First Quarter 2018
28 August 2018: Introduction to U.S. History from before Columbus to present day. Today's class - What was North America like before colonization. CHAPTER 1 Section 1 North America Before Columbus.
Click here for Mr. Hanson's Class Presentation.
Click here for Student links to Student Computer Accounts, Google Apps, Gradespeed, Schoology, and other online DoDEA resources.
Housekeeping:
1. Textbook will be passed out today: McGraw-Hill United States History and Geography. You will need to take this home as homework will be assigned throughout the year. MATERIALS: you will only need a composition book.
2. Class introductions: Mr. Hanson and Students.
a. Discuss Academic plans this year.
b. SAT/ACT schedule.
c. Building a resume for college or technical tracks.
3. Overview of U.S. History 11 for this year - Text and Standards.
4. Daily class routines and academic expectations - syllabus.
5. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
Unit 1: Forming a Union - Colonial and Constitutional Foundations.
DoDEA Standard 11.1 Colonial Foundations (1607-1763): European colonization in North America prompted cultural contact and exchange between diverse peoples, cultural differences , and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
1. Essential Question: What are American foundations for liberty and freedom?
a. How did Native Americans of the Atlantic coast resist European settlement?
b. How did the geographic location of colonial cities influence their development?
c. What demographic forces contributed to the emergence of slavery?
d. What factors led English men and women to move to the 13 colonies? What factors led the Irish to move (or be deported to) to the 13 colonies? What factors led the Dutch to move to the 13 colonies?
e. Was the Declaration of Independence a revolutionary document?
f. What role did compromise play in creating the U.S. Constitution?
g. To what extent was the U.S. Constitution an imperfect document? Do the Bill of Rights and other amendments address those imperfections?
2. Click here for: The Black Legend, Native Americans, and Spaniards: Crash Course US History #1.
3. CLASSWORK/HOMEWORK ASSIGNMENT: Chapter 1, Section 1 North America Before Columbus on Schoology. This assignment will be due on 30 August before your next class. Click here for the link to Schoology.
30 August 2018: Chapter 1 Lesson 1 North America Before Columbus:
CCRS Literacy Reading/Writing Standards:
Standard 11.1a: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Textbook Focus and discussion in class: Page 2-3, The Columbian Exchange and Page 7 Native American Cultures of 1500 AD.
a. Essential Questions:
1. How did the movement of people, goods, and ideas cause social changes over time?
2. How were the colonies affected by global conflicts?
3. How did the colonies develop identities independent of Great Britain.
b. Academic Vocabulary: decline, eventually, technology.
c. Content Vocabulary: agricultural revolution, tribute, kiva, pueblo.
d. People and Places: Bering Strait, Olmec, Maya, Toltec, Aztec, Mesoamerica, Hohokam, Anasazi, Mississippian cultures, Great Plains peoples, Algonquian peoples, Iroquois Confederacy.
e. Guiding questions:
1. What were the most important characteristics of the Mesomerican cultures?
2. How did Native American cultures adopt their way of life to the geographic and climatic conditions of the regions they settled in?
3. What were the distinctive features of Mississippian culture?
4. What characteristics were common among the peoples of the Northeast?
North American Map - Native American Tribes.
4. Click here for Native American Cultures before 1492 - 7 min.
5. Click here for the Khan Academy Pre-Columbian Americas.
5. Click here for the Crash Course #1: The Black Legend, Native Americans, and Spaniards
6. Click here for APUSH Review Native American Cultures 1491-1607.
7. Click here for Native American Music.
8. Click here for the map of Native American Cultures of the Americas.
9. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
10. In class Assignment: Article "Before Columbus: Native American Cultures. Students will work in partner teams to read and analyze this article. Class discussion is targeted to understanding the main idea, how learning this applies today, unique cultures, their locations, and their traditions. Students will answer four critical thinking questions at the end of the article. Assignment worth 80 points. Click here for the Article.
10. HOMEWORK ASSIGNMENT: Chapter 1, Section 2 Europe Begins to Explore on Schoology. This assignment will be due on 4 September before your next class. Click here for the link to Schoology.
4 September 2018: Chapter 1 Lesson 2 Europe Begins to Explore
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
1. Textbook Focus and discussion in class: Page 10-15, European Exploration 1400-1609 AD.
2. Chapter 1 Lesson 2 Europe begins to Explore:
a. Essential Questions:
1. How did the movement of people, goods and ideas cause social changes over time?
2. How were the colonies affected by global conflicts?
3. How did the colonies develop identities independent of Great Britain?
b. Academic Vocabulary: route, labor, acquire.
c. Content Vocabulary: astrolabe, caravel, circumnavigate, conquistador.
d. People and Places: Pope Urban II, Portuguese exploration, Vasco da Gama, African cultures, Claudius Ptolemy, Christopher Columbus, Bartholomeu Dias, King Ferdinand and Queen Isabella, Nina, Pinta, and Santa Maria, Hispaniola, Amerigo Vespucci, Hernan Cortes, Montezuma, Tenochtitlan, Giovanni da Verrazano, jacques Cartier, Samuel de Champlain, Louis Jolliet, jacques Marquette, Rene Robert Cavelier de La Salle, King Louis XIV, New Netherland/New Amsterdam.
e. Guiding questions:
1. What were the political, religious, and economic changes that pushed Europeans to explore and colonize other parts of the world?
2. How did trade influence the development of African empires?
3. How did the desire for trade with Asia encourage the exploration of the Americas?
4. What was the impact of Spain's settlement in the Americas?
5. What differences are seen among Spanish, French, and Dutch settlement patterns in the Americas?
Click here and here for the Exploration Map of North America. Show only the first map
3. Click here for the Crash Course U.S. History on the Columbian Exchange. Show this video only #1.
4. Click here for the Exploration of North American - comprehensive look.
5. Click here for APUSH Spanish Colonization and Conquest of the Americas.
6. Click here for: The Aztec Empire, Tenochtitlan and the Coming of the Spanish
7. Click here for: Hernan Cortes: Conquered the Aztec Empire - Fast Facts
8. Click here for APUSH French Exploration of North America.
9. Click here for the APUSH Dutch Exploration and Settlement - New Netherland.
10. Imperial Rivalries In-Class Assignment (All resources found here and on Schoology)
Partner Teams:
Autumn and Noah
Marcus A. and Freyja
Nicholas and Daphne
Brenden S. and Nubia
Marcus H. and Sierra
Kyle and Alyssa
Chloe and Daniel
Brandon J. and Jaden
Mikaila and Xzavyer
Aimee and Vanessa
a. FIRST: Students will analyze three articles on the exploration and settlement of the Americas. They will be partnered up into teams that will analyze and answer questions from each article. Then Present to the class. Students will write a summary of each article Imperial Rivalries Schoology Assignment. Worth 150 points. Insure that this summary is unique perspective of you and your partner. SECOND: Complete the questions on the handout for this assignment. There are 4 questions for each article. You and your partner can work together on this. Insure this entire assignment is turned in NO LATER THAN 10 SEPTEMBER. Late policy will not apply to this assignment. Be prepared on 10 September to discuss your summaries in class.
b. Click here for the first article: Imperial Rivalries, Part One: Spain, Portugal and Pope Divvy New World
c. Click here for the second article: Imperial Rivalries, Part Two: England, France and Holland Race to New World
d. Click here for the third article: Imperial Rivalries, Part Three: Religious Strife and the New World
11. HOMEWORK ASSIGNMENT: Chapter 1, Section 3 Founding the Thirteen Colonies on Schoology. This assignment will be due on 6 September before your next class. Click here for the link to Schoology.
12. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
6 and 10 September 2018: Chapter 1 Lesson 3 Founding the Thirteen Colonies
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1b: A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region.
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
Assignment Recap: Turn in article Before Columbus, Lesson 2 was due on 4 Sep, Lesson 3 due on 6 Sep today. Imperial Rivalries Assignment due on 10 Sep.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social changes over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: migration, grant.
3. Content Vocabulary: Joint-stock company, headright, proprietary colony.
4. People and Places: John Cabot, Sir Walter Raleigh, Roanoke Island, King James I, Virginia Company, Jamestown, Captain John Smith, Powhatan Confederacy, Lord Baltimore and Maryland, Pilgrims, Plymouth Colony, Mayflower, Puritans, Massachusetts Bay Colony, John Winthrop, Massachusetts Bay Company, Rhode Island Colonies, Connecticut Colonies, King Philip's War, English Civil War, Oliver Cromwell, New York and New Jersey colonies, Pennsylvania and Delaware Colonies, Quakers, William Penn, The Carolina Colonies, James Oglethorpe, Georgia Colony.
5. Guiding questions:
a. What led England to establish colonies in North America?
b. How did the English colonies organize themselves, and what were the colonists' early goals?
c. How were the English colonies affected by events occurring in Europe?
6. Focus on:
a. Chesapeake, Massachusetts,New England, Pennsylvania, Delaware, Carolinas, Georgia Colonies.
b. Squanto on page 18.
c. The Puritan Migration to America 1620-1640 map on page 19.
d. Settling the Thirteen Colonies map on page 21.
7. Click here for: History of Colonial America 1497 - 1763
8. Click here for the Crash Course U.S. History: When is Thanksgiving? Colonizing America #2
9. Click here for: The Quakers, the Dutch, and the Ladies: Crash Course US History #4
10. Imperial Rivalries In-Class Assignment (All resources found here and on Schoology)
Partner Teams:
Autumn and Noah
Marcus A. and Freyja
Nicholas and Daphne
Brenden S. and Nubia
Marcus H. and Sierra
Kyle and Alyssa
Chloe and Daniel
Brandon J. and Jaden
Mikaila and Xzavyer
Aimee and Vanessa
a. FIRST: Students will analyze three articles on the exploration and settlement of the Americas. They will be partnered up into teams that will analyze and answer questions from each article. Then Present to the class. Students will write a summary of each article Imperial Rivalries Schoology Assignment. Worth 150 points. Insure that this summary is unique perspective of you and your partner. SECOND: Complete the questions on the handout for this assignment. There are 4 questions for each article. You and your partner can work together on this. Insure this entire assignment is turned in NO LATER THAN 10 SEPTEMBER. Late policy will not apply to this assignment. Be prepared on 10 September to discuss your summaries in class.
b. Click here for the first article: Imperial Rivalries, Part One: Spain, Portugal and Pope Divvy New World
c. Click here for the second article: Imperial Rivalries, Part Two: England, France and Holland Race to New World
d. Click here for the third article: Imperial Rivalries, Part Three: Religious Strife and the New World
12. On 10 September in class, students will work together in partner teams to create a shared summary of one of the Imperial Rivalries articles. They will create and share with each other a Google Slide presentation that will include the summary (main idea, details such as people, places, and events) synthesized from input from each student, and a primary source image (picture, map, etc.) that highlights the main idea of the article. Students will then share their document with Mr. Hanson - [email protected]. Must be completed by the end of the day on 10 Sep.
13. Imperial Rivalry Article questions due today, 10 Sep by the end of Seminar. Turn into Mr. Hanson.
11. DUE 6 September in class - Turn in Article "Before Columbus: Native American Cultures. Students will work in partner teams to read and analyze this article. Class discussion is targeted to understanding the main idea, how learning this applies today, unique cultures, their locations, and their traditions. Students will answer four critical thinking questions at the end of the article. Assignment worth 80 points. Click here for the Article.
12. HOMEWORK ASSIGNMENT: Chapter 1, Section 4 Population and Economy on Schoology. This assignment will be due on 12 September before your next class. Click here for the link to Schoology.
12 September 2018: Chapter 1 Lesson 4 Population and Economy
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social change over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: distinct, reliable.
3. Content Vocabulary: town meeting, indentured servant, triangular trade.
4. People and Places: New England colonies, non-English immigrants, Middle colonies, Northern ports of Boston, New York, and Philadelphia, skilled artisans, Southern colonies, plantation system, Nathaniel Bacon and Bacon's Rebellion, Royal African Company, New England fishing industry, cash crops in Middle and Southern colonies.
5. Guiding questions:
a. How did the three colonial regions reflect geographic and social differences?
b. How did the economies of the New England, Middle, and Southern Colonies differ?
6. Focus on:
a. Graph on page 24: Growth of Colonies from 1640-1760.
b. Atlantic Slave Trade map on page 26-27.
7. Click here for: The Natives and the English - Crash Course US History #3
8. Click here for: 13 Colonies: Comparing Regions New England, Middle, and Southern
9. HOMEWORK ASSIGNMENT: Chapter 1, Section 5 Governance and New Ideas on Schoology. This assignment will be due on 14 September before your next class. Click here for the link to Schoology.
14 September 2018: Chapter 1 Lesson 5 Governance and New Ideas
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social change over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: contract, widespread.
3. Content Vocabulary: Mercantilism, rationalism, pietism, revival.
4. People and Places: British Imperial System, King James II, Dominion of New England, Sir Edmund Andros, William and Mary, English Bill of Rights, John Locke, Jean-Jacques Rousseau and The Social Contract, Baron of Montesquieu and the Spirit of Laws, Jonathan Edwards, Baptists, Presbyterians, Congregationalists, Methodists.
5. Guiding questions:
a. How did the Navigation Acts affect colonial economies?
b. How did the Glorious Revolution affect the English colonies?
c. What effects did the Enlightenment and the Great Awakening have on colonial society?
6. Focus on:
a. The Trial of John Peter Zenger on page 32.
b. Primary Source on page 32 - Two Treatises of Government
c. Primary Source on page 33 - Spirit of Laws
7. Click here for the John Locke Biography and the Enlightenment.
8. Click here for the Baron de Montesquieu Biography and the Enlightenment.
9. Click here for the Jean-Jacques Rousseau Biography and The Social Contract.
10. Click here for 17th Century Colonial Music.
11. Lockean Liberalism and the American Revolution Article today
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write a summary on Schoology.
b. Students will then take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
d. d. Insure the questions are turned in by 18 September in class and summary on Schoology same date.
12. HOMEWORK ASSIGNMENT: Your test on Chapter 1 will be online using Schoology. The Study Guide and Chapter 1 Assessment on Page 36-38 is the focus of your test. Questions from your homework assignments, primary sources from your text will be on the test. Insure you review these concepts and terms, people, places, events. Click here for the link to Schoology.
18 September 2018: Chapter 1 Test today during class.
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Standard 11.1a: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Standard 11.1b: A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region.
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
Click here for the Baron de Montesquieu Biography and the Enlightenment.
1. Your test on Chapter 1 will be online using Schoology. The Study Guide and Chapter 1 Assessment on Page 36-38 is the focus of your test. Questions will also be taken from your homework assignment in Chapter 1. Primary sources will be used on the test, and one essay question. Insure you review these concepts and terms, people, places and events. Click here for the link to Schoology.
2. Lockean Liberalism and the American Revolution Article due today from last class
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write a summary on Schoology.
b. Students will then take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
3. HOMEWORK ASSIGNMENT: Chapter 2, Lesson 1 The Colonies Fight for their Rights on Schoology. This assignment will be due on 20 September before your next class. Click here for the link to Schoology.
20 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Click here for Khan Academy - The American Revolution 1775
Lesson 1 The Colonies Fight for their Rights:
***Survey - Chapter 2 on page 40-41: The French and Indian war was part of a larger global conflict between France and Britain known as the Seven Years' War. The British victory in the French and Indian War came at a high cost. Britain had large debts to repay and it had more territory to govern and control. Britain imposed new restrictions and taxes on its American colonies to pay for the costs of governing and protecting the colonies. Colonists were angered by these changes, and tensions between Britain and the colonies increased.
1. Essential Questions:
a. Why do people rebel?
2. Academic Vocabulary: dominance, substitute.
3. Content Vocabulary: customs duty, inflation, nonimportation agreement, writ of assistance.
4. People, Places, Events: French and Indian Wars, Fort Necessity, George Washington, St Lawrence River, Albany Conference, Benjamin Franklin, General Edward Braddock, the Iroquois, Delaware tribe, Treat of Paris 1763, Chief Pontiac of the Ottawa, King George III, Proclamation of 1763, George Grenville, Sugar Act, Currency Act, No Taxation without Representation, Stamp Act, Virginia House of Burgesses, Sons of Liberty, The Townshend Acts and Charles Townshend, Sam Adams, Leaders of the Virginia House of Burgesses were George Washington, Patrick Henry, and Thomas Jefferson, Boston Massacre, Crispus Attucks.
4. Guiding questions:
a. How did the French and Indian War affect the colonies?
b. What actions by Great Britain angered the American colonists after the French and Indian War?
c. How did the colonists begin resisting British policies?
6. Focus on:
a. French and Indian War 1754-1763 map on page 43.
b. Analyzing Primary Sources - The Right to Tax on page 44.
c. The Proclamation of 1763 map on page 45.
d. Patrick Henry Bio on page 46.
e. Illustration of the Boston Massacre on page 47.
7. In class Assignment: Primary Sources on Boston - Hotbed of Revolution page 48-49. Student partner teams will analyze the three documents on page 48-49 and answer the six questions on page 49. This assignment must be completed using Schoology.
***In class assignment on Schoology: Primary Sources "Boston: Hotbed of Revolution". The growing dispute between colonies and British authorities centered on the extent of Parliament's power over the colonies, particularly the power to levy taxes. Boston was a center of protest against British policies. When, on the night of March 5, 1770, British soldiers fired into a crowd, killing or injuring 11 people, colonists were quick to declare the event a "massacre" even through exactly what occurred is debatable.
- Student partner teams will read and analyze the three documents: the Political Essay of 1767 and 1774, and the Letter of 1770 and answer the six DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Assignment is due in class or on 24 September.
