have done all of your work and have kept up with assignments and deadlines have done a great job. If you have not done all of your assignments, there's still time to catch up. If you've missed deadlines, you may have a few low/zero scores, but don't let that discourage or deter you.
There's only a bit of work for you to finish up now, and a couple of weeks before school starts again. Here are your final reading response questions for the Summer Learning Packet:
1) Describe the changes that led France to become a more powerful nation in the 16th and 17th century.
2) Compare and contrast the colonization of New France with the English colonization of North America.
3) Evaluate the successes and challenges to the expansion of the French in North America, as they collaborated with some Native Americans and competed with the English and Spanish.
4) Identify the "main characters" in the story of French expansion in North America.
5) Explain the impact of the European wars between 1689 and 1748.
6) Briefly describe the effects of Native American attacks on English settlements in the late-17th and early-18th centuries (include caption information).
7) Examine how a 21 year-old Virginian surveyor and his party could have helped start a world war in 1754.
8) Examine how the Albany Congress revealed beliefs about the relationship among the Anglo-American colonists and the British administrators of the colony and the London government.
9) Describe how the tide of the French and Indian War turned in favor of the British, and the results of that change.
10) Discuss the factors that connect events and attitudes during the French and Indian War to the initiation of the American Revolution.
11) Explain the settlement and movements of French-speaking peoples in North America.
12) Briefly explain Pontiac's actions and the British responses.
13) Discuss how attitudes about westward expansion led to a conflict of ideas between the colonists and British in 1763.
You're almost done! Unfortunately summer is also winding down. Those of you who have done all of your work and have kept up with assignments and deadlines have done a great job. If you have not done all of your assignments, there's still time to catch up. If you've missed deadlines, you may have a few low/zero scores, but don't let that discourage or deter you.
There's only a bit of work for you to finish up now, and a couple of weeks before school starts again. Here are your final reading response questions for the Summer Learning Packet:
1) Describe the changes that led France to become a more powerful nation in the 16th and 17th century.
2) Compare and contrast the colonization of New France with the English colonization of North America.
3) Evaluate the successes and challenges to the expansion of the French in North America, as they collaborated with some Native Americans and competed with the English and Spanish.
4) Identify the "main characters" in the story of French expansion in North America.
5) Explain the impact of the European wars between 1689 and 1748.
6) Briefly describe the effects of Native American attacks on English settlements in the late-17th and early-18th centuries (include caption information).
7) Examine how a 21 year-old Virginian surveyor and his party could have helped start a world war in 1754.
8) Examine how the Albany Congress revealed beliefs about the relationship among the Anglo-American colonists and the British administrators of the colony and the London government.
9) Describe how the tide of the French and Indian War turned in favor of the British, and the results of that change.
10) Discuss the factors that connect events and attitudes during the French and Indian War to the initiation of the American Revolution.
11) Explain the settlement and movements of French-speaking peoples in North America.
12) Briefly explain Pontiac's actions and the British responses.
13) Discuss how attitudes about westward expansion led to a conflict of ideas between the colonists and British in 1763.
09 August 2008
Writing Tense and Tips
SPARTANS,
History papers should most often be written in the past tense.
Here are some useful websites that may help you with your writing:
Writing the History Paper (Dartmouth University)
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
Guide to Writing History Papers (Southern Oregon University)
http://www.sou.edu/history/carney/writing.htm#tense
History papers should most often be written in the past tense.
Here are some useful websites that may help you with your writing:
Writing the History Paper (Dartmouth University)
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
Guide to Writing History Papers (Southern Oregon University)
http://www.sou.edu/history/carney/writing.htm#tense
08 August 2008
More directions for the Mini-Research Paper
SPARTANS,
Taimi had some good questions and points about the research paper that I'd like to clarify for everyone:
1) Font and size: Font should be Times New Roman, Courier, or Book Antiqua; 11 or 12 point.
2) Word limit: The word limit for the paper is 800 words. I know that some of your reading response assignments exceed this limit already, but there is a point to the restriction. I want students to be more selective, conscious and disciplined about word choice and writing overall.
3) Writing about the present: This is a historical research paper, but one of the points I want students to get is that there are connections between the past and the present. This should be evident in your paper, particularly in numbers 3, 6, and 7. For example, on #3 you do not have to exclusively write about leaders or figures from the distant past. You can write about more contemporary figures, as well. Native Americans are an important group of people in American history, but they did not stop existing after the closing of the western frontier. Similarly, the nostalgic view many may have about Native Americans is inaccurate. Native Americans don't all live on reservations, nor wear eagle feather headresses, nor hunt for buffalo. Students should recognize distinctions and connections between the past and present.
4) Title page: The information on title page can be double-spaced.
5) Page numbering: The title page does not count as page 1. You may number the pages of the paper.
Taimi had some good questions and points about the research paper that I'd like to clarify for everyone:
1) Font and size: Font should be Times New Roman, Courier, or Book Antiqua; 11 or 12 point.
2) Word limit: The word limit for the paper is 800 words. I know that some of your reading response assignments exceed this limit already, but there is a point to the restriction. I want students to be more selective, conscious and disciplined about word choice and writing overall.
3) Writing about the present: This is a historical research paper, but one of the points I want students to get is that there are connections between the past and the present. This should be evident in your paper, particularly in numbers 3, 6, and 7. For example, on #3 you do not have to exclusively write about leaders or figures from the distant past. You can write about more contemporary figures, as well. Native Americans are an important group of people in American history, but they did not stop existing after the closing of the western frontier. Similarly, the nostalgic view many may have about Native Americans is inaccurate. Native Americans don't all live on reservations, nor wear eagle feather headresses, nor hunt for buffalo. Students should recognize distinctions and connections between the past and present.
4) Title page: The information on title page can be double-spaced.
5) Page numbering: The title page does not count as page 1. You may number the pages of the paper.
Sources for Mini-Research Paper
SPARTANS,
Remember that you must use at least five (5) sources for your information on your paper on Indigenous Peoples' Influence on the Americas. At least three must be non-Internet print resources.
One of your classmates emailed me about using a children's book as source. While students may use the information and list such a book among his/her Works Cited, it would not count as one of your five sources. These sources must also be appropriate for a higher level course. Think of IB HOA as a freshman level college course. The level of sophistication of the texts a student uses should match or exceed the level of the course.
As always, email me with questions or concerns.
Take care,
Mr. Todd
Remember that you must use at least five (5) sources for your information on your paper on Indigenous Peoples' Influence on the Americas. At least three must be non-Internet print resources.
One of your classmates emailed me about using a children's book as source. While students may use the information and list such a book among his/her Works Cited, it would not count as one of your five sources. These sources must also be appropriate for a higher level course. Think of IB HOA as a freshman level college course. The level of sophistication of the texts a student uses should match or exceed the level of the course.
