2022-2023 S1 U.S. Lesson Page

DoDEA Social Studies Standards (Page 28)

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Lessons 0 - 1 Policies and Procedures

Lesson 1 - Planner Procedures and U.S. Vocabulary Words

Step 1 - ELA Calendar Information
Copy all of the bullet statements and information into your planner by clicking on the ELA Calendar link above. Highlight the
bullets that are shown in red.
Step 2 - US History Calendar Information
Copy all of the bullet statements and information into your planner by clicking on the US History Calendar link above. Highlight
the bullets that are shown in red.
Step 3 - Take A Picture of Your Updated Planner
Take a picture of your completed planner.
Step 4 - Download the Picture Into Google Classroom

Log-in to Google Classroom.
Next, click on the ELA class. You will see that there are are several options at the top.
Click on the link titled "Classwork." You will see that the assignment is shown on the screen.
Click on the "Updated Planner Assignment." You will see that there is an option to download your assignment.
Download and then submit your assignment.

Note- Students who do not have a cell phone or computer with a camera are encouraged to use the DoDEA Chromebooks when they arrive at school.

Three important points to keep in mind are shown below as a reminder.

Additional Details

Do not remove any pages, covers, or the plastic spiral from the planner.
Use a pen to complete the planner.
Place a large "X" over holidays and other days that you do not have school.

Lesson 2 - Important Dates and Native Americans

DoDEA Standards
7.1a Geography and climate influenced the migration and cultural development of Native Americans. Native Americans in North America settled into different regions and developed distinct cultures.

Students will compare and contrast different Native American culture groups of North America, with a focus on the influence geographic factors had on their development.
Students will examine various groups of Native Americans located within the United States.

SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

US Lesson 2 Part 1 - Introduction and Overview to Native Americans

Using the Textbook
Key Dates in History
Topic 1.1 - The Early Americans (Special Focus on Pages 12-13)

1492   Italian sailor Columbus Arrives in the Americas
1607 English settlers arrive at Jamestown (Virginia)
1775-1783 American Revolution
July 4, 1776 Declaration of Independence
1861-1865   American Civil War
1865-1877   Reconstruction

US Lesson 2 Part 2 1.1 The Early Americas
Read pages 11 - 14 (Chapter 1.1) with your cooperative learning group. These pages will allow you to examine various groups of Native Americans located within the United States. Once you have read this short section you and group will come to the front to receive your assignment.

US Lesson 2 Part 3 - Native Americans and Regions Assignment
Use a pen and work with your group to complete this assignment. Take turns reading each section aloud with your group. Switch readers after each region is completed on paper. Some sections will require you to provide more quotes than other sections. Your evidence will come in the form of quotes from the textbook. Remember to use quotation marks for all of your answers. Each student is responsible for writing the answers on their own papers. The example below in the blue box is an example how your answers should be written.

Note- All assignments are due at the end of class (whether you have finished or not). Make sure the textbooks are put away correctly prior to leaving.

Arctic and Subarctic Regions (Example)
What was the land like in this region and what is the name of the people who live there?
“Frozen seas and icy, treeless plains made up the world of the Inuits, who lived in the Arctic region.”

What type of shelter did the people of this region use to survive the harsh conditions?
“For most of the year, the Inuits lived in pit houses, houses dug into the ground and covered with wood and skins.”

How did physical geography impact the lives of the Carrier people?
“The Carrier, for example, settled near salmon streams, although they sometimes moved to other hunting sites.”

Lesson 3 - Native Americans and the Columbian Exchange

Students will compare and contrast different Native American culture groups of North America, with a focus on the influence geographic factors had on their development.
Students will examine various groups of Native Americans located within the United States.

Lesson 3 Part 1 - 1.1 The Early Americas Assignment
Reading Assignment - Work as a cooperative group to read pages 19 - 20 and learn about the Iroquois League.

Whiteboard Assignment - Discuss the information that you read about in today's reading assignment and be ready to answer the gold question below. When you are finished, record your answers on your group's assigned whiteboard.

What does your group think are the three most important facts about the Iroquois League?

sachem
(noun)
the chief
of an Algonquian speaking tribe
who was usually a member of the Iroquois League

forage
(verb)
to actively search for food or provisions

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US Lesson 3 Part 2 - Cooperative Group Poster Assignment 
Use the information in Chapter 1.1 of the textbook as your information source for this assignment. Each group will receive a large sheet of poster-size paper. Your group will create a poster that is factually correct, informative, interesting, and colorful.