8. Click here for: The French and Indian War 1754-1763.
9. Click here for The Townshend Acts.
10. Click here for: The Seven Years War and the Great Awakening: Crash Course US History #5
11. Click here for 17th Century Colonial Music.
12. HOMEWORK ASSIGNMENT: Chapter 2, Section 2 The Revolution Begins on Schoology. This assignment will be due on 25 September before your next class. Click here for the link to Schoology.
24 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
***In class assignment on Schoology: Primary Sources - Declaring Independence.
When the Declaration of Independence was written in 1776, with very few exceptions, the people of the world were governed by monarchs, emperors, and absolute rulers. There had been very little development in political ideas since Roman times that discussed the relationship between the individual and the government. A reexamination of government began in the Renaissance, and by the time of the Enlightenment in the 18th Century, many new ideas had emerged. Those ideas culminated in the American Declaration of Independence.
- Student partner teams will read and analyze the three documents on page 58-59: the Declaration of Independence of 1776, the Second Treatise of Government in 1689, and the English Bill of Rights in 1789, and answer DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Click here for the website on the Declaration of Independence.
- Assignment is due in class or on 24 September by Seminar.
Lesson 2 The Revolution Begins:
1. Essential Questions:
a. Why do People Rebel?
2. Academic Vocabulary:
a. enforce, submit.
3. Content Vocabulary:
a. committee of correspondence, minuteman.
4. People, Places, Events: The Gaspee Affair, Thomas Jefferson, Tea Act of 1773, British East India Company, Boston Tea Party, The Coercive Acts (Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act), The First Continental Congress, Declaration of Rights and Grievances, Battles of Lexington and Concord, John Hancock, Loyalists and Patriots, General Gage, Dr. Samuel Prescott, Paul Revere, William Dawes, The Second Continental Congress, George Washington, Battle of Bunker Hill, General William Howe, Olive Branch Petition, the Continental Navy, the Marine Corps, Governor Dunmore, Thomas Paine and Common Sense, Declaration of Independence July 4, 1776.
5. Guiding questions:
a. What caused the colonies to begin their revolution against Great Britain?
b. How did the battles of Lexington and Concord shape the American Revolution?
c. How did written statements help define the Revolution?
6. Focus on: Colonial Resistance, Coercive Acts, 1st and 2nd Continental Congress, who were the Loyalists and Patriots, Battles of the Revolution, declaring Independence, Thomas Paine.
7. Click here for Taxes & Smuggling - Prelude to Revolution: Crash Course US History #6.
8. Click here for The First Continental Congress.
9. Click here for The Second Continental Congress and the Olive Branch Petition.
10. Click here for Khan Academy - The American Revolution 1775
11. Click here for Revolutionary War Music 1776.
HOMEWORK ASSIGNMENT: Chapter 2, Lesson 3 The War for Independence on Schoology. This assignment will be due on 28 September before your next class. Click here for the link to Schoology.
26 and 28 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
Today you will be going to the library. Ms. Lanzelotte has a lesson prepared for you to help you access the online databases for your Biography Project.
1. Revolutionaries and Red Coats Biography Project on 28 September: Students will be given a certain revolutionary or red coat who participated in the Revolutionary War. Biography part of this asignment is worth 100 points and is due No Later Than 19 October and I will not receive any late biographies. The Library has been reserved for 28 Sep. The Biography instructions are as follows:
a. Minimum of 4 full pages of biography text, double spaced, paragraphs indented, cover page with the title, picture of the individual, your name, and U.S. History class, and date, a minimum of 4 citations and the last page will be your citation page, number them and have the title "Citations" on the top. EasyBib is a citation generator you can use for MLA Citations. Or you can use the Citation Machine. You will need to use a citation generator. One of your citations must be using the Library Databases. The rest can be from primary source articles on this individual found on various websites.
b. Use the National Archives online if you wish.
c. Your Biography must be chronological in nature, that is from their birth to death. Dates, events, accomplishments.
d. Samuel Adams, Ethan Allen, Benedict Arnold, Joseph Brandt, Benjamin Franklin, George William Frederick King of Great Britain, Nathaniel Greene, John Hancock, Patrick Henry, Thomas Hutchinson, John Jay, Thomas Jefferson, John Paul Jones, Paul Revere, Thomas Paine, George Washington, Martha Washington, John Adams, Abigail Smith Adams, Betsy Ross, Fredrick Von Steuben, Charles Cornwallis, John Burgoyne, Thomas Gage, Gilbert Du Motier (Marquis De Lafayette), Mary Ludwig Hays, Henry Knox, Nathan Hale, Daniel Morgan, Alexander Hamilton.
e. Click here for the bit.ly NaplesMHS page to go to the "Student Online Resources" for the Database Login's. Remember to use the GALE site for your primary sources. You can download documents to your Google Drive, generate the Citations on this site, e-mail your documents to yourself, and search for primary source images here.
f. Click here for the Journal of the American Revolution.
g. Click here for The American Revolution.
h. Click here for History.com.
i. Click here for the Revolutionary War Timeline.
j. Presentation: You will need to give a two minute presentation in class using only three Google Slides. You may use images, dates, places, events, bullet points instead of paragraphs, etc. IMPORTANT TO USE BULLET POINTS AND NOT PARAGRAPHS ON YOUR SLIDES. ALSO, I WOULD ENCOURAGE YOU TO USE NOTE CARDS. Presentation will be worth 100 points and is due on 19 October also, and at that time you will present your research in class in class.
Lesson 3 The War for Independence:
1. Essential Questions:
a. Why do People Rebel?
2. Academic Vocabulary: equip, objective.
3. Content Vocabulary: guerrilla warfare, morale.
4. People, Places, Events: General William Howe, Robert Morris, Captain Nathan Hale, Battle of New York City, Battle of White Plains, Hessian mercenaries, General John Burgoyne, Battle of Brandywine Creek, Valley Forge, Marquis de Lafayette, Baron Friedrich von Steuben, General Horatio Gates, General Benedict Arnold, Battle of Saratoga, Fort Ticonderoga, Chief Joseph Brant, John Paul Jones, Battle of Monmouth, Battle of Kings Mountain, Battle of Yorktown, General Cornwallis, Treaty of Paris - John Adams, Benjamin Franklin, John Jay.
5. Guiding questions:
a. How did the opposing sides of the Revolutionary War compare with each other?
b. How did the colonial army keep itself in the war during difficult early years, and what was the turning point of the war?
c. How did the Revolutionary War end?
6. Focus on: Page 66 The Opposing Sides, Battles in the North and South, Naval Battles, the Treaty of Paris.
7. Click here for Who Won the American Revolution - Crash Course #7.
8. CLASSWORK ASSIGNMENT: NEWSELA ARTICLE on The American Revolution - Political Upheaval Led to U.S. Independence. You will need to go to NEWSELA so use the link that I sent you in your student gmail. You will need to read the article, and answer the 4 quiz questions and the writing prompt: Cause & Effect: What was the main event described in the article? What were the causes of this event? Describe each cause by citing specific details from the article and explaining how it contributed to the main event. Assignment is due today, 26 Sep, in class.
2 October 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
In class assignment: ***Today you are going to read the Declaration of Independence as a class. Student teams will read one Grievance from the list of grievances the colonists (patriots) presented to King George III of England.
a. Whole class discussion.
b. Colonist team: Believes that these grievances against King George III are justified. Why?
c. Loyalist team: Disagrees with the grievances and wants to remain loyal to Great Britain. Why?
d. The declaration has been a force for change in the United States. People have used its words and ideas to promote such measures as the abolition of slavery and equal rights for women. Student teams will research one example in which an individual or a group used the words and ideas expressed in the Declaration to promote change or reform.
1. Revolutionaries and Red Coats Biography Project on 28 September: Students will be given a certain revolutionary or red coat who participated in the Revolutionary War. Biography part of this asignment is worth 100 points and is due No Later Than 19 October and I will not receive any late biographies. The Library has been reserved for 28 Sep. The Biography instructions are as follows:
a. Minimum of 4 full pages of biography text, double spaced, paragraphs indented, cover page with the title, picture of the individual, your name, and U.S. History class, and date, a minimum of 4 citations and the last page will be your citation page, number them and have the title "Citations" on the top. EasyBib is a citation generator you can use for MLA Citations. Or you can use the Citation Machine. You will need to use a citation generator. One of your citations must be using the Library Databases. The rest can be from primary source articles on this individual found on various websites.
b. Use the National Archives online if you wish.
c. Your Biography must be chronological in nature, that is from their birth to death. Dates, events, accomplishments.
d. Samuel Adams, Ethan Allen, Benedict Arnold, Joseph Brandt, Benjamin Franklin, George William Frederick King of Great Britain, Nathaniel Greene, John Hancock, Patrick Henry, Thomas Hutchinson, John Jay, Thomas Jefferson, John Paul Jones, Paul Revere, Thomas Paine, George Washington, Martha Washington, John Adams, Abigail Smith Adams, Betsy Ross, Fredrick Von Steuben, Charles Cornwallis, John Burgoyne, Thomas Gage, Gilbert Du Motier (Marquis De Lafayette), Mary Ludwig Hays, Henry Knox, Nathan Hale, Daniel Morgan, Alexander Hamilton.
e. Click here for the bit.ly NaplesMHS page to go to the "Student Online Resources" for the Database Login's. Remember to use the GALE site for your primary sources. You can download documents to your Google Drive, generate the Citations on this site, e-mail your documents to yourself, and search for primary source images here.
f. Click here for the Journal of the American Revolution.
g. Click here for The American Revolution.
h. Click here for History.com.
i. Click here for the Revolutionary War Timeline.
j. Presentation: You will need to give a two minute presentation in class using only three Google Slides. You may use images, dates, places, events, bullet points instead of paragraphs, etc. IMPORTANT TO USE BULLET POINTS AND NOT PARAGRAPHS ON YOUR SLIDES. ALSO, I WOULD ENCOURAGE YOU TO USE NOTE CARDS. Presentation will be worth 100 points and is due on 19 October also, and at that time you will present your research in class in class.
2. Click here for Colonial Music.
3. HOMEWORK ASSIGNMENT: Chapter 2, Lesson 4 War Changes American Society on Schoology. This assignment will be due on 4 October before your next class. Click here for the link to Schoology.
4 and 10 October 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
Lesson 4 The War Changes American Society:
1. Essential Questions: Why do People Rebel?
2. Academic Vocabulary: contradiction, revolutionary.
3. Content Vocabulary: republic, emancipation, manumission.
4. People, Places, Events: Democracy, John Adams, George Mason, Virginia Declaration of Rights, Virginia Statute of Religious Freedom, Chief Justice William Cushing, Dinah Morris, Noah Webster.
5. Guiding questions:
a. What new political ideas defined the American republic?
b. How did life change for women, African Americans, Native Americans, and Loyalists after the war?
6. Focus on: Democracy and Separation of Powers, Freedom of Religion - see primary source on page 72, war and women, African Americans (see primary source on page 73), and Native Americans, the Loyalists fled, The beginnings of American culture (art and education).
7. Click here for Tocqueville's Democracy in America. Click here for Liberty, Equality, and Tocqueville.
8. Click here for Separation of Powers, Checks and Balances by Crash Course U.S. Government.
9. Click here for the Schoolhouse Rock video on - Checks and Balances.
10. ***In class assignment on Schoology: Primary Sources - Tocqueville's Democracy in America.
In 1831, Alexis de Tocqueville, a French lawyer, was commissioned by the French government to study American prisons. While in America, Tocqueville traveled to the Michigan frontier and as far south as New Orleans, but spent most of his time in New England. He became convinced that there was something exceptional about American society. Between 1835-1839, he published a two volume book, Democracy in America. The book is regarded as one of the great works of political thought because of its discussions of liberty, egalitarianism, individualism, populism, and laissez-faire economics. Tocqueville argued that these five attributes made America exceptional in the world. America's social and economic equality enabled the United States to have a remarkable amount of political liberty. Tocqueville believed the political liberty found on the American frontier helped keep people equal and led to individualism and free economic exchange, both of which benefited America because they were constrained by democratic institutions.
- Student partner teams will read and analyze the three documents on page 76-77: Democracy and Equality, Equality and the Frontier, and the Public Good from Individualism, and answer DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Assignment is due on today in class - 4 October.
12. No Test for Chapter 2 The American Revolution
13. HOMEWORK ASSIGNMENT: This assignment Chapter 3 lesson 1 The Confederation/2 A New Constitution will be due on 12 October before your next class. Click here for the link to Schoology.
10 October 2017: PSAT Testing
12 October 2017: Chapter 3 Creating a Constitution from 1781-1789
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
Lesson 1 The Confederation, and Lesson 2 A New Constitution:
1. Essential Questions: What gives a government authority?
2. Academic Vocabulary: Explicit, occupy, financier.
3. Content Vocabulary: Duty, recession, popular sovereignty, federalism, separation of powers, checks and balances, veto, amendment.
4. People, Places, Events: Articles of Confederation, Northwest Ordinance, Northwest Territory, George Washington, Shay's Rebellion and Daniel Shay, General Benjamin Lincoln, nationalists, Benjamin Franklin, John Adams, James Madison, Robert Morris, Alexander Hamilton, Constitutional Convention of 1787, The Framers, The Virginia Plan, William Paterson and the New Jersey Plan, The Connecticut Compromise, Compromise over Slavery and the Three-Fifths Compromise, Two Houses of Congress, Three Branches of Government - Judicial, Legislative, and Executive, President as Commander in Chief of the Armed Forces, Senators and Congressmen, Supreme Court Justices, Amending the Constitution.
5. Guiding questions:
a. What challenges did the new government face after the war?
b. Who attended the Constitutional Convention, and what problems did they face?
c. What compromises were made to create the new constitutional government?
d. How was the new government structured?
6. Focus on: Articles of Confederation, how the Congress faced problems after the war, diplomacy and economy, Shay's rebellion, The Constitutional Convention and compromise that built the country, checks and balances and a limited government, comparing and contrasting the Articles of Confederation and the Federal Constitution, how to amend the Constitution.
7. Click here for the Northwest ordinance Map, and also here.
8. Click here to compare and contrast the Articles of Confederation and the Federal Constitution.
9. Click here for the Crash Course Video #8 on The Articles, Constitution, and Federalism.
10. Click here for Checks and Balances.
11. Click here for Separation of Powers.
12. In class ASSIGNMENT: Federalists and Anti-Federalists were the first political parties in the United States and each had a unique positions and beliefs about how government should work. Students will break up into two teams and represent Federalists/Anti-Federalists. One Google Slide Doc will be produced. Share that document with your partner. Each student must input a political belief, fact, personality, or any other information about their party. Please add pictures of the Federalist and Anti-Federalists depending on which side of the debate you have. Your input is worth 50 points on the Google Slide Doc and Mr. Hanson must be able to know that it was your input, so identify it as your own. On 18 October, class discussion about these two parties. Debate is encouraged. Click here for a comparison/contrast.
a. Which party wanted a stronger central government?
b. How did the Federalists and Republicans different in their views of the strength of the United States?
c. If you had lived in 1787, would you have been a Federalist or an Anti-Federalist and why? You and your partner will need to create a slide each and answer this question using bullet points.
d. Click here for Federalists and Anti Federalists and the debate over the Constitution.
e. Click here for the Chart.
d. Click here for the debate.
f. Click here for Ratifying the Constitution.
13. HOMEWORK ASSIGNMENT: Chapter 3, Lesson 3 Founding Ratifying the Constitution on Schoology. This assignment will be due on 16 October before your next class. Click here for the link to Schoology.
16 October 2018: Chapter 3 Creating a Constitution from 1781-1789
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
In class ASSIGNMENT: Federalists and Anti-Federalists were the first political parties in the United States and each had a unique positions and beliefs about how government should work. Students will break up into two teams and represent Federalists/Anti-Federalists. One Google Slide Doc will be produced. Each student must input a political belief, fact, personality, or any other information about their party. Your input is worth 50 points on the Google Slide Doc and Mr. Hanson must be able to know that it was your input, so identify it as your own. On 18 October, class discussion about these two parties. Debate is encouraged. Click here for a comparison/contrast.
a. Which party wanted a stronger central government?
b. How did the Federalists and Republicans different in their views of the strength of the United States?
c. If you had lived in 1787, would you have been a Federalist or an Anti-Federalist and why? You and your partner will need to create a slide each and answer this question using bullet points.
d. Click here for Federalists and Anti Federalists and the debate over the Constitution.
e. Click here for the Chart.
d. Click here for the debate.
f. Click here for Ratifying the Constitution.
Lesson 3 Ratifying the Constitution:
1. Essential Questions: What gives a government authority?
2. Academic Vocabulary: Framework, specific.
3. Content Vocabulary: Bill of Rights.
4. People, Places, Events: Ratification of the Constitution, Federalists, Anti-Federalists, James Madison and The Federalist,
5. Guiding questions:
a. Why was there a debate over accepting the Constitution, and what were the opposing sides of the debate?
b. What occurred during the ratification process, and how was ratification completed?
6. Click here for the Crash Course Video #8 on The Articles, Constitution, and Federalism.
7. REVOLUTIONARIES AND RED COATS BIOGRAPHIES DUE NEXT CLASS 18 October.
18 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
Today students will be finishing up their Biographies in the Library. I will be grading your Biographies on 22 October. You will receive a late penalty if you do not have this completed by that date. Students who are finished must complete outstanding assignments today.
1. REVOLUTIONARIES AND RED COATS BIOGRAPHIES DUE TODAY IN CLASS. Please share them with me today on Google Drive. Share with [email protected]
2. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Begin presentations on Monday.
