American History 23-24-Fox 2nd Period Assignments

Do not take this test outside of class time (exception, if you are absent from school). 
This is an open notes test (use your notebook)!!!

If you get done early then work on the TCAP Study Guide. Remember, this will count as a TEST GRADE for this class and it will be helpful in studying for the TCAP Post Assessment given on Friday.

Do not take this test outside of class time (exception, if you are absent from school). 
This is an open notes test (use your notebook)!!!

If you get done early then work on the TCAP Study Guide. Remember, this will count as a TEST GRADE for this class and it will be helpful in studying for the TCAP Post Assessment given on Friday.

Do not take this test outside of class time (exception, if you are absent from school). 
This is an open notes test (use your notebook)!!!

If you get done early then work on the TCAP Study Guide. Remember, this will count as a TEST GRADE for this class and it will be helpful in studying for the TCAP Post Assessment given on Friday.

Read the information below; this will provide you an overview/review of the major components of Reconstruction. You will then complete the 

DBQ on the Google Form. Some of these questions may be used on the Reconstruction Unit Test. 

Step One:  Review Historical Background:  Reconstruction 1865-1877

After the Civil War, three different plans for Reconstruction would be proposed. Lincoln’s 10% plan, Andrew Johnson’s Presidential Reconstruction, and Radical Reconstruction. Unfortunately, Lincoln’s plan was never successfully
implemented because of his assassination. Even worse, Andrew Johnson’s presidential Reconstruction plan  clashed
with Congress’ radical reconstruction plan. Johnson favored the South and worked against the Radical Republicans in Congress by vetoing and opposing their plan that was more strict in its approach towards the South. To better understand the story of Reconstruction, read the following passage and underline/highlight any important information.

Lincoln’s Original Plan for Reconstruction
Information from: http://www.sparknotes.com/history/american/reconstruction/section1.rhtml

Lincoln’s blueprint for Reconstruction included the Ten-Percent Plan, which specified that a southern state could be readmitted into the Union once 10 percent of its voters (from the voter rolls for the election of 1860) swore an oath of allegiance to the Union.   All southerners except for high-ranking Confederate army officers and government officials would be granted a full pardon. Lincoln guaranteed southerners that he would protect their private property, though not their slaves. Most moderate Republicans in Congress supported the president’s proposal for Reconstruction because they wanted to bring a quick end to the war…. His (Lincoln’s) actions indicate that he wanted Reconstruction to be a short so that the United States could exist as it had before. But historians can only speculate that
Lincoln desired a swift reunification, for his assassination in 1865 cut his plans for Reconstruction short.

Presidential Reconstruction
Information from http://www.ushistory.org/us/35a.asp
Andrew Johnson, the 17th President of the United States, was pro-slavery throughout his career in the Senate and as the Military Governor of Tennessee.   The views of the Vice President rarely matter too much, unless something happens to
the President. Following Lincoln's assassination, Johnson's views now mattered a great deal. Would he follow Lincoln's moderate approach to reconciliation? Would he support limited black suffrage as Lincoln did? Would he follow the
Radical Republicans and be harsh and punitive toward the South? Johnson believed the Southern states should decide the course that was best for them. He also felt that African-Americans were unable to manage their own lives. He
certainly did not think that African-Americans deserved to vote. At one point in 1866 he told a group of blacks visiting the White House that they should emigrate to another country.

He also gave amnesty and pardon to former Confederates. He returned all property, except, of course, their slaves, to former Confederates who pledged loyalty to the Union and agreed to support the 13th Amendment. Confederate officials and owners of large taxable estates were required to apply individually for a Presidential pardon. Many former Confederate leaders were soon returned to power. And some even sought to regain their Congressional seniority.

Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were persecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the BLACK CODES. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations. In South Carolina, African-Americans had to pay a special tax if they were not farmers or servants. They were not even allowed to hunt or fish in some areas. Blacks were unable to own guns — and even had their dogs taxed. African-Americans were barred from orphanages, parks, schools and other public facilities. The FREEDMAN'S BUREAU, a federal agency created to help the
transition from slavery to emancipation, was thwarted in its attempts to provide for the welfare of the newly emancipated. All of these rules resulted in the majority of freed slaves remaining dependent on the plantation for work.

Andrew Johnson's policies were initially supported by most Northerners – including Republicans. But, there was no consensus as to what rights African-Americans received along with Emancipation. Yet a group of Radical Republicans wanted the rights promised in the Declaration of Independence extended to include all free men, including those who were formerly slaves. A political power struggle was in the offing

Radical Reconstruction led by Congress
Information from: http://www.ushistory.org/us/35b.asp
The Radical Republicans believed blacks were entitled to the same political rights and opportunities as whites. They also believed that the Confederate leaders should be punished for their roles in the Civil War. Leaders like Pennsylvania REPRESENTATIVE THADDEUS STEVENS and Massachusetts SENATOR CHARLES SUMNER vigorously opposed Andrew Johnson's lenient policies. A great political battle was about to unfold.

At the heart of their (Radical Republican)beliefs was the notion that blacks must be given a chance to compete in a free-labor economy. In 1866, this activist Congress also introduced a bill to extend the life of the Freedmen's Bureau and began work on the CIVIL RIGHTS BILL of 1866. President Johnson stood in opposition. He vetoed the Freedmen's Bureau Bill, claiming that it would bloat the size of government. He vetoed the Civil Rights Bill rejecting that blacks have the "same rights of property and person" as whites.

Moderate Republicans were appalled at Johnson's racism. They joined with the Radicals to overturn Johnson's Civil Rights Act veto. This marked the first time in history that a major piece of legislation was overturned. The Radicals hoped that the Civil Rights Act would lead to an active federal judiciary with courts enforcing rights.

Congress then turned its attention to amending the Constitution. In 1867 they approved the far-reaching Fourteenth Amendment, which prohibited "states from abridging equality before the law." The second part of the Amendment provided for a reduction of a state's representatives if suffrage was denied. Republicans, in essence, offered the South a choice — accept black enfranchisement or lose congressional representation. A third clause barred ex-Confederates from holding state or national office. 

The Republicans went on to introduce the Reconstruction Act of 1867. This removed the right to vote and seek office by "leading rebels." Now the SOUTHERN
UNIONISTS — Southerners who supported the Union during the War — became the new Southern leadership. The Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.

