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áAttention!á áClick Hereáfor theá2016-2017 Bell Schedule.
AP US Hist: 1
Instructor: Vanessa Aranda   
Welcome to AP US History
Photo by Seth Hendrickson
Assessment Dates
Foreign Policy & Progressives IDs - Wed., Feb. 15
WWI & 1920s IDs - Wed., Feb. 22
New Deal & WWII IDs- Wed., March 1
Historical Period 7 (1890-1945) Assessment (MC & DBQ) - Wed., March 8
Immigration DBQ: Part II

Part II: Individual DBQ Outline

You and your partner must do Part II on your own. Always write in complete sentences.

A. CONTEXTUALIZATION: Write a contextualization introduction of at least 3 detailed sentences.

B. THESIS: Write a complex thesis. Your thesis must demonstrate a different perspective than your partner.

C. DOC ANALYSIS (HIIPP): For each of your 7 docs, complete at least one of the following for HIPP

Historical Context

Intended Audience

Point of View


D: DOC ANALYSIS-CONNECTING TO THESIS: For each of your 7 docs, explain how that document supports your thesis.

E: OUTSIDE EVIDENCE: Explain one additional piece of historical evidence, not already seen in document analysis) that supports your thesis. (At least three sentences)

F: SOCRATIC SEMINAR QUESTIONS: INSTEAD OF SYNTHESIS: Write 3 high-level questions for a socratic seminar discussion on United States immigration.

Due date: Monday, Feb. 6
What will be turned in?
One stapled packet per set of partners
On top: Printed DBQ
Stapled underneath: 2 separate DBQ Outlines (may be typed or written neatly in pen)

Immigration DBQ: Part I
Task: Create (compose) a DBQ on the topic of immigration in the United States.

Write a prompt based on a historical thinking skill.
Documents must be excerpts (a few to several sentences) from primary sources.
Must have 7 documents.
Each document must include title, year, and author if possible.
Each document must be labeled with letters or numbers.
Must include historical documents from previous centuries (cannot all be current documents).

You may use sources other than the ones listed below.

Our Documents (100 primary sources from history)

Department of Homeland Security Website: US Citizenship & Immigration Services

Alien & Sedition Acts 1798

Chinese Exclusion Act 1882 Transcript

Gentleman's Agreement 1907

Immigration Act 1924

Immigration Act 1965

White House Website: Executive Orders

Study for Friday's LEQ
For Friday's HP 6 LEQ, study:
- Rise of industrialism & big business post-Civil War
- Organized movements (labor, agrarian, political) in late 1800s
- Responses to discrimination by different groups in late 1800s
Schedule for HP 6 1865-1898
Mon 1/9 - Discuss final exams, Distribute HP 6 terms, film project instructions + group time, Men Who Built America
Tues 1/10 - Lecture, Men Who Built America
Wed 1/11 - Writing, Men Who Built America
Fri 1/12 - Chapter 17 PERSIA & Questions assignment, film group time

Mon 1/16 Martin Luther King Jr. Holiday - No School
Tues 1/17 - Film Project Previews Due (1 per group: member names, 5 topics, vid or poster, paragraph summary of idea), Lecture
Wed 1/18 - Writing, film group time
Fri 1/20 - Discussion

Mon 1/23 - Concept write-up due
Tues 1/24 - Lecture
Wed 1/25 - Readings, discussion, writing practice
Fri 1/27 - HP 6 Assessment - Stimulus MC & Writing, HP 6 Binders & Key Terms due

Mon 1/30 - Completed Film Projects due
Historical Period 5 (1844-1877)
Mon. 11/28: Welcome back! Manifest Destiny & Mexican-American War
Tues. 11/29: Manifest Destiny & Westward Migration
Wed. 11/30: Territorial Expansion & Solving the Slavery Problem
Fri. 12/2: Comparing & Contrasting North & South, Election of 1860

Mon. 12/5: Civil War
Tues. 12/6: Civil War
Wed/ 12/7: Lincoln's Funeral
Fri. 12/9: Reconstruction

Mon. 12/12: Reconstruction
Tues 12/13: Minimum Day, Per. 1 & 4 Final Exams AP US History Final Exam (55 Stimulus MC, 4 SAQs), Period 5 Notebooks & IDs Due
Wed. 12/14: Minimum Day, Per. 2 & 5 Final Exams
Thur. 12/15: Minimum Day, Per. 3 & 6 Final Exams
Fri. 12/16: No school for students. Enjoy your break!