23 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
FOR ATHLETES WHO ARE ATTENDING EUROPEAN CHAMPIONSHIPS:
You will need to complete the following assignments before you leave:
A. Revolutionaries and Redcoats Biography assignment must be completed and presented.
B. Chapter 4 Lesson 1 and 2 must be completed on Schoology.
C. Constitution Question assignment must be completed on Schoology.
D. And NEWSELA Article George Washington's Farewell Address.
The Constitution Handbook Page 101-114
1. The Constitution is the most important document of the United States. It serves as the framework of national government and the source of American citizens' basic rights. To preserve self-government, all citizens need to understand their rights and responsibilities.
2. Academic Vocabulary: Grant, responsive.
3. Content Vocabulary: Popular sovereignty, federalism, enumerated powers, reserved powers, concurrent powers, impeach, bill, cabinet, judicial review, due process.
4. People, Places, Events: We the People,
5. Guiding questions:
a. How does the Constitution lay the framework for individual rights and a balanced representative government?
b. How is the legislative branch organized, and what are its functions?
c. How does the President carry out laws that Congress passes?
d. How does the Judicial Branch function to review and evaluate laws and interpret the Constitution?
e. What are the protections and freedoms the Constitution and the Bill of Rights provide Americans?
f. How do the symbols and motto's of the United States help to define American society?
6. Click here for the Schoolhouse Rock video on "The Preamble" to the Constitution.
7. Click here for the Introduction to the Constitution of the United States.
8. Click here for the Crash Course video on Federalism.
9. Click here for the Crash Course Government on Separation of Powers and Checks and Balances.
10. REVOLUTIONARIES AND RED COATS BIOGRAPHY Due.
11. IN CLASS ASSIGNMENT ON THE CONSTITUTION DUE Page 101 in your textbook: Students will be assigned to one of four groups to analyze the underlying principles of the Constitution: Popular Sovereignty, Limited Government, Federalism, and Separation of Powers, Checks and Balances, and Individual Rights.
a. Select a scribe who will create a Google slide presentation (share with your partners) and archive your work below for each part of this assignment:
b. Each group must define the principle and locate at one part of the Constitution (Executive, Legislative, and Judicial Branches) that addresses that principle.
c. Generate questions about the principle. You will share you questions later.
d. Students will need to analyze the text to ascertain the intent and meaning set forth by the framers of the Constitution. By including the principal in the Constitution, what was their intent and meaning?
e. Students will then evaluate the importance of their principle to government and U.S. citizens. Cite some examples in our history that you might find online in which the principle was used to benefit citizens.
f. All students will present as a group.
g. As a class, discuss how these six principles influence your lives today. What role does the Constitution play in your daily life? Each student will answer this question on their Slides, and share with the class.
25 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address.
FOR ATHLETES WHO ARE ATTENDING EUROPEAN CHAMPIONSHIPS:
You will need to complete the following assignments before you leave:
A. Revolutionaries and Redcoats Biography assignment must be completed and presented.
B. Chapter 4 Lesson 1 and 2 must be completed on Schoology.
C. Constitution Question assignment must be completed on Schoology.
D. And NEWSELA Article George Washington's Farewell Address.
Lesson 1 Washington and Congress and Lesson 2 Partisan Politics:
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: Revenue, creditor, radical, neutral.
3. Content Vocabulary: Cabinet, agrarianism, bond, speculator, enumerated powers, implied powers, most-favored nation, alien, sedition, interposition, nullification.
4. People, Places, Events: George Washington, Thomas Jefferson, Alexander Hamilton, Henry Knox, Edmund Randolph, John Jay, The Tarriff of 1789, U.S. Treasury, James Madison, Bank of the United States, The Whiskey Rebellion, Federalists and Republicans, neutrality, Jay's Treaty, Pinckney's Treaty, westward expansion, John Adams, Quazi-War with France, The Alien and Sedition Acts, Election of 1800 and Jefferson.
5. Guiding questions:
a. What challenges did the United States face in organizing its new financial system?
b. What defined the two emerging political parties during this time?
c. How did Washington negotiate problems with foreign countries?
d. What disagreements characterized the battles between the first political parties in the United States?
6. Click here for the Election and Cabinet of George Washington, First President of the United States.
7. Click here for the Biography of George Washington.
8. IN CLASS ASSIGNMENT ON THE CONSTITUTION DUE Page 101 in your textbook: Students will be assigned to one of four groups to analyze the underlying principles of the Constitution: Popular Sovereignty, Limited Government, Federalism, and Separation of Powers, Checks and Balances, and Individual Rights.
Click here for the Introduction to this assignment.
a. Select a scribe who will create a Google slide presentation (share with your partners) and archive your work below for each part of this assignment:
b. Each group must define the principle and locate at one part of the Constitution (Executive, Legislative, and Judicial Branches) that addresses that principle.
c. Generate questions about the principle. You will share you questions later.
d. Students will need to analyze the text to ascertain the intent and meaning set forth by the framers of the Constitution. By including the principal in the Constitution, what was their intent and meaning?
e. Students will then evaluate the importance of their principle to government and U.S. citizens. Cite some examples in our history that you might find online in which the principle was used to benefit citizens.
f. Insure that each member of your team creates a slide and explains how your principle affects your life.
g. All students will present as a group.
h. As a class, discuss how these six principles influence your lives today. What role does the Constitution play in your daily life? Each student will answer this question on their Slides, and share with the class.
9. HOMEWORK ASSIGNMENT: Chapter 4, Lesson 1 Washington and Congress and Lesson 2 Partisan Politics on Schoology. This assignment will be due on 29 October before your next class. Click here for the link to Schoology.
29 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address.
1. Chapter 4 Lesson 2 Adams Presidency and the Election of 1800 goes to Thomas Jefferson.
a. Click here for the 2nd President of the United States John Adams.
b. Click here for the XYZ Affair and the Alien and Sedition Actions of John Adams Presidency.
2. EXTRA CREDIT FOR FIRST QUARTER: DUE ON 31 OCT. Log onto NEWSELA by clicking here and entering the class code J2YDCF. You will need to read the assigned article, "George Washington's Farewell Address. You will need to answer the questions as well as the writing prompt and portions.
a. Read and mark-up the article. Write down questions that you have focusing on some of Washington's ideas and policies.
b. Complete the online questions and writing prompt.
3. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Presentations today.
31 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
Today students will gather evidence about the performance and ideas of the first politicians in our the Federal Government of the United States. Thomas Jefferson, Alexander Hamilton, Aaron Burr, John Adams, Edmund Randolph, James Madison, John Jay, Benjamin Franklin, George Washington.
A. Gather evidence about their political ideas and policies and how they influenced the political process during their time.
B. Share that evidence with the class.
1. Thomas Jefferson Biography.
2. Click here for the XYZ Affair and the Alien and Sedition Actions of John Adams Presidency.
1. MUST BE COMPLETED TODAY AT THE END OF CLASS: THE CONSTITUTION QUESTION: Please refer to Page 101-134 of your textbook "The Constitution Handbook".
For this assignment, a continuation of looking at the Constitution and its outline for the American government. You will then need to log on to Schoology and answer a few questions about the Constitution and how it applies to all Americans. Click here for Schoology.
2. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Presentations today.
1 November 2018: END OF FIRST QUARTER
2 November 2018: Teacher Work Day - I will be entering final First Quarter grades in today.
Second Quarter 2018-19
5 November 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards
Lesson 3 Jefferson in Office and Lesson 4 The War of 1812:
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: License, overseas, enable.
3. Content Vocabulary: Judicial Review, embargo, nationalism.
4. People, Places, Events: Thomas Jefferson, Louisiana Purchase, Lewis and Clark, Pike Expedition, Essex Junto, Marbury v. Madison 1803 Supreme Court Case, the Barbary Pirates, Impressment, Embargo of 1807, the attack on the U.S.S. Chesapeake, War Hawks, James Madison, Tecumseh and Tippecanoe, U.S. invasion of Canada, Commodore Oliver Perry, British attack Washington D.C., General Andrew Jackson and the Battle of New Orleans.
5. Guiding questions:
a. What changes occurred in the United States during Jefferson's administration?
b. How did Jefferson avoid being involved in the war between France and Great Britain?
c. What led the United States into the War of 1812?
d. Was the decision for war a popular one for Americans?
e. What was the outcome of the War of 1812?
6. Click here for the 3rd President of the United States Thomas Jefferson.
7. Click here for Thomas Jefferson and his Democracy from Crash Course #10.
8. Click here for the War of 1812 from Crash Course #11.
9. Click here for the Biography of Thomas Jefferson.
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 1 American Nationalism on Schoology. This assignment will be due on 7 November before your next class. Click here for the link to Schoology.
ARCHIVED CLASS FROM LAST YEAR:
9. Overview of the Colonial America Depended on the Enslavement of Indigenous People Article on 12 September
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write down the main idea on the Schoology assignment.
b. On 12 September, students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
11. IN CLASS ASSIGNMENT ON 10 SEPTEMBER ONLY: Overview of Native American and Colonial Relations Article
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write down the main idea on the Schoology assignment.
b. On 10 September, students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
Overview of Native American and Colonial Relations Article on 12 September
a. Students read, highlighted, and selected the most important parts writing bullet points from last class, and wrote down the main idea on the Schoology assignment.
b. Today students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
Causes of the Civil War and Emancipation Proclamation.
1. Textbook Focus and discussion in class: The Civil War pages 48-54 in your textbook.
a. Evaluate the advantages the North enjoyed in the Civil War.
b. Analyze the impact of the Civil War on the North and South, especially the impact of the Emancipation Proclamation.
c. Explore the outcome and aftermath of the Civil War.
2. The Emancipation Proclamation. Students will discuss this document in class and investigate Lincoln's state of mind when he made the Proclamation.
a. From the History Channel: Click here. And here.
3. ASSIGNMENT in class assignment for today: Partner up and discuss the DBQ on the Causes of the Civil War.
4. ASSIGNMENT: Write and essay answering the question: What Caused the Civil War? Assignment is due on Google Document and turned into me on 9 September. Essay is worth 100 points. You will need to share your essay with me in the Google Drive and give me editing rights. Share with [email protected].
1. Click here to see the Process of Writing an Essay.
2. You will present the causes that you found in your research, explain them, and then each team-member will state their opinion.
5. CLASS PARTICIPATION: Today you will be graded on your ability to participate in the class discussion about the Emancipation Proclamation. Worth 100 points.
6. Click here for the Crash Course video on Slavery.
The Civil War. Today students will continue to focus on the Causes of the Civil War using their Document Based Investigation and primary sources.
1. Read page 45-47 key points - Lincoln, John Brown, Election of 1860.
2. Read page 48-50 key points - Witness History page 48, advantages and disadvantages of the North and South, war strategies
2. Document Based Investigation into the Causes of the Civil War. Students will need to:
a. Read and organize their primary documents.
b. Summarize at lease 5 causes of the war.
c. Organize a 5 minute presentation in which you and your partner will share your understanding of the causes, and present your opinion based on the primary source documents.
d. You can use Google Presentation and share with Mr. .Hanson.
4. ASSIGNMENT: On 9 and 12 September, you will present to the class. Worth 100 points.
5. Click here for the Crash Course video on The Election of 1860 and the Road to Disunion.
6. Click here for the Crash Course video on the Civil War #1.
Civil War Continued, The Thirteenth Amendment to the Constitution, and the Women's Rights Movement.
1. Continue Civil War. Read pages 51-54 key points - Problems in the North and South, the Generals, Social Change, the Union wins the war at an enormous cost.
2. The Thirteenth Amendment:
a. From the History Channel: Click here.
3. Click here for the Crash Course video on the Civil War #2.
4.
5. DUE DATE/TURN IN: 9 September Through the Google Drive, shared with me, your Causes of the Civil War Essay.
6. Begin team Presentations in class: DBQ Causes of the Civil War. 5 Minutes maximum each team. Use Google Presentation and share with Mr. Hanson.
The Reconstruction Era. Read Page 55-59 in your textbook. Politics and Society - Republicans and Democrats.
1. Begin Reconstruction:
a. Explore how Congress and the President clashed over Reconstruction.
b. Describe the impact of Reconstruction on the South.
c. Explain how Reconstruction came to an end.
d. Terms and People: Reconstruction, Freedmen's Bureau, Andrew Johnson, Thirteenth Amendment, Radical Republican, Impeachment, Fourteenth Amendment, Fifteenth Amendment, Ku Klux Klan, de jure segregation.
2. Republicans and Democrats - History of politics and their effects on society.
3. Click here for the Crash Course on the Reconstruction and 1876.
4.
5. DUE DATE/TURN IN TODAY: Through the Google Drive, shared with me, your Causes of the Civil War Essay today.
6. Continue Team Presentations in class: DBQ Causes of the Civil War. 5 Minutes maximum each team. Use Google Presentation and share with Mr. Hanson.
7. Click here for the Reconstruction Era resources from the History Channel.
8. Click here for the Stanford University History Resources on the Reconstruction Era.
9. HOMEWORK ASSIGNMENT: Log onto Schoology (click here) to access. Go to our US History page and complete the assignment using your textbook. This assignment will be given today in class and is due on 12 September.
Chapter 3 The Development of Industrial America 1870-1914. Read page 65 Exciting Times.
1. Section 1 - The Triumph of Industry on pages 66-72 in your textbook.
a. Objectives:
1. Analyze the growth of the United States as an industrial power.
2. Summarize the rise of big business.
3. Understand the plight of the industrial worker and how workers tried to improve their conditions.
4. Identify reasons that workers and big business clashed.
b. Terms and People: Thomas Alva Edison, Andrew Carnegie, John D. Rockefeller, trust, Social Darwinism, Gospel of Wealth, monopoly, Knights of Labor, AFL, anarchist.
2. HOMEWORK ASSIGNMENT: Chapter 3, Section 1 The Triumph of Industry on Schoology. This assignment will be due on 19 September before your next class. Click here for the link to Schoology.
3. Click here for the Crash Course video on The Industrial Economy.
4. Click here for the Crash Course video on Coal, Steam, and the Industrial Revolution.
5. Click here for the Crash Course on Women in the 19th Century.
6. Click here for the Industrial Revolution resources from the History Channel.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 2 Immigration and Urbanization.
a. Objectives:
1. Understand the reasons that immigrants came to America.
2. Explain the immigrants' experience upon arriving in the United States.
3. Identify the changes that took place in cities of the late nineteenth century.
4. Describe the urban middle class.
b. Terms and People: Ellis Island, Angel Island, suburb, tenement.
2. Ellis Island: Click here for the History Channel website on Ellis Island and immigration to the United States.
WE ARE A NATION OF IMMIGRANTS
3. Click here for the AWESOME "A Virtual Voyage through Ellis Island" video from class.
4. Click here for the History Channel's Immigration expose.
5. Click here for the documentary on Immigration through Ellis Island.
6. Focus on: Who were the new immigrants and what impact did they make on America, Ellis Island and Angel Island importance, urbanization and the rise of the suburbs, and the rise of the middle class.
7. Click here for the Crash Course video on Growth, Cities, and Immigration.
8. HOMEWORK ASSIGNMENT: Chapter 3, Section 2 Immigration and Urbanization on Schoology. This assignment will be due on 19 September before your next class. Click here for the link to Schoology.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 3 The South and West Transformed.
a. Objectives:
1. Explain the development of the New South.
2. Understand the impact on Native Americans as settlers moved to the West.
3. Identify who moved to the west and their reasons for doing so.
b. Terms and People: Sharecropping, Dawes Act, assimilate, open range.
2. Focus on the New South and the Sharecropping System, the Native American cultures in the West and the clash of cultures, and the how the landscape of the West was transformed.
3. Click here for the Crash Course video on Westward Expansion.
4. Click here for the video playlist for Westward Expansion.
5. Click here for the video on: The American West 07 - Little Bighorn and Beyond (1876-1890).
6. HOMEWORK ASSIGNMENT: Chapter 3, Section 3 The South and West Transformed on Schoology. This assignment will be due on 21 September before your next class. Click here for the link to Schoology.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 4 Issues of the Gilded Age:
a. Objectives:
1. Understand the segregation and social tensions that troubled the nation during the late 1800s.
2. Identify the political and economic challenges that existed during the Gilded Age.
3. Analyze the effects of the Populists' programs and activities.
b. Terms and people: Gilded Age, Jim Crow Laws, graft, Pendleton Act, gold standard, Populist Party, William Jennings Bryan.
2. Focus on segregation and social tensions between cultures and races, political state of the government in 1885, American farmers, and the rise of Populism in the U.S. in 1896.
3. Research class in the Library today. You will be given a topic and our Librarian, Ms. Rooker will teach you how to find articles using the various databases we have available to us for research. We will be in the Library for most of the class today.
4. Click here for the Crash Course video on The Gilded Age Politics.
5. Click here for the Stanford University History Resources on the Gilded Age.
6. Click here for the History Channel's Gilded Age - Excellent Primary Source references.
7. HOMEWORK ASSIGNMENT: Chapter 3, Section 4 The Gilded Age on Schoology. This assignment will be due on 26 September before your next class. Click here for the link to Schoology.
