• The Narrative Life of Frederick Douglass

Goal of Learning Lab

To create a place where learning is taking place, both from review of concepts that are unclear and from new and enriching information.

Activities Include:

-a time to get help or explanations of work or concepts that you don’t understand

-a time to work on that unit’s study guide with guidance from teacher and peers

-a time to check in periodically with Mr. McNamara and look at your progress

-a time to work on D.C. captions and other scrapbook-related activities

-a time to read enriching materials that extend what we are learning or teach something new

-a time to read The Narrative of the Life of Frederick Douglass

How will work be completed???

Some assignments will be only independent work, while others can be done in small groups. I will specify which guidelines you will follow when the activities are assigned

There is CHOICE as to what activity you can complete, unless told otherwise. (ex. Upcoming test review or computer lab day for captions( Some may result in possible extra credit options

The Magna Carta (1215)- In England during the Middle Ages, the kings wanted to increase his powers by placing new taxes on his nobles. The nobels rebelled and forced him to sign the Magna Carta. It gave the citizens due process where the accused would have the right to a trial. It also said the king could not wage war or raise taxes without the consent of his people. Finally, it allowed for a comittee of nobles to enforce this agreement. They would later become the Parliament.

The Mayflower Compact (1763) - Pilgrims established North America's first form of colonial self-government in which they agreed to follow the rules.

Treaty of Paris 1763 - Ended the French and Indian (7 Years) War. Britain got North America from the Atlantic to the Pacific. Britain got control of Canada and Florida from Spain. Spain got New Orleans and land west of the Mississippi River.

Proclamation of 1763 - In order to prevent attacks by the Native Americans on British settlements, Great Britain drew up a line that forbid colonists from moving west of it. The line ran through the Appalachian Mountains.

Olive Branch Petition (1775) - A petition drawn up by the Second Continental Congress sent to King George III saying that the colonies were loyal to the king and would remain so if he would stop fighting and allow problems to be solved peacefully. Instead of answering it he declared colonies in open rebellion and sent 20,000 soldiers to colonies to end the revolt.

Declaration of Independence (1776) - A document rejecting British rule in which the 13 original colonies state their natural rights, grievances against the king, and their independence from Great Britain. This document will raise the stakes and give the colonies something to fight for.

Treaty of Paris 1783 - The Treaty that ended the American Revolution and gave the Americans Independence. The borders of the newly formed United States of America were Canada to the North, the Mississippi River to the west, Atlantic Ocean to the east, and Florida to the south. Spain got Florida back. The Americans were "earnestly recommended" to restore rights and damaged property to the loyalists still in the colonies. The west was also now open for expansion.

The Articles of Confederation (1781) - The United States original plan of government. This plan had one branch of government which consisted of a Congress. It needed 9 of the 13 states to ratify laws and had a weak central (federal) government. A majority of the power came from the states. The role of the governor was minor compared to the state legislature who had the more power. Congress couldn't regulate trade or collect taxes. They did not have the power to enforce laws either. Spain was refusing to let them use the Mississippi River and Great Britain remained in part of the frontier and yet the government had little power to stop this to They could deal with foreign nations and Native Americans outside the 13 states. They could also make laws, coin and borrow money, declare war, and run a postal service.  3 successes of this form of government were that the United States waged a war and won it, signed a treaty with Great Britain, and

Land Ordinance of 1785 - Created a system of land sales and settlement while the United States was under the Articles of Confederation. It divided land into 6 mile x 6 mile townships. Inside each township were 36 1 mile x 1 mile pieces of land that could be sold for no less $1 and acre.

Northwest Ordinance of 1787 - Guaranteed basic right for settlers including relgious education and banned slavery in the Northwest Territory. It also encouraged public education. There were 3 steps in order for to become a state. At step one Congress appoints a governor, secretary, and 3 judges. when the population hits 5,000 free adult white males the territory could elect a legislature. The third step is when the population reaches 60,000 people it can apply for statehood.

The Constitution of the United States of America (1787) - After looking at the weak central government under the Articles of Confederation, the economic depression that the United States was in, and the need for more security as seen in Shay's Rebellion a convention was assembled in Philadelphia in the summer of 1787. At the convention the representatives decided to scrap the Articles of Confederation and create a new plan of government (constitution) that embodied the principle of popular sovereignty, a representative democracy, a bicameral legislature, the separation of powers (of the three separate branches), and a system of checks and balances. This strengthened the federal government and yet used the system of federalism in inwhich powers were given to both federal and state governments.

The Federalist Papers ( 1787-1788) - This is the name given to a series of 85 essays written by James Madison, Alexander Hamilton, and John Jay and published in newspapers in order to encourage the ratification of the Constitution in New York.

The Bill of Rights (1789)- After complaints of Antifederalists that the national government gave the federal government too much power, there was no bill of rights, the federal government could maintain an army in times of peace, the executive branch had too much power, and Congress had too much power with the "necessary and proper clause" these amendments were added to the Constitution. The Bill of Rights are the first 10 amendments to the Constitution. (for a listing of these amendments see below)

Jay's Treaty (1794)- To prevent Great Britain from attacking ships and arming Native Americans, John Jay of the United States went to London and struck a deal in which the Americans would pay off all long-standing debts to British merchants. The British would then stop arming the Native Americans, leave their forts in the Northwest, and pay for any ships that were damaged or seized. Impressment was the only issue not dealt with in Jay's Treaty

The Treaty of Greenville (1795)- The United States desired to inhabit lands in the northest. They were denied the land north of the Ohio River which is present-day Ohio. After a couple of bad losses to the Native American inhabitants, Gen. Anthony was sent in. He easily defeated the tribes at the Battle of Fallen Timbers. The Treaty of Greenville was signed giving the Americans most of Ohio, excluding the northeast portion of the area. While a treaty line was drawn separating the American lands form Native lands, this did little to deter settlers. With access to the Ohio River and a portion of Lake Erie, it was only a matter of time before the Americans would settle the remainder of the Northwest Territory of what is now Illinois, Indiana, Michigan, Wisconsin, and a small portion of Minnesota.