The first two years of Radical Congressional Reconstruction saw Southern states rewrite their Constitutions and the ratification of the Fourteenth Amendment. Congress seemed fully in control. For the first time, blacks were elected to Congress, and in 1868, the new voters helped elect Republican U. S. Grant to the Presidency.  Black codes were repealed, segregation was outlawed.  By 1870, most Southern states had been admitted back into the Union. The 15th Amendment was
added to the Constitution that protected the right to vote to all citizens
regardless of “race or previous condition of servitude.  Congress set about rebuilding Southern lands.  Taxes in the South raised 400%.  Southerners blamed Republicans and freedmen for the high taxes.  Secret societies
such as the KKK were formed to threaten black voters and/or potential office holders. 

The End of Reconstruction
In 1872, Congress passed the Amnesty Act that permitted former Confederates in the South the right to vote. Southern voters elected most of the old Democrats back into power.   The KKK still threatened black voters.  And in 1876, the disputed presidential election resulted in what is called the Compromise of 1877.  The Republican candidate, Rutherford B. Hayes took the presidency, but in return, he agreed to pull out the last of the military from the South.  Radical Reconstruction was officially over. Southern Democrats created Jim Crow laws, brought back segregation, andthey worked to limit the voting rights of freedman by imposing poll taxes and literacy tests.

Read the information below; this will provide you an overview/review of the major components of Reconstruction. You will then complete the 

DBQ on the Google Form. Some of these questions may be used on the Reconstruction Unit Test. 

Step One:  Review Historical Background:  Reconstruction 1865-1877

After the Civil War, three different plans for Reconstruction would be proposed. Lincoln’s 10% plan, Andrew Johnson’s Presidential Reconstruction, and Radical Reconstruction. Unfortunately, Lincoln’s plan was never successfully
implemented because of his assassination. Even worse, Andrew Johnson’s presidential Reconstruction plan  clashed
with Congress’ radical reconstruction plan. Johnson favored the South and worked against the Radical Republicans in Congress by vetoing and opposing their plan that was more strict in its approach towards the South. To better understand the story of Reconstruction, read the following passage and underline/highlight any important information.

Lincoln’s Original Plan for Reconstruction
Information from: http://www.sparknotes.com/history/american/reconstruction/section1.rhtml

Lincoln’s blueprint for Reconstruction included the Ten-Percent Plan, which specified that a southern state could be readmitted into the Union once 10 percent of its voters (from the voter rolls for the election of 1860) swore an oath of allegiance to the Union.   All southerners except for high-ranking Confederate army officers and government officials would be granted a full pardon. Lincoln guaranteed southerners that he would protect their private property, though not their slaves. Most moderate Republicans in Congress supported the president’s proposal for Reconstruction because they wanted to bring a quick end to the war…. His (Lincoln’s) actions indicate that he wanted Reconstruction to be a short so that the United States could exist as it had before. But historians can only speculate that
Lincoln desired a swift reunification, for his assassination in 1865 cut his plans for Reconstruction short.

Presidential Reconstruction
Information from http://www.ushistory.org/us/35a.asp
Andrew Johnson, the 17th President of the United States, was pro-slavery throughout his career in the Senate and as the Military Governor of Tennessee.   The views of the Vice President rarely matter too much, unless something happens to
the President. Following Lincoln's assassination, Johnson's views now mattered a great deal. Would he follow Lincoln's moderate approach to reconciliation? Would he support limited black suffrage as Lincoln did? Would he follow the
Radical Republicans and be harsh and punitive toward the South? Johnson believed the Southern states should decide the course that was best for them. He also felt that African-Americans were unable to manage their own lives. He
certainly did not think that African-Americans deserved to vote. At one point in 1866 he told a group of blacks visiting the White House that they should emigrate to another country.

He also gave amnesty and pardon to former Confederates. He returned all property, except, of course, their slaves, to former Confederates who pledged loyalty to the Union and agreed to support the 13th Amendment. Confederate officials and owners of large taxable estates were required to apply individually for a Presidential pardon. Many former Confederate leaders were soon returned to power. And some even sought to regain their Congressional seniority.

Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were persecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the BLACK CODES. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations. In South Carolina, African-Americans had to pay a special tax if they were not farmers or servants. They were not even allowed to hunt or fish in some areas. Blacks were unable to own guns — and even had their dogs taxed. African-Americans were barred from orphanages, parks, schools and other public facilities. The FREEDMAN'S BUREAU, a federal agency created to help the
transition from slavery to emancipation, was thwarted in its attempts to provide for the welfare of the newly emancipated. All of these rules resulted in the majority of freed slaves remaining dependent on the plantation for work.

Andrew Johnson's policies were initially supported by most Northerners – including Republicans. But, there was no consensus as to what rights African-Americans received along with Emancipation. Yet a group of Radical Republicans wanted the rights promised in the Declaration of Independence extended to include all free men, including those who were formerly slaves. A political power struggle was in the offing

Radical Reconstruction led by Congress
Information from: http://www.ushistory.org/us/35b.asp
The Radical Republicans believed blacks were entitled to the same political rights and opportunities as whites. They also believed that the Confederate leaders should be punished for their roles in the Civil War. Leaders like Pennsylvania REPRESENTATIVE THADDEUS STEVENS and Massachusetts SENATOR CHARLES SUMNER vigorously opposed Andrew Johnson's lenient policies. A great political battle was about to unfold.

At the heart of their (Radical Republican)beliefs was the notion that blacks must be given a chance to compete in a free-labor economy. In 1866, this activist Congress also introduced a bill to extend the life of the Freedmen's Bureau and began work on the CIVIL RIGHTS BILL of 1866. President Johnson stood in opposition. He vetoed the Freedmen's Bureau Bill, claiming that it would bloat the size of government. He vetoed the Civil Rights Bill rejecting that blacks have the "same rights of property and person" as whites.

Moderate Republicans were appalled at Johnson's racism. They joined with the Radicals to overturn Johnson's Civil Rights Act veto. This marked the first time in history that a major piece of legislation was overturned. The Radicals hoped that the Civil Rights Act would lead to an active federal judiciary with courts enforcing rights.

Congress then turned its attention to amending the Constitution. In 1867 they approved the far-reaching Fourteenth Amendment, which prohibited "states from abridging equality before the law." The second part of the Amendment provided for a reduction of a state's representatives if suffrage was denied. Republicans, in essence, offered the South a choice — accept black enfranchisement or lose congressional representation. A third clause barred ex-Confederates from holding state or national office. 

The Republicans went on to introduce the Reconstruction Act of 1867. This removed the right to vote and seek office by "leading rebels." Now the SOUTHERN
UNIONISTS — Southerners who supported the Union during the War — became the new Southern leadership. The Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.

