US History Assignments
Reconstruction Cornell Notes
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Reconstruction Cornell Notes
Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
Reconstruction Essay Test
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Reconstruction Assessment
Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:
15 vocabulary matching questions (1 point each)
5 true/false questions (1 point each)
18 multiple choice questions (1 points each)
3 short answer questions (4 points each)
1 extra credit short answer question (4 point maximum)
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Reconstruction Quick Write & Political Geography
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Reconstruction Cornell Notes
Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
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Reconstruction Quick Write
Should the U.S. have ended Reconstruction in 1877?
Think critically about the question—should Reconstruction have ended sooner? Later? Should it have not started at all after the Civil War? Use the resources available in the textbook and online readings to answer the above question. Your response should be at least one full paragraph and should clearly state your point of view as well as your reasoning behind it.
Mining, Railroads, and the Economy (1)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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The Gilded Age & Progressive Era Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Mining, Railroads, and the Economy
The lure of silver and gold drew eager prospectors to the West starting well before the Civil War. After the war, the railroads carried hordes of eager settlers to the West, along with the goods they would need to make a life in this region. In the process, the railroads promoted economic expansion and the growth of cities.
Political Geography Quiz (4) & Western Agriculture (2)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Political Geography Quiz (4)
Like vocabulary quizzes, geography quizzes are also worth 25 points and will test how well you have learned certain aspects of American geography. For the quiz, you will have to match certain regions and/or countries with their location on the map. The following is the breakdown:
25 matching questions (0.5 points each)
12.5 points are automatically given
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The Gilded Age & Progressive Era Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Western Agriculture
While Reconstruction shaped the South following the Civil War, other events were occurring throughout the American West. The vast landscape of the Great Plains offered both promise and problems.
CAASPP Testing
CAASPP Testing Bell Schedule
CAASPP: 8:30-10:15
1: 10:35-11:12
2: 11:15-11:52
3: 11:55-12:32
4: 1:12-1:49
5: 1:52-2:29
6: 2:32-3:10
Western Agriculture (2) & Industry and Corporations (3)
Fourth Period: 1:12pm to 1:49pm
Fifth Period: 1:52pm to 2:29pm
Sixth Period: 2:32pm to 3:10pm
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The Gilded Age & Progressive Era Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Western Agriculture
While Reconstruction shaped the South following the Civil War, other events were occurring throughout the American West. The vast landscape of the Great Plains offered both promise and problems.
Industry and Corporations
The railroads that arose after the Civil War were big businesses. Other big businesses followed as entrepreneurs, industrialists, and bankers found new ways to increase economic efficiency and the output of goods. In the process, they brought prosperity to the country and fabulous wealth to themselves.
The U.S. Patent Office had never seen a year like 1897. An average of nearly 60 patents, or licenses for new inventions, were being granted every day. By year’s end, Americans had registered some 21,000 patents, more than the total recorded in the entire 1850s.
CAASPP Testing
CAASPP Testing Bell Schedule
CAASPP: 8:30-10:15
1: 10:35-11:12
2: 11:15-11:52
3: 11:55-12:32
4: 1:12-1:49
5: 1:52-2:29
6: 2:32-3:10
The Labor Movement (4)
Fourth Period: 1:12pm to 1:49pm
Fifth Period: 1:52pm to 2:29pm
Sixth Period: 2:32pm to 3:10pm
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The Gilded Age & Progressive Era Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
The Labor Movement
Before the Civil War, most factories were small and family-run. Bosses knew their workers by name and chatted with them about their families. Because most workers had skills that the factory needed, they could bargain with the boss for better wages. By the late 1800s, though, factories had changed, and workers needed to adapt.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
The Gilded Age Vocabulary Quiz & Civics Reform Project
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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The Gilded Age & Progressive Era Vocabulary Quiz (1)
Each unit will have one or two vocabulary quizzes that test how well you have learned key vocabulary words and concepts. Vocabulary quizzes are worth 25 points and the following is the breakdown:
15 vocabulary matching questions (0.5 points each)
3 academic vocabulary sentences (1 point each)
4 multiple choice questions (0.5 points each)
12.5 points are automatically given
ACADEMIC VOCABULARY WORDS
Lure
Consequently
Mechanization
Resist
Efficiency
Devise
Endorse
Prohibit
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Civics Reform Project
What positive impact could you have made as an informed citizen during the Gilded Age?