The Alien and Sedition Acts (1798)- As the Federalists began to lose support, they issued the Alien and Sedition Acts to keep those who supported the Democratic-Republicans quiet. The Alien Act raised the qualifications of becoming a citizen from having to live in the country 5 years to 14 years. It also gave the President the power to imprison or deport "dangerous" aliens. The Sedition Act made it unlawful to speak out against, write, or publish anything that went against the President, Congress, or government in general. Many believe that leaving the Vice President out of this was a slight against the Thomas Jefferson who was a Democratic-Republican. Neither act was highly enforced. The Democratic Republicans attempted to use states' right to nullify these act through the state legislatures since the Supreme Court had yeat to exercise judicial review. The acts expired a few years later and were not renewed by a Democratic-Republican dominated Congress

The Monroe Doctrine (1823)- A policy set up while James Monroe was president stating that any attempts made by European nations to colonize or interfere with the states in America would be seen as an act of aggression in which the United States must step in. Thus stating that the Western Hemisphere was no longer open for new European setlements.

The Indian Removal Act (1830)-

The Missouri Compromise (1820) -

The Compromise of 1850 -

The Fugitive Slaves Acts of 1850 - t

The Kansas Nebraska Act (1854) -

The Emancipation Proclamation (1863) -

The Declaration of Sentiments (1874) - At the Seneca Falls Convention in New York, Elizabeth Cady Stanton and Lucretia Mott held a gathering to help women gain equal rights. Among these are the right to vote as well as equal education, employment, and pay. They created the the Declaration of Sentiments which was signed not only by 68 women, but 32 men as well. This document also outlined several resolutions that the women felt would help them to gain equality.

Marbury v. Madison (1803)

In the last few days of John Adams presidency he appointed several Federalist judges to positions in the courts. Before all comissions were handed out, Jefferson became the president. Jefferson told his Secretary of State James Madison to stop handing out the comissions to Adams' appointments. William Marbury, one of those appointments, decided to sue the government and ask the Supreme Court to hear the case. He cited the Judiciary Act of 1789, which gives the Supreme Court the power to review cases regarding federal officials. Chief Justice John Marshall and his court ruled that the Judiciary Act of 1789 was unconstitutional, because only the constitution could give power to the Supreme Court. Marbury did not get his post. The most significant part of this case is that it was the first time judicial review was used to strike down a federal law or action. 

Dred Scott v. Sandford (1857)

Dred Scott was a slave that lived for a time with his master in Illinois. It is unclear whether he was content with his master or whether he knew that living there more the amount of time that he did would allow him to gain freedom. He was moved back down South. After realizing that he should have been granted his freedom, Scott decided to sue for it. After 10 years of reversals and appeals his case was heard before the Supreme Court of the United States. Here the court ruled 8 to 1 against Scott. It ruled that because he was black that he was not a citizen, therefore, Scott could not sue for his freedom. The Court also said that states could not restrict a person's right to own slaves. Not only did this affect the Southern states, but it also said that long-standing laws forbidding slaves up North were also unconstitutional.     

Plessy v. Ferguson (1896)

Homer Plessy in an attempt to challenge Louisiana's Separate Car Act of 1890 attempted to ride in a car designated for white patrons. When he was denied the right to do so he challenged the act stating that it violated the 14th Amendment's "equal protection clause". The ruled against Plessy saying that having separate cars was not discrimination. Thus setting the long-standing precedent that "separate is equal" for over 50 years.

Brown v. Board of Education (1954)

Oliver Brown of Topkea, Kansas attempted to enroll his daughter in an all-white school because it was a mile away, the closest school was only six blocks away. She was denied entrance into the this school because it was an all-white school. Eventually, the case combined with other NAACP cases in Virginia, Deleware, South Carolina, and Washington, D.C. was heard before the Supreme Court. In a 9-0 ruling the Court ruled in favor of Brown stating that "separate was not equal". Thus reversing the ruling handed down in Plessy v. Ferguson.

• Bens Guide to Government

• Congress for Kids

• ThisNation.com

• The House of Representatives

• The Senate

• The Executive Branch

• The Judicial Branch

The Executive Branch

-checks to see if the actions of the president are constitutional

The Legislative Branch

-uses judicial review see if laws are constitutional

The Legislative Branch

-can propose laws as well

-can veto laws

-can call special meetings of Congress

-makes appointments (cabinet and ambassadors)

-negotiates foreign treaties

The Judicial Branch

-appoints federal judges

-can grant pardons to federal offenders

The Executive Branch...

-proposes laws

-can veto laws

-negotiates foreign treaties

-serves as commander in chief of armed forces

-appoints federal judges, ambassadors, and other high-ranking officials

-can grant pardons to federal offenders

The Legislative Branch...

-can override President's veto 

-approves treaties

-can impeach and remove President and other high-ranking officials

-prints and coins money

-raises and supports armed forces

-can declare war

-regulates foreign and interstate trade

The Judicial Branch...

-can declare laws unconstitutional

-can declare executive actions unconstitutional 

Enumerated Powers (for the federal government

-regulate interstate and foreign trade

-set standard weights and measures

-create and maintain armed forces

-make copyright and patent laws

-establish postal offices

-establish foreign policy

-create federal courts

-coin money

-declare war

-admit new states

Reserved Powers (for the state government)

-create corporation law

-regulate trade within a state

-maintain schools

-establish local governments

-make laws about marriage and divorce

-conducting elections

-provide for the public safety

Concurrent Power (powers shared by both the federal and state government)

-provide for the public welfare (well-being)

-administer criminal justice

-charter banks

-raise taxes

-borrow money

Step 1: A citizen comes up with an idea for a law

Step 2: Bill  is introduced on the floor in House of Representatives/Senate

Step 3: Bill is sent to a standing committee

Step 4: Bill is voted on in the House of Represenatives/Senate and is approved by a simple majority

Step 5: Bill is introduced on the floor of the Senate/House of Representatives

Step 6: Bill is sent to a standing committee

Step 7: Bill is voted on in the Senate/House of Representatives and is approved by a simple majority

Step 8: Bill is sent to a conference committees that consists of members from both houses to work out any differences in the wording of the bill that will be sent back to both houses for its final approval.

Step 9: Bill is sent to the president:

             a. the President sign the bill -- it becomes a law

             b. the president does not sign it and 10 days pass while Congress is in session --

                it becomes a law

             c. the president vetoes the bill and -- it does not become a law

             d. the president does not sign it in 10 days and Congres is no longer in session (pocket veto)--

                 it does not become a law

Step 10: If the President vetoes the bill it still can become a law, but only if it earns a 2/3 majority in both the House and the Senate. If it does it will become a law without making it to the President

again.

