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cessna part manualEngland Colonies Confederation to Constitution Launching a New Republic Jefferson Era National and Regional Growth Industry and Inventions Source - Monroe Doctrine Age of Jackson Destiny Spirit of Change Breaking Apart End in Sight. In particular we learned about Yorktown and the Treaty of Paris. A variation of Capture the Flag that helped students better learn about the American Revolution. We studied individually, in partners and played eraser game. Students will be in teams and they will rotate through classes playing a series of educational games and earning points. At the end their will be a winning team and prizes. Today we learned about the Boston Tea Party. Miss Today? Check out the notes under Google Classroom. Notes for Students. We also learned about the history of Thanksgiving too. Thanksgiving. Relax and Enjoy quality time and food with friends and family. Summer Break. In class today we learned how to take speed attendance, we talked about class supplies which is a notebook or binder and pencil. Why do we have this day off. We also did a classroom scavenger hunt on where certain things in the room were located. This will be students 1st Work Ethic Score of the school year. We then started learning about the Oceans and Continents, and took a pre-assessment on it. Please attend if you can. Then we rotated through stations working on Oceans and Continents and specific European Countries that will help us launch into history. We spent the rest of the class period with students on Chromebooks practicing geography. No school for students. Relax and Enjoy your last days of summer! Relax and Enjoy your last days of summer! Relax and Enjoy your last day of summer! Students were put in a seating chart and teachers started learning names We discussed supplies needed which is a 3 ring notebook or a binder and something to write with. Students also wrote their names on Popsicle sticks which will be used to call on students throughout the year.http://www.friz.ch/userfiles/epson-6050-manual.xml
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No school for students. Students also wrote their names on Popsicle sticks which will be used to call on students throughout the year. We finished the Viking theory and will do our performance task tomorrow. Students were scored on Historiography for their historical information and Writing for following CEAL. All students got to play outside with the other teams and have fun and meet new students not on their team. After the reading Mr. Fox lead the class through a few slides reviewing the information and we ended class with a student vs teacher Oceans and Continents Battle. Then we did vocab from the article as a class with Ms. Monnett and ended class with students in partners answering comprehension questions on the article. We reviewed our notes policy for the Trimesters and previewed what would be on the test tomorrow. You can use any and all notes. Study in Google Classroom under Notes for Students. There was a geography section and a historiography section. We then passed back European Exploration articles and we did a class read on Cannibalism at Jamestown. Each section of the article had questions to be added to their notes. After students read and answered their note questions we watched a 7 minute video on Jamestown recapping the article. We ended class reviewing our notes answers. We then started learning about the Oceans and Continents and ended class with some partner work, quizzing students on the Oceans and Continents. Then we rotated through stations working on Oceans and Continents and 50 States. Relax and Enjoy your last days of summer! Relax and Enjoy your last days of summer! Relax and Enjoy your last day of summer! Students were put in a seating chart and Mr. Fox started to learn names. We discussed supplies needed which is a 3 ring notebook or a binder and something to write with. Students also wrote their names on Popsicle sticks which will be used to call on students throughout the year.http://www.primabusiness.at/userfiles/epson-610-printer-manual.xml We did our 1st history lesson of the year on Primary and Secondary Sources and the flaws of both. Go to History of the Holidays under assignments and activities to learn more. This will be students 1st grade of the year. Then we discussed class rules, tardy policy, refocus forms and ended classes practicing our Oceans and Continents. Then we reviewed our Fire Drill Protocol and Intruder Drill Protocol. Then we listened to a few Oceans and Continents songs and then practiced in partners and ended class with a competition student vs student. Winner announced on Monday. Then we did a scavenger hunt online on Chromebooks to get familiar with this website. If you were gone the classcode to join is under Assignments and Activities. Join and complete that asap. We got to 41 minutes and 34 seconds. We did the Wales Theory, the Polynesian theory and started the Vikings Theory. We will finish the Viking theory tomorrow. Don't forget Notes are in Google Classroom. Video is under Assignments and Activities. Then we took notes on Early European Explorers and Conquistadors. We will review these notes tomorrow and test out of European Exploration early next week. Then we started a classroom scavenger hunt which will be studnets first grade of the year. We also introduced the Fox Den challenge. Then we finished our Scavenger Hunt and turned it in for the 1st work ethic grade of the year. We learned about classroom rules and Mr. Fox's sub policy. We ended class working on our 50 States and Oceans and Continents. This assignment is in Google Classroom. Students need to talk to parents if