As always, email me with questions or concerns.
Take care,
Mr. Todd
07 August 2008
For IB English 3 HL and 3 SL Students
SPARTANS,
Mrs. Tchiprout has asked me to notify those of you who will also be in her class to view her IB English 3 HL blog regarding summer readings, the dialectical journals, and SAT vocabulary. She also mentioned that the reading requirements also apply to English 3SL students for the first two titles, The Grapes of Wrath and The Things They Carried.
Remember that literature often ties in with history, and there will be links between your English readings and what we learn about in History of the Americas.
English 3HL blog: http://riomesaibenglish3hl.blogspot.com/
Mrs. Tchiprout has asked me to notify those of you who will also be in her class to view her IB English 3 HL blog regarding summer readings, the dialectical journals, and SAT vocabulary. She also mentioned that the reading requirements also apply to English 3SL students for the first two titles, The Grapes of Wrath and The Things They Carried.
Remember that literature often ties in with history, and there will be links between your English readings and what we learn about in History of the Americas.
English 3HL blog: http://riomesaibenglish3hl.blogspot.com/
03 August 2008
Grading, Differences between "Describe" and "Explain", Dropping from the course
1) Grading summer assignments
2) Difference between Command Terms: "Describe" and "Explain"
3) A few students wishing to drop the IB HOA course
SPARTANS,
1) As you can see, the Ch. 5 Reading Response Questions are posted below. A few of you have been inquiring about how you are doing on your assignments. To be open with you, I am being more lenient in my grading over the summer, since I do not have direct, personal contact with you for instruction. However, as long as you are emailing assignments on time, the assignments are complete, and answer the questions fully while properly addressing the Command Terms, you are probably earning full credit.
2) I recently corresponded with a Spartan regarding two command terms which appear very similar: "Describe" and "explain". Essentially, "describe" requires a detailed, but comparatively less expansive answer than an "explain" prompt. "Explain" needs more details involving origins, causes, or reasons, whereas "describe" does not.
3) Finally, I have received a few e-mails from students requesting, for various reasons, to drop the class. While I respect your choices, I discourage you from taking this action.
The most frequent explanation I read from students is that they are overwhelmed and wish to be able to maintain a balance between academics, athletics/activities, and personal pursuits during the school year. Please know that I understand and respect these needs. Please also know that we are in this adventure together. The IB course of instruction requires a lot of effort, time, and energy from you, but also of teachers, as well.
While I am sensitive to your needs, I also must maintain high standards, both for your preparation for the IB papers (tests) in your senior year, and for preparation for university life. Still, I want you to be able to be teenagers, and not austere bookworms that never leave the glow of a computer monitor or remove the mask of an open history (or English, or math, or science, or...) book.
Before you make any decision to change your classes, please consider the following:
a) Your (IB) teachers want what's best for you.
b) IB is challenging, but if you are willing to really try, you'll do fine. Your teachers are also committed to your success.
c) If you are considering applying to colleges/universities during your senior year, among the first things admissions counselors look for in a student's paperwork is the amount and type of challenging courses taken by an applicant. Taking higher-level courses shows a level of commitment and preparation to academics.
d) Remember, there will only be two levels of U.S. history next year: IB HOA and College Prep. There are no more "Standard" classes.
e) My approach to teaching the IB History of the Americas course is that it will be challenging, but not impossible. I understand that the Summer Learning Packet requires a lot of commitment on the part of the student, and the work during the year will also require such a commitment. However, I also know that you will be busier during the school year with other responsibilities to other classes and activities. I take these factors into consideration in developing our curriculum and your assignments. My job is not to overwhelm you, bury you in work, or plot to ruin the last of your formative years. My job is to challenge you and help you become more knowledgeable students of history and citizens of the world.
You can do this, Spartans. I have faith in your abilities, but you have to have faith in yourselves, too. Continue to demonstrate your dedication, intellectual fortitude, and responsible work ethic. It will pay off.
As always, please email me with any questions or concerns.
Si se puede!,
Mr. Todd
2) Difference between Command Terms: "Describe" and "Explain"
3) A few students wishing to drop the IB HOA course
SPARTANS,
1) As you can see, the Ch. 5 Reading Response Questions are posted below. A few of you have been inquiring about how you are doing on your assignments. To be open with you, I am being more lenient in my grading over the summer, since I do not have direct, personal contact with you for instruction. However, as long as you are emailing assignments on time, the assignments are complete, and answer the questions fully while properly addressing the Command Terms, you are probably earning full credit.
2) I recently corresponded with a Spartan regarding two command terms which appear very similar: "Describe" and "explain". Essentially, "describe" requires a detailed, but comparatively less expansive answer than an "explain" prompt. "Explain" needs more details involving origins, causes, or reasons, whereas "describe" does not.
3) Finally, I have received a few e-mails from students requesting, for various reasons, to drop the class. While I respect your choices, I discourage you from taking this action.
The most frequent explanation I read from students is that they are overwhelmed and wish to be able to maintain a balance between academics, athletics/activities, and personal pursuits during the school year. Please know that I understand and respect these needs. Please also know that we are in this adventure together. The IB course of instruction requires a lot of effort, time, and energy from you, but also of teachers, as well.
While I am sensitive to your needs, I also must maintain high standards, both for your preparation for the IB papers (tests) in your senior year, and for preparation for university life. Still, I want you to be able to be teenagers, and not austere bookworms that never leave the glow of a computer monitor or remove the mask of an open history (or English, or math, or science, or...) book.
Before you make any decision to change your classes, please consider the following:
a) Your (IB) teachers want what's best for you.
b) IB is challenging, but if you are willing to really try, you'll do fine. Your teachers are also committed to your success.
c) If you are considering applying to colleges/universities during your senior year, among the first things admissions counselors look for in a student's paperwork is the amount and type of challenging courses taken by an applicant. Taking higher-level courses shows a level of commitment and preparation to academics.
d) Remember, there will only be two levels of U.S. history next year: IB HOA and College Prep. There are no more "Standard" classes.
e) My approach to teaching the IB History of the Americas course is that it will be challenging, but not impossible. I understand that the Summer Learning Packet requires a lot of commitment on the part of the student, and the work during the year will also require such a commitment. However, I also know that you will be busier during the school year with other responsibilities to other classes and activities. I take these factors into consideration in developing our curriculum and your assignments. My job is not to overwhelm you, bury you in work, or plot to ruin the last of your formative years. My job is to challenge you and help you become more knowledgeable students of history and citizens of the world.
You can do this, Spartans. I have faith in your abilities, but you have to have faith in yourselves, too. Continue to demonstrate your dedication, intellectual fortitude, and responsible work ethic. It will pay off.
