History 1&2 - Introduction

FAITH Parents,

I am so excited to be working with the kids in history class again this year as we explore the modern time period.  Please be aware that there will be a small amount of homework every week.  By ensuring that your student comes prepared, you allow our class to delve deeper into fun projects and discussions.  Class summaries, reading assignments (feel free to read these aloud to your student), timeline review videos, and optional lesson extension activities will be sent to you weekly in e-mail form, and will also be posted here.  

You should have already received your Veritas Press history cards at orientation.  If not, make sure that you pick yours up this week.  On the back of each card is a reading list.  These books are not required, but you may find that you already have a few on your shelves, and any additional reading that the kids do at home will deepen their understanding of the subject.

Below is the class syllabus.  You will notice that, due to time constraints, our course is focused almost entirely on American modern history.  If you wish to include world history in your studies, I  highly suggest that you allow your student to listen to a resource such as Story of the World volume 4 at home.  

If you have any questions at all, please feel free to get in touch with me.  

Sheryl G.

Date	History level 1 & 2 topic	Timeline Events	Year	In preparation for class read Veritas Card
9/9	End of colonization	Monroe Doctrine	1823	1
9/16	Manifest Destiny	Erie Canal	1825	2
		Jacksonian Democracy	1828-1836	3
9/23	Expanding demand for slaves	Cotton Gin	1830	4
		Slavery	1780-1865	5
9/30	Indian Removal Act	Trail of Tears	1830	6
10/7	Texas War of Independence	Alamo	1836	7
		Westward Expansion	1841	8
		War with Mexico	1846-1848	9
10/14	Westward migration	Gold Rush	1849	10
		Oregon Terretory	1850	11
10/21	Civil War	Lincoln	1861-1865	12
		Civil War	1861-1865	13
		Gettysburg	1863	14
		Civil War Generals	1861-1865	15
10/28	Reconstruction	Transcontinental Railroad	1869	16
		Reconstructing the South	1865-1870	17
		Black Leadership	1870	18
11/4	Industrial Revolution	Age of Industry	1870-1900	19
11/11	End of the Native American way of life	Battle of Little Big Horn	1876	20
		Cowboys and the West	1870-1890	21
		Spanish American War	1896	22
11/18	Progressive Era	Teddy Roosevelt	1901-1909	23
		Immigration	1900	24
		Wright Brothers & Inventions	1903	25
11/25	No class - Thanksgiving
12/2	WWI	World War I	1914-1918	26
		Roaring 20s	1920-1929	27
		Great Depression	1933-1945	28
12/9	Christmas presentation
12/16, 23, & 30	no class - Christmas
1/6	WWII	World War II	1939-1945	29
1/13	Cold War	Cold War, Korea, & Vietnam	1945-1989	30
1/20	Information Age	Space Race	1957-1969	31
		Modern America Fall of Berlin Wall, & Sept 11	1970-Present	32

Instructor Biography - Joni C.

Art Class; Trailblazers and Explorers (levels 1 and 2)
Joni C.

 Hello! I am excited to have an opportunity to teach two of the Art classes this tear. I have homeschooled all of my nine children these last 22 years or so. Some years before that, I attended Mass. College of Art. I have taught art in another co-op, had a stained glass class at my home for teens, and had a week long Art camp for kids also. I believe that using Art to express oneself is a gift from our creative "Creator  God". I am hoping to use the Suzuki model of looking at Fine Art  work through history(1850-modern times), and learning from them. I spend most of my time working with and enjoying my children and, now, eight grandchildren. We have a small farm, where we raise sheep, goats, chickens, and a large garden for canning and freezing. I enjoy reading and doing artwork.

Clean-up

Each of our families is responsible for helping with clean-up once per year.  Supplies are kept in the janitor's closet between the history classroom and the bathroom upstairs, and there is generally a spray bottle in each classroom.