Seven Principles Found in the Constitution

1. Popular Sovereignty- People are the primary source of the government's authority.

2. Separation of Powers- Powers are divided among 3 branches with each having its own duties.

3. Federalism- The division of power between federal and state governments.

4. Checks and Balances- To protect the country from abuse of power each branch has the power to

                                                 check on the actions of the other two.

5. Representative Democracy (Republicanism)- Instead of direct participation, citizens elect 

                                                          representaitves to carry out their will. 

6. Limited Government- The government has only the powers that the Constitution gives it.

7. Individual Rights- Through amendments the Constitution protects the rights of the indvidual.

• Interactive Const. Convention Painting

• The Articles of Confederation

• Ohio Connections to the Land Ord. of 1785

• The Northwest Ordinance of 1787

• The Story Behind the Constitution

• Shays Rebellion

• Meet the Men at the Convention

• Signers of the Constitution Word Search

• Meet James Madison

• Meet Roger Sherman

• Meet George Mason

• Federalists vs. Antifederalists

• The Bill of Rights

• The Proposed Bill of Rights -- 12 amendments

Name ___________________________________

Unit 2 Chapter 7 Study Guide

What happened in the individual states once the Declaration was signed?

-positives of them doing this?

-negatives of them doing this?

How many branches of government did the Articles of Confederation have?

Where did most of the power in the Articles of Confederation rest?

What were the powers of the U.S. government under the Articles of Confederation?

What were 3 successes of the Articles of Confederation?

1.

2.

3.

What did the Land Ordinance of 1785 do?

What did the Northwest Ordinance of 1787 do (list all three ways that is gave rights to settlers in the territory? 

-

-

-

What states were created from it?

Describe the process of becoming a state from the NW Ordinance?

Step1.

Step2.

Step3.

What was outlawed in the Northwest Territory because of the NW Ordinance?

What was Shay’s Rebellion?

Although it was put down easily by militia, what effect did it have on the United States?

What were the 5 major problems with the Articles of Confederation?

1.

2.

3.

4.

5.

Some challenges to writing the Constitution

What did Virginia Plan want?

What was the New Jersey Plan?

What was the Great Compromise?  Who proposed it?

What did the 3/5 Compromise say? What is a negative effect that it had on out country?

What did the Constitution say about slave trade?

Give some reasons why a Bill of Rights was needed?

What types of states tended to want it more (besides Virginia)?

What did Federalists believe?

What did Antifederalists believe?

What was the total number of states needed to ratify the Constitution?

What does bicameral mean?

What does sovereign mean? Was it an easy transition from daughter colony to sovereign nation? Why?

What does mercantilist mean?

What kind of trade, banking, and currency issues did the United States face as they went from a mercantilist economy to 13 separate states?

What are the 2 names of both parts of our legislature?

What is the difference between a direct democracy and a representative democracy?

How did the inability to regulate trade lead to the end of the Articles of Confederation?

What is the purpose of our Bill of Rights?

What was the goal of the Federalist Papers? How did they provide influence in the state debates over whether to ratify the Constitution?

What is the difference between a republic and a democracy?

Name ________________________  Role ______________________ Period ____

Constitutional Convention Activity

1. What was the solution to how states should be represented in the new government?

2. What was the solution to how slaves would be factored into a state’s population when determining representation?

3. What was the solution to how the national executive would be elected?

4. Was there a pattern by state for Issue 1? If so what was it?

5. Was there a pattern by state for Issue 2? If so what was it?

6-7. What are your thoughts the importance of compromise? Explain.

8. Do you think compromising is “selling out”?

9. Although we did not debate it what was your position on Issue #3? Do you think that this idea was chosen in the original Constitution?

10. Discuss if your thoughts have changed on the writing of our Constitution after this activity. If they have tell at least one way your thoughts have changed.

Convention Grading Rubric

2 Info sheets filled out (must be attached to this sheet)-- 5 points each (10 total)         ___/10

Debate speak out constructively on at least both issues -- 5 points each (10 total)       ___/10

Discussion question (see above_ -- 10 points                                                   ___/10

                                                                                                Total ___/30  points

Issue #1 How should states be represented in the new government?

Solution chosen by Convention:

_______________________________________________________________________

_________________________________________________________________________

Issue #2 Should slaves be counted as part of the states’ population?

Solution chosen by Convention:

________________________________________________________________________________________________________________________________________________

• First Period

• Second Period

• Fourth Period

• Fifth Period

• Eighth Period

• Constitution in Text -- see pages 226-250

• Constitution Term Review Flashcards

• Federalism Review Flashcards

• Checks and Balances Review Flashcards

• Amendments 11-27 Flashcards

• Senate Members by Party

• House Members by Party

• Why the first Tuesday after the first Monday?

• Barney Fife Preamble

• Map of Congressional Districts (we are either 11 or 14)

“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the Blessings of Liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.”

 

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1st Amendment - Grants freedom of speech, religion, the press, to petition the government, and to assemble peacefully 

2nd Amendment - Secures the right to bear arms

3rd Amendment - Assures that troops may not be quartered in private homes without the owner's consent

4th Amendment - Guards against unreasonable searches, arrests, and seizures of property

5th Amendment - Requires an indictment (appearing) before a grand jury for major crimes before the trial, cannot be tried for the same offense twice (double jeopardy), must be allowed "due process of law", and prevents people from being forced to testify against themselves. 

6th Amendment - Guarantees a speedy public trial with impartial jury for criminal offenses, gives the right to an attorney, and witnesses must attend the trial in the presence of the accused

7th Amendment - Guarantees the trial by jury in civil cases for anything valued at more than $20.00

8th Amendment - Prohibits excessive bail and cruel and unusual punishment

9th Amendment - Confirms that people have other rights than those mentioned in the constitution 

10th Amendment - Declares that powers not delegated to the federal government by the constitution belong to the states or the people.

11th Amendment - The 11th amendment protects a state from lawsuits filed by citizens of other states or countries.

12th Amendment -Redefines how the President and Vice-President are chosen by the Electoral College, making the two positions cooperative, rather than first and second highest vote-getters. It also ensures that anyone who becomes Vice-President must be eligible to become President.

13th Amendment - Slavery is banned.

14th Amendment - It allows citizenship to any person born into the United States (including slaves and former slaves), forbids any state to deny a person his or her natural rights "life, liberty, and property without due process of law or, and forbids denying any person within a jurisdiction the equal protection of it's laws.

15th Amendment -The 15th amendment prohibits the states or the federal government from using a citizen's race, color, or previous status as a slave as a voting qualification. Its basic purpose was to enfranchise all men including former slaves.

