U.S. History & Geography (Period 1,3,4) Assignments

12/16 Big Idea: The Articles of Confederation was too week to govern the new nation

E.C.=

1. Word Wall

HW=

1. If you get a chance read chapter 8- the need for a new gov't.

***turn in your political cartoons

Warmup=

1. Cnn student news

Classwk=

1. trivia trash ball

    

_____

12/14  (Wednesday)   Big Idea: The Articles of Confederation created laws to

                                                                   divide & govern the Northwest Territory

E.C.=

1. Create a word wall for ch. 8 or ch. 9

2. Make an ILLUSTRATED poster of the Strengths & Weaknesses of the Articles of Confederation. See p. 224

HW=

1. Make up missing work from Monday. This is rolling over to next term!

Warmup=

1. Where is the Northwest Territory located? 226

2.  How was the western lands,under the Land Ordinance (law) of 1785, to be divided? 223 AND 226

3.  How were the western territories governed under the Northwest Ordinance of 1787? 223

4. Why was the Northwest Ordinance important to the growth of the U.S.? 224

Classwk= 

1. Finish political cartoons. If you finish early,  do ANOTHER one, showing the strengths/weaknesses of the Articles, or,Shays Rebellion. This will be counted as extra credit for next semester.

2. Video clip of Understanding the Articles of Confederation

________________
12/13 (Tues) Big Idea: The government under the Articles of Confederation was too

weak to govern the nation after the Rev.War

Warmup=

1. Describe the types of governments the states created once independence was declared. 222

2. What's a republic? 222, 214

3. Who had most of the power under the Articles? Why was that so? 222

4. Why weren't the Articles ratified (approved) by most states until 1781? 2223

Classwk=

1. Continue working on your political cartoon. Refer to recent handouts. You must have a title to your cartoon, you must have explanation on the back. Remember to use the various elements: irony, exaggeration, humor, etc.  You can use British or American point of views.

Your cartoon may spoof the songs we covered from the Hamilton musical...Aaron Burr who tries to be aide de camp for Washington, The world turned upside down (last battle, drinking song,Americans shouldn't have been able to defeat Britain) , 'You'll be back'( King George III warning to Patriots), Patriots as a rag-tag army, The Treaty of Paris (terms, it took 2 years to negotiate, or France gets a big chunk of land returned to them in America), take viewpoint of Native Americans, or Slaves, or women (what did they get out of fighting the war), confederation (loose, friendly, union of states), and anything we discussed Monday.

If you don't want to do a cartoon, then you can write/perform your rap.

Periods 2,6

one more song left- What's next

___________________

12/12 Big Idea: The Articles of Confederation went into effect  in 1781

HW=

1. Read pp221-225. Do #1 on p. 225 AND p. 29 in workbk

Warmup=

1. Turn to pp 218-9. Browse illustration & timeline. Read “Interact with History” and answer questions on “What do you think”?

Classwk=

Periods 1,3,4

1. Hamilton musical song #9 Yorktown (The World Turned Upside Down) . Don't freak out, as there are 2 'questionable' words.

   a. Rochambeau-French nobleman & general who played major role in Revolutionary War

   b. covenant-agreement

   c. parapet-a protective wall or earth defense along the top of a trench to conceal troops

   d. frantic-hectic, agitated, frenzied

2. With your assigned partner, you are going to create a political cartoon on (1) of the following (or something other but you must get my approval):

   a. One of the advantages the Patriots won the war p212.

   b. The Treaty of Paris-212-213

   c. The Battle of Yorktown- using theme, “The World Turned Upside Down” and 'what next"
   

   d. Any information from the songs we've listened to from Hamilton

   (Alexander Hamilton, Aaron Burr, Sir, My Shot, The Schuyler Sisters, Farmer Refuted, You'll Be Back, Right Hand Man, Guns And Ships, & Yorktown). Please google Atlantic Records- The Official Page for the Music of Hamilton: the musical for lyrics!

   e. If you prefer to create a rap for what we've covered or are about to cover--- see ch. 8 section 1, do that!

3. Remember, politcal cartoons use humor & exaggeration to comment on issues & to persuade others to see a particular point of view. A political cartoon is an illustration or comic strip containing a social or political message.

   Concepts used:

   Humor- something that makes you laugh

   Exaggeration- making something seem larger than it is

   Understatement- taking a big idea and making it seem unimportant

   Irony- the exact opposite of what you expect to happen

4. Feel free to re-examine the patriotic soldiers cartoon we discussed last week (I'll pass back) and the handout I'm providing you.

    

Periods 2,6

Hamilton song #5 “Farmer Refuted”

Vocabulary: refute- to prove someone wrong

indecisive- can't make a decision

d. Hamilton song #6 -'You'll be Back”

Vocabulary: estrangement-no longer being friendly

submissive-obedient, conform

e. Hamilton song #7 Right Hand Man

f. Hamilton song #8“Guns & Ships”

Vocabulary: quagmire- sticky situation/or blood soaked battlefield

confound- confuse , baffle

henchmen-people prepared to commit crime for service to another

'take the horse by the reins'-take control

_______

12/9 Big Idea: The Revolutionary War signaled a change in ideas about

the role of government

Warmup=

1. Explain the idea of “republicanism”. p. 214

2. What obligations did men and women have as citizens of a new country? 214

3. How did the new principles (truths/ideas) of government affect Americans? 214-5

   other countries? 215

Classwk=

1. Hamilton Musical-

   a. “The Story of Tonight”

b. Hamilton musical song #4 “The Schuyler sisters”

Vocabulary: trust fund baby-a young person who is independently wealthy & doesn't

have to work

c. Hamilton song #5 “Farmer Refuted”

Vocabulary: refute- to prove someone wrong

indecisive- can't make a decision

d. Hamilton song #6 -'You'll be Back”

Vocabulary: estrangement-no longer being friendly

submissive-obedient, conform

e. Hamilton song #7“Guns & Ships”

Vocabulary: quagmire- sticky situation/or blood soaked battlefiedl

confound- confuse , baffle

henchmen-people prepared to commit crime for service to another

'take the horse by the reins'-take control

2. Create a political cartoon from one of the songs you've listened to, or on the “Legacy of the War”, or anything information from ch. 6.

________________

12/8 Big Idea: Once the war ends, the new nation faces a national debt & calls for equality

Warmup=(turn to p. 28 in workbook and answer the questions, if not, answer the following):

1. What 5 advantages led to America's victory? 212

2. Which Treaty ended the war? 212

3. What were the terms of peace? (list all) 212

4. What was the cost of war in terms of lives? 213

5. What were the issues the nation had to confront after the war? 213

Classwk=

1. Get out “Revolution” handout. We'll finish our film and review questions.

2. a. Hamilton musical song #2 “Aaron Burr, Sir”

Vocabulary: Je m'appelle- my name is___

bursar- someone who manages money(finances) at a university or college

casse toi- crude way to tell someone to 'go away'

Vocabulary: my shot- opportunity

scrappy-determined, argumentative

unimpeachable-not to be doubted

manumission-the act where a slave owner frees his own slaves

b. Hamilton musical song #3“The Story of Tonight”

c. Hamilton musical song #4 “The Schuyler sisters”

Vocabulary: trust fund baby-a young person who is independently wealthy & doesn't

have to work

d. Hamilton song #5 “Farmer Refuted”

Vocabulary: refute- to prove someone wrong

indecisive- can't make a decision

e. Hamilton song #6 -'You'll be Back”

Vocabulary: estrangement-no longer being friendly

submissive-obedient, conform

3. Create a political cartoon from one of the songs you've listened to, OR on the “Legacy of the War”

____________

12/7 Big Idea: Americans fought for independence from Britain (1776-1783)

Warmup=

1. Turn to p. 208 read, and then do #1

Classwk=

1. Get out your political cartoons. Let's review.

   ****Disclaimer**** There is some occasional swearing in the Hamilton musical, but for authenticity sake, I'm keeping it in. It's very brief.