As always, please email me with any questions or concerns.
Si se puede!,
Mr. Todd
Chapter 5 Reading Response Questions
SPARTANS,
Remember, the following questions are due in my inbox by 11:59pm on Tuesday, 5 August.
1) Distinguish the differences between Germans and other immigrant groups in colonial America.
2) Describe the Scots-Irish and their impact as immigrants to the American colonies.
3) Analyse how the identity of the tribal peoples of Africa and North America was shaped by the new society emerging in the colonies.
4) Examine the Scots-Irish relationships with the Anglican church and the English monarch, and how these experiences affected the Scots-Irish in America.
5) Briefly describe the social structure and diverse members of colonial society.
6) Describe the developments in colonial infrastructure, such as transportation and administration.
7) Compare and contrast the Anglican and Congregational churches in pre-Revolutionary America.
8) Discuss the impact of the Great Awakening on Americans, including "old light" and "new light" ministers.
9) Briefly describe the different levels of the educational system in colonial America, including the aim or purpose of each level.
10) To what extent did the arts (particularly visual and literary) flourish in the Americas?
11) Examine the impact of colonial newspapers, and the Zenger case specifically, on pre-Revolutionary democracy and concepts of rights.
12) Describe the structure and authority of pre-Revolutionary colonial governments.
13) Analyse the daily life of colonists in pre-Revolutionary America.
14) Discuss the historiographical differences in the points of view on colonial society of historians such as Bushman, Lockeridge, Nash, Heyrman, Greene, and Morgan.
Remember, the following questions are due in my inbox by 11:59pm on Tuesday, 5 August.
1) Distinguish the differences between Germans and other immigrant groups in colonial America.
2) Describe the Scots-Irish and their impact as immigrants to the American colonies.
3) Analyse how the identity of the tribal peoples of Africa and North America was shaped by the new society emerging in the colonies.
4) Examine the Scots-Irish relationships with the Anglican church and the English monarch, and how these experiences affected the Scots-Irish in America.
5) Briefly describe the social structure and diverse members of colonial society.
6) Describe the developments in colonial infrastructure, such as transportation and administration.
7) Compare and contrast the Anglican and Congregational churches in pre-Revolutionary America.
8) Discuss the impact of the Great Awakening on Americans, including "old light" and "new light" ministers.
9) Briefly describe the different levels of the educational system in colonial America, including the aim or purpose of each level.
10) To what extent did the arts (particularly visual and literary) flourish in the Americas?
11) Examine the impact of colonial newspapers, and the Zenger case specifically, on pre-Revolutionary democracy and concepts of rights.
12) Describe the structure and authority of pre-Revolutionary colonial governments.
13) Analyse the daily life of colonists in pre-Revolutionary America.
14) Discuss the historiographical differences in the points of view on colonial society of historians such as Bushman, Lockeridge, Nash, Heyrman, Greene, and Morgan.
30 July 2008
Materials Needed: Composition Books On Sale
SPARTANS,
You will need some materials for the IB HOA class. Among those materials is a COLLEGE RULED composition book (college ruled allows for more writing lines on each page). These are the notebooks without perforations on the pages, and the black and white fleck pattern on the cover. These will be used for all of your essay assessments in class.
These notebooks typically cost about $3, but they are available at Office Depot (between Costco and Fry's in Oxnard) now for a limited time for 30 cents each.
You will need at least two (depending on how prolific your writing is); one for each semester.
You will need some materials for the IB HOA class. Among those materials is a COLLEGE RULED composition book (college ruled allows for more writing lines on each page). These are the notebooks without perforations on the pages, and the black and white fleck pattern on the cover. These will be used for all of your essay assessments in class.
These notebooks typically cost about $3, but they are available at Office Depot (between Costco and Fry's in Oxnard) now for a limited time for 30 cents each.
You will need at least two (depending on how prolific your writing is); one for each semester.
More research tips
SPARTANS,
Here's another resource for your research:
infotrac.galegroup.com/default
USER: mesa
PASSWORD: spartans
Good luck!
Here's another resource for your research:
infotrac.galegroup.com/default
USER: mesa
PASSWORD: spartans
Good luck!
28 July 2008
Sources for Mini Research Paper
SPARTANS,
I was recently doing some research and was reminded what kind of great resources can be found on the Internet. Two that may help you in current or future research are:
The National Archives
http://www.archives.gov/index.html
The Library of Congress
http://www.loc.gov/index.html
These two sites are rich in both primary and secondary sources.
In the words of the American poet James Douglas Morrison, "Summer's almost gone..." Make sure you are capitalizing on the time we have left. School starts 26 August. There's a lot of work and fun to be had before then.
Carpe diem,
Mr. Todd
I was recently doing some research and was reminded what kind of great resources can be found on the Internet. Two that may help you in current or future research are:
The National Archives
http://www.archives.gov/index.html
The Library of Congress
http://www.loc.gov/index.html
These two sites are rich in both primary and secondary sources.
In the words of the American poet James Douglas Morrison, "Summer's almost gone..." Make sure you are capitalizing on the time we have left. School starts 26 August. There's a lot of work and fun to be had before then.
Carpe diem,
Mr. Todd
Chapter 4 Reading Response Questions
SPARTANS,
Thank you for your patience in waiting for the Chapter 4 Reading Response Questions. Although the reading should already be done and it should only take you a couple of hours to answer the questions before tomorrow's deadline, I will extend the deadline to Thursday, 31 July (11:59pm in my inbox). The Chapter 5 deadline for next week will remain the same (August 5). The Ch. 5 Reading Response questions will be posted by the end of the week.
Please remember the heading format, the purpose of the command terms, and to answer each question accurately and fully. Please also be mindful of grammar and punctuation.
As always, e-mail me with any questions or concerns.
CHAPTER 4 READING RESPONSE QUESTIONS
1) Describe the difficulties experienced by colonists in the Chesapeake Bay region.
2) Examine the effects of tobacco cultivation on on relations between European colonists and Native Americans, and on immigration.
3) Distinguish the short- and long-term effects of the headright system on "men of at least modest financial means" and workers (Kennedy, Cohen & Baily, 2002, p. 67).
4) Explain Bacon's Rebellion and how it reflects the distinctions between life in the tidewater and life on the frontier.
5) Explain the conditions under which slavery began to grow in the 1680s.
6) Compare and contrast the lives of servants and slaves.
7) Explain how a unique culture developed from the brutality of the institution of slavery.
8) Describe the social hierarchy in the early southern colonies.
9) Compare and contrast southern and New England societies.
10) Explain how the meetinghouse helped to promote democracy in colonial New England.
