Lesson 1: New World Beginnings 33,000 B.C. - A.D. 1769
Chapter 1
Student Learning Objective:
I can compare and contrast the impact of Spanish, French, & English imperial goals in North America.
Pueblo Indians, Mound Builders, Creeks, Choctaw, Cherokee, Iroquois, Christian World View, Native American World View, Difference in War, European Motives for Exploration, Spain, Christopher Columbus, Treaty of Tordesillas, Conquistadors, Hernando Cortes, Aztec Empire, Montezuma, Francisco Pizarro, Inca Empire, Columbian Exchange, Encomienda System, Hacienda System, Mission System, Mestizos, “Black Legend,” St. Augustine, New Mexico, Pueblo Revolt, Texas, California, France, Jacques Cartier, Samuel de Champlain, Coureurs de Bois, Antoine Cadillac, Robert de La Salle New Orleans, England, Sir Walter Raleigh, Roanoke
Course Standards - New AP Framework
Period 1: 1491 – 1607
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.
KC 1.2 European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
KC 1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.
Lectures & Courses
Websites & Resources
Chapter 1
Student Learning Objective:
I can compare and contrast the impact of Spanish, French, & English imperial goals in North America.
Pueblo Indians, Mound Builders, Creeks, Choctaw, Cherokee, Iroquois, Christian World View, Native American World View, Difference in War, European Motives for Exploration, Spain, Christopher Columbus, Treaty of Tordesillas, Conquistadors, Hernando Cortes, Aztec Empire, Montezuma, Francisco Pizarro, Inca Empire, Columbian Exchange, Encomienda System, Hacienda System, Mission System, Mestizos, “Black Legend,” St. Augustine, New Mexico, Pueblo Revolt, Texas, California, France, Jacques Cartier, Samuel de Champlain, Coureurs de Bois, Antoine Cadillac, Robert de La Salle New Orleans, England, Sir Walter Raleigh, Roanoke
Course Standards - New AP Framework
Period 1: 1491 – 1607
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.
KC 1.2 European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
KC 1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.
Lectures & Courses
- 1493: Uncovering the New World Columbus Created (Charles Mann)
Websites & Resources
- Conquistadors (PBS Website)
- American Indian War
Assignments for the Week of Sept.14:
Due: Monday, Sept. 14
Log onto Google Classroom. Watch welcome message.
Due: Thurs. Sept.
-Leave your American Pageant textbook - you will not need it for classwork assignments.
-In class: share Family History Scrapbooks through the lens of Historical Context, Comparison, Change over Time, Interpretation, Point of View (POV)
Due: Fri. Aug. 31
Read and Annotate "Historians and Their Publics." annotate article.
Contrast what you learned from your partner with whom you shared your scrapbook in your own in relation to the same historical thinking skills in a Family History Self-Assessment on Google Classroom
1.Discussion of "Historians and Their Publics" - opposing viewpoints and historical interpretations - relate to Confederate Monument debate/ Trail of Tears and Jackson/ confederate flag/ etc.
2. In class debate "Was the dropping of the atomic bomb justified?" Dealing with historical interpretation and the development of initial thesis statement.
Due: Tues. Sept. 4
Ch. 1 -
1. AmPag: Review your Guided Notes for Chapter 1 or do them if you did not do them during the summer with additional notes from AMSCO Ch. 1 - to be collected from those who who had not completed previously. These should be typed. Make sure the bolded vocab terms are highlighted/bolded/ or underlined in your homework.
2. Annotated Columbus readings are due.
In Class:
-Discuss Columbus controversy, (annotate both readings) and prepare for an in class debate
www.youtube.com/watch?v=rTwyAlmu4-w Carol Delaney
www.youtube.com/watch?v=MshsZPD2aNs
- Apocalypto - political/religious culture of the Mayans - inferences for Aztecs - Understanding Cortes and conquistatores mindset.