Make a poster that reflects how Native Americans societies thrived in various types of climates, environments, and geographic conditions. Focus on one of the topics below and use a combination of drawings and words to teach your audience about that topic.

Topics-

Native American Shelter
Native American Diet
Native American Culture

All cooperative group members are required to actively participate to complete this assignment. This assignment is due at the end of class.

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Lesson 4 - Celebrating the U.S. Constitution

DoDEA Standards
7.4 Historical Development of the U.S. Constitution - The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights.
7.4b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.

7.1a Geography and climate influenced the migration and cultural development of Native Americans. Native Americans in North America settled into different regions and developed distinct cultures.

Students will compare and contrast different Native American culture groups of North America, with a focus on the influence geographic factors had on their development.
Students will examine various groups of Native Americans located within the United States.

US Lesson 4 Parts 1 and 2 - 4.5 Understanding the U.S. Constitution
September 17th of every year is dedicated as a day to celebrate the supreme law of the land - the United States Constitution.

Direct Instruction - Key Concepts

Articles of Confederation - This document was the first constitution of the USA (states retained most of the power and it created a weak central government). The Articles of Confederation created such a weak structure of government that it had to be replaced.
Constitutional Convention of 1787 - This convention of delegates came from most of the states and were responsible for creating a new constitution.
Virginia Plan - This proposal would have created two houses with seats based on population.
New Jersey Plan - This proposal would have created one house with one seat for each state.
Great Compromise - This compromise created a House of Representatives based on state population and a Senate with two representatives from each state.
Three-Fifths Compromise - This compromise allowed states to include three-fifths of their slave populations when determining state populations.

Articles of Confederation
This document was the first constitution of the USA. The Articles of Confederation created such a weak structure of government that it had to be replaced.

Great Compromise
This compromise created a House of Representatives based on state population and a Senate with two representatives from each state.

Reading Assignment- Work with your group today and read this chapter (pages 203 - 214) about the making of this important document. Discuss the chapter as you read and focus specifically on the responsibilities of each of the three branches of the U.S. Government.

Article I - Article I defines the structure and responsibilities of the Legislative Branch of the government (Congress). The primary responsibility of Congress is to make the laws of the nation.
Article II - Article II of the Constitution defines the Executive Branch and the duties of the President. The President’s primary responsibility is to enforce the laws of the nation.
Article III - Article III of the Constitution defines the responsibilities of the Judicial Branch of government. The Supreme Court's primary responsibility is to ensure that the nation's laws are constitutional.

Three Branches of the Government
Legislative Branch (Congress)
Executive Branch (President and Cabinet)
Judicial Branch (Supreme Court)

Legislative Branch (Congress)
U.S. House of Representatives (435 Members)
U.S. Senate (100 Members)

U,S, Government Link

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Lesson 5 - Columbian Exchange

DoDEA Standards
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
7.2b Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from loss of life due to disease and conflict and loss of land due to encroachment of European settlers and differing conceptions of property and land ownership.

US Lesson 5 Parts 1 and 2 - Chapter 1.3 European Exploration in the Americas

Text Reading Assignment - 1.3 Pages 33-40
Today you will be reading with cooperative reading group. Read the assigned section aloud and focus particularly on the Columbian Exchange. The graphic on page 39 is very useful in understanding the Columbian Exchange. Be sure to discuss what is being exchanged between the Western Hemisphere and Eastern Hemisphere.

US Lesson 5 Part 1 - Text Reading Assignment
Today you will learn about what was happening in the world just prior to the discovery of the Americas. Knowledge of these events will help you understand the history that followed. Work with your cooperative learning group to read pages 21 - 32. As you read, focus on the question below.
How did trade and the Renaissance set the stage for exploration of the Americas?
Notes
Trade
• The period from about 500 to 1500 is known as the Middle Ages.
• The Crusades describe a series of wars that Christian armies fought to control Palestine (the Holy Land).
• The Crusades exposed soldiers to a variety of new products such as new foods, a variety of spices, silks, and woven rugs. Although they had been imported to Europe previously, they were not available to most people.
• Many of the products Crusaders came in contact with originated in Muslim world.
• The awareness of new products increased demand for the products. An increase in demand usually results in traders obtaining and selling those products for a profit.
• The Crusaders and traders were also exposed to new technologies:
o magnetic compass (this contained a magnetic needle and originated in China)
o astrolabe (this allowed sailors to determine their latitude and was developed in North Africa)
o rudders (this allowed ships to be steered and was developed in China)
• Trade routes allowed products to be transported over vast distances.
o East African Trade Route
o Trans-Saharan and Trans-Arabian Trade Routes
o Silk Road (Asia)

