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.
12 August 2008
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.
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