-Develop a Native American Cultures chart w/TRichey video
Due. Thurs. Sept. 6
Ch. 1
1. Completed organizer due: Impact of English, Spanish and French on Native Americans
2.-Pueblo Revolt reading - begin revolt organizer
In Class:
1-Review LEQ rubric and introduce long essay assignment.
2. We will review Ch. 1 Jocz video review with concept map
3. Review Guide
4. Use AMSCO to review Stimulus questions to Ch. 1
Due. Fri. Sept. 7
Ch. 2
1. Complete Shared Document in partner groups on Ch. 1 Stimulus Questions
2. Completed Long Essay on Columbus is DUE - share it with me by Google Docs.
2. Assign work on Colonies Graphic Organizer due next Thurs. and readings for Monday.
In Class
Assembly
Assign Colonies chart - on Google Classroom - complete it as you review AMSCO for ch. 2 and AM.Pag for Ch. 2+3
Assign readings for Monday: Annotate the following readings for (HIPP) Historical Context, Intended Audience, Purpose, Point of view: Packet 2: A1+2, B1, C1+2, 2-2, 2-5 - see Google Classroom - Prepare for Class discussion on Monday on these docs using the above skills - Get HIPP!!
Due Mon. Sept. 10
Ch. 2
Due:
1. Annotated articles assigned in previous class: Packet 2: A1+2, B1, C1+2, 2-2, 2-5 completed with HIPP on the Google doc.
In-class:
1. Review and discuss readings
GO TO NEXT SECTION BELOW.
Due: Monday, Sept. 14
Log onto Google Classroom. Watch welcome message.
Due: Thurs. Sept.
-Leave your American Pageant textbook - you will not need it for classwork assignments.
-In class: share Family History Scrapbooks through the lens of Historical Context, Comparison, Change over Time, Interpretation, Point of View (POV)
Due: Fri. Aug. 31
Read and Annotate "Historians and Their Publics." annotate article.
Contrast what you learned from your partner with whom you shared your scrapbook in your own in relation to the same historical thinking skills in a Family History Self-Assessment on Google Classroom
1.Discussion of "Historians and Their Publics" - opposing viewpoints and historical interpretations - relate to Confederate Monument debate/ Trail of Tears and Jackson/ confederate flag/ etc.
2. In class debate "Was the dropping of the atomic bomb justified?" Dealing with historical interpretation and the development of initial thesis statement.
Due: Tues. Sept. 4
Ch. 1 -
1. AmPag: Review your Guided Notes for Chapter 1 or do them if you did not do them during the summer with additional notes from AMSCO Ch. 1 - to be collected from those who who had not completed previously. These should be typed. Make sure the bolded vocab terms are highlighted/bolded/ or underlined in your homework.
2. Annotated Columbus readings are due.
In Class:
-Discuss Columbus controversy, (annotate both readings) and prepare for an in class debate
www.youtube.com/watch?v=rTwyAlmu4-w Carol Delaney
www.youtube.com/watch?v=MshsZPD2aNs
- Apocalypto - political/religious culture of the Mayans - inferences for Aztecs - Understanding Cortes and conquistatores mindset.
-Develop a Native American Cultures chart w/TRichey video
Due. Thurs. Sept. 6
Ch. 1
1. Completed organizer due: Impact of English, Spanish and French on Native Americans
2.-Pueblo Revolt reading - begin revolt organizer
In Class:
1-Review LEQ rubric and introduce long essay assignment.
2. We will review Ch. 1 Jocz video review with concept map
3. Review Guide
4. Use AMSCO to review Stimulus questions to Ch. 1
Due. Fri. Sept. 7
Ch. 2
1. Complete Shared Document in partner groups on Ch. 1 Stimulus Questions
2. Completed Long Essay on Columbus is DUE - share it with me by Google Docs.
2. Assign work on Colonies Graphic Organizer due next Thurs. and readings for Monday.
In Class
Assembly
Assign Colonies chart - on Google Classroom - complete it as you review AMSCO for ch. 2 and AM.Pag for Ch. 2+3
Assign readings for Monday: Annotate the following readings for (HIPP) Historical Context, Intended Audience, Purpose, Point of view: Packet 2: A1+2, B1, C1+2, 2-2, 2-5 - see Google Classroom - Prepare for Class discussion on Monday on these docs using the above skills - Get HIPP!!
