Do you keep a diary or journal? If so, what kinds of things do you put into it? Do you think it will be important for future generations to read your words? Why? Answer in the form of a comment below.

Do you keep a diary or journal? If so, what kinds of things do you put into it? Do you think it will be important for future generations to read your words? Why? Answer in the form of a comment below.

Do you keep a diary or journal? If so, what kinds of things do you put into it? Do you think it will be important for future generations to read your words? Why? Answer in the form of a comment below.

Do you keep a diary or journal? If so, what kinds of things do you put into it? Do you think it will be important for future generations to read your words? Why? Answer in the form of a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

In what ways can you use historical sources to help make decisions today? Respond to this question in a comment below.

Do you believe that President Harry Truman’s decision to drop the Atomic Bomb on Hiroshima and Nagasaki was justified? Why or why not?

Do you believe that President Harry Truman’s decision to drop the Atomic Bomb on Hiroshima and Nagasaki was justified? Why or why not?

Do you feel that President Harry Truman’s decision to use Atomic Bombs on Hiroshima and Nagasaki was justified? Write your response as a comment on this post.

Do you feel that President Harry Truman’s decision to use Atomic Bombs on Hiroshima and Nagasaki was justified? Write your response as a comment below.

Do you feel that President Harry Truman’s decision to use Atomic Bombs on Hiroshima and Nagasaki was justified? Please leave your answer in the comments below this post.

Do you feel like President Harry Truman’s decision to use the Atomic Bomb on Hiroshima and Nagasaki was justified? Make a comment below to answer this warm-up question.

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Hello, Class!

If you are reading this message, it is likely that I am not in the building. I have taken a brief leave of absence because my wife is having a child! I will be returning on Monday, 27 September. You will find that the course has largely been structured out for you in Task Dashboard. Don’t be overwhelmed, I had to post everything to keep it simple for both you and the sub.

Below, I have linked the Classroom Management Plan for this class. You should be going over this with the sub on your first day in class. You can always go back and reference this at any time!

Classroom Management Plan

Good afternoon, students.

No doubt you are reading this because you saw my instructions when you tried to log into Zoom. I am out for the afternoon for an appointment. I will be back on Thursday, so no worries!

In the meantime, today you are to work on finishing up your Milestone 3 Assessment. You should have it completed and turned in by the end of the day today. If you do not have it finished, at least save the attachment into Slate so that I can go in and look at it on Thursday when we move on to Milestone 4.

If you have any questions about the assignment, or need other help, please feel free to send me an e-Mail at raups@allentownsd.org

Have a great day, and see you again on Thursday.

Please use this thread to post your own ideas for activities we can do during Advisory when we return to the building on 26 April. Consider the following guidelines:

-Activities cannot use shared materials (no sharing of markers, pens, papers, etc.)

-Activities cannot involve person-to-person contact or violate 6-foot social distancing rules.

-Activities should not be strenuous, as this may impact students wearing masks.

Good afternoon!

Today, we are going to be working on course selections for the 2021-22 School Year. This will be very important as it allows us to make staffing decisions, and gives you an opportunity to further personalize your learning!

Please click the links below and complete the Google Forms.

Course Request

Course Selection

When you have completed both forms, please comment “Done” so I know you have completed them both!

Advisory,

Today we will be going to a Townhall presentation by Weller Health. You will go to the link below at 1:00 PM to participate in the presentation.

Weller Health

Please fill out the following Google Form so that I can add you and your parents’/guardians’ contact information into Remind so I can send out communications more effectively!

The link is below

Remind Sign Up

Good afternoon, Class!

If you are reading this, it means you tried to log into your class this morning and were instructed to come here. I hope you are well and staying nice and warm.

My instructions for you today are to complete at least one missing Milestone Assessment. Please be sure to share your submission with staff@b21.allentownsd.org in order for me to access it for rating.

If you have completed all of your milestone assessments, then please enjoy the rest of your day. Be sure to check your remaining classes for further instructions.

Have a great day!

Mr. Raup

Good morning, Class!

If you are reading this, it means you tried to log into your class this morning and were instructed to come here. I hope you are well and staying nice and warm.

My instructions for you today are to complete at least one missing Milestone Assessment. Please be sure to share your submission with staff@b21.allentownsd.org in order for me to access it for rating.

If you have completed all of your milestone assessments, then please enjoy the rest of your day. Be sure to check your remaining classes for further instructions.

Have a great day!

Mr. Raup

Greetings, Students!

I’ve been thinking a lot about the Milestone 1 Assessment for this Learning Cycle, and I came to the realization that I did not really provide you a comprehensive guide on how to cite your work. I just showed you how to use KnightCite and let you loose to do the work.

