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NEEDS
AND
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VIRTUAL BACKGROUND
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ENTRY MUSIC
AND
AND
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THE DO-NOW
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+
– – –
DID YOU GET INTO UNIFORM?
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IF NOT, PLEASE DO NOT DELAY!
– – –
A NEIGHBORHOOD-ING OF THE PACKET, PP. 03-05
CHATS WITH THOSE STRUGGLING!
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A DISCUSSION OF THE DO-NOW?
A DISCUSSION OF THE SAME
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ATTENDANCE + GREETING(S)
“DR. DOYLE” OR “MR. DR. DOYLE”
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– – –
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THIS DATE IN HISTORY
YAY!,
HAPPY NATIONAL HISPANIC HERITAGE MONTH (09/15-10/15),
EVERYONE!
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– – –
10/05/1789
THE MARCH OF THE WOMEN OF PARIS ON THE P. OF VERSAILLES (THE F.R.)
AND
THE CRITICALITY OF THE F.R. TO HAMILTON, JEFFERSON, AND WASHINGTON, ETC.
AND
https://www.stitcher.com/podcast/how-stuff-works/this-day-in-history-class/e/56578896
– – –
10/05/1813
THE BATTLE OF THE THAMES (THE W1812), A BIG WIN FOR THE U.S. > THE U.K.
– – –
10/05/1877
THE SURRENDER OF CHIEF JOSEPH (THE NEZ PERCE) TO THE U.S. ARMY,
A CHAPTER IN THE CLOSING/CONQUEST
OF THE WEST (THE AMERICAN WEST)
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OBJECTIVES/THEMES
ANGLO-FRENCH WARFARE, ACROSS THE CENTURIES – AND THE OCEANS
AND
THE SEVEN YEARS WAR, PART 1
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HOMEWORK FOR TODAY
DID YOU FINISH, AND SUBMIT, WHAT WAS DUE TODAY?
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HOMEWORK FOR 10/06+
A NEED, OF THE CLASS OF 2024,
TO COMPLETE – AND SUBMIT – WORK
ON TIME, FOR FULL CREDIT
HOMEWORK FOR 10/29
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ODDS & ENDS
A PLAN ON USING THIS TOOL IF A NON-VARIETY OF CLASS PARTICIPATION
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WHAT QUESTIONS, IF ANY, FOR THIS TEACHER?
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EXPECTATIONS/ETIQUETTE/HONORS
DON’T BE A DEAD FISH.
HW DUE ALL THE WAY BACK ON 09/17+!!!
A READING OF THE SYLLABUS
AND
AND
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A TURN TO THE TWITTERVERSE!
RESPECT!
– – –
ALTERNATIVES, SOME ASK?
COLD-CALLING
AND, BY POPULAR DEMAND,
POP-QUIZZING (YAY! YAY! YAY!)
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A CONSIDERATION, A TABULATION,
OF THE BIGGEST EVENTS
OF ANGLO-AMERICA, CA. 1651-1752
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OK, YES, ON 1651. BUT WHY 1752???
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ONE POSSIBILITY:
. . .
“Why Did 11 Days Disappear in 1752?,” The Augusta [GA] Chronicle
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09/02/1752
the adoption of the Gregorian calendar, in Great Britain – and the British Empire
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ANOTHER POSSIBILITY:
. . .
THE OVERTURNING
OF THE BANS
ON ALCOHOL AND SLAVERY IN GA
– – –
BACKGROUND MUSIC FOR FROZEN BOARD-WRITING
AND
BACKGROUND MUSIC FOR FROZEN BOARD-WRITING
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A SHARING OF SENTENCES AND SENTIMENTS
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A LONG, LONG, LONG PAST
OF SLAVERY
– AND, THEN, SEGREGATION
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A REFLECTION ON TEST 01 (1.1-3.3)
YES,
THE ACKNOWLEDGMENT OF A HARD TEST (A NOT-AS-HARD-AS-A-FINAL TEST)
. . . BUT . . .
THE GRADING BREAKDOWN
C BLOCK
114.75/150.00 ≈ 76.5 (A C+, YES?)
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D BLOCK
132.25/150.00 ≈ 88.2 (A B+, YES?)
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H BLOCK
109.39/150.00 ≈ 72.9 (A C, YES?)
