U.S. History

"How We Got the Vote" -- see me to finish viewing the last 8 minutes.  Then, go through the printout of our SMART Board list and confirm, cross off, and answer items as you are able from the documentary information.  The remaining items were Googled in class by all the students and answers will be shared tomorrow.

World History

Review game over the UCWP.  We then prepped for writing by receiving the scored World Religions writing with feedback; time was given to look over the feedback and talk with me about it as needed.  We also found our EQ pages for the Empires unit and framed our thinking squarely on the Essential Question as our mindset for coming in tomorrow to be ready to write. 

KCC

Ditto U.S. post on Friday...

U.S. History

We continued our note-taking from How We Got the Vote as detailed Friday.

World History

Finish processing the information on the Unit-Closure Work Page (front and back), adding answers and cheat notes wherever needed.  Then, finish adding picture notes and/or hashtags to each of the items on both sides of the UCWP -- forces processing of the content and also has a memory trick in place for final exam time.  In some hours we also did a review game on the material -- as time allowed.  

KCC

Ditto the U.S. post. 

U.S. History

We finished screening Iron-Jawed Angels and then I collected students' observations and questions onto a SMART Board document then printed and distributed to each of the students.  We set up a note page for the documentary "How We Got the Vote."  A historical persons picture page was distributed for students to use alongside the movie characters/actors page for reference.  Lastly, I provided a handout onto which the excerpts of Alice Paul and Mabel Vernon's interviews are transcribed, as some of their commentary is a bit challenging to discern.  We then used these pages, focusing mostly on the notes page while starting to view "How We Got the Vote" -- to be finished in class on Monday.  If you were absent, see me to set up a time to make up the missed viewing if you were absent.

World History

Unit-Closure Work Page -- complete the vocab, look up what you need to define for yourself on the empire facts on the back side, and then add picture notes and/or hashtags to the vocab and empires...more time will be given to finish in class on Monday.  So, for homework -- work until you've gotten 1/2-way through the job if not yet there.

KCC

Ditto U.S....58:41-1:38:28.  ; )

U.S. History

Iron-Jawed Angels -- continue with note-taking and also notes of your observations and questions; we'll use these tomorrow in discussion and then to analyze the film for historical accuracy.  3rd hour 1:07:55 until 1:52:23; 6th hour 1:16:41 through the end.

World History

We finished out A/V Claim & Evidence work for an assessment score -- if you were absent, please see me to set up a time to do this work in my classroom.

KCC

Ditto U.S....through 47:45 and then from 53:05 through 58:11.

U.S. History

Iron-Jawed Angels continued -- view through 47:45 and then start up again at 53:05 through.....1:07:55 3rd hour or 1:16:41 6th hour.

World History

7th hour we finished the slideshow about West v. East.  In all hours we worked on a scored A/V Claim & Evidence -- if you were absent, see me to set up a time to make up this assessment in my room. 

KCC

Ditto U.S.  Film leave-off point = 11:15.

U.S. History

We finished adding to our CQ page while going through the information from Dr. Kelley at Homeland Security regarding current topics in immigration.  Then, we began taking notes of the play-by-play of events AND observations and questions while screening all but scene 7 of the film "Iron-Jawed Angels"...today we viewed to these stopping points:  3rd hr= 19:16 &  6th hr=28:34.

World History

Presentations were finished today -- see slideshows in Google Classroom and also copy notes from a reliable classmate.  In hours 4 & 7 students took notes from my "East v. West" slideshow to give a clarifying paradigm on the historiography of how we've studied empires over time in history courses -- add these notes to your E.Q. page.  Finally, we began an individual, scored assessment -- Audio-Visual Claim & Evidence -- to be finished in class tomorrow; if you were absent, see me to set up a time to make up this work with me in my classroom.

KCC

See U.S. post...AND collaborate with a classmate over key themes from Chapter 20 in the white text, and we finished the last slide of the "Freeport Talk" contemporary immigration case study slideshow.

U.S. History

We took EQ notes and also added to our CQ pages from a slideshow about Turn of the Century immigration (Professor Gordon Hutner) and about contemporary immigration (various print sources and interview with Dr. Elaine Kelley, retired policy analyst with the Dept. of Homeland Security)....last 6 slides to be discussed tomorrow.