2. Who is Alexander Hamilton- video clip- biography.com & read

3. Hamilton musical song #1 “Alexander Hamilton”

   Aaron Burr-serves in Rev. War, a politician, murders Hamilton in a duel

   John Laurens- aide de camp of Washington, South Carolina, wants to abolish slavery

   Hercules Mulligan- tailor, spy

   Schuyler Sisters-Eliza, Angelica, Margarita- Daughters of Philip Schuyler a Rev. War general and wealthy, influential, New Yorker. Eliza will eventually marry Hamilton

   Vocabulary: providence-God

   impoverished- poor, poverty

   squalor- extremely dirty or unpleasant

4. Hamilton musical song #2 “Aaron Burr, Sir”

   Marquis de Lafayette- Frenchman who was given command in Continental army (p.201)

   Vocabulary: Je m'appelle- my name is___

   bursar- someone who manages money(finances) at a university or college

   casse toi- crude way to tell someone to 'go away'

   imminent-close at hand (danger)

5. Hamilton musical song #3 “My Shot”

   Vocabulary: my shot- opportunity

   scrappy-determined, argumentative

   unimpeachable-not to be doubted

   manumission-the act where a slave owner frees his/her own slaves

6. Finish America, “The Story of US”

    

    

    

________________

12/6 Big Idea: Americans desired rights which led them to fight for independence from Britain (1776-1783)

HW=

1. Make up missing assignments NOW!

EC= Create your own political cartoon about : The rag tag US Continental Army, the aristocrat British generals who traveled to fight war in luxury, Standing Rock, Electoral College, a current event

Warmup=

1. The Battle of Saratoga (New York) is considered the 'turning point' of the Revolutionary War. Which of the 2 consequences do you think was most important? Why? 199, 200,201

2. Who was the Marquis de Lafayette? How did he help Washington? 201

Classwk=

1. Get out your cartoon, let's review.

   READ below & copy highlighted info.

   a. A political cartoon is an illustration which is designed to convey a clear social or political message. To get a response or shock the reader. The art form dates back to at least the 1500s in Europe. Political cartoons are often found on the editorial pages of newspapers & magazines, and they also sometimes appear in the comics section or as stand-alone illustrations: The British artist, Bansky, for example has produced works which could be considered political cartoons on walls, streets, and buildings all over the world.

   b. Political cartoons, generally, are simple line drawings, usually with a humorous edge, which may be captioned or left untitled.

   They use satire (sarcasm, a discrepancy between what is said and what is meant) & irony (using language that normally conveys the opposite). They also use :

   Symbolism (simple objects to stand for larger ideas)

   Exaggeration (over-doing the physical characteristics of people or things in order to make a point)

   Labeling (cartoonists often label objects or people to make it clear exactly what they stand for)

   Analogy (compares 2 unlike things that share some characteristics).

   c. Ask yourself:

   Who drew the cartoon?

   d. When was it published? Look at title/date

   e. List key subjects /describe what each represents

   f. What technique or device does the cartoonist use (caricature, irony,

   h. Describe the action taking place

   I. What is the cartoon's meaning

   j. What is the cartoonist point of view?

   k. Does the cartoonist convey the desired message? Why?why not?

   What group would agree or disagree with the meaning?

2. Finish the film, review?

3. Who is Alexander Hamilton?

   Alaina/Jade period 3

_______________

12/5 Big Idea: Americans desired rights which led them to fight for independence from

Britain (1776-1783)

HW=

1. Handout on Revolutionary War political cartoon

2. Make up missing work NOW!

Warmup=

1. Why was it difficult for George Washington to form & keep a large army? 194-5

2. Define mercenary. 195

3. Who were the Hessians? 196

4. What was Britain's strategy ? 196

Classwk=

1. Get out study guide to actively watch & answer questions to “America:
The Story of Us”.

_______

12/2 Big Idea: The colonies are at war with Britain (1776-1783)

HW=

1. Make up missing assignments NOW!

***There's a new app called 1600 (as in 1600 Pennsylvania Ave- The White House)..download it, get out a dollar bill, get your camera out, and point at the dollar and see what happens!

Warmup=

1. Get out your Declaration of Independence letters- share & get signatures

Classwk=

1. Story of Us dvd- Get out your handout , “Revolution”...watch to answer questions.

2. CNN student news? Be prepared to WRITE about one of the stories

_______

12/1     Big Idea: Analysis of the Dec. of Indep. 

HW=

1. Make up missing assignments

EC=

Role play/debate- John Dickinson v Thomas Paine about whether we should become independent from Britain.

Warmup/Classwk=

1. Work on your "break up" letters using the same format as the Declaration of Independence and handout as your guides. Be prepared to share aloud with class and get signatures. You can break up with your favorite ice cream if you like and have found a better flavor! Be sure to label the part of the Declaration in the margin (Preamble, Rights, etc.).

2. Get out the "Story of America " handout & we'll watch the episode on the Revolutionary War.

______

11/30 Big Idea: The colonies declare independence from Britain

HW=

1. Work on your Declaration of Independence letters

2. Make up missing work

   Extra Credit=

   1. Role play and debate whether or not the American colonies should declare independence from Great Britain. I've got a handout, and you need to do a little more research, but I need 1 person to be Thomas Paine (Common Sense) and 1 person to be John Dickinson (Penn. Lawyer & moderate Patriot)

Warmup=

1. Those individuals who didn't take the test on 11/18 must do so now!

2. Score Test

Classwk=

1. Finish review of the handout on the Declaration of Independence

2. Write your own “break up” document, using the guide I've provided.. Will be due tomorrow BY the end of class. Be prepared to share, so that means you must have "PROOFREAD" you document.

_______

11/29 Big Idea: The colonies declare independence from Britain in 1776

HW=

1. Make sure to turn in: Analysis of the Declaration of Independence, p. 24, your “Road to Revolution” project from a couple weeks ago, bumper sticker (if you haven't done so) AND MAKE UP MISSING ASSIGNMENTS NOW!

    

*Tonight on Comedy Central- 10:30= Drunken History on Alexander Hamilton

Warmup=

1. Do you think the American Revolution would have occurred if the British hadn't taxed the colonies? Explain in paragraph

2. Why do you think the colonies considered their decisions to break away from Britain very carefully?

3. What are some consequences of uncontrolled “independence” movements?

Classwk=

1. Review & discuss handout from yesterday.

2. Review & discuss p. 24

3. Begin writing your own Declaration of Independence from your family, or severing ties with friend (or boyfriend/girlfriend), your school, club, etc. See handout for format- which is to be the same format as we've discussed in class- the 5 parts of the Declaration (see pp 182-185

______________

11/28 Big Idea: The colonies declared independence from Britain in 1776

HW=

1. Re- read the Declaration of Independence on pp 182-185 and do p. 24 in workbook!

2. Those who didn't take ch. 6 test must DO SO TOMORROW!

3. Prepare to write your own Declaration of Independence tomorrow.

Warmup=

1. When does the Declaration of Independence say it is right to overthrow an established government? 181

Classwk=

1. Brainpop=Declaration of Independence

2. Video clip on Key elements of Declaration of Independence- see p. 182-185

3. Work with neighbor to interpret the Declaration of Independence in your own words! 182-185

_______

11/ 17 Big Idea: The Colonies Declare Independence

HW=

1. Study ch. 6 (pp159-181)for test tomorrow! See my study guide, quizlet link for additional study, & youtube video links.

   Extended response questions:

   a. Why did the Second Continental Congress wait for more than a year after fighting to declare the colonies independent from Britain?
   

   b. Why did many colonists remain Loyalists after the first fighting with British troops broke out?
   

