Unit 2 & 3
From Jamestown to Jefferson
(1607-1800) In this unit, you will have:
- four online quizziz (2x vocab, 2x content)
-Two unit exams
-One 13 colonies/regions quiz
-Four HW Assignments
-One class project
-One Short Answer Question
-One LEQ intro paragraph
Unit 2 calendar AGENDAWednesday August 21st, Day 1
2) Colonial Slavery (FFA) W/U: http://nebula.wsimg.com/a19343f8a3309ff46ce700f8f889e048?AccessKeyId=E9AACE2A0AB5B10EA5F6&disposition=0&alloworigin=1 3) Research/Smore Website time Friday August 23rd, Day 2 Go over Unit 1 Exam Ships Rosters W/U -Indenture Contract Reading (in-class) Quiz 2.1 is now open Quiz 1.1 Re-do for partial credit open, closes on 9/1/2019 Project time Tuesday August 27th, Day 3 -Bacon's Rebellion Video PBS (in-class) Equiano Reading Roots video Go over 2.1 FLIPPED Essay worth Reading Wednesday August 28th, Day 4 Berkeley Reading Go over 2.2 Flipped Project/HWP time Friday August 30th, Day 5 Go over 2.3 Flipped and 2.4 Flipped Project/HWP Time Monday September 2nd Labor Day- NO SCHOOL!!! Tuesday September 3rd Day 6 Common Day Smore Native American Presentations ----------------------------------------------------------------------------------------- Wednesday September 4th Day 1 (2) SAQ Work on Short Movie Project Rest of the period. Friday September 6th Day 2 Unit 2 HWP due as you walk in, Assemble before the door please. Unit 2 Exam (55 min) LEQ Intro Paragraph (20 min) Work on Short Movie Project Rest of the period. Tuesday September 10th Day 3 3.1 Road to Revolution Lecture Begin 3.2 The Shot heard Round the World Lecture Wednesday September 11th Day 4 13 Colonies Quiz- Practice: https://online.seterra.com/en/vgp/3044 Individual Scenes need to be written and run by Mr. C for clarifications and direction. Finish 3.2 The Shot Heard Round the World Friday September 13th Day 5 3.3 Creating a Nation Lecture Tuesday September 17th Day 6 Finish 3.3 Creating a Nation 3.4 Washington to Jefferson Wednesday September 18th Day 7 Finish 3.4 Washington to Jefferson Finish/Review Work on Short Movie Project Friday September 20th Day 8 KP3 Exam (2 SAQ) Work on Short Movie Project Short Movie Project Due Tuesday September 24th LecturesFlipped Lecture: (On your Own)
Take notes OYO and I will briefly go over the important stuff from each lecture. Lecture 2- Southern Colonies (oyo) Lecture 3- N.E Colonization & Middle Colonies (oyo) Lecture 4- Colonial Society (oyo) Lecture 5- Colonies Before the War (oyo) Lecture 3.1 Road to Revolution
Lecture 3.2 The Shot Heard Round the World Lecture 3.3 Creating a Nation Lecture 3.4 Washington to Jefferson kp2 Key Terms
Additional extra Readings |
Textbook READINGStudents will need to read through Chapters 2-7.
Content covered in those chapters can and will show up on the Unit 2 and 3 Exams. kp2+3 important timeline
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1. François-Marie Arouet (Voltaire)
2. Baron de Montesquieu 3. John Locke 4. Adam Smith 5. Mary Wollstonecraft 6. Jean- Jacques Rousseau 7. Cesare Beccaria 8. Thomas Paine 9. Ben Franklin 10. Thomas Jefferson 11. John Adams 12. Abagail Adams 13. John Rolfe 14. John Smith 15. Sir Edmund Andros 16. Nathaniel Bacon 17. Chief Little Turtle 18. Mercy Otis Warren |
19. Olaudah Equiano
20. Jemmy (AKA: Cato) 21. Metacom (King Philip) 22. William Berkeley 23. William Bradford 24. John Winthrop 25. William Penn 26. Jonathan Edwards 27. George Whitefield 28. John Peter Zenger 29. Paxton Boys 30. Roger Williams 31. Anne Hutchinson 32. Chief Pontiac 33. Lord Baltimore 34. Touissant L'Overture 35. Simon Bolivar 36. John Dickinson |
5 sentence intro paragraph
1 Context
Before the years of _____(Date), In the greater context of ..... Life/America/Economically/Socially/Politicaly/People, Religion
2 Context
Settlers, Colonists, Citizens, Minorities, Women, Children, Americans, Colonies, States, Young, Old, Wealthy, Impoverished,
(historically accurate details)
3 Context
Connect it to what you're going to prove in the next few sentences
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4. Thesis/Argument
5. Thesis/Argument 123
3 points you're going to prove in each of the 3 body paragraphs
1 Context
Before the years of _____(Date), In the greater context of ..... Life/America/Economically/Socially/Politicaly/People, Religion
2 Context
Settlers, Colonists, Citizens, Minorities, Women, Children, Americans, Colonies, States, Young, Old, Wealthy, Impoverished,
(historically accurate details)
3 Context
Connect it to what you're going to prove in the next few sentences
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4. Thesis/Argument
5. Thesis/Argument 123
3 points you're going to prove in each of the 3 body paragraphs
ffapush RESOURCES
Some scholars have gone so far as to suggest that the Seven Years’ War (often still called by its nineteenth-century name, the French and Indian War) was a watershed comparable in importance to the Revolution itself in shaping North American history. Whether or not that view gains wide credence in general interpretations of the development of the United States remains to be seen. Yet thanks to the work of Jennings, White, and their fellow historians, there can be no doubt that the Seven Years’ War was at the very least an event of surpassing importance to native peoples—the beginning of a great shift in which their centuries of influence over historical outcomes in North America began to wane at last.