During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.
Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.
Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.
Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.
Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.
Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.
Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.
Civics Reform Project
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civics Reform Project
What positive impact could you have made as an informed citizen during the Gilded Age?
During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.
Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.
Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.
Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.
Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.
Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.
Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.
Civics Reform Project
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civics Reform Project
What positive impact could you have made as an informed citizen during the Gilded Age?
During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.
Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.
Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.
Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.
Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.
Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.
Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Civics Reform Project
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Civics Reform Project
What positive impact could you have made as an informed citizen during the Gilded Age?
During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.
Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.
Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.
Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.
Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.
Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.
Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.
Yom HaShoah
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Yom HaShoah
יום הזיכרון לשואה ולגבורה
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Holocaust Discussion
To commemorate Yom YaShoah (Holocaust Memorial Day), there will be a discussion concerning the Holocaust, how it happened, and what kind of warning signs there might be if something like this were to happen again.
Civics Reform Project
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
——————————————————————————————
Civics Reform Project
What positive impact could you have made as an informed citizen during the Gilded Age?
During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.
Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.
Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.
Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.
Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.
Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.
Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Reconstruction Cornell Notes
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Reconstruction Cornell Notes
Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
The Aftermath of Reconstruction (4)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Reconstruction Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
The Aftermath of Reconstruction
Reconstruction had brought both positive change and turmoil to the South. The end of Reconstruction led to new hardships for African Americans in the South.
Reconstruction and Southern Society (3)
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Reconstruction Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Reconstruction and Southern Society
Before the Civil War, a small group of rich planters dominated politics in the South. During Reconstruction, however, new groups tried to reshape southern politics.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Early Reconstruction (1) & Radical Reconstruction (2)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Reconstruction Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Early Reconstruction
At the end of the Civil War, the future looked bleak to many southerners. Across the South, cities and farms lay in ruins. All southerners, black or white, faced an unfamiliar new world. At the same time, a shattered nation had to find a way to become whole again.
Radical Reconstruction
Under Johnson’s Reconstruction plan, most southern states promptly ratified the Thirteenth Amendment. However, southern legislatures also passed black codes, laws that severely limited the rights of freed African Americans. Their purpose was to preserve African Americans as an underclass and a source of cheap labor.
Oversimplified Video (Civil War)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Oversimplified: Civil War
We will be watching a YouTube video from the Oversimplified channel. The video goes over the American Civil War—some of the most important battles, the politics of the time, causes of the war, and its consequences.
Sectionalism & Civil War Assessment
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Assessment
Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:
15 vocabulary matching questions (1 point each)
5 true/false questions (1 point each)
18 multiple choice questions (1 points each)
3 short answer questions (4 points each)
1 extra credit short answer question (4 point maximum)
Sectionalism & Civil War Assessment Review
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Assessment
Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:
15 vocabulary matching questions (1 point each)
5 true/false questions (1 point each)
18 multiple choice questions (1 points each)
3 short answer questions (4 points each)
1 extra credit short answer question (4 point maximum)
Sectionalism & Civil War Outlining
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Sectionalism & Civil War Outline
Fill out the Civil War Outline with a partner to review all of the information covered over the course of the unit. Once you finish, we will be going over an example outline as a class. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Sectionalism & Civil War Outlining
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Outline
Fill out the Civil War Outline with a partner to review all of the information covered over the course of the unit. Once you finish, we will be going over an example outline as a class. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
The War’s End (6)
☘️ Happy St. Patrick’s Day! ☘️
☘️ Éirinn go Brách! ☘️
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Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
The War's End
Confederate armies won major battles at Fredericksburg in December 1862 and at Chancellorsville in May 1863. These were gloomy days for the North. Then, in July 1863, the tide of war turned against the South as Union forces won major victories in both the East and the West.
