Homework

Read A Patriot's History of the United States pages 54-153

CLASS NOTES

British Ad:

More money, larger population (7.2 million to 2.5 million), a Navy (the most powerful navy in the world), and a professional army of 50,000 soldiers as well as being able to employ another 30,000 Hessian soldiers. 

British Disad:

Fighting away from home – 3000 miles, which added to delays in reinforcements, Military orders and supplies; morally ambiguous war, not every soldier agreed with the war, weak Parliament with 2^nd rate ministers, some Whigs thought that Americans were doing the right thing.  General population was against the war.   2^nd class Generals; a stubborn Monarch who was obsessed with power.

Had to send troops to Ireland

Americans Ad:

Home tuff – fighting a defensive war; good leadership – particularly Washington and Franklin; foreign aid (French and Spain wanted to get back at Britain); fighting a moral war; self-sustaining

Americans Disad:

Militia – untrained, unreliable, and served only a short time; disorganized and not united; lacked hard money; sectional jealousy and distrust; lacked a strong government (or a government until 1781); often short of supplies – food, clothing, shoes, guns, ammo; merchants sometimes sold supplies to British;

 

Thursday

Today we are going to create a list of the advantages and disadvantages of both the Colonists and the British in the War for Independence, outline list of people to know, and then look at chapter 8 in The American Pageant.

Homework - podcast on Edmodo. 

People to Know

John Hancock
Samuel Adams
Lord North
King George III
George Grenville
Thomas Hutchinson
Marquis de Lafayette
Baron Von Steuben

Wednesday

Today we are going to look at Crash Course U.S. History #6 on Edpuzzle and finish chapter 7.

Homework today - questions on chapter 7 listed in the previous blog. 

Tuesday

Today we are going to read chapter 7 and answer the following questions:

CHAPTER 7:  THE ROAD TO REVOLUTION: 1763—1775

The Deep Roots of Revolution

26.        Why does the author say that the American Revolution began when the first settlers stepped ashore?

Mercantilism and Colonial Grievances

Know:    Mercantilism, Navigation Laws, Royal Veto

27.        Explain the economic theory of mercantilism and the role of colonies.

28.        How did Parliament enact the theory of mercantilism into policy?

The Merits and Menace of Mercantilism

Know:    Salutary Neglect, John Hancock, Bounties

29.        In what ways did the mercantilist theory benefit the colonies?

30.        What economic factors were involved in leading colonists to be displeased with the British government?          

The Stamp Tax Uproar

Know:    George Grenville, Sugar Act, Quartering Act, Stamp Act, Admiralty Courts, Virtual Representation

31.        Why were the colonists so upset over relatively mild taxes and policies?

Forced Repeal of the Stamp Act

Know:    Stamp Act Congress, Nonimportation Agreements, Homespun, Sons of Liberty, Declaratory Act

32.        In what ways did colonists resist the Stamp Act?

The Townshend Tea Tax and the Boston "Massacre"

Know:    Townshend Acts, Indirect Tax, Boston Massacre, John Adams

33.        How did the Townshend Acts lead to more difficulties?

The Seditious Committees of Correspondence

Know:    George III, Lord North, Samuel Adams, Committees of Correspondence

34.        How did Committees of Correspondence work?

Tea Brewing in Boston

Know:    British East India Company, Boston Tea Party

35.        What was the cause of the Boston Tea Party, and what was its significance?

Parliament Passes the "Intolerable Acts"

Know:    Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act of 1774, Quebec Act

36.        What was so intolerable about the Coercive (Intolerable) Acts?

Bloodshed

Know:    First Continental Congress, Declaration of Rights, The Association, Tar and Feathers, Minute Men, Lexington and Concord

37.        What was the goal of the First Continental Congress?

Imperial Strength and Weakness

Know:    Hessians, Tories

38.        What were British strengths and weaknesses at the outset of the war?

American Pluses and Minuses

Know:    George Washington, Ben Franklin, Marquis de Lafayette, Continentals

39.        What were the American strengths and weaknesses at the outset of the war?

A Thin Line of Heroes

Know:    Valley Forge, Baron von Steuben, Continental Army

40.        What role was played by African-Americans in the Revolution?

Monday

Today we are going to discuss Zinn vs Wood and then look at a series of primary sources:

1) Proclamation of 1763 (go HERE )

2) Pontiac's Speech at Detroit

It is important for us, my brothers, that we exterminate from our lands this nation which seeks only to destroy us. You see as well as I do that we can no longer supply our needs, as we have done from our brothers, the French. The English sell us goods twice as dear as the French do, and their goods do not last. Scarcely have we bought a blanket or something else to cover ourselves with before we must think of getting another; and when we wish to set out for our winter camp they do not want to give us any credit as our brothers the French do.
When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us. From all this you can well see that they are seeking our ruin. Therefore, my brothers, we must all swear their destruction and wait no longer. Nothing prevents us: They are few in numbers, and we can accomplish it.
All the nations who are our brothers attack them – why should we not strike too? Are we not men like them? Have I now shown you the wampum belts [beaded belts symbolizing an agreement or treaty] which I received from our great father, the Frenchman [King Louis XV]? He tells us to strike them. Why do we not listen to his words? What do we fear? It is time.
­ 
Chief Pontiac of the Ottawa tribe addressing a gathering of Ottawa, Huron, and Potawatomie Indians, May 5, 1763

