U.S. History

We watched a Youtube about Alice Paul and added to our EQ page.  We then began our CQ research (for a score) -- due first thing Friday.  Be sure to finish the research according to the instructions for reaching the target on this skill as detailed on the handouts provided at the start of the school year, reviewing your previous research work/scores/feedback, and the new copy of the small score sheet provided today.  Over the next two days we will accomplish the following (which you will need to do for homework if you are missing class BOTH days due to PARCC testing):  finish the Textbook Work Page and prepare to write.  Friday will be our only computer lab day for this writing; so, you want to show up on Friday having already contemplated your many EQ notes and decided upon your 2-3 themes/concepts.  (For today -- learn some stuff about Alice Paul from a quality source on Youtube and take notes on your EQ page.)  (Between now and Friday -- finish research, finish textbook work, prepare to write.)

Sociololgy

Lab day -- CQ research is due at the end of the hour.  As students finish they should begin their end-of-unit EQ argumentative paragraph, which is due at the start of class on Wednesday.

World History

EQ paragraphs are due today.  We began our new unit, "Modern Europe."  We added a few notes to our Mental Map Timeline handout and set up our new CQ and EQ pages.  (The current EQ is "What is significant about the age of the European Renaissance, Reformation, and Exploration?)  We then began adding notes to our EQ and CQ pages (with regard to the source of the Renaissance and additional causes of the "West versus East" divide while viewing part II -- "The Awakening" (52 minutes) of the PBS documentary "Islam: Empire of Faith."  (We'll finish the DVD segment in class tomorrow.)

U.S. History

4th hour -- Robinson article work page is due.  All hours -- finish adding to your EQ and CQ pages from the Women's Suffrage article and Crash Course: Women's Suffrage (Youtube).  Pick up and begin the work page "Turn of the Century -- Textbook Work Pages."

World History

Work pages are due today.  We went to the lab to begin our EQ end-of-unit argumentative paragraphs.  Finish for homework -- due Monday.

Sociology

We finished taking notes on Government & Economy and then began our curiosity research.  Be sure to use the handout of guidelines for such research (that was provided at the start of the semester) -- the core of this score is that you used EXPERT sources  .   .  .  Finish for homework as needed.

U.S. History

We finished the work pages for the Robinson article as detailed yesterday -- turn it in.  Students then began pulling EQ bullet points of a History Channel article, "The Fight for Women's Suffrage" -- to be continued in class on Monday.

World History

8th hour took notes in their UC wp from the slideshow as detailed yesterday.  Students then completed a claim/evidence work page for a layering-to-today article about empires.  We will be doing our EQ writing tomorrow!

Sociology

We discussed the 30 Days episode to add to our EQ pages (we'll write Monday!).  Students were given a choice, however, as to whether they wish to have their 30 Days claim/evidence work page scored; so, discern your level of satisfaction with the most recent, previous AV claim/evidence score (30 Days BDM) and your level of satisfaction with how you feel you performed on this new one.  We then began some note-taking via SMARTboard about the institutions of government and economy -- to be continued in class tomorrow.  Next will be curiosity research!

U.S. History

4th hour finished viewing scenes 17 & 18 of "The Butler," and completed and turned in their analyses.  In all classes we read the PBS article about sharecropping and added bullet point notes to our EQ page.  Finally, we began a claim/evidence work page for Eugene Robinson's article "The Uncomfortable Truth about Race in The U.S." -- to be finished in class tomorrow.

World History

In some hours we added to our EQ notes from student presentations.  We concluded our analysis of the film as detailed yesterday -- turn in this work page.  We took notes onto our Unit-Closure Work Page -- "Key Concepts" section, ? #3 from Mrs. Cluver's slideshow.  If you were absent, email me, and I'll send the slideshow to you.

Sociology

We finished our viewing and analysis of "30 Days: Minimum Wage" and submitted the work pages.  Tomorrow we'll discuss casually.

U.S. History

We discussed briefly the Chicago Bulls in relation to "The Jungle."  In first hour we added EQ bullet points from our poem study.  We then continued viewing and analyzing "The Butler."  See me to make up this scored work if you've been absent.

World History

A few more presentations were shared in some hours (EQ note-taking).  We began an AV Claim/Evidence work page while viewing the Intro, select middle clips, and Conclusion of "Engineering an Empire: Persia" -- to be continued in class tomorrow.  (See me to set up a time to make up this scored work.)