2. Newsgroups prepare

3. Make up missing work now.

Warmup=

1. Ch. 6 vocab. Review

2. 6 minute video review clip

Classwk=

1. Review p. 23?

2. Finish sharing projects! If you didn't turn it in, make sure I have it today!

3. Review game.
   

12/13 (Tues)  Big Idea: The  government under the Articles of Confederation was too weak to govern the nation after the war

Warmup=

1. Describe the types of governments the states created once independence was declared. 222

2. What's a republic? 222, 214

3. Who had most of the power under the Articles? Why was that so? 222

4. Why weren't the Articles ratified (approved) by most states until 1781? 2223

Classwk=

1. Continue working on your political cartoon. Refer to recent handouts. You must have a title to your cartoon, you must have explanation on the back. Remember to use the various elements: irony, exaggeration, humor, etc.  You can use British or American point of views.

Your cartoon may spoof the songs we covered from the Hamilton musical...Aaron Burr who tries to be aide de camp for Washington, The world turned upside down (last battle, drinking song,Americans shouldn't have been able to defeat Britain) , 'You'll be back'( King George III warning to Patriots), Patriots as a rag-tag army, The Treaty of Paris (terms, it took 2 years to negotiate, or France gets a big chunk of land returned to them in America), take viewpoint of Native Americans, or Slaves, or women (what did they get out of fighting the war), confederation (loose, friendly, union of states), and anything we discussed Monday.

If you don't want to do a cartoon, then you can write/perform your rap.

Periods 2,6

one more song left- What's next

_____

12/12 Big Idea: The Articles of Confederation went into effect(officially) in  1781

HW=

1. Read pp221-225. Do #1 on p. 225 AND p. 29 in workbk

Warmup=

1. Turn to pp 218-9. Browse illustration & timeline. Read “Interact with History” and answer questions on “What do you think”?

Classwk=

Periods 1,3,4

1. Hamilton musical song #9 Yorktown (The World Turned Upside Down) . Don't freak out, as there are 2 'questionable' words.

   a. Rochambeau-French nobleman & general who played major role in Revolutionary War

   b. covenant-agreement

   c. parapet-a protective wall or earth defense along the top of a trench to conceal troops

   d. frantic-hectic, agitated, frenzied

2. With your assigned partner, you are going to create a political cartoon on (1) of the following (or something other but you must get my approval):

   a. One of the advantages the Patriots won the war p212.

   b. The Treaty of Paris-212-213

   c. The Battle of Yorktown- using theme, “The World Turned Upside Down” AND " What next"
   

   d. Any information from the songs we've listened to from Hamilton

   (Alexander Hamilton, Aaron Burr, Sir, My Shot, The Schuyler Sisters, Farmer Refuted, You'll Be Back, Right Hand Man, Guns And Ships, & Yorktown). Please google Atlantic Records- The Official Page for the Music of Hamilton: the musical for lyrics!

   e. If you prefer to create a rap for what we've covered or are about to cover--- see ch. 8 section 1, do that!

3. Remember, politcal cartoons use humor & exaggeration to comment on issues & to persuade others to see a particular point of view. A political cartoon is an illustration or comic strip containing a social or political message.

   Concepts used:

   Humor- something that makes you laugh

   Exaggeration- making something seem larger than it is

   Understatement- taking a big idea and making it seem unimportant

   Irony- the exact opposite of what you expect to happen

4. Feel free to re-examine the patriotic soldiers cartoon we discussed last week (I'll pass back) and the handout I'm providing you.

    http://atlanticrecords.com/HamiltonMusic/

Periods 2,6

Hamilton song #5 “Farmer Refuted”

Vocabulary: refute- to prove someone wrong

indecisive- can't make a decision

d. Hamilton song #6 -'You'll be Back”

Vocabulary: estrangement-no longer being friendly

submissive-obedient, conform

e. Hamilton song #7 Right Hand Man

f. Hamilton song #8“Guns & Ships”

Vocabulary: quagmire- sticky situation/or blood soaked battlefield

confound- confuse , baffle

henchmen-people prepared to commit crime for service to another

'take the horse by the reins'-take control

11/ 17 Big Idea: The Colonies Declare Independence

HW=

1. Study ch. 6 (pp159-181)for test tomorrow! See my study guide, quizlet link for additional study, & youtube video links.

   Extended response questions:

   a. Why did the Second Continental Congress wait for more than a year after fighting to declare the colonies independent from Britain?
   

   b. Why did many colonists remain Loyalists after the first fighting with British troops broke out?
   

2. Newsgroups prepare

3. Make up missing work now.

Warmup=

1. Ch. 6 vocab. Review

2. 6 minute video review clip

Classwk=

1. Review p. 23?

2. Finish sharing projects! If you didn't turn it in, make sure I have it today!

3. Review game.

_______

________

11/15 Big Idea: The Patriots declare Independence

HW=

1. Mini project is due tomorrow first thing!

2. Study for test, Friday pp 159-181 (ch. 6). See my webpage for study guide. Also scroll down for the links to "2" QUIZLETS to assist you in your studying.

3. Make up missing work!

Warmup=

1. Did loyalists deserve punishment? Many loyalists left Boston along with General Howe's 9000-strong army. p.179

2. What points does Thomas Paine make in “Common Sense?”

3. What impact did Paine's pamphlet have on the colonists?

Classwk=

1. Work quickly & efficiently on the project.

____________

11/14 Big Idea: Independence is declared against Britain

HW=

1. Study for test on ch. 6 (pp 159-181) on Friday!

2. Turn in any missing work

Extra Credit=

1. Word wall for ch. 6 (all names/terms from pp162,167,173,181).

2. Create a book jacket for “Common Sense”. See p. 179. You need title (Common Sense, author (Thomas Paine), appropriate picture ALL on cover. Inside flaps, you need to write a summary of the pamphlet. On backside, you need to get a picture of Paine, a brief biography of him, AND ALSO, reviews by George Washington, John Adams, Thomas Jefferson (for example).

3. Write a biography on Phillis Wheatley and get a poem of hers, analyze, share with me and/or class.

Warmup=

1. Why was the Battle of Bunker Hill important? 177

2. What was the Olive Branch petition? Why did King George reject the petition? 178

3. Why would Phillis Wheatley be a favorite poet of George Washington?

Classwk=

1. Be productive and work on your group project! Due on Wednesday, first thing. Be prepared to share!!!

______

11/10 Big Idea: There were several factors why there was armed conflict between the

Patriots & Loyalists at Lexington & Concord

Extra Credit=

1. Interview a veteran from ANY war, ANY country. Please see my webpage post for the interview questions. YOU DO NOT HAVE TO ASK ALL OF THESE QUESTIONS!

Warmup=

1. why did the Americans attack Fort Ticonderoga in May, 1775? 176-7

2. What was the purpose of the Second Continental Congress? 177

Classwk=

1. Newsgroups

2. Read play on Boston Tea Party Or begin working on project.

   Due next Tuesday? Work with a group of no more than 4. This is worth 30 points each.You must demonstrate your knowledge(tons of factual info) of 1 or more (depends on the selection you make) of the events leading to revolution or people (Sam Adams, Patrick Henry, anyone in textbk for ch. 6) and do “1” of the following:

   a. 2 minute skit (use props)

   c. Exchange of letters from Committees of Correspondence regarding events happening.

   d. Newspaper article(s)

   b. Poster (detailed) of event

   e. Blog about an event

   f. Baseball trading cards- picture/info on backside of major patriots

   g. Radio broadcast or commercial (2 minutes)

   h. Series of 5+ commerative stamps on the event WITH info. about that event

   i. Storyboard (see chart p. 171 as guide)...illustrate

   j. Song or rap about event/person(s)- Paul Revere's ride

   k. Movie adaptation-info of event, who in today's world would play the role of a patriot (s) in your film, why? Create a trailer (live/filmed) for your movie.

   l. Musicians- create a menacing soundtrack for a “Road to Revolution” film.

   m. Powerpoint

   n. Calendar- key causes of Revolutionary War/ key figures

   o. Cartoon strip

   p. Get about 3 famous quotes per person from famous individuals, analyze, get graphic

   see alphahistory.com- Stamp Act- Boston Tea Party-Tea Act http://alphahistory.com/americanrevolution/american-revolution-quotations/

    

Thursday

_______

Wednesday

11/9 Big Idea: America has a 2-party system because almost all elected officials are either Democrats or Republicans

HW=

1. Turn in missing work!

2. Read pp 176-181. Do #1 AND p.23 in workbk if you haven't done so yet!!

3. Be thinking about who you want to work with for mini-project we start tomorrow !

Warmup=

1. Take out a separate sheet of paper, write a letter to the Civics Academy and thank them for the time and effort they put into pulling off a most successful Election Day for the school. Tell them how you felt about the experience of voting, even though it was a “mock” election. Tell them that the event was smooth, organized, you enjoyed the festive decorations, had fun taking pictures with the life size Clinton/Trump cut-outs, the helpfulness of the civics academy directing you to the voting booth, drop off for ballot , patriotic snacks, etc. This was a lot of work. Let them know it was fun, and a worthwhile event.