16th Amendment -Authorizes Congress the right to collect income tax without apportionment

17th Amendment -It calls for the direct election of Senators by the people of a state rather than their election or appointment by a state legislature.

18th Amendment -  Prohibited the manufacture, sale, transport, import, or export of alcoholic beverages.

19th Amendment - Allowed women the right to vote.

20th Amendment - This amendment shortened the amount of time between the election and the time in which the President, Vice President, and Congress shall begin their new term (lame duck period). The Congress takes office on January 3rd and the President and Vice President begin their term on January 20th at noon.

21st Amendment - This amendment repealed the prohibition on alcohol.

22nd Amendment - This amendment limits the president to 2 elected terms. If the president serves more than 2 years of another president's term, they can only be reelected once.

23rd Amendment - This amendment gives Washington, D.C. 3 electoral votes and the ability to vote for the president.

24th Amendment - This forbids the collection of a poll tax in order to vote in an election. 

25th Amendment - This explains that if the president is unable to fulfill his or her duties due to death or disability then the office of President goes by the Vice President. If there is a vacancy to the office of Vice President, then the President can appoint one and this choice must be approved by Congress.

26th Amendment - Lowered the voting age to 18 from 21.

27th Amendment - Members of Congress cannot receive a raise after one has been voted on until reelection to that position.

I. The Legislative Branch

II The Executive Branch

III. The Judicial Branch

IV. The States

V. Amending the Constitution

VI. Debts, Supremacy, and Oaths

VII. Ratiying the Constitution

principle- A rule or code of conduct.

popular sovereignty- The idea that people are the key source of the governments authority.

clause- A separate section of a discourse or writing.

interpretation- To explain or tell the meaning of in the present using understandable terms

regulations- An authoritative rule dealing with details or procedure.

habeas corpus- A court order requiring the government officials to bring a prisoner to court and explain why he or she is being held. 

appeal- To ask that a court decision be reviewed by a higher court.

ex post facto- A law which punishes an act which was not illegal when it was committed.

cabinet- A group of advisers of a president or head of state.

provisions- A measure taken beforehand to deal with a need.

citizenship- The status of being a citizen or a particular area or the quality of an individual's response to membership in a community.

naturalize- To admit to citizenship

term- A limited or definite extent of time in which something lasts.

counsel- A lawyer appointed to advise and represent in legal matters an individual client or a corporate and especially a public body

equal protection clause- The portion of the 14th Amendment that prohibits discrimination by state government institutions and that they must apply the law equally to all classes and races.

due process of law - The principle found in the 5th amendment stating that the government must respect all of the legal rights that are owed to a person according to the law of the land, instead of respecting merely some or most of those legal rights.       

perjury - The violation of an oath or vow either by swearing to what is untrue or by omission to do what has been promised under oath

libel- A statement or representation published without just cause and tending to expose another to public criticism.

slander- To harm one's reputation by speaking about them.

indictment- A formal written statement framed by a prosecuting authority and found by a grand jury charging a person with an offense.

• Unit 4 Vocabulary (Ch 8-10) Flashcards

• Unit 4 Events, Acts, Laws, and Treaties (8-10) Flashcards

• First Period

• Second Period

• Fourth Period

• Fifth Period

• Eighth Period

• The Indian Removal Act

• The Trail of Tears

• James Monroe

• Andrew Jackson

• Sequoyah and His Alphabet

Name ______________________

Unit 4 (Chapters 8 and 9) Study Guide

What were 4 accomplishments of George Washington’s presidency?

1.

2.

3.

4.

What were Alexander Hamilton’s 3 ideas for creating a financially strong country

1.

2.

3.

What was the significance of the Whiskey Rebellion?

What were the four original cabinet positions? Who was chosen to head each?

What did each department do?

1. Secretary of ________________ Person __________________________

Role- _________________________________________________________

2. Secretary of ________________ Person __________________________

Role- _________________________________________________________

3. Secretary of ________________ Person __________________________

Role- _________________________________________________________

4. Secretary of ________________ Person __________________________

Role- _________________________________________________________

Federalists                                                                Republicans

Creation of national bank

Payment of debts (protective tariffs)

Interpretation of the Constitution

Who to support in the war of England and France (why?)

Favored by industrial North or agricultural South

What did the Alien Act say? Aimed at who?

What did the Sedition Act say? Aimed at who?

What were the Virginia and Kentucky Resolutions? Where did they attempt to use their power instead of Congress?

What happened during the French Revolution?

What did the French and British do to intimidate the Americans into helping them in their war with each other?

What did the British agree to do in Jay’s Treaty? Americans? What was not addressed in the treaty?

America would-

British would-

What advice did Washington give in his farewell address?

1.

2.

What was the Battle of Fallen Timbers fought over? What was the result of this battle?

What was Tecumseh’s goal?

What was significant about the Battle of Tripoli?

What the main source of revenue for Jefferson?

What were three ways that Jefferson reduced government spending?

-

-

-

What was the controversy behind the Election of 1800?

What were some of the goals of the Louis and Clark expedition?

-

-

-

What was the Embargo Act? What effect did it have on our country?

What was the significance of the War of 1812?

Vocabulary to know:

Name ______________________________

Political Party Campaign Posters

1. Explain all of your beliefs and the man that endorses your party                              /8 points

2. Use color and illustrations to get your point across                                     /5 points

3. Attempt to persuade someone reading it that your party is the best             /5 points

            -you may appropriately speak out against or refute any claims of the other party

4. Poster is neatly done                                                                                  /2 points

                 Total                             /20 points

• First Period

• Second Period

• Fourth Period

• Fifth Period

• Eighth Period

• Unit 5 Vocabulary Flashcards (Ch 11-13)

Chapters 11-13
H10. Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.

- Identify how territorial expansion of the United States after the War of 1812 and economic development  provided land for settlement and development of transportation networks.Ch 11 (pgs 401-404)

- Identify the distinct economic and cultural characteristics as well as the different positions taken on key political issues of the day as the nation was expanded in sections.Ch 13 (pgs 448-449 and 462-463)

- Explain how the sectional debate over slavery’s expansion escalated as the country expanded westward and developed into the developing territories.Ch 11 (pgs 390-400)

-Explain how our nation’s encroached upon Mexico with the annexation of Texas, efforts to purchase Mexican territory and disputes over the Texas-Mexico border led to the Mexican War. Ch 13 (pgs 454-459)

- Explain how the settlement of United States led to the displacement of American Indians from their native lands through various means including forced removal through legal and military actions (e.g., Treaty of Greenville, Indian Removal Act). Ch 10 (pgs 355-359)

- Explain how in the 1840s, the idea of Manifest Destiny was used by politicians and leaders to explain and justify the continental expansion by the United States. Ch 13 (pgs 444-459)

GEO15. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States.