It’s with that in mind that I’ve decided to go ahead and find a tool for you to use that includes the entire Chicago/Turabian Manual of Citation Style in a student-friendly format.

Chicago/Turabian Manual of Style for Students

Greetings, Students!

I’ve been thinking a lot about the Milestone 1 Assessment for this Learning Cycle, and I came to the realization that I did not really provide you a comprehensive guide on how to cite your work. I just showed you how to use KnightCite and let you loose to do the work.

It’s with that in mind that I’ve decided to go ahead and find a tool for you to use that includes the entire Chicago/Turabian Manual of Citation Style in a student-friendly format.

Chicago/Turabian Manual of Style for Students

Greetings, Students!

I’ve been thinking a lot about the Milestone 1 Assessment for this Learning Cycle, and I came to the realization that I did not really provide you a comprehensive guide on how to cite your work. I just showed you how to use KnightCite and let you loose to do the work.

It’s with that in mind that I’ve decided to go ahead and find a tool for you to use that includes the entire Chicago/Turabian Manual of Citation Style in a student-friendly format.

Chicago/Turabian Manual of Style for Students

Greetings, Students!

I’ve been thinking a lot about the Milestone 1 Assessment for this Learning Cycle, and I came to the realization that I did not really provide you a comprehensive guide on how to cite your work. I just showed you how to use KnightCite and let you loose to do the work.

It’s with that in mind that I’ve decided to go ahead and find a tool for you to use that includes the entire Chicago/Turabian Manual of Citation Style in a student-friendly format.

Chicago/Turabian Manual of Style for Students

If you had an unlimited budget, where would you plan to go when all Quarantine restrictions are over?

What is one thing you hope to accomplish in 2021? Please post your answers as replies below.

Click the link below to answer a Google Form.

Looking Ahead

Greetings, Class!

With Learning Cycle 1 in the books, I wanted to take some time to get everyone up to date on where we are for the school year. With that in mind, I would like everyone in class to schedule a one to one conference. We will be discussing the following topics in our meetings:

1. Celebration of successes in LC1.
2. Discussion of Portfolio Progress
3. Explicit discussion of missing work and how to make it up.

Please click the link below to sign up for a time slot. Once I have confirmed it, it will turn green, and you will receive a notification in your Student e-mail with an appointment confirmation.

Conference Sign-Ups

Greetings, Class!

With Learning Cycle 1 in the books, I wanted to take some time to get everyone up to date on where we are for the school year. With that in mind, I would like everyone in class to schedule a one to one conference. We will be discussing the following topics in our meetings:

1. Celebration of successes in LC1.
2. Discussion of Portfolio Progress
3. Explicit discussion of missing work and how to make it up.

Please click the link below to sign up for a time slot. Once I have confirmed it, it will turn green, and you will receive a notification in your Student e-mail with an appointment confirmation.

Conference Sign-Ups

Greetings, Class!

With Learning Cycle 1 in the books, I wanted to take some time to get everyone up to date on where we are for the school year. With that in mind, I would like everyone in class to schedule a one to one conference. We will be discussing the following topics in our meetings:

1. Celebration of successes in LC1.
2. Discussion of Portfolio Progress
3. Explicit discussion of missing work and how to make it up.

Please click the link below to sign up for a time slot. Once I have confirmed it, it will turn green, and you will receive a notification in your Student e-mail with an appointment confirmation.

Conference Sign-Ups

Greetings, Class!

With Learning Cycle 1 in the books, I wanted to take some time to get everyone up to date on where we are for the school year. With that in mind, I would like everyone in class to schedule a one to one conference. We will be discussing the following topics in our meetings:

1. Celebration of successes in LC1.
2. Discussion of Portfolio Progress
3. Explicit discussion of missing work and how to make it up.

Please click the link below to sign up for a time slot. Once I have confirmed it, it will turn green, and you will receive a notification in your Student e-mail with an appointment confirmation.

Conference Sign-Ups

Greetings, Class!

With Learning Cycle 1 in the books, I wanted to take some time to get everyone up to date on where we are for the school year. With that in mind, I would like everyone in class to schedule a one to one conference. We will be discussing the following topics in our meetings:

1. Celebration of successes in LC1.
2. Discussion of Portfolio Progress
3. Explicit discussion of missing work and how to make it up.

Please click the link below to sign up for a time slot. Once I have confirmed it, it will turn green, and you will receive a notification in your Student e-mail with an appointment confirmation.