The first two years of Radical Congressional Reconstruction saw Southern states rewrite their Constitutions and the ratification of the Fourteenth Amendment. Congress seemed fully in control. For the first time, blacks were elected to Congress, and in 1868, the new voters helped elect Republican U. S. Grant to the Presidency.  Black codes were repealed, segregation was outlawed.  By 1870, most Southern states had been admitted back into the Union. The 15th Amendment was
added to the Constitution that protected the right to vote to all citizens
regardless of “race or previous condition of servitude.  Congress set about rebuilding Southern lands.  Taxes in the South raised 400%.  Southerners blamed Republicans and freedmen for the high taxes.  Secret societies
such as the KKK were formed to threaten black voters and/or potential office holders. 

The End of Reconstruction
In 1872, Congress passed the Amnesty Act that permitted former Confederates in the South the right to vote. Southern voters elected most of the old Democrats back into power.   The KKK still threatened black voters.  And in 1876, the disputed presidential election resulted in what is called the Compromise of 1877.  The Republican candidate, Rutherford B. Hayes took the presidency, but in return, he agreed to pull out the last of the military from the South.  Radical Reconstruction was officially over. Southern Democrats created Jim Crow laws, brought back segregation, andthey worked to limit the voting rights of freedman by imposing poll taxes and literacy tests.

Read the information below; this will provide you an overview/review of the major components of Reconstruction. You will then complete the 

DBQ on the Google Form. Some of these questions may be used on the Reconstruction Unit Test. 

Step One:  Review Historical Background:  Reconstruction 1865-1877

After the Civil War, three different plans for Reconstruction would be proposed. Lincoln’s 10% plan, Andrew Johnson’s Presidential Reconstruction, and Radical Reconstruction. Unfortunately, Lincoln’s plan was never successfully
implemented because of his assassination. Even worse, Andrew Johnson’s presidential Reconstruction plan  clashed
with Congress’ radical reconstruction plan. Johnson favored the South and worked against the Radical Republicans in Congress by vetoing and opposing their plan that was more strict in its approach towards the South. To better understand the story of Reconstruction, read the following passage and underline/highlight any important information.

Lincoln’s Original Plan for Reconstruction
Information from: http://www.sparknotes.com/history/american/reconstruction/section1.rhtml

Lincoln’s blueprint for Reconstruction included the Ten-Percent Plan, which specified that a southern state could be readmitted into the Union once 10 percent of its voters (from the voter rolls for the election of 1860) swore an oath of allegiance to the Union.   All southerners except for high-ranking Confederate army officers and government officials would be granted a full pardon. Lincoln guaranteed southerners that he would protect their private property, though not their slaves. Most moderate Republicans in Congress supported the president’s proposal for Reconstruction because they wanted to bring a quick end to the war…. His (Lincoln’s) actions indicate that he wanted Reconstruction to be a short so that the United States could exist as it had before. But historians can only speculate that
Lincoln desired a swift reunification, for his assassination in 1865 cut his plans for Reconstruction short.

Presidential Reconstruction
Information from http://www.ushistory.org/us/35a.asp
Andrew Johnson, the 17th President of the United States, was pro-slavery throughout his career in the Senate and as the Military Governor of Tennessee.   The views of the Vice President rarely matter too much, unless something happens to
the President. Following Lincoln's assassination, Johnson's views now mattered a great deal. Would he follow Lincoln's moderate approach to reconciliation? Would he support limited black suffrage as Lincoln did? Would he follow the
Radical Republicans and be harsh and punitive toward the South? Johnson believed the Southern states should decide the course that was best for them. He also felt that African-Americans were unable to manage their own lives. He
certainly did not think that African-Americans deserved to vote. At one point in 1866 he told a group of blacks visiting the White House that they should emigrate to another country.

He also gave amnesty and pardon to former Confederates. He returned all property, except, of course, their slaves, to former Confederates who pledged loyalty to the Union and agreed to support the 13th Amendment. Confederate officials and owners of large taxable estates were required to apply individually for a Presidential pardon. Many former Confederate leaders were soon returned to power. And some even sought to regain their Congressional seniority.

Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were persecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the BLACK CODES. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations. In South Carolina, African-Americans had to pay a special tax if they were not farmers or servants. They were not even allowed to hunt or fish in some areas. Blacks were unable to own guns — and even had their dogs taxed. African-Americans were barred from orphanages, parks, schools and other public facilities. The FREEDMAN'S BUREAU, a federal agency created to help the
transition from slavery to emancipation, was thwarted in its attempts to provide for the welfare of the newly emancipated. All of these rules resulted in the majority of freed slaves remaining dependent on the plantation for work.

Andrew Johnson's policies were initially supported by most Northerners – including Republicans. But, there was no consensus as to what rights African-Americans received along with Emancipation. Yet a group of Radical Republicans wanted the rights promised in the Declaration of Independence extended to include all free men, including those who were formerly slaves. A political power struggle was in the offing

Radical Reconstruction led by Congress
Information from: http://www.ushistory.org/us/35b.asp
The Radical Republicans believed blacks were entitled to the same political rights and opportunities as whites. They also believed that the Confederate leaders should be punished for their roles in the Civil War. Leaders like Pennsylvania REPRESENTATIVE THADDEUS STEVENS and Massachusetts SENATOR CHARLES SUMNER vigorously opposed Andrew Johnson's lenient policies. A great political battle was about to unfold.

At the heart of their (Radical Republican)beliefs was the notion that blacks must be given a chance to compete in a free-labor economy. In 1866, this activist Congress also introduced a bill to extend the life of the Freedmen's Bureau and began work on the CIVIL RIGHTS BILL of 1866. President Johnson stood in opposition. He vetoed the Freedmen's Bureau Bill, claiming that it would bloat the size of government. He vetoed the Civil Rights Bill rejecting that blacks have the "same rights of property and person" as whites.

Moderate Republicans were appalled at Johnson's racism. They joined with the Radicals to overturn Johnson's Civil Rights Act veto. This marked the first time in history that a major piece of legislation was overturned. The Radicals hoped that the Civil Rights Act would lead to an active federal judiciary with courts enforcing rights.

Congress then turned its attention to amending the Constitution. In 1867 they approved the far-reaching Fourteenth Amendment, which prohibited "states from abridging equality before the law." The second part of the Amendment provided for a reduction of a state's representatives if suffrage was denied. Republicans, in essence, offered the South a choice — accept black enfranchisement or lose congressional representation. A third clause barred ex-Confederates from holding state or national office. 