The Renaissance
• The Renaissance was a period of European history, from the 1300s to the 1500s, when there was a revival of Roman and Greek art and ideas.
• Although the word Renaissance is derived from French, this period of history is generally assumed to have begun in Florence, Italy.
• Increased trade helped to spark a desire to learn more about history, literature, and the world.

New Trade Routes
• Italian and Middle Eastern traders controlled trade across the Mediterranean and the Silk Road.
• Other countries knew that they would need new trade routes if they wanted to trade with India and China.
• Portugal used the latest technology and over time sailed around the southern tip of Africa and up to India.

US Lesson 5 Part 2 - The Natives In the Americas Wrap-up / Revisiting Online Text Access

US Lesson 5 Part 3 - Focus on Explorers Around 1492 (Maps on Pages 32-33)

Bartolomeu Dias (1487-1488) - Dias sailed from Portugal to the Cape of Good Hope at the southern tip of Africa.
Christopher Columbus (1492-1504) Columbus, an Italian, sailed under the flag of Spain and is known for leading the first group of Europeans to explore the Americas. He made four voyages before he died in 1506.
John Cabot (1497) Cabot, an Italian, sailed from England to the coast of Canada.
Vasco da Gama (1497-1499) Gama sailed from Portugal, rounded the Cape of Good Hope, and up to India.
Amerigo Vespucci (1499-1502) Vespucci, an Italian, sailed from Spain to coast of South America. The word "America" is derived from his name.
Vasco Núñez de Balboa (1510-1513) Balboa, a Spaniard, sailed to South and Central America. He led the first settlement in South America and was the first European to cross the Isthmus of Panama and view the Pacific Ocean coast.
Ferdinand Magellan (1519-1522) Magellan was a Portuguese explorer who sailed under the Spanish flag and is known as the first person to circumnavigate the world.
Hernán Cortés (1519-1521) Cortés was a Spanish explorer and conquistador who is known for defeating the Aztec Empire and claiming Mexico for Spain.
Francisco Pizarro (1524-1533) Pizarro was a Spanish conquistador who defeated the Inca Empire after executing the Inca leader Atahualpa.
Henry Hudson (1607-1611) Hudson, from England, made four voyages from both England and the Netherlands. He is known for discovering the Hudson River in the United States.
Ponce de León - Ponce de Leon explored parts of Florida in search of the “fountain of youth.”
Francisco Coronado - Coronado began an expedition in 1540 in search of the “seven cities of gold.” During this expedition he explored the American southwest.

Examples of Primary Sources
letters
autobiographies
diaries
maps
newspapers
audio recordings
visual recordings

The U.S. History textbook that you use is an example of a secondary source.

Writing Assignment - 1.3 The Columbian Exchange
After completing the reading assignment and group discussion, each person in the group will complete the following assignment.
Use the picture provided to make a list with two columns.
Title the left column "Western Hemisphere" and the right column "Eastern Hemisphere." First, list as many plants, animals, and diseases that originated in the Western Hemisphere. Next, list as many plants, animals, and diseases that originated in the Eastern Hemisphere. All of the items in your lists must come from the textbook and the graphic shown in the link. You should have fifteen bullet statements and answers in each column. Draw five pictures in each column that reflect the items in each list.

Make your chart color, creative, and factually correct. Submit your assignment in the "Inbox" tomorrow.

Eastern Hemisphere Diseases
(Europe / Africa / Asia)
Bubonic Plague
Influenza
Malaria
Measles
Mumps
Smallpox
Typhus
Whooping Cough
Yellow Fever

The link below is useful in several ways. Play the movie first and then look at the map at the beginning. It shows several of the plants, animals, and diseases that crossed the Atlantic Ocean to the other side of the world.

The Columbian Exchange

Did you know that at least four animals originated in the Americas and were transported to Europe? Those animals included the turkey, alpaca, American mink, and the muskrat.