The process is quick and easy:

• Begin upstairs in the art room & follow the teacher's instructions
• Sweep or vacuum each room as needed
• Check to make sure all tables are wiped clean and white boards are tidy
• Turn off lights as rooms are completed
• Bathrooms - check to ensure all toilets are flushed and faucets are off.  Tidy floors as needed.

Our goal is to leave the building as nice as, or better than we found it.  Thank you for your help!

Life after the Conquest

The arrival of the Spanish in the New World brought Christianity and the end of human sacrifice. Five million Indians were baptized in Mexico alone between 1524 and 1536.

It also brought a new system of management.  Haciendas originated from Spanish land grants, made mostly to conquistadors. Laborers, ordinarily Indians, were theoretically free wage earners on haciendas, but in practice their employers, who controlled the local governments, were able to keep them in a state of perpetual indebtedness

Napoleon's invasion of Spain (1807-1808) provided the spark the laborers needed, and while Spain was busy fighting, most of their former colonies declared themselves independent.

In class activities:

• Learned about the hacienda/econmienda system of management
• Discussed the Spanish practice of giving conquered tribes the choice of conversion or death, and thought about what God would say of it
• Painted Spanish crosses
• Reviewed Aztec, Incan, & Mayan cultures 
• Chose one favorite culture and created a pin displaying the culture name and significant symbols
• Played Conquistadors and Natives 

Assignment for next week:

• Go through the notebooks and projects that you completed this year and choose your favorites to bring to presentation day!
• Practice your timeline

Thank you for a fantastic year!

Drama Period B - 4/1/14

This week we blocked the whole show on the stage!  Working out some details of the specific space was very important.
Next week we will need to have everyone with their costumes for a dress rehearsal.
Explorers:
pants and boots (no jeans please!)
any "fluffly" shirt
vest?
hat with a feather or plume?

Sailors:
pants (carpis?)
white or striped knit shirt
belt and sword or dagger (play of course!)
vest?
knit hat?

Revere and Slave:
pants and "riding" boots
button shirt
vest
colonial hat?

Soldiers:
ragged pants
knit or button shirts (torn?)
no shoes or wrapped feet
knit cap and gloves?

Generals/Jefferson:
dress pants
button down or "fluffy" shirt
boots
belt

Lewis and Clark and Sacajawea:
leather? or khaki pants
shirt
leather or "fur" vest

Settlers:
boys, overalls or pants and plain shirt, vest or jacket, bucket or satchel
girls, skirt and plain shirt or dress (plain) headscarf, shawl, or apron

We are also looking for...
tri cornered hats
small stools or "sitting" logs
stick horses (2)
swords/daggers (plastic)
rifles (plastic)
scrolls

Drama Period A - 4/1/14

This week's viewing part was a fun and successful time together!  The hard work the last few weeks really showed up on the screen, thank you to all the kids and all the parents who have been pulling together to make this all happen!!
Each group will receive an email from me to review any edits that we discussed in class.  Please have these taken care of and brought into class for Tuesday!

Mythic Lands

Not all of the efforts of the Conquistadors were successful.  In 1513 Ponce de Leon scoured Florida in search of the legendary Fountain of Youth, taking possession of the land for Spain.  Many years later De Leon returned to plant a colony.  This angered the natives who wounded him severely.  Unfortunately, the Fountain was never found, and De Leon died of his injuries after much suffering.  

Similar to the Fountain of Youth story, the El Dorado myth of a city of gold enticed European explorers including Sir Walter Raleigh, who had just failed to establish an English colony in Virginia. To gain a rich kingdom for his Queen, to extend her power and enrich her treasury was now his greatest object in life.  He found amazing wonders,  faced extreme challenges, and made a map of where he thought El Dorado was, but Raleigh brought back no gold.  His schemes for a conquest of this land were received coldly by the Queen.

In class activities:

• Finished building our Aztec displays
• Learned about the failed efforts of the conquistadors t
• Searched for own El Dorado following false clues 
• Added to our history notebooks
• Drew our ideas of what El Dorado would look like

Optional lesson extension activities

• watch https://www.youtube.com/watch?v=zqs6hrpVmc0

No assignment