Day 5 - Sept 21

1. Discuss additional evidence for historical significance of covid-19 as turning point for America.

2. Lesson 1: Using pages 25 - 29 of textbook, investigate your assigned Native American peoples of America before European contact. 

• use this chart to track your learning/thinking 

• one group member will need to create an initial copy of the chart to share with other group members so you are all working on one document- then make your own copy of it before going into the second phase

• one group member will create the slideshow and share with all other members to edit

Groups: 

PEOPLE OF THE SOUTHWEST:  Ashley C, Ariadni S, Ali H

PEOPLE OF THE NORTH/SOUTH EAST: Alessia D, Sophia T,  Amanda M, Ella

PEOPLE OF THE PLAINS: Alyssa H, Christina P, Elizabeth W, Sofia O

PEOPLE OF THE WEST/NORTHWEST: Isabella H, Juana P, Zlendy, Valeria  

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At the end of the first round, all the 1s, 2s, etc will come together to got into a second group to share

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Day 6 - Sept 23

1. Finish Part 1 of First Americans Jigsaw -  create slide show all together (one group member is the owner, shares with others)

2. Part 2 of jigsaw, go to subgroup and teach your assigned peoples' information with others 

3. Class discussion

4. Independent work: Watch video overview to consolidate learning. 

ASSESSMENT: QUICK WRITE (go to Google Classroom) DUE UPON COMPLETION OF THE LESSON 

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Day 7 - Sept 27

1. Consolidation of learning from group work - map lesson and map activity

2. Primary source historical thinking chart (from Stanford) - introduce

ASSESSMENT: QUICK WRITE (go to Google Classroom) DUE UPON COMPLETION OF THE LESSON 

 

Day 8 - Sept 29

BBQ - no class​

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Day 9 - Oct 3

1. Activity: Lunchroom Fight (differing perspectives and reliability of sources)

2. How to Evaluate Sources activity (did not have time - moved to Oct 11)*

3. How to evaluate a primary source (do Thomas More Utopia together using this organizer - complete for homework if not done in class))** (review on Oct 11)

4. Upcoming: Primary source research into causes of British colonization of America

• View this Historical Thinking video to prep for next class: cause and consequence

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Day 10 - Oct 5

1. Using sources provided, complete the cause and (immediate) consequence organizer

2. Optional: use textbook pages as background knowledge as well.

3. Exit card: In 5 sentences or less, explain the long term causes of British colonization.

For next class: start Lesson 3: The Colonies

• complete examining passenger lists

• preread pg 50-68

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Day 11 - Oct 11

*How to Evaluate Sources activity

**do Thomas More Utopia together using this organizer

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Day 12 - Oct  13

1. Evaluating Sources Activity

2. Take up examining passenger lists

3. Homework: Complete mapping the New World Lesson

• preread pg 50-68

• Come to class ready to do the partner work below. 

Coming up next week!

1. Partner work: Comparing the Colonies​ (use pg50-68)

• In your team, research your assigned colony using the textbook pages and additional online reliable sources to complete the chart (everyone has their own version of the chart, make your own copy) 

  • as a group, source one primary source image (painting or drawing) that best represents​ the experience of the colonists in your assigned colony

  • as a group, decide who will explain each part of the chart to the rest of the class

4. Upcoming Quick Write: The relationship between colonists and Native Americans was characterized by both conflict and cooperation. Support or refute this statement.