11) Discuss the causes and effects of the witch hunt and ensuing trials in New England in the late-17th century and beyond.
12) Explain how the topography, geology, and climate of New England helped form its culture. How did this culture impact the rest of the nation and its history?
Thank you for your patience in waiting for the Chapter 4 Reading Response Questions. Although the reading should already be done and it should only take you a couple of hours to answer the questions before tomorrow's deadline, I will extend the deadline to Thursday, 31 July (11:59pm in my inbox). The Chapter 5 deadline for next week will remain the same (August 5). The Ch. 5 Reading Response questions will be posted by the end of the week.
Please remember the heading format, the purpose of the command terms, and to answer each question accurately and fully. Please also be mindful of grammar and punctuation.
As always, e-mail me with any questions or concerns.
CHAPTER 4 READING RESPONSE QUESTIONS
1) Describe the difficulties experienced by colonists in the Chesapeake Bay region.
2) Examine the effects of tobacco cultivation on on relations between European colonists and Native Americans, and on immigration.
3) Distinguish the short- and long-term effects of the headright system on "men of at least modest financial means" and workers (Kennedy, Cohen & Baily, 2002, p. 67).
4) Explain Bacon's Rebellion and how it reflects the distinctions between life in the tidewater and life on the frontier.
5) Explain the conditions under which slavery began to grow in the 1680s.
6) Compare and contrast the lives of servants and slaves.
7) Explain how a unique culture developed from the brutality of the institution of slavery.
8) Describe the social hierarchy in the early southern colonies.
9) Compare and contrast southern and New England societies.
10) Explain how the meetinghouse helped to promote democracy in colonial New England.
11) Discuss the causes and effects of the witch hunt and ensuing trials in New England in the late-17th century and beyond.
12) Explain how the topography, geology, and climate of New England helped form its culture. How did this culture impact the rest of the nation and its history?
06 July 2008
Reading Response Directions and Chapter 3 RRQ
1) Reading Response Directions
2) Chapter 3 Reading Response Questions
SPARTANS,
1) Reading Response Directions
Please take note of the suggestions and directions for RR posted today and on 22 June.
Please make sure you have the proper heading on your assignment (Blog entry: 4 July), and assignment title centered below the heading and in your e-mail subject line.
Please also start parenthetically citing any quoted information, as some of you have already begun doing. For example, at the end of a sentence using a quote to answer #1, a student would add the following at the end of the sentence before the period: (Kennedy, Cohen & Bailey, 2002, p. 44). This is APA format, not MLA which you are using for your mini-research papers.
DO NOT wait until July 15 to begin this assignment. It is due in my e-mail inbox at spartan.hoa@gmail.com by 11:59pm (Pacific Time) on 15 July 2008. Anything received after this time will get no credit/0 points.
2) Chapter 3 Reading Response Questions
1) Explain the ideas of John Calvin and their influence on the Anglo-American colonies and their people.
2) Describe how documents such as the Pilgrims' Mayflower Compact, the Fundamental Orders, and the New England Confederation were influential in developing representative government in the New World.
3) Explain (the causes and effects) of the Great English Migration.
4) Describe how the ecclesiastical nature of early New England society impacted the concept of government.
5) Evaluate the the actions and consequences of religious dissidents like Anne Hutchinson and Roger Williams.
6) Explain the roots and impact of the Pequot War and King Philip's War.
7) Briefly describe the impact of the Glorious Revolution on the Anglo-American colonies.
8) Compare and contrast Dutch colonization in the Americas with English colonization in the New World.
9) Describe the Religious Society of Friends and the Pennsylvania settlement.
10) Analyse the Middle Colonies and their unique characteristics.
11) Define the term "Eurocentric" in your own words.
12) The term "historiography" refers to the history of the historical record, methods of historical investigation, and interpretations of history. (We will spend more time on "historiography throughout the year.) Explain the implications of the newer historiographical approaches to colonial history shared by historians such as White, Kupperman, and Gutierrez, to an understanding of early American history and the study of history in general.
2) Chapter 3 Reading Response Questions
SPARTANS,
1) Reading Response Directions
Please take note of the suggestions and directions for RR posted today and on 22 June.
Please make sure you have the proper heading on your assignment (Blog entry: 4 July), and assignment title centered below the heading and in your e-mail subject line.
Please also start parenthetically citing any quoted information, as some of you have already begun doing. For example, at the end of a sentence using a quote to answer #1, a student would add the following at the end of the sentence before the period: (Kennedy, Cohen & Bailey, 2002, p. 44). This is APA format, not MLA which you are using for your mini-research papers.
DO NOT wait until July 15 to begin this assignment. It is due in my e-mail inbox at spartan.hoa@gmail.com by 11:59pm (Pacific Time) on 15 July 2008. Anything received after this time will get no credit/0 points.
2) Chapter 3 Reading Response Questions
1) Explain the ideas of John Calvin and their influence on the Anglo-American colonies and their people.
2) Describe how documents such as the Pilgrims' Mayflower Compact, the Fundamental Orders, and the New England Confederation were influential in developing representative government in the New World.
3) Explain (the causes and effects) of the Great English Migration.
4) Describe how the ecclesiastical nature of early New England society impacted the concept of government.
5) Evaluate the the actions and consequences of religious dissidents like Anne Hutchinson and Roger Williams.
6) Explain the roots and impact of the Pequot War and King Philip's War.
7) Briefly describe the impact of the Glorious Revolution on the Anglo-American colonies.
8) Compare and contrast Dutch colonization in the Americas with English colonization in the New World.
9) Describe the Religious Society of Friends and the Pennsylvania settlement.
10) Analyse the Middle Colonies and their unique characteristics.
11) Define the term "Eurocentric" in your own words.
12) The term "historiography" refers to the history of the historical record, methods of historical investigation, and interpretations of history. (We will spend more time on "historiography throughout the year.) Explain the implications of the newer historiographical approaches to colonial history shared by historians such as White, Kupperman, and Gutierrez, to an understanding of early American history and the study of history in general.
Grading Assignments and Feedback for Chapter Reading Response Assignments
1) Grading Assignments
2) Feedback for Chapter Reading Response (RR) Questions
SPARTANS,
1) Cutter White e-mailed me asking about how students are being graded on the assignments:
You are being graded based on completion, quality of answers, and following directions. Those students who do not complete the assignment or have low quality answers due to a failure to follow directions, address the questions properly, etc. will earn lower grades. Students who do not have assignments to me by the deadline will earn no credit ("0") for that assignment.