School resumes on Monday, Jan. 9, 2017

Historical Period 4 (1800-1848) Daily Class Agenda
Mon. 10/24 - Intro to HP 4; Hamilton's Democracy
Tues.10/25 - Washington/Adams Review Lecture​​; Hamilton's Democracy
Wed. 10/26 - 1796 Election Reading; Washington/Adams Review Lecture​; Sign up Unit 4 presentations; Hamilton's Demoracy; Primary Source analysis handout
Fri. 10/28 - Attack ads video, elections of 1796, 1800; Jefferson lecture

Mon. 10/31 - Madison lecture
Tues. 11/1 - Student presentations; Monroe Lecture
Wed. 11/2 - Student presentations; John Quincy Adams; DBQ Writing Workshop
Fri. 11/4 - Student presentations; Jackson Lecture

Mon. 11/7 - Student presentations; Van Buren Lecture
Tues. 11/8 - ELECTION DAY! Student presentations; class activity
Wed. 11/9 - Student presentations; Presidents of the 1840s (jigsaw readings); DBQ Writing Workshop
Fri. 11/11 - Student presentations; Manifest Destiny & Mexican War Lecture​

Mon. 11/14 - Student presentations; Intro to Reform Movements
Tues. 11/15 - Student presentations; Revolutions (Transporation, Market, Industrial. slave revolts)
Wed. 11/16 - Student presentations; Meeting of the Minds; Review Period 4 Elections & Presidencies; Go over DBQ writing and sample essays and outlines
Fri. Nov. 11/18 - HP 4 Exam: DBQ and notebooks due
Historical Period 3 (1754-1800) Daily Class Agenda
Mon. 9/19: French & Indian War
Tues. 9/20: Distribute Period 3 Key Terms; Events Leading Up to Revolutionary War lecture
Wed. 9/21: Student presentations; Finish lecture; Analyzing Sources
Fri. 9/23: No School (Staff Day) Enjoy your 3-day weekend!

Mon. 9/26: Student presentations: Finish Pre-Revolution Lecture
Tues. 9/27: Student presentations; Media Center
Wed. 9/28: Student presentations; Colonial Matchmaking
Fri. 9/30: Student presentations; Securing Independence Lecture
Mon. 10/3: ​Student presentations; Securing Independence Lecture; Time to work on stress-o-meter
Tues. 10/4: Student presentations; Enlightenment Influences on Democratic Thought lecture
Wed. 10/5: Student presentations; Finish lecture; Writing Workshop
Fri. 10/7: Student presentations; From Articles of Confederation to Bill of Rights lecture

Mon. 10/10: Student presentations; Finish lecture; video clips
Tues. 10/11: Student presentations; George Washington presidency lecture
Wed. 10/12: Finish George Washington lecture; Begin John Adams presidency lecture; Writing workshop
Fri. 10/14: Finish lecture; Review Activities
HP 3 Exam and Binder Check will be Monday and Tuesday, Oct. 17-18: MC and LEQ
Wed. 10/19 - PSAT (most students); documentary for students not taking PSAT
​Fri. 10/21 - Minimum Day; Review stim multiple choice

Extra Credit Option: APUSH Review Youtube Sites
Extra Credit Option: Take a minimum of 1 page of notes on APUSH videos of your choice. Please label which Youtube Site and Video(s) you watched. Due with period 2 binder.
Crash Course US History:
* #2 When is Thanksgiving? Colonizing America:

* #3 The Natives and the English:
* #4 The Quakers, the Dutch, and the Ladies:

Tom Richey:

* Religious Freedom in Colonial New England:
* Roger Williams: America's First Baptist:
* Anne Hutchinson: Religious Dissenter
* The Virginia Colon
* The Virginia Colony: Part 2:

