Date/EQ
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Topic/Notes |
Assignments Due
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| General Resources for the Course |
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Wed. 1/22/14
What is American History I?
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Thur. 1/23/14
What is the American Dream?
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- Warm up question: What is the "American Dream"? In other words, what is it about America that draws immigrants to our country and keeps those citizens here from wanting to leave?
- Today's Vocabulary Terms: equality, rights, liberty, opportunity, democracy
- Activity: In table groups, define today's vocabulary terms: "equality," "rights," "liberty," "opportunity," & "democracy." Create a graphic organizer, such as a bubble map, to connect these terms to one another. Once all groups have completed this activity, the class will work together to reach a consensus on the definitions.
- Activity: In your table groups, and using the agreed upon class definitions from the previous activity, complete the American Ideals Through Primary Sources packet. You will need to rotate through the various stations to view all of the documents required to complete the packet. (To view the 18 images and descriptions online, visit http://www.scribd.com/doc/37445893/History-Alive-Pursuing-American-Ideals-Sample-Chapter, then scroll down and click on "Placards.")
- Exit ticket: Write a paragraph, in your own words, which captures the idea of "The American Dream."
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- Video-recording permission form
- Image Analysis Chart (Groups)
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Fri. 1/24/14
Who discovered America?
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- Warm up question: Of our five terms from yesterday ("equality," "rights," "liberty," "opportunity," "democracy"), which is the most important in defining "America"? Explain your argument.
- Activity: Using the LEGO kits, take five minutes to create an illustration of the term you chose in the warm up. Once time is up, take turns explaining your model to the other members of your table group.
- Quick writing followed by class discussion: Who discovered America? When and where did you learn this information?
- Individually, read the "Discovery Day" article and complete a GIST analysis of the article. Consider: Does the information in this article change your answer to the question from the previous activity of "Who discovered America?"
- Review the PowerPoint and complete either the guided notes or guiding questions on the Age of Exploration
- View the brief cartoon on Christopher Columbus at http://www.youtube.com/watch?v=aF_unlvjccA. Class discussion: How accurate of a portrayal do you think this cartoon offers? Why do you think we teach Columbus a certain way in elementary school, but a different way in high school?
- Today's Vocabulary Terms: Reasons for Exploration ("God, Gold, & Glory")
- Exit ticket / Homework: Based on what you've learned, do you believe we should celebrate Columbus Day as a national holiday? (Support your answer with evidence)
- Homework: Review the introductory PowerPoint and answer the guiding questions from the "Mapping the New World" primary source document activity
- Want more information? Try here: View the Crash Course: US History video on "Black Legend, Native Americans, and Spaniards" at http://www.youtube.com/watch?v=6E9WU9TGrec
- Want more information? Try here: View the documentary Who Really Discovered America? at https://www.youtube.com/watch?v=Qjlc36Dv0rw
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- Paragraph on the American Dream
- GIST analysis of Discovery Day article
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Mon. 1/27/14
Why did the first English settlers come to America?
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- Mapping the New World questions
- Paragraph on Columbus Day
- Pocahontas document questions (group)
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| Tues. 1/28/14 |
- School cancelled - snow day!
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| Wed. 1/29/14 |
- School cancelled - snow day!
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| Thur. 1/30/14 |
- School cancelled - snow day!
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| Fri. 1/31/14 |
- School cancelled - snow day!
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Mon. 2/3/14
Why did the first English settlers come to America?
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- Warm up question: Watch the video clip on Cannibalism in Jamestown at http://www.youtube.com/watch?v=XHGI50ebhA0 and answer the following: How do scientists help historians in their work?
- Finish the PowerPoint and guided notes or guiding questions on New France, Jamestown and Maryland
- Group Activity: In your groups, read the two laws assigned to your table from the Laws Divine, Morall, and Martiall handout and assess them using the Laws at Jamestown worksheet.
- Individual Practice Activity: Pick one excerpt from the Life at Jamestown - Period Quotes handout and summarize using the GIST strategy (Just the 20 word or less summary, not the Who, What, etc.).
- Today's Vocabulary: headright system, Jamestown, John Smith, joint stock companies, Maryland, Pocahontas, tobacco, Virginia House of Burgesses
- Exit ticket / Homework: Write a paragraph which discusses the Jamestown Colony and uses each of today's vocabulary terms in its proper context.
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- Laws at Jamestown worksheet (group)
- GIST analysis of quotes
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Tues. 2/4/14
Why did the first English settlers come to America?
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- Warm up question: Does the United States have "absolute" freedom of religion? (Absolute = any religious rite or ritual is protected, regardless of how that rite or ritual is viewed outside of the religion.) Explain your answer.
- Class question: What do you know about the Pilgrims? Fill in the left side of a Venn diagram with this information. (Don't remember what a Venn Diagram is? Look here: http://www.purplemath.com/modules/venndiag.htm )
- Review PowerPoint and complete guided notes or guiding questions on the Settlement of New England (through slide #19)
- View Crash Course: US History video on Thanksgiving at http://www.youtube.com/watch?v=o69TvQqyGdg&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
- Class question: What have you learned about the Pilgrims from the presentation and video? Fill in the right side of your Venn diagram with this information. Now fill in the middle with what was common between what you knew before and what you know now. Discuss the differences as a class.
- Common Core Document Activity: Read the two documents and complete the guiding questions sheet on the Puritans. (Honors classes should use the unmodified documents.) Be sure to answer the final question using textual evidence from the provided documents: Were the Puritans selfish or selfless? (Complete in table groups)
- Today's vocabulary: Anne Hutchinson, Connecticut, John Winthrop's "City Upon a Hill" Sermon, Mayflower Compact, Pilgrims, Plymouth, Puritans, Rhode Island, Roger Williams, Thomas Hooker
- Homework: Write a paragraph which discusses the Plymouth Colony and uses each of today's vocabulary terms in its proper context.