2) I responded to about the first dozen or so of the Ch. 1 Reading Responses that were e-mailed to me, but stopped since I was essentially writing the exact same response to each student. I posted some feedback which you would all do well to heed (see 22 June post). Here are some more recommendations for your RR assignments:
a) Command Terms: Most of you are not following the Command Terms (see the last page of your Summer Learning Packet) properly. These directions are VERY specific. When an assignment asks you to "EXPLAIN" something, it does not to just mean to type out an answer. According to the Glossary of Command Terms, "Explain" means students must "give a detailed account, including reasons or causes". May of you are failing to follow directions. You are not answering the questions fully because, for example, you do not follow the command terms. These are critical directions because they are the same that will be used in your Papers 1, 2, and 3 (IB essay tests) at the end of the course. If you do not start using them properly, you will do poorly in the class and on the Papers.
Most of you had the hardest time with questions that began with "To what extent". These are not just words to vary the way a question begins. Think about the phrase. What does it mean? It does not ask if something happened or not. It does not ask how it happened. That phrase is asking if the impact of the person/event/thing was extensive, limited, significant, unimportant, et cetera.
b) Errors: Many of you have consistent typographical errors ("typos"), improper grammar, wrong spellings, or incorrect capitalization or punctuation in your assignments. There is simply no excuse for these mistakes. If there are one or two of these errors it is understandable. We're human. But to be consistently doing these things shows a lack of concern, laziness, poor work ethic and/or inattentiveness to the assignment. If you are doing the assignment on MS Word, Grammar and Spell Check should help you. Everything should be spelled correctly since you are writing about what is in your book (everything is spelled out in the pages in front of you!).
c) "Thus" and "hence": Many of you use transitional phrases such as "thus" and "hence" and other "smart sounding" phrases in your writing. Please make sure to use these phrases and other terms properly. I get the impression that some of you are sprinkling these words into your writing because they "sound" good. Keep in mind that if you use words incorrectly in your writing just because they seem like they will make your writing look "smart", they may be used incorrectly and do the opposite. Don't write the way you think you should to appear like Honors students. Just write well.
d) Do not write in sentence fragments. Write in complete sentences, restating the question in the answer.
e) Make sure you answer questions fully and correctly. You do not need to add information that does not apply to the question. It does not make your answer better. A long narrative is not necessary. Make sure to answer the question adequately and appropriately.
PLEASE take all of these points into consideration for your future assignments.
2) Feedback for Chapter Reading Response (RR) Questions
SPARTANS,
1) Cutter White e-mailed me asking about how students are being graded on the assignments:
You are being graded based on completion, quality of answers, and following directions. Those students who do not complete the assignment or have low quality answers due to a failure to follow directions, address the questions properly, etc. will earn lower grades. Students who do not have assignments to me by the deadline will earn no credit ("0") for that assignment.
2) I responded to about the first dozen or so of the Ch. 1 Reading Responses that were e-mailed to me, but stopped since I was essentially writing the exact same response to each student. I posted some feedback which you would all do well to heed (see 22 June post). Here are some more recommendations for your RR assignments:
a) Command Terms: Most of you are not following the Command Terms (see the last page of your Summer Learning Packet) properly. These directions are VERY specific. When an assignment asks you to "EXPLAIN" something, it does not to just mean to type out an answer. According to the Glossary of Command Terms, "Explain" means students must "give a detailed account, including reasons or causes". May of you are failing to follow directions. You are not answering the questions fully because, for example, you do not follow the command terms. These are critical directions because they are the same that will be used in your Papers 1, 2, and 3 (IB essay tests) at the end of the course. If you do not start using them properly, you will do poorly in the class and on the Papers.
Most of you had the hardest time with questions that began with "To what extent". These are not just words to vary the way a question begins. Think about the phrase. What does it mean? It does not ask if something happened or not. It does not ask how it happened. That phrase is asking if the impact of the person/event/thing was extensive, limited, significant, unimportant, et cetera.
b) Errors: Many of you have consistent typographical errors ("typos"), improper grammar, wrong spellings, or incorrect capitalization or punctuation in your assignments. There is simply no excuse for these mistakes. If there are one or two of these errors it is understandable. We're human. But to be consistently doing these things shows a lack of concern, laziness, poor work ethic and/or inattentiveness to the assignment. If you are doing the assignment on MS Word, Grammar and Spell Check should help you. Everything should be spelled correctly since you are writing about what is in your book (everything is spelled out in the pages in front of you!).
c) "Thus" and "hence": Many of you use transitional phrases such as "thus" and "hence" and other "smart sounding" phrases in your writing. Please make sure to use these phrases and other terms properly. I get the impression that some of you are sprinkling these words into your writing because they "sound" good. Keep in mind that if you use words incorrectly in your writing just because they seem like they will make your writing look "smart", they may be used incorrectly and do the opposite. Don't write the way you think you should to appear like Honors students. Just write well.
d) Do not write in sentence fragments. Write in complete sentences, restating the question in the answer.
e) Make sure you answer questions fully and correctly. You do not need to add information that does not apply to the question. It does not make your answer better. A long narrative is not necessary. Make sure to answer the question adequately and appropriately.
PLEASE take all of these points into consideration for your future assignments.
04 July 2008
Late e-mails (AGAIN), Assignment Headings & Ch. 3 RR Questions
1) Emailing assignments/late work
2) Headings for all assignments
3) Posting of Ch. 3 Reading Response Questions
SPARTANS,
1) Let me once again state my policy on late work: I DO NOT accept late work. All Reading Responses need to be in my spartan.hoa@gmail.com e-mail inbox by 11:59 (Pacific Time) on the due date. Do not risk delivery problems and a late assignment by waiting until the last day to start your assignment.
2) I have noticed that many of you are e-mailing me from accounts that do not state your name. Also, your assignments sometimes do not have your names on them. From now on, it is required of all students to include the following heading in the upper right-hand corner of every assignment:
Your name
RM student number
Date* (day month year; example: 4 July 2008)
Assignment title should be centered at the top of the page underneath your heading.
*Dates are written in this fashion throughout most of the world (approximately 90 countries). Since IB is an international program(me), we must all get used to recognizing and using this dating format. The standard format used in the U.S. is writing the month, day, then year. This is done in about five countries.
3) Posting of Ch. 3 Reading Response Questions will be posted on the blog on or before Sunday, 6 July.
Thank you for your attention to these matters,
Mr. Todd
2) Headings for all assignments
3) Posting of Ch. 3 Reading Response Questions
SPARTANS,
1) Let me once again state my policy on late work: I DO NOT accept late work. All Reading Responses need to be in my spartan.hoa@gmail.com e-mail inbox by 11:59 (Pacific Time) on the due date. Do not risk delivery problems and a late assignment by waiting until the last day to start your assignment.