8. NATIVE AMERICAN HISTORY PROJECT: You will be given a Native American tribe to research in the library and at home. You will be assigned a partner and present your tribe to the class. ASSIGNMENT WILL BE DUE ON 5 OCTOBER 2016. BE READY TO PRESENT YOUR HISTORICAL RESEARCH ON THAT DATE. The guidelines are as follows:
a. Use Google Slides in your Google Drive. Use maps, actual images and pictures, and BULLET POINTS.
b. Introduce the tribe. Tribes will be assigned by Mr. Hanson (Inuit, Seminoles, Shawnee, Cayuga, Oneida, Erie, Onondaga, Seneca, Tuscarora, Chickasaw, Choctaw, Creek, Cherokee, Crow, Blackfeet, Cheyenne, Comanche, Crow, Sioux, Hopi, Navaho, Apache, Nez Perce)
c. Location of the tribe using a map of America.
d. The next slides should address the following:
1. What foods did they eat?
2. What kind of dwelling/home did they live in?
3. What religion did they practice? What was their spiritual practice?
4. What was one custom or tradition they practiced. Or you can list more than one.
5. Did they have an organized government - what kind?
6. Who were their leaders?
7. Famous quotes from their leaders or chiefs.
8. Explain their values. What did they value?
9. list any important facts and unique characteristics of their tribe.
10. Find a story from their culture and share this story with the class.
11. What happened to them?
e. You need to have a "Citations" slide listing three sources. You need one Article cited that you found from your trip to the Library today. Use the EasyBib Citation Generator with MLA format.
f. Here are some websites you can use for reference:
1. https://www.warpaths2peacepipes.com/native-american-culture/
2. http://www.native-languages.org/languages.htm
3. http://www.legendsofamerica.com/na-tribelist.html
4. http://www.legendsofamerica.com/na-tribes.html
g. Click here for the ONLINE DATABASE sheet for your research using our Research Databases.
Continue Chapter 3 Section 4 above and Native American History Project.
1. Section 4 Issues of the Gilded Age:
a. Objectives:
1. Understand the segregation and social tensions that troubled the nation during the late 1800s.
2. Identify the political and economic challenges that existed during the Gilded Age.
3. Analyze the effects of the Populists' programs and activities.
b. Terms and people: Gilded Age, Jim Crow Laws, graft, Pendleton Act, gold standard, Populist Party, William Jennings Bryan.
2. Focus on segregation and social tensions between cultures and races, political state of the government in 1885, American farmers, and the rise of Populism in the U.S. in 1896.
3. Research class in the Library today. You will be given a topic and our Librarian, Ms. Rooker will teach you how to find articles using the various databases we have available to us for research. We will be in the Library for most of the class today.
4. Click here for the Crash Course video on The Gilded Age Politics.
5. Click here for the Stanford University History Resources on the Gilded Age.
6. Click here for the History Channel's Gilded Age - Excellent Primary Source references.
7. HOMEWORK ASSIGNMENT: Chapter 3, Section 4 The Gilded Age on Schoology. This assignment will be due on 26 September before your next class. Click here for the link to Schoology.
Chapter 3 Test - The Development of Industrial America.
1. This test will be taken in class. Click here for the link to Schoology. You will need to know the Terms and People for each of the 4 sections. I will take the rest of the questions on this test from the Quick Study Guide on page 92-93 in your textbook.
2. When finished with your test, continue working on your Native American History Project.
Emergence of the Modern United States - Chapter 4 The Progressive Era (1890-1920)
1. Section 1 The Drive for Reform:
a. Objectives:
1. Identify the causes of Progressivism and compare it to Populism.
2. Analyze the role that journalists played in the Progressive Movement.
3. Evaluate some of the social reforms that Progressives tackled.
4. Explain what Progressives hoped to achieve through political reforms.
b. Terms and People: Progressivism, muckraker, Lincoln Steffens, Jacob Riis, Social Gospel, settlement house, Jane Addams, direct primary, initiative, referendum, recall.
2. Focus on: The origins of progressivism - their common beliefs and what problems they tried to solve; the Muckrakers - journalists and novelists contribution to reforms; how society was reformed; and how government was reformed during this time.
3. Click here for the Crash Course video on The Progressive Era.
4. HOMEWORK ASSIGNMENT: Chapter 4, Section 1 The Drive for Reform on Schoology. This assignment will be due on 2 October before your next class. Click here for the link to Schoology.
5. Continue working on your Native American History Project.
Chapter 4 The Progressive Era 1890-1920
1. In class assignment: Page 108 - Read "The Jungle" by Upton Sinclair.
a. Describe his writing style and the impact of Sinclair's style on readers of the time.
b. Evaluate the work as an example of muckraking journalism.
c. How would you react if you were reading The Jungle when it was first published?
d. If it were published today, do you think it would lead to reform? Why?
e. How does the term muckraker apply to Sinclair?
f. How does Sinclair's way of writing boost his credibility?
2. Section 2 Women Make Progress
a. Objectives:
1. Analyze the impact of changes in Women's education on Women's roles in society.
2. Explain what women did to win workers' rights and to improve family life.
3. Evaluate the tactics women used to win passage of the Nineteenth Amendment.
b. Terms and Key People: Florence Kelley, NCL, Temperance Movement, Margaret Sanger, Ida B. Wells, suffrage, Carrie Chapman Catt, NAWSA, Alice Paul, Nineteenth Amendment.
c. Focus on: Progressive reforms proposed by women, Womens Rights, Woman's right to vote, The National Woman's Party.
3. Click here for the Crash Course video on Women in the Progressive Era.
4. Click here for the History Channel Women's rights.
5. Click here for 8 Revolutionary things that happened in the 1900s.
4. HOMEWORK ASSIGNMENT: Chapter 4, Section 2 Women Make Progress on Schoology. This assignment will be due on 5 October before your next class. Click here for the link to Schoology.
Chapter 4 The Progressive Era 1890-1920
1. Native American History Project Presentation due today in class. Please share this document with me and give me commenting rights.
2. Section 3 The Struggle Against Discrimination
a. Objectives:
1. Analyze Progressives' attitudes toward minority rights.
2. Explain why African Americans organized.
3. Examine the strategies used by members of other minority groups to defend their rights.
b. Terms and People: Americanization, Booker T. Washington, W.E.B. Du Bois, Niagara Movement, NAACP, Urban League, Anti-Defamation League, mutualistas.
c. Focus on: The contradictions of Progressivism, Responding to Discrimination, Reforms for minorities, Reducing prejudice and protecting rights of people.
3. HOMEWORK ASSIGNMENT: Chapter 4, Section 3 The Struggle Against Discrimination on Schoology. This assignment will be due on 7 October before your next class. Click here for the link to Schoology.
4. Click here for the History Channel - Booker T. Washington.
5. Click here for the History Channel - W.E.B Du Bois and the Niagara Movement.
6. Click here for the History Channel - George Washington Carver and Tuskegee Institute.
7. Click here for the History Channel - The founding of the NAACP 1909-1910
CLICK HERE FOR THE VIDEO: The DNA Journey as seen in class.
Chapter 4 The Progressive Era 1890-1920
1. Section 4 Roosevelt's Square Deal (This will be explored over two class periods)
a. Objectives:
1. Discuss Theodore Roosevelt's ideas on the role of government.
2. Analyze how Roosevelt changes the government's role in the economy.
3. Explain the impact of Roosevelt's actions on natural resources.
b. Terms and People: Theodore Roosevelt, Square Deal, Hepburn Act, Meat Inspection Act, Pure Food and Drug Act, John Muir, Gifford Pinchot, National Reclamation Act, New Nationalism, Progressive Party.
c. Focus on: The impact that T. Roosevelt had on transforming the office of the President, Roosevelt's life, Roosevelt's impact on industry and the laws that were enacted to regulate industry, Roosevelt's relationship with Booker T. Washington, the Sherman Anti-Trust Act, how Roosevelt changed how Americans viewed their environment and the governments action to preserve the land, Taft and Roosevelt fight each other politically.
2. Click here for the Video on Theodore Roosevelt from Class.
3. Click here for the Videos on Theodore Roosevelt.
4. Click here for the History Channel expose on Theodore Roosevelt.
5. Click here for the History Brief: A Rough Rider Becomes President.
6. Click here for the History Brief: Theodore Roosevelt the trust-buster president.
7. Click here for the History Brief: Teddy Roosevelt, Railroads, and Coal.
8. Click here for the History Brief: Teddy's Food and Drug Regulations.
9. Click here for the History Brief: Roosevelt The Conservationist.
10. Click here for the History Brief: Roosevelt and Civil Rights.
11. HOMEWORK ASSIGNMENT: Chapter 4, Section 4 Roosevelt's Square Deal on Schoology. This assignment will be due on 14 October before your next class. Click here for the link to Schoology.
12. IN CLASS ASSIGNMENT: Using Google Document, write a two-page, double-spaced paper detailing the 5 most important accomplishments of Theodore Roosevelt as the 26th President of the United States. By the way, Mr. Hanson is a admirer of Roosevelt.
a. You must use the proper format for this paper. I sent you an example that you need to follow in your Shared Folder.
b. First describe the accomplishment, what affect it had on American society, and your opinion of it. Suggest that you have 5 long paragraphs for this.
c. You must have 3 citations on your "Citations Page". Use EasyBib Citation Generator using MLA format. Click here for EasyBib.
d. Click here for the ONLINE DATABASE sheet for your research using our Research Databases.
e. Click here for an example essay format, notice Citations at the last page.
f. Click here for the Parts of an Essay tutorial.
g. Assignment is due on 18 October in class.
Chapter 4 The Progressive Era 1890-1920 - Theodore Roosevelt Continued.
1. Section 4 Roosevelt's Square Deal
a. Objectives:
1. Discuss Theodore Roosevelt's ideas on the role of government.
2. Analyze how Roosevelt changes the government's role in the economy.
3. Explain the impact of Roosevelt's actions on natural resources.
b. Terms and People: Theodore Roosevelt, Square Deal, Hepburn Act, Meat Inspection Act, Pure Food and Drug Act, John Muir, Gifford Pinchot, National Reclamation Act, New Nationalism, Progressive Party.
c. Focus on: The impact that T. Roosevelt had on transforming the office of the President, Roosevelt's life, Roosevelt's impact on industry and the laws that were enacted to regulate industry, Roosevelt's relationship with Booker T. Washington, the Sherman Anti-Trust Act, how Roosevelt changed how Americans viewed their environment and the governments action to preserve the land, Taft and Roosevelt fight each other politically.
2. Click here for the Video on Theodore Roosevelt from Class.
3. Click here for the Videos on Theodore Roosevelt.
4. Click here for the History Channel expose on Theodore Roosevelt.
5. HOMEWORK ASSIGNMENT: Chapter 4, Section 4 Roosevelt's Square Deal on Schoology. This assignment will be due on 14 October before your next class. Click here for the link to Schoology.
6. IN CLASS ASSIGNMENT: Using Google Document, write a two-page, double-spaced paper detailing the 5 most important accomplishments of Theodore Roosevelt as the 26th President of the United States. By the way, Mr. Hanson is a admirer of Roosevelt.
a. You must use the proper format for this paper. I sent you an example that you need to follow in your Shared Folder.
b. First describe the accomplishment, what affect it had on American society, and your opinion of it. Suggest that you have 5 long paragraphs for this.
c. You must have 3 citations on your "Citations Page". Use EasyBib Citation Generator using MLA format. Click here for EasyBib.
d. Assignment is due on 18 October in class.
Chapter 4 The Progressive Era 1890-1920
1. Section 5 Wilson's New Freedom:
a. Objectives:
1. Evaluate What Wilson hoped to do with his "New Freedom Program".
2. Describe Wilson's efforts to regulate the economy.
3. Assess the legacy of the Progressive Era.
b. Terms and People: Woodrow Wilson, New Freedom, Sixteenth Amendment, Federal Reserve Act, Federal Trade Commission, Clayton Antitrust Act.
c. Focus on: Wilson and the democrat's New Freedom, Primary Source on page 129 in Wilson's own words, how did Wilson and his party regulate the economy, how were Worker's Rights protected, what were the accomplishments of the Progressive Movement and what was its legacy.
2. Click here for the Crash Course video on The Progressive Presidents.
3. Click here for Woodrow Wilson's New Freedom ideas.
4. Click here for the Woodrow Wilson Presidency from History.com.
5. Click here for the History Brief: Woodrow Wilson and the Democrats win in 1912.
6. Click here for the History Brief: Wilson's Anti-Trust Measures.
7. Click here for the History Brief: The Federal Income Tax and the Federal Reserve.
8. Click here for the History Brief: Wilson, the Civil Rights, and the End of the Progressive Era.
9. HOMEWORK ASSIGNMENT: Chapter 4, Section 5 Wilson's New Freedom on Schoology. This assignment will be due on 17 October before your next class. Click here for the link to Schoology.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 1 The Roots of Imperialism.
a. Objectives:
1. Identify the key factors that prodded America to expand.
2. Explain how the United States took its first steps toward increased global power.
3. Summarize the chain of events leading up to the U.s. annexation of Hawaii.
b. Terms and People: Imperialism, extractive economy, Alfred T. Mahan, Social Darwinism, Frederick J. Turner, Matthew Perry, Queen Liliuokalani.
c. Focus on: The causes of imperialism - how imperialists seek economic benefits and stress military strength, and believe in national superiority. What were some of America's first steps in becoming a world power, and how did the U.S. annex Hawaii.
2. Click here for the Crash Course video on American Imperialism.
3. Click here for the video on America Becomes a World Power #1.
4. Click here for the video on The Last Queen of Hawaii - Queen Liliuokalani.
5. Click here for History Briefs - Early 20th Century America.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 1 Roots of Imperialsm on Schoology. This assignment will be due on 26 October before your next class. Click here for the link to Schoology.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 2 The Spanish-American War:
a. Objectives:
1. Explain the causes of the Spanish-American War.
2. Identify the major battles of the war.
3. Describe the consequences of the war, including the debate over imperialism.
b. Terms and People: Jose Marti, William Randolph Hearst, Yellow Press, jingoism, George Dewey, Emilio Aguinaldo, Rough Riders, Treaty of Paris.
c. Focus on: Causes of the war, where U.S. troops fought, what were the effects of the war for the U.S. and world.
2. Click here for the video on The Sinking of the USS Maine.
3. Click here for the video on the Rough Riders.
4. Click here for the video on The Spanish American War.
5. Click here for the History Brief: The Spanish American War.
6. Click here for the History Brief: The Spanish American War Concludes.
7. HOMEWORK ASSIGNMENT: Chapter 5, Section 2 The Spanish-American War on Schoology. This assignment will be due on 30 October before your next class. Click here for the link to Schoology.
8. EXTRA CREDIT FOR 1st Quarter: Spanish-American War "The Influencer's": Due No Later Than 3 November. This assignment must be turned in by 3 November and shared with me using Google Drive ([email protected]). You may use Google Slides or Google Documents to complete it. Here are the guidelines:
1. Select a person who was a key player either in the Spanish-American War, or a person who had influence on it. On the Spanish side, American side, Filippino side, or Cuban side.
2. Write a brief Bio on who they are and how they got to there to have this influence.
3. You may use pictures of the individual.
4. Important part: How and What did they do, that places them in the history books as important to the Spanish-American War.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 3 The United States and East Asia:
a. Objectives:
1. Examine the causes and consequences of the Philippine insurrection.
2. Analyze the effects of the Open Door Policy.
3. Describe how the United States dealt with the rising power of Japan.
b. Terms and People: Insurrection, guerrilla warfare, William Howard Taft, sphere of influence, John Hay, Boxer Rebellion, Open Door Policy, Russo-Japanese War, "Gentlemen's Agreement", Great White Fleet.
c. Focus on: U.S. policy toward the Philippines, China, and Japan.
2. Click here for the video on the Boxer Rebellion.
3. Click here for the video on the Great White Fleet.
4. Click here for the video on America Becomes a World Power #2.
5. Click here for the video on the Boxer Rebellion and the Open Door Policy.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 3 The United States and East Asia on Schoology. This assignment will be due on 6 November before your next class. Click here for the link to Schoology.
Last day of the First Quarter. Insure any assignments turned by this date.Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 4 The United States and Latin America:
a. Objectives:
1. Examine what happened to Puerto Rico and Cuba after the Spanish-American War.
2. Analyze the effects of Roosevelt's "big stick" diplomacy.
3. Compare Wilson's "moral diplomacy" with the foreign policies of his predecessors.
b. Terms and People: Foraker Act, Platt Amendment, "big stick" diplomacy, Panama Canal, Roosevelt Corollary, "dollar diplomacy", "moral diplomacy", Francisco "Pancho" Villa.
c. Focus on: U.S. policy toward Puerto Rico and Cuba, Roosevelt's big stick policy, the Panama Canal, the Monroe Doctrine, Wilson's moral diplomacy, U.S. policy toward Mexico.
2. Click here for the video on America Becomes a World Power #3.
3. Click here for the video on Theodore Roosevelt and the Panama Canal.
4. Click here for the video on the Roosevelt Corollary and Dollar Diplomacy.
5. Click here for the video on the Rebellion in Mexico.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 4 The United States and Latin America on Schoology. This assignment will be due on 8 November before your next class. Click here for the link to Schoology.
Second Quarter assignments begin today. Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Chapter 5 Test today in class. Study the Quick Study Guide on page 164-165, Chapter Assessment on page 166, and the Document-Based Assessment on page 167. I will take all test questions from this part of the chapter.
Imperial Rivalries, Part Two: England, France and Holland Race to New World
28 August 2018: Introduction to U.S. History from before Columbus to present day. Today's class - What was North America like before colonization. CHAPTER 1 Section 1 North America Before Columbus.
Click here for Mr. Hanson's Class Presentation.
Click here for Student links to Student Computer Accounts, Google Apps, Gradespeed, Schoology, and other online DoDEA resources.
Housekeeping:
1. Textbook will be passed out today: McGraw-Hill United States History and Geography. You will need to take this home as homework will be assigned throughout the year. MATERIALS: you will only need a composition book.
2. Class introductions: Mr. Hanson and Students.
a. Discuss Academic plans this year.
b. SAT/ACT schedule.
c. Building a resume for college or technical tracks.