Conference Sign-Ups

We have looked at the perspectives of wealthy colonists, poor colonists, African Americans, women, and LGBTQ Groups. Now, we will be bringing the story of Native Peoples into our study of America’s History. Click on the link below to download the next Textbook for our class:

An Indigenous People’s History of the United States for Young People

We have looked at the perspectives of wealthy colonists, poor colonists, African Americans, women, and LGBTQ Groups. Now, we will be bringing the story of Native Peoples into our study of America’s History. Click on the link below to download the next Textbook for our class:

An Indigenous People’s History of the United States for Young People

We have looked at the perspectives of wealthy colonists, poor colonists, African Americans, women, and LGBTQ Groups. Now, we will be bringing the story of Native Peoples into our study of America’s History. Click on the link below to download the next Textbook for our class:

An Indigenous People’s History of the United States for Young People

For those of you who are taking the SAT’s on 14 October, I will be offering a special Office Hours session from 5:00 PM to 6:00 PM. This is a one-time only deal for SAT’s. I will still be offering normal office hours from 9:00 AM to 9:40 AM if you are not going to the SAT’s.

Building 21 readers, my travels to 1676 have been enlightening. I have come back with some information on the conflict that we now call Bacon’s Rebellion. Having had an opportunity to investigate the conflict with some effort, I have come to report on my findings.

Bacon’s Rebellion has been billed historically as a conflict between wealthy and poor colonists. An examination of the events of the period shows us that wealthy colonists had actually been involved in the uprising. Nathaniel Bacon, for example was a wealthy colonist who had initiated the rebellion. He used his charisma to rally the poor farmers of western Virginia behind him. We recall from Zinn’s A Young People’s History of the United States that Bacon had organized a militia, or citizen soldiers, to help protect the western frontier from Native American attacks. This resulted in the governor, Sir William Berkley to have Bacon arrested as a rebel. Bacon had earned his freedom by writing a letter of apology:

“I Nath(aniel) Bacon, jr. of Henrico county, in Virginia, doe hereby most readily, freely and most humbly acknowledge that I am and have been guilty of diverse late unlawfull, mutinous and rebellious practices… …And I doe further acknowledge that the said honourable governour hath been very favourable to me, by his several reiterated gracious offers of pardon, thereby to reclaime me from the persecution of those my unjust proceedings… …I doe hereby, upon my knees, most humbly beg of Almighty God and of his majesties said governour, Bacon’s opposition that upon this my most harty and unfeigned acknowledgement of my said miscarriages and unwarrantable practices, he will please to grant me his gracious pardon…

Upon being released, he and his militia began the rebellion against the crown. He showed very little regard for the rule of law in the colony he served, and much less respect for the rules and decorum of the House of Burgesses, the governing body upon which he presided.

In support of the poor colonists, Bacon had used the threat of the Natives on the western frontiers as an excuse to mobilize the poor colonists behind him. Zinn’s book tells us that by fabricating the shared threat of Native American attacks, Bacon was able to motivate the colonists to protect themselves. He also mentions that he was able to unify black and white colonists against a common enemy.

The rebellion had ultimately failed, resulting in many of the men who joined Bacon’s militias to be tried for treason and executed. According to a book from the office of the general account of labels, deeds, and wills from 1670 to 1677, Sir William Berkeley, the governor of the colony had several of the conspirators in the rebellion “condemned to be hanged.” Seeing these capitol punishments levied upon the people of the colony no doubt had placed a fear of reprisal from the colonial government, bringing the rebellion to a swift and tragic end.

In summary, Bacon’s Rebellion was less a conflict of rich and poor, but rather a concerted effort by one man, Nathaniel Bacon to protect his own self interests. In doing so, he incited a failed rebellion, which resulted in the executions of countless poor colonists. Bacon cared little for the regards of his colonial governor, and instead chose to rebel against his government. He flouted the authority of the government, and took matters into his own hands.

Building 21 readers, my travels to 1676 have been enlightening. I have come back with some information on the conflict that we now call Bacon’s Rebellion. Having had an opportunity to investigate the conflict with some effort, I have come to report on my findings.

Bacon’s Rebellion has been billed historically as a conflict between wealthy and poor colonists. An examination of the events of the period shows us that wealthy colonists had actually been involved in the uprising. Nathaniel Bacon, for example was a wealthy colonist who had initiated the rebellion. He used his charisma to rally the poor farmers of western Virginia behind him. We recall from Zinn’s A Young People’s History of the United States that Bacon had organized a militia, or citizen soldiers, to help protect the western frontier from Native American attacks. This resulted in the governor, Sir William Berkley to have Bacon arrested as a rebel. Bacon had earned his freedom by writing a letter of apology:

“I Nath(aniel) Bacon, jr. of Henrico county, in Virginia, doe hereby most readily, freely and most humbly acknowledge that I am and have been guilty of diverse late unlawfull, mutinous and rebellious practices… …And I doe further acknowledge that the said honourable governour hath been very favourable to me, by his several reiterated gracious offers of pardon, thereby to reclaime me from the persecution of those my unjust proceedings… …I doe hereby, upon my knees, most humbly beg of Almighty God and of his majesties said governour, Bacon’s opposition that upon this my most harty and unfeigned acknowledgement of my said miscarriages and unwarrantable practices, he will please to grant me his gracious pardon…

Upon being released, he and his militia began the rebellion against the crown. He showed very little regard for the rule of law in the colony he served, and much less respect for the rules and decorum of the House of Burgesses, the governing body upon which he presided.