2) I have noticed that many of you are e-mailing me from accounts that do not state your name. Also, your assignments sometimes do not have your names on them. From now on, it is required of all students to include the following heading in the upper right-hand corner of every assignment:
Your name
RM student number
Date* (day month year; example: 4 July 2008)
Assignment title should be centered at the top of the page underneath your heading.
*Dates are written in this fashion throughout most of the world (approximately 90 countries). Since IB is an international program(me), we must all get used to recognizing and using this dating format. The standard format used in the U.S. is writing the month, day, then year. This is done in about five countries.
3) Posting of Ch. 3 Reading Response Questions will be posted on the blog on or before Sunday, 6 July.
Thank you for your attention to these matters,
Mr. Todd
Independence Day
SPARTANS,
On this Independence Day, let us not indulge in our opportunities for leisure without remembering the historical significance of the date. The imagination, hope, bravery, and sacrifices of many well-known and also nameless people of that "founding" generation have afforded us liberties heretofore unimagined. It has only been because of continued vigilance, historical understanding, appreciation, and a willingness to continue to defy tyranny that we still have any semblance of that for which our antecedents struggled.
Be safe and enjoy your holiday.
Sincerely,
Mr. Todd
On this Independence Day, let us not indulge in our opportunities for leisure without remembering the historical significance of the date. The imagination, hope, bravery, and sacrifices of many well-known and also nameless people of that "founding" generation have afforded us liberties heretofore unimagined. It has only been because of continued vigilance, historical understanding, appreciation, and a willingness to continue to defy tyranny that we still have any semblance of that for which our antecedents struggled.
Be safe and enjoy your holiday.
Sincerely,
Mr. Todd
22 June 2008
For those just checking the blog...
SPARTANS,
For those of you just checking the blog for the first time, make sure to check old blog posts. A few of you are asking questions that have been addressed already on the blog.
Go to "Blog Archive" on the right side of the page under the Spartan helmet image.
Please check this site regularly. I update and give general feedback pretty frequently.
Take care,
Mr. Todd
For those of you just checking the blog for the first time, make sure to check old blog posts. A few of you are asking questions that have been addressed already on the blog.
Go to "Blog Archive" on the right side of the page under the Spartan helmet image.
Please check this site regularly. I update and give general feedback pretty frequently.
Take care,
Mr. Todd
Mini-Research Paper Reminders
SPARTANS,
Many of you are already starting your mini-research paper on indigenous peoples of the Americas. Please keep in mind the following:
**Wikipedia does NOT count as a reliable source. (There may be useable links at the bottom of a Wikipedia entry page, however.)
**If you choose a tribe other than one listed in the Summer Learning Packet, please notify me by e-mail first.
**Make sure that you can find enough resources on the tribe you have chosen before getting too far into your writing.
**All papers should be written in MLA format (for now) with appropriate citations.
**All quote sources and citations must be printed/photocopied with the cited text highlighted (to be included with your submitted paper).
**Papers should be free of typos and grammatical errors. Please utilize spell- and grammar check tools while word processing.
Good luck.
Many of you are already starting your mini-research paper on indigenous peoples of the Americas. Please keep in mind the following:
**Wikipedia does NOT count as a reliable source. (There may be useable links at the bottom of a Wikipedia entry page, however.)
**If you choose a tribe other than one listed in the Summer Learning Packet, please notify me by e-mail first.
**Make sure that you can find enough resources on the tribe you have chosen before getting too far into your writing.
**All papers should be written in MLA format (for now) with appropriate citations.
**All quote sources and citations must be printed/photocopied with the cited text highlighted (to be included with your submitted paper).
**Papers should be free of typos and grammatical errors. Please utilize spell- and grammar check tools while word processing.
Good luck.
Feedback for Chapter Reading Response Answers
1) Questions about feedback
2) Question about MS Word document format
3) General feedback on Reading Response answers for Chapter 1
1) Ian Enario asked a great question: Will students get feedback on their chapter Reader Response answers?
Answer: The short answer, to quote Mr. Lee, is yes and no. If you need to fix anything, I'll tell you. If not, you may not hear from me, or just get a "thank you" e-mail.
2) Another good question from Lauren Hofmann was: Which MS Word format (.doc or .docx) is preferred for attachments?
Answer: Please send your attachments in ".doc" format since Vista still has problems opening its own .docx format from e-mails sometimes.
If you do not have MS Word, please just include your answers in the body of your e-mail to me.
3) Some general feedback on Reading Response Answers for Chapter 1:
**DO NOT use phrases like "I think" or "In my opinion". Please write in the third person.
**Most of you are answering the questions well, but be mindful of the Command Terms and what they mean.
**Many students are not answering Questions 2 and 3 fully.
**Lastly, use your book to answer the questions. You do not need to do extra research and add unnecessary information. Stick to answering the question.
2) Question about MS Word document format
3) General feedback on Reading Response answers for Chapter 1
1) Ian Enario asked a great question: Will students get feedback on their chapter Reader Response answers?
Answer: The short answer, to quote Mr. Lee, is yes and no. If you need to fix anything, I'll tell you. If not, you may not hear from me, or just get a "thank you" e-mail.
2) Another good question from Lauren Hofmann was: Which MS Word format (.doc or .docx) is preferred for attachments?
Answer: Please send your attachments in ".doc" format since Vista still has problems opening its own .docx format from e-mails sometimes.
If you do not have MS Word, please just include your answers in the body of your e-mail to me.
3) Some general feedback on Reading Response Answers for Chapter 1:
**DO NOT use phrases like "I think" or "In my opinion". Please write in the third person.
**Most of you are answering the questions well, but be mindful of the Command Terms and what they mean.
**Many students are not answering Questions 2 and 3 fully.
**Lastly, use your book to answer the questions. You do not need to do extra research and add unnecessary information. Stick to answering the question.
19 June 2008
Further Clarification on Summer Assignments
For VOCABULARY:
Vocabulary must be HAND-WRITTEN.
For READING RESPONSE (RR) ANSWERS:
Re-state the question in the answer.
Make sure you are answering the question according to what is specified for the "Command Terms" (last sheet in the Summer Learning Packet), such as "describe", "identify", "to what extent", and so on.
Your chapter RR answers must be TYPED and E-MAILED to me by the deadline for each chapter.
Please include the TITLE of the assignment in the subject line of your e-mail to me.
You may send the answers to me in the body of the e-mail or as an attachment.
Whatever way you send your answers, you should keep a copy of your answers (as a Word document, a saved e-mail in a special "assignment folder", and/or hard copy).
For both VOCABULARY and READING RESPONSE ANSWERS:
The answers in these assignments should be written in complete sentences, and in paragraph form, when appropriate.
Bullets and sentence fragments should not be used for these assignments (but ARE acceptable on the "Chart" assignments in the Summer Learning Packet).
