Friday, 31 October 2014
Thursday, 30 October 2014
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 2nd rate
ministers, some Whigs thought that Americans were doing the right thing. General population was against the war. 2nd 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
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, 29 October 2014
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.
Homework today - questions on chapter 7 listed in the previous blog.
Tuesday, 28 October 2014
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, 27 October 2014
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
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
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
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
Friday, 24 October 2014
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
Which essay do you agree with?
Review - The Battle of Carillion
Wednesday, 22 October 2014
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"
HW: Read Zinn, "The War for Independence was not a Social Revolution"
Tuesday, 21 October 2014
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.
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.
Monday, 20 October 2014
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
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.
Monday, 13 October 2014
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, 9 October 2014
Friday, 3 October 2014
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, 2 October 2014
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.
Wednesday, 1 October 2014
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!
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!
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