- REMINDER: QUIZ ON JAMESTOWN AND PLYMOUTH COLONIES (INCLUDING VOCABULARY) ON FRIDAY!
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- Vocabulary paragraph
- Common Core activity on Puritans
- Venn Diagram
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Wed. 2/5/14
Why did the first English settlers come to America?
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- Warm up question: Did the Puritans believe in freedom of religion? Explain your answer.
- C.O.R.E. Day options: Students who need to make-up or correct work may do so for a maximum score of 90%; otherwise students will use the Lego kits to visually define vocabulary terms from the unit.
- Finish PowerPoint and guided notes on the Settlement of New England
- Common Core Document Activity: Read the historical background on King Philip's War and then the two primary source documents and answer the questions associated with each. (Honors classes should use the unmodified documents)
- Today's Vocabulary: King Philip's War, The Pequot War
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- Vocabulary Paragraph
- C.O.R.E. work
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Thur. 2/6/14
Why did the colonies in New England, the Mid-Atlantic, and the South develop differently?
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- King Philip's War documents
- Ship Passenger Lists graphic organizer
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Fri. 2/7/14
Why did the colonies in New England, the Mid-Atlantic, and the South develop differently?
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- Warm up question: View the news article at http://www.cnn.com/2014/02/05/health/cvs-cigarettes/ and complete the following activity: Either write a letter of protest to CVS from the perspective of a Jamestown settler, OR a letter of support to CVS from the perspective of a New England Puritan. Be sure to write from the historical point-of-view, not your own!
- Take the Content Quiz 1.1: Explorers, Jamestown, and Plymouth and Vocabulary Quiz 1.1 on daily vocabulary from 1/27 - 2/5/14
- Begin creating recruitment posters for the earliest colonies. (Group activity)
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- Warm up questions (8 total)
- Content Quiz
- Vocabulary Quiz
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Mon. 2/10/14
Why did the colonies in New England, the Mid-Atlantic, and the South develop differently?
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- Warm up question: Now that you've had for first quizzes, describe their level of difficulty. How well-prepared were you? What topics were easy and which were hard? Based on the experience, how will you adjust your studying?
- Review the PowerPoint and guided notes or guiding questions on Settlement of the Middle and Southern Colonies
- Finish creating recruitment posters for the earliest colonies. (Group activity)
- Today's vocabulary: Georgia, James Oglethorpe, Maryland Toleration Act, New Amsterdam, Pennsylvania, Quakers, smuggling, William Penn
- Homework: Write a paragraph which discusses the Middle and Southern Colonies and uses each of today's vocabulary terms in its proper context.
- Want more information? Watch the Crash Course: US History video on Quakers and Dutch at http://www.youtube.com/watch?v=p47tZLJbdag&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
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- Colonial recruitment posters
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Tues. 2/11/14
Why did the colonies in New England, the Mid-Atlantic, and the South develop differently?
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- Warm up question: What are the differences between the "North" and the "South" in the United States today? What were the differences during the early colonial period? What are the similarities and differences between the two regions in the two time periods?
- Review PowerPoint and complete guided notes or guiding questions on Colonial Life in New England and the Middle Colonies (stop after Salem Witch Trials)
- Complete the Common Core document activity on The Salem Witch Trials
- Lego Activity (in pairs): One partner will construct an example of life in a New England town, while the other will construct an example of life in one of the Middle Colonies.
- Today's vocabulary terms: Farming Conditions in the Middle Colonies, Farming Conditions in New England, Puritans, Salem Witch Trials
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- Vocabulary paragraph
- Salem Witch Trials documents
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| Wed. 2/12/14 |
- School cancelled - snow day!
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| Thur. 2/13/14 |
- School cancelled - snow day!
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| Fri. 2/14/14 |
- School cancelled - snow day!
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Mon. 2/17/14
Why did the colonies in New England, the Mid-Atlantic, and the South develop differently?
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- Warm up question: Could something like the Salem Witch Trials happen in modern American society? Why or why not?
- Finish PowerPoint and complete guided notes or guiding questions on Colonial Life in New England and the Middle Colonies
- Review PowerPoint and complete guided notes or guiding questions on Class Conflict in the Southern Colonies
- Complete a GIST strategy of Nathaniel Bacon's Manifesto
- Finish creating recruitment posters for the earliest colonies. (Group activity)
- Today's vocabulary terms: Bacon's Rebellion, cash crops, farming conditions in the South, headright system, indentured servant, Middle Passage, plantation system, tobacco, Virginia House of Burgesses, yeoman farmer
- Homework: Write a paragraph which uses at least 8 of today's vocabulary terms in their proper context.
- REMINDER: MAP QUIZ RESCHEDULED FOR TOMORROW!
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- GIST analysis of Bacon's Manifesto
- Poster presentations
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Tues. 2/18/14
What led Americans to revolt against British rule?
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- Warm up question: How do people get rich?
- Take the Colonial Map Quiz (Group quiz)
- Classes which did not finish yesterday need to complete a GIST strategy of Nathaniel Bacon's Manifesto
- Finish creating recruitment posters for the earliest colonies. (Group activity)
- Review PowerPoint and complete guided notes on First Conflicts: English Mercantilism
- Today's vocabulary terms: Dominion of New England, English Bill of Rights, mercantilism, Navigation & Trade Acts, smuggling
- REMINDER: CONTENT AND VOCABULARY QUIZ 1.2 TOMORROW!: Life in New England, Middle, and Southern Colonies (What was covered in class from 2/6/14 - 2/17/14)
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- Colonial Map Quiz
- GIST analysis of Bacon's Manifesto
- Poster presentations
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Wed. 2/19/14
What led Americans to revolt against British rule?
