Review previously assigned eighth note rhythms and basic rock backbeat.
Continue section on eighth note rhythms.
Play some improvised music together.

Holding the drumsticks and basic striking technique.
Recognizing and reading quarter note rhythms.
Basic rock backbeat.
Varying quarter note patterns within the basic rock beat.

We spent a major part of the session on a "problem fest" involving pairs of lines crossed by a transversal and the angles formed by them. We explored the theorems involving the converses of the alternate interior angles and same side interior angles theorems.

Will examined several facets of European exploration of the oceans and distant regions (Asia, Africa, etc). The topics include: motivations for exploring, famous names in exploration, mapping of the African coast, seeking India, methods of navigation, hardships and nuances of ocean exploration, searches for direct routes, trade, and funding sources. The explorers and famous names include: Prince Henry the Navigator, Columbus, Magellan, de Gama, Vespucci, Balboa, and Ferdinand & Isabella.

We discussed pairs of lines crossed by a transversal. We discussed the ramifications when the pair of lines was parallel. We explored corresponding angles, alternate interior and exterior angles,and same-side interior angles and their relationships when the pair of lines was parallel.

Today we completed discussion of the remaining material in Chapter 1, addressing the "Atlantic world" as a precursor to today's "globalization," the transmission of Enlightenment ideas from Europe to the so-called New World (with special attention to More's Utopia), the relationship of the Protestant Reformation to the Age of Exploration (including discussion of Luther, Calvin, and the unique case of the English Reformation), the main differences between English settlements on the one hand and French and Dutch settlements on the other, and the failed attempt by the English to establish a colony at Roanoke in the late 16th century (the Lost Colony). I reminded Will that a quiz on Chapter 1 would be administered at the start of our next session. He said he understood. A good day.

Act. 2. scene 2

We continued reading today and I have to say, I'm extremely pleased with Will's consistency. He doesn't complain, doesn't try to get out of work, and is an active participant in the reading and discussion. I think he's getting a lot out of the reading and I'm looking forward to watching it with him and get his reaction to seeing it performed.

I administered the test. In the remaining minutes, we discussed, in general, what we'll be doing next--pairs of lines, transversals and the angles they create.

Today's lesson addressed the civilizations that originally developed in the Americas, thousands of years before the arrival of European explorers. The sophistication of such cultures was emphasized. We then segued to the advent of European exploration, placing it within the historical context of nations competing with each other for wealth and aggrandizement: a system known as mercantilism, in which the world's material riches (gold, silver, gems, etc.) were mined and accumulated in what was regarded as a kind of zero-sum game. The pervasiveness of Spanish influence--often underemphasized in US History, which tends to dwell on the English--was duly noted, as well as the Spaniards' spread of diseases, including smallpox, that decimated native populations, Roman Catholic evangelism and conversions, and heavy-handed manner of central governance. Will actively participated in discussion, making several good points.

Today was a good start to what I hope will be a stimulating, informative, and memorable US history class for Will. We spent some time getting to know each other, and developed a basis for mutual respect and trust. Part of the session was devoted to a discussion of history as a continuing debate, or contest of views, not merely as an accumulation of facts. I emphasized that many historical facts are controverted, and even uncontroverted facts are often subject to conflicting interpretations. This is certainly true of US history, as Alan Brinkley, an esteemed professor at Columbia University and the author of our textbook, makes clear in the book's early pages. I also expressed enthusiasm for the selection of this textbook, as I am not aware of a better US history high-school-level text at present. Of course, I went over the usual topics (quizzes, tests, research paper, class participation, grading, etc.) Throughout, I sought to make Will feel comfortable in questioning me, challenging my assertions (as well as those in the book), and stating his views. Will answered questions well and made a number of intelligent contributions to discussion.