– – –
THE GRANTING
OF ONE FREEBIE = + 05
(A QUESTION TO DISCUSS LATER)
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– – –
SUGGESTIONS AND THOUGHTS
CLASS TIME = LEARNING/LISTENING/PROJECTOR-VIEWING TIME
CLASS TIME = NOTE-TAKING TIME (THE GIVING OF A RESOURCE ON NOTE-TAKING)
CLASS TIME = THE CONSULTATION OF THE PACKET AND THE TEXTBOOK TIME
CLASS TIME ≠ THE DOING OF HOMEWORK TIME
CLASS TIME ≠ AMAZON/ESPN/INSTAGRAM/SNAPCHAT/TEXT/TIKTOK TIME
CLASS TIME ≠ THE BUYING OF TICKETS TO MIAMI TIME (SORRY, V.P.!)
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THE SETTING UP OF EDUCATION SOFTWARE FOR MONITORING LAPTOP USE
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THE CONSIDERATION, GROWING EVERY DAY, OF REARRANGING THE SEATING!
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THE PASSING, ON THE PART OF SOME, OF AN OPPORTUNITY TO BRING NOTES!
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THE NON-ALLOWANCE OF NOTES SHEETS ON THE ASSESSMENTS AHEAD
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AND, YET, THE ENCOURAGEMENT OF ATTENDANCE (OFFICE HOURS)
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LIKEWISE, THE ENCOURAGEMENT OF QUESTION-ASKING IN CLASS
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MOREOVER, THE ENCOURAGEMENT OF CLASSROOM/E-MAIL-READING!
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A THOUGHT ON HOMEWORK,
AND INTEGRITY, AT AMSA
AND IN HUSH-1
THIS TEACHER NOT SAYING THAT ANYONE IS DOING THE FOLLOWING . . .
. . . BUT, IF SO, GOOD LUCK WITH THAT!
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THE CROWDSOURCING
OF THOSE WHO FARED/FELT BETTER
AS TO HOW TO STUDY/TEST-PREP
[NOTE: NOT ONE PERFECT SCORE BUT A HANDFUL OF GREAT SCORES!]
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C BLOCK
G.B., M.D., J.H., T.H., C.J., M.M., L.M., M.P., AND S.V. – AND OTHERS?
D BLOCK
I.G., A.G., G.H-S., G.I., C.I., A.M., I.N., I.S., M.S., K.S., R.S., V.P., AND D.Z. – AND OTHERS?
H BLOCK
E.A., G.B., S.N., T.T., S.V., AND C.W. – AND OTHERS?
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THE PERSPECTIVE OF A PHILOSOPHE
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THE OFFERING
OF + 05 OF EXTRA CREDIT ON TEST 01
FOR THE CLASS AS A WHOLE
(NO PENALTY FOR AN ERROR HERE!)
IF SOMEONE
– JUST ONE PERSON, NO ASSISTANCE –
CAN ANSWER THIS QUESTION:
FREEZING THE SCREEN!
. . .
. . .
. . .
. . .
. . .
. . .
C BLOCK
. . .
. . .
. . .
. . .
. . .
. . .
D BLOCK
WHAT IS THE “P” IN THE FORMULA “A = C + P”
THAT DESCRIBES THE COLONIZATION
OF BRITISH NORTH AMERICA (HINT: THE 3 Gs)?
. . .
. . .
. . .
. . .
. . .
. . .
H BLOCK
WHAT IS THE “A” IN THE FORMULA “A = C + P”
THAT DESCRIBES THE COLONIZATION
OF BRITISH NORTH AMERICA (HINT: THE 3 Gs)?
. . .
. . .
. . .
. . .
. . .
. . .
CHATS WITH THOSE STRUGGLING!
. . .
. . .
. . .
. . .
. . .
. . .
THE PERSPECTIVE OF A TEACHER
THE SLOWING DOWN A BIT,
AND THE ASSESSMENT OF LESS CONTENT,
FROM THIS POINT FORWARD
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THE TAKING OF ANOTHER TEST THIS QUARTER (YAY!)
