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Unit 1: Prologue - Story of Psychology Unit 2: Research Methods Unit 3: Biological Bases of Behavior Unit 4: Sensation and Perception

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Ms. Rives's United States History Website

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Ms. Rives’s United States History Website

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To support the ongoing time and effort it takes to maintain and update these resources, non-students are asked to subscribe for $3.99/month for full access. After subscribing, please email me at...

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Welcome to my AP Psychology class project, the survival kit for AP Psychology! This was a lot of work to compile together but I am happy with the result (considering that I’m a perfectionist,…

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Powered by Create your own unique website with customizable templates.

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Use this site to access all of the resources for our course. Visit our course page for our syllabus, calendar, Google Classroom, and textbook access. Visit our unit pages to access all of our slides, concept maps and helpful videos.

There is no need for any of us to recreate the wheel. If you find anything useful on this site, please feel free to use it in your classroom. I've organized the resources by the topics outlined in the AP Psych CED

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This is a site for students and teachers ofAP Psychology, and Educational Technology to access worksheets, check our calendar, download PowerPoints, view our syllabus, and get lesson plan ideas.

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In this chapter students learn how humans convert sensory input into kinds of information. They examine how humans learn, remember, and retrieve information. Chapter Objectives: Describe and…

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Welcome to Psychology. This course will introduce you to the wonderful world of psychology. Several fields of study will be examined including the biological base of behavior, sensations and…

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Geographically speaking, the United States is one of the most diverse countries in the world. A highly developed nation, the 50 states are home to some of the world's largest cities, and the resource- heavy land encompasses drastically different topographies and climates.

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Myers 3rd Edition Textbook Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14 Module 15 Module 16 Module 17 Module 18...

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Welcome to Mr. Stephens’ AP Psychology Home page. This site will be an invaluable asset to you throughout our journey through the world of Psychology. You will be able to access power points,…

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Welcome to African American Studies at West Mecklenburg High School !!! This course is a part of the Social Studies Department and open to all grade levels. Upon successful completion of this course,...

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In this unit, students will chart the beginnings of civilization and how humans evolved from nomadic lifestyles to permanent settlements. Students will be expected to understand the common factors between ancient river vallley civilizations as well as the contributions these settlements made towards the spread of civilization. Students will also build on their previous knowledge of religions to trace the development of Judaism as the world's oldest monotheistic religions.

For this assignment, we will create a foldable that will help us compare the river valley civilizations of the Ancient World. What are the factors that each settlement has in common? How did they contribute to human settlement and the growth of civilization? In order to complete your foldable, click on each of the links below and map the significant locations each map asks you for. Be sure to follow your Map Guidelines in your ISN!

In this unit, students will document the rise and fall of empires from the Classical period. Students will be expected to trace the expansions and decline of empires from Classical Greece, Rome, India, and China. Students will also be expected to identify major historical figures such as Alexander the Great, Ashoka, Cleopatra, Siddhartha Gautama, Julius Caesar, and various leaders of the Qin and Han dynasties.

For this assignment, we will create a foldable that will help us compare Classical Civilizations. In order to complete your foldable, click on each of the links below and map the significant locations each map asks you for. Be sure to follow your Map Guidelines in your ISN!

For this mini-unit, we will be studying the rise of various political units after the Fall of Rome at the end of Unit 2. In Europe, the Roman empire would continue as the Byzantine Empire, which flourished under the rule of Justinian. On the Arabian Peninsula, the Caliphates will begin their rise to power through warfare and trade, but the greatest benefit will be from the spread of Islam. The African kingdoms will make their presence on the world stage known through their possession of the world's most sought-after metal: gold. We will also study the development of world religions and trace their expansion through human contact.

For this assignment, we will shade in a map of the Western Hemisphere that depicts the kingdoms present during the Middle Ages. In order to complete your map, click on each of the links below and map the significant locations and kingdoms. Be sure to follow your Map Guidelines in your ISN!

In this unit, we will learn how the Renaissance and Protestant Reformation encouraged new ways of thinking, challenged medieval tradition, and questioned the power of the Church. We will also examine how new theories about the Earth encouraged some European nations to begin exploring what lay beyond the seas. This desire for exploration led to an encounter between the "Old World" (Europe and Asia) and the "New World" (the Americas).

For this assignment, you find the locations of the following Renaissance achievements on a map of Europe (for a copy of the document, click here: Marvels of the Renaissance). You will then use the links below to discover the historical background and effect the accomplishment had on Renaissance culture.

In this unit, students will examine how the rise of absolutism, consolidation of power, and the Enlightenment will lead to tensions between Old World nations and their New World colonies. Students will also evaluate how a post-Renaissance education and new philosophers contributed to resistance against absolute rulers. We will also analyze the causes, characteristics, and consequences of the revolutions in the Thirteen Colonies, France, and Latin America.

In this unit, students will examine the technology, scientific advancements, and changes to the human way of life during the Industrial Revolution. Students will also identify the contributions made by scientists, economists, and political thinkers that helped diffuse the ideals of industrialization. We will also understand how changes in health and technology directly impacted their daily lives in the present time.

In this unit, students will evaluate the effects industrialization had on Great Britain, France, and other European nations as they built colonies to protect their economic interests in foreign lands. Students will also study how imperialism created instances of cultural convergence, divergence, and diffusion by bringing religions, philosophies and technical innovations to the colonies. Finally, students will also be able to trace the major events of the Imperial era that contribute directly to tensions that will be the focus of World War I.

For this assignment, we will create a foldable that depicts the European presence on the major continents during the age of Imperialism. In order to complete your map, click on each of the links below and map the significant locations and colonies. Be sure to follow your Map Guidelines in your ISN!

In this unit, students will continue to investigate the effects that Industrialization & Imperialism had on international relations, especially between European nations. Students will also identify the causes and effects of major world events like World War I, the Russian Revolution, and the Communist uprisings. Students will also be able to map the decline of absolute monarchies, the fall of empires, and the rise of weapons technology. Finally, students will also track the development of global communities, such as the League of Nations.

For this assignment, we will create a foldable that depicts the empires and alliances that were involved in World War I. In order to complete your map, click on each of the links below and map the significant locations and colonies. Be sure to follow your Map Guidelines in your ISN!

In this unit, students will be able to identify the effects of World War I that led directly to the causes of World War II. Students will analyze how the Treaty of Versailles set Germany against the world, and how the rise of fascism and Nazism contributed to interwar tensions. Students will also learn about the Holocaust, and how genocides affect ethnic, religious, and social groups in the past and present day. Students will also identify key terms, strategies, and events of both the European and Pacific theaters.

In this unit, students will examine how the end of World War II and irreconcilable differences between the United States and the Soviet Union contributed to the Cold War. Tensions stemming from differing political, economic, and social values would weaken European imperial powers, leading to independence movements across Africa and Asia. Relations between the world's two superpowers, the U.S. and U.S.S.R., resulted in various proxy wars and aggressions between allies but never actual, direct confrontation between the two nations.

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On this page you will be able to find all the resources we've used and the assignments we've done in class. Many of our class assignments and projects will use resources that are posted on this page....

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Contemporary World Issues, APUSH, A.History, APPsych

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Contemporary World Issues, APUSH, A.History, APPsych

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World Religions

World Religions is an elective course. My hope is that the student in my class come away with a broad understanding of the various religions that exist in our modern world. As well as, a dynamic concept of how they will interact with the people they encounter on their journey towards success.

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AP Euro, World, US, Street Law, AA, Pre-Modern

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AP Euro, World, US, Street Law, AA, Pre-Modern

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Nine year veteran S ocial S tudies teacher just trying to make other teachers' lives easier. Y ou'll find everything on this website except for tests and quizzes (for confidentiality, of course).

It helps when you like, follow, and subscribe by clicking the buttons to the right!

Venmo? But I thought you said this would be free? Y es, everything is actually free, but if y ou've used a lot of my resources and you want to buy me a coffee, I won't say no!

Scroll down to find what you need!