Much of what these new works describe concerns the mobilization of intercultural trade relations in the supply and control of labor, the scarcest of precious commodities in colonial America. They demonstrate, above all, that slavery was by no means restricted to people of African descent; rather, the enslavement of native people by other natives and by the Europeans to whom those captives were traded was a crucial component of intercultural commerce and alliance in the seventeenth and early eighteenth centuries. The dimensions of the Indian slave trade, its interpenetration with the practices of crosscultural captivity and adoption, and its heretofore unsuspected economic, social, and cultural significance are only now coming into focus.
Key Period 2 + 3 Review Videos below
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Which two colonies are in different regions but, share the term restoration Colonies?
ignore below
Colonies poster project. As a class, I need both periods competing against each other to create the best poster/presentation.
I will assign random people into three different groups.
Group 1 will be New England Colonies
Group 2 will be Middle Colonies
Group 3 will be the Southern Colonies
Both 1st and 5th period will have the same amount of time to complete this project, the better looking poster will receive 5 extra credit points. Everyone will be given 10 points based on effort, with the winning posters will being displayed on the wall, for everyone to see. It is possible to score a 15/10 on this assignment. Don't be the group that earns an eight or a nine out of 10. Easy points.
Take this assignment seriously. I want this to be a fun/competitive assignment/poster/group project. Collaboration. It's good for you.
Every student must also share one thing that they learned from the poster activity when your group presents/to exit the classroom.
You may use the class website, lectures, the textbook, and the review videos to complete the posters in the allotted time frame. Remember, time is of the essence. First Period, set the bar high please.
I suggest you have a designated Research Team scouring the notes/lectures/text for their perspective, and helping the writer as best as you can as the researcher. That means chunking the information, so others may learn from your poster.
Someone with good penmanship will have to write down the words.
You will need to have a trustworthy individual who can trace/draw/color/beautify the poster. Choose wisely.
What your poster needs to have (Criteria):
Perspective (Native Americans, Slaves, Differing European Groups, Men, Women, Children)
All thirteen colonies need to be drawn and identified.
The colonies with which you have been assigned must be colored and the focus of your poster.
and you must answer the Big Idea below.
How did climate and geography affect the development of British Colonies?
(Consider how your region is different from the other two)
I will assign random people into three different groups.
Group 1 will be New England Colonies
Group 2 will be Middle Colonies
Group 3 will be the Southern Colonies
Both 1st and 5th period will have the same amount of time to complete this project, the better looking poster will receive 5 extra credit points. Everyone will be given 10 points based on effort, with the winning posters will being displayed on the wall, for everyone to see. It is possible to score a 15/10 on this assignment. Don't be the group that earns an eight or a nine out of 10. Easy points.
Take this assignment seriously. I want this to be a fun/competitive assignment/poster/group project. Collaboration. It's good for you.
Every student must also share one thing that they learned from the poster activity when your group presents/to exit the classroom.
You may use the class website, lectures, the textbook, and the review videos to complete the posters in the allotted time frame. Remember, time is of the essence. First Period, set the bar high please.
I suggest you have a designated Research Team scouring the notes/lectures/text for their perspective, and helping the writer as best as you can as the researcher. That means chunking the information, so others may learn from your poster.
Someone with good penmanship will have to write down the words.
You will need to have a trustworthy individual who can trace/draw/color/beautify the poster. Choose wisely.
What your poster needs to have (Criteria):
Perspective (Native Americans, Slaves, Differing European Groups, Men, Women, Children)
All thirteen colonies need to be drawn and identified.
The colonies with which you have been assigned must be colored and the focus of your poster.
and you must answer the Big Idea below.
How did climate and geography affect the development of British Colonies?
(Consider how your region is different from the other two)
Timeline Project of: (Minority Labor and Resistance)
Using the multiple sets of textbooks
Research and record all: Native American, Slave and
Indentured Servant rebellions and/or other forms of resistance from the time period (1491-1800) [Key Period 1-Key Period 3]
HOMEWORK: Come up with 3-5 sentence summaries for each of the (20) events, attached and turned in with the stamped colored-in timeline due: __________________________
Include: Historical significance/location, Causes, Outcome
Using the multiple sets of textbooks
Research and record all: Native American, Slave and
Indentured Servant rebellions and/or other forms of resistance from the time period (1491-1800) [Key Period 1-Key Period 3]
HOMEWORK: Come up with 3-5 sentence summaries for each of the (20) events, attached and turned in with the stamped colored-in timeline due: __________________________
Include: Historical significance/location, Causes, Outcome