Jocz Productions:

* APUSH Periods 1 and 2 Reviewed! (Note: The second half of this video segment is more helpful for Period 2)
*1607-1775 English Colonial Society Reviewed!
*1620-1700 New England and Middle Colonies Reviewed!:
*APUSH 1588-1733 Southern Colonies Reviewed!:
Student Presentation Sample: By Emily Sibley
Student Presentation Sample: By Taylor Ellis
Instructions for Individual Presentation on Key Concept
​PowerPoint Instructions and sample for the individual presentation on a key concept is posted under the "APUSH Course Introduction" folder.
Schedule for Historical Period 2
Three 5-minute student presentations daily, from 9/2 thru 9/13
See weekly rea
ding homework under "Homework" -->

Mon. 8/29:
French, Spanish, Dutch Colonization jigsaw & clock activity, Explain student presentations & Film Project, unit timeline, student presentation sign up
Tues. 8/30: Reading homework, Finish French, Dutch, Spanish colonization jigsaw, Film Project Instructions & group sign up
Wed. 8/31: Time to work on film Project, Team Learning in Catbox: LEQ Rubric & Writing
Fri. 9/2: (Rally Schedule) Student presentations, time to work with film groups

Mon. 9/5: Labor Day - No School
Tues. 9/6: Student presentations; Lecture on First Colonies
Wed. 9/7: Film Project individual notes and group synopsis due, Finish lecture on First Colonies; Map activity; Discussion on readings
Thur. 9/8: MINIMUM DAY, OPEN HOUSE NIGHT Student presentations; Time to work on film project
Fri. 9/9: Student presentations; Video clips; From Servitude to Slavery lecture

Mon. 9/12: Student presentations; Overt Resistance jigsaw clock activity
Tues. 9/13: Begin Chapter 4 Source Analysis Handout
Wed. 9/14: Film Projects DUE, Binders due, Film Project Presentations, HP 2 Exam (30 Stimulus Multiple Choice & LEQ)
Fri. 9/16: Intro to Historical Period 3
FORUM Guidelines (for online discussions)
FREE SPEECH has limits, especially at school. This is an academic forum and the language used is to reflect that. Offensive, inappropriate, or insulting language is unacceptable.
OPINIONS are encouraged. Use facts, readings, examples, and quotes to support claims.
RESPECT what others write and their right to disagree with you.​ Yes, we can "all just get along," even, and especially, when we disagree.
UPVOTE responses that you "like." Please add a comment explaining the justification for the upvote.
MAINTAIN a responsible online presence. Prepare insightful and well-written responses. Social media has made us comfortable with typing or texting responses that are the first thing that come to mind, silly, or filled with slang. Carefully consider what you write, how you write it, and the impact.​​
Computer Lab Instructions:

1) Click "join this fusion page" at the top, right hand corner of this webpage.
2) Read a summary of the Valladolid Debate at the following link

Overview of the Valladolid Debate source: Native American Netroots

3) Use the following online readings and excerpts to explore the arguments of both Juan Gines de Sepulveda and Bartolome de las Casas. Use these readings to complete the Valladolid Debate Graphic Organizer

Excerpts from both de Sepulveda and de las Casas

IN DEFENSE OF THE INDIANS by Bartolome de las Casas


4) On the back of the paper, who do you feel gave the most convincing argument to Spanish officials in the mid 16th century (1500s). Why? Provide at least 3 reasons for your own response. Minimum of 4 sentences.