The Republicans went on to introduce the Reconstruction Act of 1867. This removed the right to vote and seek office by "leading rebels." Now the SOUTHERN
UNIONISTS — Southerners who supported the Union during the War — became the new Southern leadership. The Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.

The first two years of Radical Congressional Reconstruction saw Southern states rewrite their Constitutions and the ratification of the Fourteenth Amendment. Congress seemed fully in control. For the first time, blacks were elected to Congress, and in 1868, the new voters helped elect Republican U. S. Grant to the Presidency.  Black codes were repealed, segregation was outlawed.  By 1870, most Southern states had been admitted back into the Union. The 15th Amendment was
added to the Constitution that protected the right to vote to all citizens
regardless of “race or previous condition of servitude.  Congress set about rebuilding Southern lands.  Taxes in the South raised 400%.  Southerners blamed Republicans and freedmen for the high taxes.  Secret societies
such as the KKK were formed to threaten black voters and/or potential office holders. 

The End of Reconstruction
In 1872, Congress passed the Amnesty Act that permitted former Confederates in the South the right to vote. Southern voters elected most of the old Democrats back into power.   The KKK still threatened black voters.  And in 1876, the disputed presidential election resulted in what is called the Compromise of 1877.  The Republican candidate, Rutherford B. Hayes took the presidency, but in return, he agreed to pull out the last of the military from the South.  Radical Reconstruction was officially over. Southern Democrats created Jim Crow laws, brought back segregation, andthey worked to limit the voting rights of freedman by imposing poll taxes and literacy tests.

Read the information below; this will provide you an overview/review of the major components of Reconstruction. You will then complete the 

DBQ on the Google Form. Some of these questions may be used on the Reconstruction Unit Test. 

Step One:  Review Historical Background:  Reconstruction 1865-1877

After the Civil War, three different plans for Reconstruction would be proposed. Lincoln’s 10% plan, Andrew Johnson’s Presidential Reconstruction, and Radical Reconstruction. Unfortunately, Lincoln’s plan was never successfully
implemented because of his assassination. Even worse, Andrew Johnson’s presidential Reconstruction plan  clashed
with Congress’ radical reconstruction plan. Johnson favored the South and worked against the Radical Republicans in Congress by vetoing and opposing their plan that was more strict in its approach towards the South. To better understand the story of Reconstruction, read the following passage and underline/highlight any important information.

Lincoln’s Original Plan for Reconstruction
Information from: http://www.sparknotes.com/history/american/reconstruction/section1.rhtml

Lincoln’s blueprint for Reconstruction included the Ten-Percent Plan, which specified that a southern state could be readmitted into the Union once 10 percent of its voters (from the voter rolls for the election of 1860) swore an oath of allegiance to the Union.   All southerners except for high-ranking Confederate army officers and government officials would be granted a full pardon. Lincoln guaranteed southerners that he would protect their private property, though not their slaves. Most moderate Republicans in Congress supported the president’s proposal for Reconstruction because they wanted to bring a quick end to the war…. His (Lincoln’s) actions indicate that he wanted Reconstruction to be a short so that the United States could exist as it had before. But historians can only speculate that
Lincoln desired a swift reunification, for his assassination in 1865 cut his plans for Reconstruction short.

Presidential Reconstruction
Information from http://www.ushistory.org/us/35a.asp
Andrew Johnson, the 17th President of the United States, was pro-slavery throughout his career in the Senate and as the Military Governor of Tennessee.   The views of the Vice President rarely matter too much, unless something happens to
the President. Following Lincoln's assassination, Johnson's views now mattered a great deal. Would he follow Lincoln's moderate approach to reconciliation? Would he support limited black suffrage as Lincoln did? Would he follow the
Radical Republicans and be harsh and punitive toward the South? Johnson believed the Southern states should decide the course that was best for them. He also felt that African-Americans were unable to manage their own lives. He
certainly did not think that African-Americans deserved to vote. At one point in 1866 he told a group of blacks visiting the White House that they should emigrate to another country.

He also gave amnesty and pardon to former Confederates. He returned all property, except, of course, their slaves, to former Confederates who pledged loyalty to the Union and agreed to support the 13th Amendment. Confederate officials and owners of large taxable estates were required to apply individually for a Presidential pardon. Many former Confederate leaders were soon returned to power. And some even sought to regain their Congressional seniority.

Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were persecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the BLACK CODES. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations. In South Carolina, African-Americans had to pay a special tax if they were not farmers or servants. They were not even allowed to hunt or fish in some areas. Blacks were unable to own guns — and even had their dogs taxed. African-Americans were barred from orphanages, parks, schools and other public facilities. The FREEDMAN'S BUREAU, a federal agency created to help the
transition from slavery to emancipation, was thwarted in its attempts to provide for the welfare of the newly emancipated. All of these rules resulted in the majority of freed slaves remaining dependent on the plantation for work.

Andrew Johnson's policies were initially supported by most Northerners – including Republicans. But, there was no consensus as to what rights African-Americans received along with Emancipation. Yet a group of Radical Republicans wanted the rights promised in the Declaration of Independence extended to include all free men, including those who were formerly slaves. A political power struggle was in the offing

Radical Reconstruction led by Congress
Information from: http://www.ushistory.org/us/35b.asp
The Radical Republicans believed blacks were entitled to the same political rights and opportunities as whites. They also believed that the Confederate leaders should be punished for their roles in the Civil War. Leaders like Pennsylvania REPRESENTATIVE THADDEUS STEVENS and Massachusetts SENATOR CHARLES SUMNER vigorously opposed Andrew Johnson's lenient policies. A great political battle was about to unfold.

At the heart of their (Radical Republican)beliefs was the notion that blacks must be given a chance to compete in a free-labor economy. In 1866, this activist Congress also introduced a bill to extend the life of the Freedmen's Bureau and began work on the CIVIL RIGHTS BILL of 1866. President Johnson stood in opposition. He vetoed the Freedmen's Bureau Bill, claiming that it would bloat the size of government. He vetoed the Civil Rights Bill rejecting that blacks have the "same rights of property and person" as whites.

Moderate Republicans were appalled at Johnson's racism. They joined with the Radicals to overturn Johnson's Civil Rights Act veto. This marked the first time in history that a major piece of legislation was overturned. The Radicals hoped that the Civil Rights Act would lead to an active federal judiciary with courts enforcing rights.