Length of answers: The length of answers should fit the assignment. A short paragraph or a few sentences should suffice. Remember, though: I am looking for the QUALITY, not QUANTITY, of the answer.
Good luck,
Mr. Todd
Vocabulary must be HAND-WRITTEN.
For READING RESPONSE (RR) ANSWERS:
Re-state the question in the answer.
Make sure you are answering the question according to what is specified for the "Command Terms" (last sheet in the Summer Learning Packet), such as "describe", "identify", "to what extent", and so on.
Your chapter RR answers must be TYPED and E-MAILED to me by the deadline for each chapter.
Please include the TITLE of the assignment in the subject line of your e-mail to me.
You may send the answers to me in the body of the e-mail or as an attachment.
Whatever way you send your answers, you should keep a copy of your answers (as a Word document, a saved e-mail in a special "assignment folder", and/or hard copy).
For both VOCABULARY and READING RESPONSE ANSWERS:
The answers in these assignments should be written in complete sentences, and in paragraph form, when appropriate.
Bullets and sentence fragments should not be used for these assignments (but ARE acceptable on the "Chart" assignments in the Summer Learning Packet).
Length of answers: The length of answers should fit the assignment. A short paragraph or a few sentences should suffice. Remember, though: I am looking for the QUALITY, not QUANTITY, of the answer.
Good luck,
Mr. Todd
Fitting in Fun and Summer Goals
SPARTANS,
I know many of you are busy at work for IB classes already, taking classes at the community college, or doing other academic or athletic enrichment activities this summer. Perhaps some of this is fun or interesting to you. But what have you done lately just for you to have fun?
I hope you are all having some fun and enjoying some relaxing time this summer. I know this is sometimes hard to do, but make sure you keep things in balance by pacing yourselves. Make a list of things you need to accomplish for each day or week, even if it's something simple like, "Make my bed".
Make sure you include things you enjoy on your list. Go swimming, go to the movies with friends, sleep in, write an e-mail to a relative, go hiking, take some photos, walk the dog... Make time for yourselves. I don't want any of you (or me) to start off the school year already burned out.
I've tried to make sure that your assignments for the summer are spaced out sufficiently and realistically enough for you to have enough time to get them done at a pretty leisurely pace, and still do well. Don't wait until the last minute to get things done. As Mr. Franklin wrote, "You may delay, but time will not."
Have fun and take care of business.
Take care,
Mr. Todd
I know many of you are busy at work for IB classes already, taking classes at the community college, or doing other academic or athletic enrichment activities this summer. Perhaps some of this is fun or interesting to you. But what have you done lately just for you to have fun?
I hope you are all having some fun and enjoying some relaxing time this summer. I know this is sometimes hard to do, but make sure you keep things in balance by pacing yourselves. Make a list of things you need to accomplish for each day or week, even if it's something simple like, "Make my bed".
Make sure you include things you enjoy on your list. Go swimming, go to the movies with friends, sleep in, write an e-mail to a relative, go hiking, take some photos, walk the dog... Make time for yourselves. I don't want any of you (or me) to start off the school year already burned out.
I've tried to make sure that your assignments for the summer are spaced out sufficiently and realistically enough for you to have enough time to get them done at a pretty leisurely pace, and still do well. Don't wait until the last minute to get things done. As Mr. Franklin wrote, "You may delay, but time will not."
Have fun and take care of business.
Take care,
Mr. Todd
15 June 2008
Chapter 2 Reading Response Questions
This assignment must be e-mailed to spartan.hoa@gmail.com by 11:59pm July 1, 2008:
1) What nation appears to have been the training ground for English soldiers who ended up in the New World? In what ways did this place "prepare" them for the New World?
2) Identify the motivations of explorers and "sea dogs" employed or encouraged by the English crown.
3) Examine how a 1588 sea battle started to change the balance of power in Europe.
4) Explain how social and economic change served to motivate the growth of an English empire.
5) Briefly describe the initial interactions between English settlers in Jamestown and the local indigenous peoples.
6) In what ways did European contact with indigenous peoples sometimes influence inter-tribal relations?
7) Compare and contrast the effects of tobacco and sugar cane cultivation in the New World.
8) Explain how two significant events in 1619 would foreshadow events for English North America and the future United States.
9) To what extent was the Act of Toleration tolerant?
10) Compare and contrast the relationship between indigenous peoples and their English neighbors in the various colonies of British North America.
1) What nation appears to have been the training ground for English soldiers who ended up in the New World? In what ways did this place "prepare" them for the New World?
2) Identify the motivations of explorers and "sea dogs" employed or encouraged by the English crown.
3) Examine how a 1588 sea battle started to change the balance of power in Europe.
4) Explain how social and economic change served to motivate the growth of an English empire.
5) Briefly describe the initial interactions between English settlers in Jamestown and the local indigenous peoples.
6) In what ways did European contact with indigenous peoples sometimes influence inter-tribal relations?
7) Compare and contrast the effects of tobacco and sugar cane cultivation in the New World.
8) Explain how two significant events in 1619 would foreshadow events for English North America and the future United States.
9) To what extent was the Act of Toleration tolerant?
10) Compare and contrast the relationship between indigenous peoples and their English neighbors in the various colonies of British North America.
Chapter 1 Reading Response Questions
SPARTANS,
The following are questions for the Chapter 1 reading from The Americans. Please remember in answering the questions to follow the directions from the Summer Learning Packet (complete sentences, re-stating the question in the answer, etc.). Please also make sure to include the assignment title in the subject heading of your e-mail to me. In this case it would be "Chapter 1 Reading Responses". The assignment must be e-mailed to me (spartan.hoa@gmail.com) by 11:59pm on June 24, 2008.
1) According to the text, what was the estimated indigenous population of the Pre-Columbian New World?
2) To what extent did Christian Crusaders motivate exploration in the 15th century?
3) Which events seemingly compelled Spain to start its exploration, and propel its explorers in a westerly direction?
4) Describe the "Columbian Exchange" and its impact on the New and Old Worlds.
5) Which event does the text describe as a "demographic catastrophe without parallel in human history"? How did this catastrophe come about?
6) Explain the impact of New World mining on the European economy.
7) Analyse Fray Bartolome de las Casas's objections to the encomienda system.
8) Identify the motivations of the conquistadores described in Chapter 1.
9) Briefly describe the "conquest" of Aztecs and the impact this event had on what would become known as Mexico.
10) Evaluate the truth or fiction of "la Leyenda Negra", the "Black Legend". Justify your answer.