In support of the poor colonists, Bacon had used the threat of the Natives on the western frontiers as an excuse to mobilize the poor colonists behind him. Zinn’s book tells us that by fabricating the shared threat of Native American attacks, Bacon was able to motivate the colonists to protect themselves. He also mentions that he was able to unify black and white colonists against a common enemy.

The rebellion had ultimately failed, resulting in many of the men who joined Bacon’s militias to be tried for treason and executed. According to a book from the office of the general account of labels, deeds, and wills from 1670 to 1677, Sir William Berkeley, the governor of the colony had several of the conspirators in the rebellion “condemned to be hanged.” Seeing these capitol punishments levied upon the people of the colony no doubt had placed a fear of reprisal from the colonial government, bringing the rebellion to a swift and tragic end.

In summary, Bacon’s Rebellion was less a conflict of rich and poor, but rather a concerted effort by one man, Nathaniel Bacon to protect his own self interests. In doing so, he incited a failed rebellion, which resulted in the executions of countless poor colonists. Bacon cared little for the regards of his colonial governor, and instead chose to rebel against his government. He flouted the authority of the government, and took matters into his own hands.

Building 21 readers, my travels to 1676 have been enlightening. I have come back with some information on the conflict that we now call Bacon’s Rebellion. Having had an opportunity to investigate the conflict with some effort, I have come to report on my findings.

Bacon’s Rebellion has been billed historically as a conflict between wealthy and poor colonists. An examination of the events of the period shows us that wealthy colonists had actually been involved in the uprising. Nathaniel Bacon, for example was a wealthy colonist who had initiated the rebellion. He used his charisma to rally the poor farmers of western Virginia behind him. We recall from Zinn’s A Young People’s History of the United States that Bacon had organized a militia, or citizen soldiers, to help protect the western frontier from Native American attacks. This resulted in the governor, Sir William Berkley to have Bacon arrested as a rebel. Bacon had earned his freedom by writing a letter of apology:

“I Nath(aniel) Bacon, jr. of Henrico county, in Virginia, doe hereby most readily, freely and most humbly acknowledge that I am and have been guilty of diverse late unlawfull, mutinous and rebellious practices… …And I doe further acknowledge that the said honourable governour hath been very favourable to me, by his several reiterated gracious offers of pardon, thereby to reclaime me from the persecution of those my unjust proceedings… …I doe hereby, upon my knees, most humbly beg of Almighty God and of his majesties said governour, Bacon’s opposition that upon this my most harty and unfeigned acknowledgement of my said miscarriages and unwarrantable practices, he will please to grant me his gracious pardon…

Upon being released, he and his militia began the rebellion against the crown. He showed very little regard for the rule of law in the colony he served, and much less respect for the rules and decorum of the House of Burgesses, the governing body upon which he presided.

In support of the poor colonists, Bacon had used the threat of the Natives on the western frontiers as an excuse to mobilize the poor colonists behind him. Zinn’s book tells us that by fabricating the shared threat of Native American attacks, Bacon was able to motivate the colonists to protect themselves. He also mentions that he was able to unify black and white colonists against a common enemy.

The rebellion had ultimately failed, resulting in many of the men who joined Bacon’s militias to be tried for treason and executed. According to a book from the office of the general account of labels, deeds, and wills from 1670 to 1677, Sir William Berkeley, the governor of the colony had several of the conspirators in the rebellion “condemned to be hanged.” Seeing these capitol punishments levied upon the people of the colony no doubt had placed a fear of reprisal from the colonial government, bringing the rebellion to a swift and tragic end.

In summary, Bacon’s Rebellion was less a conflict of rich and poor, but rather a concerted effort by one man, Nathaniel Bacon to protect his own self interests. In doing so, he incited a failed rebellion, which resulted in the executions of countless poor colonists. Bacon cared little for the regards of his colonial governor, and instead chose to rebel against his government. He flouted the authority of the government, and took matters into his own hands.

Building 21 readers, my travels to 1676 have been enlightening. I have come back with some information on the conflict that we now call Bacon’s Rebellion. Having had an opportunity to investigate the conflict with some effort, I have come to report on my findings.