Classwk=

1. Review Electoral College sheet from Monday/ the Electoral College map from last night. Discuss the most exciting/interesting thing you heard from the news analysts.

2. Read p. 12-13 Scholastic Magazine- “Life of the Parties”

3. Read handout regarding the differences between the Democratic & Republican parties.

4. Go back to p. 14 and on your paper, take the quiz to determine whether you are a Democrat or Republican!

______

Tuesday

11/8 Big Idea: Today Americans vote for President

HW=

1. Electoral Map Assignment – you need a red/blue colored pencil or crayon, watch news coverage or go online (CNN.com-Electoral map section).

2. Turn in handout on Revolutionary spirit!

Warmup=

1. Quick video clip on Electoral College

2. Review of homework ???

Classwk=

1. Line up alphabetically, quietly walk to Laubel Lawn to VOTE! Be on your best. Keep your backpacks here! Take your phone (for photos) and $$ for baked goods. Vote intelligently! Just think, in 4 years you will actually be part of the official voting public! Yay!

____

Monday

11/7 Big idea: The President & VP are the leaders of the Executive Branch. Their main role is to enforce the laws.

Wear your patriotic colors tomorrow 

Extra Credit=

With parents, complete the quiz, “I side with---” https://www.isidewith.com/

 For laughs, tonight, SNL at 10pm, nbc spoofs, 2016 Presidential campaign

Wear your patriotic colors tomorrow!

****some people didn't turn in the America's Revolutionary Spirit handout. This definitely lowered gpa for some individuals!

HW=

1. Finish Electoral College handout! A MUST so that you can do the second part of the assignment (coloring blue v red states for determining the electoral votes each candidate will receive)
   

2. Newsgroups prepare for Thursday

3. Make up missing work

Warmup=

1. Answer both sides to “Want to Run For Office?”

2. Look at p. 248- The Constitution. Read to p. 256/257 Article 2 Section 1 #5 Qualifications of the President.

3. Read biography of Hillary Clinton & Donald Trump

Classwk=

1. Fun Facts about the Presidential candidate (see below)

2. Electoral College handout- Read/answer questions. You may work with partner

3. In a small group, discuss the following questions: Does media coverage of presidential candidates make them appear distant from the general population? Why or why not? Is this a negative or positive thing? Does learning humanizing fun facts about candidates influence your vote? Why?

    

_

Friday

11/4 Big Idea: Tensions between Britain & the colonies led to armed conflict at

Lexington & Concord

HW=

1. Make up missing HW AND think ahead: read pp 176-181. Do #1 on 181 AND p. 23 in workbk

Warmup=

1. Building vocabulary

2. Review p. 22 if we didn't yesterday

    

   Classwk=

   1. Newsgroups

   2. Read Play on Boston Tea Party

   e. Begin project???

    

__

Thursday

11/3 Big Idea: Tensions between Britain & the colonies led to armed conflict at

Lexington & Concord

HW=

1. Finish the “Revolutionary Spirit” handout!! That will be collected tomorrow!!!!! Do 181 #1 and p. 23 in workbk. Due on Monday.

2. Newsgroups prepare

Warmup=

1. Why did British General Gage send troops to Lexington & Concord? 172

2. Video clip on Paul Revere's ride

Classwk=

1. Finish up the handout we've been working on.

2. Review p. 22 in workbk?

3. Begin project:

    

   When done, work with a group of no more than 4. This is worth 30 points each.You must demonstrate your knowledge(tons of factual info) of 1 or more (depends on the selection you make) of the events leading to revolution or people (Sam Adams, Patrick Henry, anyone in textbk for ch. 6) and do “1” of the following:

   a. 2 minute skit (use props)

   c. Exchange of letters from Committees of Correspondence regarding events happening.

   d. Newspaper article(s)

   b. Poster (detailed) of event

   e. Blog about an event

   f. Baseball trading cards- picture/info on backside of major patriots

   g. Radio broadcast or commercial (2 minutes)

   h. Series of 5+ commerative stamps on the event WITH info. about that event

   i. Storyboard or timeline (see chart p. 171 as guide)...illustrate

   j. Song or rap about event/person(s)- Paul Revere's ride

   k. Movie adaptation-info of event, who in today's world would play the role of a patriot (s) in your film, why? Create a trailer (live/filmed) for your movie.

   l. Musicians- create a menacing soundtrack for a “Road to Revolution” film.

   m. Powerpoint

   n. Calendar- key causes of Revolutionary War/ key figures

   o. Cartoon strip

   p. Get about 3 famous quotes per person from famous individuals, analyze, get graphic

   see alphahistory.com- Stamp Act- Boston Tea Party-Tea Act http://alphahistory.com/americanrevolution/american-revolution-quotations/

   q. Any other ideas?

    

__

Wednesday

11/2 Big Idea: Tensions between Britain & the colonies led to armed conflict at   Lexington & Concord

HW=

1. WORK on finishing the handout first, "America's Revolutionary Spirit".

2. Read p. 176-181.. Do #1 on p. 181 AND p. 23 in workbk! Due most likely MONDAY! 

Extra Credit=

1. Make a poster called “ Road to Revolution” based on p. 171 chart. You must explain what the Proclamation, Stamp Act, etc. is AND get a graphic. Make large & attractive so I can hang!

Warmup=

1. Why was the First Continental Congress called? What was proposed there? 171

2. What did most colonial leaders think about the prospect (idea) of war with Britain? 171

Classwk=

1. Finish up the “Revolutionary Spirit” handout...all 3 sides!

2. When done, work with a group of no more than 4. This is worth 30 points each.You must demonstrate your knowledge(tons of factual info) of 1 or more (depends on the selection you make) of the events leading to revolution or people (Sam Adams, Patrick Henry, anyone in textbk for ch. 6) and do “1” of the following:

   a. 2 minute skit (use props)

   b. rap/song of event

   c. Exchange of letters from Committees of Correspondence regarding events happening.

   d. Newspaper article(s)

   b. Poster (detailed) of event

   e. Blog about an event(s)

   f. Autobigraphy of 4+ Patriotsg. Twelve month calendar of key causes of Rev. War (see handout) with pictures and of course, explanations of eventsh. collage- not as many points given to this, but words/phrases/pictures associated with "Road to Revolution"

________________________

Tuesday

11/1 Big Idea: The British exert tighter control over the colonies

HW=

1. Read pp 170-173. Do #1 on p. 173 AND do p. 22 in workbook! Due tomorrow!

2. Make up missing work. The 15 week grade window opens up in 1 week!

   ***Extra Credit= recite Ralph Waldo Emerson's poem, "Concord Hymn"

***New seating arrangement

 Periods 3-4 distribute grade sheets

Warmup=

1. What were the Intolerable Acts? What effect did the Intolerable Acts have on the colonies? How did other colonies come to the aid of Massachusetts? 170-171

Classwk=

1. Get out the handout, “America's Growing Revolutionary Spirit”. You should be almost done with BOTH sides of page 1. Work efficiently.