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- Warm up question: How did you prepare differently for today's quiz than for the first one? Do you expect to do better?
- TAKE CONTENT AND VOCABULARY QUIZ 1.2: Life in New England, Middle, and Southern Colonies (What was covered in class from 2/6/14 - 2/17/14)
- Finish presenting colony posters
- View the ESPN 30 for 30 Special: Broke. As you watch the video, think of ways in which the treatment of professional athletes in today's NBA, NFL, and other sports leagues mirrors the concepts of mercantilism and/or indentured servitude. (We will not watch the entire video in class, but students are encouraged to finish the video independently) Video can be found at http://www.youtube.com/watch?v=okFEZCgE5ag
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- Quiz 1.2
- Poster presentations
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Thur. 2/20/14
What led Americans to revolt against British rule?
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- Warm up question: How did you prepare differently for yesterday's quiz than for the first one? Did it help you to do better? How do you expect you will prepare for the next quiz?
- Review PowerPoint and complete guided notes on Population Shifts, the Enlightenment, & The Great Awakening
- Complete the Common Core document activity on The Great Awakening
- Lego Activity: Use the Lego kits to illustrate an example of mercantilism
- Today's vocabulary: George Whitefield, The Great Awakening, John Locke, Montesquieu, The Stono Rebellion
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- Great Awakening document questions
- Make up or revised work from CORE day
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Fri. 2/21/14
What led Americans to revolt against British rule?
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- Warm up question: How did the Africans who were forced into slavery in the Americas experience cultural change and adaptation?
- Review PowerPoint and complete guided notes on The French & Indian War
- View the Crash Course: US History video on The French & Indian War and The Great Awakening at http://www.youtube.com/watch?v=5vKGU3aEGss
- Review for Monday's test: Age of Exploration - The French and Indian War (1450 - 1763)
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- Warm ups (7 total, from 2/10 - 2/21/14)
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Mon. 2/24/14
Assessment Day
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- Warm up: Prepare for test
- Complete Test #1: Age of Exploration - The French and Indian War (1450 - 1763)
- Video: Haunted Histories - The Salem Witch Trials (DVD) OR Witch Hunt at http://www.youtube.com/watch?v=iMHZcda3U0E
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Tues. 2/25/14
What led Americans to revolt against British rule?
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- Warm up question: Who should pay taxes? Why them and not others? What things should be taxed? Why those and not others?
- View the Crash Course: US History video on British Taxation and Colonial Unrest at http://www.youtube.com/watch?v=Eytc9ZaNWyc&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
- Review PowerPoint and complete guided notes on Colonial Taxes and Defiance
- Begin the Common Core activity on the Stamp Act
- Today's Vocabulary terms: Pontiac's Rebellion, Proclamation Act of 1763, George Grenville, Salutary Neglect, Customs reforms, John Hancock, The Sugar Act, "No Taxation Without Representation," Sam Adams, The Stamp Act, Stamp Act Congress, Sons of Liberty, boycott, The Townshend Act, Boston Massacre, Daughters of Liberty
- Homework: Create a "word web" which demonstrates the relationships between today's vocabulary words. Don't know how to do a "word web"? Check out this tutorial: http://www.youtube.com/watch?v=Y8HA3ldR8JE
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- Stamp Act activity responses (if finished)
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Wed. 2/26/14
C.O.R.E. Day & Amnesty Day
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- C.O.R.E. (Classroom Opportunities for Remediation and Enrichment): Interim reports will be distributed. Students who scored poorly on either of the first two quizzes (on Settlement and Colonization) or Test #1 may revise their responses and resubmit for score recovery. Students with missing or incomplete assignments may make them up. Students not in need of remediation should use the Lego kits to illustrate the difference between indentured servitude and slavery and then continue working on the Stamp Act documents.
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- Word Web
- Make-up work
- Quiz or test corrections
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Thur. 2/27/14
What led Americans to revolt against British rule?
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- Warm up question: If you had to choose, would you have been a Loyalist (supported remaining part of the British Empire) or a Patriot (supported Revolution)? Why?
- Watch the "Polite War" video clip at http://www.youtube.com/watch?v=kAHTKyVJv8k
- Review the PowerPoint and guided notes for A Revolution Begins
- Complete the Common Core activity on the Stamp Act
- Complete the Common Core activity on the Battle of Lexington
- Today's vocabulary terms: Committees of Correspondence, Boston Tea Party, Coercive Acts & Intolerable Acts, First Continental Congress, Minutemen, Loyalists (or Tories), Patriots, Battle of Lexington & Concord, Second Continental Congress
- Homework: Organize information on your assigned poster topic to prepare for tomorrow's class
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- Stamp Act activity responses
- Battle of Lexington documents
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Fri. 2/28/14
What led Americans to revolt against British rule?
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- Warm up question: Watch the video clip from The Patriot. What does this clip show about colonial American fighting tactics? Why is this important?
- Common Core documents on Loyalists
- Create "Steps on the Road to Revolution" Posters and study guide by creating a poster about your assigned "step." Your poster should explain the assigned event, what its causation was, and what later events were caused by your assigned event. It should also explain both the American and British points of view regarding the event. After posters are complete, the class will put them in chronological order and complete a gallery walk, filling in their "Steps on the Path to Revolution" study guide. Students who are absent should choose one of the 24 topics on the study guide, complete a poster detailing the event, and then use the Steps to Revolution PowerPoint to fill in their study guide.
- Homework: Study for the quiz on Monday
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- Warm ups for 2/24 - 28
- Loyalists documents
- Road to Revolution posters
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Mon. 3/3/14
Assessment day
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- Quiz on Causes of the American Revolution (French & Indian War through A Revolution Begins notes)
- Early release due to weather - classes shortened to 40 minutes
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| Tue. 3/4/14 |
- School cancelled - snow day!
