Summer Assignment

Due All Summer Long: An Enjoyable and Rewarding Vacation!

Once again, students, it was an honor and a pleasure learning with you in IDS 7 this year. Thank you for your hard work, participation, insights, and cooperation. All best wishes to you now and always.

Study Tips: Second Semester Final Exam

Your Second Semester Final Exam will be from 7:55-9:50 A.M., Thursday, 6/4/09. Carefully study the following.

1. Units 6, 7, & 8 Chapter Summaries. .

2. CHART: Time Periods of Texas History - You can get a copy here.

3. . Maps & Chart
p. 399 - The West Texas Wars (final defeat of the Indians)
415 - Texas Cattle Trails (Gilded Age; notice that the cattle were rounded up in South Texas and "driven" overland to the railroad lines in Kansas, Missouri, etc.)
439 - Major Railroads in Texas, c. 1900 (After there were more railroads in Texas, the cattle didn't have to be driven up the trails to the North. The train rides were much more comfortable even though the final result was still unpleasant--for the bovines, at least.)
461 - Major Petroleum Discoveries in Texas, 1901-1929 (Spindletop wasn't the first oil discovery in Texas but it set off an oil "boom" that eventually made Texas the #1 petroleum state in the USA.)
501 - Dust Bowl during the Great Depression (1929-40)
519 - Texas in World War II (WW II greatly increased industrial production in TX.)
537 - Effects of NAFTA (North American Free Trade Agreement of 1994) on the TX economy
597 - Chart: Ethnic Distribution, 2000 Census

For Monday: Folder Due & Study for Final Exam

For Mon., 6/1

1. Folder (Binder) Due for Semester 2: Have it ready to turn in Monday when you reach class. You can get an extra copy of the Table of Contents and Instructions here.

2. Be studying for Thursday's Second Semester Final Exam. Study these papers to which we attached Post-Its.

• CHART: Time Periods of Texas History
• Unit 6 Chapter Summaries: Gilded Age
• Unit 7 Chapter Summaries: 1900-1950
• Unit 8 Chapter Summaries: 1950-Present

Thank goodness this does not apply to any of YOU!! :D

Today's Debate:

The Question: Which time period from 1865-the present was best for Texas?

1. Have the following on your desk. Use them during planning and the debate.

***Textbook: Texas and Texans

***Debate Notes fromYour Chapter

***Unit 6, 7, & 8 Summaries

***Any other materials you might use

2. Plan strategy with your partner(s).--10 minutes

***What are your time period's 3 strongest points?--You will present these, along with supporting arguments & evidence, in a 3-minute opening statement. Plan with your partner who will say what during the 3-minute opening statement.

***What are your time period's weak points?--Decide how you will defend these during the debate.

3. Debate!

Book Review Instructions

Write a title for your book review.

Write the bibliographical information: Author, Title, City of Publication: Publisher, Date of Publication, number of pages.

Write and complete the following sentence: "I read ___ pages of this ___-page book.

Paragraph 1: State and discuss the author's thesis (main argument) and at least three (3) supporting arguments.

Paragraph 2: Discuss the first supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 3: Discuss the second supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 4: Discuss the third supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 5: Tell some of the interesting facts and concepts you learned from the book.

Paragraph 6: Discuss the book's strengths and weaknesses.

Paragraph 7 (and more, if you need them): Apply what you've learned in an original and creative way.

Updated Due Date: Thursday, 5/28

If you write your review on paper, turn it in to me at the beginning of class on Thursday.

If you write your review on the computer, send me what you finished in class as a Gaggle email and upload it to your Gaggle Digital Locker. You may finish at home and send me the entire finished project no later than the beginning of class on Thursday. Be sure also to upload your entire finished product to your Gaggle Digital Locker.

I will grade your entire finished product on Thursday.

Book Reviews to Be Written in Class on Tuesday, 5/26

For Tue, 5/26: Book Reviews to be written in class

Be able to do the following:

1. State and discuss the author's thesis (main argument), supporting arguments, and evidence used to back up the supporting arguments.

2. Tell some of the interesting facts and concepts you learned from the book.

3. Discuss the book's strengths and weaknesses.

4. Apply what you've learned in an original and creative way.

practice post

Map Analysis: Texas Oil & Gas Fields

Analyze the above map.