Bacon’s Rebellion has been billed historically as a conflict between wealthy and poor colonists. An examination of the events of the period shows us that wealthy colonists had actually been involved in the uprising. Nathaniel Bacon, for example was a wealthy colonist who had initiated the rebellion. He used his charisma to rally the poor farmers of western Virginia behind him. We recall from Zinn’s A Young People’s History of the United States that Bacon had organized a militia, or citizen soldiers, to help protect the western frontier from Native American attacks. This resulted in the governor, Sir William Berkley to have Bacon arrested as a rebel. Bacon had earned his freedom by writing a letter of apology:

“I Nath(aniel) Bacon, jr. of Henrico county, in Virginia, doe hereby most readily, freely and most humbly acknowledge that I am and have been guilty of diverse late unlawfull, mutinous and rebellious practices… …And I doe further acknowledge that the said honourable governour hath been very favourable to me, by his several reiterated gracious offers of pardon, thereby to reclaime me from the persecution of those my unjust proceedings… …I doe hereby, upon my knees, most humbly beg of Almighty God and of his majesties said governour, Bacon’s opposition that upon this my most harty and unfeigned acknowledgement of my said miscarriages and unwarrantable practices, he will please to grant me his gracious pardon…

Upon being released, he and his militia began the rebellion against the crown. He showed very little regard for the rule of law in the colony he served, and much less respect for the rules and decorum of the House of Burgesses, the governing body upon which he presided.

In support of the poor colonists, Bacon had used the threat of the Natives on the western frontiers as an excuse to mobilize the poor colonists behind him. Zinn’s book tells us that by fabricating the shared threat of Native American attacks, Bacon was able to motivate the colonists to protect themselves. He also mentions that he was able to unify black and white colonists against a common enemy.

The rebellion had ultimately failed, resulting in many of the men who joined Bacon’s militias to be tried for treason and executed. According to a book from the office of the general account of labels, deeds, and wills from 1670 to 1677, Sir William Berkeley, the governor of the colony had several of the conspirators in the rebellion “condemned to be hanged.” Seeing these capitol punishments levied upon the people of the colony no doubt had placed a fear of reprisal from the colonial government, bringing the rebellion to a swift and tragic end.

In summary, Bacon’s Rebellion was less a conflict of rich and poor, but rather a concerted effort by one man, Nathaniel Bacon to protect his own self interests. In doing so, he incited a failed rebellion, which resulted in the executions of countless poor colonists. Bacon cared little for the regards of his colonial governor, and instead chose to rebel against his government. He flouted the authority of the government, and took matters into his own hands.

This post is to direct you to the second textbook we will be using with this course. You are encouraged to read through the introduction of the text to give you an idea of what the book is about, and whose perspective(s) will be covered.

Bronski, Michael; A Queer History of the United States for Young People, Beacon Press, Boston, 2019

This post is to direct you to the second textbook we will be using with this course. You are encouraged to read through the introduction of the text to give you an idea of what the book is about, and whose perspective(s) will be covered.

Bronski, Michael; A Queer History of the United States for Young People, Beacon Press, Boston, 2019

This post is to direct you to the second textbook we will be using with this course. You are encouraged to read through the introduction of the text to give you an idea of what the book is about, and whose perspective(s) will be covered.

Bronski, Michael; A Queer History of the United States for Young People, Beacon Press, Boston, 2019

This post is to direct you to the second textbook we will be using with this course. You are encouraged to read through the introduction of the text to give you an idea of what the book is about, and whose perspective(s) will be covered.

Bronski, Michael; A Queer History of the United States for Young People, Beacon Press, Boston, 2019

This post is to direct you to the second textbook we will be using with this course. You are encouraged to read through the introduction of the text to give you an idea of what the book is about, and whose perspective(s) will be covered.

Bronski, Michael; A Queer History of the United States for Young People, Beacon Press, Boston, 2019

Use the link below to access a brief Google Form where you can tell me what kinds of things we teachers can do to help ensure your participation in classes? What can we do to make you more comfortable in class?

Google Form

Click on the following link to access our first textbook - A Young People’s History of the United States, by Howard Zinn. Please save a copy of this to your device or to your Google Drive. Comment “Done” when you are finished.

Zinn, Howard, A Young People’s History of the United States: Columbus to the War on Terror, Harper and Row, New York, 1990, Print

Good afternoon, students!

I just wanted to take a few minutes to go over some housekeeping issues as we get ready to move into next week:

The first expectation that I want to set is that we are going to be cutting down our start-up delay to 5 minutes. If you are late beyond that delay, you will need to wait patiently for me to let you in. Once you are let in to class, you will need to wait until there is a moment where I am free to update you on the task we are doing at that time.