Due Mon. Sept. 10
Ch. 2
Due:
1. Annotated articles assigned in previous class: Packet 2: A1+2, B1, C1+2, 2-2, 2-5 completed with HIPP on the Google doc.
In-class:
1. Review and discuss readings
GO TO NEXT SECTION BELOW.
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Lesson 2: The English Colonies 1500 - 1700
Chapters 2-4
Student Learning Objective:
I can trace the history of England’s early colonial settlements as well as compare and contrast the regional colonial settlements.
Charter Colony, Virginia Company of London, Jamestown, Powhatan Indians, John Smith, Pocahontas, “Starving Time,” John Rolfe, Indentured Servants, “Headright” System, Virginia House of Burgesses, Anglo-Powhatan Wars, Church of England, Puritans, “Pilgrims,” Mayflower Compact, Plymouth Bay, William Bradford, Squanto, Massasoit, Massachusetts Bay Company, “Great Migration,” General Court, John Winthrop, “A Model of Christian Charity,” “Visible Saints,” Predestination, “Protestant Work Ethic,” Congregational Church, Roger Williams, Providence, Anne Hutchinson, “Antinomianism,” Thomas Hooker, Fundamental Orders of Connecticut, Pequot War, Metacom, King Philip’s War, Henry Hudson, New Netherlands, Patroonship, Peter Stuyvesant, Quakers, William Penn, Proprietary Colony, Maryland Act of Toleration, Royal Colony, James Oglethorpe
Course Standards - New AP Framework
Period 2: 1607 – 1754 – IT = 10% EXAM= ( Sections 2,3,4,5 = 45%)
Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.
Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.
Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.
Websites & Resources
- America in 1607 (National Geographic Website)
- Jamestown: Primary Source Set (Library of Congress Collection)
- Virtual Jamestown (Website)
Assignments:
Ch.2
Due Thurs. Sept. 13
1 Chapter 2 notes integrated from AmPageant and AMSCO Ch. 2 and Thesis Table-PASS IN
2. Graphic organizer on the 13 colonies- work on it
3. Articles assigned in class 2.10 and 2.15, and other readings
In Class:
Ch. 2 JocZ Video and concept map
Stimulus Questions from AMSCO
Quiz
Due Fri, Sept. 14
Ch. 3
Due: New England v Chesapeake DBQ annotate using HIPP
Read
2.9 - Edward Randolph, Assessment of the Causes of King Philip's War
2.11 - Indian Converts on Martha's Vineyard
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In class presentation of DBQ documents HIPP and outline preparation
Assign HW: Ch. 3 readings
2_the_planting_of_english_america.doc | |
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Due Tues. Sept. 18
1.Discuss DBQ prompt and rubric
2. Ch. 3 readings: Read all introductions; Annotate and complete HIPP on Google Classroom
3. Pass in notes for Ch. 3 American Pageant.
What happened to King Phillip's body after the War? Why?
www.thebridgewatertriangle.com/2010/11/the-grizzly-death-of-king-philip.html
In class
Discuss Readings for Chapter 3.
Ch. 3 Review Guide
HW:
Read and annotate to page 305 in "Roger Williams on Liberty of Conscience"
1. Completed Graphic organizer of northern, middle and southern colonies.
2. Completed Revised Guided notes for Ch. 3
1.Discuss DBQ prompt and rubric
2. Ch. 3 readings: Read all introductions; Annotate and complete HIPP on Google Classroom
3. Pass in notes for Ch. 3 American Pageant.
What happened to King Phillip's body after the War? Why?
www.thebridgewatertriangle.com/2010/11/the-grizzly-death-of-king-philip.html
In class
Discuss Readings for Chapter 3.