Dipity Do, Part 2 (Rhymin' Simon Strikes Again)

Due Tue, 5/19/09: The following assignment is due at the beginning of class on Tuesday.

Excellent job on the Dipity timelines, students! Now let's learn from them. I've copied and pasted the urls to the various timelines for each chapter. In order to maintain online anonymity, I've only included your initials. You may refer to the person by initials or by the cute 'n clever nicks they chose. BTW, if yours isn't listed, tell me your Dipity username, and I'll add your url to the appropriate chapter below.

The guiding questions in your analysis are:

1. How did Texas change between the years 1900-1950? ("Between the years 1900-1950, Texas changed from ___ to ___.") What were various categories of change, what were the major events and developments that brought about the change, and how are the events and developments interrelated?

2. Which students' timelines best present the changes that took place? Base your analysis strictly on the evidence you see and read, not on personal opinions of the person her/himself.

Study at least two timelines per chapter. (You may certainly do more.) Please indicate which students' timelines you are using as evidence. Write your analysis on notebook paper, and hand it in at the beginning of class on Tuesday. If you would rather do the analysis on the computer, send it to me as an email or email attachment.

If you need ideas as to additional methods of analysis you could use, click here.

Ch. 20: Progressive Era

http://www.dipity.com/omg7 - RB

http://www.dipity.com/sman140803 - SM

http://www.dipity.com/LittleOldTeapot - HG

http://www.dipity.com/demon149700 - TA

Ch. 21: WW I & Roaring 20s
http://www.dipity.com/DTrain/ - DR

http://www.dipity.com/cheese_and_crackers2/ - CB

http://www.dipity.com/donuts_rock/ - CM

http://www.dipity.com/starzcatcher - MoC

http://www.dipity.com/paco88 - MaC

Ch. 22: Great Depression & New Deal
http://www.dipity.com/muscrat/ - AM

http://www.dipity.com/cheese_and_crackers1 - JS

http://www.dipity.com/navydude45 - RS

http://www.dipity.com/awsomness/ - JC

Ch. 23: WW II & Early Cold War
http://www.dipity.com/ll44/ - KM

http://www.dipity.com/jellybeanluvr - CD

http://www.dipity.com/kite - BC

http://www.dipity.com/socks20 - BW

http://www.dipity.com/kittydancer55 - AH

I meant to point this out in class today but forgot. Today is the 103rd anniversary of the landmark U. S. Supreme Court decision in the case of Plessy v. Ferguson. In this case the Supreme Court ruled that segregation was constitutional. This paved the way for an increase in Jim Crow laws all over the South and further discrimination against African Americans nation-wide.

texids t. on Dipity.

Finish Hyperlink Pics-->Dipity Do-->Surprise Activity You're Gonna Dig

1. Finish copying and pasting pictures illustrating each chapter in Unit 7, Early Twentieth Century Texas, into the hyperlinked Word table we made. Have at least 2 pics for each chapter.
2. Click on Dipity over there in the left-hand column under "Creative Online Tools." Use information from the Unit 7 Table, plus your textbook chapter to make a Timeline of ___insert name of chapter/time period____. I will have demonstrated the basics of how to do it, but feel free to ask me and/or classmates for assistance. When looking in your chapter in the textbook, use the Timeline at the beginning of each chapter, the Chronology at the end of each chapter, and anything in the body of the chapter that needs to be included.

3. If we finish these two activities, we'll do a surprise activity I think you'll, um, what's the word I'm looking for? Oh, yeh, dig.

Think-Pair-Share: Cask & Heart

Think-Pair-Share: Montresor or Narrator of “The Tell-Tell Heart”: Who is more evil?

Student C: we both agree M is more evil…he doesn’t seem to feel as guilty as narrator…the bones were there undisturbed (M) but N goes crazy because of guilt…

Student T: N because he kills the man just because of his eye…M kills the man is just telling pretty much…

Student R:: N because he kills an innocent old man while he’s in bed and no reason to kill him…M has a reason because he makes fun of him and he wants revenge…n cuts up the body

Student M: N because the blindeyeguy is his friend, n watches him sleep, puts the bed on top of him, cuts him up and puts him under the floor

Student H: M because he was his friend and he was drunk and he says come taste the amontillado, seals him in little room and leaves him there to starve to death…at least N did it quickly (maybe) and didn’t leave him to starve to death.