Second - Class participation. I’ve been seeing a number of kids who are checking out as soon as they are logged in. This is starting to reflect in task submission. Given that we are starting rated work next week, this practice will not be sustainable. You will now be required to periodically show active engagement. I will be implementing regular check-ins to verify that you are still at your computer. If you are not responding, you will be marked absent for the class.

Third - I cannot stress enough the importance of doing all assignments. While the Launch Activity was not rated, it was built to help me gauge where you are on the competencies that we will be rating in this project. Going forward, I will not be making accommodations on work after the date it was due.

To confirm that you have read and understand these expectations, please comment below.

Good afternoon, students!

I just wanted to take a few minutes to go over some housekeeping issues as we get ready to move into next week:

The first expectation that I want to set is that we are going to be cutting down our start-up delay to 5 minutes. If you are late beyond that delay, you will need to wait patiently for me to let you in. Once you are let in to class, you will need to wait until there is a moment where I am free to update you on the task we are doing at that time.

Second - Class participation. I’ve been seeing a number of kids who are checking out as soon as they are logged in. This is starting to reflect in task submission. Given that we are starting rated work next week, this practice will not be sustainable. You will now be required to periodically show active engagement. I will be implementing regular check-ins to verify that you are still at your computer. If you are not responding, you will be marked absent for the class.

Third - I cannot stress enough the importance of doing all assignments. While the Launch Activity was not rated, it was built to help me gauge where you are on the competencies that we will be rating in this project. Going forward, I will not be making accommodations on work after the date it was due.

To confirm that you have read and understand these expectations, please comment below.

Good afternoon, students!

I just wanted to take a few minutes to go over some housekeeping issues as we get ready to move into next week:

The first expectation that I want to set is that we are going to be cutting down our start-up delay to 5 minutes. If you are late beyond that delay, you will need to wait patiently for me to let you in. Once you are let in to class, you will need to wait until there is a moment where I am free to update you on the task we are doing at that time.

Second - Class participation. I’ve been seeing a number of kids who are checking out as soon as they are logged in. This is starting to reflect in task submission. Given that we are starting rated work next week, this practice will not be sustainable. You will now be required to periodically show active engagement. I will be implementing regular check-ins to verify that you are still at your computer. If you are not responding, you will be marked absent for the class.

Third - I cannot stress enough the importance of doing all assignments. While the Launch Activity was not rated, it was built to help me gauge where you are on the competencies that we will be rating in this project. Going forward, I will not be making accommodations on work after the date it was due.

To confirm that you have read and understand these expectations, please comment below.

Good afternoon, students!

I just wanted to take a few minutes to go over some housekeeping issues as we get ready to move into next week:

The first expectation that I want to set is that we are going to be cutting down our start-up delay to 5 minutes. If you are late beyond that delay, you will need to wait patiently for me to let you in. Once you are let in to class, you will need to wait until there is a moment where I am free to update you on the task we are doing at that time.

Second - Class participation. I’ve been seeing a number of kids who are checking out as soon as they are logged in. This is starting to reflect in task submission. Given that we are starting rated work next week, this practice will not be sustainable. You will now be required to periodically show active engagement. I will be implementing regular check-ins to verify that you are still at your computer. If you are not responding, you will be marked absent for the class.

Third - I cannot stress enough the importance of doing all assignments. While the Launch Activity was not rated, it was built to help me gauge where you are on the competencies that we will be rating in this project. Going forward, I will not be making accommodations on work after the date it was due.

To confirm that you have read and understand these expectations, please comment below.

Good afternoon, students!

I just wanted to take a few minutes to go over some housekeeping issues as we get ready to move into next week:

The first expectation that I want to set is that we are going to be cutting down our start-up delay to 5 minutes. If you are late beyond that delay, you will need to wait patiently for me to let you in. Once you are let in to class, you will need to wait until there is a moment where I am free to update you on the task we are doing at that time.

Second - Class participation. I’ve been seeing a number of kids who are checking out as soon as they are logged in. This is starting to reflect in task submission. Given that we are starting rated work next week, this practice will not be sustainable. You will now be required to periodically show active engagement. I will be implementing regular check-ins to verify that you are still at your computer. If you are not responding, you will be marked absent for the class.

Third - I cannot stress enough the importance of doing all assignments. While the Launch Activity was not rated, it was built to help me gauge where you are on the competencies that we will be rating in this project. Going forward, I will not be making accommodations on work after the date it was due.

To confirm that you have read and understand these expectations, please comment below.

Click on the following link to access our first textbook - A Young People’s History of the United States, by Howard Zinn. Please save a copy of this to your device or to your Google Drive. Comment “Done” when you are finished.