World History

More presentations and EQ note!  See the slideshows posted in Classroom AND also copy notes from a reliable classmate.  In 1st hour we also went through my slideshow about the traditional Eurocentric lens on empires and the West versus East paradigm established as a result of the late empires phase.  (See that slideshow, also, and take notes; ask me if you have any questions.)

KCC

Students collaborated on Chapter 20 themes.  No new reading for next week.  Slideshow -- see U.S. post. ; )

U.S. History

We finished out note-taking from my slideshow of a contemporary immigration case study; take notes from a reliable classmate and view the slideshow in Google Classroom.

World History

Presentations continued -- copy notes from a reliable classmate and view the slideshows posted in Google Classroom.

KCC

Ditto U.S. post.  Also, be sure to have the white text notes finished for tomorrow.

U.S. History

10 minutes was provided for students to finish the Crash Course #27 analysis and to do some metacognitive reflection on their performance, taking ownership, to decide if they want it scored or to simply have it as another practice round (and to have for the information, obviously).  We then began note-taking on the EQ page (and adding CQs, too) from my slideshow presentation on a contemporary case study on immigration -- to be finished tomorrow in class.  If you were absent, be sure to copy from a reliable classmate the notes you missed and see the slideshow for helpful images once it's posted tomorrow.

World History

We began taking EQ notes from our classmate's presentations today.  See the slideshows posted in Google Classroom to know the topics covered for your class section today, copy notes from a reliable classmate, and then view the slideshows to see the maps and other helpful images that accompany the notes.

KCC

Ditto U.S.  Also, however, remember to accomplish the at-home reading and note-taking from the white text.

U.S. History

We continued the Crash Course analysis with scoring option today -- see me in Advisory if more time is needed than today's class period to finish.  Students were given the option to choose on an individual basis if they want this performance scored to replace their score on the Civil War Crash Course Audio-Visual Claim & Evidence or if they want to remain with that previous score and simply keep this work for the information.  Tomorrow we'll move on to some slideshows to on immigration, followed by some film on the topic of women's suffrage...

World History

We finished and discussed the "Bizarre Foods" episode that was begun yesterday.  A triple-check last-call reminder was given that empires research projects are due by tomorrow, presentations starting tomorrow.  Today be certain you've finished and submitted your research and your slide show (2 separate items in Google Classroom) and that you've prepared easy-to-use presenter's notes.  Finally, make sure your EQ page is easily accessible and that you've added EQ notes about your empire already.

TUESDAY KCC

Ditto U.S. History.  ; )

TUESDAY U.S. History

SAT is Tuesday!  (For Monday's post, scroll down and click on "Older Posts.")

TUESDAY World History

For Monday's post, scroll down and hit "Older Posts."  Tuesday in World History the students will watch with the sub the "Uganda" episode of Bizarre Foods and add CQs.

KCC

Ditto U.S. History post.  

U.S. History

Finish the note-taking from the Jane Addams packet, focusing on the issues and events of the era.  We discussed the info together as a class as well as 2 pages of pictures via SMARTboard -- see doc of pics in Google Classroom and check in with a reliable classmate.  We then began an in-class, scored A/V Claim & Evidence assessment -- see me to make up this work in my room.

World History

Project work day...Research should already be finished and submitted in Google Classroom.  Finish the slideshow and submit it to Google Classroom.  Prepare your presentation notes (so that you have quick-to-see notes ready for your sharing to your class).  Add EQ notes onto your own EQ page about your empire ("+"s and "-"s of how it was advanced and how it was not).  

KCC

For next Friday read the following pages from Chapter 20 in the "white book": p.579 and pp.605-606.  Time was given today to collaborate on the themes of Chapter 19.  The remaining time was given to finish taking notes on the Jane Addams obituary -- to be discussed with more images in class on Monday.

U.S. History

Progress on the work re Jane Addams -- to be finished in the first part of class Monday.

World History

Slideshow work continued...and two handouts provided -- the scoring rubric for the whole project (note that MOST of the points are for the already-finished research, as this project IS a "Research" score)...and then a handout for instructions on preparing presentation notes and for doing EQ notes on your own empire before you present.  You will have Monday to finalize all parts of the project; if you will need more than 45 minutes, be sure to work over the weekend on it.

KCC

Ditto U.S. History, except we also discussed CC#25 thesis in the KCC class and did NOT do the self-eval.