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Nine year veteran Social Studies teacher just trying to make other teachers' lives easier. You'll find everything on this website except for tests and quizzes (for confidentiality, of course). It helps when you like, follow, and subscribe by clicking the buttons to the right! Venmo? But I

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Essential Question(s):

Was the Constitution necessary for the survival of our republic?

Does the system of checks and balances provide us with an effective and efficient government?

Do separation of powers and checks and balances make our government work too slowly?

Could the Constitution be written without compromise?

Standard(s) Addressed:

Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; describe the crucial events leading to the Constitutional Convention. (USI.6)

Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the ""Great Compromise" that was reached. (USI.7)​

Major Debates

1. the distribution of political power

2. the rights of individuals

3. the rights of states

4. slavery

Founders

1. Benjamin Franklin

2. Alexander Hamilton

3. James Madison

4. George Washington

Describe the debate over the ratification of the Constitution between Federalists and Antifederalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (USI.8)

Explain the reason for the passage of the Bill of Rights. (USI.9)

1. ​​the influence of the British concept of limited government

2. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes

Unit Mastery Objectives: Students will be able to...

Analyze primary sources including:

The Northwest Ordinance

The United States Constitution

The Bill of Rights

Federalist Paper #10

Describe the achievements and failures of the Articles of Confederation.

Explain why Americans began to recognize the need for a stronger national government in the 1780s.

Create a visual representation that illustrates how our government functions on its system of checks and balances and separation of powers.

Analyze the advantages and disadvantages of our system of government.

Analyze the Bill of Rights and the protections it provides American citizens.

Describe the ratification process and the arguments made to change the minds of dissenters.

Lesson Objective(s):
TSWBAT - E xplain the kind of government set up by state constitutions and the reasons for the adoption of the Articles of Confederation.​

Topic: Shaping A New Nation - The Articles of Confederation

#2 - Describe one major flaw in the Articles of Confederation.

Lesson Sequence:
1) Do Now - Why do governments exist? What is our government based upon?

Write Keys on back

Think, Pair, Share --> Debrief w/ whole class

​2) Presentation - The Articles of Confederation - Pt. 1

Activity - Americans Debate Republicanism

Video Clip - The Articles of Confederation

​3) Activity - Chart Activity: Problems Problems Problems
4) Ticket OTD - Keys!
Homework / Announcements:
Pass back War for Independence Unit Test

Lesson Objective(s):

TSWBAT - Explain the shortcomings and limited successes of the national government under the Articles.

Topic: Shaping A New Nation - The Articles of Confederation, Day 2 --> Shortcomings and Limited Successes

Key Questions:
​
#1 - In your opinion, what was the biggest weakness of the Articles of Confederation and the government it created? ( Explain your answer...)
Lesson Objective(s):
#2 - Although it lasted less than 10 years and was ultimately repealed in 1791, what is one accomplishment of the Articles of Confederation?

Lesson Sequence:
1) Do Now - Rough Sailing Ahead 2) Finish Problems, Problems, Problems Chart 3) Presentation - Articles of Confederation, Day 2 --> Limited Successes

Before or After Map Activity

4) Northwest Ordinance Map Activity - Begin
5) Ticket OTD - Keys! /// Kahoot
TSWBAT - Describe 2-3 compromises made at the Constitutional Convention in the summer of 1787.

Topic: Shaping A New Nation - The Constitutional Convention, Day 2

#1 - How did Key Questions:
​
The Great Compromise appease both big states and small states?

#2 - How did the Three-Fifths Compromise appease southern states and, to a lesser-extent, northern states?
Lesson Objective(s):
Do Now - Video Clip - Key Constitutional Concepts, 15-20:004) Activity/Project - The U.S. Constitution Project Lesson Sequence:
1)
3) Presentation - The Constitutional Convention, Day 2
5) Ticket OTD - Answer Keys!

Homework / Announcements: ​

TSWBAT - Describe 2-3 compromises made at the Constitutional Convention in the summer of 1787.
TSWBAT - Students will work in groups to research and create an informative and visually appealing poster about the United States Constitution.
TSWBAT - list and explain the key principles of the Constitution.
TSWBAT - Identify the pros and cons of the system of Checks & Balances.

Topic: Shaping A New Nation - The Constitutional Convention, Day 2
Lesson Objective(s):
Key Questions:
​
#1 - What is the main job of the following branches of government? #2 - What is one 'pro' and one 'con' of the system of Checks & Balances in existence under the U.S. Constitution?

Do Now - The Three Branches & Their Powers4) Activity/Project - The U.S. Constitution Project Lesson Sequence:
1)
3) Presentation - The Constitutional Convention, Day 3

Federalism

Checks and Balances

5) Ticket OTD - Answer Keys!
TSWBAT - Describe 2-3 compromises made at the Constitutional Convention in the summer of 1787.
TSWBAT - Students will work in groups to research and create an informative and visually appealing poster about the United States Constitution.
TSWBAT - list and explain the key principles of the Constitution.
TSWBAT - Identify the pros and cons of the system of Checks & Balances.

Topic: Shaping A New Nation - The Constitutional Convention, Day 2

Do Now - Checks & Balances 4) Activity/Project - The U.S. Constitution Project Lesson Sequence:
1)
3) Presentation - The Constitutional Convention, Day 4

Federalists v. Anti-federalists

Ratification

5) Ticket OTD - Answer Keys!
Lesson Objective(s):

TSWBAT - Describe in writing the system the United States used to elect its presidents.
TSWBAT - Describe potential problems with the Electoral College

Topic: Shaping A New Nation - The Constitutional Convention --> The Electoral College

#2 - TBD

Lesson Sequence:
1) Do Now - Constitutional Convention Review Kahoot
2) Video Clip - The Electoral College -- TED ED

Students write questions

Debrief w/ Facts

3) Presentation - The Electoral College
4) Activity - Electoral College Game

https://www.random.org/dice/​

​5) Ticket OTD - Keys!
Homework / Announcements:
​Resources Uploaded Below:

Lesson Objective(s):

TSWBAT - Describe in writing the system the United States used to elect its presidents.
TSWBAT - Describe potential problems with the Electoral College

Topic: Shaping A New Nation - The Constitutional Convention --> The Electoral College

​ Key Questions:
​
#1 - Who won your Presidential Election? By how much?

#2 - Did your Electoral College Map have any similarities to the Map from 2016? Differences?

Lesson Sequence:
1) Do Now - Electoral College Review
2) Kahoot - Electoral College -- Odds & Ends
3) Activity - Electoral College Game

https://www.random.org/dice/​

​4) Ticket OTD - Keys!
Homework / Announcements:
​Resources Uploaded Below:

Lesson Objective(s):

TSWBAT - list the key leaders and explain the beliefs of the Federalists and the Anti-Federalists.
TSWBAT - explain why the Bill of Rights was added to the Constitution and can give examples of freedoms it guarantees.

Topic: Shaping A New Nation - The Constitutional Convention --> The Electoral College

#2 - TBD

Lesson Sequence:
1) Do Now Video - Electoral College Ties
2) Activity - Finish E.C. Simulation Game
Done? Start HW - Ratifying the Constitution / Reflection Questions
3) Activity - Bill of Rights Rap
4) Presentation - Bill of Rights w/ Guided Notes
5) Activity - Do You Know Your Bill of Rights?
​5) Ticket OTD - Keys!
TSWBAT - Assessment on the Articles of Confederation and the US Constitution
Homework / Announcements:
​Resources Uploaded Below:

Lesson Objective(s):

Topic: Shaping A New Nation - The Constitutional Convention --> Assessment

#2 - TBD

Lesson Sequence:
1) Do Now - Kahoot Review
2) Quiz - US Constitution
3) Post-Test Assignment: Missing Work / Get Caught UP!

​
Homework / Announcements:
​Resources Uploaded Below:

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Essential Question(s): Was the Constitution necessary for the survival of our republic? Does the system of checks and balances provide us with an effective and efficient government? Do separation...

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Go To Seterra Online to practice your geography skills ! http://online.seterra.com/en

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ST GERMAIN, BRADLEY / Intro to Sociology

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School Library and Instructional Materials Information

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Educating Compassionate and Creative Global Citizens

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In Sociology students will learn:

Course Description
Sociology is the study of human society and group behavior. Students will work in an interactive classroom setting while studying the origins of sociology along with the specific topics of culture, gender, deviance, social structure and related sociological phenomena. This will be a discussion-based course in which students will continue to develop their skills in reading, writing, and speaking.