they don't know an event that happened in their life in a particular year. We got through the first 2 theories. About 18 minutes in. Video and note formatting are under Assignment and Activities. We watched a Wales theory and a Polynesia theory. Most classes got to about 40 minutes. So there was a sub today. The assignment was to learn about the conquering of North and South America by the Spanish. Remember it's the Spanish because when Columbus discovers the Americas for Europe his trip was paid for by Spain. So today please read Chapter 2 Section pages 61-66 and take 2 column notes on all the red headings and bold words. Focus on Cortes and Pizarro and how they were able to conquer so many people with so few. Today classes were given a choice of watching a movie on Conquistadors that you learned about yesterday or taking notes on the next section of the textbook. Chapter 2 Section 2 Pages 67-70. For those home sick or quarantined you have the same choice either take notes on 2.2 or watch 40 minutes of the video focusing on European countries challenging Spain. Your call. I would do the video but I love learning about Conquistadors. We also did our 1st history lesson of the year learning about Primary vs Secondary sources and their advantages and disadvantages. We also started a classroom scavenger hunt which we got through about half way. This includes Mr. Fox's Website, Team Galaxy's Website and Google Classroom. We also practiced our 50 States and Oceans and Continents. Including an Oceans and Continents challenge. We also took notes on how to get to Mr. Fox's Website, (Fox American History Wix) and talked about the importance of Mr. Fox's website if we have to go to remote learning. Welcome to Mr. Fox's American History Website Research Help Andrew Jackson Video and Study Help The Presidents Manifest Destiny Map Activity Time Capsule Project The Year in History Periods 1456 2020 The Year in History Period 2 2020 Rubrics Trimester 1 About Me Washington D.C Trip 2020 Mr. Fox's Syllabus Check My Grades Galaxy Teacher Websites More CREATING AMERICA TEXTBOOK For Example: 2.1 is Chapter 2 Section 1. Please try again.Please try again.Please try again. DELIVERY CONFIRMATION in the USA.Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Aurora 5.0 out of 5 stars Although this was written for middle school, it is by far the best of all I have read (Including America's Promise and other college texts). It attempts to be unbiased and uses quotes from diaries, etc.It was in great condition when I received it from this seller. Thanks!It is as expected.Inconvenient for me!Money well spent and used is the best way for textbooks. Learn about Easel TOOLS Easel Activities Pre-made digital activities. Add highlights, virtual manipulatives, and more. Browse Easel Activities Easel Assessments Quizzes with auto-grading that will be available for purchase on TpT soon. Some filters moved to Formats filters, which is at the top of the page. Students will research a variety of North American birds and fill out a field guide page. The field guide pages can then be combined to create a class book. You can also display the field guide pages on a bulletin board. Students are required to use a minimum of three sources and then create a poster of a facebook profile for the author. A rubric for scoring is included. Answer Key included. Students create their own Silly Character, incorporating adjectives and writing. Note: Thumbnail a little messed up. Only one page- nice and neat. The lesson is intended for students to complete as a reading comprehension introduction to the lesson. Test and Answer Key included. Main points include the first British colonies successes and failures, the Pilgrims, the Puritans, and the Salem Witchcraft Trials. Great for visual learners and easily adaptable. Key topics include the beginnings of the Revolutionary War, war strategies of the colonists and the British, and the use of guerrilla warfare in the South and the Treaty of Paris. It means so much to us. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? Sign Up. In this course 8 th grade students will conduct an in-depth study of the early years of our country, from the first colonies through the American Revolution and westward expansion, to the Civil War and Reconstruction. As students study a historical period, they will also look at its geographic settings, economic implications, developments in government and the role of citizens in the American democracy. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Read Creating America Textbook Online Free. To get started finding Read Creating America Textbook Online Free, you are right to find our website which has a comprehensive collection of manuals listed. Our library is the biggest of these that have literally hundreds of thousands of different products represented. I get my most wanted eBook Many thanks If there is a survey it only takes 5 minutes, try any survey which works for you. Some features of WorldCat will not be available.By continuing to use the site, you are agreeing to OCLC’s placement of cookies on your device. Find out more here. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. Please enter recipient e-mail address(es). Please re-enter recipient e-mail address(es). Please enter your name. Please enter the subject. Please enter the message. Author: Jesus Garcia; McDougal Littell; Rand McNally and CompanyReading study guide (Spanish translation) Creating America: a history of the United States. Access for students acquiring English (Spanish translations) Creating America: a history of the United States. Library of professional resources: teaching for inclusion. Creating America: a history of the United States. Library of professional resources: building reading and writing skills. McDougal Littell creating America: Please select Ok if you would like to proceed with this request anyway. All rights reserved. You can easily create a free account. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Viewcontent Php3Farticle3Dcreating America Textbook Online Chapter 1826context3Dlibpubs. To get started finding Viewcontent Php3Farticle3Dcreating America Textbook Online Chapter 1826context3Dlibpubs, you are right to find our website which has a comprehensive collection of manuals listed. The Sponsored Listings displayed above are served automatically by a third party. Neither the service provider nor the domain owner maintain any relationship with the advertisers. In case of trademark issues please contact the domain owner directly (contact information can be found in whois). EnglishThe text then discusses the formation of the Unites States as a nation independent from colonial powers, and moves through the major political, cultural, and social developments that the nation experiences over the following 220 years. Each chapter includes key vocabulary terms and a timeline. The chronologically arranged chapters each have an introduction and subsections, and each term in the index is hyperlinked to the section where it is discussed. This textbook does a fine job of covering a broad period of time with a complex history, in my opinion. This could be easily resolved within the text by quoting a primary source or using more neutral terms. While issues like these were not widespread throughout the text, their presence was concerning to me, as an instructor. In particular, throughout most of the text I found the direct discussion of racism and racialized issues mostly up-to-date for teaching a course at the moment, as there are many American history texts that tend to obscure and minimize these issues as driving forces in political, cultural and social life. The text currently contains history up through the Obama presidency, I hope that it will be updated with material from 2016-2020, now that this chapter of American political life has ended. The chronological structure of the text will make recent history easy to incorporate, but I would encourage the authors to keep abreast of newly published research for the earlier time periods and revise their chapters when possible.In my opinion, it is appropriate for students at the high school level, or for an introductory or survey course at an undergraduate institution. Vocabulary terms that would be unfamiliar to a modern reader are defined in text and are also highlighted at the end of each chapter. Although I think that the structure of this text lends itself best to courses that are taught chronologically. An instructor hoping to approach US history from a thematic perspective, with units on, for example, women's rights or labor rights, would not easily be able to isolate that material. This is common, though, for history texts, of course, but thematic sections might be something to consider for a future version of the text, or for an additional open-source US history book. I think that there could be some additional critical thinking prompts around the historiography of some primary source links, but allowing the students to analyze some of these materials on their own certainly strengthens the learning experience of the subject matter. Personally, I think that the text could have gone even further to construct an inclusive history, especially in regards to the discussion of native nations of what became known as North America.I also found that including many of the key documents in U.S. History, like the Constitution, in the appendix were helpful, so students can refer to these throughout the course. Instructors should consider how a student with Japanese heritage might feel during such a discussion, and be sure that there is a clear learning objective before assigning the critical thinking prompt. The table of contents clearly illustrates the major themes and topics in United States History. The table of contents clearly illustrates the major themes and topics in United States History. I have submitted both of the corrections to OpenStax, and they have corrected the errors. (One was a date error and the other error was a geographic error.) Their support team was very receptive to my findings. I believe that some of the images are out-of-date. I understand that they are trying to use open source material, but I believe that there could be better image options to illustrate the content. These links sometimes take the reader to an out-of-date website or a broken URL.The text is very clear and appropriate.The reader knows what to expect for each chapter. The framework is clear and does not alter throughout the book. The smaller sections are easy to digest. There is little disruption to the reader and the entire book has a nice flow to it. This can be frustrating when assessing students on a term or subject when they haven't read both of the chapters where the information is covered.There should be more quality control measures for checking these outside links. I tell my students not to click on the links. The book would be greatly improved by moving the comprehensive glossary to the end of the book and limiting chapter key terms (which could them be looked up in the glossary if the definition is not clear in the text). It could benefit from a few changes. For example, the book uses the term Atlantic World but does not define it according to the definition as it is put forth by Atlanticists. This book will most like be used in a survey course and students will go on to take additional history courses, one of which might be the Atlantic World. As