Ch. 3 Review Guide
HW:
Read and annotate to page 305 in "Roger Williams on Liberty of Conscience"
1. Completed Graphic organizer of northern, middle and southern colonies.
2. Completed Revised Guided notes for Ch. 3
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Due Wed. Sept. 19 1. Completed Graphic organizer of northern, middle and southern colonies be ready to hand in to me on Wednesday. This will help you with your first DBQ Essay. 2. Completed Revised Guided notes for Ch. 3 pass in 3. Annotated Roger Williams article up to page 305 In class Chapter 3 review guide DBQ process video Discuss Roger Williams HW: Salem Witch Trial Reading and Great Awakening Reading chart - Jonathan Edwards Due Thurs. Sept. 20 1. Salem Witch Trial reading and Great Awakening reading In class -Review readings - John Locke activity -America's First Great Awakening www.dailymotion.com/video/xusid0 Due Mon. Sept. 24 1. DBQ of New England v. Chesapeake colonies due. Highlight the various points of the rubric and share as a google doc. Attach your Colonies chart as you print out the Essay and also submit your DBQ packet. 2. Print out Ch. 4 notes and Thesis table In class - Peer review essay Ch. 4 Jocz video and concept guide Ch.4 Review Guide and AMSCO quiz GO BELOW TO CHAPTER 5 |
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HW: Watch the following video and take notes on how King Phillip's War impacted the New England colonies
http://www.gilderlehrman.org/multimedia#!3397 (45 minutes)
http://www.gilderlehrman.org/multimedia#!3397 (45 minutes)
Bacon's Rebellion video
https://www.youtube.com/watch?v=DQa2zIJ81Ow
Salem Witch trials video
https://mail.google.com/mail/u/0/#apps/salem/148798a6f7bb05dd?projector=1
Contemporary understanding of Salem occurences
http://www.history.com/topics/salem-witch-trials/videos/salem-witch-trials
Ben Franklin
http://www.history.com/topics/american-revolution/benjamin-franklin
The Trial of John Peter Zenger
https://www.youtube.com/watch?v=Ab8lPjHIkoI
John Locke
https://www.youtube.com/watch?v=N2LVcu01QEU
John Locke and Property
https://www.youtube.com/watch?v=c6J730PqBik
The Seven Years War
https://www.youtube.com/watch?v=5vKGU3aEGss
Pontiac's Rebellion
https://www.youtube.com/watch?v=KVx0Is3XKu0
Proclamation of 1763
https://www.youtube.com/watch?v=waDQwEeunkU
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Lesson 3: Colonial Society 1700-1775
Chapters 5-6
Student Learning Objective:
I can describe the distinct societies that emerged in Britain’s American colonies.
"Freedom Dues," “Middle Passage,” Bacon’s Rebellion, Stono Rebellion, “Slave Codes,” “Civil Death,” Harvard College, Half-Way Covenant, Salem Witch Trials, Enlightenment, John Locke, Sir Isaac Newton, Deism, Benjamin Franklin, Great Awakening, Jonathan Edwards, George Whitefield, “Old Lights,” “New Lights,” Fort Duquesne, French and Indian War, Albany Plan of Union, General Edward Braddock, William Pitt, Paris Peace Settlement of 1763, Acadians, Pontiac’s Rebellion, Proclamation of 1763
Course Standards New AP Framework
Period 2: 1607 – 1754 – IT = 10% EXAM= ( Sections 2,3,4,5 = 45%)
Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.
