Kahoot from the end of the year review

Prompt 1 - imperial goals/Unit I - https://play.kahoot.it/#/k/d79f6094-9953-4858-bc20-0ec9bafe8898

Prompt 4 - Unit III - https://play.kahoot.it/#/k/705f82d4-7a3e-4b95-8263-cc37f0fb7312

Prompt 6 - abandonment of the Articles of Confederation - https://play.kahoot.it/#/k/dae32d75-8d73-44f6-a021-3e0f9953531e

Prompt 9  - American Foreign policy/national culture- https://play.kahoot.it/#/k/0519dabf-991f-4919-a8c9-4a6adf66a89f

Prompt 10  - slavery and dignity - https://play.kahoot.it/#/k/e577cd29-8381-4272-b605-354c2413dd70

Prompt 11 - Market Revolution - https://play.kahoot.it/#/k/e7ae9992-ebe3-4f0b-8c54-149d97743046

Unit IV Key Concepts - https://play.kahoot.it/#/k/c3124d60-693c-4d49-9f4d-04ae0cdd8b70

Prompt 12 - more Market Revolution - https://play.kahoot.it/#/k/5b0057dc-472e-4fb4-bbe6-3db089e8fa2d

Prompt 14 - opposition to slavery - https://play.kahoot.it/#/k/86310ca2-0764-4907-bd02-8a5632972066

Prompt 15  - expansion of slavery into the territories - https://play.kahoot.it/#/k/ea743d06-10e8-46c1-a513-1ee029726edd

Civil War - https://play.kahoot.it/#/k/ff0edef4-9680-4262-8827-d5966b96cdeb

Prompt 18 - Agrarian discontent - https://play.kahoot.it/#/k/d729edd0-d5fd-48dc-98d2-0aa6fbe42fb6

Prompt 19 - Westward Expansion - https://play.kahoot.it/#/k/38704bf6-013c-499f-b0d3-a0bb53c427bf

First semester review activity

Due by start of class on Thursday (but you can turn them in early):

• Poster:
• Thesis statement (including reasoning point)
• Three pieces of evidence supporting your reasoning point
• Each piece of evidence should have two bullet pointed statements (1. Definition and 2. Connection to Reasoning Point)
• Kahoot
• Set up an account on Kahoot and create a 10-12 question quiz based on the Key Concepts (pick a section from the same unit as your prompt).
• No more than three joke questions.
• Answers should be educational, not simple or trivial.
• Share with me (my user name is: JoeKerwin)

Key concept 1.2: Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.

• Simplistic question: What did the Europeans use to conduct trade during the Columbian Exchange time?
• Steam ships
• Airplanes
• Joint-stock companies
• Wagon Trains

• Better question: How did joint-stock companies help the Europeans improve their international trade during the time of the Columbian Exchange?
• They allowed for mutual cooperation between the imperial nations.
• The system allowed for the natives to work jointly with the Europeans, sharing in the wealth of the colonies.
• They allowed for investors to pool their capital and share the risks.
• The system used drugs as a way to pacify and control the native populations.

Goals for Reconstruction for prompt 17

Here are the goals for Reconstruction that we will go over in class on Thursday. You may use these for your notes, but if you do a variation of them or a different goal, that is fine as long it can be viewed reasonably as a goal.

• ●  Ensure citizenship and civil liberties for former slaves
  
• ●  Ensure political enfranchisement
  
• ●  Provide economic opportunities for former slaves
  
• ●  Provide educational opportunities for former slaves
  
• ●  Expectations of cultural change
  
  

Contextualization on prompt 10 on slavery

While it was not part of the formal lecture today, here are some historical developments that you could write about for contextualization (remembering that you need to have two sentences for each - one sentence describing the development and one relating it to the topic). Some possibilities are:

• the Haitian revolt
• the cotton gin
• development of a textile industry in New England
• the spread of slavery into the old southwest (Alabama, Mississippi, Louisiana, etc.)
• the Great Awakening
• the ending of the importation of slaves in 1808 (making it easier for slave communities to develop a truly American American culture)

Unit III multiple-choice portion of the test grades are entered

The grades for multiple-choice are in the gradebook and they include the curve for the test, which was ten points. Two students, one in each class scored over 50 points, but I dropped those scores and set curve based on the next highest grade which was 50 points. So I have added 10 points to all scores, with the test still worth 60 points. In other words, a 44 out of 60 becomes a 54 out of 60. The scores that are online are the final scores with the curve added.

For the accelerated students, I have also included their 10% bump.

Optional Edpuzzle videos

Students who parents/guardians sign the waiver form can earn additional (not bonus) points by completing the Edpuzzle video quizzes.

For first period, the link is: https://edpuzzle.com/join/jujliwi
For third period, the link is: https://edpuzzle.com/join/mabnuni

Be sure to read the following instructions BEFORE starting the quizzes (which are all optional).

• The optional online Edpuzzle quizzes are each worth five points. These are due by 9:00 PM on the date listed in the study guide calendar. There is no late work for the optional quizzes.Students will watch the video, section by section, answering questions online as they go. 
• Each quiz is worth five points. Students can get one question wrong and still get a full score. After that, the first wrong answer is a 0.5 point deduction and then each wrong answer is an additional one point deduction. The number of questions per quiz will vary. The number of quizzes per unit also will vary.
• Note that while students cannot skip ahead until they have watched each section, once they have finished a section, then they can go back and review them as they are answering the questions for that section of the video. Click on the “Back” button in the upper left part of the web page to go back. When students go back to review, then they may skip around in the section. This means there is no reason, other than laziness, to get less than full credit for these assignments.
• The Edpuzzle video quizzes for this unit are optional assignments. Optional means that students can do them and get the score for that assignment if they complete them. If a student chooses not to do them, because she or he is lazy and do not want to earn relatively easy points that will help her or his grade out, then the student will be considered excused from this assignment. Optional does not mean extra credit. Once a student completes a quiz, she or he will get the score she or he earned. If a student does not want to do the assignment or does not want the score, the students should NOT finish the quiz. Once a student submits her or his answers for the last set of questions, the quiz is no longer optional.

Online videos

While I am still working on getting access for the Edpuzzle videos, I won't be able to get taken care of before Thursday's test. However, on my Youtube page I do have three videos where I review the key concepts for Unit II. That link is https://www.youtube.com/user/KerwinHistory/videos.

Hopefully those may be of some use to you as you study for Thursday's test.