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Wed. 3/5/14
What led Americans to revolt against British rule?
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- Warm up: Examine this image and explain how it was symbolic of American revolutionary ideals.
- C.O.R.E. Time: Retake quiz on Causes of the American Revolution (French & Indian War through A Revolution Begins notes) and/or finish "Steps on the Road to Revolution" posters.
- Complete a Gallery Walk of the "Steps on the Road to Revolution" posters created by your classmates and fill in the graphic organizer
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- Quiz retakes
- Road to Revolution posters
- Gallery walk
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Thur. 3/6/14
How did America achieve independence?
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- Warm up: What challenges do each side face (Americans and the Taliban) in the war in Afghanistan?
- Finish the Gallery Walk from yesterday
- Start the PowerPoint and complete the guided notes on The Early Revolution
- Watch the Too Late to Apologize - A Declaration music video at http://www.youtube.com/watch?v=uZfRaWAtBVg
- Common Core document activity: The Declaration of Independence - read the documents and answer the accompanying questions and complete the graphic organizers
- Today's vocabulary: Battle of Bunker Hill, Olive Branch Petition, Hessians, Thomas Paine's Common Sense, The Declaration of Independence, American Problems vs. British Problems (in fighting the Revolutionary War)
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- Gallery Walk
- Declaration of Independence documents
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Fri. 3/7/14
How did America achieve independence?
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- Warm up: What would have to happen for you to consider revolting against "authority" (Government, parents, school administration, etc.)?
- Review the PowerPoint and complete the guided notes on The Revolutionary War
- View the Crash Course: US History episode on The American Revolution at http://www.youtube.com/watch?v=3EiSymRrKI4&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
- Finish the Common Core document activity: The Declaration of Independence (Do NOT rewrite the Declaration of Independence as instructed on page 3; simply read the document excerpt and move on to the activities on page 4)
- Today's vocabulary terms: France's role in the war, John Paul Jones, Benedict Arnold, hit and run raids, Lord Cornwallis, Battle of Yorktown, Treaty of Paris (1783), George Washington, Nathan Hale, Battle of Saratoga, Valley Forge, Marquis de Lafayette
- Homework: Study for Test on French & Indian War through American Revolution. Test will be on THURSDAY, March 13th.
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- Declaration of Independence documents
- Warm ups for 3/3 - 3/7
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Mon. 3/10/14
How did America's independence affect minority groups?
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- Warm up question: How do you protect the interests of a minority from the "tyranny of the majority"?
- Review the PowerPoint and complete the guided notes on The New America
- Video: America: The Story of Us, episode Rebels (available online at https://www.youtube.com/watch?v=kGSQ2VZvzVk )
- Today's vocabulary terms: republic, "tyranny of the majority," Virginia's Declaration of Rights, Virginia Statute of Religious Freedom, Judith Sargent Murray
- Homework: Study for Test on French & Indian War through American Revolution. Test will be on THURSDAY, March 13th.
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Tues. 3/11/14
How did America's independence affect minority groups?
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- Warm up question: What types of things should you be doing this week to prepare for Thursday's test?
- Review PowerPoint and complete guided notes on The Articles of Confederation
- View Ten Days That Changed America: Shays' Rebellion video (available online at http://www.youtube.com/watch?v=ZEoeK5MvEdY ) and complete the viewing guide
- Complete the Common Core document activity on Shay's Rebellion (independent work). You may use the Shay's Rebellion PowerPoint if you need more information. Honors classes should use the unmodified documents.
- Homework: Study for Test on French & Indian War through American Revolution. Test will be on THURSDAY, March 13th.
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- Viewing guide
- Shay's Rebellion documents
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Wed. 3/12/14
How did America's independence affect minority groups?
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- Warm up question: Under the Articles of Confederation, what things could the U.S. government do? What things could it not do?
- C.O.R.E. Time (Classroom Opportunities for Remediation and Enrichment): Interim reports will be distributed. Students who scored poorly on recent quizzes may revise their responses and resubmit for score recovery. Students with missing or incomplete assignments may make them up. Students not in need of remediation should use the Lego kits to illustrate the causes and outcomes of Shay's Rebellion.
- Homework: Study for Test on French & Indian War through American Revolution. Test will be on THURSDAY, March 13th.
- Homework: Create a "word web" which demonstrates the relationships between this unit's 35 vocabulary words. Don't know how to do a "word web"? Check out this tutorial: http://www.youtube.com/watch?v=Y8HA3ldR8JE
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- Quiz corrections
- Missing or incomplete assignments
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Thur. 3/13/14
Assessment Day
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- Warm up activity: Prepare for test
- Test #2: French & Indian War through The American Revolution (notes from Fri. 2/21 - Fri. 3/7)
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Fri. 3/14/14
How is the U.S. Constitution the result of compromises between competing interests?
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- Warm up activity: Draw or otherwise illustrate one of the following: "hit and run" tactics, the Gaspee Affair, the Boston Tea Party, the Battle of Bunker Hill, the Boston Massacre
- Each student will be assigned an event from the build-up and fighting of the American Revolution to illustrate using the Lego kits. The class will then construct a Lego timeline using these individual models. (class activity)
- Watch excerpts from the HBO miniseries John Adams as a review of major events of the American Revolution (clips are available online at https://www.youtube.com/playlist?list=PL29E1EC9C3B28DB2E )
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- Lego illustrations
- Warm ups for 3/10 - 3/14
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Mon. 3/17/14
How is the U.S. Constitution the result of compromises between competing interests?
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- Warm up question: What does it mean to "compromise"? Describe a time when you had to reach a compromise with someone else.