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Sociology - Mr. Cooper- Broomfield High School

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amcdowell@alpinedistrict.org Room #: 701 ​ ​

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You are embarking on a fascinating journey as you learn to see, think, and analyze yourself and the world around you from a sociological perspective. This lesson invites you to see, think, and analyze from a sociological perspective. It provides a brief overview of the historical and intellectual development of sociology, along with describing how sociology is similar to and different from other social sciences. The lesson ends with a discussion of new theoretical approaches within the discipline. The tools presented here will help you build a foundation for new knowledge and insights into social life.

Learning Objectives

By the end of this lesson, you will be able to:

Define key terms related to the discipline of sociology.

Compare the major sociological theories.

Have experience conducting sociological research.

https://ncia.wwnorton.com/154862

Deadlines

Read

Discuss: Jonestown

award-winning filmmakers Stanley Nelson, Marcia Smith, and Noland Walker reveal the true, tragic story behind enigmatic preacher Jim Jones and his promise of a world of economic and racial equality that ultimately led to the largest mass murder-suicide in history. This documentary tells the story of the people who joined Peoples Temple, following Jones from Indiana to California and ultimately to their deaths in Guyana in November 1978. PBS

We will use the documentary film Jonestown: the life and death of Peoples Temple as an opportunity to identify and evaluate concepts related to the fundamentals of sociology. We will watch it together during class.

Questions

Lesson Keywords

The least you need to know

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You are embarking on a fascinating journey as you learn to see, think, and analyze yourself and the world around you from a sociological perspective. This lesson invites you to see, think, and analyze from a sociological perspective.

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Three Sociological Perspectives - ppt download

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Three Perspectives/Theories We will focus on three major perspectives/theories within the discipline of sociology. Perspective – a particular attitude or point of view Theory– A broad system or approach used to understand phenomena in the world. Must be supported by EVIDENCE.

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Are you looking for an activity or lesson plan to use tomorrow in class? The activities below have been pulled from three of the TOPSS unit lesson plans. Also available on this page are two-day lesson plans from recent past winners of the APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards.

Two-Day Lesson Plans

Submitted by recent past winners of the APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards. Lessons submitted before 2022 are aligned to the 2011 version of APA's National Standards.

Standard Area: Scientific Inquiry and Research Methods

Standard Area: Biological Bases of Behavior

Standard Area: Sensation

Standard Area: Life Span Development

Standard Area: Learning

Standard Area: Memory

Standard Area: Perception

Standard Area: Intelligence

Standard Area: Social

Standard Area: Personality

Standard Area: Multiculturalism and Gender

Standard Area: Motivation and Emotion

Standard Area: Disorders

Standard Area: Therapies

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Classroom Activities and Two-Day Lesson Plans

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Two-day lesson plans from recent past winners of the APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards.

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Kids learn about the history and timeline of the country of the United States including early British colonies, the American Revolution, Civil War, World War I and 2, Civil Rights, and the Cold War.

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A QUIET SUNDAY MORNING...

On a quiet Sunday morning in August, a Palo Alto, California, police car swept through the town picking up college students as part of a mass arrest for violation of Penal Codes 211, Armed Robbery, and Burglary, a 459 PC. The suspect was picked up at his home, charged, warned of his legal rights, spread-eagled against the police car, searched, and handcuffed - often as surprised and curious neighbors looked on.

The suspect was then put in the rear of the police car and carried off to the police station, the sirens wailing.

The car arrived at the station, the suspect was brought inside, formally booked, again warned of his Miranda rights, finger printed, and a complete identification was made. The suspect was then taken to a holding cell where he was left blindfolded to ponder his fate and wonder what he had done to get himself into this mess.

DISCUSSION
Consider the police procedures which make arrestees feel confused, fearful, and dehumanized. Note that this policeman is wearing sunglasses just like those we had our "guards" wear and as did the head of the National Guard at Attica Prison during its bloody 1971 riot!

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The Story: An Overview of the Experiment - Stanford Prison Experiment

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On a quiet Sunday morning in August, a Palo Alto, California, police car swept through the town picking up college students as part of a mass arrest for violation of Penal Codes 211, Armed Robbery, and Burglary, a 459 PC.

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Click on the video link below to watch a brief video on Phineas Gage's historical accident

Click on the youtube link below to watch a funny example of what modern day "hypnotists" are able to do

Click on the youtube link below to watch the "Story of Oedipus" video

Click on the youtube link below to watch the Crash Course video on the founding fathers in Psychology

Click on the youtube link below to watch the PBS documentary on the 1998 Thurston Shooting

Click on the youtube link below to watch a documentary on Sigmund Freud who many people call "The Father of Psychology"

Click on the youtube link below to watch a short video explaining how Freud's Psychoanalytic theory worked

Click on the youtube link below to watch the Crash Course video on Psychological Research and Experimentation

Click the link to see a video on Stanley Milgram's famous "But I was just following orders" Experiment ​

Click the link to see a modern day recreation of Stanley Milgram's 1961 study

Click the link to see a video on Stanley Milgram's famous "But I was just following orders" Experiment ​

Click on the youtube link below to watch a short clip about Harry's Harlow's controversial "Love & Nurturing" experiment

Click the link to see examples of Piaget's stages of cognitive development

Click the link to see a Crash Course video on the features and traits of Cognitive Development

Click the link to see a Crash Course video on the features of Adolescent Development

Click the link to see an example of Positive Reinforcement from the TV show "The Big Bang Theory"

Click the link to see a preview for the 1985 movie "The Breakfast Club" that we will be watching in class

Click the link below to see a video on how "Birth Order" impacts our personality

Click the link below to see a video on how colors impact our mood

Click the link below to see a video on how colors are used to impact your emotions in cinema

Click the link below to see a video on one of the most famous myths about the psychological term "Back Masking"

Click the link below to see a video on the psychological effects of "Priming"

Click the link below to see a video introducing the theory of Performance Psychology

Click the link below to see a video about what Sports Psychologists actually do.

Click the link below to see Psychology Crash Course #37 on social psychology

Click the link below to see Aesop's "Fox & the Grapes" as an example of Cognitive Dissonance

Click here if you need a website that will help you make graphs & charts for your write-up

Click here to take the Myers-Briggs personality test

Click on the youtube link below to watch and learn about the "Solomon Asch" study

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Click on the youtube link below to watch the "intro to Psychology" video before completing the worksheet.

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The Anasazi pottery seen here has been dated between 1000 and 1300 C.E.

In Renaissance times, Europeans were not the only ones accomplishing great things. No one can deny the beauty of Michelangelo's brushwork or the brilliance of Shakespeare's verse. But societies elsewhere also flourished. As the modern world turned 1600, it seems as though each corner of the globe had its own "renaissance." The Native American societies of North America were no different. They had diverse cultures and languages, much like Europe.

When the British staked their claim to the east coast of the modern United States, they could not have dreamed of the complexity of the peoples they were soon to encounter.

There are between 140 and 160 different American Indian tribes. There is no single Native American language. It would be as difficult for the Mohawk Indians of the East to converse with Zuni Indians of the West as it would be for Germans to converse with Turks.

Before Europeans arrived in North America, Native peoples inhabited every region. This map shows Native American tribes, culture areas, and linguistic stocks.

Twenty-seven states derive names from Indian languages. Native Americans turned wild plants such as corn, potatoes, pumpkin, yams, and lima beans into farm crops for human consumption. More than half of modern American farm products were grown by Native Americans before British colonization.

Medicine was not an unknown science in the Western Hemisphere. Most natural herbs used for medicinal purposes in the modern world had also been used by Native Americans before European contact. Archaeologists have learned that North American Indians made salt by evaporation and mined a great many minerals including copper, lead, and coal.

Despite myths to the contrary, not all Native Americans were peaceful. Like Europe, the American continent faced tribal warfare that sometimes led to human and cultural destruction.