Sociology

Work pages from Friday are due today.  We collaborated in one, class circle about the two different articles, adding bullet points to our EQ page.  We began an analysis work page while viewing "30 Days: Minimum Wage" -- to be continued in class tomorrow. 

U.S. History

We finished our group collaboration to analyze/translate the poem from Friday; in 2nd and 4th hours, the insights from scholar Dr. Jean Griffith was provide.  (1st hour already received this on Friday.)  Students then pulled EQ points from this work onto their EQ page to use later in their writing.  We then shifted to the subtopic of share-cropping and the experiences of some African-Americans by way of a claim/evidence work page while viewing select scenes from "Lee Daniel's The Butler."  (See me to set up a time to make up this work.)

Sociology -- FRIDAY

FRIDAY -- We finished the article analysis pages that were begun yesterday and began taking notes on the institutions of  "Government" and "Economy."

World History -- FRIDAY

FRIDAY -- We continued note-taking onto our EQ pages during student presentations of the empires case studies and then continued work on the Unit-Closure Work Packets.

U.S. History -- FRIDAY

FRIDAY -- All classes caught up to the same point of completion, finishing adding EQ bullet points from "The Frontier" and "The Ways of The Cowboy" and adding bullet points from "Dr. Jean Griffith" context page and Brenda Child's article.  Split into 3 medium-sized groups, students collaborated to close-read Louise Erdrich's poem "Indian Boarding School: The Runaways" -- "translate" each line onto a piece of your own paper so that you will be able to explain the poem, piece by piece to another student.  Finally, students were provided "Erdrich Poem Close Read Expert Help" with insights from Dr. Jean Griffith specific to this poem -- use this to edit your translations.  We then discussed the poem as a whole class for further edits and added EQ bullet points that we learned from the poem.

Sociology -- THURSDAY

THURSDAY -- Students began a claim/evidence work page to analyze one of two articles on the topic of "Education."  1/2 the class was assigned the Kozol piece, and the other half the one by Cindy Long.

World History -- THURSDAY

THURSDAY -- Due to Mrs. Cluver's absence, presentations and note-taking were tabled until Friday.  The Unit-Closure work page was distributed and students were given the class period to complete most of it in collaboration with one another by using their various papers from the unit.  Once we complete the few final instructional activities, we'll come back to this packet and finish.

U.S. History -- THURSDAY

THURSDAY -- classes picked up with the work where they left of on Wednesday, completing as much of the following as possible (the remaining to be continued in class on Friday):  "The Frontier" and "The Ways of The Cowboys" articles to extract EQ bullet-point notes, and then the same for the contextual, scholarly page of information from Dr. Jean Griffith and then Brenda Child's article. 

Sociology

We finished our analysis work pages of "Fordson," and then collaborated to edit our pages.  We then took notes about the institution of "Education" -- to be explored via an article analysis in class tomorrow.

World History

More presentations and notes today -- we will conclude in class tomorrow.  5th hour began work on the Unit-Closure Work Pages -- to be started in class tomorrow for hours 7 & 8.

U.S. History

4th hour -- We discussed the handout from yesterday and added a few notes to it.  All hours -- we started or continued and then finished the work with the Jane Addams primary source as detailed yesterday.  We began work with some articles about "The Wild West," recording bullet points onto our EQ page (and curiosities onto our CQ page).  1st hour completed both articles.  2nd hour finished the first of two articles.  4th hour will begin this tomorrow.

Sociology

"Fordson" continued as detailed yesterday -- to be finished in class tomorrow.

World History

More EQ notes during student slideshow presentations...

U.S. History

We finished Crash Course as detailed yesterday.  Hutner's Claim/Evidence work pages were returned and an answer key provided for discussion.  We began work on an article about Jane Addams -- the pictures will be put up on the SMARTboard again, tomorrow, and we'll continue reading for the EQ and CQ pages.  (It's a primary source -- Jane Addams' obituary from the New York Times, 1935.)

Sociology

We continued our analysis of "Fordson" as detailed Friday -- to be continued in class tomorrow.

World History

Students recorded (+ and -) notes onto their EQ pages as their classmates shared their empires case studies via slideshow -- to be continued tomorrow.  (See a classmate to copy down EQ notes if you were absent.)  Slideshows AND reading (underlined/highlighted) packets are due today per project instructions packet.