U.S. History

See me or a reliable classmate to check and edit your thesis for Crash Course #26.  As a class we did a big-picture pull-back on our course skills...Review the sample winter paragraph in the Writing Cheats section of Google classroom, consider this reminder that your writing for History and the Claim & Evidence work are mirror images of each other (intro and conclusion is where the thesis should be).  The Civil War Era writing was returned and time given for looking over the feedback and asking questions.  Students then did a new self-evaluation on the same packet used in the fall, but in a different color pen or pencil.  As an historic figure case study that connects to several of the key themes of the era, read the NYT obituary for Jane Addams and take EQ notes (and add to CQ page as relevant -- to be finished in class tomorrow.

World History

I gave a presentation of how NOT to do a slideshow (see sample posted in Google Classroom) and then we revisited Professor Austin's slideshow to see how TO do a slideshow.  A slideshow instruction page was provided, and then students began using the "Empire Research Slideshow" loaded into Google Classroom (an individual copy provided for each student to simply replace the prompts with their empire information).  Tomorrow class time will be provided for finishing the slideshow and then, as time permits, to begin preparing the other presentation aspects as will be detailed on a new instruction sheet to be given out tomorrow.  IF you feel that tomorrow class time will not be enough to finish your prep work, decide how you need and want to manage your time -- consider doing some homework on the slides tonight if you know you have a busy weekend ahead.  Presentations will begin Monday.

KCC

Ditto U.S. History post.

U.S. History

Finish the Claim & Evidence work (on your EQ page) for Crash Course #26 (loaded in Google Classroom).  

World History

Today is the final day of class time to complete the empires research -- due by the start of class tomorrow!  ; )

KCC

Ditto U.S. History plus remember to get the white book reading done by Friday. ; )

U.S. History

Finish the Crash Course #25, and then see me or a reliable classmate to check and edit your thesis.  Then, do another practice Claim & Evidence on your E.Q. page for Crash Course #26 (twenty-SIX).

World History

Day 4 of 5 for research!  By the start of class Thursday all research should be completed as well as the reading of it and highlighting key points (phrases, sentences).  For subtopic #4 (Ethnocentrism), add these additional phrases and words that may be helpful in Googling, as the term ethnocentrism won't necessarily be used in every article, but rather, some synonyms):  disrespect for rivals, disrespect for enemies, discrimination, oppression, prejudice, and exclusion.

KCC

We continued our Socratic discussion, with group #1 having another turn in the discussion circled, followed, again, by group #2.  Chapter 19 reading and note-taking will be due next Friday (p.552, pp.556-561, & pp.569-577.  Collaborate with some peers about the themes emerging in Chapter 18, which is due today.

U.S. History

Context & Lens follow-up discussion (scoring and answers) and Socratic follow-up discussion (scores distributed and fact-check by me).  View Crash Course U.S. History #25 while taking thesis notes and evidence notes directly onto your E.Q. page -- get at least 15 minutes of work done on it and then we'll finish beyond that on Tuesday.

World History

Research day 3 of 5...remember to use your "Research Cheats" doc in Google Classroom for help with getting to the EXPERTS, and remember to maintain focus in your work during class time, as finding the rest of the information will now start to take more work and time (the obvious, easy-to-find stuff has, well, already been found by you in your first 2 days).  ; )

KCC

Socratic discussion today -- to be continued in class tomorrow...

U.S. History

Socratic discussion today!  If you were absent, see the "Socratic Replacement" assignment available in the "About" section of Google Classroom.

World History

Research day #2 of 5...Reminders of key instructions were provided via SMARTboard and with oral commentary.  Additionally, add this helpful clarifier to subtopic #3 (Institutions) on your doc:  "government/political power."

KCC

Ditto U.S. post ; )

U.S. History

Day 2 of 2 for reading Hilda's story -- "I Came a Stranger" -- Socratic discussion over it will be Wednesday (tomorrow!)  Remember to reread the "Socratic Cheats" document in Google Classroom for pointers on getting easy points in the discussion.  

World History

I checked in with students to confirm their research topics.  Reminder -- this is a project for our EMPIRES unit, and so, be sure you are focusing on the time period in which your chosen empire is, indeed, an empire (ie. if you're collecting information on the Roman Republic, that is not during the Roman Empire -- focus on the Roman EMPIRE) ; )  Additionally, reminder that this is a research score -- follow carefully the few, simple instructions posted in Google Classroom in the "Empires Research Work" document; to make this as easy for you as possible, it is posted so that each of you has your own copy...you can copy and paste your online research directly into that doc under each of the five categories.  You will have four more class days to conduct this research. 