- Review the Constitutional Convention PowerPoint and complete the guided notes
- Create graphic organizers which explain each of the following: The Virginia Plan vs. The New Jersey Plan, The Great Compromise, and the 3/5ths Compromise
- Review the Preamble and Articles of the U.S. Constitution
- Articles Acronym Activity: Create your own acronym to help you remember the Articles of the Constitution, following the directions on the last slide of the PowerPoint presentation
- Today's vocabulary terms: Articles of Confederation, The Northwest Ordinance, Shay's Rebellion, open trade, The Newburgh Conspiracy
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| Tues. 3/18/14 |
- School cancelled - snow day!
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Wed. 3/19/14
How is the U.S. Constitution the result of compromises between competing interests?
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- Federalists vs. Anti-Federalists documents
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Thur. 3/20/14
How is the U.S. Constitution the result of compromises between competing interests?
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- Federalists vs. Anti-Federalists documents
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Fri. 3/21/14
How is the U.S. Constitution the result of compromises between competing interests?
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- Warm up question: What was the purpose of the U.S. Bill of Rights?
- Review the PowerPoint and fill in the guided notes on the Constitutional Amendments (continuation of the U.S. Bill of Rights PowerPoint and notes)
- C.O.R.E. Time (Classroom Opportunities for Remediation and Enrichment): Interim reports will be distributed. Students who scored poorly on Test #2 may revise their responses and resubmit for score recovery. Students with missing or incomplete assignments may make them up. Students not in need of remediation should create a Bill of Rights that would apply to students at Knightdale High School
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- Warm ups (3/17 - 3/21)
- Test corrections
- Make-up work
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Mon. 3/24/14
Assessment & Remediation
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- Warm up question: Name the 7 Articles of the U.S. Constitution.
- Quiz on Articles of Confederation and the U.S. Constitution
- Continue C.O.R.E. Time (Classroom Opportunities for Remediation and Enrichment): Interim reports will be distributed. Students who scored poorly on Test #2 may revise their responses and resubmit for score recovery. Students with missing or incomplete assignments may make them up. Students not in need of remediation should create a Bill of Rights that would apply to students at Knightdale High School
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- Quiz
- Test corrections
- Make-up work
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Tues. 3/25/14
How did the rise of political parties shape early America?
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- Warm up question: What steps are you going to take to improve your performance next quarter?
- Review the PowerPoint and complete the guided notes on George Washington's Presidency (Part I)
- Common Core document activity: Andrew Hamilton (Federalist) vs. Thomas Jefferson (Democratic Republican)
- Jefferson or Hamilton? - identify which man would have made each statement
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- Hamilton vs. Jefferson documents
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Wed. 3/26/14
How did the rise of political parties shape early America?
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- Warm up: What is the purpose of the U.S. President's cabinet?
- Review the PowerPoint and complete the guided notes on George Washington's Presidency (Part II)
- Read Washington's Farewell Address and complete a SOAPSTone analysis of the Address
- Today's vocabulary: Washington's Farewell Address, Jay's Treaty, Treaty of Greenville, Battle of Fallen Timbers, French Revolution, Proclamation of Neutrality
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Thur. 3/27/14
How did the rise of political parties shape early America?
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- Warm up question: What were the three major points of George Washington's Farewell Address?
- Review the PowerPoint and complete the guided notes on John Adams
- View the Crash Course: US History video on Washington & Adams' presidencies at http://www.youtube.com/watch?v=r161cLYzuDI&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
- Activity: Group work: 5 skits about the Adams' Presidency. Review skits and fill in the study guide.
- Today's vocabulary terms: Peaceful Revolution, Alien & Sedition Acts, The Quasi War, Virginia & Kentucky Resolutions, Abigail Adams, Abolitionism, Jay's Treaty, Pinckney's Treaty, John Adams, XYZ Affair, Midnight Appointments, cotton gin
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Fri. 3/28/14
How did the rise of political parties shape early America?
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- John Adams miniseries
- Make up work
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Mon. 4/7/14
How did the rise of political parties shape early America?
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- Warm up: What did you do over your spring break?
- Presidents videos (GW, JA)
- Demonstrate how to create a lotus diagram (Students who miss class or need a refresher can view the video at http://vimeo.com/28799678)
- Activity: Using the templates provided, create a lotus diagram for the presidency of George Washington and the presidency of John Adams.
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Tues. 4/8/14
How did Jefferson's presidency test the "checks and balances" of the Constitution?
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- Warm up: Why was the presidency of John Adams seen as a failure?
- Review the Jefferson: Part I PowerPoint and complete the guided notes
- Analysis activity: Read the case study on the Supreme Court case of Marbury v Madison and answer the five questions at the end
- Continue work on Lotus diagrams on Washington and Adams
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Wed. 4/9/14
What was "Jeffersonian democracy"?
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- Louisiana Purchase documents
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Thur. 4/10/14
What errors did the U.S. make in its early foreign policies?
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- Warm up: What problems did the Louisiana Purchase create for the U.S.?
- Review PowerPoint and guided notes on Jefferson: Part III
- Lewis & Clark documents
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Fri. 4/11/14
What errors did the U.S. make in its early foreign policies?
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Mon. 4/14/14
What factors promoted national unity during the 1820s?
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- Warm up: What was America's "best" moment under Washington, Adams, Jefferson, or Madison? Why? What was America's "worst" moment? Why?
- Review PowerPoint and complete guided notes on James Monroe
- Watch History Channel's "The Presidents" videos on Jefferson (at https://www.youtube.com/watch?v=NokpNOkuSYY ), Madison (at https://www.youtube.com/watch?v=W6VQo1YjTOw ), and Monroe (at https://www.youtube.com/watch?v=8GHLdn4Fw70 )
- Reminder: Test on the first four presidents (Washington, Adams, Jefferson, Madison) tomorrow! Test will consist of 25 multiple choice questions (all classes) and 5 constructed response questions (Honors only). Remember to bring your Lotus Diagrams on these presidents, as you will be allowed to use them during the test!