- Explain how the movement of people and products necessitated the construction of better transportation networks, such as roads, canals, and railroads. Ch 11 (pgs 401-404)

GEO17. Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals.

- Explain why many immigrants came to the United States. Ch 11 (pgs 393-395)

GOV18. Participation in social and civic groups can lead to the attainment of individual and public goals.

-Explain how participation in social and civic groups like the American Temperance Society, the National Trades‘ Union, and the American Anti-Slavery Society led to attainment of individual and public goals. Ch 12 (pgs 414-430)

E22. Choices made by individuals, businesses and governments have both present and future consequences.

- Identify some examples of decisions based in part on economic choices which include: exploring new lands; importing slaves to the Americas, imposing new taxes on the American colonies, building textile mills that use water power, set up a ferry business or build a toll bridge, and imposing tariffs. Ch 11 (pgs 382-400)

E23. Governments can impact markets by means of spending, regulations, taxes and trade barriers.

- Explain how spending by the U.S. and state governments impacted markets through financing the building of roads and canals as well as purchased land for later development (e.g., the Gadsden Purchase). Ch 11 (pgs 401-404)

E24. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work.

-Explain how the first Industrial Revolution in the United States, which took place in the late eighteenth and early nineteenth centuries, greatly improved the country‘s economic growth. Ch 11 (pgs 382-395)

-Identify some of the improvements in technology and new power resources (e.g., steam engine, cotton gin, mechanical reaper, sewing machine).Ch 11 (pgs 382-392)

- Explain how the revolution went from the textile industry and quickly moved to the production of other goods. Ch 11 (pgs 382-392)

- Explain how the development of interchangeable parts and mass production techniques brought greater efficiency to the production process and helped shift the nature of work from craftwork to factory work Ch 11 (pgs 386)

E25. The effective management of one’s personal finances includes using basic banking services (e.g., savings accounts and checking accounts) and credit.

-Explain why the founders of the United States were generally divided on the idea of a nationwide central bank Ch 8 (285-286)

-Explain why the First Bank of the United States was created. These historical events serve to segue into the study of banking services as part of the government’s fiscal agent for depositing funds. Ch 8 pgs. 285-286

H9. The United States added to its territory through treaties and purchases.

-Identify what area was gained by each of the following treaties: Adams-Onís Treaty (see Ch 10 pg. 345), Webster-Ashburton Treaty Oregon Treaty, Treaty of Guadalupe Hidalgo, the Gadsden Purchase(Ch 13 pgs 444-459), and the Louisiana Purchase (see Ch 9 pgs 315-316) and  Ch 9 (pgs 314-319)

GEO14. The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.

- Explain the  negative impact of growing of cotton in the South that forced many settlers to look for land out west. Ch 11 (pgs 396-400)

- Identify some of the modes of transportation were developed to help aid westward expansion Ch 11 (pgs 392-393) Ch 13 (pg 454)

- Explain how the new settlers in the West affected the environment.Ch 11 (pg 391)

• Hear "John Brown's Body" and Lyrics

• Soldier Life

• First Period

• Second Period

• Fourth Period

• Fifth Period

• Eighth Period

The Age of Jackson and An Expanding Nation Test

Study Guide

Who did we buy the Louisiana Purchase from and why?

What was the purpose of the Lewis and Clark expedition?

What problem did the Missouri Compromise create for our country? What did it say or do?

-

-

-

What did the Monroe Doctrine say?

How did we acquire Spanish Florida?

How did Andrew Jackson expand upon franchise in America?

What effect did the active campaigning of Jackson have on the rest of the country?

What was the effect of party nominating conventions on the rest of the country?

What role did Andrew Jackson play in acquiring land:

As a general?

As a president?

What was the Indian Removal Act? Where were they sent as a result?

What was the name of the journey taken by the Native Americans as a result of the Indian Removal Act?

Explain the “Nullification Crisis”. Be ready to explain how enactment of tariffs led to talks of secession.

What was “Manifest Destiny”?

What president was responsible for gaining most of the lands out west?

What is “annexation”?

How did Texas get its independence?

Why were we reluctant to annex Texas?

What was the reason for the Mexican-American War?

What did the United States get as result?

Be able to label a map of expansion and tell how we obtained each portion 

• First Period

• Second Period

• Fourth Period

• Fifth Period

• Eighth Period

Chapters 14 and 15
H10. Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.

- Explain how westward expansion escalated the debate over the sectional issue of whether or not slavery should be extended into the new territories. Ch 14 (pgs 482-503)

H11. Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.

- Explain how the federal system of government created under the U.S. Constitution raised questions during the first half of the 19th century over the power of the federal government versus the powers reserved to the states.Ch 10 (pgs 363-366)

- Explain how expansion helped develop sections with distinct economic characteristics and where each stood on key political issues such as tariff policy, the national bank, internal improvements, sales of public lands, and slavery.Ch 10 (pgs 362-366)

- Explain why Southerners viewed slavery as vital to their agricultural way of life as our country moved west moved west. Ch 11 (pgs 396-400)

- Explain why Northerners who did not rely on slaves for a work force objected to slavery and opposed its extension into the territories.Ch 11 (pgs 393-395) and Ch 12 (pgs 422-426)

- Explain how the extension of slavery and acts such as the Wilmot Proviso, the Compromise of 1850, Kansas-Nebraska Act– prompted much debate in the 1840s and 1850s. Ch 14 (pgs 482-503)

- Explain how the debate over the extension of slavery issues and exercise of states‘ rights versus a federal union led to the South‘s secession. Ch 14 (pgs 482-503)

- Explain how the American Civil War shifted national thought as to whether or not the nation would continue to embrace slavery. Ch 15 (pgs 524-527)

- Explain how  media and communication technology like the telegraph helped influence public opinion. (see handout article “Lincoln’s T-Mails”)

Reconstruction Projects

For this project you will assume the role of Abraham Lincoln after his second inaugural address. You have been reelected to a second term. In the beginning of your first term you stated that “a house divided against itself cannot stand.” Shortly thereafter, eleven states seceded from the Union. Defeating the rebellion meant taking American lives on both sides. You also stated that slaves should be emancipated in the rebellious areas of the country. This proclamation did not sit well in the South and even among the border states who saw the eventual abolition in their states. The secessionist states want to return, but there needs to be guidelines to make this possible. There are many questions on the legal status of the black freedmen. You can also bet that your ideas will be met with resistance by various groups of people in both the North and the South. Your goal is to bring all the states together using the phrase “with malice towards none and charity for all”. You will need to be firm and create a plan that will last.