Congress then turned its attention to amending the Constitution. In 1867 they approved the far-reaching Fourteenth Amendment, which prohibited "states from abridging equality before the law." The second part of the Amendment provided for a reduction of a state's representatives if suffrage was denied. Republicans, in essence, offered the South a choice — accept black enfranchisement or lose congressional representation. A third clause barred ex-Confederates from holding state or national office. 

The Republicans went on to introduce the Reconstruction Act of 1867. This removed the right to vote and seek office by "leading rebels." Now the SOUTHERN
UNIONISTS — Southerners who supported the Union during the War — became the new Southern leadership. The Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.

The first two years of Radical Congressional Reconstruction saw Southern states rewrite their Constitutions and the ratification of the Fourteenth Amendment. Congress seemed fully in control. For the first time, blacks were elected to Congress, and in 1868, the new voters helped elect Republican U. S. Grant to the Presidency.  Black codes were repealed, segregation was outlawed.  By 1870, most Southern states had been admitted back into the Union. The 15th Amendment was
added to the Constitution that protected the right to vote to all citizens
regardless of “race or previous condition of servitude.  Congress set about rebuilding Southern lands.  Taxes in the South raised 400%.  Southerners blamed Republicans and freedmen for the high taxes.  Secret societies
such as the KKK were formed to threaten black voters and/or potential office holders. 

The End of Reconstruction
In 1872, Congress passed the Amnesty Act that permitted former Confederates in the South the right to vote. Southern voters elected most of the old Democrats back into power.   The KKK still threatened black voters.  And in 1876, the disputed presidential election resulted in what is called the Compromise of 1877.  The Republican candidate, Rutherford B. Hayes took the presidency, but in return, he agreed to pull out the last of the military from the South.  Radical Reconstruction was officially over. Southern Democrats created Jim Crow laws, brought back segregation, andthey worked to limit the voting rights of freedman by imposing poll taxes and literacy tests.

After you have read the material, watched the videos, and taken the notes in your notebook you will complete the Google Quiz Assignment. 

It will be due today! You should finish before class ends today but must be completed before 4:00 pm; if not completed by this time you will receive a zero for not taking advantage of your class time or taking the time to ask someone else for assistance.

After you have read the material, watched the videos, and taken the notes in your notebook you will complete the Google Quiz Assignment. 

It will be due today! You should finish before class ends today but must be completed before 4:00 pm; if not completed by this time you will receive a zero for not taking advantage of your class time or taking the time to ask someone else for assistance.

After you have read the material, watched the videos, and taken the notes in your notebook you will complete the Google Quiz Assignment. 

It will be due today! You should finish before class ends today but must be completed before 4:00 pm; if not completed by this time you will receive a zero for not taking advantage of your class time or taking the time to ask someone else for assistance.

After you have read the material, watched the videos, and taken the notes in your notebook you will complete the Google Quiz Assignment. 

It will be due today! You should finish before class ends today but must be completed before 4:00 pm; if not completed by this time you will receive a zero for not taking advantage of your class time or taking the time to ask someone else for assistance.

Complete the Civil War Unit Test (NO NOTES)

After finishing the test, you will complete the first lesson for Reconstruction.

Complete the Civil War Unit Test (NO NOTES)

After finishing the test, you will complete the first lesson for Reconstruction.

Complete the Civil War Unit Test (NO NOTES)

After finishing the test, you will complete the first lesson for Reconstruction.

Complete the Civil War Unit Test (NO NOTES)

After finishing the test, you will complete the first lesson for Reconstruction.

Please submit your completed Civil War presentation outline by Tuesday, April 2, 2024. Ensure that your presentation includes all required elements listed in the outline. Each section should be thoroughly researched and clearly presented. Make sure to adhere to the attached rubric provided for grading criteria. If you have any questions or concerns, please don't hesitate to reach out. Good luck.

Please submit your completed Civil War presentation outline by Tuesday, April 2, 2024. Ensure that your presentation includes all required elements listed in the outline. Each section should be thoroughly researched and clearly presented. Make sure to adhere to the attached rubric provided for grading criteria. If you have any questions or concerns, please don't hesitate to reach out. Good luck.

Please submit your completed Civil War presentation outline by Tuesday, April 2, 2024. Ensure that your presentation includes all required elements listed in the outline. Each section should be thoroughly researched and clearly presented. Make sure to adhere to the attached rubric provided for grading criteria. If you have any questions or concerns, please don't hesitate to reach out. Good luck.

You are allowed to use your notes on this test (Your Welcome) but in reality you shouldn't need the notes if you studied for the test and use the resources provided for each question.

You are allowed to use your notes on this test (Your Welcome) but in reality you shouldn't need the notes if you studied for the test and use the resources provided for each question.

You are allowed to use your notes on this test (Your Welcome) but in reality you shouldn't need the notes if you studied for the test and use the resources provided for each question.

You are allowed to use your notes on this test (Your Welcome) but in reality you shouldn't need the notes if you studied for the test and use the resources provided for each question.

Read into the provided slave codes, deciphering the language that once dictated the lives of slaves attempting to escape slavery. Now, channel your creativity to construct a fictional but historically grounded story. Write a paragraph (5-8 sentences) narrating an episode from the perspective of a slave who can only use these codes. Incorporate this specific code language to illustrate the challenges faced by slaves. (Underline all the codes in the passage. Use at least 5 codes within the passage.)

I've attached a Google Docs where I have written an example narrative for you to understand what's being asked. Do not copy or rewrite the narrative!

Create the narrative on Google Docs and turn it in by midnight, Wednesday, Jan 31.

Read into the provided slave codes, deciphering the language that once dictated the lives of slaves attempting to escape slavery. Now, channel your creativity to construct a fictional but historically grounded story. Write a paragraph (5-8 sentences) narrating an episode from the perspective of a slave who can only use these codes. Incorporate this specific code language to illustrate the challenges faced by slaves. (Underline all the codes in the passage. Use at least 5 codes within the passage.)

I've attached a Google Docs where I have written an example narrative for you to understand what's being asked. Do not copy or rewrite the narrative!

Create the narrative on Google Docs and turn it in by midnight, Wednesday, Jan 31.

Read into the provided slave codes, deciphering the language that once dictated the lives of slaves attempting to escape slavery. Now, channel your creativity to construct a fictional but historically grounded story. Write a paragraph (5-8 sentences) narrating an episode from the perspective of a slave who can only use these codes. Incorporate this specific code language to illustrate the challenges faced by slaves. (Underline all the codes in the passage. Use at least 5 codes within the passage.)