- Today's vocabulary: The Era of Good Feelings, McCulloch v Maryland, Dartmouth College v Woodward, Gibbons v Ogden, The Missouri Compromise, Henry Clay, First Seminole War, Andrew Jackson, The Monroe Doctrine
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Tues. 4/15/14
Assessment Day
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- Test #3
- Supreme Court case studies: McCulloch v Maryland, Dartmouth College v Woodward, Gibbons v Ogden
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- Lotus diagrams on Washington, Adams, Jefferson, & Madison
- Test #3
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Wed. 4/16/14
What factors led to the end of the "Era of Good Feelings"?
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- Warm up: What is a "compromise"? (Review) Give an example of a compromise from U.S. history already covered in our class.
- Complete the readings on the following Supreme Court cases: McCulloch v Maryland (all classes), Dartmouth College v Woodward (Honors classes only), & Gibbons v Ogden (Honors classes only)
- JQA
- Video clip: Amistad
- Today's vocabulary: The Corrupt Bargain, The American System, nullification, The Tariff of Abominations, The Erie Canal, turnpikes
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- Supreme Court case studies
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Thur. 4/17/14
Why is Jackson's presidency seen as a turning point in U.S. history?
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- Warm up: How does America's two-party political system make elections easier than a one-party or multi-party system?
- Review the PowerPoint and guided notes on Andrew Jackson & Martin Van Buren
- Common Core document exercise: Complete the exercises with the Indian Removal Act documents (Honors classes should use the unmodified documents) Additional background information is available here.
- Complete the reading about the Supreme Court decision in the Worcester v Georgia case and answer the questions at the end.
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- Indian Removal Act document exercises
- Worcester v Georgia questions
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| Fri. 4/18/14 |
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Mon. 4/21/14
Why is Jackson's presidency seen as a turning point in U.S. history?
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- Warm up: Should Native Americans have to follow federal law? state law? local law? Why?
- Finish PowerPoint and guided notes on Andrew Jackson & Martin Van Buren
- Political cartoon analysis: For each of the three political cartoons 1) Identify the specific topic the artist was trying to portray, 2) Identify and explain at least three symbols used by the artist, 3) Make an argument about whether or not the cartoon portrays Jackson fairly. Cite evidence in your answer.
- Today's vocabulary: Nat Turner, nullification, John C. Calhoun, Compromise of 1833, "pet" banks, the Whig Party, the Panic of 1837
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- Political cartoon analyses
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Tues. 4/22/14
Why is Jackson's presidency seen as a turning point in U.S. history?
How did distinctly American styles of art & literature begin to develop in the early 1800s?
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- Warm up: Was Andrew Jackson a good president? Justify your answer.
- Common Core document exercise: Complete the questions about the Nat Turner's Rebellion documents. (Honors classes should use the unmodified documents)
- Create a cartoon on: Jackson's background, the Spoils System, the Indian Removal Act, Nat Turner's Rebellion, the Nullification Crisis, Worcester v Georgia, the Bank War, the Whig Party
- View the Crash Course: US History episode #14 on the Age of Jackson at https://www.youtube.com/watch?v=beN4qE-e5O8
- Review the PowerPoint and complete the guided notes on Early American Arts & Literature
- Today's vocabulary: neoclassical architecture, Alexis de Tocqueville, Romanticism, The Hudson River School of Artists, Transcendentalism, "penny" press
- Reminder: Next test will be on Tuesday, April 29th. It will cover Presidents Monroe - W.H. Harrison, plus Early American Arts & Literature and Expansionism (notes from 4/14 - 4/23)
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- Nat Turner documents
- Self-made Jackson cartoon
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Wed. 4/23/14
What groups were impacted the most by "Manifest Destiny"? What were those impacts?
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- Warm up: Can you imagine the U.S. adding new territory to the country today? If so, where might that territory come from? If not, why not?
- Review the PowerPoint and complete the guided notes on Westward Expansion
- Common Core document activity: Complete the document-based graphic organizer on Texan Independence
- Color and label the U.S. Expansion map
- Today's vocabulary: Manifest Destiny, Texicans, War of Texan Independence, The Alamo, The Mexican War, Treaty of Guadelupe-Hidalgo, Gadsden Purchase, Oregon Territory
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- Texan Independence graphic organizers
- Expansion maps
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Thur. 4/24/14
How did religious revivalism in the early 1800s lead to calls for social reform?
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Fri. 4/25/14
How did religious revivalism in the early 1800s lead to calls for social reform?
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Mon. 4/28/14
How did religious revivalism in the early 1800s lead to calls for social reform?
How did industrialization lead to an increase in sectionalism?
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- Warm up: What is the greatest social reform issue facing Americans today?
- Finish activities from previous class - (Honors): Use the SOAPSTone analysis tool to assess Horace Mann on Education and Poverty, Appeal of the Christian Women of the South, Declaration of Sentiments, and Plea on Behalf of the Mentally Ill ;(Academic): Complete the Lotus Diagrams on Monroe & J.Q. Adams, Jackson, and Arts & Expansion to use as test review tools
- Review the PowerPoint and complete the guided notes on Early Industrialization Leads to Sectionalism
- Common Core document activity: Were the Irish considered white in 19th century America?