Student C: M because he basically tortured his friend, he’d known him for awhile, because of a joke M had made…kind of disturbing to have somebody be friends w/ you and then take them down to the cellar and change to stone and put a wall around you and let you starve to death.

Student A: N because he lives w/ the guy he kills and that’s kind of mean and for a week he watches him and when he kills him he cuts him up and that’s not very nice and then he puts him under the floor…his excuse : the old man was on a journey.

Student C: M because he made Fortunato suffer…the N killed the old man quickly but M left F in a room and let him starve to death.

Male Student M: N because he kills a man and the way he kills him, for no good reason, just for his eye, just for his looks (vulture eye), the old man never did anything to him, was always nice to him, never hurt him

Student J: BOTH: both killed the dudes, but one suffered and one got suffocated and cut up…they’re even

Student B: N because he kills a guy just because of his eye; he loved the old man but M had a reason to kill Fortunato but N just killed him because of the eye

Student K: N because he doesn’t really have a reason, like going up to someone and saying I don’t like your hair…M had a better reason because F was mocking him…N suffocated him in his sleep, living w/ the guy, who trusted him

Student D: N because he didn’t have a reason…he actually love the guy before he killed him, probably still loved him but for the eye…he was utterly insane…M has been hating F for a long time for things he’d done to him (his family motto: (Does Not Take to Insult”) – Don’t know if F is still alive or died of nitre---N cut his body for enjoyment, made him feel good to kill the guy he loved…in the end the N is proved insane, he hallucinates the hearing of the heartbeat…why it’s called
”The Tell-Tale Heart”

Student B: M because of what everyone else said…something unique: he has a trowel…alcoholic because he likes wine…sealed the guy behind a wall

Student S: N because he loved the guy…psychiatric condition, he tortured the guy on purpose before he killed him…M knew he would die iin the catacombs, but he just wanted him to die…well, also to suffer

Student R: M because he did it for revenge whereas N did because geezer was driving him crazy

Student M: N was more evil…would be like killing your wife just because of that stupid mole on her forehead…M let F suffer but didn’t torture him, didn’t cut him up

Student J: N because of killing geezer because of eye

Both did it in a way they would never be discovered

Compared to Gen. Zaroff

Which of the three is the best story?

What’s a one-word theme for each?

TTTH: kill…murder…may…insane…mad…psychiatric…psychotic…sinister…paranoid…disturbed

TCOA: deception…torture…locked…sealed…corked

Diagram that first sentence: Very, very dreadfully nervous I was and am.

Hyperlinking, cont'd - Unit 7 Summaries: Early Twentieth Century Texas

Most of you did excellent work in hyperlinking key terminology in the Unit 7 Chapter Summaries. (Some of you still need to email me your work.) Now let's enjoy the fruits of our labors. I've aggregated all the links I've received into a Google Document, which you can access here. Read, click, look, and learn. To access the Word version of the table, click here.

Hyperlinking, cont'd - Unit 7 Summaries - The Early 20th Century

Most of you did excellent work in hyperlinking key terminology in the Unit 7 Chapter Summaries. (Some of you still need to email me your work.) Now let's read, click, and learn some early-Twentieth-Century Texas history from them. I've aggregated all the links I've received into one Word document. You can access the document here.

Save the document in your My Documents folder.
Then upload it to your Gaggle Digital Locker.
Now read, click, look, and learn.

Remember that you can click on the hyperlinks in the following way:
1. Hover the cursor over the hyperlinked word(s). It will change to the pointing finger.
2. Hold down Ctrl.
3. Click.

Here's another procedure you might like to try. It involves saving the Word document as a web page.
1. File-->
2. Save As-->
3. Look for "Save as type" at the bottom of the Save As dialogue box.
4. Click on the drop box arrow.
5. Click "Web Page."
6. Close and reopen the document, which is now a web page. You should be able to click on the hyperlinks and go straight to the websites without holding down Ctrl. (In the glorious mystery that is Microsoft Word, sometimes this doesn't work at first, so don't get too frustrated. I've had it not work, closed out the document, come back to it later, and, mysteriously and for no apparent reason, it works. Sheesh.)