Civil War DBQ Essay
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civil War DBQ Essay
Now you are ready to start writing. You will be formulating an argument based on the overall DBQ question—make sure you have done your prewriting and understand the question before starting! Your essay will need to include five paragraphs (one introduction, one conclusion, and three body paragraphs) and must be typed in MLA format. Hand written essays will not be accepted and essays not formatted properly will lose points. Once you finish writing, you also need to highlight certain elements, please watching the example video below so you know what to highlight. Below is the rubric for DBQ essays:
Spelling & Grammar (20 points)
Format & Chicken Leg (5 points)
Thesis Statement (5 points)
Introduction & Conclusion (5 points)
First Body Paragraph (5 points)
Second Body Paragraph (5 points)
Third Body Paragraph (5 points)
Please note that highlighting is REQUIRED:
In the introductory paragraph:
Full thesis statement (yellow)
Reason #1 that corresponds with Body Paragraph #1 (blue)
Reason #2 that corresponds with Body Paragraph #2 (red)
Reason #3 that corresponds with Body Paragraph #3 (green)
In each body paragraph:
Baby Thesis where you restate the reason for the paragraph (yellow)
Fact/Piece of Evidence #1 with citation (blue)
Fact/Piece of Evidence #2 with citation (red)
Fact/Piece of Evidence #3 with citation (green)
Civil War DBQ Essay
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civil War DBQ Essay
Now you are ready to start writing. You will be formulating an argument based on the overall DBQ question—make sure you have done your prewriting and understand the question before starting! Your essay will need to include five paragraphs (one introduction, one conclusion, and three body paragraphs) and must be typed in MLA format. Hand written essays will not be accepted and essays not formatted properly will lose points. Once you finish writing, you also need to highlight certain elements, please watching the example video below so you know what to highlight. Below is the rubric for DBQ essays:
Spelling & Grammar (20 points)
Format & Chicken Leg (5 points)
Thesis Statement (5 points)
Introduction & Conclusion (5 points)
First Body Paragraph (5 points)
Second Body Paragraph (5 points)
Third Body Paragraph (5 points)
Please note that highlighting is REQUIRED:
In the introductory paragraph:
Full thesis statement (yellow)
Reason #1 that corresponds with Body Paragraph #1 (blue)
Reason #2 that corresponds with Body Paragraph #2 (red)
Reason #3 that corresponds with Body Paragraph #3 (green)
In each body paragraph:
Baby Thesis where you restate the reason for the paragraph (yellow)
Fact/Piece of Evidence #1 with citation (blue)
Fact/Piece of Evidence #2 with citation (red)
Fact/Piece of Evidence #3 with citation (green)
Civil War DBQ Essay
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Civil War DBQ Essay
Now you are ready to start writing. You will be formulating an argument based on the overall DBQ question—make sure you have done your prewriting and understand the question before starting! Your essay will need to include five paragraphs (one introduction, one conclusion, and three body paragraphs) and must be typed in MLA format. Hand written essays will not be accepted and essays not formatted properly will lose points. Once you finish writing, you also need to highlight certain elements, please watching the example video below so you know what to highlight. Below is the rubric for DBQ essays:
Spelling & Grammar (20 points)
Format & Chicken Leg (5 points)
Thesis Statement (5 points)
Introduction & Conclusion (5 points)
First Body Paragraph (5 points)
Second Body Paragraph (5 points)
Third Body Paragraph (5 points)
Please note that highlighting is REQUIRED:
In the introductory paragraph:
Full thesis statement (yellow)
Reason #1 that corresponds with Body Paragraph #1 (blue)
Reason #2 that corresponds with Body Paragraph #2 (red)
Reason #3 that corresponds with Body Paragraph #3 (green)
In each body paragraph:
Baby Thesis where you restate the reason for the paragraph (yellow)
Fact/Piece of Evidence #1 with citation (blue)
Fact/Piece of Evidence #2 with citation (red)
Fact/Piece of Evidence #3 with citation (green)
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Civil War DBQ Documents (Prewriting)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civil War DBQ Documents
In April 1861, the 33 states that made up the United States of America went to war against each other. The war was to last four long, heart-wrenching years and cost the lives of more than 600,000 Northern and Southern soldiers. The reasons for the war have been debated by historians and citizens ever since. This DBQ asks the classic question, "What Caused the Civil War?"