3. Overview of U.S. History 11 for this year - Text and Standards.
4. Daily class routines and academic expectations - syllabus.
5. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
Unit 1: Forming a Union - Colonial and Constitutional Foundations.
DoDEA Standard 11.1 Colonial Foundations (1607-1763): European colonization in North America prompted cultural contact and exchange between diverse peoples, cultural differences , and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
1. Essential Question: What are American foundations for liberty and freedom?
a. How did Native Americans of the Atlantic coast resist European settlement?
b. How did the geographic location of colonial cities influence their development?
c. What demographic forces contributed to the emergence of slavery?
d. What factors led English men and women to move to the 13 colonies? What factors led the Irish to move (or be deported to) to the 13 colonies? What factors led the Dutch to move to the 13 colonies?
e. Was the Declaration of Independence a revolutionary document?
f. What role did compromise play in creating the U.S. Constitution?
g. To what extent was the U.S. Constitution an imperfect document? Do the Bill of Rights and other amendments address those imperfections?
2. Click here for: The Black Legend, Native Americans, and Spaniards: Crash Course US History #1.
3. CLASSWORK/HOMEWORK ASSIGNMENT: Chapter 1, Section 1 North America Before Columbus on Schoology. This assignment will be due on 30 August before your next class. Click here for the link to Schoology.
30 August 2018: Chapter 1 Lesson 1 North America Before Columbus:
CCRS Literacy Reading/Writing Standards:
Standard 11.1a: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Textbook Focus and discussion in class: Page 2-3, The Columbian Exchange and Page 7 Native American Cultures of 1500 AD.
a. Essential Questions:
1. How did the movement of people, goods, and ideas cause social changes over time?
2. How were the colonies affected by global conflicts?
3. How did the colonies develop identities independent of Great Britain.
b. Academic Vocabulary: decline, eventually, technology.
c. Content Vocabulary: agricultural revolution, tribute, kiva, pueblo.
d. People and Places: Bering Strait, Olmec, Maya, Toltec, Aztec, Mesoamerica, Hohokam, Anasazi, Mississippian cultures, Great Plains peoples, Algonquian peoples, Iroquois Confederacy.
e. Guiding questions:
1. What were the most important characteristics of the Mesomerican cultures?
2. How did Native American cultures adopt their way of life to the geographic and climatic conditions of the regions they settled in?
3. What were the distinctive features of Mississippian culture?
4. What characteristics were common among the peoples of the Northeast?
North American Map - Native American Tribes.
4. Click here for Native American Cultures before 1492 - 7 min.
5. Click here for the Khan Academy Pre-Columbian Americas.
5. Click here for the Crash Course #1: The Black Legend, Native Americans, and Spaniards
6. Click here for APUSH Review Native American Cultures 1491-1607.
7. Click here for Native American Music.
8. Click here for the map of Native American Cultures of the Americas.
9. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
10. In class Assignment: Article "Before Columbus: Native American Cultures. Students will work in partner teams to read and analyze this article. Class discussion is targeted to understanding the main idea, how learning this applies today, unique cultures, their locations, and their traditions. Students will answer four critical thinking questions at the end of the article. Assignment worth 80 points. Click here for the Article.
10. HOMEWORK ASSIGNMENT: Chapter 1, Section 2 Europe Begins to Explore on Schoology. This assignment will be due on 4 September before your next class. Click here for the link to Schoology.
4 September 2018: Chapter 1 Lesson 2 Europe Begins to Explore
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
1. Textbook Focus and discussion in class: Page 10-15, European Exploration 1400-1609 AD.
2. Chapter 1 Lesson 2 Europe begins to Explore:
a. Essential Questions:
1. How did the movement of people, goods and ideas cause social changes over time?
2. How were the colonies affected by global conflicts?
3. How did the colonies develop identities independent of Great Britain?
b. Academic Vocabulary: route, labor, acquire.
c. Content Vocabulary: astrolabe, caravel, circumnavigate, conquistador.
d. People and Places: Pope Urban II, Portuguese exploration, Vasco da Gama, African cultures, Claudius Ptolemy, Christopher Columbus, Bartholomeu Dias, King Ferdinand and Queen Isabella, Nina, Pinta, and Santa Maria, Hispaniola, Amerigo Vespucci, Hernan Cortes, Montezuma, Tenochtitlan, Giovanni da Verrazano, jacques Cartier, Samuel de Champlain, Louis Jolliet, jacques Marquette, Rene Robert Cavelier de La Salle, King Louis XIV, New Netherland/New Amsterdam.
e. Guiding questions:
1. What were the political, religious, and economic changes that pushed Europeans to explore and colonize other parts of the world?
2. How did trade influence the development of African empires?
3. How did the desire for trade with Asia encourage the exploration of the Americas?
4. What was the impact of Spain's settlement in the Americas?
5. What differences are seen among Spanish, French, and Dutch settlement patterns in the Americas?
Click here and here for the Exploration Map of North America. Show only the first map
3. Click here for the Crash Course U.S. History on the Columbian Exchange. Show this video only #1.
4. Click here for the Exploration of North American - comprehensive look.
5. Click here for APUSH Spanish Colonization and Conquest of the Americas.
6. Click here for: The Aztec Empire, Tenochtitlan and the Coming of the Spanish
7. Click here for: Hernan Cortes: Conquered the Aztec Empire - Fast Facts
8. Click here for APUSH French Exploration of North America.
9. Click here for the APUSH Dutch Exploration and Settlement - New Netherland.
10. Imperial Rivalries In-Class Assignment (All resources found here and on Schoology)
Partner Teams:
Autumn and Noah
Marcus A. and Freyja
Nicholas and Daphne
Brenden S. and Nubia
Marcus H. and Sierra
Kyle and Alyssa
Chloe and Daniel
Brandon J. and Jaden
Mikaila and Xzavyer
Aimee and Vanessa
a. FIRST: Students will analyze three articles on the exploration and settlement of the Americas. They will be partnered up into teams that will analyze and answer questions from each article. Then Present to the class. Students will write a summary of each article Imperial Rivalries Schoology Assignment. Worth 150 points. Insure that this summary is unique perspective of you and your partner. SECOND: Complete the questions on the handout for this assignment. There are 4 questions for each article. You and your partner can work together on this. Insure this entire assignment is turned in NO LATER THAN 10 SEPTEMBER. Late policy will not apply to this assignment. Be prepared on 10 September to discuss your summaries in class.
b. Click here for the first article: Imperial Rivalries, Part One: Spain, Portugal and Pope Divvy New World
c. Click here for the second article: Imperial Rivalries, Part Two: England, France and Holland Race to New World
d. Click here for the third article: Imperial Rivalries, Part Three: Religious Strife and the New World
11. HOMEWORK ASSIGNMENT: Chapter 1, Section 3 Founding the Thirteen Colonies on Schoology. This assignment will be due on 6 September before your next class. Click here for the link to Schoology.
12. **ASSIGNMENT: Turn in U.S. History Course Syllabus Acknowledgement Form signed by 5 September for 5 points extra credit.
6 and 10 September 2018: Chapter 1 Lesson 3 Founding the Thirteen Colonies
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1b: A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region.
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
Assignment Recap: Turn in article Before Columbus, Lesson 2 was due on 4 Sep, Lesson 3 due on 6 Sep today. Imperial Rivalries Assignment due on 10 Sep.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social changes over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: migration, grant.
3. Content Vocabulary: Joint-stock company, headright, proprietary colony.
4. People and Places: John Cabot, Sir Walter Raleigh, Roanoke Island, King James I, Virginia Company, Jamestown, Captain John Smith, Powhatan Confederacy, Lord Baltimore and Maryland, Pilgrims, Plymouth Colony, Mayflower, Puritans, Massachusetts Bay Colony, John Winthrop, Massachusetts Bay Company, Rhode Island Colonies, Connecticut Colonies, King Philip's War, English Civil War, Oliver Cromwell, New York and New Jersey colonies, Pennsylvania and Delaware Colonies, Quakers, William Penn, The Carolina Colonies, James Oglethorpe, Georgia Colony.
5. Guiding questions:
a. What led England to establish colonies in North America?
b. How did the English colonies organize themselves, and what were the colonists' early goals?
c. How were the English colonies affected by events occurring in Europe?
6. Focus on:
a. Chesapeake, Massachusetts,New England, Pennsylvania, Delaware, Carolinas, Georgia Colonies.
b. Squanto on page 18.
c. The Puritan Migration to America 1620-1640 map on page 19.
d. Settling the Thirteen Colonies map on page 21.
7. Click here for: History of Colonial America 1497 - 1763
8. Click here for the Crash Course U.S. History: When is Thanksgiving? Colonizing America #2
9. Click here for: The Quakers, the Dutch, and the Ladies: Crash Course US History #4
10. Imperial Rivalries In-Class Assignment (All resources found here and on Schoology)
Partner Teams:
Autumn and Noah
Marcus A. and Freyja
Nicholas and Daphne
Brenden S. and Nubia
Marcus H. and Sierra
Kyle and Alyssa
Chloe and Daniel
Brandon J. and Jaden
Mikaila and Xzavyer
Aimee and Vanessa
a. FIRST: Students will analyze three articles on the exploration and settlement of the Americas. They will be partnered up into teams that will analyze and answer questions from each article. Then Present to the class. Students will write a summary of each article Imperial Rivalries Schoology Assignment. Worth 150 points. Insure that this summary is unique perspective of you and your partner. SECOND: Complete the questions on the handout for this assignment. There are 4 questions for each article. You and your partner can work together on this. Insure this entire assignment is turned in NO LATER THAN 10 SEPTEMBER. Late policy will not apply to this assignment. Be prepared on 10 September to discuss your summaries in class.
b. Click here for the first article: Imperial Rivalries, Part One: Spain, Portugal and Pope Divvy New World
c. Click here for the second article: Imperial Rivalries, Part Two: England, France and Holland Race to New World
d. Click here for the third article: Imperial Rivalries, Part Three: Religious Strife and the New World
12. On 10 September in class, students will work together in partner teams to create a shared summary of one of the Imperial Rivalries articles. They will create and share with each other a Google Slide presentation that will include the summary (main idea, details such as people, places, and events) synthesized from input from each student, and a primary source image (picture, map, etc.) that highlights the main idea of the article. Students will then share their document with Mr. Hanson - [email protected]. Must be completed by the end of the day on 10 Sep.
13. Imperial Rivalry Article questions due today, 10 Sep by the end of Seminar. Turn into Mr. Hanson.
11. DUE 6 September in class - Turn in Article "Before Columbus: Native American Cultures. Students will work in partner teams to read and analyze this article. Class discussion is targeted to understanding the main idea, how learning this applies today, unique cultures, their locations, and their traditions. Students will answer four critical thinking questions at the end of the article. Assignment worth 80 points. Click here for the Article.
12. HOMEWORK ASSIGNMENT: Chapter 1, Section 4 Population and Economy on Schoology. This assignment will be due on 12 September before your next class. Click here for the link to Schoology.
12 September 2018: Chapter 1 Lesson 4 Population and Economy
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social change over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: distinct, reliable.
3. Content Vocabulary: town meeting, indentured servant, triangular trade.
4. People and Places: New England colonies, non-English immigrants, Middle colonies, Northern ports of Boston, New York, and Philadelphia, skilled artisans, Southern colonies, plantation system, Nathaniel Bacon and Bacon's Rebellion, Royal African Company, New England fishing industry, cash crops in Middle and Southern colonies.
5. Guiding questions:
a. How did the three colonial regions reflect geographic and social differences?
b. How did the economies of the New England, Middle, and Southern Colonies differ?
6. Focus on:
a. Graph on page 24: Growth of Colonies from 1640-1760.
b. Atlantic Slave Trade map on page 26-27.
7. Click here for: The Natives and the English - Crash Course US History #3
8. Click here for: 13 Colonies: Comparing Regions New England, Middle, and Southern
9. HOMEWORK ASSIGNMENT: Chapter 1, Section 5 Governance and New Ideas on Schoology. This assignment will be due on 14 September before your next class. Click here for the link to Schoology.
14 September 2018: Chapter 1 Lesson 5 Governance and New Ideas
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
1. Essential Questions:
a. How did the movement of people, goods, and ideas cause social change over time?
b. How were the colonies affected by global conflicts?
c. How did the colonies develop identities independent of Great Britain?
2. Academic Vocabulary: contract, widespread.
3. Content Vocabulary: Mercantilism, rationalism, pietism, revival.
4. People and Places: British Imperial System, King James II, Dominion of New England, Sir Edmund Andros, William and Mary, English Bill of Rights, John Locke, Jean-Jacques Rousseau and The Social Contract, Baron of Montesquieu and the Spirit of Laws, Jonathan Edwards, Baptists, Presbyterians, Congregationalists, Methodists.
5. Guiding questions:
a. How did the Navigation Acts affect colonial economies?
b. How did the Glorious Revolution affect the English colonies?
c. What effects did the Enlightenment and the Great Awakening have on colonial society?
6. Focus on:
a. The Trial of John Peter Zenger on page 32.
b. Primary Source on page 32 - Two Treatises of Government
c. Primary Source on page 33 - Spirit of Laws
7. Click here for the John Locke Biography and the Enlightenment.
8. Click here for the Baron de Montesquieu Biography and the Enlightenment.
9. Click here for the Jean-Jacques Rousseau Biography and The Social Contract.
10. Click here for 17th Century Colonial Music.
11. Lockean Liberalism and the American Revolution Article today
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write a summary on Schoology.
b. Students will then take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
d. d. Insure the questions are turned in by 18 September in class and summary on Schoology same date.
12. HOMEWORK ASSIGNMENT: Your test on Chapter 1 will be online using Schoology. The Study Guide and Chapter 1 Assessment on Page 36-38 is the focus of your test. Questions from your homework assignments, primary sources from your text will be on the test. Insure you review these concepts and terms, people, places, events. Click here for the link to Schoology.
18 September 2018: Chapter 1 Test today during class.
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.1: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Standard 11.1a: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
Standard 11.1b: A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region.
Standard 11.1c: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
Click here for the Baron de Montesquieu Biography and the Enlightenment.
1. Your test on Chapter 1 will be online using Schoology. The Study Guide and Chapter 1 Assessment on Page 36-38 is the focus of your test. Questions will also be taken from your homework assignment in Chapter 1. Primary sources will be used on the test, and one essay question. Insure you review these concepts and terms, people, places and events. Click here for the link to Schoology.
2. Lockean Liberalism and the American Revolution Article due today from last class
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write a summary on Schoology.
b. Students will then take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
3. HOMEWORK ASSIGNMENT: Chapter 2, Lesson 1 The Colonies Fight for their Rights on Schoology. This assignment will be due on 20 September before your next class. Click here for the link to Schoology.
20 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Click here for Khan Academy - The American Revolution 1775
Lesson 1 The Colonies Fight for their Rights:
***Survey - Chapter 2 on page 40-41: The French and Indian war was part of a larger global conflict between France and Britain known as the Seven Years' War. The British victory in the French and Indian War came at a high cost. Britain had large debts to repay and it had more territory to govern and control. Britain imposed new restrictions and taxes on its American colonies to pay for the costs of governing and protecting the colonies. Colonists were angered by these changes, and tensions between Britain and the colonies increased.
1. Essential Questions:
a. Why do people rebel?
2. Academic Vocabulary: dominance, substitute.
3. Content Vocabulary: customs duty, inflation, nonimportation agreement, writ of assistance.
4. People, Places, Events: French and Indian Wars, Fort Necessity, George Washington, St Lawrence River, Albany Conference, Benjamin Franklin, General Edward Braddock, the Iroquois, Delaware tribe, Treat of Paris 1763, Chief Pontiac of the Ottawa, King George III, Proclamation of 1763, George Grenville, Sugar Act, Currency Act, No Taxation without Representation, Stamp Act, Virginia House of Burgesses, Sons of Liberty, The Townshend Acts and Charles Townshend, Sam Adams, Leaders of the Virginia House of Burgesses were George Washington, Patrick Henry, and Thomas Jefferson, Boston Massacre, Crispus Attucks.
4. Guiding questions:
a. How did the French and Indian War affect the colonies?
b. What actions by Great Britain angered the American colonists after the French and Indian War?
c. How did the colonists begin resisting British policies?
6. Focus on:
a. French and Indian War 1754-1763 map on page 43.
b. Analyzing Primary Sources - The Right to Tax on page 44.
c. The Proclamation of 1763 map on page 45.
d. Patrick Henry Bio on page 46.
e. Illustration of the Boston Massacre on page 47.
7. In class Assignment: Primary Sources on Boston - Hotbed of Revolution page 48-49. Student partner teams will analyze the three documents on page 48-49 and answer the six questions on page 49. This assignment must be completed using Schoology.
***In class assignment on Schoology: Primary Sources "Boston: Hotbed of Revolution". The growing dispute between colonies and British authorities centered on the extent of Parliament's power over the colonies, particularly the power to levy taxes. Boston was a center of protest against British policies. When, on the night of March 5, 1770, British soldiers fired into a crowd, killing or injuring 11 people, colonists were quick to declare the event a "massacre" even through exactly what occurred is debatable.
- Student partner teams will read and analyze the three documents: the Political Essay of 1767 and 1774, and the Letter of 1770 and answer the six DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Assignment is due in class or on 24 September.
8. Click here for: The French and Indian War 1754-1763.
9. Click here for The Townshend Acts.
10. Click here for: The Seven Years War and the Great Awakening: Crash Course US History #5
11. Click here for 17th Century Colonial Music.
12. HOMEWORK ASSIGNMENT: Chapter 2, Section 2 The Revolution Begins on Schoology. This assignment will be due on 25 September before your next class. Click here for the link to Schoology.