3) Two versions of the Boston Massacre

HOMEWORK:

Research and describe the importance of each of the following:

A) The Sugar Act
B) The Stamp Act
C) Quartering Act
D) Declaratory Act
E) Townshend Revenue Act
F) Tea Act
G) Intolerable or Coercive Acts

Zinn and Wood

Remember to read and take notes on the two essays - Howard Zinn, "The War for Independence was not a Social Revolution" and Gordon S. Wood, "The War for Independence was a Social Revolution".

Which essay do you agree with? 

Review - The Battle of Carillion

French and Indian War

Today - we'll go over Happy and finish chapter 6.

HW: Read Zinn, "The War for Independence was not a Social Revolution"

The French and Indian War

Today - we need to begin chapter 6 and discuss the causes of the French and Indian War.  We also need to start listing events that lead to the revolution.  

Some review items:

Paxton Boys
Regulator Movment
Triangular Trade
Trade Imbalance w/Britian
Molasses Act

Great Awakening
Jonathan Edwards
Zenger Trial


German and Scot-Irish


HW: Listen and outline podcast "The Road to Rebellion" on edmodo.

French and Indian War

Today - We will go over your exams and then discuss the French and Indian War.

The causes and effects.

Some useful websites:



GO HERE

and go the SHMOOP

You will also need to watch Crash Course #7 on EDPUZZLE.


HW: Read chapter 5 and answer the following questions

Conquest by the Cradle

Know:             Thirteen Original Colonies

1.         What was the significance of the tremendous growth of population in Britain's North American colonies?

A Mingling of Races

Know: Pennsylvania Dutch, Scots-Irish, Paxton Boys, Regulator Movement

2.         What was the significance of large numbers of immigrants from places other than England?

The Structure of Colonial Society

Know:             Social Mobility

3.         Assess the degree of social mobility in the colonies.

Makers of America: The Scots-Irish

Know:             The Session

4.         How had the history of the Scots-Irish affected their characteristics?

Clerics, Physicians, and Jurists

Know:             Smallpox, Diphtheria

5.         Why has the relative prestige of the professions changed from colonial times to today?

Workaday America

Know:             Triangular Trade, Naval Stores, Molasses Act

6.         Describe some of the more important occupations in the colonies.

Horsepower and Sailpower

Know:             Taverns

7.         What was it like to travel in early America?

Dominant Denominations

Know:             Established Church, Anglicans, Congregationalists, Presbyterians

8.         How did the denominations in America affect relations with Great Britain?

The Great Awakening

Know:             Jonathan Edwards, George Whitefield, Old Lights, New Lights, Baptists

 9.        How was the religion encompassed in the Great Awakening different from traditional religion?  What was important about the difference?

Schools and Colleges

Know:             Latin and Greek

10.       What kind of education could a young person expect in colonial times?

A Provincial Culture

Know:             John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin Franklin

11.       Did Americans distinguish themselves in the arts during the colonial period?  Explain.

Pioneer Presses

Know:             John Peter Zenger

12.       Why was the jury verdict in the Zenger case important?

The Great Game of Politics

Know:             Royal Colonies, Proprietary Colonies, Self-governing Colonies, Colonial Assemblies, Power of the Purse, Town Meetings, Property Qualifications 

13.       How democratic was colonial America?

Colonial Folkways

14.       What were the advantages and disadvantages of living in America during the colonial period?

 Colonial America: Communities of Conflict or Consensus?

Know:             Nash's Urban Crucible Theory

15.       Were the colonies marked more by internal consensus or internal conflict?  Explain.

UNIT 3

UNIT 3: 1754-1800 – The American Pageant chapters 5-10; Don’t Know Much About History pages 41-100; A Patriot's History of the United States pages 54-152.

 

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

Key Concepts

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

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

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

Activities:

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

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

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

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

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

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

Six Degrees of Separation: 1607 to 1800.

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

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

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

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

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

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

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

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

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

Thursday

For Gilder Lehrman go HERE

HW: Read chapter 4 in THE AMERICAN PAGEANT and answer the 7 Themes questions for Unit 2. 

Friday

Today, we are going to look at the 3rd video on the 13 colonies - the Southern Colonies, and then continue reading chapter 4.  Make sure you answer the questions in the video, and apply the 7 themes to both the video and the textbook.

Thursday

Today - we are going to watch a video on the Middle Colonies and discuss their similarities and then move into chapter 4 of The American Pageant.

The Middle Colonies

Go HERE

Northern and Middle Colonies

Today we are going to watch a click from the news about protests in Colorado.  Then we will be taking a quiz on your reading. 

Finally, we will watch and discuss Crash Course in relation to the 7 Themes.

Please make sure your Study Questions from Chapter 3 are posted!