Lesson Plans 9.30.14

Essential Questions

1. How did Britain’s victory over France in the Seven Years’ War lead to new conflicts in North  America?
2. How did perceived and real constraints on the colonists’ economic activities and political rights spark a colonial independence movement and war with Great Britain?
3. What were the arguments for and against colonial independence from Great Britain?

Role Play

• One student plays Benjamin Franklin
• One student plays a member of the House of Commons.
• Students collaborate with these individuals to construct positions on colonial responses to British legislation and other events impacting colonial life between 1765-1775, and the impact of these laws and events on colonial/British trade.
• Students are provided a list of groups living in the colonies in 1776;
• categorize each group as likely to side with the pro-separation colonists or the Tories
• Groups: merchants/farmers/sailors/southerners/importers

Formative Assessment

Students use the SOAPSTone strategy to analyze and compare the two political cartoons in an exit ticket paragraph.  

Discuss

• To what extent did the Stamp Act and other British actions between 1763 and 1775 contribute to the drawing of these cartoons?
• Was the purpose of the cartoons to encourage separation or conciliation? Explain.
• Were the cartoonists ridiculing or supporting British policies?

Homework

Read

American Pageant Chapter 7 pages 130-140

Bring Ear Buds for Wednesday and Thursday!

Lesson Plans 9.29.14

Essential Questions

1. How did Britain’s victory over France in the Seven Years’ War lead to new conflicts in North  America?
2. How did perceived and real constraints on the colonists’ economic activities and political rights spark a colonial independence movement and war with Great Britain?
3. What were the arguments for and against colonial independence from Great Britain?

Pre-Reading

• "Sir William Johnson Describes the Indians' Grievances (1763)"
• "Pontiac Rallies His Warriors (1763)"
• "The Proclamation of 1763"
• "Andrew Burnaby Scoffs at Colonial Unity (1760)"
• "A Lawyer Denounces Search Warrants (1761)"
• American Spirit Volume 1

Text:

American Pageant,  Chapter 7 pages 122-130

Groups

Discuss

1. List of reasons for considering 1763 a turning point in US history
2. List reasons in categories
1. British relations
2. Colonial/Native American relations
3. British/Native American relations

Create

1. Create a poster highlighting 1763 as a turning point for one of the 3 reasons listed
2. Use at least 2 pieces of relevant historical evidence

Present Posters

Homework

Read

• “Benjamin Franklin Testifies Against the Stamp Act (1766)
• American Pageant Chapter 7 pages 130-140

Lesson Plans 9.26.14

Test - Units 1 & 2

Homework:
Read
Articles: 

• "Sir William Johnson Describes the Indians' Grievances (1763)"
• "Pontiac Rallies His Warriors (1763)"
• "The Proclamation of 1763"
• "Andrew Burnaby Scoffs at Colonial Unity (1760)"
• "A Lawyer Denounces Search Warrants (1761)"
• American Spirit Volume 1

Text:

American Pageant,  Chapter 7 pages 122-130

Complete the graphic organizer - British Legislation Chart

Vocabulary
Unit 3 Terms - due October 13, 2014

Lesson Plans 9.25.14

*These lesson plans should have been completed yesterday.
Essential Questions:

1. How did increasing political, economic, and cultural changes within the “Atlantic World” impact the development of colonial societies in North America?
2. How were the Great Awakening and the Enlightenment shaped by the “Atlantic World,” and how did these movements shape 18th-century British North American colonial society and subsequent American society?
3. How successfully did Great Britain implement its mercantilist doctrine?

Research

1. Students research  to generate a list of accomplishments and characteristics of the Great Awakening and the Enlightenment and categorize the statements.