The buffalo played an important role in the survival of Native American tribes. In addition to providing food, the buffalo provided clothing and more.

In short, there is no simple way to tell the tale of a continent that had been peopled by diverse communities for thousands of years. Their tales are as complex as any others, their cultures as rich, their knowledge as deep. British contact did not mark the replacement of established cultures by a better way of life, but rather the beginning of a new civilization based on a blend of diverse folkways.

An examination of three groups - Anasazi, Iroquois, and Algonkian - serves as a beginning to learning about the American world that once was.

As you read this section, keep in mind the following questions:

1. How did European explorers respond to the language, clothing, customs, dwellings, and food of the Native American peoples?

2. How did the Native Americans respond to the language, clothing, and customs of the explorers?

3. What are some of the difficulties in trying to understand someone from a different culture?

4. Why was it difficult for European explorers of the 15th and 16th centuries to understand the diversity of the native peoples who lived in the Americas?

5. How do historians and archaeologists know what the explorers experienced? How do they know what the Native American peoples experienced?

6. What do you want to know about the Americas prior to the era of European exploration? How can you find out?

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native american society on the eve of british colonization

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Native American Society on the Eve of British Colonization [ushistory.org]

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Native American Society on the Eve of British Colonization

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Sociology is essentially the study of Human behavior and Social Structures. In this one semester class we will examine social phenomenon from an academic perspective looking for patterns of...

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Welcome to Mrs. Levine's US History I Page! Here you will find resources for class - including both general and unit information. As we journey through each unit over the course of the second...

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American History I: The Founding Principles will begin with the European exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. American History I: The Founding Principles will guide students as they study the establishment of political parties, America's westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.

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You will find all assignments, PowerPoints, and videos under the correct unit we are currently studying, but you can also check out the "What Did I Miss?" page for a more thorough explanation of ...

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EDSITEment brings online humanities resources directly to the classroom through exemplary lesson plans and student activities. EDSITEment develops AP level lessons based on primary source documents that cover the most frequently taught topics and themes in American history. Many of these lessons were developed by teachers and scholars associated with the City University of New York and Ashland University.

Guiding Questions

What does it mean to form "a more perfect union"?

What makes American democracy unique?

What is the proper role of government in relation to the economy and civil liberties?

To what extent is the U.S. Constitution a living document?

To what extent have civil rights been established for all in the United States?

How have technology and innovation influenced culture, politics, and economics in U.S. history?

What role should the United States government and its citizens play in the world?

Colonialism and the "New World"

Magna Carta: Cornerstone of the U.S. Constitution-Magna Carta served to lay the foundation for the evolution of parliamentary government and subsequent declarations of rights in Great Britain and the United States. In attempting to establish checks on the king's powers, this document asserted the right of "due process" of law.

Images of the New World-How did the English picture the native peoples of America during the early phases of colonization of North America? This lesson plan enables students to interact with written and visual accounts of this critical formative period at the end of the 16th century, when the English view of the New World was being formulated, with consequences that we are still seeing today.

Mission Nuestra Señora de la Concepción and the Spanish Mission in the New World-In this Picturing America lesson, students explore the historical origins and organization of Spanish missions in the New World and discover the varied purposes these communities of faith served. Focusing on the daily life of Mission Nuestra Señora de la Concepción, the lesson asks students to relate the people of this community and their daily activities to the art and architecture of the mission.

Colonizing the Bay-This lesson focuses on John Winthrop's historic "Model of Christian Charity" sermon which is often referred to by its "City on a Hill" metaphor. Through a close reading of this admittedly difficult text, students will learn how it illuminates the beliefs, goals, and programs of the Puritans. The sermon sought to inspire and to motivate the Puritans by pointing out the distance they had to travel between an ideal community and their real-world situation.

Mapping Colonial New England: Looking at the Landscape of New England-The lesson focuses on two 17th century maps of the Massachusetts Bay Colony to trace how the Puritans took possession of the region, built towns, and established families on the land. Students learn how these New England settlers interacted with the Native Americans, and how to gain information about those relationships from primary sources such as maps.

William Penn's Peaceable Kingdom-By juxtaposing the different promotional tracts of William Penn and David Pastorius, students understand the ethnic diversity of Pennsylvania along with the "pull" factors of migration in the 17th century English colonies.

Understanding the Salem Witch Trials-In 1691, a group of girls from Salem, Massachusetts accused an Indian slave named Tituba of witchcraft, igniting a hunt for witches that left 19 men and women hanged, one man pressed to death, and over 150 more people in prison awaiting a trial. In this lesson, students explore the characteristics of the Puritan community in Salem, learn about the Salem Witchcraft Trials, and try to understand how and why this event occurred.

Religion in 18th-Century America-This curriculum unit, through the use of primary documents, introduces students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

American Revolutionary Era

C ommon Sense: The Rhetoric of Popular Democracy-This lesson looks at Tom Paine and at some of the ideas presented in Common Sense, such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.

"An Expression of the American Mind": Understanding the Declaration of Independence-This lesson plan looks at the major ideas in the Declaration of Independence, their origins, the Americans' key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration's process of revision. Upon completion of the lesson, students will be familiar with the document's origins, and the influences that produced Jefferson's "expression of the American mind."

The American War for Independence-The decision of Britain's North American colonies to rebel against the Mother Country was an extremely risky one. In this unit, consisting of three lesson plans, students learn about the diplomatic and military aspects of the American War for Independence.

Choosing Sides: The Native Americans' Role in the American Revolution-Native American groups had to choose the loyalist or patriot cause-or somehow maintain a neutral stance during the Revolutionary War. Students analyze maps, treaties, congressional records, first-hand accounts, and correspondence to determine the different roles assumed by Native Americans in the American Revolution and understand why the various groups formed the alliances they did.

What Made George Washington a Good Military Leader?-What combination of experience, strategy, and personal characteristics enabled Washington to succeed as a military leader? In this unit, students read the Continental Congress's resolutions granting powers to General Washington, and analyze some of Washington's wartime orders, dispatches, and correspondence in terms of his mission and the characteristics of a good general.

Slavery in the United States

Slavery and the American Founding: The "Inconsistency not to be excused"-This lesson focuses on the views of the founders as expressed in primary documents from their own time and in their own words. Students see that many of the major founders opposed slavery as contrary to the principles of the American Revolution. Students gain a better understanding of the views of many founders, even those who owned slaves - including George Washington and Thomas Jefferson - who looked forward to a time when slavery would no longer mar the American Republic.

Taking Up Arms and the Challenge of Slavery in the Revolutionary Era-Was the American Revolution inevitable? This lesson is designed to help students understand the transition to armed resistance and the contradiction in the Americans' rhetoric about slavery through the examination of a series of documents.

Slavery in the Colonial North-This Closer Reading composed by Historic Hudson Valley in New York provides resources and an overview of how their historic site tells the story of the 23 enslaved Africans who were the only full-time, year round residents of the Manor, and whose forced labor was the backbone of the Philips's international trading empire. Their "People Not Property" interactive documentary website offers multimedia resources and access to primary sources about Northern slavery.

Forming a Constitutional Government

Democracy in America: Alexis de Tocqueville's Introduction-Tocqueville's sojourn in America led to the writing of the reflection on equality and freedom known as Democracy in America. This great book remains arguably one of the two most important books on America political life, the Federalist Papers being the other one.

The Constitutional Convention of 1787-The delegates at the 1787 Convention faced a challenge as arduous as those who worked throughout the 1780s to initiate reforms to the American political system. In this unit, students examine the roles that key American founders played in creating the Constitution, and the challenges they faced in the process.

The Federalist and Anti-federalist Debates on Diversity and the Extended Republic-In this unit, students will examine some of the most important arguments of those opposing or supporting the Constitution. They will learn why Anti-federalists believed that a large nation could not long preserve liberty and self-government and why Federalists such as James Madison believed that a large nation was vital to promote justice and the security of rights for all citizens, majority and minority alike.

Ratifying the Constitution-This lesson introduces students to the vigorous debates surrounding the ratification of the Constitution that took place in the state conventions.

The Creation of the Bill of Rights: "Retouching the Canvas"-This lesson will focus on the arguments either for or against the addition of a Bill of Rights between 1787 and 1789.