I. “Atlantic World” commercial, religious, philosophical, and political interactions among Europeans, Africans, and American native peoples stimulated economic growth, expanded social networks, and reshaped labor systems. (WXT-1) (WXT-4) (WOR-1) (WOR-2) (CUL-4)
II. Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy. (WOR-1) (WOR-2) (ID-1) (CUL-4)
Lectures & Courses
- Benjamin Franklin: An American Life (Walter Isaacson)
Websites & Resources
- Bacon's Rebellion (College of William & Mary Simulation)
- Salem Witch Trials (University of Virginia Website)
- God in America (PBS Video)
- Religion in 18th Century America (Library of Congress Website)
- A Guide to the French & Indian War (Library of Congress Collection)
Documents:
Maryland Toleration Act
Bacon's Manifesto
Mayflower Compact
Winthrop's Model of Christian Charity
Due Tues. Sept. 25
Discuss A-1, A-3, A-4 and B-1
1.In class: JrocZ video Ch. 5 and concept map - do this for homework
Hip Hughes video https://www.youtube.com/watch?v=VuQ5SzExJNc
Crash Course - French and Indian War https://www.youtube.com/watch?v=j0qbzNHmfW0
JocZ video - https://www.youtube.com/watch?v=M5QdIEPgQ1c
Discussion of documents A1+2 and readings 22-25
* Remote study for Unit Exam 1-6 which will include one short answer question from AMSCO p. 60-63
Due Thurs., Sept. 27
- Annotated reading of First Great Awakening student research paper
- Be ready to pass Chapter 4 guided notes and thesis table
- Group short answer on Google Classroom due.
Discussion of First Great Awakening Research Paper
Assignment of Research Paper
Review of Ch. 5
Due Fri. Sept. 28
1. Readings Packet #4 22 and 23 do HIPP
In class:
Discussion of readings
GO TO NEXT SECTION BELOW
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Lesson 4: Revolutionary America 1763-1775
Chapter 7
Student Learning Objective:
I can summarize the social, political and economic factors that drove the American colonies to independence.
King George III, George Grenville, Proclamation of 1763, Sugar Act, Virtual Representation, Stamp Act, Virginia Resolves, Patrick Henry, Sons of Liberty, Stamp Act Congress, Declaratory Act, Quartering Act, Townshend Acts, Writs of Assistance, John Dickinson, “Letters from a Farmer in Pennsylvania,” Massachusetts Circular Letter, Boston Massacre, Paul Revere, John Adams, Gaspée Incident, Committees of Correspondence, Samuel Adams, Tea Act, British East India Company, Boston Tea Party, Coercive (Intolerable) Acts, Quebec Act, First Continental Congress, Conciliatory Resolution, Minutemen, Battles of Lexington and Concord, General Gage
Course Standards - New AP Framework
Period 3: 1754 – 1800 – IT = 12% EXAM= (Sections 2,3,4,5 = 45%)
British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.
Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.
I. Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new U.S. government. (ID-4) (POL-1) (ENV-2) (ENV-4) (CUL-1)
II. During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain. (ID-1) (WXT-1) (POL-1) (WOR-1) (CUL-2) (CUL-4)
III. In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. (WOR-5) (POL-2)
Lectures & Courses
Websites & Resources
Lesson 4: Revolutionary America 1763-1775
Chapter 7
Student Learning Objective:
I can summarize the social, political and economic factors that drove the American colonies to independence.
King George III, George Grenville, Proclamation of 1763, Sugar Act, Virtual Representation, Stamp Act, Virginia Resolves, Patrick Henry, Sons of Liberty, Stamp Act Congress, Declaratory Act, Quartering Act, Townshend Acts, Writs of Assistance, John Dickinson, “Letters from a Farmer in Pennsylvania,” Massachusetts Circular Letter, Boston Massacre, Paul Revere, John Adams, Gaspée Incident, Committees of Correspondence, Samuel Adams, Tea Act, British East India Company, Boston Tea Party, Coercive (Intolerable) Acts, Quebec Act, First Continental Congress, Conciliatory Resolution, Minutemen, Battles of Lexington and Concord, General Gage
Course Standards - New AP Framework
Period 3: 1754 – 1800 – IT = 12% EXAM= (Sections 2,3,4,5 = 45%)
British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.
Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.
I. Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new U.S. government. (ID-4) (POL-1) (ENV-2) (ENV-4) (CUL-1)
II. During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain. (ID-1) (WXT-1) (POL-1) (WOR-1) (CUL-2) (CUL-4)
III. In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. (WOR-5) (POL-2)
Lectures & Courses
- Founding Brothers: The Revolutionary Generation (Joseph Ellis)
Websites & Resources
- Liberty! (PBS Website)
- The Road to Revolution (PBS Simulation)
- The Coming of the American Revolution (Website)
- Boston Massacre Trials (UMKC School of Law Website)
- The French and Indian War Documentary https://www.youtube.com/watch?v=f5vCXpG5JxQ
- Information on the French and Indian War http://www.ushistory.org/us/8d.asp
Due Mon. Oct. 1 Readings: 24 +25 Submit Chapter 5 Guided notes In class Begin graphic organizer on the cause and effect of revolutionary events Fur Trade and Pontiac's Rebellion www.youtube.com/watch?v=TRQgI-aqeSE French and Indian War www.youtube.com/watch?v=iup8xOR-nUw Video on Albany Plan of Union https://www.youtube.com/watch?v=GdQJ_k-AiZU Paxton Boys www.youtube.com/watch?v=0ORypjZVo-g Due Wed. Oct. 3 Readings and annotate: Boston Massacre documents (3) Complete Graphic Organizer on Google Classroom up to Proclamation of 1763 Finish additional Readings in Packet 4 do Happy-: #25-28 Google Classroom Short Answers (editable group) Chapter 6 readings from summer assignment and thesis table due In Class discussion of readings Boston Massacre activity in class http://www.masshist.org/features/massacre https://www.loc.gov/resource/rbpe.03700300/ https://www.youtube.com/watch?v=F2nzwbkj9TU&list=PLloIb12kmKaWoU68bOWQw495iKWKi1-GJ&index=1 https://www.youtube.com/watch?v=SiCEyuIuwAU&index=2&list=PLloIb12kmKaWoU68bOWQw495iKWKi1-GJ John Adams HBO Boston Massacre, Trial, closing arguments Review John Adams trial clip for the Boston Massacre http://www.schooltube.com/video/57219940ac55e88a58b3/Boston%20Massacre%20Trial-%20Prosecution%20Closing%20Argument Due Thurs., 10/4 Read 31 and 32, 34, 35 and 36 In class: Review Guided Notes for Chapter 7 - small group presentations Chapter 7 guided notes due Ch. 7 Quiz Boston Tea Party Discussion of remainder of readings Finish JocZ video Patrick Henry's speech: (5:12) www.youtube.com/watch?v=HHo-3LEcgQE Declaration of Independence Comparison Chart - http://www.ushistory.org/declaration/document/compare.htm Humor - https://www.youtube.com/watch?v=tqIh3N7_xGk http://historymatters.gmu.edu/d/6764/ http://www.digitalhistory.uh.edu/active_learning/explorations/revolution/cartoon1.cfm http://www.digitalhistory.uh.edu/active_learning/explorations/revolution/cartoon3.cfm Discussion of Research Paper Study for test on Tuesday October 9 https://www.youtube.com/watch?v=7LCg-NHTpx4&list=PLJS-bYefOC3lWETJ-V9fbjXkhZqRmgME_&index=2 https://www.youtube.com/watch?v=F2nzwbkj9TU&list=PLloIb12kmKaWoU68bOWQw495iKWKi1-GJ&index=1 https://www.youtube.com/watch?v=SiCEyuIuwAU&index=2&list=PLloIb12kmKaWoU68bOWQw495iKWKi1-GJ |
Assignments:
I need your choice of a topic for the research paper and a one page description where you convince we why the topic you choose will be a great topic. Due October 12 Entrance ticket: How revolutionary was the American revolution? |
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Lesson 5: The American Revolution 1775-1783
Chapter 8
Student Learning Objective:
I can discuss the key military and political turning points of the American Revolution.