For this project you will reconstruct the dynamics of the country and focus on ways to:

            -be acceptable to the North

            -be acceptable to the South

            -be acceptable to the border states

            -be accepting of the newly freed slaves

You will need to:

            -attempt to resolve ill feeling between the North and South

            -give rights to African Americans

            -create ways to enforce the abolition of slavery and the rights of all

             African Americans

            -create penalties for those states that break these laws

            -create regulations to be followed for the seceded states in order to

               be readmitted and reenter Congress

            -create a system of education

            -reestablish the southern economy

            -find ways to repair the structures and property damaged during the

              war

-create any new laws that might help you through the process

     (think about any problems that could occur throughout

       Reconstruction)

Good Luck!!!

This must be in paragraph form and be completed neatly

Name ______________________

Reconstruction Plan Rubric

Please put # 1-13 above appropriate parts in your plan.  Remember the more that you put into it, the more you will get out of this.

You plan must:

1. ___/1 be acceptable to the North

          2. ___/1 be acceptable to the South

          3. ___/1 be acceptable to the border states

          4. ___/1 be accepting of the newly freed slaves

          5. ___/1 attempt to resolve ill feeling between the North and South

          6. ___/1 give rights to African Americans

          7. ___/1 create ways to enforce the abolition of slavery and the rights

                    of all African Americans

          8. ___/1 create penalties for those states that break these laws

          9. ___/1 create regulations to be followed for the seceded states in order

             to be readmitted and reenter Congress

          10. ___/1 create a system of education

          11. ___/1 reestablish the southern economy

          12. ___/1 find ways to repair the structures and property damaged

                    during the war

13. ___/1 create any new laws that might help you through the process

     (think about any problems that could occur throughout reconstruction)

14. ___/2 must be typed with both proper grammar and spelling

____/15 points

                                           Thursday -- LAST DAY TO WORK ON PROJECTS!!!--

Tonight's Homework

1. Finish project if it is not done.

2. Take notes on Chapter 15 Section 3

1. Type up you own article. Make sure the article has a title.

                    -it should also be spell-checked

                    -it should have a southern bias      

2. Type a collaborative article for your group group that has the 10 facts in it (5 each)

3. Each of you will DRAW one illustration for the paper (see directions for illustration info)

4. Create and type a title for your newspaper. Include appropriate date as well.

5. You will get one sheet of the large paper. Please be careful not to attach anything to it or write on it until you know where everything should go on it.

6. Cut and paste on articles and illustrations to final version. Do this at the tables

7. Attach notes and research and both partner's rubrics to the back of your project and give to the Mr. McNamara or the sub.

8. Work on upcoming section notes. Section 3 is due tomorrow. You can go onto Sections 4 or 5 whne finished

                                                                                  Bibilography

Bryant, Carolyn. And the Band Played On. Washington, D.C.: Smithsonian

          Press 1993.

Callahan, Nancy. "Rock Concerts Review." Newsweek 27 April 1994; 47.

"Fear of Music." Rolling Stone 20 Nov 1993: 38.

Hadley, Benjamin. "Britannica Books of Music." Britannica Books. 1980 ed.

"Is America Set for Rock and Roll?" Chicago Tribune 4 Jan 1992: Sec 1,

Rowland, Janet. Women of Woodstock. New York: Four Winds Press, 1995.

Stewart, Rod. Telephone Interview. 1 March 1995.

***Should always be left justified

***Always indent second line of entries

***The word "Bibliography" is always centered

***All entries are double spaced

***Alphabetical order is very important

• BBHMS D.C. Trip Info

• Washington, D.C. Historic Places to Visit

• Gettysburg Museum

• Gettysburg Battlefield

• Museum of Air and Space

• Museum of American History

• The Museum of Natural History

• Smithsonian for Kids

• The National Gallery of Arts for Kids

• The National Zoo

• The National Portrait Gallery

• The Kennedy Center Arts Edge

• Art in the White House

• Mount Vernon

• Mount Vernon Virtual

• Pentagon Memorial

• The Newseum

• Fords Theater

• The National Archives

• Visit the Capitol

Before turning in captions look these over to make sure that you have done what is being asked of you
1. Please capitalize appropriately (including the word “memorial”) ___

2. Follow the directions given for each specific caption (number of sentences and content).    

          -the number of sentences or facts may be different depending on the caption.
3. Make sure that they are spell-checked and grammar-checked. Have someone else read it over as well because computer spell-checking sometimes does not catch everything.
4. Avoid statement of opinions. You are informing the reader from the facts that you obtained in your research
5. Each sentence needs at least 12 words.

6. Do not say that “this is a picture of”. The caption wouldn’t be under the picture in your scrapbook if it wasn’t. Instead begin with sentences like, “The Lincoln memorial stands…”

7. Do not abbreviate words like pounds, feet, U.S.A., etc. The only abbreviations that you can use are middle name initials like Robert E. Lee and John F. Kennedy.

8. Punctuation checks are important too.

9. Write facts on notebook paper first before typing up the caption--NO CUTTING AND PASTING. THAT IS CHEATING BECAUSE THESE ARE SOMEONE ELSE’S WORDS AND NOT YOUR OWN.
10. Make sure that your sentences tell the reader something that they could not tell from the picture. Do not use sentences that state the obvious like, “The World War II Memorial is dedicated to the people who fought in the war”.

*For 4 Sentence captions
-the first sentence should be about that person or event that it honors (you may add an additional sentence)
-the next 3 (min.) sentences should be about the monument

Remember that you have a couple weeks do each set of captions with advanced notice. The captions that you turn in will be the ones that are graded. They cannot be redone for credit. You should save them all on the same flash drive or place. This way you can redo them for the final scrapbook if you want, or if they get lost over the course of the year you can reprint them.

