Monday, August 24, 2009

Unit One Plan

Schedule:

Day 1, August 24: What is History?

Day 2, August 26:
Buffaloed cooperative learning
Native American Historiography
Why Europe?

Day 3, August 28:
AMSCO Reading quiz: How Tueting tests
The Columbian Exchange

Day 4, August 31:
Using Venn diagrams: Comparing Colonial Empires
Q & A prior to the test
Crossword review

Day 5, September 3:
(6:30 AM: Test review for both classes)
Test in class

Homework:

Due for day 2:
1) Go to the blog and create a blogger account, make a comment, and “follow."

2) Read the “Buffaloed” reading. Make marginalia notes as you proceed. You may annotate by writing comments in the margin or highlighting key ideas. When I grade this in your notebook, I’ll be looking for evidence that you read and thought about the material. There are no right or wrong ways to annotate. Write 5 discussion questions based on the Buffaloed reading – base your questions on the top four levels of Bloom’s taxonomy (see the next page).

NEW:
3) Read the “What is history” section of Amsco on pages xvi-xviii. As you read, reflect on the class lecture.

Due for day 3:

1) Read and take notes on Amsco 1. Complete the multiple choice questions at the end of the chapter. You may simply write the numbers 1-10 and the letter answer at the end of your notes.

2) Complete the blog assignment for the Columbian Exchange.

Due for day 4:

1) Read and take notes on Bailey chapter 1.

2) Complete the Settlement Geography Activity

Due for day 5:

1) Complete the crossword

2) Study for your test

AP Points

Non-book AP points are due on the test day. They are worth one AP point each.

A) Make a poster illustrating the Columbian Exchange. Your poster should be both informative and visually attractive.

B) Essay: Choose on the essays on page 18 of AMSCO. Use eLibrary to find three articles to supplement your reading. Write and word-process a 750-1000 word answer. Use Times New Roman 12-point font and double space your paper.

C) Essay Research the “Kennewick Man” controversy. Explain why researchers and Native Americans disagree about how this body should be handled. Looking beyond the stated reasons given by Native Americans, are there other motives that would lead them to oppose examining this body?

D) Art analysis. “Romancing the Indian” website and read through each section. Find three historical paintings of Native Americans. Copy each image to your word processing program. Write three short essays (approximately 250 words each) describing how the artwork either romanticizes or demonizes Native Americans

E) Read a book from the list below (point value next to the book)

Guns, Germs, and Steel: The Fates of Human Societies by Jared Diamond (Highly recommended - 3 points)

The Ecological Indian: Myth and History by Shepard Krech III (2 points)

Changes in the Land, Revised Edition: Indians, Colonists, and the Ecology of New England by William Cronon (2 points)

America in 1492: The World of the Indian Peoples Before the Arrival of Columbus by Alvin M. Josephy Jr. (2 points)

The Wordy Shipmates by Sarah Vowell (2 points)

No Bone Unturned: The Adventures of a Top Smithsonian Forensic Scientist and the Legal Battle for America's Oldest Skeletons by Jeff Benedict (2 points)

Visible Saints: The History of a Puritan Idea by Edmund S. Morgan (2 points)

The Puritan Dilemma: The Story of John Winthrop (Library of American Biography) by Edmund S. Morgan (2 points)

Errand into the Wilderness by Perry Miller (2 points)

Mayflower by Nathaniel Philbrick (2 points)

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