Computer Lab - Hyperlinking

1. Log onto Texids. Oops, you already have. Never mind.
2. Look on the left side of this page and click on the website to our textbook, Texas and Texans.
3. Click on Chapter Overviews and go to the Unit 7 chapter assigned you.
4. Copy and paste your Chapter Overview into a Word document.
5. Then attach hyperlinks to key people, terminology, etc. in your Chapter Overview. You do this in the following steps:

• Copy the URL of the website to which you want to link.


• Select the word(s) in the Chapter Summary to which you want to link


• Go to the Word Menu Bar and click the hyperlink symbol (it looks like a chain link- see it up there at the top of this post?; cute, ain't it!) OR go to the Menu Bar and click Insert-Hyperlink OR hold down Ctrl-K.


• Paste the URL of the website to which you want to link.

6. Now, to what kinds of websites might you link? (Thank you very much for asking.) Call out some websites and I'll type them below.

• Primary Sources
• Maps
• Cartoons
• Pictures
• Blogs
• Videos
• Sound/Music
• Articles, like HOTO
• Twitter
• Websites found through search engines (Google, etc.)

Thank you very much for sharing.

Glogs Due Friday

For Friday, 5/8: Glogs on Time Periods are due

1. Be sure you have your Glog finished by classtime on Friday. We won't have class that day, but Glogs are still due. I will log on and grade them online. Most of you are doing great work, so keep it up!

2. Instructions for the Glog Project are here. Be sure to follow the instructions carefully.

Quiz Wednesday: A Brief Summary of the Gilded Age

For Wed., 5/6: Quiz over "A Brief Summary of the Gilded Age"

1. Study and learn the handout well!!
2. Be sure to learn both the pics and the textual information on the handout.

Emergency Computer Lab Activity--Gilded Age Trails and Railroads

The copiers aren't functioning properly in the workroom, so I'm doing this workaround. Open this document comparing Trails and Railroads in Texas in 1860 and 1900. Then follow the oral directions given you.

Update: This will not be required but can be done for Extra Credit. Simply analyze the two maps by showing/telling things that are obvious, not-so-obvious, and genius-level insights.

Glogster Time Period Assignment

1. Go to Glogster and log in.

2. Here are the instructions for using Glogster, and you can find a video tutorial here (thanks to Norwegian teacher Ann S. Michaelsen).

3. Instructions for Project:

• Describe and illustrate your time period. Make at least two (you may make more) informative, attractive, creative GLOGs. As told you in class, you and your partner may each do a separate but coordinated glog or you may work together on both glogs. (The three-person team will make at least three glogs.)


• Your glog will be viewed by other class members. They will learn about your time period from your glog, so make it interesting and educationally beneficial.


• Write your descriptions in your own words. You will gather information from other sources (textbook, HOTO, websites, etc.), but be sure to translate what you find into your own words.


• Show both what was going on in the United States as a whole and in Texas specifically during your time period. To what extent did Texas accurately reflect what was going on in the USA and to what extent was Texas unique during your time period?


• Have an effective balance of words and pictures.


• You may use songs and videos if you can find them in appropriate formats. (mp3s, embeddable videos, etc.)


• Add url links so students can find other websites on your time period.


• Be creative, clever, etc., but be sure and do it in an intellectual, informative way.

Timeline Annotations Due`

For Wed., 4/29: Annotated Timeline on your chosen time period.

Be sure you have done the following by the time you arrive in class on Wednesday.

1. Color in the time periods on the 11x17 timeline page.
2. Add information on Reconstruction from the Overview packet to the timeline.
3. Add information on your chosen time period from the Overview packet to the timeline.

4. Add information on your chosen time period from our textbook to the timeline. You will show what happened in TEXAS during your time period. Be sure to make a color-code key highlighting the info on Texas. (e.g., orange)

Timeline Test or Quiz on Friday

Click to enlarge.

For Friday, 4/24: Timeline Test or Quiz, 1861-Present

1. Learn the names, dates, and picture I.D.'s found on the timeline, as per instructions given you in class. You can grab a blank practice timeline here.

2. Remember, this will count as either two daily grades or a major test grade, whichever better helps your six weeks average.

3. Remember, too, that for extra credit you may add any of the explanatory information given you when we analyzed the timeline in class.

4. Good luck, timeliners!!