I've attached a Google Docs where I have written an example narrative for you to understand what's being asked. Do not copy or rewrite the narrative!

Create the narrative on Google Docs and turn it in by midnight, Wednesday, Jan 31.

Read into the provided slave codes, deciphering the language that once dictated the lives of slaves attempting to escape slavery. Now, channel your creativity to construct a fictional but historically grounded story. Write a paragraph (5-8 sentences) narrating an episode from the perspective of a slave who can only use these codes. Incorporate this specific code language to illustrate the challenges faced by slaves. (Underline all the codes in the passage. Use at least 5 codes within the passage.)

I've attached a Google Docs where I have written an example narrative for you to understand what's being asked. Do not copy or rewrite the narrative!

Create the narrative on Google Docs and turn it in by midnight, Wednesday, Jan 31.

Early Presidents (Washington to Tyler) and More Unit Test

Do not take this test outside of class unless you are absent from school; if you open/take the test before your class then you may receive a zero for the test.

Early Presidents (Washington to Tyler) and More Unit Test

Do not take this test outside of class unless you are absent from school; if you open/take the test before your class then you may receive a zero for the test.

Early Presidents (Washington to Tyler) and More Unit Test

Do not take this test outside of class unless you are absent from school; if you open/take the test before your class then you may receive a zero for the test.

Early Presidents (Washington to Tyler) and More Unit Test

Do not take this test outside of class unless you are absent from school; if you open/take the test before your class then you may receive a zero for the test.

After watching the movies (take/use notes if you desired), then complete the Google Quiz Assignment (must be completed before 11:59 pm).

After watching the movies (take/use notes if you desired), then complete the Google Quiz Assignment (must be completed before 11:59 pm).

After watching the movies (take/use notes if you desired), then complete the Google Quiz Assignment (must be completed before 11:59 pm).

After watching the movies (take/use notes if you desired), then complete the Google Quiz Assignment (must be completed before 11:59 pm).

Today, you will complete the Trail of Tears DBQ during class on Google Classroom. You are provided a number of different documents with corresponding questions; use the documents to answer the questions. 

You should finish this assignment before the end of class; any assignment completed after 4:00 pm today will be considered late & will receive a 20 point deduction.

When you are finished with the Trail of Tears DBQ; you should study the Kahoot! multiple times before taking the test.

Today, you will complete the Trail of Tears DBQ during class on Google Classroom. You are provided a number of different documents with corresponding questions; use the documents to answer the questions. 

You should finish this assignment before the end of class; any assignment completed after 4:00 pm today will be considered late & will receive a 20 point deduction.

When you are finished with the Trail of Tears DBQ; you should study the Kahoot! multiple times before taking the test.

Today, you will complete the Trail of Tears DBQ during class on Google Classroom. You are provided a number of different documents with corresponding questions; use the documents to answer the questions. 

You should finish this assignment before the end of class; any assignment completed after 4:00 pm today will be considered late & will receive a 20 point deduction.

When you are finished with the Trail of Tears DBQ; you should study the Kahoot! multiple times before taking the test.

Today, you will complete the Trail of Tears DBQ during class on Google Classroom. You are provided a number of different documents with corresponding questions; use the documents to answer the questions. 

You should finish this assignment before the end of class; any assignment completed after 4:00 pm today will be considered late & will receive a 20 point deduction.

When you are finished with the Trail of Tears DBQ; you should study the Kahoot! multiple times before taking the test.

Today, you will be taking a test that covers pages 37-46 in your notebook with the following main topics: Washington, Adams, Jefferson, Madison, Supreme Court Cases, Lewis and Clark Expedition, and War of 1812. 

If you missed class because of field trip then you will need to take the test during last period if possible.

Today, you will be taking a test that covers pages 37-46 in your notebook with the following main topics: Washington, Adams, Jefferson, Madison, Supreme Court Cases, Lewis and Clark Expedition, and War of 1812. 

If you missed class because of field trip then you will need to take the test during last period if possible.

Today, you will be taking a test that covers pages 37-46 in your notebook with the following main topics: Washington, Adams, Jefferson, Madison, Supreme Court Cases, Lewis and Clark Expedition, and War of 1812. 

If you missed class because of field trip then you will need to take the test during last period if possible.

Today, you will be taking a test that covers pages 37-46 in your notebook with the following main topics: Washington, Adams, Jefferson, Madison, Supreme Court Cases, Lewis and Clark Expedition, and War of 1812. 

If you missed class because of field trip then you will need to take the test during last period if possible.

After you have completed the lesson (watch, read, and take notes), then use your notes to complete the Google Quiz Assignment.

After you have completed the lesson (watch, read, and take notes), then use your notes to complete the Google Quiz Assignment.

After you have completed the lesson (watch, read, and take notes), then use your notes to complete the Google Quiz Assignment.

After you have completed the lesson (watch, read, and take notes), then use your notes to complete the Google Quiz Assignment.

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

Any submissions after 4:00 pm will receive a 20 point deduction and any quiz submitted after Wednesday will not be scored (you will receive a zero).

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

Any submissions after 4:00 pm will receive a 20 point deduction and any quiz submitted after Wednesday will not be scored (you will receive a zero).

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

Any submissions after 4:00 pm will receive a 20 point deduction and any quiz submitted after Wednesday will not be scored (you will receive a zero).

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

Make sure that you watch all of the videos, take notes, and read the materials for this lesson before taking the quiz.

After you read the assigned reading and completed the notes in your notebook, you will need to complete the Google Quiz Assignment.

After you read the assigned reading and completed the notes in your notebook, you will need to complete the Google Quiz Assignment.

After you read the assigned reading and completed the notes in your notebook, you will need to complete the Google Quiz Assignment.

After you read the assigned reading and completed the notes in your notebook, you will need to complete the Google Quiz Assignment.

After you have read all of the materials, watched the videos, and completed the notes for this section; take the Google Quiz Assignment.

After you have read all of the materials, watched the videos, and completed the notes for this section; take the Google Quiz Assignment.

After you have read all of the materials, watched the videos, and completed the notes for this section; take the Google Quiz Assignment.

After you have read all of the materials, watched the videos, and completed the notes for this section; take the Google Quiz Assignment.

Complete the President Washington Google Quiz Assignment - I would suggest using your notes (make sure you have the notes) on the Google Quiz Assignment to ensure success on the quiz. 


Complete this assignment before 4:00 pm on Thursday, January 6th.