Washington and the Whiskey Rebellion-Students weigh the choices Washington faced in the nation's first Constitutional crisis by following events through his private diary.

John Marshall, Marbury v. Madison and Judicial Review-How the Court Became Supreme-If James Madison was the "father" of the Constitution" John Marshall was the "father of the Supreme Court"-almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison, the significance of the concept of judicial review, and the language of this watershed case.

The First American Party System: Events, Issues, and Positions-Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. But political parties did form in the United States, with their beginnings in Washington's cabinet.

Certain Crimes Against the United States: The Sedition Act-As the end of the 18th century drew near, relations between the United States and France were deteriorating. In 1797 President Adams expressed his concern about the possibility of war with France and dissension at home caused by France and its supporters. At the same time, two opposing political parties were developing in the U.S., with Thomas Jefferson-led Democratic-Republicans tending to sympathize with France in foreign policy. Their loyalty was called into question by the Federalists. It was a dangerous time both for the security of the young Republic and the freedoms its citizens enjoyed.

James Madison: From Father of the Constitution to President-Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion.

The Monroe Doctrine: Origin and Early American Foreign Policy-Monroe brought a vision of an expanded America to his presidency-a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.

The Election Is in the House: The Presidential Election of 1824-The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In this unit, students read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.

The 1828 Campaign of Andrew Jackson and the Growth of Party Politics-Changes in voting qualifications and participation, the election of Andrew Jackson, and the formation of the Democratic Party-due largely to the organizational skills of Martin Van Buren-all contributed to making the election of 1828 and Jackson's presidency a watershed in the evolution of the American political system. In this unit, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.

The Campaign of 1840: William Henry Harrison and Tyler, Too-After the debacle of the one-party presidential campaign of 1824, a new two-party system began to emerge. Strong public reaction to perceived corruption in the vote in the House of Representatives, as well as the popularity of Andrew Jackson, allowed Martin Van Buren to organize a Democratic Party that resurrected a Jeffersonian philosophy of minimalism in the federal government. What issues were important to the presidential campaign of 1840? Why is the campaign of 1840 often cited as the first modern campaign?

Was There an Industrial Revolution? Americans at Work Before the Civil War-In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. By reading and comparing first-hand accounts of the lives of workers before the Civil War, students prepare for a series of guided role-playing activities designed to help them make an informed judgment as to whether the changes that took place in manufacturing and distribution during this period are best described as a 'revolution' or as a steady evolution over time.

Was There an Industrial Revolution? New Workplace, New Technology, New Consumers-In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.

Life in the North and South 1847-1861: Before Brother Fought Brother-Curriculum Unit overview. More Americans lost their lives in the Civil War than in any other conflict. How did the United States arrive at a point at which the South seceded and some families were so fractured that brother fought brother?

A House Dividing: The Growing Crisis of Sectionalism in Antebellum America-In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states.

From Courage to Freedom-In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself.

What to the Slave is the Fourth of July?-A student activity. Frederick Douglass (1818-1895) was a former slave who became the greatest abolitionist orator of the antebellum period. During the Civil War he worked tirelessly for the emancipation of the four million enslaved African Americans.

The American Civil War: A "Terrible Swift Sword"-This curriculum unit introduces students to important questions pertaining to the war: strengths and weaknesses of each side at the start of the conflict; the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg-as well as the morality of the Union's use of "total war" tactics against the population of the South; Abraham Lincoln's wartime leadership.

Abraham Lincoln on the American Union: "A Word Fitly Spoken"-By examining Lincoln's three most famous speeches-the Gettysburg Address and the First and Second Inaugural Addresses-in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

The Emancipation Proclamation: Freedom's First Steps-Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. students can explore the obstacles and alternatives we faced in making the journey toward "a more perfect Union."

The Red Badge of Courage: A New Kind of Courage-In The Red Badge of Courage, Stephen Crane presents war through the eyes -and thoughts -of one soldier. The narrative's altered point of view and stylistic innovations enable a heightened sense of realism while setting the work apart from war stories written essentially as tributes or propaganda.

The Battle Over Reconstruction-This curriculum unit of three lessons examines the social, political and economic conditions of the southern states in the aftermath of the Civil War and shows how these factors helped to shape the Reconstruction debate as well as the subsequent history of American race relations.

United States Entry into World War I: A Documentary Chronology-In this curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

The United States and Europe: From Neutrality to War, 1921-1941-Over the two decades between World War I and World War II, Americans pursued strategies aimed at preventing another war. In this four lesson unit, students use primary sources and an interactive map to examine the rise of antiwar sentiment and legislation in the United States and the main arguments used by both sides as to whether the United States should enter the war or remain neutral.

African-American Soldiers in World War I: The 92nd and 93rd Divisions-Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France's 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating.

African-American Soldiers After World War I: Had Race Relations Changed?-In this lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago.

The Great War: Evaluating the Treaty of Versailles-Was the Treaty of Versailles, which formally concluded World War I, a legitimate attempt by the victorious powers to prevent further conflict, or did it place an unfair burden on Germany? This lesson helps students respond to the question in an informed manner. Activities involve primary sources, maps, and other supporting documents related to the peace process and its reception by the German public and German politicians.

The Debate in the United States over the League of Nations-American foreign policy continues to resonate with the issues surrounding the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, and the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

Woodrow Wilson and Foreign Policy-Curriculum Unit. The influence of President Woodrow Wilson on American foreign policy has been profound and lasting. Using a variety of primary sources, students analyze the origins of the ambitious foreign policy that came to be known as Wilsonianism and compare it with important alternative traditions in American foreign policy.
The Origins of "Wilsonianism""To Elect Good Men": Woodrow Wilson and Latin America Wilson and American Entry into World War I Fighting for Peace: The Fate of Wilson's Fourteen Points

Birth of a Nation, the NAACP, and the Balancing of Rights-In this lesson students learn how Birth of a Nation reflected and influenced racial attitudes, and they analyze and evaluate the efforts of the NAACP to prohibit showing of the film.

NAACP's Anti-Lynching Campaigns: The Quest for Social Justice in the Interwar Years-Curriculum Unit Overview: During the years 1909 to 1939, the National Association for the Advancement of Colored People sought passage of anti-lynching legislation. Although this proposed legislation failed to become law, much can be learned by examining the NAACP's anti-lynching campaign about how Americans in the interwar period understood the federal system, interpreted the Constitution, and responded to calls for social justice.

The Great Depression and the New Deal

FDR's Fireside Chats: The Power of Words-In this lesson which focuses on two of FDR's Fireside Chats, students gain a sense of the dramatic effect of FDR's voice on his audience, see the scope of what he was proposing in these initial speeches, and make an overall analysis of why the Fireside Chats were so successful.

The Social Security Act-This lesson engages students in the debate over the Social Security Act that engrossed the nation during the 1930s.

African-Americans and the New Deal's Civilian Conservation Corps-The Civilian Conservation Corps, a New Deal recovery and relief program provided more than a quarter of a million young black men with jobs during the Depression. By examining primary source documents students analyze the impact of this program on race relations in America and assess the role played by the New Deal in changing them.

FDR and the Lend-Lease Act-This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government-particularly the President-and asks students to investigate how FDR promoted the program in speeches and then in photographs.

Eleanor Roosevelt and the Rise of Social Reform in the 1930s-This lesson asks students to explore the various roles that Eleanor Roosevelt a key figure in several of the most important social reform movements of the twentieth century took on, among them: First Lady, political activist for civil rights, newspaper columnist and author, and representative to the United Nations.

Worth a Thousand Words: Depression-Era Photographs-Spend a day with a model American family and the photographer who molded our view of their lives.

Freedom by the Fireside: The Legacy of FDR's "Four Freedoms" Speech-One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress.This lesson examines some of the nuances and ambiguities inherent in the rhetorical use of "freedom." The objective is to encourage students to glimpse the broad range of hopes and aspirations that are expressed in the call of-and for-freedom.