much as possible the book should define terms like this in the way they are defined by historians in that field. The book would benefit from an overhaul to revise it using active voice. Additionally, there are always a number of words in each chapter that are not course specific, but are used under the assumption that the student will know what they mean. I am constantly needing to provide my own online glossary for my US History courses because many of my student do not have knowledge of many non-vocabulary words that are casually used in the text.They break up the long chapters, but do not interfere with the flow of the topics. Chapters may overlap chronologically, but that does not interfere with the student's ability to make connections between one chapter topic and the next. It also provides a good way for the instruction to review by helping students bridge the topic and chronology over 2-3 chapters. We instruct students to use active voice in their own writing and it would be better if the book modeled this writing style. Images and text are inclusive of a wide audience of varied race and ethnicity. It was an easy swap form a print textbook to this no-cost OER. 77 of my students were not buying the print textbook. Beginning in Fall 2020 they will all have equal access to the material. The authors clearly worked diligently to include the major points of the history necessary for an introductory text. The Index needs to be more comprehensive, it is too. The authors clearly worked diligently to include the major points of the history necessary for an introductory text. The Index needs to be more comprehensive, it is too abbreviated. There is no glossary and this is a problem. The text is light on definitions, for instance, imperialism is never defined, hegemony is never mentioned. The idea of the US as a nation that has never practiced imperialism is very strongly embedded in our national discourse and changing that mind set can only happen with a concentrated barrage of basic definitions and facts in our texts. Not to speak for anyone else, my students need basic definitions. I did not find any errors. The call for more inclusive historical matter is loud. In the list of authors, I do not see a single African American historian, no Native Studies, no Women's History, no Gender Studies historian. I have to agree with the critique written by an earlier reviewer who said that this text shows a decided slant that the history of white men is the history of the US. Clearly, the authors made an effort to include voices and people outside the majority white and male historical record, yet this is also clearly an aspect of the text that will need to be further amended. We need to hear the voices that say, for example, race is at the center of US history, that say native people are the beginning and center of US history, that call for the centrality of women's history, of those of non-compliant sexual identity.It will help students erect a framework of US history in their own minds. There is still work to be done to more adequately address the lack of robust use of definitions. Students seem to learn best when, over the course of a term, they can rely on a steady model of instruction so they can use their energies to absorb the information. The text does a good job of maintaining uniformity of structure over the chapters. Considering that there were several authors, the consistency is laudable. The book does meet this criteria, the subject headings are certainly not followed by large blocks of text. There is hardly a page without some type of pictorial insert, hardly a subject matter that extends for more than a page or two. Henry James would not be impressed. This is a pedagogical point of view with which I do not agree but which is so widespread and imposing that it is not really worth an argument. Historically, more than one or two things are happening at the same time so maintaining a clear narrative is essential. The organization of the material, even in complex situations such as when the US has both international as well as internal struggles is nicely done. Once the book is opened, it attracts readers as well as casual browsers. I have seen several generations glance at it, then turn a few pages and then sit down to read more. Far from confusing or distracting readers, the layout of the pages invites readers to delve into it. This is a necessity that cannot be over emphasized for my students. Modeling excellent writing is a tremendous help. The authors did include instances of historical moments when non-white, non-male actors were the agents of history. However, the point of view is clearly white and male. This point of view has been very gradually becoming less and less acceptable over the last few decades and there is now a very concerted push to change it. How this will play out over the next couple of years will, at least, be interesting. By its very existence, it offers a new modality of teaching that is less hierarchical and more inclusive. Too many students have been constrained from succeeding in class by the cost of the texts. I appreciate the work done by the authors. Thank you so much. However, when you dig a little deeper the book lacks the narrative and interpretive quality of recent commercial textbooks such as the popular text by. However, when you dig a little deeper the book lacks the narrative and interpretive quality of recent commercial textbooks such as the popular text by Eric Foner. This might be a result of a modular approach with multiple authors. For students who pick up the book sporadically and read only a few sections, this might not be a problem. For students who enjoy reading, however, this book will surely disappoint. The