The following are questions for the Chapter 1 reading from The Americans. Please remember in answering the questions to follow the directions from the Summer Learning Packet (complete sentences, re-stating the question in the answer, etc.). Please also make sure to include the assignment title in the subject heading of your e-mail to me. In this case it would be "Chapter 1 Reading Responses". The assignment must be e-mailed to me (spartan.hoa@gmail.com) by 11:59pm on June 24, 2008.
1) According to the text, what was the estimated indigenous population of the Pre-Columbian New World?
2) To what extent did Christian Crusaders motivate exploration in the 15th century?
3) Which events seemingly compelled Spain to start its exploration, and propel its explorers in a westerly direction?
4) Describe the "Columbian Exchange" and its impact on the New and Old Worlds.
5) Which event does the text describe as a "demographic catastrophe without parallel in human history"? How did this catastrophe come about?
6) Explain the impact of New World mining on the European economy.
7) Analyse Fray Bartolome de las Casas's objections to the encomienda system.
8) Identify the motivations of the conquistadores described in Chapter 1.
9) Briefly describe the "conquest" of Aztecs and the impact this event had on what would become known as Mexico.
10) Evaluate the truth or fiction of "la Leyenda Negra", the "Black Legend". Justify your answer.
14 June 2008
Late Work Reminder
SPARTANS,
A couple of you have already e-mailed me about late work. While I appreciate your concerns and circumstances, I must and will remain firm on the policy I explained in our library meetings and included in your Summer Learning Packet: No late work is accepted for any reason.
I understand that some of you are leaving on vacation soon, or may have already left. Some of you will be without Internet access, or be unable to bring your book and other materials on your vacation(s). I understand that most of these factors are out of your control. Still, I expect that you will do what is in your control, and excel at it. In the words of Black Flag, "Rise above".
If you miss an assignment deadline, that's the way it goes. You'll lose some points, but it's not the end of the world. Just don't make a habit of it, and make sure the assignment you miss is not a big one. In stating this I don't mean to say that you should blow off any of your assignments, but just to let you know that if you miss an assignment or two, you will live, and you still have a chance for success in the course.
I expect that all students in my classes will do their best. Realistically, though, some days' "bests" are better than others.
Good luck... y adelante!
Mr. Todd
A couple of you have already e-mailed me about late work. While I appreciate your concerns and circumstances, I must and will remain firm on the policy I explained in our library meetings and included in your Summer Learning Packet: No late work is accepted for any reason.
I understand that some of you are leaving on vacation soon, or may have already left. Some of you will be without Internet access, or be unable to bring your book and other materials on your vacation(s). I understand that most of these factors are out of your control. Still, I expect that you will do what is in your control, and excel at it. In the words of Black Flag, "Rise above".
If you miss an assignment deadline, that's the way it goes. You'll lose some points, but it's not the end of the world. Just don't make a habit of it, and make sure the assignment you miss is not a big one. In stating this I don't mean to say that you should blow off any of your assignments, but just to let you know that if you miss an assignment or two, you will live, and you still have a chance for success in the course.
I expect that all students in my classes will do their best. Realistically, though, some days' "bests" are better than others.
Good luck... y adelante!
Mr. Todd
13 June 2008
Vocabulary Assignments, Chapter RR Questions, Resources, and E-mailing me
1) Vocabulary assignment directions
2) Posting of Chapter 1 and 2 Reading Response Questions
3) Resources on the Rio Mesa homepage
4) E-mailing me
SPARTANS,
1) Miss Nicolle Sanchez had an excellent question about the vocabulary assignments: In what format should they be done?
Please make sure that all vocabulary assignments are done in Cornell notes format, with the terms, names, or phrases in the left column. Definitions should be written in the right column and align with the appropriate term/name/phrase in the left column. Please make sure to follow all instructions as given in the assignment packet.
2) I am currently out of town, but Chapter 1 and 2 Reading Response Questions will be posted here on the blog by Sunday, June 15.
3) I previously told students that they will get only one copy of any materials given by me for the IB History of the Americas class. While this will remain the case, please note that the Summer Learning Packet has been posted on the school website:
http://www.ouhsd.k12.ca.us/sites/rmhs/departments/ib.htm
Thank you to Mrs. Clayton for setting this up.
4) Many of you have e-mailed me already. Please remember that if you have questions, comments, or concerns, e-mail me at the spartan.hoa@gmail.com address, and NOT my school account because school e-mail fills up very quickly. If it does, your e-mail may bounce back unread.
Thank you.
2) Posting of Chapter 1 and 2 Reading Response Questions
3) Resources on the Rio Mesa homepage
4) E-mailing me
SPARTANS,
1) Miss Nicolle Sanchez had an excellent question about the vocabulary assignments: In what format should they be done?
Please make sure that all vocabulary assignments are done in Cornell notes format, with the terms, names, or phrases in the left column. Definitions should be written in the right column and align with the appropriate term/name/phrase in the left column. Please make sure to follow all instructions as given in the assignment packet.
2) I am currently out of town, but Chapter 1 and 2 Reading Response Questions will be posted here on the blog by Sunday, June 15.
3) I previously told students that they will get only one copy of any materials given by me for the IB History of the Americas class. While this will remain the case, please note that the Summer Learning Packet has been posted on the school website:
http://www.ouhsd.k12.ca.us/sites/rmhs/departments/ib.htm
Thank you to Mrs. Clayton for setting this up.
4) Many of you have e-mailed me already. Please remember that if you have questions, comments, or concerns, e-mail me at the spartan.hoa@gmail.com address, and NOT my school account because school e-mail fills up very quickly. If it does, your e-mail may bounce back unread.
Thank you.
01 June 2008
Welcome, new HOA students!
SPARTANS,
Thank you for your interest in the IB History of the Americas course. It will be challenging year of study for you, but also intellectually rewarding.
Please make sure to check this blog regularly for answers to questions about the Summer Learning Packet, as well as postings of your E-mail Reading Response (RR) questions for Chapters 1-6 in The American Pageant.
A few more reminders:
Thank you for your interest in the IB History of the Americas course. It will be challenging year of study for you, but also intellectually rewarding.
Please make sure to check this blog regularly for answers to questions about the Summer Learning Packet, as well as postings of your E-mail Reading Response (RR) questions for Chapters 1-6 in The American Pageant.
A few more reminders:
- Check out a copy of The American Pageant (Twelfth Edition) before you leave school for the summer. If you leave without it and do not complete your Summer Learning Packet, you will earn "zero" scores for the assignments you do not complete. If there are no copies of the text in the Textbook Room now, there will be soon. Be patient and check back regularly with Mrs. Lopez.
- I will do my best to post the first set of RR questions before school ends. Please make sure to e-mail me your responses (with the assignment title in the SUBJECT HEADING of your e-mail) on or before the due date.
- Please make sure you e-mail me with any questions or concerns, spartan.hoa@gmail.com.
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