Lesson 6 - New Spain and Spanish Exploration of the Americas

Enduring Understandings

The Spanish were the first to colonize North America.
Conquistadors were conquerors who searched for riches in the Americas and claimed news lands for Spain.
The Spanish brought enslaved Africans to work in their colonies harvesting primarily sugar and tobacco.

US Lesson 6 - 2.1 Direct Instruction

The lives of the European nobility and wealthy compared to the lives of peasants in the 1400s
The attempted transfer of social classes from Europe to the Americas

US Lesson 6 - 2.1 Reading Assignment
Read aloud chapter 2.1 with your group. Stop periodically and discuss the pictures, graphs, and maps in the chapter. Discuss and be able to answer the following questions aloud when you report out.

What was the legendary fountain of youth and who led an expedition to find it?
What happened during the Spanish expedition off Texas in 1528 and what is significant about Cabeza de Vaca and Estevanico?
What part of the present-day United States did Francisco Coronado explore in 1540?
Why did the Spanish decide to focus on their colonies in the south (instead of the north)?
How did the encomienda system impact the Native Americans?
What are three observations (facts) that you state about the data on the "Slavery in the Americas" graphic on page 54?

Mission San Jose Church In San Antonio, Texas

What is the legacy of the Spanish missions in the Americas?

Hernando Cortes (Unknown Date)
Library of Congress

Hernando Cortés was a Spanish conquistador who arrived in modern-day Mexico in 1519. After landing his army of approximately 600 soldiers and 16 horses, he sank his 11 ships. His stranded army went on to capture the Aztec leader Moctezuma and eventually defeated the Aztec Empire. Cortés claimed all of Mexico for Spain.

Francisco Pizzaro was a Spanish conquistador who in known for conquering the Inca Empire. After arriving in Panama, Pizarro led his army of 180 soldiers and 37 horses south to modern-day Peru. Like other conquistadors, his goal was to obtain gold. When he arrived, he captured the leader of the Inca Empire, Atahualpa. In an attempt to save his own life, Atahualpa offered to give Pizarro a room full of gold and silver in exchange for his freedom. Although Atahualpa fulfilled his part of the deal, Pizarro eventually had him executed.

Francisco Pizarro (1598)
Library of Congress

Other Significant Conquistadors and Explorers

Juan Ponce de León was a famous Spanish explorer who founded the first European settlement in Puerto Rico. Later, in 1513, he sailed to Florida. He is known for traveling throughout Florida in search of the legendary “fountain of youth.”
Hernando de Soto was a Spanish conquistador and explorer who explored the Southeastern United States from 1539 to 1542. He is best known for “discovering” the Mississippi River.
Francisco Coronado was a Spanish conquistador who is best known for seeking the legendary “seven cities of gold.” He arrived in 1540 and explored much of the modern-day states of Arizona and New Mexico. He and his expedition party also traveled as far north as Kansas and became the first Europeans to see bison on the Great Plains.

US Lesson 6 Part 2 Writing Assignment - 2.1 Spain in the Americans Assignment

Focused Reading Assignment- Reread pages 48-49 with your cooperative learning group. Discuss the expedition led by Panfilo Narváaez and significance of the Cabeza de Vaca and Estevanico.

Writing Assignment Questions 1-4 (Shown Above) - Complete the writing assignment using this lesson page and your textbook as your information sources. Answer each question using complete sentences and provide evidence from the text to support your answers. All answers require you to restate the question, provide evidence in the form of a quote (and page number), and comment on the evidence. Submit the completed assignment in Google Classroom. Use Control Shift V to copy and paste without website formatting.

Note- Remember that you can access the online text by using ClassLink.

Assigned - US Quarter 1 Test Study Guide (Submit in Google Classroom)

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Enduring Understandings

The French and Dutch also colonized North America, seeking to profit from the fur trade.
English colonists settled along the east coast of North America.
People seeking religious freedom founded New England's colonies, as well as Pennsylvania and Maryland.
The slave trade brought enslaved Africans to the English colonies, especially in the South, which relied on slavery for plantation agriculture.
The English colonies developed representative government and inherited a tradition of legal rights from England.

US Lesson 7 - 2.2 French Colonization of North America

DoDEA Standard 7.2 Colonial Developments- European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.
7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
7.2d The Dutch established settlements along the Hudson River and the French established settlements in the Champlain Valley. Dutch contributions to American society were long-lasting.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.