Zinn, Howard, A Young People’s History of the United States: Columbus to the War on Terror, Harper and Row, New York, 1990, Print

Click on the following link to access our first textbook - A Young People’s History of the United States, by Howard Zinn. Please save a copy of this to your device or to your Google Drive. Comment “Done” when you are finished.

Zinn, Howard, A Young People’s History of the United States: Columbus to the War on Terror, Harper and Row, New York, 1990, Print

To start class today, we are playing Two Truths and a Lie. Click the link below to complete the Google Form. Once we have everyone’s responses, I will read them out loud. You are challenged to find the person who said these things, and tell us which thing they said was the lie!

Two Truths and a Lie

Click on the following link to access our first textbook - A Young People’s History of the United States, by Howard Zinn. Please save a copy of this to your device or to your Google Drive. Comment “Done” when you are finished.

Zinn, Howard, A Young People’s History of the United States: Columbus to the War on Terror, Harper and Row, New York, 1990, Print

We are playing Two Truths and a Lie today. Click the link below and fill out the google form. Submit your answers to the Google Form and Mr. Raup will read them. Your task will be to identify who the person is based on their responses, as well as which response was the lie.

Two truths and a lie

We are playing Two Truths and a Lie today. Click the link below and fill out the google form. Submit your answers to the Google Form and Mr. Raup will read them. Your task will be to identify who the person is based on their responses, as well as which response was the lie.

Two truths and a lie

Click on the following link to access our first textbook - A Young People’s History of the United States, by Howard Zinn. Please save a copy of this to your device or to your Google Drive. Comment “Done” when you are finished.

Zinn, Howard, A Young People’s History of the United States: Columbus to the War on Terror, Harper and Row, New York, 1990, Print

Hello, Students!

I hope you had an awesome weekend. Please take a few minutes when you get the chance to fill out this Google Form. I want to know more about who my students are and what they enjoy.

Tell me about you!

Hello, Students!

I hope you had an awesome weekend. Please take a few minutes when you get the chance to fill out this Google Form. I want to know more about who my students are and what they enjoy.

Tell me about you!

Hello, Students!

I hope you had an awesome weekend. Please take a few minutes when you get the chance to fill out this Google Form. I want to know more about who my students are and what they enjoy.

Tell me about you!

Hello, Students!

I hope you had an awesome weekend. Please take a few minutes when you get the chance to fill out this Google Form. I want to know more about who my students are and what they enjoy.

Tell me about you!

Hello, Students!

I hope you had an awesome weekend. Please take a few minutes when you get the chance to fill out this Google Form. I want to know more about who my students are and what they enjoy.

Tell me about you!

Students,

After speaking with the administrators, I got clarification on Portfolio completion and contributions to the portfolios of the following year.

Your portfolio completion is still 100%. However, there is a small change to my Syllabus regarding a flipped portfolio. In order for assignments to contribute to the next year’s portfolio, you must meet the evidence requirements at the minimum passing level of mastery in order to flip your portfolio.

For example: John Doe is a Year 3 Social Studies student. He completes his portfolio, with 9’s, 10’s, and a couple of 11’s in his competency dashboard. His portfolio would flip to a Year 4, and any work he completes this year will go toward the Year 4 Portfolio.

Another Example: Jack Doe is a Year 3 Social Studies student. He completes his portfolio, but has some 8’s and 6’s. In order for his portfolio to flip, he will need to achieve the minimum level of 9 in order to complete that portfolio and have their work go toward the Year 4 Portfolio.

Final Clarification: The minimum passing requirement for Year 3 is 9. Your syllabus has been updated to reflect this information.

Students,

After speaking with the administrators, I got clarification on Portfolio completion and contributions to the portfolios of the following year.

Your portfolio completion is still 100%. However, there is a small change to my Syllabus regarding a flipped portfolio. In order for assignments to contribute to the next year’s portfolio, you must meet the evidence requirements at the minimum passing level of mastery in order to flip your portfolio.

For example: John Doe is a Year 3 Social Studies student. He completes his portfolio, with 9’s, 10’s, and a couple of 11’s in his competency dashboard. His portfolio would flip to a Year 4, and any work he completes this year will go toward the Year 4 Portfolio.

Another Example: Jack Doe is a Year 3 Social Studies student. He completes his portfolio, but has some 8’s and 6’s. In order for his portfolio to flip, he will need to achieve the minimum level of 9 in order to complete that portfolio and have their work go toward the Year 4 Portfolio.

Final Clarification: The minimum passing requirement for Year 3 is 9. Your syllabus has been updated to reflect this information.

Students,

After speaking with the administrators, I got clarification on Portfolio completion and contributions to the portfolios of the following year.