- Today's vocabulary: sectionalism, industrialization, cotton gin, Cotton Kingdom, factory system, Lowell Girls, railroad, telegraph, immigration, urbanization, plantation system
- REMINDER: Test tomorrow - It will cover Presidents Monroe - W.H. Harrison, plus Early American Arts & Literature and Expansionism (notes from 4/14 - 4/23)
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Tues. 4/29/14
Assessment Day
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- Warm up: Prepare for test
- Test #4: Presidents Monroe - W.H. Harrison, plus Early American Arts & Literature and Expansionism (notes from 4/14 - 4/23)
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- Test
- Lotus Diagrams (Academic class)
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Wed. 4/30/14
What forces drove the nation towards Civil War?
Was the Civil War avoidable?
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- Warm up: List three differences between the North and the South in 1840.
- Review the PowerPoint and complete the guided notes on Antebellum Presidents: Part 1
- View the America: The Story of Us (episode: Division) video, available online at https://www.youtube.com/watch?v=Go5J_UgF8Ck
- Today's vocabulary: Antebellum, Webster-Asheburton Treaty, Mexican War, Treaty of Guadalupe-Hidalgo, Mexican Cession, "54 40' or Fight!", Wilmot Proviso, Popular Sovereignty
- Reminder: Quiz tomorrow on the U.S. Expansion map
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Thur. 5/1/14
What forces drove the nation towards Civil War?
Was the Civil War avoidable? |
- Warm up:
- U.S. Expansion Map quiz
- Common Core document exercise: Read the Manifest Destiny documents and answer the accompanying questions
- Review the PowerPoint and complete the guided notes on Antebellum Presidents: Part 2
- Today's vocabulary: 49ers, Compromise of 1850, Fugitive Slave Act, Stephen Douglas, Uncle Tom's Cabin, Underground Railroad, Harriet Tubman, Perry Expedition, Gadsden Purchase, Kansas-Nebraska Act, Bleeding Kansas, Brooks-Sumner Incident, Republican Party, Know-Nothing Party, nativism
- Reminder: Quiz tomorrow on the Second Great Awakening & Social Reform Movements
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Fri. 5/2/14
What forces drove the nation towards Civil War?
Was the Civil War avoidable? |
- Warm up:
- Quizon Second Great Awakening and Antebellum Reform Movements
- Review the PowerPoint and complete the guided notes on Antebellum Presidents: Part 3
- Supreme Court case study: Dred Scott v Sandford
- Today's vocabulary: Dred Scott decision, Lincoln-Douglas debates, John Brown's Raid, secession, Ft. Sumter, Jefferson Davis, Upper South, Border States
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- Quiz
- Warm ups
- Dred Scott case study
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Mon. 5/5/14
What forces drove the nation towards Civil War?
Was the Civil War avoidable? |
- Warm up: Of the 15 U.S. Presidents we have studied so far, which one did the worst job? Why?
- Path to the Civil Warcharts
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| Tues. 5/6/14 |
- Warm up: Which single event do you believe was the most critical in causing the Civil War?
- Finish Path to the Civil War
- John Brown documents
- Review the PowerPoint and complete the guided notes on The Civil War: Strengths and Weaknesses of North and South
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| Wed. 5/7/14 |
- Warm up: Should "civil rights," such as freedom of speech and free democratic elections, continue to be protected ,regardless of cost, during times of war or national emergency? Why?
- C.O.R.E. Time: Students will be given an opportunity to make corrections to the most recent test (on Monroe through Manifest Destiny). For each incorrect answer,
- Read the article on a modern secessionist movement and assess using the AP PARTS assessment tool
- Complete the "North or South?" Quiz
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- Test corrections
- AP PARTS analysis of the article on modern secession
- Quiz
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Thur. 5/8/14
How did the North win the Civil War? |
- Warm up: With only 22 days left before quarter grades close out, what is your plan to ensure that you finish the quarter with a "C" or better?
- Review the PowerPoint and complete the guided notes on The Civil War
- View the Crash Course: US History videos on the The Civil War: Part I at https://www.youtube.com/watch?v=rY9zHNOjGrs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s , The Civil War: Part II at https://www.youtube.com/watch?v=GzTrKccmj_I&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s , and Battles of the Civil War at https://www.youtube.com/watch?v=25HHVDOaGeE&index=20&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
- Read (and hear at https://www.youtube.com/watch?v=ndmcgAsA1aI ) Abraham Lincoln's Gettysburg Address and complete an assessment using the AP PARTS document analysis tool.
- Complete the Common Core document exercise on the Emancipation Proclamation (Honors classes should use the unmodified document)
- Today's vocabulary: rifles, minie balls, ironclads, submarine, Trent Affair, Copperheads, conscription, habeas corpus, Greenbacks, Emancipation Proclamation, Gettysburg Address, scorched earth
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- Gettysburg Address assessment
- Emancipation Proclamation questions
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Fri. 5/9/14
To what extent did racism factor as a cause of the Civil War?
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- Warm up: Why was the Civil War fought? Was it over slavery or over states' rights?
- Review the background PowerPoint and complete the Structured Academic Controversy activity: Was Lincoln a Racist? (in table groups) Honors classes should use the unmodified documents.
- Finish reading Abraham Lincoln's Gettysburg Address and complete an assessment using the AP PARTS document analysis tool.
- Finish the Common Core document exercise on the Emancipation Proclamation.
- Today's vocabulary: Emancipation Proclamation, Gettysburg Address
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- Warm ups
- Was Lincoln a Racist? documents
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Mon. 5/12/14
To what extent did racism factor as a cause of the Civil War?
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- Warm up: Should the North punish the South following the Civil War? Why? If so, how?
- View America: The Story of Us, episode: The Civil War - available online at https://www.youtube.com/watch?v=6mp04a1nUz4 Pay special attention to the role technology played in the war.
- Complete the video quiz.
- Finish any document activities left incomplete from last week
- Complete the Civil War lotus diagram for use as a study tool
- Reminder: Test on the Civil War will be on Friday
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Tues. 5/13/14
Was Reconstruction successful?