KCC

See the U.S. post.  The only difference is that this class is not doing a Context & Lens work page, but instead has done a Reading Claim & Evidence on the scholarly essay "A Little Milk, A Little Honey."

U.S. History

Socratic discussion will be this Wednesday, and we'll be discussing the packet I Came A Stranger -- both the Context & Lens work (which will be scored and then returned at the very start of class on Wednesday) and most heavily the rest of the packet which is her actual story (Chapters 1-4 and a few very short excerpts of subsequent chapters).  To prepare this second, large, important piece, students are given today and tomorrow in class to read while recording story notes as well as their thoughts and questions while reading.  Borrow the packet to read for homework as needed.

World History

The writing is due today -- hard copy printout handed to me AND digital version submitted to turnitin.com.  We viewed select scenes of Monty Python and the Holy Grail as a humorous way to stir up some talking points about the Medieval era in Europe relative to other locations at that time and to other eras of that location -- see a reliable classmate for notes of clarification.  We set up our Empires E.Q. page (no C.Q. page this unit); the EQ is "Were urban empires advanced forms of civilization?"  Create two columns on this page -- one for "yes" examples and one for "no" nonexamples.  Finally, go into the Stream in Google Classroom to the 2nd item in the list to see instructions for selecting your empire research topic.

KCC

Excerpts of Chapter 18 reading (w/ note-taking) is due next Friday: p.524 - top of p.526, 533-537, 541-543, & 546-550.  A few minutes was given today for students to collaborate on themes they see emerging from Chapter 17.  Students then finished their scored Claim & Evidence assessment over the essay that was begun yesterday.  They can come in during Advisory today for more work time to finish this if needed.

U.S. History

Students finished the scored Context & Lens assessments -- if needed, they are welcome to come in during Advisory or to make other arrangements with me to have more time to finish beyond class today if needed.

World History

See returned scored research in Google Classroom.  Writing day -- be sure that by the time you arrive to class on Monday that you have 1. a hard copy printout of your writing ready to hand to me and 2. submitted it digitally to turnitin.com.

KCC

Students continued work on the scored Claim & Evidence essay analysis -- if you were absent, see me to set up a time to do this scored work.  Reminder -- Chapter 17 notes are due tomorrow.

U.S. History

15 minutes of class time was provided to finish the note-taking from "The Homestead Strike" video -- if you need more time than this, finish for homework.  We then began work on Context & Lens assessment for a score relevant to a turn-of-the-century immigrant memoir we will read excerpts from a bit later -- to be finished in class tomorrow.  If you were absent, see me to set up a time to make up the C&L assessment work.

World History

PSAT testing today!  7th hour did meet, and the time was provided as a bonus day to work on the writing.

KCC

We began a Claim & Evidence article analysis for a score -- if you were absent, see me to set up a time to make up this missed assessment work.  

U.S. History

The writing is due today -- hard copy printout to me and digital copy to turnitin.com.  We set up our new E.Q. and C.Q. pages for this next unit -- "Turn of the Century."  The E.Q. is "Who were we at the turn of the century?"  Then view the "Homestead Strike" episode of 10 Days that Unexpectedly Changed America while recording E.Q. notes and a few C.Q.s  (available in Google Classroom).

World History

Writing day 1 of 2!  Please be sure to enroll in the current class hour for turnitin.com if you switched hours at semester -- the codes for your current class hour are in the "About" section of Google Classroom.  Use the 5 writing instructions and helper documents found in the same section of Google Classroom, starting with "Thesis Themes work page."  Be sure to see me while writing if you want to talk through your ideas aloud and/or if you have any questions along the way.  Tomorrow is the PSAT for Sophomores and Friday will be our 2nd in-class writing day.  The paragraphs are due before the start of class Monday -- hard copy printout to hand to me AND digital copy submitted to turnitin.com.

KCC

We viewed the "Homestead Strike" episode of 10 Days that Unexpectedly Changed America while recording EQ notes and CQ questions.

U.S. History

See your returned research in Google Classroom.  Today is day 2 of writing -- finish for homework as needed.  By the start of class tomorrow it should already be submitted to turnitin.com and a hard copy printout ready to hand in to me.