Your portfolio completion is still 100%. However, there is a small change to my Syllabus regarding a flipped portfolio. In order for assignments to contribute to the next year’s portfolio, you must meet the evidence requirements at the minimum passing level of mastery in order to flip your portfolio.

For example: John Doe is a Year 3 Social Studies student. He completes his portfolio, with 9’s, 10’s, and a couple of 11’s in his competency dashboard. His portfolio would flip to a Year 4, and any work he completes this year will go toward the Year 4 Portfolio.

Another Example: Jack Doe is a Year 3 Social Studies student. He completes his portfolio, but has some 8’s and 6’s. In order for his portfolio to flip, he will need to achieve the minimum level of 9 in order to complete that portfolio and have their work go toward the Year 4 Portfolio.

Final Clarification: The minimum passing requirement for Year 3 is 9. Your syllabus has been updated to reflect this information.

Students,

After speaking with the administrators, I got clarification on Portfolio completion and contributions to the portfolios of the following year.

Your portfolio completion is still 100%. However, there is a small change to my Syllabus regarding a flipped portfolio. In order for assignments to contribute to the next year’s portfolio, you must meet the evidence requirements at the minimum passing level of mastery in order to flip your portfolio.

For example: John Doe is a Year 3 Social Studies student. He completes his portfolio, with 9’s, 10’s, and a couple of 11’s in his competency dashboard. His portfolio would flip to a Year 4, and any work he completes this year will go toward the Year 4 Portfolio.

Another Example: Jack Doe is a Year 3 Social Studies student. He completes his portfolio, but has some 8’s and 6’s. In order for his portfolio to flip, he will need to achieve the minimum level of 9 in order to complete that portfolio and have their work go toward the Year 4 Portfolio.

Final Clarification: The minimum passing requirement for Year 3 is 9. Your syllabus has been updated to reflect this information.

Students,

After speaking with the administrators, I got clarification on Portfolio completion and contributions to the portfolios of the following year.

Your portfolio completion is still 100%. However, there is a small change to my Syllabus regarding a flipped portfolio. In order for assignments to contribute to the next year’s portfolio, you must meet the evidence requirements at the minimum passing level of mastery in order to flip your portfolio.

For example: John Doe is a Year 3 Social Studies student. He completes his portfolio, with 9’s, 10’s, and a couple of 11’s in his competency dashboard. His portfolio would flip to a Year 4, and any work he completes this year will go toward the Year 4 Portfolio.

Another Example: Jack Doe is a Year 3 Social Studies student. He completes his portfolio, but has some 8’s and 6’s. In order for his portfolio to flip, he will need to achieve the minimum level of 9 in order to complete that portfolio and have their work go toward the Year 4 Portfolio.

Final Clarification: The minimum passing requirement for Year 2 is 8. Your syllabus has been updated to reflect this information.

Here is the course syllabus for Social Studies 3. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Here is the course syllabus for Social Studies 3. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Here is the course syllabus for Social Studies 3. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Here is the course syllabus for Social Studies 3. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Here is the course syllabus for Social Studies 3. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Here is the course syllabus for Social Studies 2. Please refer to it for information about the course, what our classroom expectations are, and importantly, my contact information to ensure you know how to reach me.

Syllabus

Edit: The Syllabus has been updated to include relevant Year 2 information, including grades, required texts, etc. Please be sure to check it. A copy of the required text will be posted at the end of the class day tomorrow.

Copy the link below and fill out the google form.

Materials Check Form

Click the link below and fill out the Google Form

Student Information Form

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here

I will be posting our syllabus in the near future, so stay tuned for that.

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here

I will be posting our syllabus in the near future, so stay tuned for that.

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here.

I will be posting our syllabus in the near future, so stay tuned for that.

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here

I will be posting our syllabus in the near future, so stay tuned for that.

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here

I will be posting our syllabus in the near future, so stay tuned for that.

Hello, and welcome back!

I am so excited to start this new school year with you. True, it is no fun that we are starting the year from home, but I believe that we will make the most of this situation and come out of it stronger! We will be meeting two times per week, with opportunities to meet during my Office Hours on Wednesdays.

Our Class Zoom link is here.

I will be posting our syllabus in the near future, so stay tuned for that.

I am super excited to welcome you all back as 2nd year students at Building 21. Our first year together was cut short by COVID, so I look forward to making up for the lost time. I know that things are really new, uncertain, and for some, a little intimidating. Rest assured that I am charting these waters with you. If we stick together, we will emerge from this pandemic stronger. I am hopeful that we will get to meet again when things are back under control.

Advisory Zoom Link

We meet three times per week: 10th period (2:33 - 3:45) on Tuesdays and Fridays, and 6th period (12:55 - 1:35) on Wednesdays.