Dust Bowl Days-Students will be introduced to this dramatic era in our nation's history through photographs, songs and interviews with people who lived through the Dust Bowl.
NAACP Lesson 2: NAACP's Anti-Lynching Campaign in the 1930s
From Neutrality to War: The United States and Europe, 1921-1941-Curiculum unit overview. Over the two decades between World War I and World War II, Americans pursued strategies aimed at preventing another war. In this four lesson unit, students use primary sources and an interactive map to examine the rise of antiwar sentiment and legislation in the United States and the main arguments used by both sides as to whether the United States should enter the war or remain neutral.

The Road to Pearl Harbor: The United States and East Asia, 1915-1941-Curiculum unit overview. Although most Americans were shocked by the Japanese attack on Pearl Harbor on December 7, 1941, the outbreak of war between the two countries came as no surprise to most observers of international affairs. Using contemporary documents, students explore the rise of animosity between the United States and Japan from its origins in World War I and culminating two decades later in the Pearl Harbor attack.

"The Proper Application of Overwhelming Force": The United States in World War II-After learning that the Japanese had attacked Pearl Harbor, thus ensuring that the United States would enter World War II, Prime Minister Winston Churchill breathed a sigh of relief. "Hitler's fate was sealed," he would later recall. "Mussolini's fate was sealed. As for the Japanese, they would be ground to powder. All the rest was merely the proper application of overwhelming force." In this unit, students examine the role that the United States played in bringing about this victory.

American Diplomacy in World War II-This four-lesson curriculum unit examine the nature of what Winston Churchill called the "Grand Alliance" between the United States, Great Britain, and the Soviet Union in opposition to the aggression of Nazi Germany and Imperial Japan.

On the Home Front-Learning about World War II American efforts helps students gain some perspective regarding the U.S. response to the conflict generated by the September 11th terrorist attacks.

Norman Rockwell, Freedom of Speech-Know It When You See It-This lesson plan highlights the importance of First Amendment rights by examining Norman Rockwell's painting of The Four Freedoms. Students discover the First Amendment in action as they explore their own community and country through newspapers, art, and role playing.

The Origins of the Cold War, 1945-1949-Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

Witch Hunt or Red Menace? Anticommunism in Postwar America, 1945-1954-Americans emerged from World War II as the only major combatant to avoid having its homeland ravaged by war, the U.S. economy was clearly the strongest in the world, and, of course, the United States was the only country in the world to possess that awesome new weapon, the atomic bomb. However, over the next five years relations between the United States and the Soviet Union went from alliance to Cold War.

Dramatizing History in Arthur Miller's The Crucible-By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, The Crucible. As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?

"Police Action": The Korean War, 1950-1953-In 1950, North Korean forces, armed mainly with Soviet weapons, invaded South Korea in an effort to reunite the peninsula under communist rule. This lesson will introduce students to the conflict by having them read the most important administration documents related to it.

"The Missiles of October": The Cuban Missile Crisis, 1962-Most historians agree that the world has never come closer to nuclear war than it did during a thirteen-day period in October 1962, after the revelation that the Soviet Union had stationed several medium-range ballistic missiles in Cuba. This lesson examines how this crisis developed, how the Kennedy administration chose to respond, and how the situation was ultimately resolved.

The Gulf of Tonkin Resolution and Escalation of the Vietnam War-In August 1964, a small military engagement off the coast of North Vietnam helped escalate the involvement of the United States in Vietnam; the Vietnam War would become the longest military engagement in American history.

Building Suburbia: Highways and Housing in Postwar America-The postwar United States experienced a dramatic economic boom-and a dramatic reorientation of American ideals of the home.

Competing Voices of the Civil Rights Movement-When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963. But "the Movement" achieved its greatest results due to the competing strategies and agendas of diverse individuals. This unit presents the views of several important black leaders who shaped the debate over how to achieve freedom and equality in our nation.

Profiles in Courage: To Kill A Mockingbird and the Scottsboro Boys Trial-Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of 1933, a continuation of the first trial in which two young white women wrongfully accused nine African-American youths of rape.

JFK, LBJ, and the Fight for Equal Opportunity in the 1960s-This lesson provides students with an opportunity to study and analyze the innovative legislative efforts of Presidents Kennedy and Johnson in the social and economic context of the 1960s.

The Kennedy Administration and the Civil Rights Movement-Students learn how civil rights activists, state and local officials in the South, and the Administration of President Kennedy come into conflict during the early 1960s.

Freedom Riders and the Popular Music of the Civil Rights Era-The American civil rights movement incorporated a variety of cultural elements in their pursuit of political and legal equality under law. This lesson will highlight the role of music as a major influence through the use of audio recordings, photographs, and primary documents.

Twelve Angry Men: Trial by Jury as a Right and as a Political Institution- Twelve Angry Men, originally written for television by Reginald Rose in 1954 and subsequently adapted for stage (1955), film (1957) and television again (1997), effectively conveys the central importance of the right to a jury trial afforded by Article III of the Constitution as well as Amendments V, VI, and XIV.
Building Suburbia: Highways and Housing in Postwar America

The U.S. and the Post-Cold War World

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EDSITEment brings online humanities resources directly to the classroom through exemplary lesson plans and student activities. EDSITEment develops AP level lessons based on primary source documents that cover the most frequently taught topics and themes in American history. Many of these lessons were developed by teachers and scholars associated with the City University of New York and Ashland University.

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U.S. History - New Visions Social Studies Curriculum

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Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license; materials created by our partners and others are governed by other license agreements. For more details, please see this page.

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Mr. Rewa's Class Website - Unit 1 - History and Psychological Research

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Mr. Rewa's Class Website - Unit 1 - Intro, History, and Research Methods

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Norristown Area High School Intro to Psychology Course

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Psychology is the study of mind and behavior. It is an academic discipline and an applied science which seeks to understand individuals and groups by establishing general principles and researching specific cases. In this field, a professional practitioner or researcher is called a psychologist.

Psychologists explore concepts such as perception, cognition, attention, emotion, intelligence, phenomenology, motivation, brain functioning, personality, behavior, and interpersonal relationships, including psychological resilience, family resilience, and other areas. ﻿

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Norristown Area High School Intro to Psychology Course

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OpenStax | Free Textbooks Online with No Catch

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OpenStax offers free college textbooks for all types of students, making education accessible & affordable for everyone. Browse our list of available subjects!

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Welcome to Mr. Tickler's Class Website, the online resource for classroom updates, assignment details, test review, and other useful information.

Overview: Students and parents are encouraged to use this site at their convenience to access copies of classroom materials and to track our progress as we journey through the history of the United States. Throughout the year this site will be updated to include links to relevant websites and video clips, presentations and lectures used in class, test review, and specific assignment materials.

Usage: If students are absent or they lose the original copy of an assignment/document distributed in class, they are expected to use this site to obtain a copy of the missed assignment. Oftentimes students can click on the assignment link to download the form and print a copy of the document. If an assignment is not available through this website a printed copy will be available for a limited time in the classroom. Ultimately, it is the student's responsibility to obtain a copy of the assignment.

Please note that whenever possible, presentations, test reviews, and outlines used to record class notes will also be posted on the course website. These materials have been posted to enhance students' understanding of course content. However, the website remains a supplemental resource and is not intended to replace the classroom experience. Students are expected to attend class and participate actively in discussions, activities, and other exercises designed to detangle the complicated history of the world and United States.

U.S. History Information

Click above to download the U.S. History syllabus.

AP World History Information

Click above to download the APUSH Syllabus.

AP Exams will be sold fromThe deadline for ordering all AP Exams isAP EXAM REGISTRATION INFORMATION

This years AP World Exam is scheduled for
Thursday May 14th, 2019

October 1 through November 1
and can be purchased online
ONLY
Click Here for Complete Ordering Instructions
through the MVHS WebStore.

If you qualify for a reduced price exam please see Ms. Taylor in the front office before purchasing your exam.

Monday, March 11 @ 3:00pm.
Click Here for Complete Schedule of AP Exams.
Each Advanced Placement exam costs $98.

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Welcome to Mr. Tickler's Class Website , the online resource for classroom updates, assignment details, test review, and other useful information. Overview : Students and parents are encouraged to...