• Practice Making a Postcard

• Write the recipient's name and address on the lines on the right hand side of the postcard. Don't forget to include: Names of recipient(s) on top line, street number/apt number and street name on second line, and city and state on bottom line

• The left hand side of the postcard is for your message. Start by writing "Dear ... (the name of the person you're writing to)."
• Leave a line and state where you are and what it's like, for example : "I'm in Gettysburg, it's great."
• Write a sentence about what you're doing right now, for example: "I'm writing this postcard to you on the bus after just visiting Gettysburg."
• Then include a description of something you did that you enjoyed, such as : "Today we went on a to Gettysburg and I loved finding out about ..."
• Write a comment about something positive that happened on the trip
• Finish off by  saying "Wish you were here," or "See you on Friday," or "Thank you" :followed by "Love (your name)"
• Make sure you do not write in any spots that say "Do not write in this spot" or "for post office only"
  

• Track and Field Website

• Cross Country Website

• Parent Contact

• Track Gear Orders

• Parent Meet Volunteer Form

• Parent Contact

• Track Gear Orders

• Parent Volunteer Form

• Amherst

• Avon Lake H.S.

• Ford and Roehm@ Midpark HS

• North Olmsted

• Olmsted Falls

• Westlake

• Listing of all possible meet locations

• Middle School Athletics Page

• Shot Put throws

• More shot put glide throws

• Rotational Shot

• Shot and discus throws

Brecksville-Broadview Heights

Middle School

Athletic Department

6376 Mill Road, Broadview Heights, Ohio 44147

2013 Boys Track and Field 1-3 in dual meets

2013 Girls Track and Field 4-0 in dual meets

110 Hurdles        Bosley

110 Hurdles        Losi

110 Hurdles        Frajter

100                         Griesmer

100                         Palmantera

100                         Sheplavy

200 Hurdles        Bosley

200 Hurdles        Mandzak

200 Hurdles        Pignatiello

200                         Kim

200                         Frajter

400                         Perozeni

400                         Hamilton

400                         Moeritz

1600                       Allen

1600                       Serraglio

1600                       Camerieri

800                         Luke Moore

800                         Finn

800                         Schrader

4 x 100                  Griesmer, Pignatiello, Madej, and Kim

4 x 200                  Moeritz, Griesmer, Madej, and Kim

4 x 400                  Luke Moore, Allen, Serraglio, and Moeritz

Shot Put               Costanzo

Shot Put               Rees

Shot Put               Sonntag

Discus                   Costanzo

Discus                   Sonntag

Discus                   Rees

Long Jump          Pignatiello

Long Jump          Mandzak

Long Jump          Madej

High Jump           Camerieri

High Jump           Palmantera

High Jump           Bosley

• Wed March 31 - First Meet -- HOME vs. Westlake

• Mon March 29 - No School or Practice -- Records Day

• Mon March 15 - First day of practice 3:00-4:30 -- You must have a physical on file to participate

• Wed March 17 - Practice 3:00-4:30 All forms need to be turned in by today

• Tue March 16 - Practice 3:00-4:30

• Tue March 23 - Practice 3:00-5:00

• Thu March 18 - Practice 3:00-4:30

• Fri March 19 - Practice 3:00-4:30

• Mon March 22 - Practice 3:00-5:00 Track gear orders due

• Wed March 24 - Practice 3:00-5:00

• Thu March 25 - Practice 3:00-5:00

• Tue March 30 - Practice 3:00-4:30

• Thu April 1 - Practice 3:00-5:00

• Fri April 2 - Spring Break -- NO SCHOOL

• Mon April 5 - Spring Break -- NO SCHOOL

• Tue April 6 - Spring Break -- NO SCHOOL Optional Practices 9-10 am

• Wed April 7 - Spring Break -- NO SCHOOL Optional Practices 9-10 am

• Thu April 8 - Spring Break -- NO SCHOOL Optional Practices 9-10 am

• Fri April 9 - Spring Break -- NO SCHOOL

• Mon April 12 - Practice 3:00-4:30

• Tue April 13 - Meet @ Olmsted Falls

• Wed April 14 - Practice 3:00-5:00

• Thu April 15 - Picture Day Practice 3:00-5:00

• Fri April 16 - Practice 3:00-5:00

• Tue April 20 - Meet @ North Olmsted

• Mon April 19 - Practice 3:00-4:30

• Thu April 22 - Practice 3:00-4:30

• Wed April 21 - Practice 3:00-5:00

• Fri April 23 - Relay Meet @ North Olmsted (Relay teams only)

• Mon April 26 - Practice 3:00-4:30

• Tue April 27 - HOME Meet vs Ford

• Wed April 28 - Practice 3:00-5:00

• Thu April 29 - Practice 3:00-4:30

• Fri April 30 - Westlake Relays @ Westlake 4:30

• Mon May 3 - Practice 3:00-4:30

• Tue May 4 - HOME Meet vs. Roehm

• Wed May 5 - Practice 3:00-4:30

• Thu May 6 - SWC Invitational @ Westlake

• Fri May 7 - SWC Finals @ Westlake

• Mon May 10 - SWC Rain Date @ Westlake 8th Grade Washington, D.C. luggage check in

• Thu February 25 - Informational Meeting 3:00-3:40 in cafeteria

• Wed May 26 - Athletic Recognition Night 7pm

• Fri March 26 - Pay-to-play fees due today

• Wed February 23 - Track Meeting in Cafeteria 3-3:45

• Tue March 8 - Practice 3-4:30

• Wed March 9 - Practice 3-4:30

• Thu March 10 - Practice 3-4:30

• Fri March 11 - Practice 3-4:30

• Mon March 14 - Practice 3-5

• Tue March 15 - Practice 3-5

• Wed March 16 - Practice 3-5

• Thu March 17 - Practice 3-5

• Fri March 18 - Practice 3-5

• Mon March 21 - Practice 3-5

• Tue March 22 - Practice 3-5

• Wed March 23 - Practice 3-5

• Thu March 24 - Practice 3-5

• Fri March 25 - NO PRACTICE

• Tue March 29 - Practice 9-10

• Wed March 30 - Practice 9-10

• Thu March 31 - 9-10 practice canceled due to snow

• Wed April 6 - Practice 3-5 Picture Day

• Thu April 7 - Practice 3-5

• Fri April 8 - Practice 3-5

• Mon April 11 - Practice 3-4:30 (7th only)

• Tue April 12 - Practice 3-4:30 (7th only)

• Wed April 13 - Practice 3-4:30 (7th only)

• Thu April 14 - Practice 3-4:30 (7th only)