24 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
***In class assignment on Schoology: Primary Sources - Declaring Independence.
When the Declaration of Independence was written in 1776, with very few exceptions, the people of the world were governed by monarchs, emperors, and absolute rulers. There had been very little development in political ideas since Roman times that discussed the relationship between the individual and the government. A reexamination of government began in the Renaissance, and by the time of the Enlightenment in the 18th Century, many new ideas had emerged. Those ideas culminated in the American Declaration of Independence.
- Student partner teams will read and analyze the three documents on page 58-59: the Declaration of Independence of 1776, the Second Treatise of Government in 1689, and the English Bill of Rights in 1789, and answer DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Click here for the website on the Declaration of Independence.
- Assignment is due in class or on 24 September by Seminar.
Lesson 2 The Revolution Begins:
1. Essential Questions:
a. Why do People Rebel?
2. Academic Vocabulary:
a. enforce, submit.
3. Content Vocabulary:
a. committee of correspondence, minuteman.
4. People, Places, Events: The Gaspee Affair, Thomas Jefferson, Tea Act of 1773, British East India Company, Boston Tea Party, The Coercive Acts (Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act), The First Continental Congress, Declaration of Rights and Grievances, Battles of Lexington and Concord, John Hancock, Loyalists and Patriots, General Gage, Dr. Samuel Prescott, Paul Revere, William Dawes, The Second Continental Congress, George Washington, Battle of Bunker Hill, General William Howe, Olive Branch Petition, the Continental Navy, the Marine Corps, Governor Dunmore, Thomas Paine and Common Sense, Declaration of Independence July 4, 1776.
5. Guiding questions:
a. What caused the colonies to begin their revolution against Great Britain?
b. How did the battles of Lexington and Concord shape the American Revolution?
c. How did written statements help define the Revolution?
6. Focus on: Colonial Resistance, Coercive Acts, 1st and 2nd Continental Congress, who were the Loyalists and Patriots, Battles of the Revolution, declaring Independence, Thomas Paine.
7. Click here for Taxes & Smuggling - Prelude to Revolution: Crash Course US History #6.
8. Click here for The First Continental Congress.
9. Click here for The Second Continental Congress and the Olive Branch Petition.
10. Click here for Khan Academy - The American Revolution 1775
11. Click here for Revolutionary War Music 1776.
HOMEWORK ASSIGNMENT: Chapter 2, Lesson 3 The War for Independence on Schoology. This assignment will be due on 28 September before your next class. Click here for the link to Schoology.
26 and 28 September 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
Today you will be going to the library. Ms. Lanzelotte has a lesson prepared for you to help you access the online databases for your Biography Project.
1. Revolutionaries and Red Coats Biography Project on 28 September: Students will be given a certain revolutionary or red coat who participated in the Revolutionary War. Biography part of this asignment is worth 100 points and is due No Later Than 19 October and I will not receive any late biographies. The Library has been reserved for 28 Sep. The Biography instructions are as follows:
a. Minimum of 4 full pages of biography text, double spaced, paragraphs indented, cover page with the title, picture of the individual, your name, and U.S. History class, and date, a minimum of 4 citations and the last page will be your citation page, number them and have the title "Citations" on the top. EasyBib is a citation generator you can use for MLA Citations. Or you can use the Citation Machine. You will need to use a citation generator. One of your citations must be using the Library Databases. The rest can be from primary source articles on this individual found on various websites.
b. Use the National Archives online if you wish.
c. Your Biography must be chronological in nature, that is from their birth to death. Dates, events, accomplishments.
d. Samuel Adams, Ethan Allen, Benedict Arnold, Joseph Brandt, Benjamin Franklin, George William Frederick King of Great Britain, Nathaniel Greene, John Hancock, Patrick Henry, Thomas Hutchinson, John Jay, Thomas Jefferson, John Paul Jones, Paul Revere, Thomas Paine, George Washington, Martha Washington, John Adams, Abigail Smith Adams, Betsy Ross, Fredrick Von Steuben, Charles Cornwallis, John Burgoyne, Thomas Gage, Gilbert Du Motier (Marquis De Lafayette), Mary Ludwig Hays, Henry Knox, Nathan Hale, Daniel Morgan, Alexander Hamilton.
e. Click here for the bit.ly NaplesMHS page to go to the "Student Online Resources" for the Database Login's. Remember to use the GALE site for your primary sources. You can download documents to your Google Drive, generate the Citations on this site, e-mail your documents to yourself, and search for primary source images here.
f. Click here for the Journal of the American Revolution.
g. Click here for The American Revolution.
h. Click here for History.com.
i. Click here for the Revolutionary War Timeline.
j. Presentation: You will need to give a two minute presentation in class using only three Google Slides. You may use images, dates, places, events, bullet points instead of paragraphs, etc. IMPORTANT TO USE BULLET POINTS AND NOT PARAGRAPHS ON YOUR SLIDES. ALSO, I WOULD ENCOURAGE YOU TO USE NOTE CARDS. Presentation will be worth 100 points and is due on 19 October also, and at that time you will present your research in class in class.
Lesson 3 The War for Independence:
1. Essential Questions:
a. Why do People Rebel?
2. Academic Vocabulary: equip, objective.
3. Content Vocabulary: guerrilla warfare, morale.
4. People, Places, Events: General William Howe, Robert Morris, Captain Nathan Hale, Battle of New York City, Battle of White Plains, Hessian mercenaries, General John Burgoyne, Battle of Brandywine Creek, Valley Forge, Marquis de Lafayette, Baron Friedrich von Steuben, General Horatio Gates, General Benedict Arnold, Battle of Saratoga, Fort Ticonderoga, Chief Joseph Brant, John Paul Jones, Battle of Monmouth, Battle of Kings Mountain, Battle of Yorktown, General Cornwallis, Treaty of Paris - John Adams, Benjamin Franklin, John Jay.
5. Guiding questions:
a. How did the opposing sides of the Revolutionary War compare with each other?
b. How did the colonial army keep itself in the war during difficult early years, and what was the turning point of the war?
c. How did the Revolutionary War end?
6. Focus on: Page 66 The Opposing Sides, Battles in the North and South, Naval Battles, the Treaty of Paris.
7. Click here for Who Won the American Revolution - Crash Course #7.
8. CLASSWORK ASSIGNMENT: NEWSELA ARTICLE on The American Revolution - Political Upheaval Led to U.S. Independence. You will need to go to NEWSELA so use the link that I sent you in your student gmail. You will need to read the article, and answer the 4 quiz questions and the writing prompt: Cause & Effect: What was the main event described in the article? What were the causes of this event? Describe each cause by citing specific details from the article and explaining how it contributed to the main event. Assignment is due today, 26 Sep, in class.
2 October 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
In class assignment: ***Today you are going to read the Declaration of Independence as a class. Student teams will read one Grievance from the list of grievances the colonists (patriots) presented to King George III of England.
a. Whole class discussion.
b. Colonist team: Believes that these grievances against King George III are justified. Why?
c. Loyalist team: Disagrees with the grievances and wants to remain loyal to Great Britain. Why?
d. The declaration has been a force for change in the United States. People have used its words and ideas to promote such measures as the abolition of slavery and equal rights for women. Student teams will research one example in which an individual or a group used the words and ideas expressed in the Declaration to promote change or reform.
1. Revolutionaries and Red Coats Biography Project on 28 September: Students will be given a certain revolutionary or red coat who participated in the Revolutionary War. Biography part of this asignment is worth 100 points and is due No Later Than 19 October and I will not receive any late biographies. The Library has been reserved for 28 Sep. The Biography instructions are as follows:
a. Minimum of 4 full pages of biography text, double spaced, paragraphs indented, cover page with the title, picture of the individual, your name, and U.S. History class, and date, a minimum of 4 citations and the last page will be your citation page, number them and have the title "Citations" on the top. EasyBib is a citation generator you can use for MLA Citations. Or you can use the Citation Machine. You will need to use a citation generator. One of your citations must be using the Library Databases. The rest can be from primary source articles on this individual found on various websites.
b. Use the National Archives online if you wish.
c. Your Biography must be chronological in nature, that is from their birth to death. Dates, events, accomplishments.
d. Samuel Adams, Ethan Allen, Benedict Arnold, Joseph Brandt, Benjamin Franklin, George William Frederick King of Great Britain, Nathaniel Greene, John Hancock, Patrick Henry, Thomas Hutchinson, John Jay, Thomas Jefferson, John Paul Jones, Paul Revere, Thomas Paine, George Washington, Martha Washington, John Adams, Abigail Smith Adams, Betsy Ross, Fredrick Von Steuben, Charles Cornwallis, John Burgoyne, Thomas Gage, Gilbert Du Motier (Marquis De Lafayette), Mary Ludwig Hays, Henry Knox, Nathan Hale, Daniel Morgan, Alexander Hamilton.
e. Click here for the bit.ly NaplesMHS page to go to the "Student Online Resources" for the Database Login's. Remember to use the GALE site for your primary sources. You can download documents to your Google Drive, generate the Citations on this site, e-mail your documents to yourself, and search for primary source images here.
f. Click here for the Journal of the American Revolution.
g. Click here for The American Revolution.
h. Click here for History.com.
i. Click here for the Revolutionary War Timeline.
j. Presentation: You will need to give a two minute presentation in class using only three Google Slides. You may use images, dates, places, events, bullet points instead of paragraphs, etc. IMPORTANT TO USE BULLET POINTS AND NOT PARAGRAPHS ON YOUR SLIDES. ALSO, I WOULD ENCOURAGE YOU TO USE NOTE CARDS. Presentation will be worth 100 points and is due on 19 October also, and at that time you will present your research in class in class.
2. Click here for Colonial Music.
3. HOMEWORK ASSIGNMENT: Chapter 2, Lesson 4 War Changes American Society on Schoology. This assignment will be due on 4 October before your next class. Click here for the link to Schoology.
4 and 10 October 2018: Chapter 2 The American Revolution
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2: CONSTITUTIONAL FOUNDATIONS (1763-1824) Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
Standard 11.2a: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
Standard 11.2b: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
Lesson 4 The War Changes American Society:
1. Essential Questions: Why do People Rebel?
2. Academic Vocabulary: contradiction, revolutionary.
3. Content Vocabulary: republic, emancipation, manumission.
4. People, Places, Events: Democracy, John Adams, George Mason, Virginia Declaration of Rights, Virginia Statute of Religious Freedom, Chief Justice William Cushing, Dinah Morris, Noah Webster.
5. Guiding questions:
a. What new political ideas defined the American republic?
b. How did life change for women, African Americans, Native Americans, and Loyalists after the war?
6. Focus on: Democracy and Separation of Powers, Freedom of Religion - see primary source on page 72, war and women, African Americans (see primary source on page 73), and Native Americans, the Loyalists fled, The beginnings of American culture (art and education).
7. Click here for Tocqueville's Democracy in America. Click here for Liberty, Equality, and Tocqueville.
8. Click here for Separation of Powers, Checks and Balances by Crash Course U.S. Government.
9. Click here for the Schoolhouse Rock video on - Checks and Balances.
10. ***In class assignment on Schoology: Primary Sources - Tocqueville's Democracy in America.
In 1831, Alexis de Tocqueville, a French lawyer, was commissioned by the French government to study American prisons. While in America, Tocqueville traveled to the Michigan frontier and as far south as New Orleans, but spent most of his time in New England. He became convinced that there was something exceptional about American society. Between 1835-1839, he published a two volume book, Democracy in America. The book is regarded as one of the great works of political thought because of its discussions of liberty, egalitarianism, individualism, populism, and laissez-faire economics. Tocqueville argued that these five attributes made America exceptional in the world. America's social and economic equality enabled the United States to have a remarkable amount of political liberty. Tocqueville believed the political liberty found on the American frontier helped keep people equal and led to individualism and free economic exchange, both of which benefited America because they were constrained by democratic institutions.
- Student partner teams will read and analyze the three documents on page 76-77: Democracy and Equality, Equality and the Frontier, and the Public Good from Individualism, and answer DBQ analysis questions on Schoology. Click here for the link to Schoology.
- Assignment is due on today in class - 4 October.
12. No Test for Chapter 2 The American Revolution
13. HOMEWORK ASSIGNMENT: This assignment Chapter 3 lesson 1 The Confederation/2 A New Constitution will be due on 12 October before your next class. Click here for the link to Schoology.
10 October 2017: PSAT Testing
12 October 2017: Chapter 3 Creating a Constitution from 1781-1789
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
Lesson 1 The Confederation, and Lesson 2 A New Constitution:
1. Essential Questions: What gives a government authority?
2. Academic Vocabulary: Explicit, occupy, financier.
3. Content Vocabulary: Duty, recession, popular sovereignty, federalism, separation of powers, checks and balances, veto, amendment.
4. People, Places, Events: Articles of Confederation, Northwest Ordinance, Northwest Territory, George Washington, Shay's Rebellion and Daniel Shay, General Benjamin Lincoln, nationalists, Benjamin Franklin, John Adams, James Madison, Robert Morris, Alexander Hamilton, Constitutional Convention of 1787, The Framers, The Virginia Plan, William Paterson and the New Jersey Plan, The Connecticut Compromise, Compromise over Slavery and the Three-Fifths Compromise, Two Houses of Congress, Three Branches of Government - Judicial, Legislative, and Executive, President as Commander in Chief of the Armed Forces, Senators and Congressmen, Supreme Court Justices, Amending the Constitution.
5. Guiding questions:
a. What challenges did the new government face after the war?
b. Who attended the Constitutional Convention, and what problems did they face?
c. What compromises were made to create the new constitutional government?
d. How was the new government structured?
6. Focus on: Articles of Confederation, how the Congress faced problems after the war, diplomacy and economy, Shay's rebellion, The Constitutional Convention and compromise that built the country, checks and balances and a limited government, comparing and contrasting the Articles of Confederation and the Federal Constitution, how to amend the Constitution.
7. Click here for the Northwest ordinance Map, and also here.
8. Click here to compare and contrast the Articles of Confederation and the Federal Constitution.
9. Click here for the Crash Course Video #8 on The Articles, Constitution, and Federalism.
10. Click here for Checks and Balances.
11. Click here for Separation of Powers.
12. In class ASSIGNMENT: Federalists and Anti-Federalists were the first political parties in the United States and each had a unique positions and beliefs about how government should work. Students will break up into two teams and represent Federalists/Anti-Federalists. One Google Slide Doc will be produced. Share that document with your partner. Each student must input a political belief, fact, personality, or any other information about their party. Please add pictures of the Federalist and Anti-Federalists depending on which side of the debate you have. Your input is worth 50 points on the Google Slide Doc and Mr. Hanson must be able to know that it was your input, so identify it as your own. On 18 October, class discussion about these two parties. Debate is encouraged. Click here for a comparison/contrast.
a. Which party wanted a stronger central government?
b. How did the Federalists and Republicans different in their views of the strength of the United States?
c. If you had lived in 1787, would you have been a Federalist or an Anti-Federalist and why? You and your partner will need to create a slide each and answer this question using bullet points.
d. Click here for Federalists and Anti Federalists and the debate over the Constitution.
e. Click here for the Chart.
d. Click here for the debate.
f. Click here for Ratifying the Constitution.
13. HOMEWORK ASSIGNMENT: Chapter 3, Lesson 3 Founding Ratifying the Constitution on Schoology. This assignment will be due on 16 October before your next class. Click here for the link to Schoology.
16 October 2018: Chapter 3 Creating a Constitution from 1781-1789
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
In class ASSIGNMENT: Federalists and Anti-Federalists were the first political parties in the United States and each had a unique positions and beliefs about how government should work. Students will break up into two teams and represent Federalists/Anti-Federalists. One Google Slide Doc will be produced. Each student must input a political belief, fact, personality, or any other information about their party. Your input is worth 50 points on the Google Slide Doc and Mr. Hanson must be able to know that it was your input, so identify it as your own. On 18 October, class discussion about these two parties. Debate is encouraged. Click here for a comparison/contrast.
a. Which party wanted a stronger central government?
b. How did the Federalists and Republicans different in their views of the strength of the United States?
c. If you had lived in 1787, would you have been a Federalist or an Anti-Federalist and why? You and your partner will need to create a slide each and answer this question using bullet points.
d. Click here for Federalists and Anti Federalists and the debate over the Constitution.
e. Click here for the Chart.
d. Click here for the debate.
f. Click here for Ratifying the Constitution.
Lesson 3 Ratifying the Constitution:
1. Essential Questions: What gives a government authority?
2. Academic Vocabulary: Framework, specific.
3. Content Vocabulary: Bill of Rights.
4. People, Places, Events: Ratification of the Constitution, Federalists, Anti-Federalists, James Madison and The Federalist,
5. Guiding questions:
a. Why was there a debate over accepting the Constitution, and what were the opposing sides of the debate?
b. What occurred during the ratification process, and how was ratification completed?
6. Click here for the Crash Course Video #8 on The Articles, Constitution, and Federalism.
7. REVOLUTIONARIES AND RED COATS BIOGRAPHIES DUE NEXT CLASS 18 October.
18 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
Today students will be finishing up their Biographies in the Library. I will be grading your Biographies on 22 October. You will receive a late penalty if you do not have this completed by that date. Students who are finished must complete outstanding assignments today.
1. REVOLUTIONARIES AND RED COATS BIOGRAPHIES DUE TODAY IN CLASS. Please share them with me today on Google Drive. Share with [email protected]
2. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Begin presentations on Monday.