most concerning aspect of the book is the casual and often sloppy nature of the text. There are so many times when the text makes an assertion that is not supported by recent scholarship that it is clear that professors are not reviewing this text in detail. I have provided an example of this from Chapter 17 at the end of this review. Word choice and precision seem to be one of the Achilles heels, but students will still get an overview of the period, and hopefully, that will serve as background for understanding lectures and other parts of a course. This could be dangerous. I understand what the authors' intent is, and with some revision, these sections could be vastly improved. I can easily quibble with some choices, but that is true of all textbooks.When it comes to women's history, the book is consistent in offering only a brief and limited perspective. Take women's suffrage as one example. If a student missed a few special sections that cover women's history, they would not see many positive contributions of women. If a student read this book cover to cover, they would gain the impression that women's suffrage was only a moment in history instead of the culmination of generations of thoughts and actions. One possible area of concern for those seeking to adapt the text is the quality of the auxiliary materials such as the reading quizzes. These sorts of resources appear to be an afterthought for this open text just as they are often an afterthought for other publishers. Here is an example of a textbook question that needs to be reconsidered:It is easy to move around in the book and it is digitally searchable. This is not a comment about the text, but please notice that most of the categories reviewers are given are not about the content of the book. So while this book might rank high in terms of stars, many other faculty have also pointed out issues about this book's content. Fans of the Oxford comma might be disappointed. Here is an example in Chapter 17 where the authors make the false and extremely racist assertion that most women in the West were prostitutes until the wives of wealthy white men arrived. In 1860, in the Comstock Lode region of Nevada, for example, there were reportedly only thirty women total in a town of twenty-five hundred men. Some of the “painted ladies” who began as prostitutes eventually owned brothels and emerged as businesswomen in their own right; however, life for these young women remained a challenging one as western settlement progressed. A handful of women, numbering no more than six hundred, braved both the elements and male-dominated culture to become teachers in several of the more established cities in the West. Even fewer arrived to support husbands or operate stores in these mining towns. As wealthy men brought their families west, the lawless landscape began to change slowly. Abilene, Kansas, is one example of a lawless town, replete with prostitutes, gambling, and other vices, transformed when middle-class women arrived in the 1880s with their cattle baron husbands. These women began to organize churches, schools, civic clubs, and other community programs to promote family values. They fought to remove opportunities for prostitution and all the other vices that they felt threatened the values that they held dear.The chapters are organized both chronologically and thematically. The chapters do not. The chapters are organized both chronologically and thematically. The chapters do not delve into too much detail, and instead, consist of an overview. The review and critical thinking questions, at the end of every chapter, are a great way to assess students and check for understanding. While the book is mostly a political history, it also encompasses social and economic history. I found no significant errors in my reading. While no history text can be completely unbiased, this text presents a balanced view. It consistently tries to tell both sides of the story. We hear the perspectives of both settlers and natives on the frontier, Patriots and Loyalists during the Revolution, and secessionists and abolitionists during the Civil War. The balance also extends to more recent and relevant political issues. The nature of the text itself allows it be be easily updated with new information and developments.The language used is accessible to the vast majority of undergraduate students. It is well written and generally enjoyable to read. Some portions are rather dry, especially those dealing with political wranglings and legislation. However, some passages are very engaging and read almost like a novel. Although the narrative is broken up my many headings, it flows well. It does not have the complicated and politicized jargon of other history textbooks. The chapters always provide a broad overview of themes, while not being afraid to delve into lesser known historical events and figures. They are broken down into many subsections. Instructors that want to rearrange the material are easily able to do so without sacrificing clarity. However, they are not organized in strictly chronological order. Chapters often overlap in terms of time period. Inclusion of women's history, black history, native history, and Asian history is consistent throughout the text. The text reflects the diversity that is characteristic of American history and society. The language is easily accessible and engaging. I highly recommend this text for introductory US History courses. There are also consistent themes emphasized throughout the chapters, such as women's history, Black history, and Mexican-American history. There are also consistent themes emphasized throughout the chapters, such as women's history, Black history, and Mexican-American history.