World History

Research is due in Google Classroom today.  The class time was provided for students to work on the Unit-Closure Work Packet to help organize some of their thoughts before we write (tomorrow) and this will also serve as study guide for the final exam -- finish for homework as needed.

KCC

Writing is due today.  Digital copy should be submitted to turnitin.com and hard copy handed in to me.  We checked in our two books and checked out the next two books, set up our new E.Q. and C.Q. pages and began the reading and note-taking homework of Chapter 17 -- due by the start of class Fridya.  (For subsequent chapters, the reading will be reduced to select parts; Mrs. Cluver will let you know which parts when each new chapter is assigned.  If you like to read ahead for your own time management, just see me -- I'll be more than glad to let you know the assigned portions.)

U.S. History

We began our Essential Question end-of-unit argumentative writing -- see the instruction and helper pages in the About section of Google Classroom clustered together in a small section dedicated to writing.  Be sure to have the writing submitted to your CURRENT class period (not last semester's class hour) for turnitin.com AND also have a hard copy printout ready to hand in by the start of class on Wednesday.

World History

4th & 7th hours finished their Socratic discussion.  1st hour received their Socratic scores.  In all hours I shared some follow-up info/clarification as well as the thesis answer key for the Fordson film.  The remaining time was provided for students to continue their Curiosity Research, which is due before the start of class tomorrow in Google Classroom -- see instructions in the ABOUT sections of Google Classroom (entitled "Research Cheats.")

KCC

See your returned Research in Google Classroom.  Today is the final in-class writing day -- papers are due at class time Monday -- turnitin.com and highlighted hard copy.

U.S. History

Research was due before class time today -- in Google Classroom.  The Civil War Era Unit-Closure Work Packet was provided and class time provided for students to work collaboratively on this -- finish for homework as needed.  On Monday we begin the end-of-unit writing.

World History

The scored A/V Claim & Evidence work on Fordson was returned for the students to chart and to use in today's Socratic discussion, which is also over the two Essential Questions.  If you were absent, be sure to complete the Socratic Replacement work found in Google Classroom ("About" section).

KCC

Writing is due Monday...

U.S. History

1 hr. 15 minutes of focused research from expert sources is due in Google Classroom before class time tomorrow -- be sure to follow the instructions on the "Research Cheats" doc in Google Classroom.  ; )

World History

View the PSA and see how many world religions you can identify.  We also did a guessing/identifying contest with the 8 posters presently on display in the classroom.  Prepare for tomorrow's Socratic discussion -- be sure to have with you high quality (and good quantity) notes for EQ #1 and EQ #2, as those will be two of our three discussion topics.  The third item will be the Fordson film, and I'll return to you tomorrow your scored Fordson film analyses so that you'll have those notes in hand before the discussion begins.  Also to prepare -- this evening or tomorrow morning, reread the "Socratic Cheats" document found in Google Classroom.  We then spent 20 minutes today working on our new World Religions Curiosity Research -- open and read "Research Cheats" in Google Classroom for your instructions.  (We'll come back to the research for the full 45-ish minutes on Monday, and so, I'll be scoring on the expectation of a combined total of 65 minutes of focused research.  If you were absent, be sure to spend 20 minutes researching before Monday.)  

KCC

Writing -- day 1 of 2 in class -- due by class time Monday.  (Thursday is the practice ACT.)

U.S. History

Research day 2 of 2!  Yesterday afforded 30 minutes in class and today 45 minutes -- so, in terms of quantity, your work should reflect a full 1 hour and 15 minutes of focused research from expert sources.  REREAD the "Research Cheats" doc in Google Classroom (ABOUT section) for full instructions and submit the work in proper format in Google Classroom (assignment in the stream) before class time tomorrow. 

World History

We finished our analysis of "Fordson" -- if you were absent, see me to set up a time to make up this scored work.  (It will also be used in the Socratic discussion on Friday alongside the 2 EQs.)

KCC

Research is due today.  The Unit-Closure Work Packet was provided with class time to collaborate and get it finished ...finish for homework as needed.  Tomorrow we begin the writing!

U.S. History

Finish your viewing of "The President" as detailed over the past few days (add to EQ, CQ, & Pres. Pol. Parties packet).  Then use the Research Cheats doc in Google Classroom for instructions to begin your research for this unit...As for quantity, I'm looking for 1 hr 15 minutes focused time-on-task, as you have the class time remaining today after finishing the video and class time tomorrow.  Research is due before class time Thursday.