 

Day 13 - Oct  17

1. Discuss the Mapping the New World work

2. Teamwork on the presentations of the colonies

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Day 14 - Oct  19

1. Quick presentations on the colonies - fill in Comparing the Colonies​ (use pg50-68)

2. Lesson 3 continued: King Philip's War lesson (key learning: identifying and ranking causes, nature of relations b/w Native Americans and colonists)

• review: Crash course video

Complete Quick Write: The relationship between colonists and Native Americans was characterized by both conflict and cooperation. Support or refute this statement.(pg reference: 66-68 and class presentations on the colonies)

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Day 15 - Oct  21

1. We have a presentation on vaping

Submit Quick Write: The relationship between colonists and Native Americans was characterized by both conflict and cooperation. Support or refute this statement.(pg reference: 66-68)

Homework: read and take notes on p68-72 for background info for lesson 4

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Day 16 - Oct  25

1. Finish King Philip's War

2. Lesson 4: Roots of racism

a. Origins of Slavery in the colonies 

• History of White people in the US

• History of Race in America

b. Independent Work: Using the sources in Lesson 4, also available in class in print, complete this thinking routine before moving on to compose a 500 word response to the question below. 

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Upcoming Evaluation: The English colonists were notoriously sensitive to any intrusion on their rights and freedoms - perhaps more so than any other people of Europe. And yet, they employed a labor system that fundamentally denied such rights to a distinct segment of the population. Based on the sources studied in class (and no outside research), what arguments were used to justify slavery and what practices put into place during the American colonial period (1607-1763) established a system of white supremacy? 

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Day 17 - Oct 27

1. Brief overview of slavery

2. Discuss roots of racism sources

3. Class time to work on Roots of Racism evaluation. Due end of day ?

4. Moving ahead --> read and take notes on the CAUSES of the American Revolution [Textbook pages 88-96] using this organizer

5. AND read your assigned sources for your perspective below to be prepared to discuss in groups next class

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Day 18 - Oct 31

1. Halloween

2. Escape room practice

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Day 19 - Nov 1

1. Catch up day - notes organization, American Revolution notes, finish evaluation on roots of racism if needed

2. Moving ahead --> read and take notes on the CAUSES of the American Revolution [Textbook pages 88-96] using this organizer

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Day 20 - Nov 3

1. Read your assigned sources for your perspective in groups to prepare for next class

2. Historical Simulation

• Focus Question: Who should go to war for independence against the British?

Structure: you will be divided into the following historical perspectives:

a. African Americans: Alessia, Valeria, Ariadni
b. White landowning men: Isabella, Juana
c. Native Americans: Ali, Zlendy, Sophia T
d. Poor White Men: Alyssa, Christina, Ella

3. To answer the question above, all groups should analyse their sources using the Both Sides Now chart.

4. Be prepared to also respond to these questions when we come back together as a group

• What are your main grievances or concerns about the coming Revolution?

• Should the Union pursue reconciliation with the British rather than war?

• What do you hope to come out of this conflict for your group? 

• Will you join the Revolution and on whose side will you fight?

5. Prepare responses to the questions above to present during the simulation next class, you can also present evidence (ie images, charts, etc) to prove your points (can project on screen).

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Day 21 - Nov 7

1. American Revolution role play: Who should go to war for independence against the British?

2. Each group will create something to explain their position (ie a speech, slide deck, video):

• What are your main grievances or concerns about the coming Revolution?

• Should the Union pursue reconciliation with the British rather than war?

• What do you hope to come out of this conflict for your group? 

• Will you join the Revolution and on whose side will you fight?

3. During the simulation next class, you should collect evidence for this question: "Before 1779, the reasons for an individual's support for or opposition to independence were primarily economic."

 

Day 22 - Nov 9

1. Conduct role play

• collect evidence for this question: "Before 1779, the reasons for an individual's support for or opposition to independence were primarily economic."

2. Read and take notes on pg 118-133 > there will be a Google Quiz on pg 118-133 next class

 

Day 23- Nov 11

1. Google quiz (formative)

2. Watch this documentary that covers the events of the Revolution

• explanation of Unit 1 Culminating: Was the revolution worth it?​

  • Premise: In 1776, John Adams wrote to his wife:

    • “[Independence Day] will be the most memorable Epocha, in the History of America. I am apt to believe that it will be celebrated, by succeeding Generations, as the great anniversary Festival. It ought to be commemorated, as the Day of Deliverance by solemn Acts of Devotion to God Almighty. It ought to be solemnized with Pomp and Parade, with Shews, Games, Sports, Guns, Bells, Bonfires and Illuminations from one End of this Continent to the other from this Time forward forever more. You will think me transported with Enthusiasm but I am not. I am well aware of the Toil and Blood and Treasure, that it will cost Us to maintain this Declaration, and support and defend these States. Yet through all the Gloom I can see the Rays of ravishing Light and Glory. I can see that the End is more than worth all the Means. And that Posterity will tryumph in that Days Transaction, even altho we should rue it, which I trust in God We shall not.”