2. If you finish, start on homework.

_________________________

10/31 Big Idea: British laws exert tighter control over the colonies

Hw=

1. Get ahead and read p. 170-173. Do #1 on 173 and p. 22 in workbook! Due Wednesday. Make sure you have that handout from last week, we're working in groups tomorrow to finish it

11/9 Big Idea: America has a 2-party system because almost all elected officials are either Democrats or Republicans

HW=

1. Turn in missing work!

2. Read pp 176-181. Do #1 AND p.23 in workbk if you haven't done so yet!!

3. Be thinking about who you want to work with for mini-project beginning tomorrow.

Warmup=

1. Take out a separate sheet of paper, write a letter to the Civics Academy and thank them for the time and effort they put into pulling off a most successful Election Day for the school. Tell them how you felt about the experience of voting, even though it was a “mock” election. Tell them that the event was smooth, organized, you enjoyed the festive decorations, had fun taking pictures with the life size Clinton/Trump cut-outs, the helpfulness of the civics academy directing you to the voting booth, drop off for ballot , patriotic snacks, etc. This was a lot of work. Let them know it was fun, and a worthwhile event.

Classwk=

1. Review Electoral College sheet from Monday/ the Electoral College map from last night. Discuss the most exciting/interesting thing you heard from the news analysts.

2. Read p. 12-13 Scholastic Magazine- “Life of the Parties”

3. Read handout regarding the differences between the Democratic & Republican parties.

4. Go back to p. 14 and on your paper, take the quiz to determine whether you are a Democrat or Republican!
   

11/8 Big Idea: Today Americans vote for President

HW=

1. Electoral Map Assignment – you need a red/blue colored pencil or crayon, watch news coverage or go online (CNN.com-Electoral map section).

2. Turn in handout on Revolutionary spirit!

Warmup=

1. Quick video clip on Electoral College

2. Review of homework ???

Classwk=

1. Line up alphabetically, quietly walk to Laubel Lawn to VOTE! Be on your best. Keep your backpacks here! Take your phone (for photos) and $$ for baked goods. Vote intelligently! Just think, in 4 years you will actually be part of the official voting public! Yay!

______

11/7 Big idea: The President & VP are the leaders of the Executive Branch. Their main role is to enforce the laws.

 ***Wear your patriotic colors tomorrow

Extra Credit=

With parents, complete the quiz, “I side with---” https://www.isidewith.com/

HW=

1. Finish Electoral College handout

2. Newsgroups prepare for Thursday

3. Make up missing work

Warmup=

1. Answer both sides to “Want to Run For Office?”

2. Look at p. 248- The Constitution. Read to p. 256/257 Article 2 Section 1 #5 Qualifications of the President.

3. Read biography of Hillary Clinton & Donald Trump

Classwk=

1. Fun Facts about the Presidential candidate (see below)

2. Electoral College handout- Read/answer questions. You may work with partner

3. In a small group, discuss the following questions: Does media coverage of presidential candidates make them appear distant from the general population? Why or why not? Is this a negative or positive thing? Does learning humanizing fun facts about candidates influence your vote? Why?

    

10/31 Big Idea: British laws exert tighter control over the colonies

And Halloween fun

Hw=

1. Get ahead and read p. 170-173. Do #1 on 173 and p. 22 in workbook! Due Wednesday. Make sure you have that handout from last week, we're working in groups tomorrow to finish it.

2. Newsgroups prepare

WARMUP=

1. New seat assignments

Classwk=

1. Spooky Newsgroups

2. puzzles- both sides

3. DVD & video- History of Halloween and/or Hauntings in Washington, DC

_________

10/28 Big Idea: Colonial resistance to British policies was growing

HW-

1. Spooky Newsgroups- prepare

2. Make up missing work 

Warmup=

1. Why did the Tea Act upset the colonists? 166

2.Imagine you are a member of Boston's "committee of correspondence". Write a letter to fellow committee member, Patrick Henry, in Virginia. Tell him about the Boston Tea Party and what prompted it? Also explain to him or....ask him what your next strategy should be?166-167

Classwk

1. 1. Newsgroups

   2. Continue working on your handout! You must work quietly and efficiently! You get a letter & academic grade for even an activity as this.

_

10/27 Big Idea: Colonial resistance to British policies was growing

HW=

1. Newsgroups prepare

*Take home your “Iroquois” projects!

Warmup=

1. Turn to p. 165 and examine the engraving by Paul Revere. Name 3 ways that Revere's engraving distorted events to stir up anti-British feeling.

2. Would it be easier or harder today for someone to distort (manipulate, change) the truth the way Revere did? Explain.

    

Classwk=

1. Review questions from yesterday's clip on “Story of US”, pp 163-167, p.21 workbk.

2. With a partner, work on the handout, “ America's growing Revolutionary Spirit”. ****Make sure you master this assignment as you will be asked to create a poster OR song (rap) or commercial, or skit, news articles, blogs, powerpoint, movie, advertisements. You'll have to have substance, explanation and demonstrate historical knowledge. protesting the items on the handout.

_______

10/26 Aim: The colonists organize to oppose British policy

HW=

1. Read pp 163-167. Do # 1 AND p. 21 in workbk

2. Newsgroups prepare (regular/spooky)

Warmup=

1. Watch and take notes on “America: the Story of Us”. Take notes, prepare to answer questions...see below classwk.

2. Review p. 20 workbk

Classwk=

1. Work quietly with a partner and complete the first page (both sides) of the “America's Growing Revolutionary Spirit” handout.

2. Begin working on homework if you're done.

Questions from America: The Story of Us

1. What object fueled America's economy in the mid/late 1700's much like oil fuels our economy today?

2. Between 1700-1800 how many African slaves were brought to America (purchased) in Africa mainly by trading rum?

3. Which city had the first weekly newspaper?

4. Who created the first 'postal service'?

5. England banned settlements to protect Native American lands west of the Appalachians by creating a boundary called the ______line.

6. Every town across the colonies had a _____ made up of 'ordinary' men, to fight the British.

7. The first shot fired at Lexington is known as the “________.”

_

10/25 Big Idea: Americans saw British efforts to tax and control them as violations of

their rights

HW=

1. Newsgroups

****EC= I need a newsgroup to give SPOOKY NEWS on Monday, Halloween!All fun, scary, full of jokes!

*think ahead about creating your own protest poster, song, commercial, political cartoon, newspaper article on '1' of the steps leading to the Revolutionary War

Warmup=

1. How did Britain's policy toward its American colonies change after the French & Indian War? 159

2. What was the Stamp Act? How did the Stamp Act differ from previous taxes imposedon the colonies? In what ways did the colonists challenge the Stamp Act? 160-1

3. Define tyranny? Revenue? 160

4. Who were the Sons & Daughters of Liberty? 161

5. Why was it important for Parliament to pass the Declaratory Act? 162

Classwk

1. Review the workbook p. 20

2. Video clip- Story of US

____

10/24 Big Idea: Americans saw British efforts to tax & exert tighter control over them as a violation of their rights

HW=

1. Read pp 159-162. Do # 1 on p. 162 AND p. 20 (A and B) in workbook.

Extra Credit=

Ask your parents how satisfied they are with our present government. Is there any policy or policies they'd like to have changed? What might they be. How might they voice their feelings for their concerns? Have they ever protested, written a letter campaign, spoken to their senator, run for office , attend a local district meeting, talked to others or gotten a campaign together? Do they think protesting ever achieves any end?

Warmup=

1. Look at the drawing on p. 156-7. Look at all the titles/sub-titles.

2. Have there been any policies/rules at home that your parents laid down that you consider unfair? How did you react? What did you do to protest? Did it achieve anything?

3. How would you feel if the government forced a policy on you?

4. Why would a large public rally be an effective way to protest an unpopular gov't policy? Are there other ways to show your dissatisfaction over a policy/program?

    

   Classwk=

   1. Score tests

   2. Read plays: John Peter Zenger and/or French & Indian War

   3. If done, start homework.

_____________

10/21 

Big Idea: The beginnings of the American culture can be traced to Enlightenment, ideas

of the Great Awakening, Parliament and the results of the Fr/Ind War

HW=

1. Make up missing work

Warmup=

1. Take a couple minutes to review p 135-151

Classwk=

1. Take test.

2. When finished, read & answer questions from story, “A Light in the Forest"...and then begin reading ch. 6

    

   Ch. 5 test

   Section 1

   1.