23 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
FOR ATHLETES WHO ARE ATTENDING EUROPEAN CHAMPIONSHIPS:
You will need to complete the following assignments before you leave:
A. Revolutionaries and Redcoats Biography assignment must be completed and presented.
B. Chapter 4 Lesson 1 and 2 must be completed on Schoology.
C. Constitution Question assignment must be completed on Schoology.
D. And NEWSELA Article George Washington's Farewell Address.
The Constitution Handbook Page 101-114
1. The Constitution is the most important document of the United States. It serves as the framework of national government and the source of American citizens' basic rights. To preserve self-government, all citizens need to understand their rights and responsibilities.
2. Academic Vocabulary: Grant, responsive.
3. Content Vocabulary: Popular sovereignty, federalism, enumerated powers, reserved powers, concurrent powers, impeach, bill, cabinet, judicial review, due process.
4. People, Places, Events: We the People,
5. Guiding questions:
a. How does the Constitution lay the framework for individual rights and a balanced representative government?
b. How is the legislative branch organized, and what are its functions?
c. How does the President carry out laws that Congress passes?
d. How does the Judicial Branch function to review and evaluate laws and interpret the Constitution?
e. What are the protections and freedoms the Constitution and the Bill of Rights provide Americans?
f. How do the symbols and motto's of the United States help to define American society?
6. Click here for the Schoolhouse Rock video on "The Preamble" to the Constitution.
7. Click here for the Introduction to the Constitution of the United States.
8. Click here for the Crash Course video on Federalism.
9. Click here for the Crash Course Government on Separation of Powers and Checks and Balances.
10. REVOLUTIONARIES AND RED COATS BIOGRAPHY Due.
11. IN CLASS ASSIGNMENT ON THE CONSTITUTION DUE Page 101 in your textbook: Students will be assigned to one of four groups to analyze the underlying principles of the Constitution: Popular Sovereignty, Limited Government, Federalism, and Separation of Powers, Checks and Balances, and Individual Rights.
a. Select a scribe who will create a Google slide presentation (share with your partners) and archive your work below for each part of this assignment:
b. Each group must define the principle and locate at one part of the Constitution (Executive, Legislative, and Judicial Branches) that addresses that principle.
c. Generate questions about the principle. You will share you questions later.
d. Students will need to analyze the text to ascertain the intent and meaning set forth by the framers of the Constitution. By including the principal in the Constitution, what was their intent and meaning?
e. Students will then evaluate the importance of their principle to government and U.S. citizens. Cite some examples in our history that you might find online in which the principle was used to benefit citizens.
f. All students will present as a group.
g. As a class, discuss how these six principles influence your lives today. What role does the Constitution play in your daily life? Each student will answer this question on their Slides, and share with the class.
25 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address.
FOR ATHLETES WHO ARE ATTENDING EUROPEAN CHAMPIONSHIPS:
You will need to complete the following assignments before you leave:
A. Revolutionaries and Redcoats Biography assignment must be completed and presented.
B. Chapter 4 Lesson 1 and 2 must be completed on Schoology.
C. Constitution Question assignment must be completed on Schoology.
D. And NEWSELA Article George Washington's Farewell Address.
Lesson 1 Washington and Congress and Lesson 2 Partisan Politics:
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: Revenue, creditor, radical, neutral.
3. Content Vocabulary: Cabinet, agrarianism, bond, speculator, enumerated powers, implied powers, most-favored nation, alien, sedition, interposition, nullification.
4. People, Places, Events: George Washington, Thomas Jefferson, Alexander Hamilton, Henry Knox, Edmund Randolph, John Jay, The Tarriff of 1789, U.S. Treasury, James Madison, Bank of the United States, The Whiskey Rebellion, Federalists and Republicans, neutrality, Jay's Treaty, Pinckney's Treaty, westward expansion, John Adams, Quazi-War with France, The Alien and Sedition Acts, Election of 1800 and Jefferson.
5. Guiding questions:
a. What challenges did the United States face in organizing its new financial system?
b. What defined the two emerging political parties during this time?
c. How did Washington negotiate problems with foreign countries?
d. What disagreements characterized the battles between the first political parties in the United States?
6. Click here for the Election and Cabinet of George Washington, First President of the United States.
7. Click here for the Biography of George Washington.
8. IN CLASS ASSIGNMENT ON THE CONSTITUTION DUE Page 101 in your textbook: Students will be assigned to one of four groups to analyze the underlying principles of the Constitution: Popular Sovereignty, Limited Government, Federalism, and Separation of Powers, Checks and Balances, and Individual Rights.
Click here for the Introduction to this assignment.
a. Select a scribe who will create a Google slide presentation (share with your partners) and archive your work below for each part of this assignment:
b. Each group must define the principle and locate at one part of the Constitution (Executive, Legislative, and Judicial Branches) that addresses that principle.
c. Generate questions about the principle. You will share you questions later.
d. Students will need to analyze the text to ascertain the intent and meaning set forth by the framers of the Constitution. By including the principal in the Constitution, what was their intent and meaning?
e. Students will then evaluate the importance of their principle to government and U.S. citizens. Cite some examples in our history that you might find online in which the principle was used to benefit citizens.
f. Insure that each member of your team creates a slide and explains how your principle affects your life.
g. All students will present as a group.
h. As a class, discuss how these six principles influence your lives today. What role does the Constitution play in your daily life? Each student will answer this question on their Slides, and share with the class.
9. HOMEWORK ASSIGNMENT: Chapter 4, Lesson 1 Washington and Congress and Lesson 2 Partisan Politics on Schoology. This assignment will be due on 29 October before your next class. Click here for the link to Schoology.
29 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address.
1. Chapter 4 Lesson 2 Adams Presidency and the Election of 1800 goes to Thomas Jefferson.
a. Click here for the 2nd President of the United States John Adams.
b. Click here for the XYZ Affair and the Alien and Sedition Actions of John Adams Presidency.
2. EXTRA CREDIT FOR FIRST QUARTER: DUE ON 31 OCT. Log onto NEWSELA by clicking here and entering the class code J2YDCF. You will need to read the assigned article, "George Washington's Farewell Address. You will need to answer the questions as well as the writing prompt and portions.
a. Read and mark-up the article. Write down questions that you have focusing on some of Washington's ideas and policies.
b. Complete the online questions and writing prompt.
3. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Presentations today.
31 October 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards:
Standard 11.2c: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of the Constitution. The ratification debate over the proposed constitution led the Federalists to agree to add the Bill of Rights to the Constitution.
Standard 11.2d: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
Today students will gather evidence about the performance and ideas of the first politicians in our the Federal Government of the United States. Thomas Jefferson, Alexander Hamilton, Aaron Burr, John Adams, Edmund Randolph, James Madison, John Jay, Benjamin Franklin, George Washington.
A. Gather evidence about their political ideas and policies and how they influenced the political process during their time.
B. Share that evidence with the class.
1. Thomas Jefferson Biography.
2. Click here for the XYZ Affair and the Alien and Sedition Actions of John Adams Presidency.
1. MUST BE COMPLETED TODAY AT THE END OF CLASS: THE CONSTITUTION QUESTION: Please refer to Page 101-134 of your textbook "The Constitution Handbook".
For this assignment, a continuation of looking at the Constitution and its outline for the American government. You will then need to log on to Schoology and answer a few questions about the Constitution and how it applies to all Americans. Click here for Schoology.
2. REVOLUTIONARIES AND RED COATS BIOGRAPHY - Presentations today.
1 November 2018: END OF FIRST QUARTER
2 November 2018: Teacher Work Day - I will be entering final First Quarter grades in today.
Second Quarter 2018-19
5 November 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading/Writing Standards:
DoDEA Standards
Lesson 3 Jefferson in Office and Lesson 4 The War of 1812:
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: License, overseas, enable.
3. Content Vocabulary: Judicial Review, embargo, nationalism.
4. People, Places, Events: Thomas Jefferson, Louisiana Purchase, Lewis and Clark, Pike Expedition, Essex Junto, Marbury v. Madison 1803 Supreme Court Case, the Barbary Pirates, Impressment, Embargo of 1807, the attack on the U.S.S. Chesapeake, War Hawks, James Madison, Tecumseh and Tippecanoe, U.S. invasion of Canada, Commodore Oliver Perry, British attack Washington D.C., General Andrew Jackson and the Battle of New Orleans.
5. Guiding questions:
a. What changes occurred in the United States during Jefferson's administration?
b. How did Jefferson avoid being involved in the war between France and Great Britain?
c. What led the United States into the War of 1812?
d. Was the decision for war a popular one for Americans?
e. What was the outcome of the War of 1812?
6. Click here for the 3rd President of the United States Thomas Jefferson.
7. Click here for Thomas Jefferson and his Democracy from Crash Course #10.
8. Click here for the War of 1812 from Crash Course #11.
9. Click here for the Biography of Thomas Jefferson.
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 1 American Nationalism on Schoology. This assignment will be due on 7 November before your next class. Click here for the link to Schoology.
ARCHIVED CLASS FROM LAST YEAR:
9. Overview of the Colonial America Depended on the Enslavement of Indigenous People Article on 12 September
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write down the main idea on the Schoology assignment.
b. On 12 September, students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
11. IN CLASS ASSIGNMENT ON 10 SEPTEMBER ONLY: Overview of Native American and Colonial Relations Article
a. Students will read, highlight, and select the most important parts writing bullet points. They will then write down the main idea on the Schoology assignment.
b. On 10 September, students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
Overview of Native American and Colonial Relations Article on 12 September
a. Students read, highlighted, and selected the most important parts writing bullet points from last class, and wrote down the main idea on the Schoology assignment.
b. Today students will take a 4 question quiz. Questions are critical thinking in nature.
c. Click here for the Article.
Causes of the Civil War and Emancipation Proclamation.
1. Textbook Focus and discussion in class: The Civil War pages 48-54 in your textbook.
a. Evaluate the advantages the North enjoyed in the Civil War.
b. Analyze the impact of the Civil War on the North and South, especially the impact of the Emancipation Proclamation.
c. Explore the outcome and aftermath of the Civil War.
2. The Emancipation Proclamation. Students will discuss this document in class and investigate Lincoln's state of mind when he made the Proclamation.
a. From the History Channel: Click here. And here.
3. ASSIGNMENT in class assignment for today: Partner up and discuss the DBQ on the Causes of the Civil War.
4. ASSIGNMENT: Write and essay answering the question: What Caused the Civil War? Assignment is due on Google Document and turned into me on 9 September. Essay is worth 100 points. You will need to share your essay with me in the Google Drive and give me editing rights. Share with [email protected].
1. Click here to see the Process of Writing an Essay.
2. You will present the causes that you found in your research, explain them, and then each team-member will state their opinion.
5. CLASS PARTICIPATION: Today you will be graded on your ability to participate in the class discussion about the Emancipation Proclamation. Worth 100 points.
6. Click here for the Crash Course video on Slavery.
The Civil War. Today students will continue to focus on the Causes of the Civil War using their Document Based Investigation and primary sources.
1. Read page 45-47 key points - Lincoln, John Brown, Election of 1860.
2. Read page 48-50 key points - Witness History page 48, advantages and disadvantages of the North and South, war strategies
2. Document Based Investigation into the Causes of the Civil War. Students will need to:
a. Read and organize their primary documents.
b. Summarize at lease 5 causes of the war.
c. Organize a 5 minute presentation in which you and your partner will share your understanding of the causes, and present your opinion based on the primary source documents.
d. You can use Google Presentation and share with Mr. .Hanson.
4. ASSIGNMENT: On 9 and 12 September, you will present to the class. Worth 100 points.
5. Click here for the Crash Course video on The Election of 1860 and the Road to Disunion.
6. Click here for the Crash Course video on the Civil War #1.
Civil War Continued, The Thirteenth Amendment to the Constitution, and the Women's Rights Movement.
1. Continue Civil War. Read pages 51-54 key points - Problems in the North and South, the Generals, Social Change, the Union wins the war at an enormous cost.
2. The Thirteenth Amendment:
a. From the History Channel: Click here.
3. Click here for the Crash Course video on the Civil War #2.
4.
5. DUE DATE/TURN IN: 9 September Through the Google Drive, shared with me, your Causes of the Civil War Essay.
6. Begin team Presentations in class: DBQ Causes of the Civil War. 5 Minutes maximum each team. Use Google Presentation and share with Mr. Hanson.
The Reconstruction Era. Read Page 55-59 in your textbook. Politics and Society - Republicans and Democrats.
1. Begin Reconstruction:
a. Explore how Congress and the President clashed over Reconstruction.
b. Describe the impact of Reconstruction on the South.
c. Explain how Reconstruction came to an end.
d. Terms and People: Reconstruction, Freedmen's Bureau, Andrew Johnson, Thirteenth Amendment, Radical Republican, Impeachment, Fourteenth Amendment, Fifteenth Amendment, Ku Klux Klan, de jure segregation.
2. Republicans and Democrats - History of politics and their effects on society.
3. Click here for the Crash Course on the Reconstruction and 1876.
4.
5. DUE DATE/TURN IN TODAY: Through the Google Drive, shared with me, your Causes of the Civil War Essay today.
6. Continue Team Presentations in class: DBQ Causes of the Civil War. 5 Minutes maximum each team. Use Google Presentation and share with Mr. Hanson.
7. Click here for the Reconstruction Era resources from the History Channel.
8. Click here for the Stanford University History Resources on the Reconstruction Era.
9. HOMEWORK ASSIGNMENT: Log onto Schoology (click here) to access. Go to our US History page and complete the assignment using your textbook. This assignment will be given today in class and is due on 12 September.
Chapter 3 The Development of Industrial America 1870-1914. Read page 65 Exciting Times.
1. Section 1 - The Triumph of Industry on pages 66-72 in your textbook.
a. Objectives:
1. Analyze the growth of the United States as an industrial power.
2. Summarize the rise of big business.
3. Understand the plight of the industrial worker and how workers tried to improve their conditions.
4. Identify reasons that workers and big business clashed.
b. Terms and People: Thomas Alva Edison, Andrew Carnegie, John D. Rockefeller, trust, Social Darwinism, Gospel of Wealth, monopoly, Knights of Labor, AFL, anarchist.
2. HOMEWORK ASSIGNMENT: Chapter 3, Section 1 The Triumph of Industry on Schoology. This assignment will be due on 19 September before your next class. Click here for the link to Schoology.
3. Click here for the Crash Course video on The Industrial Economy.
4. Click here for the Crash Course video on Coal, Steam, and the Industrial Revolution.
5. Click here for the Crash Course on Women in the 19th Century.
6. Click here for the Industrial Revolution resources from the History Channel.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 2 Immigration and Urbanization.
a. Objectives:
1. Understand the reasons that immigrants came to America.
2. Explain the immigrants' experience upon arriving in the United States.
3. Identify the changes that took place in cities of the late nineteenth century.
4. Describe the urban middle class.
b. Terms and People: Ellis Island, Angel Island, suburb, tenement.
2. Ellis Island: Click here for the History Channel website on Ellis Island and immigration to the United States.
WE ARE A NATION OF IMMIGRANTS
3. Click here for the AWESOME "A Virtual Voyage through Ellis Island" video from class.
4. Click here for the History Channel's Immigration expose.
5. Click here for the documentary on Immigration through Ellis Island.
6. Focus on: Who were the new immigrants and what impact did they make on America, Ellis Island and Angel Island importance, urbanization and the rise of the suburbs, and the rise of the middle class.
7. Click here for the Crash Course video on Growth, Cities, and Immigration.
8. HOMEWORK ASSIGNMENT: Chapter 3, Section 2 Immigration and Urbanization on Schoology. This assignment will be due on 19 September before your next class. Click here for the link to Schoology.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 3 The South and West Transformed.
a. Objectives:
1. Explain the development of the New South.
2. Understand the impact on Native Americans as settlers moved to the West.
3. Identify who moved to the west and their reasons for doing so.
b. Terms and People: Sharecropping, Dawes Act, assimilate, open range.
2. Focus on the New South and the Sharecropping System, the Native American cultures in the West and the clash of cultures, and the how the landscape of the West was transformed.
3. Click here for the Crash Course video on Westward Expansion.
4. Click here for the video playlist for Westward Expansion.
5. Click here for the video on: The American West 07 - Little Bighorn and Beyond (1876-1890).
6. HOMEWORK ASSIGNMENT: Chapter 3, Section 3 The South and West Transformed on Schoology. This assignment will be due on 21 September before your next class. Click here for the link to Schoology.
Chapter 3 - The development of Industrial America 1870-1914
1. Section 4 Issues of the Gilded Age:
a. Objectives:
1. Understand the segregation and social tensions that troubled the nation during the late 1800s.
2. Identify the political and economic challenges that existed during the Gilded Age.
3. Analyze the effects of the Populists' programs and activities.
b. Terms and people: Gilded Age, Jim Crow Laws, graft, Pendleton Act, gold standard, Populist Party, William Jennings Bryan.
2. Focus on segregation and social tensions between cultures and races, political state of the government in 1885, American farmers, and the rise of Populism in the U.S. in 1896.
3. Research class in the Library today. You will be given a topic and our Librarian, Ms. Rooker will teach you how to find articles using the various databases we have available to us for research. We will be in the Library for most of the class today.
4. Click here for the Crash Course video on The Gilded Age Politics.
5. Click here for the Stanford University History Resources on the Gilded Age.
6. Click here for the History Channel's Gilded Age - Excellent Primary Source references.
7. HOMEWORK ASSIGNMENT: Chapter 3, Section 4 The Gilded Age on Schoology. This assignment will be due on 26 September before your next class. Click here for the link to Schoology.