Philosophical Chairs Prompt/Rules

1. Prompt:
1. Did the Great Awakening or the Enlightenment have a greater impact on the 18th century Atlantic Worlds and American society from the 18th century to the present?
2. Rules:
1. Decide which section you will sit in
2. Listen carefully when others speak and seek to understand their arguments even if you don’t agree
3. Wait for the mediator (Ms. Niles) to recognize you before you speak; only one person speaks at a time
4. You must first summarize briefly the previous speaker’s argument before you make your response
5. If you have spoken for your side, you must wait until three other people on your side speak before you speak again
6. Be sure that when you speak, you address the ideas, not the person stating them
7. Keep an open mind, and move to the other side or the undecided section if you feel that someone made a good argument or your opinion is swayed
8. Support the mediator (Ms. Niles) by maintaining order and helping the discussion to progress

Discuss

1. Principles of mercantilism
2. Trade routes
3. Provisions of the Navigation Acts, the Woolen Act, the Hat Act and the Iron Act
4. Evaluate the benefits and burdens of mercantilism from the colonists POV

Homework:

Read

• A People and a Nation: A History of the United States : Chapter 4 continued…
• “Virginia Resents Restrictions (1671)”, American Spirit Volume 1 (in your online folder)

Essential Questions:

1. How did increasing political, economic, and cultural changes within the “Atlantic World” impact the development of colonial societies in North America?
2. How were the Great Awakening and the Enlightenment shaped by the “Atlantic World,” and how did these movements shape 18th-century British North American colonial society and subsequent American society?
3. How successfully did Great Britain implement its mercantilist doctrine?

Analyze

1. Analyze the quotation from 1765 to discuss the benefits or burdens of mercantilism from the perspective of the colonists.

“A colonist cannot make a button, a horseshoe, nor a hobnail, but some snooty ironmonger or respectable button maker of Britain shall bawl and squall that his honor’s worship is most egregiously maltreated, injured, cheated and robbed by the rascally American republicans.”

Study

• Units 1 & 2 Test tomorrow :)

Homework

Review Readings

Lesson Plans 9.24.14

Since students have not completed the necessary and required reading, today's lesson plan will be available tomorrow.
In class reading today.

NTHS Open House Tonight! 6:30-8:15

Lesson Plans 9.23.14

Essential Questions:

1. How did increasing political, economic, and cultural changes within the “Atlantic World” impact the development of colonial societies in North America?
2. How were the Great Awakening and the Enlightenment shaped by the “Atlantic World,” and how did these movements shape 18th-century British North American colonial society and subsequent American society?
3. How successfully did Great Britain implement its mercantilist doctrine?

Introductory Activity

1. Students collaboratively define the concept of Anglicization and analyze various components of it and the factors behind its acceleration during this period.

Writing

1. Write a two-paragraph essay in response to the following prompt
1. You are a colonist living in Maryland in 1754.  You see British influence everywhere, even though many settlers, especially in Pennsylvania and Delaware, are from countries other than England.  Write two paragraphs to a friend in England, one explaining which factor was most responsible for this Anglicization and why; and the other describing at least one political, one economic, and one cultural similarity between the colonies and England.

Homework:

Read

• A People and a Nation: A History of the United States : Chapter 4 continued…
• “The Transformation of European Society”, Gary B. Nash pages 56-58 (in your online folder)
• “George Whitefield Fascinates Franklin (1739) and Jonathan Edwards Paints the Horrors of Hell (1741)”, American Spirit Volume 1 (in your online folder)

Lesson Plans 9.22.14

Essential Question

How did continuing contact between Europeans and Native Americans (including wars with Native American tribes) affect European-colonial relationships and the cultures of each group?

Groups

1. In small groups, students use graphic organizers to research and then share finding about five wars between colonists and Native Americans
1. Pueblo Revolt
2. Beaver Wars
3. Pequot War
4. Chickasaw War
5. King Philip’s War

Reading

1. “A Rhode Island Quaker Sympathizes with the Indians (1675)”
1. Examine cultural changes that impacted both groups
2. Individually rank wars (1 being the war with the greatest impact on cultural change and relationships between Native Americans and colonists, and 5 being the war that had the least impact.)

Discuss

1. Students provide at least one piece of relevant historical evidence to support their conclusions and state whether the impact of cultural change increased or lessened over time.

Homework:

Read A People and a Nation: A History of the United States : Chapter 4

Lesson Plans 9.19.14

Students will complete their DBQ essays on New England and Chesapeake regions. Due by the end of the period.

Homework: Read

A People and a Nation: a History of the United States: Chapters 2 and 4

Lesson Plans 9.18.14

Lesson Continued from Yesterday

Discuss

1. After reading articles students discuss and compare settlers' experiences in both colonies based on information in the readings.