U.S. History

"I Came A Stranger" Context/Lens scored work pages were returned to the students, and they were given time in class to edit their answers collaboratively before filing them away.  We finished our Loewen work as detailed late last week.  We then began to add bullet points to our EQ page from Crash Course: Progressive Era (available on YouTube) -- to be finished in class tomorrow.

Sociology -- FRIDAY

FRIDAY -- E.Q. paragraphs were returned and discussed.  We discussed the blog post we read yesterday.  We began an analysis work packet to review the BIG sociological concepts from the semester thus far while viewing the first 19 minutes of "Fordson: Faith, Fasting, and Football."

World History -- FRIDAY

FRIDAY -- final in-class work day for the research projects.  Be sure to follow all of your directions.  When it is time to "share" your Google Slides with me Sunday evening (or sooner), save the file with your full name followed by the name of your empire (like "Sherry Cluver Persian Empire"), and to share it with me, use this email address:  Sherry.Cluver@mfschools.net (check that mfschools is plural -- don't forget the "s," and notice that it's "net" -- not "org" or "edu").

U.S. History -- FRIDAY

FRIDAY  We continued with "The Presidents" DVD through Warren G. Harding.  (Available on You tube.)  We began recording notes onto our EQ page while reading the excerpts from Loewen's chapter 7 (see packet) -- to be continued in class tomorrow.

Sociology -- THURSDAY

THURSDAY -- We discussed informally the "30 Days: Atheist & Christianity" episode.  We embarked on another "verstehen" source -- reading a blog by a Christian missionary and recording bullet-point notes onto our EQ page and questions onto our CQ page -- to be discussed tomorrow.

World History -- THURSDAY

THURSDAY was work day #6 of 8, but the computer lab was down (Maroa town internet service issues).  So, to accommodate the need for students to make up that research time at home in the evening, a study hall was permitted to swap other evening work into our class time slot.  Projects are due Monday; and so, they should be "shared" with me via Google by Sunday night.

U.S. History THURSDAY

THURSDAY we reviewed the pre-break lessons we did for this unit as well as previewed what is coming in the next couple of weeks for the remainder of the unit so that all can hold the big picture in their minds that was disrupted by our week off.  We continued note-taking during "The Presidents" DVD, which will be continued in class tomorrow.  (Available on You tube.)

Sociology

We finished our viewing and analysis of "30 Days: Atheist & Christianity."  Students were then given individual choice as to whether he/she wished to retain the score they received on today's returned work ("30 Days: BDM" analysis) or if they wished to submit this new analysis as a replacement score.  So, individual discernment on skills performance.  The CONTENT of the recent episode and analyses will be discussed informally in class tomorrow.

World History

Research day #6 of 8!

U.S. History

15 minutes was given for the students to finish and turn in their claim/evidence analysis page for the "Immigrant Voices" essay.  Students were allowed to borrow the packets to finish tonight for homework as needed -- due first thing tomorrow.  Students collaborated to make quick work of filling in the presidents' names on the political parties handout provided yesterday.  We then began note-taking (and embedding CQs) while viewing the first 10 minutes of "The Presidents" DVD (disc 2, episode 2....available on You tube).

Sociology

We added one more piece to our "Institution of Religion" notes.  We then began work on a claim/evidence work page to analyze another "verstehen" piece -- "30 Days: Atheist & Christianity."  This viewing an analysis will be continued in class tomorrow.  Additionally, a handout of some relevant terminology was distributed and discussed.

World History

Empires context/lens work pages were returned with some discussion.  Log score onto your skills scores tracking page.  Make corrections as needed.  Overall, students made excellent use of the staged, supported work through this challenging piece and maintained or improved their context/lens scores.  Well done!  The majority of class time was spent in the lab for day #5 of 8 research days for their "Empires Project."  Students were reminded generally that nearly all of their points comes from the research (and that the slide show is simply the icing on the cake to make the sharing of info easier), and, specifically, to read and follow carefully the clear, step-by-step instructions provided to them at the start of this research work.  (As always, students are encouraged to continue asking questions of me while we're in class together accomplishing this work.)

U.S. History

Work time -- to continue the analysis wp for "Immigrant Voices" (the scholarly essay/introduction).  This work will be completed in class tomorrow for ~10-15 minutes.  If you have been absent or otherwise need additional time, please borrow a packet to work in it tonight.  A work page "Simplified History of U.S. Presidents' Political Parties" was distributed, and some student began work on it.