Civil War DBQ Documents
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Civil War DBQ Documents
In April 1861, the 33 states that made up the United States of America went to war against each other. The war was to last four long, heart-wrenching years and cost the lives of more than 600,000 Northern and Southern soldiers. The reasons for the war have been debated by historians and citizens ever since. This DBQ asks the classic question, "What Caused the Civil War?"
The Course of the War (4) & Emancipation and Life in Wartime (5)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
The Course of the War
The North and South had different strategies for victory. The Union planned an aggressive campaign against the South. The South, meanwhile, planned to hold tight until the North lost the will to fight.
Emancipation and Life in Wartime
The Civil War began as a war to restore the Union, not to end slavery. President Lincoln made this point clear in a letter that was widely distributed:
“If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could do it by freeing some and leaving others alone, I would also do that.”
—Abraham Lincoln, August 22, 1862, quoted in Carl Sandburg, Abraham Lincoln
Sectionalism & Civil War Vocabulary Quiz & Outlining
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
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Sectionalism & Civil War Vocabulary Quiz
Each unit will have one or two vocabulary quizzes that test how well you have learned key vocabulary words and concepts. Vocabulary quizzes are worth 25 points and the following is the breakdown:
15 vocabulary matching questions (0.5 points each)
3 academic vocabulary sentences (1 point each)
4 multiple choice questions (0.5 points each)
12.5 points are automatically given
ACADEMIC VOCABULARY WORDS
Resolve
Propose
Denounce
Maintain
Comprise
Conducive
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Sectionalism & Civil War Outline
Fill out the Civil War Outline with a partner to review all of the information covered over the course of the unit. Once you finish, we will be going over an example outline as a class. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.
Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.
Division and the Outbreak of War (3)
Fourth Period: 10:58am to 11:41am
Fifth Period: 12:16pm to 12:59pm
Sixth Period: 1:02pm to 1:50pm
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Sectionalism & Civil War Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Division and the Outbreak of War
The Republican National Convention for the presidential election of 1860 took place in Chicago, Illinois. Abraham Lincoln faced William Seward for the nomination. Seward was a U.S. senator for New York. Lincoln, whose fame had increased during the Lincoln-Douglas debates in 1858, won the nomination.
Collaboration Day
Collaboration Day Bell Schedule
1: 8:30-9:13
2: 9:16-9:59
3: 10:12-10:55
4: 10:58-11:41
5: 12:16-12:59
6: 1:02-1:50
Conflicts and Compromises (1) & Growing Tensions (2)
Fourth Period: 11:20am to 12:09pm
Fifth Period: 12:49pm to 1:39pm
Sixth Period: 1:42pm to 2:32pm
——————————————————————————————
Sectionalism & Civil War Readings & Checkpoints
Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.
Conflicts and Compromises
In 1819, there were 11 free states in the North and 11 slave states in the South. The North and South had different economies, political views, and ideas about slavery. These differences created a growing sectionalism. Sectionalism is a rivalry or tension that develops between people who are loyal to their section, or region, of the country. This era of sectionalism lasted from the 1810s to the 1860s. As a result of sectionalism, there were many political conflicts over issues important to each region.
Growing Tensions
The Compromise of 1850 dealt mainly with the Mexican Cession lands. It did not change the slavery policies for lands that had been part of the Louisiana Purchase—policies set by the Missouri Compromise. However, the Compromise of 1850 caused some people to question whether the Missouri Compromise needed to be changed.