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Fall 2020 Tuesday/Thursday Schedule:
Period 1 - PREP
Period 2 - History of World War II
Period 3 - U.S. Government & Civics
Period 4 - U.S. Government & Civics
Fall 2020 Wednesday/Friday Schedule:
Period 5 - PREP
Period 6 - History of World War II
Period 7 - U.S. Government & Civics
Period 8 - U.S. Government & Civics

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I have lived in Washington and Oregon, having been an educator since 2004. I graduated from Central Washington University in 2004 (BA in History: Broad Area Teaching) and George Fox University in...

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"Hello class...

and welcome to my webpage. I feel it is important and vital to student success that parents are involved. To assist both students and parents, this website should keep you a little more informed about the daily happenings that are taking place in my classroom. Together, we can help to prepare each individual for the challenges that they will face today and tomorrow.

This website has been designed to inform you about the topics we are currently studying in school as well as have access to other resources that reinforce what we have done in the classroom. Please use this site to gather classroom handouts, weekly schedules, supplemental material, and much more. The listed resources are in no way complete; please feel free to submit additional resources you know of that may contribute to our combined education."

Happy learning!

Mr. LeBlanc

Class Schedule:

1st Hour: HONORS US 7:24 - 8:21
2nd Hour: CONFERENCE 8:27 - 9:24
3rd Hour: US HISTORY 9:30 - 10:37
4th Hour: US HISTORY(B lunch) 10:43 - 12:16
5th Hour: US HISTORY ﻿ 12:22 - 1:19
6th Hour: US HISTORY 1:25 - 2:22

Remind Texts
PARENTS/
STUDENTS:
Get text message reminders of upcoming tests and assignment due dates.

Tutoring

Please know that I am available and happy to provide extra time with students. I am available nearly every day for two hours after school. Please let me know ahead of time that you would like come in and we can set something up either before or after school.

Tutoring for the four core subjects (English, math, science & social studies) is also available at Romeo High School for all students. The weekly schedule is as follows:

Monday: 6:45-7:15 am & 2:30-3:30 pm
Tuesday: 6:45-7:15 am & 2:30-3:30 pm
Wednesday: 6:45-7:15 am
(P.L.C. Wednesdays 1:15 - 2:20 pm)
Thursday: 6:45-7:15 am & 2:30-3:30 pm
Friday: 6:45-7:15 am

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and welcome to my webpage. I feel it is important and vital to student success that parents are involved. To assist both students and parents, this website should keep you a little more...

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Redesigned and refactored by

Brigadier General John S. Brown, USA (Ret.)

Chief Historian/Writer

Produced and directed by

Original design by

United States President Woodrow Wilson and others spoke of World War I as "the war to end all wars" or "to make the world safe for democracy." In the twenty years that followed, these high ideals ran afoul of a flawed and retributive peace treaty, the unwillingness of the United States and other non-European powers to assume responsibilities for maintaining peace, newly established dictatorships, national ambitions, and world economic collapse. As horrific as World War I was, it proved the prelude and groundwork for an even more appalling conflict, a world wide struggle that would take the lives of over 60 million people ... World War II.

Early in World War II the Allies committed to the principles of the Atlantic Charter as a definition of their war aims. These principles included national self determination, territorial changes only with the consent of those affected, freedom from want and fear, freedom of the seas, the reduction of trade barriers, global economic and social cooperation, and disarmament. Victory in World War II was a pre-condition to achieve these lofty goals, but much work remained to be done.

Developments through the forty years following World War II, in particular the general advance of democratic governance, greatly justified the sacrifices made by American soldiers, sailors, airmen, marines, and civilians during World War II.

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World War II Timeline Experience - American Battle Monuments Commission

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An interactive World War II timeline of events with descriptions, videos, and photos

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Honors World History C and D Blocks Room C021 AP World History A Block Room C 115 US History 1 (CPA) F and G Blocks Room C021

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A LITTLE ABOUT ME​
I'm Professor Stone and I've been teaching sociology as a professor since 2001 after leaving the corporate banking world as a recruiter/university relations manager. I've been working at El Camino since 2004 and have been teaching online since 2010. I've continued to build and refine this website for the past 12 years so that you can be successful in more courses and beyond!

​ WHAT IS SOCIOLOGY?
Sociology is the study of human social behavior, society, patterns of social relationships, social interaction, and culture that surrounds everyday life. While some sociologists conduct research that informs policy, others focus primarily on refining the theoretical understanding of social processes. Subject matter can range from micro-level analyses of society (i.e., of individual interaction and agency) to macro-level analyses (i.e., of systems and the social structure).

Many students take sociology to fulfill a general education requirement but there are some who intend to major or minor in sociology. There are many interesting subfields within the umbrella of sociology that include the sociology of education, religion, sports, the media, sex & gender, social stratification, race & ethnicity, and marriage & family to name a few. Whatever your reason for taking a sociology course, you will find that what you learn is highly valuable and applicable to all aspects of one's life.

I am most interested in understanding the social construction of reality through observing and working towards understanding human interaction at the micro-level, in all of its various, modern forms including social media, film & TV.

Professor Stone

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There are times when it feels like the world is falling apart and so we must work even harder to learn and grow both as individuals and as a members of a larger society. Optimism is a mindset and...

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'Chieftan' Article on Sociology 101 (by Shahzaib Saleem, Valedictorian, 2015)

Introductory Unit: Developing a "Sociological Imagination"

One becomes hooked on being a sociologist. The activity is this: It is looking at the world around us, the immediate world you and I live in, through the sociological eye. There is a sociology of everything. You can turn on your sociological eye no matter where you are or what you are doing. Stuck in a boring committee meeting (for that matter, a sociology department meeting), you can check the pattern of who is sitting next to whom, who gets the floor, who makes eye contact, and what is the rhythm of laughter (forced or spontaneous) or of pompous speechmaking. Walking down the street, or out for a run, you can scan the class and ethnic pattern of the neighborhood, look for lines of age segregation, or for little pockets of solidarity. Waiting for a medical appointment, you can read the professions and the bureaucracy instead of old copies of National Geographic. Caught in a traffic jam, you can study the correlation of car models with bumper stickers or with the types of music blaring from radios. There is literally nothing you can't see in a fresh way if you turn your sociological eye to it. Being a sociologist means never having to be bored

Contemporary Sociology, Vol. 27, No. 1 (Jan., 1998), pp. 2-7

POWERPOINT NOTES FOR INTRODUCTORY UNIT

The notes below will give an introduction to the field of Sociology, in general, along with major theoretical schools and levels of analysis

Introductory Assignment: Macro Analysis of 'White Privilege' (McIntosh, 1988):

Supplemental (extra) Introductory Readings:

UNIT - SOCIALIZATION, SOCIAL INTERACTION, & GROUPS

PowerPoint Presentations (Culture):

Class Readings/Activities (Culture):

Classic Sociological Readings (Culture):

Contemporary Articles/Blog Posts (Culture):

UNIT - SOCIOLOGICAL RESEARCH METHODOLOGIES

Images from the "UN-FAIR" campaign

Classic Sociological Readings:

The Social Construction of Race/Identity (Articles):

Racism/Race Relations/Ethnicity (Articles):

Film: Crash (2006 Best Picture Winner)

Documentary: Good Hair

UNIT - GENDER, & SEXUALITY, BODIES, & INTIMACIES:

Feminism & Gender Violence

Femininity (Articles/Blogs):

Gender Roles/Socialization/Stereotypes(Articles):

LGBT (Lesbian, Gay, Bisexual, Transgender) Issues:

UNIT - DEVIANCE & SOCIAL CONTROL

ASSIGNMENT- "NORM VIOLATION SOCIAL EXPERIMENT"

PowerPoint Presentation (Deviance & Social Control):

Classic Sociological Readings (Deviance & Social Control):

Articles/Blog Posts (Deviance & Social Control):

TED Talks (Deviance & Social Control):

Documentary: Paradise Lost - The Child Murders at Robin Hood Hills (HBO)

Television Episode: Our America with Lisa Ling "Sex Offenders" episode:

UNIT - THE FAMILY & INTIMATE RELATIONSHIPS

PowerPoint Presentation (The Family):

Sociological Readings (The Family):

Articles (The Family & Intimate Relationships):

PowerPoint Presentation (Education):

Sociological Reading (Education):

Documentary: Little Rock Central - 50 Years Later

PowerPoint Presentation (Religion):

Sociological Readings (Religion):

Documentary: Jesus Camp

Documentary: The Devil's Playground (about Amish Rumspringa)

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One becomes hooked on being a sociologist. The activity is this: It is looking at the world around us, the immediate world you and I live in, through the sociological eye. There is a sociology of...