   2.

   3.

   4.

   5.

   6.

    

   Section 2

   1.

   2.

   3.

   4.

   5.

   6.

    

   Section 3

   1.

   2.

   3.

   4.

   5.

   6.

   Extended Response

   Section 1-

Section 2-

________________-

HW=

1. Study for test on ch 5 (135-151). Classzone.com will also help with test. Check out my webpage for

   further aide.

study this for test (135-151) Friday!

Early American Culture

- Great Awakening

-Enlightenment

-George Whitefield

-Ben Franklin

-Jonathan Edwards

-John Locke

Roots of Representative Gov't

-Which case dealt with 'freedom of the press?

-what steps were taken to limit power of England's king?

-How did the English ruling family changed as a result of the Glorious Revolution?

-What was the English "hands off" policy of interfering little in colonial affairs?

-English lawmaking body? 

French & Indian War

-Why was the French & Indian war fought? Who fought?

-What was the Proclamation of 1763?

-Why did Pontiac rebel?

-What treaty ends the French & Indian War? Who got what?

-Why did Ben Franklin propose the Albany Plan? Was it implemented?

-What battle was the turning point of the French & Indian War?

Extended response-

What do the French & Indian War, Pontiac's Uprising, & the Proclamation of 1763 all have in common?

What effect do you think the policy of salutary neglect ha on the colonists' respect for British authority?

___________

9/19 Big Idea: The Early English Colonies failed but Jamestown survived

HW=

1. Read pp 85-89. Do #1 (terms/names in DETAIL) on p. 89 AND p. 10 in workbook that I'm distributing today!

2. Newsgroups prepare

3. Bring colored pencils Wednesday!

Warmup=

1. Share & collect your Iroquois law & comparison to US Constitution.

2. Turn to p. 82 & 83. Look at illustration, read 'interact with history' and answer (in notebook) the questions to 'What do you think' and discuss.

3. Distribute workbooks (write your first/last name on the inside cover!)

Classwk=

1. Brainpop- Jamestown

2. Begin reading pp 85-89 and later begin hw if time allows.

   a. Be able to define “mercantilism” - pp 61-2 AND 86.

_________

9/16 Big Idea: It's Constitution Day and the Iroquois Great Law of Peace

greatly influenced our very own Constitution!

HW= ALL PROJECTS DUE ON MONDAY! Be prepared to share; we are beginning the

colonies on Monday!

 E.C.= Which Founding Father are you? Take quiz, show me results, explain how you are most like that founder

Warmup=

1. Constitution rap?

Classwk=

1. Newsgroup

2. Work on project

3. If Done with project, do this:

a. Go to p83 read Interact w/ history and discuss and answer (everyone, in your notebk, the 3 questions that appear after the bullets
b. See map p. 87 and see where Roanoke/Jamestown are located
c. Why was Jamestown financed by joint-stock companies? 86
d. Explain/support this quote from your reading: " There were never Englishmen left in a foreign country in such misery as we were in this newly discovered Virginia".. p.87-8
e."There were never Englishmen left in a foreign country in such misery as we were in this newly discovered Virginia"..explain this comment from a Jamestown colonist. see p. 87-8.
f. How did John Rolfe change the Virginia? p.88
g. What do you think of Nathaniel Bacon and his attitude, behavior toward Lord Berkeley and the Native Americans? Would you be a fellow supporter? explain.89

_______

9/15   Big Idea: The Iroquois Great Law of Peace influenced our Consitution

HW=

1. Work on project which is due Monday

2. Newsgroups prepare

3. Make up missing work

4. Prepare to answer this question on Monday:: What are some ideas that are in the Iroquois constitution that we use in our government today. You must be specific and cite examples!!!

Warmup/classwk=

1. Work on assignment which is due on Monday. Be prepared to share.

2. If you are finished you may do this:

a. Go to p83 read Interact w/ history and discuss and answer (everyone, in your notebk, the 3 questions that appear after the bullets
b. See map p. 87 and see where Roanoke/Jamestown are located
c. Why was Jamestown financed by joint-stock companies? 86
d. Explain/support this quote from your reading: " There were never Englishmen left in a foreign country in such misery as we were in this newly discovered Virginia".. p.87-8
e."There were never Englishmen left in a foreign country in such misery as we were in this newly discovered Virginia"..explain this comment from a Jamestown colonist. see p. 87-8.
f. How did John Rolfe change the Virginia? p.88
g. What do you think of Nathaniel Bacon and his attitude, behavior toward Lord Berkeley and the Native Americans? Would you be a fellow supporter? explain.89

____________________________________

9/14 Big Idea: The Iroquois Great Law of Peace influenced our Constitution

HW=

1. Work on project- bring materials to class Thursday...project due Monday! Be prepared to share with class.

2. Newsgroups prepare

3. Make up any missing work

* get out Iroquois Laws, interpretation, your “Preamble” comparison (& explanation for homework points!!

Warmup/classwk=

1. Get into groups. You are working on the project! You get a work habits/cooperation and letter grade for doing the assignment today (to my satisfaction)

2. Make sure you have:

   a. Your Iroquois excerpt # and explanation (explanation shouldn't be to brief)

   b. Include your PREAMBLE Goal the excerpt corresponds to & a paragraph explaining your choice!

   c. Write the 6 tribes of the Iroquois somewhere on your project! (see handouts)

   d. Make a Tree of Peace, a wampum belt, a long house, diorama, elaborate drawings, or anything fun you'd like to share. Be creative, have fun, be neat.

**** For more enrichment & connections of Iroquois laws to U.S. Constitution, you might want to look at/include

#54 – which links to amendment 25; p. 277

#93- see amendment 9

#98 – Article 1, section 2, #5

#68 -amendment 14-p, 270

#107 -amendment 4, p. 267 right to privacy

#23 – amendment 9 p. 268

#16 – article 5, p. 263

_

9/13 Big Idea: The Iroquois Great Law of Peace influenced our

Constitution

HW=

1. Newsgroups prepare

2. Bring materials to work on your project

3. Period 6, you MUST : write the meaning of the remaining Iroquois laws in your own words, then turn to p. 248 and determine which goal of the Preamble best connects to each of the 8 Iroquois laws.

Warmup=

A. Per. 4/6 Write Mrs. Lezin a “thankyou” for her wonderful presentation.

B. Per. 1-3: (answer)

1. Which goal of the Preamble is the most important to you? Explain. p. 248

2. Which phrase of the Preamble expresses the idea that the people are the source

   of gov't. Power? 248

3. Go to Article 5 (of the Constitution) p. 263. What is an amendment? How does

   it become part of the Constitution? 263

Classwk=

Compare the Iroquois Great Law with the U.S. Preamble (the intro the Constitution which lays out the principles and goals of our gov't) by turning to p. 248. (Your are writing this out and explaining why #73, for example, best corresponds to say, "insure domestic tranquility" or "promote the general welfare".

please check out other Iroquois/ U.S. connections:

For #107- Read Amendment 4 p. 267
For #54 Read Amendment 25 p. 275; Amendment 26 for elections
For #93 See Amendment 9 p. 268
For #98 See Article 1, section 2 number 5; Article 2, section 4-impeachment
For #68 See Amendment 14 on p. 270- more perfect union
For #23- See Amendment 9 p. 268, rights of the people
For #16 Article 5, p. 263; making changes to a make a more perfect government

2. Review as class - the interpretations of the Great Law & Corresponding U.S. principles of the Constitution (and amendments)

3. Project....longhouse, tree of peace, wampum, etc. on great tree (white pine/roots/eagle)

________ 

9/12 Big Idea: The Iroquois Great Law of Peace influenced our Constitution

per 4,6- head to library for 'connecting cultures' exhibit. Get ahead by doing the assigned below.

per. 1,2,3

HW=

1. Finish comparing the “goals of the Constitution, as stated in the Preamble” p. 248 to the “8” laws of the Iroquois Law of Peace.