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LATER IN THE UNIT/WEEK,
AN EXAMINATION OF SOME
OF THE HARDER Qs ON TEST 01
A CONSIDERATION OF WHAT WENT WRONG
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THE CONTINUATION
OF A CENTURIES-LONG RIVALRY,
ON BOTH SIDES OF THE ATLANTIC
– – –
___________ OF __________ AND THE HUNDRED YEARS WAR
AND
– – –
THE HISTORY OF NEW FRANCE,
INC. EASTERN CANADA AND THE MIDWEST
(THE GREAT LAKES REGION, THE MISSISSIPPI RIVER VALLEY, TOO)
+
THE FOUNDING
OF QUEBEC CITY (THE FIRST PERMANENT SETTLEMENT IN NEW FRANCE)
IN 1608 (1 YEAR AFTER JAMESTOWN, . . ., 22 YEARS BEFORE BOSTON)
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PLAYING JUST 00:00-02:20, FOR NOW = 02:30- DURATION
AND
– – –
1664
THE YEAR THAT ENGLAND ACQUIRED “THE DUTCH WEDGE”
OF NEW NETHERLAND (NY), LINKING COLONIES NORTH + SOUTH
– AND GAINING THE FUR TRADE UP AND DOWN THE HUDSON RIVER
– – –
DISCUSSING THE DO-NOW
Q.A.W. = 1 OF 3 ANGLO-FRENCH WARS IN NORTH AMERICA BEFORE THE 7YW/FIW
SO, . . . WHAT WERE THE OTHER 2 WARS?:
KING WILLIAM’S WAR (THE 1690s) AND KING GEORGE’S WAR (THE 1740s)
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QUESTIONS 02 AND 04:
02. FIRST, ACQUIRING FEEDBACK FROM THE CLASS; THEN, EXAMINING EXAMPLES
04. THE EMPLOYMENT OF THE MOHAWK NATION – AND THE ROYAL NAVY, TOO???
– – –
NOTES:
¶ 1: BLOOD, CALAMITY, EXPENSIVENESS, OUTRAGE, TREACHERY, VILLAINY, . . .
¶ 2: COMMITTING OF ACTS OF BARBARITY, MURDER, AGAINST THE SUBJECTS OF E
¶ 3: EXHAUSTION + POVERTY (OR, IF NOT POVERTY, THEN A BIG DROP IN TRADE)
¶ 4: AN ABUNDANCE OF MONSTROUS-NESS, PILLAGING (“RAPINE”), AND SCALPING
¶ 5: THE CATHOLICISM, AND THE GIFT-GIVING, OF THE FRENCH
¶ 5: THE NOMADISM OF THE NATIVES (AND THE IMPRACTICALITY OF CHASING)
¶ 6: THE PITTING OF NATIVES/TRIBES VS. ONE ANOTHER = THE ONLY HOPE FOR E?
¶ 7: A NEED FOR ACTIVATION OF THE MOHAWK NATION, OTHER “GOOD” TRIBES
¶ 8 AND ¶ 9: THE CRITICALITY OF ALBANY – THE (+) OF THE MOHAWK NATION
¶ 10: THE COVETING OF PORT ROYAL, THE “DUNKIRK” OF THE GULF OF MAINE?
¶ 11: HINTS, PERHAPS, OF MERCANTILISM, NAVY-ISM, PROTO-NATIONALISM???
– – –
OTHER QUESTIONS:
WHAT WERE 2 MAIN REASONS
THAT FRANCE BUILT COLONIES IN NORTH AMERICA?
AND WHAT DID THE TREATY OF UTRECHT (1715) DO?
– – –
WHAT DID THE TREATY OF UTRECHT (1715) DO?
AND
+
– – –
20:00? DURATION, INC. ANSWERING Qs 01, 03, 04, 05, 07, AND 08
– – –
– – –
* * *
THE EUROPEAN POPULATIONS
OF B.A. (BRITISH AMERICA)
AND F.A. (FRENCH AMERICA), IN 1754 (AND NOT 1750)
B.A. = 1,000,000+
F.A. ≈ 70,000
SO, . . . B.A. ≈ 14 x F.A., IN TERMS OF EUROPEAN POPULATION IN NORTH AMERICA!
* * *
– – –
AGAIN, THE CENTRALITY HERE OF THE FUR TRADE
+
REF-ING THE WORK AHEAD
– – –
A PICKING-UP OF THIS STORY ON 10/06+ . . .
– – –
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EXIT SONG!
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Dr. Doyle, HUSH-2 