Groups

1. Analyze evidence found at a cemetery in Patuxent Point, Maryland
2. Based on evidence students draw conclusions about life in the 17th century Chesapeake region and determine whether the conclusions they reach support, refute, or modify what they have previously learned 

Assessment

1. Students begin DBQ (Document Based Question) from 1993 AP US History Released Exam (available under the DBQ link on the right)

Lesson Plans 9.17.14 Early Release

Essential Questions

1. How did the diverse patterns of European colonization by countries such as Spain, France, and England impact Native Americans socially, economically, and politically from the 15th through the 18th centuries?
2. What factors impacted the political, social, and economic development of the colonial regions (the New England colonies, the middle colonies, and the Southern colonies [Chesapeake])?
3. How did slavery in the British colonies differ from slavery in the Spanish and Dutch colonies?

Reading

1. A People and a Nation: A History of the United States; Chapter 3 (online/click here)
2. "Serving Time in Virginia" (in your APUSH online folder)
3. "Slavery in the Colonial Era", American Spirit text (in class only)
4. "Bones Tell of Harsh Maryland Life in 1600s" (in your APUSH online folder)

Homework

Above reading must be completed by tomorrow to continue with lesson.

Lesson Plans 9.16.14

Essential Questions

1.         Who participated in the Columbian Exchange and how did it impact them?
2.        How did the cultures of the Europeans Africans, and Native Americans change as      these groups came into contact?
3.        To what extend did Europeans, Africans and Native Americans accept, resist, or accommodate the changes taking place?

Discuss

1.        Using chart on page 15 of American Pageant, the class will categorize products as       coming from “Old World to New” or from “New World to Old”
2.        Was disease the key factor in the depopulation of the Native Americans in the            Americas?
3.        Identify the “winners” and “losers” in the “Columbian Exchange Contest,” determining which area of the world benefited most from the Columbian Exchange and the one element (other than disease) that had the most profound impact on Africa, Europe, and the New World. 

Documents

1.      “Juan Ginẽs de Sepulveda Belittles the Indians(1547)
2.      “Bartolemẽ de Las Casas Defends the Indians(1552)
3.      “Aztec Chroniclers Describe the Spanish Conquestof Mexico (1519)

Group Analysis
         1.    Using SOAPStone strategy, students determine whether the changes resulted in     
          acceptance, resistance, accommodation, or a combination of the three on the part of             the affected group
    2.       Group member presents groups’ findings.
       a.       Provide example of how cultural change was accepted
       b.      Provide example of how cultural change was resisted
       c.       Provide example of how cultural change was accommodated

Homework: Read

American Pageant – Review Chapters 3-4

AMSCO  - continue reading Chapters 3-4

Lesson Plans 9.15.14

Test
1. Chapters 1 - 3 American Pageant
2. Chapters 1 - 2 AMSCO

Homework: Read
American Pageant pages 76 - 83
AMSCO - continue reading Chapters 3-4

Lesson Plans 9.12.14

Essential Questions
1. What were the political, social, and economic characteristics of Native American societies in the pre-1607 period, and how was each society impacted by its geographical environment?
2. To what extent did Native Americans fit into the general concept of American identity?

Groups
1. Students will continue to work in yesterday's groups
2. Create a "Mystery Native American" poster
    ~ depict the Native American group about which you learned
    ~ evaluate the potential of that group to assimilate into American society
    ~ posters will highlight misunderstanding of the American Indian groups discussed         
      yesterday

Evaluate
1. Students exchange posters
    ~ determine the identity of the Native America group from the depiction
  

Homework: Read
American Pageant pages 66-76
AMSCO - Begin reading chapters 3-4
Study for Test on Monday

EXTRA CREDIT!
Watch the video, A Nightmare in Jamestown, National Geographic and take Cornell Notes. Turn them in on Monday before the test. 
To watch video, click here

Lesson Plans 9.11.14

Essential Questions
1. What were the political, social, and economic characteristics of Native American societies in the pre-1607 period, and how was each society impacted by its geographical environment?
2. To what extent did Native Americans fit into the general concept of American identity?

Discuss
1. Misconceptions of early Native Americans

Groups
2.  Students will be organized into 9 different groups studying Pre-Columbian Native  
     Americans

Research
3.  Students  will research an assigned Native American group. Your group of researchers will   “interview” an individual (factual or made up) from the culture to determine the potential of this   society to assimilate into the future American societies of the 17th and 18th centuries (1600- 
1700s).