2. Newsgroups prepare

Warmup= (read)

We've been examining the Iroquois system of government prior to the arrival of Europeans in North America. This system had many elements which impressed Europeans who were looking for a more democratic system of governing people, which encompassed elements such as government by representation, balance of powers, and systems of checks and balances. In addition, there are four characteristics of the Iroquois Confederacy

Caucus: Among the Iroquois, it was the practice for smaller councils to get together to discuss issues and make decisions before taking them to the grand council. (Caucus is a Mohawk word.)

Most of the leaders have to be present before voting on an issue. This means that even if a few sneaky leaders wanted to pass a law in secret without the others, they couldn't do it.

Confederacy: The Iroquois system allowed sovereign or independent nations to work together for the common good, without giving up their own sovereignty. 

All of the nations work together as equals and no nation rules the other. Each one is its own boss. It's easy to break one stick, but hard to break a bundle of six sticks.

Speech without interruption: All representatives in the Iroquois council were given time to state their opinions without being interrupted by anyone else.

Only one leader speaks at a time. No interrupting or shouting at someone who is speaking. In Canadian and English Parliament, the leaders interrupt and yell at each other. The United States Congress does it the Native American way.

Impeachment: The Iroquois government had a provision for impeachment. If a selected leader did not abide by the wishes of his people, even after several warnings, he could be impeached, or forced to give up his position as a leader.

A bad leader can be removed from office by the people. In Europe, the people could not get rid of the king even if he was a bad leader.

These four characteristics of Iroquois governments were certainly not typical of European governments. They allowed for a much more democratic process than under the European monarchies and legislatures. That was, in fact, their greatest appeal to the new Americans; and, in some degree, they ultimately became part of the United States' system of government.

Classwk=

1. Turn to p. 248. with each of the “8” Laws of the Iroquois, write down the corresponding “goal of the Consitution”.

2. Take handout- choose 1 Law of the Great Tree of Peace, compare it to the U.S. Constituion in your own words, make the connection between the 2 conncepts, and do the project with your group.

_______

9/9/201=Power Day! Big Idea: The Iroquois Constitution influenced many

ideas in the U.S. Constitution

Extra Credit=

See me for patterns for dream catchers,corn husk dolls/masks, etc.

Warmup=

Periods 1,2,3-

A. Write Ms. Lezin a Thank You note for her presentation

B. Copy:

5 Ideas of the Iroquois Confederacy

a. Popular Sovereignty- power resides in the people

b. Federalism- power in gov't is shared (Gt. Council/Tribes)

Checks & Balances- no 1 group can get too much power

500. Impeachment- poor leaders can be removed from office

e. Caucus- smaller councils get together to discuss

issues & make decisions before taking them to the

Great Council

Classwk=

1. Newsgroups & critique

2. Work on interpreting the Great Laws of Peace in your own words.

3. When finished, you can turn to p. 248 in your textbook. Read the PREAMBLE to the U.S. Constitution. Look at the explanations & examples; compare the Iroquois Constitution to ours!

_____

9/8 Big idea: The Iroquois Great Law of Peace influenced our government

Per. 3-6

HW=

1. Newsgroups prepare

2. Make up all assignments

Warmup=

1. Complete the handout on the Iroquois constitution. Skip #5,7

   #1- see p. 37

#3,4-see p. 38

# 6,8- educated guess

Classwk=

1. Overview and close reading of the Iroquois Great Law of Peace: To form a more perfect union.

   You may work with partner for this:

   a. Read excerpts, circle unfamiliar words, then define.

   b. Put passage in your own words.

___

9/8 Big Idea: The Iroquois Great Law of Peace influenced our

Constitution

Period 1,2

HW= (Complete sheet on "Iroquois Constitution")

1. Newsgroups prepare for Friday

2. Make up all work!

*****get out homework

Warmup=

1. What is the meaning of peace? List the ways it is achieved and maintained.

2. Why is Deganawida called the “Peacemaker”? 38

3. What is a confederacy? (educated guess)

4. The Great Law of Peace brought together 3 related concepts that would assure peace among the member nations. They are righteousness, health, justice. How do these 3 ideas insure peace?

Classwk=

1. Review the introduction to the “Great Law of Peace” and review homework questions.

2. Brainpop- Iroquois

______

9/6 Big Idea: The Iroquois Indians had a democratic government

and a Constitution

Periods 1-tomorrow meet up in class, eat, immediately to library for

“Connecting Cultures”

Period 2 -meet tomorrow at library for “Connecting Cultures”

Periods 3-6 we're going to the exhibit, Monday 9/12

*Turn in storyboards!

HW=

1. Read p. 38 Iroquois and the Great Law of Peace. Do #1,2 in complete sentences

2. Newgroups prepare

Warmup=

1. Complete Native American cultures handout. See p. 33 as well

2. Which Native American cultural group would you find the Zuni's, Navajos, & Pueblo's? 33

3. Which tribes developed kayaks to paddle the icy seas & hunted whales? 33

4. What's a potlatch? 34

5. Define matrilineal. 36

Classwk=

1. Brainpop on Native American groups .

2. Read p. 37,then copy:

Iroquois Confederacy has 6 nations within it, similar lang/cult.

a. Mohawk

b. Oneida

100. Onondaga

500. Cayuga

e. Seneca

f. Tuscarora

Haudenosaunee (Iroquois)= people of the long house; Ny state region

(Eastern Woodlands) p. 33

• matrilineal

• confederation

• council of 50 sachems= governing authority of 6 nations;

  promotes peace , power & righteousness

• have unique stle of government: constitution/democracy; Gt Law of Peace

• 2 leaders= Deganwida (the Peacemaker) & Hiawatha (co-messenger of peace)

• 5 nations (later 6) came together at the Great Tree of Peace

• oral tradition but used wampum as memory aid

• both men/women have roles

________

9/1 Big Idea: 3 Worlds meet to shape a new society

HW=

1. Storyboard due Tuesday

2. Turn in missing work

E.c. =

1. Write a little background on the “History of Labor Day” AND /or "California Admissions day". What's the significance of the holiday? Have they lost their meaning through the years?

Warmup/Classwk=

1. Newsgroup presentations

2. Work quietly on storyboard

3. If finished:

   If finished begin reading silently pp 32-7, with special focus on the Iroquois League.

4. Read p. 38 The Iroquois Great Law of Peace. Answer #1,2 at bottom

    

    

    

   Three Worlds Meet

   First Americans

   West Africa

   Three World's Meet

   Columbian Exchange

   Conquest & Colonization

   Europe & North America

    

    

    

   Three Worlds Meet (origins - 1620)

   FIRST AMERICANS= Close connection with land, people, all living things, lived in harmony w/ earth. Came to North America 20,000-40,000 years ago by way of land bridge from Asia following the animal like caribou, wooly mammoth. In the 15^th century there were 100 million of these people in North America. They spoke 1000 different languages, had different societies, government, religion, culture. All believed in a spirit force.

    

   WEST AFRICA= Diverse cultures. Very sophisticated as they controlled trade routes that crisscrossed the continent. Gold, ivory, kola nuts, salt, etc. put them on the map as well as Mansa Musa who from West Africa made a pilgrimage to Mecca and visited Cairo on his way to Mecca. The people of West Africa (rain forested) followed an earth based religion, worshiped spirits but Islam appears there in 9^th century and stays a dominant religion in the area.

    

    

   EUROPE= During the Middle Ages, the Catholic Church is the central influence in peoples lives. The plague helps to reinforce the Catholic church dominance with the people. They interpret the Bible to say that man has dominion (dominance) over life, earth, land, animals. Then later comes the Renaissance and scientific inquiry (questioning), thus a new way of looking at the world. There emerges curiosity about the world. Printing press, new navigation (ships, equipment), desire for spices emerges. This

   all creates a desire to look for a water route to India. Portugal takes the lead searching for gold, ivory, slaves, trade items, etc. Explorers Diaz and da Gama sail around Africa.

