Catch Up

Missed a class? Catch up here.

Every published lesson so far, with its question, sources, and slides. Work through the lesson on your own, then bring your Fieldbook thinking back to class. Future lessons are not listed here — they appear on the Today page when their date arrives.

How to catch up

01Find your missed lesson below, or ask either teacher for a printed catch-up packet.
02Check what you need to complete, and agree on a return date with your teacher when you receive the materials.
03Complete the independent catch-up on your own.
04Return it as directed, and ask about anything that was confusing.

Tuesday, September 22, 2026

Prelude

Contextualization: The Lunchroom Fight

Our question

How does context help historians explain why something happened?

Fieldnote — start here

Read the principal’s two accounts. Underline a shared detail and star a detail added in the official report.

Source — examine the evidence

Return & Revise — finish

Complete the handout: compare the accounts, mark two historical circumstances (H) and one geographic-context detail (G), then explain the fight using at least two context details and causal language. Continue on loose-leaf if your Fieldbook is at school.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Thursday, September 24, 2026

Prelude

Constructing Arguments

Our question

How do historians build a convincing argument?

Fieldnote — start here

Read Arguments A and B. Choose the stronger argument and point to a specific feature that supports your choice.

Source — examine the evidence

Return & Revise — finish

Mark claim (C), evidence (E), and reasoning (R) in Argument B. Use Savvas Source 4 to explain what made some large wild animals difficult to domesticate. Write your own claim, exact evidence, and reasoning in your Fieldbook or on loose-leaf.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Friday, September 25, 2026

Prelude

What Is an Enduring Issue?

Our question

How do historians decide which problems matter across time?

Fieldnote — start here

Compare Jack and Sara’s difficulty sharing with wars used to gain power. Mark evidence of endurance and explain why each is a challenge.

Source — examine the evidence

Return & Revise — finish

Complete Questions 1–3. Explain historical significance using both criteria: many people affected and long-lasting effects. Choose one community or world issue, explain its endurance and significance, and complete the Last Five. Use your Fieldbook or loose-leaf.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Monday, September 28, 2026

Prelude

Connecting Global History Enduring Issues

Our question

Which detail makes an enduring issue fit an example?

Fieldnote — start here

Read Adrian’s grandfather’s lunch-price story in the slides. Write one change, one continuity, and one question. Read the eight-issue reference.

Source — examine the evidence

Return & Revise — finish

Explain the eight issues in your own words. Make three issue–event connections using a specific detail and a reason; distinguish scarcity from inequity. Return to the lunch story: identify an issue, a limit, and evidence needed to establish a pattern. Finish with a fourth issue and example. Write in your Fieldbook or on loose-leaf.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Tuesday, September 29, 2026

Prelude

Unit 0 Readiness: Retrieve, Apply, Revise

Our question

Can I recognize, apply, and revise historical thinking?

Fieldnote — start here

Try the ten vocabulary situations independently without notes. Mark uncertainty with a question mark. This is practice, not a graded quiz.

Source — examine the evidence

Return & Revise — finish

Use prior materials to correct with R or a second color; preserve originals and explain two corrections. Complete the transfer scenarios and revise one prior Unit 0 response. Finish the repair/rehearsal and readiness check. Ask a teacher about any missing work; the old printed October 2 deadline is not a new extension.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Thursday, October 1, 2026

Prelude

Historical Thinking Assessment

Our question

How can we show our historical thinking?

Fieldnote — start here

Use your own assessment packet. Begin Parts 1–2 independently.

Source — examine the evidence

Return & Revise — finish

Keep your original responses. Ask Mr. Zarrella or Ms. Spencer how to complete any unfinished assessment work.

This is assessment work. Ask Mr. Zarrella or Ms. Spencer to arrange how to complete it — including the partner interview — rather than working through it on your own.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.

Friday, October 2, 2026

Prelude

Partner Interview + Revision

Our question

What changed in your thinking—and why?

Fieldnote — start here

Parts 1–2 unfinished? Continue independently. Finished? Ask your teacher for a ready interview partner; then complete Parts 3–4.

Source — examine the evidence

Return & Revise — finish

Keep originals visible. Mark revisions with R or another color and explain why your thinking changed. If unfinished, mark where you stopped and arrange completion with your teacher.

This is assessment work. Ask Mr. Zarrella or Ms. Spencer to arrange how to complete it — including the partner interview — rather than working through it on your own.

Linked slides and other source files may be in English. Switching languages changes this page's directions, not the linked files.

Open lesson files with your school Google account. If you see ‘Request access’ or a file won't open, ask either teacher in class or by email — they can fix access or give you a printed copy.