Sociology

Argumentative paragraphs are due today.  We took notes from the SMARTboard about "Institutions" and about the institution of "Religion."  We set up a new EQ page with this Essential Question: "How do institutions affect our behavior and equity of opportunity?"  We will continue using the CQ page from our previous unit and then do the research at the end of this new unit.  Read both sides of the handout "Living a Whole Life," and then connect with a classmate to benefit from the informal class chat we had. 

World History

Research day #4 of 8!

U.S. History

We continued work on our work page as detailed yesterday.  I reminded the students to use the conclusion, also, in identifying the full, thorough, accurate thesis of the author....and that in this particular article, that is key to remember.  At the five-minute bell students were asked to scribble onto the margins/back of their work pages anything they wanted to note to their "post-break future selves" so that when we pick back up with this they will be in reasonable shape to move forward with it.

Sociology THURSDAY

Writing day (#2) -- argumentative paragraphs are due first thing tomorrow.

World History THURSDAY

Work day for the choice projects -- today is day 3 of 8.  Be sure to use your given time with focus and to follow the clear, step-by-step instructions. 

U.S. History THURSDAY

THURSDAY -- one more assigned item on immigration -- a claim/evidence scored work page on a secondary source (Gordon Hutner's introduction to Immigrant Voices: Twenty-Four Narratives on Becoming an American).  We worked all hour to complete that "bubbles page" (claim/evidence work page) -- to be finished in class tomorrow.

Sociology WEDNESDAY

Sorry -- I forgot to post yesterday!  WEDNESDAY I provided and discussed briefly two handouts with regard to socialization.  I then distributed and discussed the writing score sheet.  The bulk of the class time was spent in the lab for the students to have writing time -- to be continued in class tomorrow.  Students are reminded to look at their previous paragraph to review that feedback and to utilize it in their new writing.

World History WEDNESDAY

Sorry -- I forgot to post yesterday!  WEDNESDAY was a project work day.  (We also engaged in some follow-up dialogue, specifically to add a key answer to each of the following -- pg.1 #6; pg.2 #3, and pg.3 #7.)

U.S. History WEDNESDAY

I forgot to post yesterday -- sorry!  WEDNESDAY -- We did a bit of casual follow-up dialogue connected to Tuesday's Socratic discussion.  We set up our new "Turn of the Century" EQ and CQ pages.  The current Essential Question is "What was it like to be an American in approximately the 1880s-1920s?"  We viewed "Crash Course: Immigration" (You tube) to add bullet points to the EQ page and curiosities to the CQ page.  We did the same while reading a 2-page handout of Immigration facts from "Kids Discover." 

Sociology

We completed our claim/evidence analysis page on "30 Days" as detailed yesterday -- turn in this work page.  We then discussed informally the episode.  Tomorrow is our writing day -- I'll have two handouts for you -- some final food for thought, and then we go over the writing score sheet and begin our paragraph work.

World History

Socratic discussion!  If you were absent today, see me for your make-up assignment!

U.S. History

Socratic discussion!  If you were absent today, see me for your make-up assignment!

Sociology

We worked on our "30 Days: Binge-Drinking Mom" analytical work page while viewing the first 31 minutes of the episode.  This will be continued in class tomorrow.  (Watch the intro several times.)

World History

Tomorrow will be our Socratic discussion about the two textbooks (analytical work pages detailed last week) -- we reviewed the score criteria.  We then began work on our individual research projects -- pick up the small, step-by-step packet and see me with any questions you may have!  (We'll be in the lab a bit today and then all of class on W, Th, & F as well as every day of the week following Spring Break (the 7th-10th). 

U.S. History

Finish reading and Socratic prep -- the discussion is tomorrow!  Borrow the packets as needed for homework. 

Sociology

We viewed a You tube clip about gender -- Joss Whedon's 14-minute speech about "genderist."  Add bullet points to your EQ page.  We then began an audio-visual claim/evidence work page on "30 Days: Binge-Drinking Mom" -- to be continued in class on Monday.

U.S. History

We continued our reading and note-taking to prep for Socratic Discussion on the Polacheck book excerpts.  We'll continue this work in class on Monday, and then after that it will become homework.  The Socratic discussion will be on Tuesday.

