Please+Read


 * For Quarter 2, we will be picking up the pace, as you will see after reading the text in the table below.
 * As requested by those who posted in the "How Do I Learn" Discussion Forum, I will highlight EACH Chapter in Part 1 with a 10-15 minute lecture-discussion that will emphasize important, key points for each chapter. We may even have to increase this to 2-3 Chapter Discussions per day if the pace gets off track. LEARN TO TAKE NOTES!!!
 * ===__** Analysis and Evaluation **__===
 * When you are doing your projects, it is essential that you provide your audience with the necessary analysis and evaluation in order for them to purely understand what it is that they are //__**meant**__// to know. As a class, the presentations to the middle school students were weak in these aspects. **YOU**, the presenter needs to give this to your audience. You need to make sure your audience //__**UNDERSTANDS**__// what it is important about the information you are trying to tell them. //__**Simply**__//, state the importance and how your information relates to your thesis/argument!!!
 * If in any way you've figured out that these projects are beginning to resemble your essays, you're correct! In my style of teaching, there is always a written component that is necessary for my students to //**__demonstrate__**// understanding. If I wanted my students to regurgitate facts or statistics I'd have a test-based curriculum. To understand history, one must __**//use//**__ history //itself.//
 * How do you analyze? The basic analysis question is "Why is this important?". When you analyze a fact or piece of evidence, you need to place that evidence, which you pulled from a //primary document/source// into the historical context of the historical period by utilizing a //secondary source// such as a history teacher, college professor, librarian, encyclopedia, or a textbook.
 * How do you evaluate? Proper and thorough evaluation takes place when all three of the elements listed below are combined:
 * You must explain how evidence you found supports your thesis/argument.
 * You must cross-reference an assortment of primary sources from the period you're studying to offer your audience an assortment of viewpoints.
 * You must utilize secondary sources to help you put the primary information into the period from which they were written/put together in order to provide your audience with a clear and in-depth __picture__ of what you are trying to explain.
 * // You reap what you sow!!! //
 * === The academic writing skills are still "weak-sauce" so students will be expected to do a bi-weekly __**persuasive essay**__ (in other words every 2 weeks) into the mix of assignments. The __1st__ will be __DUE 10/31__. We will have a Socratic Seminar every 2 weeks. 3-5 Pages, 1-inch margins, MLA Citations for ALL sources (USE SOURCES PLEASE!!! REMEMBER TO ANALYZE and EVALUATE the INFORMATION YOUR SOURCES). Your prompt is: ===
 * === (Intro Topic) Evaluate __//and//__ Explain how history advanced through revolution, reaction, and reform. (Thesis) What was the most important cause of the event you chose? (Body x3) How did that event shape the nation? (Conclusion) Has our nation evolved? How? ===
 * [[file:Exam2StudyGuideandTopicstoKnow.odt]] [[file:ChapterNoteDirectives.odt]]