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.