8. NATIVE AMERICAN HISTORY PROJECT: You will be given a Native American tribe to research in the library and at home. You will be assigned a partner and present your tribe to the class. ASSIGNMENT WILL BE DUE ON 5 OCTOBER 2016. BE READY TO PRESENT YOUR HISTORICAL RESEARCH ON THAT DATE. The guidelines are as follows:
a. Use Google Slides in your Google Drive. Use maps, actual images and pictures, and BULLET POINTS.
b. Introduce the tribe. Tribes will be assigned by Mr. Hanson (Inuit, Seminoles, Shawnee, Cayuga, Oneida, Erie, Onondaga, Seneca, Tuscarora, Chickasaw, Choctaw, Creek, Cherokee, Crow, Blackfeet, Cheyenne, Comanche, Crow, Sioux, Hopi, Navaho, Apache, Nez Perce)
c. Location of the tribe using a map of America.
d. The next slides should address the following:
1. What foods did they eat?
2. What kind of dwelling/home did they live in?
3. What religion did they practice? What was their spiritual practice?
4. What was one custom or tradition they practiced. Or you can list more than one.
5. Did they have an organized government - what kind?
6. Who were their leaders?
7. Famous quotes from their leaders or chiefs.
8. Explain their values. What did they value?
9. list any important facts and unique characteristics of their tribe.
10. Find a story from their culture and share this story with the class.
11. What happened to them?
e. You need to have a "Citations" slide listing three sources. You need one Article cited that you found from your trip to the Library today. Use the EasyBib Citation Generator with MLA format.
f. Here are some websites you can use for reference:
1. https://www.warpaths2peacepipes.com/native-american-culture/
2. http://www.native-languages.org/languages.htm
3. http://www.legendsofamerica.com/na-tribelist.html
4. http://www.legendsofamerica.com/na-tribes.html
g. Click here for the ONLINE DATABASE sheet for your research using our Research Databases.
Continue Chapter 3 Section 4 above and Native American History Project.
1. Section 4 Issues of the Gilded Age:
a. Objectives:
1. Understand the segregation and social tensions that troubled the nation during the late 1800s.
2. Identify the political and economic challenges that existed during the Gilded Age.
3. Analyze the effects of the Populists' programs and activities.
b. Terms and people: Gilded Age, Jim Crow Laws, graft, Pendleton Act, gold standard, Populist Party, William Jennings Bryan.
2. Focus on segregation and social tensions between cultures and races, political state of the government in 1885, American farmers, and the rise of Populism in the U.S. in 1896.
3. Research class in the Library today. You will be given a topic and our Librarian, Ms. Rooker will teach you how to find articles using the various databases we have available to us for research. We will be in the Library for most of the class today.
4. Click here for the Crash Course video on The Gilded Age Politics.
5. Click here for the Stanford University History Resources on the Gilded Age.
6. Click here for the History Channel's Gilded Age - Excellent Primary Source references.
7. HOMEWORK ASSIGNMENT: Chapter 3, Section 4 The Gilded Age on Schoology. This assignment will be due on 26 September before your next class. Click here for the link to Schoology.
Chapter 3 Test - The Development of Industrial America.
1. This test will be taken in class. Click here for the link to Schoology. You will need to know the Terms and People for each of the 4 sections. I will take the rest of the questions on this test from the Quick Study Guide on page 92-93 in your textbook.
2. When finished with your test, continue working on your Native American History Project.
Emergence of the Modern United States - Chapter 4 The Progressive Era (1890-1920)
1. Section 1 The Drive for Reform:
a. Objectives:
1. Identify the causes of Progressivism and compare it to Populism.
2. Analyze the role that journalists played in the Progressive Movement.
3. Evaluate some of the social reforms that Progressives tackled.
4. Explain what Progressives hoped to achieve through political reforms.
b. Terms and People: Progressivism, muckraker, Lincoln Steffens, Jacob Riis, Social Gospel, settlement house, Jane Addams, direct primary, initiative, referendum, recall.
2. Focus on: The origins of progressivism - their common beliefs and what problems they tried to solve; the Muckrakers - journalists and novelists contribution to reforms; how society was reformed; and how government was reformed during this time.
3. Click here for the Crash Course video on The Progressive Era.
4. HOMEWORK ASSIGNMENT: Chapter 4, Section 1 The Drive for Reform on Schoology. This assignment will be due on 2 October before your next class. Click here for the link to Schoology.
5. Continue working on your Native American History Project.
Chapter 4 The Progressive Era 1890-1920
1. In class assignment: Page 108 - Read "The Jungle" by Upton Sinclair.
a. Describe his writing style and the impact of Sinclair's style on readers of the time.
b. Evaluate the work as an example of muckraking journalism.
c. How would you react if you were reading The Jungle when it was first published?
d. If it were published today, do you think it would lead to reform? Why?
e. How does the term muckraker apply to Sinclair?
f. How does Sinclair's way of writing boost his credibility?
2. Section 2 Women Make Progress
a. Objectives:
1. Analyze the impact of changes in Women's education on Women's roles in society.
2. Explain what women did to win workers' rights and to improve family life.
3. Evaluate the tactics women used to win passage of the Nineteenth Amendment.
b. Terms and Key People: Florence Kelley, NCL, Temperance Movement, Margaret Sanger, Ida B. Wells, suffrage, Carrie Chapman Catt, NAWSA, Alice Paul, Nineteenth Amendment.
c. Focus on: Progressive reforms proposed by women, Womens Rights, Woman's right to vote, The National Woman's Party.
3. Click here for the Crash Course video on Women in the Progressive Era.
4. Click here for the History Channel Women's rights.
5. Click here for 8 Revolutionary things that happened in the 1900s.
4. HOMEWORK ASSIGNMENT: Chapter 4, Section 2 Women Make Progress on Schoology. This assignment will be due on 5 October before your next class. Click here for the link to Schoology.
Chapter 4 The Progressive Era 1890-1920
1. Native American History Project Presentation due today in class. Please share this document with me and give me commenting rights.
2. Section 3 The Struggle Against Discrimination
a. Objectives:
1. Analyze Progressives' attitudes toward minority rights.
2. Explain why African Americans organized.
3. Examine the strategies used by members of other minority groups to defend their rights.
b. Terms and People: Americanization, Booker T. Washington, W.E.B. Du Bois, Niagara Movement, NAACP, Urban League, Anti-Defamation League, mutualistas.
c. Focus on: The contradictions of Progressivism, Responding to Discrimination, Reforms for minorities, Reducing prejudice and protecting rights of people.
3. HOMEWORK ASSIGNMENT: Chapter 4, Section 3 The Struggle Against Discrimination on Schoology. This assignment will be due on 7 October before your next class. Click here for the link to Schoology.
4. Click here for the History Channel - Booker T. Washington.
5. Click here for the History Channel - W.E.B Du Bois and the Niagara Movement.
6. Click here for the History Channel - George Washington Carver and Tuskegee Institute.
7. Click here for the History Channel - The founding of the NAACP 1909-1910
CLICK HERE FOR THE VIDEO: The DNA Journey as seen in class.
Chapter 4 The Progressive Era 1890-1920
1. Section 4 Roosevelt's Square Deal (This will be explored over two class periods)
a. Objectives:
1. Discuss Theodore Roosevelt's ideas on the role of government.
2. Analyze how Roosevelt changes the government's role in the economy.
3. Explain the impact of Roosevelt's actions on natural resources.
b. Terms and People: Theodore Roosevelt, Square Deal, Hepburn Act, Meat Inspection Act, Pure Food and Drug Act, John Muir, Gifford Pinchot, National Reclamation Act, New Nationalism, Progressive Party.
c. Focus on: The impact that T. Roosevelt had on transforming the office of the President, Roosevelt's life, Roosevelt's impact on industry and the laws that were enacted to regulate industry, Roosevelt's relationship with Booker T. Washington, the Sherman Anti-Trust Act, how Roosevelt changed how Americans viewed their environment and the governments action to preserve the land, Taft and Roosevelt fight each other politically.
2. Click here for the Video on Theodore Roosevelt from Class.
3. Click here for the Videos on Theodore Roosevelt.
4. Click here for the History Channel expose on Theodore Roosevelt.
5. Click here for the History Brief: A Rough Rider Becomes President.
6. Click here for the History Brief: Theodore Roosevelt the trust-buster president.
7. Click here for the History Brief: Teddy Roosevelt, Railroads, and Coal.
8. Click here for the History Brief: Teddy's Food and Drug Regulations.
9. Click here for the History Brief: Roosevelt The Conservationist.
10. Click here for the History Brief: Roosevelt and Civil Rights.
11. HOMEWORK ASSIGNMENT: Chapter 4, Section 4 Roosevelt's Square Deal on Schoology. This assignment will be due on 14 October before your next class. Click here for the link to Schoology.
12. IN CLASS ASSIGNMENT: Using Google Document, write a two-page, double-spaced paper detailing the 5 most important accomplishments of Theodore Roosevelt as the 26th President of the United States. By the way, Mr. Hanson is a admirer of Roosevelt.
a. You must use the proper format for this paper. I sent you an example that you need to follow in your Shared Folder.
b. First describe the accomplishment, what affect it had on American society, and your opinion of it. Suggest that you have 5 long paragraphs for this.
c. You must have 3 citations on your "Citations Page". Use EasyBib Citation Generator using MLA format. Click here for EasyBib.
d. Click here for the ONLINE DATABASE sheet for your research using our Research Databases.
e. Click here for an example essay format, notice Citations at the last page.
f. Click here for the Parts of an Essay tutorial.
g. Assignment is due on 18 October in class.
Chapter 4 The Progressive Era 1890-1920 - Theodore Roosevelt Continued.
1. Section 4 Roosevelt's Square Deal
a. Objectives:
1. Discuss Theodore Roosevelt's ideas on the role of government.
2. Analyze how Roosevelt changes the government's role in the economy.
3. Explain the impact of Roosevelt's actions on natural resources.
b. Terms and People: Theodore Roosevelt, Square Deal, Hepburn Act, Meat Inspection Act, Pure Food and Drug Act, John Muir, Gifford Pinchot, National Reclamation Act, New Nationalism, Progressive Party.
c. Focus on: The impact that T. Roosevelt had on transforming the office of the President, Roosevelt's life, Roosevelt's impact on industry and the laws that were enacted to regulate industry, Roosevelt's relationship with Booker T. Washington, the Sherman Anti-Trust Act, how Roosevelt changed how Americans viewed their environment and the governments action to preserve the land, Taft and Roosevelt fight each other politically.
2. Click here for the Video on Theodore Roosevelt from Class.
3. Click here for the Videos on Theodore Roosevelt.
4. Click here for the History Channel expose on Theodore Roosevelt.
5. HOMEWORK ASSIGNMENT: Chapter 4, Section 4 Roosevelt's Square Deal on Schoology. This assignment will be due on 14 October before your next class. Click here for the link to Schoology.
6. IN CLASS ASSIGNMENT: Using Google Document, write a two-page, double-spaced paper detailing the 5 most important accomplishments of Theodore Roosevelt as the 26th President of the United States. By the way, Mr. Hanson is a admirer of Roosevelt.
a. You must use the proper format for this paper. I sent you an example that you need to follow in your Shared Folder.
b. First describe the accomplishment, what affect it had on American society, and your opinion of it. Suggest that you have 5 long paragraphs for this.
c. You must have 3 citations on your "Citations Page". Use EasyBib Citation Generator using MLA format. Click here for EasyBib.
d. Assignment is due on 18 October in class.
Chapter 4 The Progressive Era 1890-1920
1. Section 5 Wilson's New Freedom:
a. Objectives:
1. Evaluate What Wilson hoped to do with his "New Freedom Program".
2. Describe Wilson's efforts to regulate the economy.
3. Assess the legacy of the Progressive Era.
b. Terms and People: Woodrow Wilson, New Freedom, Sixteenth Amendment, Federal Reserve Act, Federal Trade Commission, Clayton Antitrust Act.
c. Focus on: Wilson and the democrat's New Freedom, Primary Source on page 129 in Wilson's own words, how did Wilson and his party regulate the economy, how were Worker's Rights protected, what were the accomplishments of the Progressive Movement and what was its legacy.
2. Click here for the Crash Course video on The Progressive Presidents.
3. Click here for Woodrow Wilson's New Freedom ideas.
4. Click here for the Woodrow Wilson Presidency from History.com.
5. Click here for the History Brief: Woodrow Wilson and the Democrats win in 1912.
6. Click here for the History Brief: Wilson's Anti-Trust Measures.
7. Click here for the History Brief: The Federal Income Tax and the Federal Reserve.
8. Click here for the History Brief: Wilson, the Civil Rights, and the End of the Progressive Era.
9. HOMEWORK ASSIGNMENT: Chapter 4, Section 5 Wilson's New Freedom on Schoology. This assignment will be due on 17 October before your next class. Click here for the link to Schoology.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 1 The Roots of Imperialism.
a. Objectives:
1. Identify the key factors that prodded America to expand.
2. Explain how the United States took its first steps toward increased global power.
3. Summarize the chain of events leading up to the U.s. annexation of Hawaii.
b. Terms and People: Imperialism, extractive economy, Alfred T. Mahan, Social Darwinism, Frederick J. Turner, Matthew Perry, Queen Liliuokalani.
c. Focus on: The causes of imperialism - how imperialists seek economic benefits and stress military strength, and believe in national superiority. What were some of America's first steps in becoming a world power, and how did the U.S. annex Hawaii.
2. Click here for the Crash Course video on American Imperialism.
3. Click here for the video on America Becomes a World Power #1.
4. Click here for the video on The Last Queen of Hawaii - Queen Liliuokalani.
5. Click here for History Briefs - Early 20th Century America.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 1 Roots of Imperialsm on Schoology. This assignment will be due on 26 October before your next class. Click here for the link to Schoology.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 2 The Spanish-American War:
a. Objectives:
1. Explain the causes of the Spanish-American War.
2. Identify the major battles of the war.
3. Describe the consequences of the war, including the debate over imperialism.
b. Terms and People: Jose Marti, William Randolph Hearst, Yellow Press, jingoism, George Dewey, Emilio Aguinaldo, Rough Riders, Treaty of Paris.
c. Focus on: Causes of the war, where U.S. troops fought, what were the effects of the war for the U.S. and world.
2. Click here for the video on The Sinking of the USS Maine.
3. Click here for the video on the Rough Riders.
4. Click here for the video on The Spanish American War.
5. Click here for the History Brief: The Spanish American War.
6. Click here for the History Brief: The Spanish American War Concludes.
7. HOMEWORK ASSIGNMENT: Chapter 5, Section 2 The Spanish-American War on Schoology. This assignment will be due on 30 October before your next class. Click here for the link to Schoology.
8. EXTRA CREDIT FOR 1st Quarter: Spanish-American War "The Influencer's": Due No Later Than 3 November. This assignment must be turned in by 3 November and shared with me using Google Drive ([email protected]). You may use Google Slides or Google Documents to complete it. Here are the guidelines:
1. Select a person who was a key player either in the Spanish-American War, or a person who had influence on it. On the Spanish side, American side, Filippino side, or Cuban side.
2. Write a brief Bio on who they are and how they got to there to have this influence.
3. You may use pictures of the individual.
4. Important part: How and What did they do, that places them in the history books as important to the Spanish-American War.
Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 3 The United States and East Asia:
a. Objectives:
1. Examine the causes and consequences of the Philippine insurrection.
2. Analyze the effects of the Open Door Policy.
3. Describe how the United States dealt with the rising power of Japan.
b. Terms and People: Insurrection, guerrilla warfare, William Howard Taft, sphere of influence, John Hay, Boxer Rebellion, Open Door Policy, Russo-Japanese War, "Gentlemen's Agreement", Great White Fleet.
c. Focus on: U.S. policy toward the Philippines, China, and Japan.
2. Click here for the video on the Boxer Rebellion.
3. Click here for the video on the Great White Fleet.
4. Click here for the video on America Becomes a World Power #2.
5. Click here for the video on the Boxer Rebellion and the Open Door Policy.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 3 The United States and East Asia on Schoology. This assignment will be due on 6 November before your next class. Click here for the link to Schoology.
Last day of the First Quarter. Insure any assignments turned by this date.Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Section 4 The United States and Latin America:
a. Objectives:
1. Examine what happened to Puerto Rico and Cuba after the Spanish-American War.
2. Analyze the effects of Roosevelt's "big stick" diplomacy.
3. Compare Wilson's "moral diplomacy" with the foreign policies of his predecessors.
b. Terms and People: Foraker Act, Platt Amendment, "big stick" diplomacy, Panama Canal, Roosevelt Corollary, "dollar diplomacy", "moral diplomacy", Francisco "Pancho" Villa.
c. Focus on: U.S. policy toward Puerto Rico and Cuba, Roosevelt's big stick policy, the Panama Canal, the Monroe Doctrine, Wilson's moral diplomacy, U.S. policy toward Mexico.
2. Click here for the video on America Becomes a World Power #3.
3. Click here for the video on Theodore Roosevelt and the Panama Canal.
4. Click here for the video on the Roosevelt Corollary and Dollar Diplomacy.
5. Click here for the video on the Rebellion in Mexico.
6. HOMEWORK ASSIGNMENT: Chapter 5, Section 4 The United States and Latin America on Schoology. This assignment will be due on 8 November before your next class. Click here for the link to Schoology.
Second Quarter assignments begin today. Emergence of the Modern United States - Chapter 5 Emerging World Power (1890-1917)
1. Chapter 5 Test today in class. Study the Quick Study Guide on page 164-165, Chapter Assessment on page 166, and the Document-Based Assessment on page 167. I will take all test questions from this part of the chapter.
Imperial Rivalries, Part Two: England, France and Holland Race to New World