Be prepared to answer a question from either video at the beginning of our next class. Feel free to use the captions function and the 1.25x speed.

Part I:

Part II:

• Students, CLICK HERE.

The in-class assessment:

Please read and annotate the first packet THEN read and annotate Captain Preston's testimony in the second packet below.

Please complete this worksheet using the slides below.

If you need to view the slides full-screen, check out the presentation below:

Due next class:

Please watch the video by clicking here if you missed class or need to review.

The essay should be printed and stapled and submitted in class. DUE MONDAY!

Why are we writing this essay? Consider the following hierarchy of thinking:

Please fill out the following chart, using the primary source documents and your notes from the two presentations:

Here is an example of a strong start:

Please complete side 1, only. Click here to add to the NEW TRIER Primer.

The original:

Due next class. Click here for an editable Google doc.

Click here or the image below to see your assigned slides in the "notes" section.

Using the 1624/25 Virginia muster database, can we determine if the Africans listed on the census document were either enslaved individuals OR indentured servants?

The study guide is here. It will make a copy and then you can fill it out and share it with us.

You can access the film here. Or below:

By the end of this unit you should be able to answer the following questions:

1. What were the important differences and similarities between the New England (MA, CT, RI) and Chesapeake Bay (VA, MD) colonies?
2. How did these two regions help shape American society today? 

Class notes 9.17.2021

If you missed the film, you can Watch it online: CLICK HERE.

Here is a link to the study guide as a Google Doc.

The Ultimate --> Proximate Factors project is linked here.

Please fill out this debriefing document. Use your interpretation of the "Letter to my Father" video to inform your responses.

Click on the image below to add to our shared document:

If you need another artifact research chart, download it below:

Various images and videos I found in his place. Click image below:

DEBRIEF: click here

Remember, you may choose one medium or the other:

1. Narrated Slideshow  OR
2. Music video: 
   Download What_Does_It_Mean_To_Be_An_American.mp4

Miss the film? Watch it by clicking here.

Study guide:

In order to help us answer the question, "Was it worth it?", please read and complete the following packet:

Now that the United States had experienced a taste of world power in the Spanish-American War, it would dare to engage more directly with the other great powers of Europe in what would be called initially, "The Great War" or World War I. 

Was it worth it?

Take detailed notes in class from the slides below. Can you "beat the teach"? 

Here is the setup for the activity in the packet (below):

This video provides a very strong historical interpretation which may help a few of you argue your point:

And finally, the debrief:

While watching the video, simply take notes based on the six roles (Aguinaldo, Beveridge, Twain, Mason, Roosevelt, and Page) outlined on the back of the assignment below. Not all the roles will be covered in the film. But you will want to think about why the United States became involved in the Spanish-American War and whether or not it was right to acquire the various remnants of the Spanish empire, including Cuba and the Philippines.

Watch the film here.