Complete the President Washington Google Quiz Assignment - I would suggest using your notes (make sure you have the notes) on the Google Quiz Assignment to ensure success on the quiz. 


Complete this assignment before 4:00 pm on Thursday, January 6th.

Complete the President Washington Google Quiz Assignment - I would suggest using your notes (make sure you have the notes) on the Google Quiz Assignment to ensure success on the quiz. 


Complete this assignment before 4:00 pm on Thursday, January 6th.

Complete the President Washington Google Quiz Assignment - I would suggest using your notes (make sure you have the notes) on the Google Quiz Assignment to ensure success on the quiz. 


Complete this assignment before 4:00 pm on Thursday, January 6th.

Bill of Rights Scenarios 
You will read the scenario, identify which amendment BEST relates (applies) to each of the scenarios (select the best amendment), and then answer a question that corresponds to each of the amendments related to the scenario. 

This assignment is Due Today!

Bill of Rights Scenarios 
You will read the scenario, identify which amendment BEST relates (applies) to each of the scenarios (select the best amendment), and then answer a question that corresponds to each of the amendments related to the scenario. 

This assignment is Due Today!

Bill of Rights Scenarios 
You will read the scenario, identify which amendment BEST relates (applies) to each of the scenarios (select the best amendment), and then answer a question that corresponds to each of the amendments related to the scenario. 

This assignment is Due Today!

Bill of Rights Scenarios 
You will read the scenario, identify which amendment BEST relates (applies) to each of the scenarios (select the best amendment), and then answer a question that corresponds to each of the amendments related to the scenario. 

This assignment is Due Today!

Do not take this test outside of class unless you have approval from Dr. Fox, Mr. Ford, or Mr. Stephens. 

You will have the class time to complete the test. After you complete the test, you may have an extra credit activity to complete about the Bill of Rights (5 extra credit points)

Do not take this test outside of class unless you have approval from Dr. Fox, Mr. Ford, or Mr. Stephens. 

You will have the class time to complete the test. After you complete the test, you may have an extra credit activity to complete about the Bill of Rights (5 extra credit points)

Do not take this test outside of class unless you have approval from Dr. Fox, Mr. Ford, or Mr. Stephens. 

You will have the class time to complete the test. After you complete the test, you may have an extra credit activity to complete about the Bill of Rights (5 extra credit points)

Do not take this test outside of class unless you have approval from Dr. Fox, Mr. Ford, or Mr. Stephens. 

You will have the class time to complete the test. After you complete the test, you may have an extra credit activity to complete about the Bill of Rights (5 extra credit points)

If you have an electronic document (Google Slides, Doc, etc.) you can upload the document to this assignment page. 

If you have a hard copy, then you will submit during class. 



It's due Tuesday, October 17! 
Ford

If you have an electronic document (Google Slides, Doc, etc.) you can upload the document to this assignment page. 

If you have a hard copy, then you will submit during class. 



It's due Tuesday, October 17! 
Ford

If you have an electronic document (Google Slides, Doc, etc.) you can upload the document to this assignment page. 

If you have a hard copy, then you will submit during class. 



It's due Tuesday, October 17! 
Ford

If you have an electronic document (Google Slides, Doc, etc.) you can upload the document to this assignment page. 

If you have a hard copy, then you will submit during class. 



It's due Tuesday, October 17! 
Ford

Today, you will finish the Johnny Tremain video (Historical Fiction) during class and then you will take a test over the story including some questions that you should already know that connects to events/people that we have already discussed in class. 

Do not take this test outside of your class; if so, you will receive a zero on the test.

Today, you will finish the Johnny Tremain video (Historical Fiction) during class and then you will take a test over the story including some questions that you should already know that connects to events/people that we have already discussed in class. 

Do not take this test outside of your class; if so, you will receive a zero on the test.

If you volunteered during the 1st nine weeks, complete the form to receive your extra credit points for this nine weeks. Only include activities that happened or will happen before Saturday, September 23. 

Must answer all prompts to get credit for your volunteer work. 


Must complete by Friday (9/15) before 3:30 pm

Check Your Understanding! Road to the Revolution: Acts

Complete this Google Quiz Assignment during the last 10 minutes of class (DO NOT COMPLETE THIS QUIZ BEFORE CLASS).

Check Your Understanding! Road to the Revolution: Acts

Complete this Google Quiz Assignment during the last 10 minutes of class (DO NOT COMPLETE THIS QUIZ BEFORE CLASS).

Open and/or use a hard copy of Tennessee Section 1: Colonialism and the Development of a New Nation to answer all of the questions for this DBQ (questions based on this Secondary Source. 

If you submit after 3:30 (after class) then your submission will be scored as a late submission and you will lose 10 points.

Open and/or use a hard copy of Tennessee Section 1: Colonialism and the Development of a New Nation to answer all of the questions for this DBQ (questions based on this Secondary Source. 

If you submit after 3:30 (after class) then your submission will be scored as a late submission and you will lose 10 points.

After you complete the Mastery Connect assessment; you will work on the Equiano & the Middle Passage DBQ. If you do not finish during class, then this assignment will become homework (completed today - that's before 11:59 pm). 

Read the passage below first, use the information, and answer the questions.

Colonies established for Religious Purposes & Other Colonial Influences Unit Test

This unit test covers pages 5 - 10 in your notebook; complete test during your assigned class period.

Answer all the questions, make sure that you read all of the information and make sure that you have marked all of the correct answers on a multi-select questions.

Based upon the documents provided, select the best answer for each question (remember some may be a multi-select question requiring more than one answer). 

Complete the assignment before the end of class (or school day).

Read the excerpt from A True Relation written by George Percy below and answer the questions afterwards on the Google Quiz Assignment. If you do not finish before then end of class, then this becomes homework (due on Monday). 

Conditions of Jamestown
As written by George Percy in A True Relation
George Percy was one of the wealthy “gentlemen” among
the 144 men who settled Jamestown in 1607. He served as president of the colony
during the “starving time” of 1609-1610 when more than 400 colonists died,
leaving only sixty survivors. He wrote A True Relation in 1624, partly to
justify his leadership during this period.

