Set guidelines and expectations for work output
Discuss project-based approach and brainstorm different options
Choose and commit to first project
Assignment
Think about different approaches to writing about history and think about the best way to pursue our first project
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Cam and I discussed my and Dr. Mary's expectations for the course, and the work product that would be necessary to complete the course. We are pursuing a graphic novel-esque project for our first quarter. We discussed two different approaches: narrative versus expository writing. I asked Cam to think about which style of writing he might prefer. I will bring in two examples that I think will interest him. His plan is to write, with some panels to illustrate the different topics we encounter. We will begin to explore Unit 1 on Monday.
Introducing ourselves
Discussing course objectives
Discussing Areas of Interest
Brainstorming curriculum approach
Assignment
Think about learning styles and project-based approach to the course.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Cam and I discussed his objectives for U.S. history, and brainstormed the best way to approach the class. Cam and I agreed on an experiential / project-based approach to learning the curriculum. Cam is engaging and easy to speak with. He seems excited to embark on the course!
This afternoon, David and I looked over some materials we will be using in class. He contributed input in ordering two world maps he'd like to put up in his classroom. We reviewed primary and secondary sources and David was queried on categorizing examples of each. He benefitted from review and practice.
At the onset of our lesson, we finished reviewing how certain holidays and traditions are celebrated. Next, we began talking about American landmarks. After first defining the word, we explored American landmarks and why they are important. Matthew answered questions correcly. He contributed examples of American landmarks which demonstrated he understood the concept, and learned about some about which he never knew, such as Mount Rushmore, which we then researched. We ended the session examining a map of South America in his World Atlas and Matthew found Columbia and its capital, Bogota, which he visited over Spring break.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Matthew was very tired again today - he said he could barely stay awake and lay down on the floor. He said he has been staying at his dad's house.
This is the 3rd and final day Joshua has to complete his Chap. 6 test. The written portion is challenging for Joshua. Though by this point in the course, he is familiar with the basic AP test format. He needed more time to work on 4 short answer questions and his essay.
-Reviewed Vlad's take-home A.P. practice test questions. These were practice U.S. History questions from the Barron's book. Vlad said he found them to be very difficult. He got two out of ten questions correct. - We then turned our focus back to learning history: - The U.S. internment of Japanese Americans during WWII. - The 442nd - a Japanese battalion in the U.S. army that fought in the Italy campaign. They received the highest military fighting honors in WWII. - The Normandy invasion and D-Day, June 6, 1944, - France was finally liberated from 4 years of Nazi occupation on Aug. 25, 1944.
Assignment
Read pp. 744 - 751, pay special attention to "McCarthyism" on p. 750
- The Internment of Japanese Americans, - U.S.Internmenment Centers, - Korematsu v. U.S., - Segregation in the armed forces, - Why didn't the U.S. take in refugees fleeing Nazi occupied Europe? - Why didn't the U.S. bomb the railway tracks leading to the Nazi death camps? - Dismantling the New Deal, - The 1944 U.S. presidential election.