• Unit 1 culminating: considering all the evidence you have studied in this unit related to the beginnings of the 13 colonies and of causes and aspirations of the Revolution, was the Revolution worth it?

• create a final product that responds to this question as well as an organizer to lay out your thinking (create an organizer of your choosing or use one supplied on the assignment sheet)

• due date:  __________

 

Day 24- Nov 15

1. Finish Declaration of Independence - a closer look

review: Crash Course American Revolution

2. Watch rest of Revolution documentary!

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Day 25 - Nov 17

1. Watch the Unfinished Nation: The Precarious Experiment to add to your thinking about whether the Rev was worth it.

2. Begin The American Constitution and Slavery - complete as much as possible in class​

 

Day 26 - Nov 21

• How America Made Skin Colour Power

• The Life of Sally Hemings

Class time to work on Unit 1 Culminating - due November 25

Discuss American Constitution and Slavery

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Day 27- Nov 23

1. Class time to work on Unit 1 culminating

For the next unit: watch Unfinished Nation: Vision for a Nation and take notes OR read pg138-145; pg160-167 and take notes.

2. END OF UNIT 1

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Day 28 - Nov 25

Work on Unit 1 Culminating.

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Day 29 - Nov 29

Unit 2 Focus: Was this time period (1791 to 1877) one of progress or decline? 

1. review Chapter 5 quiz - get a sense of early struggles

2. Lesson 1: The New Nation

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Day 30 - Dec 1

1.  Federalists vs Antifederalists - the struggle to form the constitution

2. Recommended Review: Crash Course ​

Homework: read and take notes on pg 190-202 and pg 212-217; there will be a google quiz (formative assessment) to check your understanding of the textbook content ​

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Day 31 - Dec 5

1. Google Quiz (chapter 8) American Expansionism

2. Lesson 2: Expansion of the United States

• Louisiana Purchase

  • socrative check: Did Federalists oppose the Louisiana Purchase for practical or political reasons? (in other words, did the Federalists have real concerns or did they just hate Jefferson? Support your claim with evidence). ​

3. Pre-read Lewis and Clark documents for next class​

 

Day 32 - Dec 7

1. Continue Louisiana Purchase - finalize response to socrative question above 

 

Day 33 - Dec 9 PA DAY😴

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Day 34 - Dec 13

1. Review Lousisiana Purchase (Jefferson vs anti federalists)

2. Lewis and Clark

• read documents and answer guiding questions in pairs or independently​

• whole class debate next class: Were Lewis and Clark respectful towards the Native Americans they met on the journey?

DEBATE TEAMS

TEAM 1 YES ______________________   vs TEAM 2 NO _____________________________

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• review - memestory video

• optional: the real story of Sacajawea

 

 

Day 35 - Dec 15

Whole class debate: Were Lewis and Clark respectful towards the Native Americans  they met on the journey? - Academic Controversy format

• at its conclusion, each group needs to present their final consensus​

Next up: Manifest Destiny - read pages below 

(textbook page p256-265)

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Day 36 - Dec 19

1. Review: Revolution consequences using this chart

b. Review unit question: was this a period of progress or decline? (what is progress, what is decline?)

c. introduce change and continuity (add to your historical thinking notetaking sheet)

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Day 37 - Dec 21

  You are invited to a festive affair where we will present our grievances and challenge each other     to Christmas duels. We will end our festivities with a hearty cheer: America for Americans! 