WINTER 1609-1610__The “Starving Time”
Now all of us at James Town, beginning to feel that sharp
prick of hunger which no man truly describe but he which has tasted the
bitterness thereof, a world of miseries ensued as the sequel will express unto
you, in so much that some to satisfy their hunger have robbed the store for the
which I caused them to be executed. Then having fed upon horses and other
beasts as long as they lasted, we were glad to make shift with vermin as dogs,
cats, rats, and mice. All was fish that came to net to satisfy cruel hunger as
to eat boots, shoes, or any other leather some could come by, and, those being
spent and devoured, some were enforced to search the woods and to feed upon
serpents and snakes and to dig the earth for wild and unknown roots, where many
of our men were cut off of and slain by the savages. And now famine beginning
to look ghastly and pale in every face that nothing was spared to maintain life
and to do those things which seem incredible as to dig up dead corpses out of
graves and to eat them, and some have licked up the blood which has fallen from
their weak fellows

By this time being reasonable well recovered of my sickness,
I did undertake a journey to Algernon Fort, both to understand how things were
there ordered, as also to have been revenged of the savages at Kekowhatan who
had treacherously slain divers of our men. Our people I found in good case and
well, liking having concealed their plenty from us above at James Town, being
so well stored that the crab fishes where with they had fed their hogs would
have been a great relief unto us and saved many of our lives. But their intent
was for to have kept some of the better sort alive and with their two pinnaces
to have returned for England not regarding our miseries and wants at all,
wherewith I taxed Captain Davis and told him that I had a full intent to bring
half of our men from James Town to be there relieved and after to return them
back again and bring the rest to be sustained there also. And if all this would
not serve to save our men’s lives I purposed to bring them all unto Algernon
Fort, telling Captain Davis that another town or fort might be erected and
built but men’s lives once lost could never be recovered.

Only sixty colonists have survived the winter when Sir
Thomas Gates, the new governor of the colony, arrives with supplies and 100 new
settlers.

May 16, 1610
Our miseries now being at the highest, and intending as I
formerly related unto you to remove some of our men to Algernon Fort the very
next tide, we espied two pinnaces coming into the bay not knowing as yet what
they were but keeping a court of guard and watch all that night. The next
morning we espied a boat coming of from one of the pinnaces. So standing upon
our guard we hailed them and understood that Sir Thomas Gates and Sir George
Somers were come in those pinnaces which by their great industry they had built
in the Bermudes with the remainder of their wrecked ship and other wood they
found in the country, upon which news we received no small joy, requesting them
in the boat to come ashore, the which they refused and returned aboard again,
for Sir Thomas Gates, having no knowledge of any fort to be built there, was
doubtful whether we were friends or no, but being possessed of the truth he and
Sir George Somers, which divers others did come ashore at Algernon Fort. And
the next tide went up to James Town where they might read a lecture of misery
in our people’s faces and perceive the scarcity of victuals and understand the
malice of the savages who knowing our weakness had divers times assaulted us
without the fort.

Finding of five hundred men we had only left about sixty,
the rest being either starved through famine or cut of by the savages, and
those which were living were so meager and lean that it was lamentable to
behold them, for many, through extreme hunger, have run out of their naked
beds, being so lean that they looked like anomalies, crying out “we are starved,
we are starved”; others going to bed as we imagined in health were found dead
the next morning.

Do not take this test outside of your assigned class period unless you are absent and have asked to take the test outside of your class period. 

Take your time and use all of the information provided to answer the questions. 


When you are finished work on the Jamestown "Starving Time" Document Based Questions (DBQ)

Do not take this test outside of your assigned class period unless you are absent and have asked to take the test outside of your class period. 

Take your time and use all of the information provided to answer the questions. 


When you are finished work on the Jamestown "Starving Time" Document Based Questions (DBQ)

Today, you will retake the 13 Colonies Location Quiz  - You will revisit this information on the unit test on Friday (so know it now & know it later).

Test will be open for 10 to 15 minutes during class!

Today, you will take the 13 Colonies Location Quiz - you may take it again on Thursday depending on the class scores from this test. You will revisit this information in the unit test on Friday (so know it now & know it later).

Test will be open for 10 to 15 minutes during class!

Review Primary & Secondary Sources Assignment

(1) What is a colony (what is colonization)? 

You will read an informative text about the Lost Colony of Roanoke and the write two paragraphs: 

1) a paragraph about what you know about Roanoke (in your own words) and, 
2) a paragraph about what you think realistically happened to the inhabitants of the Lost Colony of Roanoke. 
A paragraph is 3-5 sentences.

(1) What was the significance of the Lost Colony of Roanoke? 

Who was the leader of the Lost Colony of Roanoke? 
What happened to the Colony of Roanoke?

You will complete the Geography Unit Test during class today. When you are finished sit quietly (remember making noises [talking] is cheating) and work on the Primary and Secondary Source lesson for today (make sure you complete the chart before Monday). 

DO NOT TAKE THIS TEST BEFORE CLASS - YOUR SCORE WILL ONLY COUNT IF COMPLETED DURING CLASS (exception if you are absent from school then complete before 3:30 pm).

Please answer all of the following questions to the best of your ability. At this point, you are not expected to know all of the answers; matter of fact, you will probably only correctly answer about 28 to 33% of the questions. If you do not know the answer, make an educated guess and go onto the next question. DO NOT SEARCH FOR ANSWERS! This test is designed to find out what you know at this point (it's a PRE-TEST). The test score will be recorded to compare to your post assessment at the end of the year; however, your score will not count as a grade during this nine weeks. However, you will receive a 100 for completing this assignment as a class assignment grade.

First Day Activities (Including Assignment Questions)
1. Introductions: Perceptions are Realities! What people perceive is what they believe!
Expectations
Procedures
2. Sign onto Google Classroom
3. Answer the Questions (3 or less words)
4. Syllabus
5. New York Trip
Parent Meeting (Tuesday, August 1st at 6:00 pm in library)
New York City, Lancaster, PA (Amish), and Hershey Park
Trip Qualifications (C or better student, No OSS or multiple ISS, No Truancy Issues) 
Must join the Tornado Club (Complete permission sheet)
Trip Cost $1503 (includes 2 meals each day)
6. Service Points
Earn 14 or more points to obtain 5 extra credit points on final 9 week average
Earn 11-13 points to obtain 4 extra credit points on final 9 week average
Earn 7 -10 points to obtain 4 extra credit points on final 9 week average
Earn 4 - 6 points to obtain 4 extra credit points on final 9 week average
Earn 1- 3 points to obtain 4 extra credit points on final 9 week average
How can you earn points? (Jayteens, volunteer at church, Boy or Girl Scouts, manager for a sports team, work in the garden, etc.) To participate in clubs, we are required to obtain parental permission for you to participate in the class
7. Ice Breaker Kahoot - Get to know you! 

8. Pass Out & Discuss Notebooks