U.S. Lesson 7 Part 4 Text Reading Assignment - 2.2 European Rivalries / New France Is Colonized
Reading Assignment - So far we have focused on the Spanish and their colonization of the Americas. Now, we will shift our focus to the eastern coast of the United States and Canada learn how other European countries settled the Americas. The French established their first permanent settlement in 1605 and it was called New France. Work with your cooperative learning group to read and discuss pages 56-60. Pay particular attention to the map on page 58.

Whiteboard Writing Assignment - Focus Questions
Work with your cooperative learning group to write both these questions and the answers. Use your text as your information source. All group participants must take turns writing (with your initials at the end).

Where was the first permanent French colony in North America?
Who established the first French colony?
Who was the French explorer who sailed down the Mississippi River and eventually reached the Gulf of Mexico?
Louisiana was named in honor of what person?
How did French colonization of the Americas differ from Spanish colonization?

Geographical Map of New France Made by Mr. de Champlain (1603 Voyage) Source- Library of Congress

Samuel de Champlain departed his home country of France in 1603. Forty days later he arrived in modern-day Canada. During his expedition he traveled up the St. Lawrence River and arrived near modern-day Montreal. He later established Quebec City in 1608.

Due- US Quarter 1 Test Study Guide (Submit in Google Classroom)

Take - US Quarter 1 Test

Lesson 8 Early Dutch and English Colonization of North America

2.2 Reading Assignment - Work with your cooperative learning group to read and discuss pages 60-62. Report out when you group is ready to describe what you read. As you read, focus on the question below.

2.2 CER Writing Assignment
Complete the writing assignment using your textbook as your information source.

Answer each question using complete sentences and provide evidence from the text to support your answers. All answers require you to restate the question, provide evidence in the form of a quote (and page number), and comment on the evidence.

Remember that you can access the online text by using ClassLink.

Henry Hudson entering New York Bay, September 11, 1609, with Indian family watching on shore in foreground
Source- Library of Congress

First and Last Name
Month, Day, and Year
Mr. Duncan - U.S. Gold 1

What English explorer is credited with discovering the Hudson River and when did it occur?
Who purchased Manhattan Island from the Native Americans?
What was the Dutch settlement on Manhattan Island called?
How did Dutch colonization of the Americas differ from French colonization?

Submit your completed assignment in Google Classroom. This assignment is due tomorrow morning at 8:00.

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DoDEA Standard 7.2 Colonial Developments- European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.
7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.

US Lesson 8 Part 2 - 2.2 Early English Settlements in North America
Europeans came to the Americas due to economic, religious, and political reasons. Many of the first English arrivals had experienced religious persecution (mistreatment due to their political beliefs) because they did not belong to the Church of England. A significant portion of the new arrivals came to the Americas because they lacked economic opportunity in England. Political benefits also were possible because people did not necessarily have to own land in order to vote.

When historians study the English colonies that were located in the present-day United States, they usually divide them into three distinct regions. Each region has a distinct history, economy, and way of life. The next three chapters will focus on the three regions in greater detail.

Three English Colonial Regions
- New England Colonies
- Middle Colonies
- Southern Colonies

Reading Assignment 2.2 Early English Colonies
Today's reading assignment focuses on the early attempts of the British to colonize North America. Although their efforts ultimately failed at Roanoke, they did go to establish the first permanent British settlement in North America at Jamestown. This occurred in 1607 in the modern-day state of Virginia. The new arrivals experienced many hardships as they built a settlement and worked to provide for themselves.

Work with your cooperative learning group to read and discuss pages 62-68. As you read, pay particular attention to the picture captions. Also spend time discussing the graphic at the top of page 67. The map shows a map of the colonies.

The first permanent British settlement in North American was established at Jamestown in 1607. - The first permanent British settlement in North American was established at Jamestown in 1607. - The first permanent British settlement in North American was established at Jamestown in 1607.

Map of Virginia
By John Smith and William Hole (1624)
Source - Library of Congress

The Wedding of Pocahontas And John Rolfe
Created By George Spohni (1867)
Source - Library of Congress

Bacon Rebellion Primary Source Activity
Today's activity will use a primary source from the Library of Congress (LOC). It was written by a wealthy landowner who lived in Virginia during the Bacon Rebellion (1675-1676). It is important that you understand that documents of the time period were written using different writing conventions and words that may have been spelled differently. Due to these reasons, the Library of Congress provides a transcription of the text for each page. Even with the transcription, it will still require your group to engage in productive struggle to complete the assignment.