4. These will be the groups presenting tomorrow -

Pre-Columbian;

• Eastern Woodlands
• Great Plains
• Texas
• Florida
• Southwest
• Great Basin
• Northwest
• Northwest Plateau
• California

5. These links will guide you in your research;

Pre-Columbian Indian Macro-Cultures

      National Museum of the American Indian Collections Search

You may use these questions to guide your interview;

1. Is your informant a male?
2. Is your informant a farmer? If not, what does he/she do for a living?
3. Is your informant a descendant of a European? If not, where did his/her ancestors come from? Has your informant experienced discrimination because of his or her background?
4. Where has your informant lived and has it pleased him/her?
5. What was your informant's work history?
6. Is it work he/she has enjoyed?
7. Can he/she blame any of his misfortunes on his or her own weaknesses?
8. Does your informant talk about others living in prosperity and happiness?
9. Is he/she optimistic about the future? Does he/she have higher expectations for his or her children?
10. Does your informant feel he has a valued place in society?
11. Has your informant been treated humanely?
12. Is your informant Christian? If not, what is his/her religion?
13. Has your informant experienced religious discrimination? If so, what kind?

Homework: 
Read
~ American Pageant - pages 54-65
~ AMSCO - finish up Chapter 2
Complete research

Lesson Plans for 9.10.14

Video
1. America Before Columbus (part 2) 30.50 minutes

Quick Write
1. Based on what you have read, seen, and heard, why do you believe that European  
society was more likely to explore the Americas than the other way around?

Homework: Read
1. American Pageant pages 50-54
2. AMSCO pages 26-32

Lesson Plans for 9.9.14

Silas Deane
1. Groups of 3 or 4 develop a brief compelling theory as to how Deane died
2. Class discussion questions:
     - In "The Strange Death of Silas Deane", the authors offer what the general public considers to   be the definition of history and the role of the historian. Do you agree with this definition?  
What are some of the potential problems inherent in this view of the role of the historian? 
What implications does this definition have for our understanding of the past?
- What does the example of Silas Deane indicate about the study of the past? The historian’s 
attempt to reconstruct the past? What does is suggest about the role and function of the 
historian?
- If, as Davidson and Lytle state, history is “the act of selecting, analyzing and writing about the 
past” (p. xxi), what possible challenges does the historian face in this process? Do you agree 
with their definition of history and the role of the historian? How does this compare to what 
Wilson  has to say about thinking about history?
- Do you agree that historians are more than “couriers to the past”? Why or why not
- What sorts of questions should a historian ask when trying to write history? Why are these 
questions important? How do the answers affect a historian’s approach to the past?
- How was history studied in the past? 
- How did the study of history change over time? How is the study of history today different  
from previous centuries? Why?
3. Write a reflection based on the following prompts:
- What skills do historians need in order to discover “what happened” when investigating an 
event?
  - How did your group decide what to include and what not to include?

Homework: Read
1. American Pageant pages 30-31 & 43-49
2. AMSCO pages 11-13 & 23-25

Organizing Your Time/Learn How to Study Workshop

This workshop will be held after school on Thursday beginning at 2:05 in the Library.  This will only take about a half hour.

Lesson Plans for 9.8.14

Class Discussion
1.  What is history?
      - How do historians know what is real when looking at sources?
2.  Tell the story of "The Three Little Pigs" to a partner
      - What is similar/different in my story vs. my friends' stories?
      - "The True Story of the Three Little Pigs"
3.  What is perspective and inquiry?
Quick Write
1. How can point of view influence a historians' understanding of an event?

Homework: Read: "The Strange Death of Silas Deane" for tomorrow

Gun Enthusiast Supports Wider Background Checks

This letter is in response to William Cosgrove’s letter “Dispelling the Myths about the Gun Initiatives.” I also enjoy the freedoms of the Second Amendment and am a gun enthusiast as well as a concealed carry advocate. To read more click here

Read more here: http://www.theolympian.com/2014/09/04/3297204/gun-enthusiast-supports-wider.html?sp=/99/109/208/#storylink=cpy

Ear Buds for Tomorrow!!

You will need your ear buds tomorrow for an online lecture.