• Fri April 15 - Away Meet @ North Olmsted Relays

• Mon April 18 - Practice 3-4:30

• Wed April 20 - Practice 3-4:30

• Tue April 19 - Away Meet @ Westlake postponed and moved to April 28th

• Thu April 21 - HOME Meet vs. Amherst

• Fri April 22 - NO PRACTICE

• Tue April 26 - HOME Meet vs. Olmsted Falls

• Mon April 25 - NO PRACTICE

• Wed April 27 - Practice 3-4:30

• Fri April 29 - Practice 3-5

• Thu April 28 - (Rescheduled) Away Meet @ Westlake

• Tue May 17 - Spring Athletic Recognition 7pm

• Tue April 5 - Meet Away at Avon Lake

• Mon April 4 - Practice 3-4:30

• Thu May 5 - SWC Prelims. @ Westlake

• Fri May 6 - SWC Finals@ Westlake

• Tue May 3 - Meet at HOME NorthOlmsted

• Mon May 2 - Meet at Practice 3-4:30

• Wed May 4 - Practice 3-4:30 Conference Team only

• Tue February 28 - Informational Meeting in cafeteria 3:00-3:40

• Mon March 5 - Practice 3-4:30 meet in auditorium lobby All forms and physical must be in to practice

• Wed March 7 - Practice 3-4:30

• Thu March 8 - Practice 3-4:30

• Fri March 9 - Practice 3-4:30

• Mon March 12 - Practice 3-5

• Tue March 13 - Practice 3-5

• Wed March 14 - Practice 3-5

• Thu March 15 - Practice 3-5

• Fri March 16 - Practice 3-5 Track Gear orders due

• Mon March 19 - Practice 3-5

• Tue March 20 - Practice 3-5

• Wed March 21 - Practice 3-5

• Thu March 22 - Practice 3-5 Pay to Participate due

• Fri March 23 - No School -- No Practice

• Tue March 6 - No School -- No Practice

• Mon March 26 - Practice 3-5

• Tue March 27 - Practice 3-5

• Wed March 28 - Practice 3-5

• Thu March 29 - Practice 3-5

• Fri March 30 - Practice 3-5

• Mon April 2 - Practice 3-4:30

• Mon April 16 - Practice 3-4:30

• Thu April 19 - Practice 3-4:30

• Mon April 23 - Practice 3-4:30

• Thu April 26 - HOME vs. Roehm 4:30

• Mon April 30 - Practice 3-4:30

• Wed May 2 - Practice 3-4:30 Conference Team only

• Fri May 4 - SWC Finals @ Amherst

• Thu May 3 - SWC Prelims @ Amherst

• Tue May 1 - HOME vs. Westlake 4:30

• Wed April 25 - Practice 3-4:30

• Tue April 17 - HOME vs. Avon Lake 4:30

• Tue April 24 - Meet @ Amherst 4:30

• Tue April 3 - Meet @ Ford (Midpark HS) 4:30

• Fri April 6 - No School -- No Practice

• Mon April 9 - Spring Break -- No Practice

• Fri April 13 - Spring Break -- No Practice

• Tue April 10 - Spring Break Practice 9-10am

• Wed April 11 - Spring Break Practice 9-10am

• Thu April 12 - Spring Break Practice 9-10am

• Wed April 4 - Practice 3-5

• Thu April 5 - Practice 3-5

• Wed April 18 - Practice 3-5

• Fri April 27 - Practice 3-5

• Fri April 20 - Meet @ North Olmsted Relays 4:30

• Wed May 16 - Spring Sports Recognition Night 7pm

• Tue April 9 - Meet @ North Olmsted (H.S.) 4:30pm

• Thu April 11 - Meet @ Olmsted Falls 4:30 Cancelled

• Tue April 16 - HOME Meet vs. Ford 4:30pm

• Fri April 19 - Practice 3:10-5:00pm

• Tue April 23 - Meet @ Midpark H.S. 4:30pm

• Tue April 30 - Meet @ Avon Lake HS 4:30pm

• Thu May 2 - SWC Prelims (North Olm. HS) Time TBA

• Fri May 3 - SWC Finals (North Olm. HS) Time TBA

• Wed February 27 - Parent Informational Meeting 6pm in the auditorium

• Mon March 11 - Practice 3:10-5:00pm -Must have updated physical, Permission to Treat form, and player signed contract before you practice -Online Athlete profile submitted

• Tue March 12 - Practice 3:10-5:00pm

• Wed March 13 - Practice 3:10-5:00pm

• Thu March 14 - Practice 3:10-5:00pm

• Fri March 15 - Practice 3:10-4:30pm

• Mon March 18 - Practice 3:10-5:00pm

• Tue March 19 - Practice 3:10-5:00pm

• Wed March 20 - Practice 3:10-5:00pm

• Thu March 21 - Practice 3:10-5:00pm Track gear oder submitted and check handed to coaches

• Fri March 22 - Practice 3:10-4:30pm

• Mon March 25 - Practice 3:10-5:00pm

• Tue March 26 - Practice 3:10-5:00pm (Boys ends at 4:30)

• Wed March 27 - Practice 3:10-5:00pm (Boys ends at 4:30) Team/Individual Pictures (during practice)

• Fri March 29 - NO SCHOOL -- NO PRACTICE

• Mon April 1 - NO PRACTICE

• Fri April 5 - NO PRACTICE

• Tue April 2 - 9:00-10:00am

• Thu April 4 - 9:00-10:00am

• Wed April 3 - 9:00-10:00am (NO PRACTICE FOR BOYS)

• Wed May 1 - Practice 3:10-4:30pm SWC Conference participants only

• Wed May 15 - Spring Sports Recognition Night 7:00pm

• Mon April 8 - Practice 3:10-4:30pm

• Wed April 10 - Practice 3:10-4:30pm

• Fri April 12 - NO SCHOOL -- NO PRACTICE

• Mon April 15 - Practice 3:10-4:30pm

• Wed April 17 - Practice 3:10-5:00pm

• Thu April 18 - Practice 3:10-5:00pm

• Mon April 22 - Practice 3:10-4:30pm

• Wed April 24 - Practice 3:10-5:00pm

• Thu April 25 - Practice 3:10-5:00pm

• Mon April 29 - Practice 3:10-4:30pm

• Fri April 26 - North Olmsted Relays (HS) 4:15pm *relay teams only

• Thu March 28 - Practice 3:10-5:00 Pay to Participate form and check due

• Inauguration 2013 Pics

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