World History

We continued our analysis wps as detailed over the last several days -- whatever is not finished by the end of class today is homework to be finished before class time on Tuesday.  (Monday we'll begin on-line research -- computer labs are available, and then Tuesday will be our Socratic discussion over the analysis work pages.)

Sociology

We added EQ notes as we did yesterday -- with the new clips being "ABC's What Would You Do, Bike Theif" and "Alfre Woodard's 'Ain't I a Woman' by Sojourner Truth" -- both available on You tube.

World History

We worked on the tertiary sources (text books) analysis as detailed yesterday -- to be finished in class tomorrow.  We'll have Socratic discussion about this work on Tuesday.  (PARCC testing uses the lab on Tuesday; so, we'll begin our research projects Monday, come back into the room Tuesday for discussion, and then commence research in the lab Wednesday and onward.)

U.S. History

We continued our work on "I Came a Stranger" as detailed yesterday.

Sociology

We discussed the lists of stereotypes -- the trends that might lead to those notions and the danger in using any of these stereotypes.  We then added bullet-points to our EQ page with regard to stereotypes -- see a reliable classmate for this discussion.  We then viewed the 1st half of the You tube clip "Global Poverty Project" and added to our EQ page further.

World History

8th hour received their scored EQ argumentative paragraphs.  In all hours we collaborated to complete #1 on our Unit-Closure work page.  We finished page one of our textbook analysis and then began the packet of work to accompany it (to build upon it) -- to be continued in class tomorrow.  (This tertiary source analysis work is in preparation for a Socratic discussion!)

U.S. History

We continued our work on I Came a Stranger -- moving on to the work pages to prep for Socratic discussion as we read.  (Be sure you've completed and turned in the Context/Lens work pages already!)  We also took time to add the answer to our Unit-Closure work page #1 (from our EQ writings).

Sociology

Arranged marriage articles work pages were returned and discussed. We then began discussion about stereotypes an socialization with regard to poverty, race, and gender -- to be continued in class tomorrow.

World History

We continued the work page from yesterday.  Once you have ~10 empires recorded, pick up the rest of the packet and continue the work therein -- to be continued in class tomorrow.

U.S. History

ACT today!

Sociology

The work pages for the article analyses on the topic of polygamy were returned to the students, and they discussed and edited their work pages. 

World History

Students were provided time to complete the work pages detailed late last week.  Everyone then began work on a new set of analytic work pages by which to think about our text book as well as one from many decades ago -- to be continued in class tomorrow.  This new set of work pages is in preparation for a Socratic Discussion, the date of which will be announced the day before it will take place...likely Thursday.

U.S. History

We edited our Mental Map Timeline -- the next two "units" of study will actually be combined into one.  2nd & 4th hour added their Lincoln questions to the composite list on the SMARTboard.  We began the next unit by jumping right into the topic of immigration -- pick up and begin the "I Came a Stranger Context/Lens" work page -- to be completed using the first few pages of the accompanying book excerpts.  We'll finish this in class tomorrow and then utilize a new work guide for the actual book contents to prepare for a Socratic discussion.

Sociology

We completed the arranged marriage articles and accompanying work page -- turned in for a score (context/lens).

World History

The Jerusalem article work pages (reading claim/evidence) were returned, discussed, and edited.  Then, students completed the "Empires Overview Readings" work page and turned them in (context/lens skill score).  We began work on the next analytical work -- "Analysis of Our Tertiary Source" to prepare for our next Socratic Discussion, which will be held sometime early next week.  Once we see the time needed by the students to complete this work, I will then set the discussion date -- the students will know the day prior to the discussion and score criteria will be reviewed, again.

U.S. History

Replay of Wednesday (due to PARCC testing) -- Complete the Unit-Closure work page... On to new things Monday!

Sociology

We continued our Context/Lens work pages for the three articles about arranged marriage -- a small bit of time will be given tomorrow to finish the work.

World History

The analysis pages for the Jerusalem article were returned and discussed for editing.  We continued work on our secondary source and tertiary source Context/Lens work pages -- "Empires Overview Readings."  This will be completed in class tomorrow.