If you finish early, finish other class assignments needed for the binder check tomorrow or participate in FORUM (online discussion on this page).
EXTRA CREDIT OPTION: Participate in FORUM discussion on Valladolid debate.
Schedule: Week of 8/22
Mon. 8/22: Library Lab - Valladolid Debate, perspectives on Columbus handout, online discussion, study prep resources. Extra Credit assignment for Period 1 posted.
Tues. 8/23: Finish Library Lab - Valladolid Debate, perspectives on Columbus handout, online discussion, study prep resources. Extra Credit assignment for Period 1 posted.
Block 8/24: Historical Period 1 Assessment - 19 stimulus multiple choice & 1 SAQ, binder check Begin Historical Period 2 (1607-1754); Distribute Period 2 key terms homework, Team Learning in Wildcat Cafe
Friday 8/26: Return Period 1 Exam, key terms due, 13 colonies
SAQ Team Building
Great job to all teams for working together to create high level short answer questions aligned with the concept outline and historical thinking skills.
Team Alyssa Wilson, Matt Kristofferson, and Hannah Washburn!
Team Kayley Dykstra, Melissa Nicola, and Ivy Tran!

Team Jacob Urbano, Jesus Mora, and Josh Coberly!
Team Aisha Elfaqir, Sam Smith, and Davis Dusick!
Class Notebook Structure
3-ring binder with dividers for each unit (historical time period) recommended

Table of contents (provided on cardstock)

For each historical period
1. Cover page with quote or visual for each historical theme (will go over on Tuesday)
(Themes: American and National Identity ▶ Politics and Power ▶ Work, Exchange, and Technology ▶ Culture and Society ▶ Migration and Settlement ▶ Geography and the Environment ▶ America in the World)
2. Concept Outline (packet, you are to add Cornell Questions)
3. Key Terms (distributed in class Monday)
4. Notes, classwork, handouts, etc. in order that they are assigned
5. Any assessments that are returned (i.e. SAQs, LEQs, DBQs)

Also keep a divider for "multiple units" which are assignments/handouts/assessments that cover more than 1 historical time period (such as your summer reading synopsis)
Schedule Week of 8/15
Homework: Key Terms (due Friday, 8/19)
Concept Outline Cornell Questions (due Tuesday, 8/23)
Thematic Cover Page (visuals or quotes) (due Tuesday, 8/23)
Monday 8/15:

Class notebook structure + assignment log; Finish 6 Degrees Rotation & analysis; Lecture + video clips; Homework assigned (due Friday)
Tuesday 8/16: APUSH Themes; Finish lecture + video clips
Block Day 8/17: Finish Lecture, Doc analysis (APPARTS + Columbus primary/secondary sources); Aranda Team Learning in Wildcat Cafe
Friday 8/19: Mapping Historical Period 1 people and events
Historical Period 1 (pre-1491 - 1607) assessment: stimulus multiple choice + short answer questions will be on Tuesday, Aug. 23
Saturday 8/20: Summerfest at Citrus Valley 7 - 11 pm I'll be supervising :)
Schedule Week of 08/10
Wednesday 8/10: Intro, Syllabus, PollEverywhere Questions
Thursday 8/11: 6 Collect syllabus, 6 degrees of separation, Daniel Jocz video clip (period 1 overview)
Friday 8/12: Review 6 degrees, Group 6 Degrees Rotation
If you are interested in joining Ethic (news production) for 2016-17 school year, let me know!
Check out the website! Looking for artists, videographers, interviewers, photographers, social media, writers, and leaders!