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American Revolution Museum: Mini Lessons

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American Revolution Museum: Mini Lessons

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You will need to use these websites frequently. Please bookmark them. Shout Key: http://shoutkey.com/ Survey Monkey: https://www.surveymonkey.com/user/sign-in/ Citation Generators:...

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Sociology is the social science that studies groups of people and the society they inhabit. Whereas Psychology studies the individual and how they are impacted by society, Sociology focuses on how...

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Welcome to psychology class! I hope to build this website over the semester as we work together to explore the brain, mental processes and behavior!

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This site should be used on a nearly daily basis for students enrolled in AP Psychology or Intro to Psychology. Above, you'll find tabs corresponding to the correct course, including a parent's...

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4th Period -- Ms. Donnelly -- A-2

Class Overview

This class will aim to challenge students to question and evaluate the modern perception of United States history and how our understanding of history is affected by the manner in which we choose to learn about it. Our main focus will be the popular culture interpretation of history represented through featured films. We will use music, photographs and primary documents to aid in our investigation of the modern presentation of history. Students will have the opportunity to view a variety of feature films and analyze, critique and review the story that is presented. Students will be encouraged to take into account multiple perspectives of each event and to dive deeper than the main stream narrative to find a more holistic story. Our investigation will center around detecting bias and historical inaccuracies in our modern story and searching for motives as well as, deciding where in history the story became "lost in translation". In the end, the students will have had the chance to challenge the modern perception of our history and to provide their own insight on the value of films as a source of historical information.

Boundless. Paperless. Lectureless.

Grading Overview

Classwork/Homework 15%

There will be a variety of class assignments ranging from research and document analysis to film notes and twitter postings. Students are expected to put their full effort into each assignment and provide their best work. Ample class time will be provided for assignments but occasionally, not all assignments can be completed in class. If students bring work home, they are expected to return the work in a timely fashion.

Discussions 15%

The classroom will be discussion based and students are expected to participate in all discussions. Beyond the physical classroom, there will be required opportunities for online discussions. Students are expected to post meaningful, thoughtful discussions as well as respond to their classmates posts.

Projects 25%

This class will be test less. Student assessment will be provided through a variety of creative and choice-based assignments that allow the students to demonstrate their learning. Projects will cover a variety of learning goals from critical thought and writing to assessing and critiquing films. Some projects may provide students the chance to reach beyond the American perspective and to include foreign films. Projects, along with the reviews, will be the main source of assessing the student's learning and progress.

Reviews 25%

After each film viewing, the students will complete a summative review of the film. The review must include their assessment of the film's presentation of American history and whether or not they believe the film to be a valid source of information. These are formal writing assignments and are to be written as if they were to be published for use by someone looking to use films to learn about American history. Reviews will later be compiled into the students final portfolio and published.

Final Portfolio 20%

By the end of the year, each student will have compiled reviews of a variety of feature films. Using these reviews, they will create a final portfolio to be published online in a manner of the student's choice. Websites, videos, tutorials or another creative student choice are all fair game. The final portfolio will include the reviews of each individual film as well as one final assessment of the student's opinion on the validity of feature films as a source of knowledge on America history.

Meet Your Teacher: Ms. Donnelly

Eastside High School

Eastside High School

10245 Eagle Drive

Covington, GA 30014

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US History through Film - 4th Period -- Ms. Donnelly -- A-2 by Tara Carroll | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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​Welcome to History Through Film! This is a great companion course to History 12. We will hone our discussion skills as we investigate the power of media in our journey to come to a greater understanding of 20th Century History. We will start the course by watching either 100 years of history in 10 mins, or the 100 most iconic movie lines of all time - as a way to segue into a discussion about the power of cinema and why we devote a course to it

1. Welcome to a course that will be jam packed with fun and intellectual discussion! Let us start by watching a video that depicts many important / significant events of the 20th century.

3. Why are we here? What makes film such a powerful way to tell a story. Class discussion.

​4.Fill out "About Me Sheet." Mr. Fitton wishes to know about each of you.

5. Design rules of the course together. Using a consensus model.

​6. Course Outline - What will we be studying!

7. As a class, students designed a rubric using the 6 point scale detailing how to get specific grades in the class for the discussion component of the course. We sat in a circle and designed the following criteria very democratically. Mr. Fitton will place this self-evaluation form on a handout and students will at times be asked to grade themselves and write a reflection using examples for why they deserve their score. Students will also highlight on the rubric and write a goal for how they will improve for the next discussion.

STUDENT DEVELOPED CRITERIA (TO BE REVISITED PART WAY THROUGH THE COURSE TO MAKE SURE WE ARE SATISFIED)

7. Please note, students will also be required to get a permission slip signed by parents indicating that they may end up watching films with some content that may not be suitable for all viewers. At any time, students and parents may choose not to have their students view a particular film or particular scenes in films that they do not agree with.
Films We Might Study in Order of Thematic Unit
WW2 (We will do 5-6 of these - choose as a class)
Imitation Game
Dunkirk
Storming Juno
Life is Beautiful - $
Saving Private Ryan *
Winter in Wartime
Schindler's List- $; Son of Saul; Boy in Striped Pyjamas; Book Thief
Hiroshima **
Hacksaw Ridge
Race; Red Tails
Fury
Downfall

Another Teacher Resource: http://www.historyteacher.net/HistoryThroughFilm/FilmLinks.htm

http://www.teachwithmovies.org Is a great resource. Please check them out. Material below are borrowed from them!

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​Welcome to History Through Film! This is a great companion course to History 12. We will hone our discussion skills as we investigate the power of media in our journey to come to a greater...

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Full Unit Plan and link to Google Docs

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SQ 14. To what extent did people in the 19th and 20th centuries express different points of view about the impacts of imperialism? How did these authors present their points of view to their audiences?

Through these resources, students will explore points of view of imperialism from the 19th and 20th centuries and for each, analyze the author's purpose, audience, and the effect of the audience on the text.

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Imperialism - New Visions Social Studies Curriculum

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Industrial Revolution and the Progressive Era

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Industrial Revolution and the Progressive Era

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The big Ideas of this Unit are : Industrial Growth, Industrial Power and Corruption, New Technologies , US Geographic landscape, Urban Cities, Immigrants, Progressive Movement. Essential…

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​ Christianity Daoism and Confucianism

​ Zoroastriansim Jainism

Resources for Teaching Religion
Textbooks, videos, and links

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In this unit, we will study two important European time periods known as the Renaissance and Reformation. During this time, many changes occurred in Europe- particularly in art, literature, and...

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History Assessments | Stanford History Education Group

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Even though I only taught US History for 1.75 years, it might be my most organized course. I taught this to freshmen, so you will probably have to modify the assignments If you teach upperclassmen. Start with the calendars to see my pacing!

As always, you can check out my old websites, which have curriculum from my 2017-2018 school year and most things from the 2019-2020 school year (until March, of course).

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Even though I only taught US History for 1.75 years, it might be my most organized course. I taught this to freshmen, so you will probably have to modify the assignments If you teach upperclassmen. Start with the calendars to see my pacing!

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Sussman, Gregg / AMERICAN VISION U.S. HISTORY TEXTBOOK

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VIVE School/Pathways to Success - Adult Education Program

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Assignment Instructions - Mr. Marshall's Classroom on the Web!

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These resources were developed by the ABA Division for Public Education. Designed for High School Students, these lessons explore complex topics such as News Literacy, Law & War, and much more.

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The U.S. Constitution | Constitution Center

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Learn about the text, history, and meaning of the U.S. Constitution from leading scholars of diverse legal and philosophical perspectives.