World History

The Urban writing was returned to students and time given to look over, make notes onto their "Writing Notes to Self" pages, and to ask questions/discuss.  We then continued our scored analysis of "Fordson" -- if you were absent, see me to set up a time to make up this missed work.

KCC

Research day 2 of 2 -- due in Google Classroom by class time tomorrow.

U.S. History

Continue the E.Q., C.Q., and Presidents' Political Parties work while finishing the episode of "The Presidents" from Thursday and then getting a large portion of the 2nd episode in as well -- to be finished in class tomorrow.

World History

We began our Audi-Visual Claim & Evidence work on the documentary "Fordson: Faith, Fasting, & Football" -- if you were absent, see me to set up a time to make up this work for this scored assessment. 

KCC

We finished the "The Presidents" documentary as review as detailed the past two days.  We then began working on our independent Curiosity Research -- today and Monday are our in-class days, and so it will be a college-level time-on-task expectation for quantity based on 80 minutes of total provided work time.  It is due in Google Classroom (see the CQ assignment in the Stream) by the start of class on Tuesday.  As always, boost your grade with some extra work outside the 80 minutes ; )

U.S. History

View the SPLC map, record the # of contemporary hate groups on your E.Q. page, and then take a few minutes to look the map over and determine if there are any CQs you'd like to add to that page.  Then, begin viewing the first 30 minutes of the first of the two "The Presidents" documentaries while 1. Adding to your EQ notes as needed during this chronological review of the extended Civil War era, 2. Add CQs, and 3. Add to your "Presidents' Political Parties" packet..to be continued in class on Monday.

World History

In 7th hour we finished the slideshow.  In all hours students completed the Islamic Primary Source reading with guide page, and then we discussed it.  We then began viewing the documentary "Fordson: Faith, Fasting, and Football" for a scored Audio-Visual Claim & Evidence -- if you were absent, see me to set up a time to make-up the work on this assessment...to be continued in class Monday.

KCC

We continued with the DVD notes through 38:05 -- to be finished tomorrow in class. 

U.S. History

I shared with the students a few artifacts found years ago in the old bus barn that relate to the Ku Klux Klan and also to the earliest days of women voting in IL -- students were invited to add CQs to their page for possible options on research day.  We also read, took notes, and discussed the short article about the Confederate battle flags, added notes that I shared with them about some basic history of Confederate monuments, and then we discussed Symbolic Interactionism with regard to symbols having multiple, strong meanings and the misunderstandings and conflict that can result.  Students then viewed the SLPC map of contemporary hate groups, recording the total number in their notes and then having a few minutes to look it over to see if their are some CQs to add to that page.  

World History

We finished the first 46 minutes of the "Origins of Islam" documentary while adding to our checklist note page.  We then took "Religion Basic Notes" from the Islam slideshow.

KCC

We viewed the rest of the documentary episode detailed yesterday and began the "Andrew Johnson to Arthur: 1865-1885" episode -- the first 10 minutes...to be finished in class tomorrow.

U.S. History

We continued some EQ note-taking on a number of short articles and quick videos about the Reconstruction era -- work toward equality and backlash against it:  3 very short video clips about the Ku Klux Klan, an article about the Confederate battle flags, a few notes about Confederate war monuments (see a reliable classmate), and discussion about symbolic interactionism and the various misunderstandings that can result, and also view the SLPC map of active hate groups (record the number for EQ and consider the other info as possible CQ).

World History

We completed our checklist-and-notes page for the 40 minutes of the PBS documentary "Islam: Empire of Faith."

KCC

We discussed the videos from Friday and I shared a few historical notes about Confederate monuments (see a reliable classmate) and then students viewed the SPLC map loaded on Google Classroom -- make note of the # of groups on your E.Q. page and feel free to add some specifics onto your CQ page for later research.  We then also discussed Symbolic Interactionism with regard to language use and visual symbols and how we all risk misunderstanding each other as well as being misunderstood.

U.S. History

We discussed the Hortons' article and added a note on our EQ page "See the Horton's article."  We then added some notes directly onto our E.Q. page...I shared a few facts from an article from VA Tech History Dept. (see a reliable classmate to copy these).