    

   THREE WORLDS MEET= Europeans new the world was round. In the year 1000, Vikings come to No. America but don't stay. In the 15^th century, Christopher Columbus asks Spanish King & Queen (Ferdinand/Isabella) to finance a trip to find a direct rout to Asia. Instead he runs into No. America (1492). His 4 voyages to the new world spur competition (by European nations) to find gold in the Americas and later on try to seek a Northwest Passage (a river that flowed across the North American continent from the Atlantic to the Pacific).

    

   COLUMBIAN EXCHANGE= Different ecosystems merge as Europeans explore and colonize the New World (Western Hemisphere). Spanish bring cattle, pigs, horses, oats, barley, wheat, etc. to No. America. The New World has gold, corn and other plants as well as culture of Native Americas which Europeans take back to Europe. Sadly there is a depopulation of Native Americans on the continent by Europeans (smallpox, measles, influenza).

    

   CONQUEST=Europeans led by Cortes and conquistadors subdue Native Americans by force (gunpowder/cannon) and disease. Europeans feel they are superior to the Indians. The nations of England, Holland, Sweden, France and others now started sending ships and colonists to the New World to fight for land, power and resources and even the conversion of Native Americans to their own brand of Christianity (Protestant/Catholic) and began to enslave Native Americans. The Europeans felt they were given the right by God to set up missions and convert/enslave Indians to work in mines/plantations. The Spanish set up missions, pueblos.

    

   EUROPE AND NORTH AMERICA= After seeing the vast amounts of wealth and power that Spain had in the New World, other European nations were going to go after that wealth.

    

    

   a. Native Americans p1, 27-38

   b. West Africa 39-44, 76-79

   c. Three Worlds Meet & Europe 44-53

   d. Conquest or Contact 61-66

   e. Columbian Exchange 74 f. Europe and North America (Conquest/colonization) 67-76

    

   title- title, name, period

   required topics- First Americans, West Africa, etc.

   content 2 paragraphs describing the topic (as we've discussed, in order. First Americans should first mention Indians originally came to No. Am by way of land ridge 20,000 years ago, diverse cultures, shared common ideas like living in harmony with Mother Nature, sharing the land , women holding important role in electing chiefs.

   grammar/mechanics- grammar, capitalization, punctuation should be accurate

   attractiveness-design,layout, neatness

________________ 

8/30 Big Idea: 3 Worlds Meet

HW=

1. Work on illustrated storyboard. Rewrite/refine notes, get images or draw that relate to topic (First Americans, West Africa, etc.). See website for more info./pages in textbook. Worth 35 points. Criteria- see below

2. Newsgroups prepare

3. Make up missing work

warmup/Classwk= take notes & discuss

Three Worlds Meet

First Americans

West Africa

Europe

Three World's Meet

Columbian Exchange

Conquest & Colonization

Europe & North America

Three Worlds Meet (origins - 1620)

FIRST AMERICANS= Close connection with land, people, all living things, lived in harmony w/ earth. Came to North America 20,000-40,000 years ago by way of land bridge from Asia following the animal like caribou, wooly mammoth. In the 15^th century there were 100 million of these people in North America. They spoke 1000 different languages, had different societies, government, religion, culture. All believed in a spirit force.

WEST AFRICA= Diverse cultures. Very sophisticated as they controlled trade routes that crisscrossed the continent. Gold, ivory, kola nuts, salt, etc. put them on the map as well as Mansa Musa who from West Africa made a pilgrimage to Mecca and visited Cairo on his way to Mecca. The people of West Africa (rain forested) followed an earth based religion, worshiped spirits but Islam appears there in 9^th century and stays a dominant religion in the area.

EUROPE= During the Middle Ages, the Catholic Church is the central influence in peoples lives. The plague helps to reinforce the Catholic church dominance with the people. They interpret the Bible to say that man has dominion (dominance) over life, earth, land, animals. Then later comes the Renaissance and scientific inquiry (questioning), thus a new way of looking at the world. There emerges curiosity about the world. Printing press, new navigation (ships, equipment), desire for spices emerges. This

all creates a desire to look for a water route to India. Portugal takes the lead searching for gold, ivory, slaves, trade items, etc. Explorers Diaz and da Gama sail around Africa.

THREE WORLDS MEET= Europeans new the world was round. In the year 1000, Vikings come to No. America but don't stay. In the 15^th century, Christopher Columbus asks Spanish King & Queen (Ferdinand/Isabella) to finance a trip to find a direct rout to Asia. Instead he runs into No. America (1492). His 4 voyages to the new world spur competition (by European nations) to find gold in the Americas and later on try to seek a Northwest Passage (a river that flowed across the North American continent from the Atlantic to the Pacific).

COLUMBIAN EXCHANGE= Different ecosystems merge as Europeans explore and colonize the New World (Western Hemisphere). Spanish bring cattle, pigs, horses, oats, barley, wheat, etc. to No. America. The New World has gold, corn and other plants as well as culture of Native Americas which Europeans take back to Europe. Sadly there is a depopulation of Native Americans on the continent by Europeans (smallpox, measles, influenza). 

CONQUEST=Europeans led by Cortes and conquistadors subdue Native Americans by force (gunpowder/cannon) and disease. Europeans feel they are superior to the Indians. The nations of England, Holland, Sweden, France and others now started sending ships and colonists to the New World to fight for land, power and resources and even the conversion of Native Americans to their own brand of Christianity (Protestant/Catholic) and began to enslave Native Americans. The Europeans felt they were given the right by God to set up missions and convert/enslave Indians to work in mines/plantations. The Spanish set up missions, pueblos.

EUROPE AND NORTH AMERICA= After seeing the vast amounts of wealth and power that Spain had in the New World, other European nations (France, Holland, Britain, Sweden, Portugal)were in competition to acquire land, resources, wealth, and "souls".

a. Native Americans p1, 27-38

b. West Africa 39-44, 76-79

c. Three Worlds Meet & Europe 44-53

d. Conquest or Contact 61-66

e. Columbian Exchange 74 f. Europe and North America (Conquest/colonization) 67-76

criteria:

title- title, name, period

required topics- First Americans, West Africa, etc.

content 2 paragraphs describing the topic (as we've discussed, in order. First Americans should first mention Indians originally came to No. Am by way of land ridge 20,000 years ago, diverse cultures, shared common ideas like living in harmony with Mother Nature, sharing the land , women holding important role in electing chiefs.

illustrations- from internet/draw

grammar/mechanics- grammar, capitalization, punctuation should be accurate

attractiveness-design,layout, neatness

______

8/30 Big Idea: 3 Worlds Meet

HW=

1. Work on illustrated storyboard. Rewrite/refine notes, get images or draw that relate to topic (First Americans, West Africa, etc.). See website for more info./pages in textbook. Worth 35 points. Criteria- see below

2. Newsgroups prepare

3. Make up missing work

warmup/Classwk= take notes & discuss

Three Worlds Meet

First Americans

West Africa

Europe

Three World's Meet

Columbian Exchange

Conquest & Colonization

Europe & North America

Three Worlds Meet (origins - 1620)

FIRST AMERICANS= Close connection with land, people, all living things, lived in harmony w/ earth. Came to North America 20,000-40,000 years ago by way of land bridge from Asia following the animal like caribou, wooly mammoth. In the 15^th century there were 100 million of these people in North America. They spoke 1000 different languages, had different societies, government, religion, culture. All believed in a spirit force.

WEST AFRICA= Diverse cultures. Very sophisticated as they controlled trade routes that crisscrossed the continent. Gold, ivory, kola nuts, salt, etc. put them on the map as well as Mansa Musa who from West Africa made a pilgrimage to Mecca and visited Cairo on his way to Mecca. The people of West Africa (rain forested) followed an earth based religion, worshiped spirits but Islam appears there in 9^th century and stays a dominant religion in the area.