No "Homework" exist(s)
 APUSH Course Introduction
1. Table of Contents (8/15, cardstock)
2. Overview of AP Exam (8/17, double-sided handout)
3. Thematic Objectives (not distributed yet)
 Period 1, 1492-1607:(Seeds) From Pre-Columbian to Colonial Societies
Boyer Chapters 1 & 2
1-1. Thematic Cover Page 8/16
1-2. Concept Outline 8/15
1-3. Key Terms 8/15 (24)
1-4. 6 Degrees of Separation Handout 8/11
1-5. Historical Period 1 Lecture Notes 8/16
1-6. Columbus Journal/Col. Exchange 8/22
1-7. Map Stimulus Multiple Choice
1-8. World Map 8/19
1-9. Vallodolid Debate Handout 8/22
1-10. (Optional) Any additional notes, materials, etc.
 Period 2, 1607-1754: (Roots) Causes and Effects of the American Revolution
Boyer Chapters 3, 4, 5, & 6
2-1 Thematic Cover Page
2-2 Concept Outline
2-3 Key Terms
2-4 Dutch, Spanish, French Colonization Jigsaw
2-5 13 Colonies Chart
2-6 First Colonies Notes
2-7 From Servitude to Slavery Notes
2-8 Overt Resistance Notes
2-9 Colonial Map (EC if complete)
2-10 Ch. 4 Sources handout (EC if complete)
2-11 OPTIONAL minimum 1 page reading and/or video notes
 Period 3, 1754-1800: (Newborn Nation) Establishing a Democratic Tradition
Boyer Chapters 6.5, 7, and 8
3-1. Thematic Cover Page (handout distributed 10/17 - due 10/21))
3-2. Key Concept Outline
3-3. Vocab/IDs
3-4. Events Leading Up to Revolution Notes
3-5. Colonial Matchmaking Notecard with info
3-6. Colonial Matchmaking Notecard with partner facts
3-7. Colonial Figure Social Media Profile
3-8. Colonial Matchmaking Compatibility Chart
3-9. Securing Independence Notes
3-10. Articles of Confederation & Enlightenment Influences Notes
3-11. Constitution & Bill of Rights Notes
3-12. Washington Presidency Notes
3-13. Washington & Adams Jigsaw Reading Notes
3-14. Period 3 LEQ prompts
3-15. Period 3 LEQ double-sided outline handout
3-16. Stress-o-meter handout
3-17. OPTIONAL (EC) Reading/Video Notes on 1754-1800
 Period 4, 1800-1848: (Growing Republic) Expansion and Democratization
Boyer Chapters 9, 10, 11
4-1. Thematic cover page
4-2. Concept Outline
4-2. Key Terms
4-3. Review Notes: Washington
4-4. "Inside America's First Dirty Presidential Campaign, 1796 Style" annotated reading
4-5. John Adams notes
4-6. "Interpretation: Development of the First Political Parties" handout
4-7. JQ Adams & Jackson Notes
 Period 5, 1844-1877: (Growing Tensions) Events Leading up to Civil War, Civil War, Reconstruction
Boyer Chapters 12, 13, 14, 15, 16
5-1. Thematic Cover Page
5-2. HP5 Concept Outline
5-3. HP5 Key Terms
5-4. Manifest Destiny Notes
5-5. Division Over Slavery Notes
5-6. Civil War Notes
5-7. Reconstruction Notes
5-8. Congressional Bill Proposal
5-9 Optional Video/Chapter Notes (EC)
 Period 6, 1865-1898: (Development) The West and Industry in the Late 19th Century
Boyer Chapters 17, 18, 19, 20
College Board APUSH Topics 14 & 15
6-1 Thematic Cover Page (optional)
6-2 Key Terms
6-3 Concept Outline
6-4 Men Who Built America Notes
6-5 Americanization & Social Darwinism v. Social Gospel
6-6 Industrialization & Labor Unions
6-7 Rise of Populists
6-8 Urban Political Machines
6-9 socratic questions
6-10 Chapter 17 handout
6-11 ec video or chapter notes (optional)
 Period 7, 1890-1945: (From Imperialism to Isolationism) Global Involvements, WWI, 1920s, Great Depression, New Deal
7-1 HP 7 Concept Outline
7-2 HP7 IDs
7-3 Imperialism Notes
7-4 Foreign Policy Notes
7-5 Progressive Era Notes
7-6 WWI notes
7-7 1920s Notes
7-8 KKK v. Mafia Video Notes
7-9 Events Leading to Great Depression Notes
7-10 Extra Credit Reading/Video Notes
 Period 7, 1890-1945: World War II, 1950s
Boyer Chapters 25, 26:2-3, 27:1-4
 Period 8, 1945-1980: The Cold War
Boyer Chapters 26.1, 26.4, 28.1, 28.5, 30.1
PowerPoints on individual Presidents and their policies
Web Pages
Blog Entry Perspectives on Columbus Posted: Sunday, August 21, 2016 at 4:02 PM Discuss
Blog Entry Valladolid Debate of 1550 Posted: Sunday, August 21, 2016 at 3:15 PM Discuss

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