U.S. History

The Sojourner Truth speech analyses were returned and discussed for editing.  We finished "Lincoln" and discussed in three groups.  Students who were absent from class on Wednesday who will also be gone Friday (PARCC or otherwise), pick up a Unit-Closure work page and complete it.  (Tomorrow will be a replay of Wed -- due to PARCC schedule.  For the few who are actually in my class both Wed and Fri, bring homework or a book to make use of any extra time that you may have.)

Sociology

The three work pages are due today.  We began work on a new work packet "Context/Lens" on the topic of arranged marriages -- to be continued in class tomorrow.

World History

The independent (to be scored) work pages for the "Empires Overview Reading" was distributed and begun.  At this point, collaboration is not permitted; I wish to assess where you are, individually, on this skill.  If at any point you get stuck, please do, however, ask me for help! : )  We'll continue this work in class tomorrow.

U.S. History

We will finish and discuss the film tomorrow when we are all together (no PARCC testing).  Today the Unit-Closure Work Page was distributed and time provided to work on it (doubles as a portion of the final exam study guide).  If time permitted, students were invited to use their phones to research some of their "Lincoln" film questions.

Sociology

We finished the analyses of the three articles as detailed Friday and/or Monday.  Please finish for homework.  If you have any specific questions, please ask at the start of class before the work is collected.

World History

We continued our collaboration time as detailed yesterday -- to be completed for homework as needed (in a very few cases).  Get in touch with classmates or email me as needed, and if any specific help is still needed, please just ask me at the start of class.  The independent work on the a Context/Lens work page will begin in class tomorrow (for a score).

U.S. History

"Lincoln..."

Sociology

We continued with the work from Friday and will finish in class tomorrow.

World History

We finished discussing the questions from Friday.  Students then began the group reading work as detailed on the bottom half of that same work page -- to be continued in class tomorrow. 

U.S. History

"Lincoln..."  (And PARCC testing)

Sociology

We continued our analytical work with the articles -- to be continued in class on Monday.

World History

We discussed our Mental Map Timeline for context of our journey from August through to May, where the current unit fits, how the previous units were important baselines for contextual understanding of our springtime studies, and how we'll approach what's ahead.  We set up our Empires E.Q. page with the current question "Are empires advanced forms of civilization?" and set up two columns:  "Yes" and "No."  Any reasonable answer will be complex and contain positives and negatives about empires; so, we are ready to log in our evidence in the near future.  Finally, for today, we began our first analytical assignment that deals with historiography -- reading and discussion about how we have studied history in the past and trends of continuity and change of such study today.  Complete questions #1-3 on the "Empires Overview Readings" work page.  We will finish discussing together (and editing our answers) from that page in class on Monday.  See a reliable classmate to check your answers that were already discussed today (5th hour #1 & 2; 7th hr #1; 8th hr #1 & 2).

U.S. History

"Lincoln" continued...

Sociology

We began work on our analyses of the three very different articles about "polygamy."  This work will be continued in class tomorrow.

World History

"Unit-Closure Work Page" -- class time given for continued collaboration; finish for homework as needed.  Tomorrow we'll begin the new unit!

U.S. History

"Lincoln" continued...

Sociology

A handout of comic strips and one of an editorial cartoon were distributed and discussed as some points for conversation with regard to socialization -- they may be useful for the end-of-unit writing.  Students finished the evidence/claim work page for the Oprah article, and we discussed in detail both for the information and to self-check how well each student performed on the skill.  A packet of 3 claim/evidence work pages were distributed in preparation for three, very different, in-depth articles we will analyze on the topic of polygamy...which will be collected for a score.

World History

Paragraphs are officially due to day.  Students began collaborative work on our Unit-Closure Work Page -- to be finished in class tomorrow.

U.S. History

We are viewing Spielberg's "Lincoln" as a capstone to our unit, recording curiosity items while viewing.  (We saw until the 30-minute mark today.)

Sociology

We discussed (and edited our notes) from the "30 Days" episode -- see a reliable classmate.  We then began analysis work of a simple article from Oprah.com about different cultural ideas about marriage -- to be completed in class tomorrow.

World History

8th hour -- CQ research is due today with the score sheet.  All hours -- the 2nd and final writing day.  Paragraphs are due at the start of class tomorrow; have them already printed and ready to hand in before class starts.  (Finish for homework as needed.)

U.S. History

2nd and final writing day -- see details posted Friday.  The written paragraphs are due at the very start of class on Wednesday (if not already submitted).  (ACT is tomorrow.)