Friday

 Today we need to discuss chapter 10 and your essay.

HOMEWORK: Read Zinn and Gordon Wood (articles below) and watch assigned videos on AP Classroom.

https://drive.google.com/file/d/0B5vavBjY1OrWRFFGTklabGVwXzA/view?usp=sharing

https://drive.google.com/file/d/0B5vavBjY1OrWaEtQb09UOWRTdjQ/view?usp=sharing

Below is a link to notes on Washington's Farewell Address:

https://www.tomrichey.net/uploads/3/2/1/0/32100773/washingtons_farewell_address_notes.pdf

John Adam's Adminstration

 

 

 

Wednesday

 Today we are going to discuss chapter 9 of The American Pageant (The Articles of Confederation, The Constitutional Convention, and slavery).

The Great Compromise

3/5 Compromise

1807 - End of the Slave Trade

1787 Northwest Ordinance 

FOR Friday - two things: 1) Read Chapter 10 and 2) Answer the prompt: "What was the primary reason the colonies were able to win the Revolutionary War"

Monday

 Today we need to discuss the LONG ESSAY - also know as the LEQ (Long Essay Question). First let's look at the rubric, and an easy sample LEQ (Question: What was the primary reason the colonies were able to win the Revolutionary War). We also need to discuss THE ARTICLES OF CONFEDERATION (and Shays Rebellion).

HOMEWORK: By Wednesday read chapter 9 (note I can give you a graphic organizer but I will not collect it).

LEQ (remember - contextualization): "In order to understand the _________ you must first understand the context behind the  _________ .

Also - THESIS answer the prompt - meaning use part of it if needed: The primary reason the colonies won the American Revolutionary War was _________ .

Wednesday

 Today we are going to discuss 1) Lexington and Concord; 2) The Road to Saratoga; 3) Thomas Paine.

Thomas Paine - Common Sense

Thomas Paine - The American Crisis

 

 

Tuesday

 So, this week we need to read Chapter 8 (THE AMERICAN PAGEANT) and fill out the graphic organizer by Friday morning.

We also need to look at Zinn (secondary source) and primary sources "Common Sense" and "The Crisis" by Thomas Paine. I also want to briefly discuss Benedict Arnold and the Road to Saratoga, and The Battle of Cowpens tomorrow.

I'm sending you a flipgrid so that you can record what you felt was important about the homework reading from this weekend.

https://flipgrid.com/08bad064

Your password is your first name - example: Tessa 

Please continue to be diligent and work on Khan Academy. 

 

Thursday

 Today - we need to finish Chapter 7 and work on the Graphic Organizers.

Graphic Organizers are due tomorrow. Also for Monday you will need to read Don't Know Much About History pages 60 - 105.

Vidoes you should watch

 

 

 

Wednesday

 Today we need to continue with Chapter 7.

Homework - FINISH chapter 7. Graphic Organizer is due by Friday.

Tuesday

 

 Today we need to begin reading Chapter 7 and discuss Contextualization

CONTEXTUALIZATION - Boarder historical events, developments, or processes that occur before, during, or continue after the time frame of the question.

NOTE - AP wants you to write like the following;

In order to understand the _____, one must understand the context behind the _______.

THE ROAD TO THE REVOLUTION!!!!!

 

 Today, we are going to look at the outcomes of The French and Indian War. We will also look at a couple of primary sources: The Royal Proclamation of 1763 and Pontiac's Speech. Note - I have assigned you UNIT 3 on Khan Academy. I will give you extra credit if you finish it before the end of the Unit (there are 33 parts to it). Note - we have

 French and Indian War

 Pontiac's Rebellion

Proclamation of 1763

Link to the Proclamation of 763 PRIMARY SOURCE

 NOTE - UNIT 3 is 17 Class Periods - which means we have three more weeks to cover it. YEEHAW!!!! 

 

 

 

Friday

 Today, we are going to finish chapter 6 and spend some time working on graphic organizers. 

Thursday

 Today we will look at chapter 6 of THE AMERICAN PAGEANT. 

HW: Finish Chapter 6. Graphic Organizers will be due on Monday.

Wednesday

Today we will go over your tests from yesterday and discuss UNIT 3. 

UNIT 3: 1754-1800 – The American Pageant chapters 5-10; Don’t Know Much About History.

Content: Colonial society before the war for independence; colonial rivalries; the Seven Years War; pirates and other democrats; role of women before, during, and after 1776; Articles of Confederation, the Constitution, the rise of political parties, national identity; work and labor (free and unfree); regional economical differences.

Key Concepts

3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nations, the United States.

3.2: In the late eighteenth century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World.

3.3: Migration within North America, cooperative interactions and competitions for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

Activities:

History Log – notes and short answer writings based on readings.

Primary Source Analysis: Students will read and analysis the following – Map of Proclamation of 1763, Speeches at Fort Pitt by Tecumseh, Join or Die Cartoon, Common Sense, Declaration of Independence, Letters, Proclamation and Paintings surrounding the Saratoga Campaign (Arnold, Burgoyne, Jane McCrea and others), The Articles of Confederation, Federalist #45, The Constitution, Washington’s Farewell Address, map of Northwest Ordinance/Slavery abolition, two artists contrasting views of the Boston Massacre, diagram of Hamilton’s Financial Plan, Abigail Adams Letters to John Adams, Jefferson’s First Inaugural.

Drawing on primary sources, students engage in a debate over the question, “Did the Revolution assert British rights or did it create an American national identity?”