Second Continental Congress, Thomas Jefferson, George Washington, Continental Army, Olive Branch Petition, Battle of Bunker Hill, Loyalists, Patriots, Common Sense, Prohibitory Act, “Hessians,” Declaration of Independence, General William Howe, Battle of Long Island, The American Crisis, New Jersey Campaign, General John Burgoyne, Battle of Saratoga, Treaty of Alliance, Valley Forge, Baron von Steuben, General Charles Cornwallis, General Benedict Arnold, Battle of Yorktown, Peace of Paris, Articles of Confederation, Virginia Statute of Religious Freedom, Dunmore’s Proclamation, Abigail Adams, “Republican Motherhood,” John Trumbull, Noah Webster, “Newburgh Conspiracy,” Land Ordinance of 1785, Northwest Ordinance of 1787, Shays’ Rebellion
Course Standards - New AP Framework
Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.
I. During the 18th century, new ideas about politics and society led to debates about religion and governance and ultimately inspired experiments with new governmental structures. (ID-1) (POL-5) (WOR-2) (CUL-4)
Lectures & Courses
Websites & Resources
Lesson 5: The American Revolution 1775-1783
Chapter 8
Student Learning Objective:
I can discuss the key military and political turning points of the American Revolution.
Second Continental Congress, Thomas Jefferson, George Washington, Continental Army, Olive Branch Petition, Battle of Bunker Hill, Loyalists, Patriots, Common Sense, Prohibitory Act, “Hessians,” Declaration of Independence, General William Howe, Battle of Long Island, The American Crisis, New Jersey Campaign, General John Burgoyne, Battle of Saratoga, Treaty of Alliance, Valley Forge, Baron von Steuben, General Charles Cornwallis, General Benedict Arnold, Battle of Yorktown, Peace of Paris, Articles of Confederation, Virginia Statute of Religious Freedom, Dunmore’s Proclamation, Abigail Adams, “Republican Motherhood,” John Trumbull, Noah Webster, “Newburgh Conspiracy,” Land Ordinance of 1785, Northwest Ordinance of 1787, Shays’ Rebellion
Course Standards - New AP Framework
Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.
I. During the 18th century, new ideas about politics and society led to debates about religion and governance and ultimately inspired experiments with new governmental structures. (ID-1) (POL-5) (WOR-2) (CUL-4)
Lectures & Courses
- The American Revolution (Yale Open Courses - Joanne Freeman)
- His Excellency: George Washington (Joseph Ellis)
- The Myths of American Revolution (Carol Berkin)
Websites & Resources
- Liberty! (PBS Website)
- Revolutionary War Animated (Website)
- The War that Changed America https://www.youtube.com/watch?v=Ktkw7iSITk
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Chapter 9
Student Learning Objective:
I can evaluate the degree to which the Articles of Confederation & the Constitution embodied the principles of the American Revolution.
Social Changes, Slavery Issue, Emphasis on Equality, Cincinnati Society, Separation of Church and States, Virginia Statute on Religious Freedom, State Governments, Rights of Women, “Republican Motherhood,” Economic Concerns, Foreign Policy Challenges, Articles of Confederation, Newburgh “Conspiracy,” Land Ordinance of 1785, Northwest Ordinance of 1787, Failures of the Articles, Shays’ Rebellion, Annapolis Convention, Constitutional Convention, James Madison, Virginia Plan, New Jersey Plan, The Great Compromise, Electoral College, Three-Fifths Compromise, Commerce Compromise, Checks and Balances, Separation of Powers, “Elastic” Clause, “Supremacy” Clause, Federalists, Antifederalists, The Federalist Papers
Course Standards - New AP Framework
II. After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. (WXT-6) (POL-5) (WOR-5)
III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. (ID-4) (WOR-2) (POL-5) (CUL-2)
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.
I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. (ID-5) (ID-6) (PEO-5) (POL-1) (WOR-1) (WOR-5)
Websites & Resources
Chapter 9
Student Learning Objective:
I can evaluate the degree to which the Articles of Confederation & the Constitution embodied the principles of the American Revolution.