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Day 38 Dec 23 and over the break:

• complete anything we did not finish on Manifest Destiny.

• Lesson 3: Jacksonian Democracy (read textbook pages 222-232 and take notes)

• review Unit 2 culminating instructions

• prepare for midterm test - organize notes in your Drive

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🎅🏽CHRISTMAS BREAK🎄

 

Day 39 Jan 9 and Day 40 Jan 11

1. Manifest Destiny lesson

• complete activity together

• Video: Manifest Destiny - [use this sheet to take notes]

- group master note taking - put your 3 sentences in your assigned spot

2. Review Manifest Destiny 

3. Next class: Unit 2 Lesson 3: Jacksonian Democracy (read textbook pages 222-232 and take notes)

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Day 41 Jan 13 and Day 42 Jan 17

1. Unit 2 Lesson 3: Jacksonian Democracy

• source investigation

• check of understanding: point-counterpoint

• Upcoming Assessment: HOW DID JACKSON’S PRESIDENCY OF THE UNITED STATES SHAPE AMERICAN POLITICS?

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Day 43 Jan 19

1. Review Jackson - use this definition of democratic republicanism to further understand Jacksonian Democracy

• point counter point activity review

• Assessment: HOW DID JACKSON’S PRESIDENCY OF THE UNITED STATES SHAPE AMERICAN POLITICS?

 

Day 44 Jan 23 and Day 45 Jan 25

1. Texas Revolution - slide deck and document analysis/thesis construction

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Day 46 Jan 25

1.Finish Texas Revolution document analysis and thesis construction.

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Day 47 Jan 31

Indian Removal Act - group work using these case studies and this organizer

• watch intro video as a class

GROUPS​

Potawatomi Nation:Isabella, Ali

Seminole: Valeria, Ari

Cherokee Nation: Zlendy, Ella

Kickapoo Nation: Christina, Juana

Shawnee Nation: Alessia, Alyssa

Eastern Cherokee Nation: 

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Enrichment: Learn more about the Cherokee removal through this resource.

 

Group Task: using learning from this lesson, construct a thesis statement in response to the question:

How did Native Nations try to avoid removal and what were the impacts of their attempts?

Share with the class on a jamboard tomorrow

 

Day 48  Feb 1

1. Review group work on Indian Removal Act - evidence of decline in the face of 'progress'? Each group presents findings (decide what you'd like to highlight from the case studies

2. Construct thesis statement and share on this jamboard (How did Native Nations try to avoid removal and what were the impacts of their attempts?)

3. Connection to the present: Vice documentary 'This Land is not your Land' (need Crave subscription

 

Day 49 Feb 3​

1. Video review - the Indian Problem (Smithsonian)

• how does the mythology and narrative of the wild frontier erase this part of American History?

• how is Manifest Destiny a cause of the removal act?

• why was removal accepted by most tribes? 

Review: Facts about Indian Removal

2. Independent work: read and take notes on Chapter 11 "The Gathering Storm" (p278-299) - google quiz check of understanding next class (Feb 7)

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Day 48  Feb 7

Chapter 11 Quiz Check of Understanding

Midterm Prep - midterm scheduled for Feb 9

 

Day 49 Feb 9

Midterm Test

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Day 50 Feb 13

Midterm test Part #2

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Day 51 Feb 15

Galentine's Day!💌🤟👭❤️‍🩹

Homework for the 21st: Complete first 3 parts of next lesson (Lesson 5 Rise of Nativism) using this worksheet and this website

Focus question: Why did the Know-Nothings emerge when they did in U.S. history, and what influence did they have in American politics? (thinking concept: cause and consequence) (you will submit a response to this question at the conclusion of the lesson)

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Day 52 Feb 17 PA DAY

 

Day 53 Feb 21 and Day 54 Feb 23

1. Start with documentary giving context to rise of industrial economy in the America and its consequences. 

• we will practice a note taking system - make a copy

2. Discuss responses to Nativism and Know Nothing Party -

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