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- Warm up: What should the federal government have done to help the newly freed slaves in the years following the Civil War?
- Review the PowerPoint and complete the guided notes on Early Reconstruction and the Presidency of Andrew Johnson
- Review the background PowerPoint and complete the Common Core document activity on Radical Reconstruction (Honors classes should use the unmodified documents)
- Honors classes only: Complete the case study on the Supreme Court's ruling in Ex Parte Milligan
- Today's vocabulary: Radical Republicans, 3/5ths Compromise, Wade-Davis Bill, pocket veto, Freedmen's Bureau, 13th Amendment, 14th Amendment, black codes, Presidential Plan for Reconstruction, Congressional Plan for Reconstruction, Military Reconstruction, impeachment
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- Radical Reconstruction documents
- Ex Parte Milligan case study (Honors)
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Wed. 5/14/14
Was Reconstruction successful?
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- Warm up: Should Andrew Johnson have been convicted during his impeachment?
- Review PowerPoint and complete guided notes on Reconstruction under President Grant
- SAC on Reconstruction
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Thur. 5/15/14
Was Reconstruction successful?
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- Warm up:
- Documents: Finish SAC
- Start Reconstruction Assessment
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Fri. 5/16/14
Was Reconstruction successful?
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- Warm up:
- Civil War test
- Continue work on Reconstruction Assessment
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Mon. 5/19/14
Was Reconstruction successful?
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- Nast Cartoon answers
- Sharecropper's Contract answers
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| Tues. 5/20/14 |
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- Supreme Court case studies (Honors)
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Wed. 5/21/14
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Thur. 5/22/14
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- Review PowerPoint and complete guided notes on The Indian Wars
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Fri. 5/23/14
How did racism affect the settlement of the West?
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- Warm up: Does the U.S. government "owe" Native Americans anything for breaking its promises from the 1800s?
- Group work: Complete Common Core document activity on Chinese Immigration in your table groups.
- Individual work (Honors only): Complete the Common Core document activity on the Battle of Little Big Horn
- Current events tie-in: Read both news articles (#1 & #2) about the use of the name "Redskins" by the NFL franchise in Washington D.C. and complete a SOAPSTone analysis of each article. After assessing both articles, answer the following questions and back up your answers with sound, evidence-based reasoning: 1) Should Congress force the Redskins to change their team name and/or logo? 2) Should the NFL force Redskins owner Daniel Snyder to change the team's name and/or logo? 3) Should the owner voluntarily change the team's name, either due to social pressure or out of cultural sensitivity?
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- Warm ups
- Chinese immigration documents
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Mon. 5/26/14
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Tues. 5/27/14
How did racism affect the settlement of the West?
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- Warm up: Watch the video debate on sports mascots at https://www.youtube.com/watch?v=xkognWoigFA and respond: Should we stop using all sports mascots which might be negatively associated with Native Americans or Native American tribes?
- Review the PowerPoint and complete the guided notes on Western Technologies
- Watch the "Heartland" episode from America: The Story of Us available online at https://www.youtube.com/watch?v=prqExQezngw
- Today's vocabulary: transcontinental, Pacific Railway Act, Union Pacific Railroad, Central Pacific Railroad, Chinese Exclusion Act, time zones, Land Grant System, dry-farming, Range Wars, barbed wire
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Wed. 5/28/14
What economic and political difficulties did farmers face in the late 19th century?
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- Warm up: The Transcontinental Railroad has been called "the Internet of the 1800s." Why do you think that comparison has been drawn?
- Review the PowerPoint and complete the guided notes on The Populism Movement
- Independent work: complete the Common Core document activity on Populism; Honors students should use the unmodified documents; students in need of further background information may consult the PowerPoint which accompanies the document
- Complete the open-notes Settling the West vocabulary quiz
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- Populism documents
- Vocabulary quiz
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Thur. 5/29/14
What economic and political difficulties did farmers face in the late 19th century?
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- Warm up question: View the "Farmer" commercial at http://www.youtube.com/watch?v=AMpZ0TGjbWE. Given what you've seen and heard about the difficulties of modern farming, how much harder do you think farming was in the 1820s-1840s? Why might this have led to some people giving up farming for life as a factory worker?
- The Wizard of Oz as a Parable for Populism: If you are unfamiliar with the story of The Wizard of Oz, read this plot summary. Then, using what you have learned so far, hypothesize what each of the characters, places, and objects on this list might represent if The Wizard of Oz is taken as a parable for populism. Once that is done, try to match up each of these descriptions with the characters, places, and objects from the list. When completed, compare your answers to the answer key in this PowerPoint.
- Freedom: A History of Us, episode: Whose Land Is This?
- Final opportunity to turn in make-up or revision work!
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- Wizard of Oz chart
- Make up or revision work
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Fri. 5/30/14
Assessment Day
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- Warm up: Complete any last minute preparation for the test
- Test on Settling the West, Indian Wars, Western Technologies, and Early Populism
- Review the exploration and early settling of America: View the video clip at https://www.youtube.com/watch?v=nJoGcmYl8qk
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Mon. 6/2/14
Exam Review
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Tues. 6/3/14
Exam Review
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| Wed. 6/4/14 |
- Exams - Seniors (all classes), 1st & 3rd period exams in Art, PE, CTE, AP, and elective classes
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| Thur. 6/5/14 |
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| Fri. 6/6/14 |
- 1st Period Exam (NCFE & EOC classes only)
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| Mon. 6/9/14 |
- 2nd Period Exam (NCFE & EOC classes only)
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| Tues. 6/10/14 |
- 3rd Period Exam (NCFE & EOC classes only)
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| Wed. 6/11/14 |
- 4th Period Exam (NCFE & EOC classes only)
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| Thur. 6/12/14 |
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