Viewpoints: Students will read “The War for Independence was Not a Social Revolution” by Howard Zinn and “The War for Independence was a Social Revolution” by Gordon S. Wood.  Using these articles as well as the primary documents from the period, students will write an essay responding to the following: Based on the arguments provided by Zinn and Wood as well as the primary source documents, to what extent did the American Revolution fundamentally change society?  In your answer, be sure to address the political, economic, and social effects of the Revolution in the period from 1775 to 1800.

Students will research and a list of causes of both Shay’s Rebellion and The Whiskey Rebellion.  Then students will write a short analysis of the significant of both events as a link between the American Revolution and the creation of a new nation.

Students will list 10 events that led directly to the Revolution.  Students will defend their choices, the pick the one event that made the Revolution inevitable.

Six Degrees of Separation: 1607 to 1800.

Unit Exam – multiple choice, short answer questions, long essay, document-based essay.

During this unit students will discuss possible answers to the following essential questions:

Identity: How did different social group identities evolve during the revolutionary struggle?  How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology: How did the newly independent United States attempt to formulate a national economy?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World:How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography: How did the geographical and environment characteristics of regions open up to white settlements after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture: Why did the patriot cause spread so quickly among the colonists after 1763?  How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?

https://www.thoughtco.com/french-indian-seven-years-war-battles-2360963

 

https://www.shmoop.com/study-guides/history/french-indian-war

TUESDAY

 TEST TEST TEST TEST

AP QUESTION

 

In your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable.

“What warrant [right] have we to take that land, which is and hath been of long time possessed [by] others . . . ?

“That which is common to all is proper to none. [Native Americans] ruleth over many lands without title or property; for they enclose [fence in] no ground, neither have they cattle to maintain it. . . . And why may not Christians have liberty to go and dwell amongst them in their waste[d] lands and woods (leaving them such places as they have [fertilized] for their corn) . . . ? For God hath given to the sons of men a twofold right to the earth; there is a natural right and a civil [political] right. The first right was natural when men held the earth in common, every man sowing and feeding where he pleased. Then, as men and cattle increased, they appropriated some parcels of ground by enclosing [them as property] . . . and this in time got them a civil right.”

John Winthrop, future governor of the Massachusetts Bay Colony, “General Considerations for the Plantation in New England,” 1629

Using the excerpt, answer (a), (b), and (c).

Briefly identify ONE historical situation in which the excerpt was produced.

Briefly describe ONE argument made in the excerpt.

Briefly identify ONE historical effect of the development described in the excerpt.

Monday

https://online.seterra.com/en/vgp/3044

Today we are going to discuss your reading from this weekend, discuss what you need to know for the test, and give you some time to work on SAQ.

 

For REVIEW: https://www.tomrichey.net/colonial-america.html#Movements

 

Friday

 Today we will read chapter 5 of American Pageant and look at one last video from AP Classroom.

HOMEWORK: Study.

Test on Monday. I will remind you.

Thursday

 Today we are going to go over you SAQ. I will give you some time to work on AP CLASSROOM and or to fill out graphic organizers for Chapter 4 (I am not collecting this but you might want them). We will also look at a video on AP CLASSROOM about Unit 2.

Note - Tomorrow we will need to read chapter 5.

Primary Sources that you should know for this time period (UNIT 2)

John Smith - "The General History of Virginia"

William Bradford - "Of Plymouth Plantation"

Mayflower Compact

Jonathan Edwards - "Sinners in the Hands of an Angry God"

Virginia Company - "The Natives Should be Conquered and Extermination"

Stono Rebellion sourses 

This questions 3-4 refer to the following quotation.

…Whereas the enforcing of the conscience in matters of religion has frequently fallen out to be of dangerous consequence in those commonwealths where it has been practiced, and for the more quiet and peaceable government of this Province, and the better to preserve mutual love and amity among the inhabitants thereof. Be it therefore enacted that no person or persons whatever in the Province…professing to believe in Jesus Christ, shall from henceforth be any ways troubled, molested, or discountenanced for or in respect of his or her religion nor in the free exercise thereof within the Province…nor in any way compelled to the belief or exercise of any other religion against his or her consent, so [long] as they not be unfaithful to the Lord Proprietary, or molest or conspire against the civil government established in this Province under him…

 

Maryland Act Concerning Religion, 1644

 

 

3. The passage above was most likely written in response to

1. the growth of autonomous political communities based on English models.
2. Protestant evangelism in North America.
3. the ethnic and religious diversity of the region.
4. the expanding social networks of the Atlantic World.

 

4. The ideas expressed in the passage above most clearly show the influence of which of the following?

1. Resistance to imperial control in the British colonies
2. The British government’s indifference to colonial governance
3. Greater religious independence in the colonies
4. A strong belief in British cultural superiority

 

5. Which of the following groups benefitted the most from the process illustrated above?

1. White indentured servants
2. Small landowners in New England
3. Large landowners in the Chesapeake
4. Native American laborers

 

6. The creator of the illustration above would most likely have supported which of the following?

1. Supporting Native American land claims in the colonies
2. The increased immigration of poor Englishmen to Virginia
3. Increased British economic controls over trans-Atlantic trade
4. British restrictions on westward migration into Indian territories

 

7. Which of the following historical developments most directly led to the end of the labor system seen in the image?

1. The inability to exert substantial control over the white indentured labor force
2. The British Parliament’s ban on indentured servitude in the mid 1600s
3. The impact of New England religious leaders condemning the use of indentured servants
4. Widespread rebellion on the part of Native Americans made tobacco farming both dangerous and unprofitable