Social Changes, Slavery Issue, Emphasis on Equality, Cincinnati Society, Separation of Church and States, Virginia Statute on Religious Freedom, State Governments, Rights of Women, “Republican Motherhood,” Economic Concerns, Foreign Policy Challenges, Articles of Confederation, Newburgh “Conspiracy,” Land Ordinance of 1785, Northwest Ordinance of 1787, Failures of the Articles, Shays’ Rebellion, Annapolis Convention, Constitutional Convention, James Madison, Virginia Plan, New Jersey Plan, The Great Compromise, Electoral College, Three-Fifths Compromise, Commerce Compromise, Checks and Balances, Separation of Powers, “Elastic” Clause, “Supremacy” Clause, Federalists, Antifederalists, The Federalist Papers
Course Standards - New AP Framework
II. After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. (WXT-6) (POL-5) (WOR-5)
III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. (ID-4) (WOR-2) (POL-5) (CUL-2)
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.
I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. (ID-5) (ID-6) (PEO-5) (POL-1) (WOR-1) (WOR-5)
Websites & Resources
- Shays' Rebellion and the Making of a Nation (Website)
- The Constitutional Convention (Teaching American History Website)
- Interactive Constitution (National Constitution Center Resource)
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Assignments: Tues., 10/9 Test on AMSCO Chapters 1-5 (Declaration of Independence) American Pageant - chapters 1- 7 Wed., 10/10 - NO Class PSAT Testing Due Thurs. 10/11 -Chapter 8 Guided Notes due and thesis table on Complicity -On one typed page:
Review readings on Abigail Adams and Declaration of Independence and "Unruly Americans in the Revolution" - be ready to discuss these. Declaration of Independence Comparison www.ushistory.org/declaration/document/compare.html ushistoryscene.com/article/lord-dunmore/ http://www.digitalhistory.uh.edu/active_learning/explorations/revolution/revolution_slavery.cfm Due Mon. 10/15 Guided Notes for Ch. 9 from American Pageant are due - handwritten and passed in- Integrate vocab terms into the answers to your questions. In class: Discuss readings in class - You will present main topics on your guided notes on the Google Slide Presentation. Due Tues. 10/16 Readings 9: The Confederation and the Constitution, 1776-1790 A. 1, 2+3, B 1+2, C 2+3, E 2 do HAPPY for each -Google Classroom: Read Col. George Mason's comments at the Constitutional Convention - discuss connections with Lincoln's Second Inaugural Address. Begin your Guided Notes on Chapter 10 due In class debate Watch Jocz video on Articles of Confederation Ch. 9 https://www.youtube.com/watch?v=EsSlpZX8DOQ Watch -Shay's Rebellion: Epilogue to the American Revolution: https://www.youtube.com/watch?v=r5xUro2z2tI GO TO THE NEXT TAB: UNIT 2 BUILDING THE NATION |
9_guiding_quest_the_confederation_and_the_constitution.doc | |
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++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Assessments:
Chapter quizzes
Multiple-choice unit test
Essays:
DBQ - How Revolutionary was the American Revolution?
1993 DBQ: Comparison of Chesapeake and New England regional development
2010b FRQ: Influence of religion on development of colonial society
2010 DBQ: Puritan influence on New England’s colonial development
2004 DBQ: Impact of Revolution on slaves and women
1997 FRQ: The Revolution as a radical change
2007b FRQ: Impact of the French and Indian War
2010 FRQ: Analysis of US victory in Revolutionary War
Chapter quizzes
Multiple-choice unit test
Essays:
DBQ - How Revolutionary was the American Revolution?
1993 DBQ: Comparison of Chesapeake and New England regional development
2010b FRQ: Influence of religion on development of colonial society
2010 DBQ: Puritan influence on New England’s colonial development
2004 DBQ: Impact of Revolution on slaves and women
1997 FRQ: The Revolution as a radical change
2007b FRQ: Impact of the French and Indian War
2010 FRQ: Analysis of US victory in Revolutionary War