Library of Congress Link

Step 1- One person in each group will need to get a computer, log-in, and then go the U.S. History lesson page.

Step 2- Click on the link above.

Step 3- Read pages six through ten. As you read, stop at the end of each page and discuss what you have read. Once you have a basic understanding of the content, move on to the next page and repeat the process. Stop after you complete pages six through ten.

Step 4- Answer the following questions. What are the three things that the author describes? What do the three things have to do with the events described as Bacon's Rebellion? Record your answers on a piece of paper and turn it in to the inbox.

Thomas Mathew, 1705, The Beginning, Progress and Conclusion of Bacon's Rebellion in Virginia Page 6
(Library of Congress)

Assignment Follow-up and Feedback

Most groups did an outstanding job of identifying key pieces of information while remaining engaged in productive struggle. Hopefully you were able to understand that the three signs forewarned that something bad was going to happen. By page ten it should have been to possible to see that conflict between Native Americans and the settlers had begun.

The Three Signs of Trouble

large comet
flock of pigeons
swarms of large flies

Homework- Lesson 5 Practice Quiz (10 Points)
Complete the quiz for homework. The essay on the back side of the quiz is worth half of the total grade.
Here is a strategy for completing the essay. Start by rereading the section of the book that describes Bacon's Rebellion. Write down the key points using bullet statements. When you are finished, you will have the key points to include in your answer. Pick two of the bullets to use as evidence (quotes, highlighted in yellow, and parenthetical citation). Include the key facts and people involved in the Rebellion. Finish the essay by telling your reader how it ended.
The quotes are used to gather information in order to answer the questions correctly. You may include the information in your answer while taking the quiz. There is no need to memorize it or to use a parenthetical citation on the quiz.
As suggested in class- you should type the essay using a Google Doc and submit it with completed quiz.

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Lesson 9 The New England Colonies

Review

The British established 13 colonies in the land that we now call the United States. These 13 colonies eventually went on to become the first U.S. states.
When historians study the English colonies that were located in the present-day United States, they usually divide them into three regions. Each region has a distinct history, economy, and way of life.
Bacon's Rebellion highlighted the struggle between the wealthy planters, the settlers who wanted to push west, and the Native Americans.
The Virginia Colonial Government, the House of Burgesses, was alarmed at the way that both white and black indentured servants banded together during Bacon's Rebellion. Over time, they passed laws that replaced black indentured servitude with slavery.

Port of Plymouth, England (United Kingdom)

Signing of the compact in the cabin of the Mayflower
By Percy Morgan
Circa 1920 - Library of Congress

US Lesson 8 Part 2 - 2.3 The New England Colonies
You learned last class period that the English colonies in the modern U.S. were broken down in three regions.  Today you will begin to study the northernmost colonies - the New England Colonies.
During this time period people in England were expected to be part of the Anglican Church (Church of England).  People who we refer to as Pilgrims were a group of people who wanted to break away from the Anglican Church. In order to do so, they had to leave England. On September 16, 1620 they set sail aboard the Mayflower from Plymouth, England.  After a 66-day voyage across the Atlantic Ocean, they arrived at Cape Cod in modern-day Massachusetts.
Before disembarking from the Mayflower, they created the Mayflower Compact. This important document established a framework of government and the election of their leaders. Two leaders of the Pilgrims were William Brewster and William Bradford. William Brewster was a senior leader of Puritan Church. William Bradford, an early governor of Plymouth Colony, was an effective leader who governed for over three decades.

2.3 Reading Assignment The New England Colonies
Work with your cooperative learning group to read Chapter 2.3 (pages 69-74). Stop and discuss the subtopics (red titles) with your group as you read. Keep the two gold questions in mind.
    What was the significance of the Mayflower Compact?
Were all of the people on the Mayflower Pilgrims?
Lesson 8 The History of Thanksgiving
Log-in to a computer and click on the following link. Read the information and then discuss it with your cooperative learning group. Focus on the gold question as you discuss Thanksgiving with your group.
When does Thanksgiving occur every year and when was it set in law?

Thanksgiving Link

US Lesson 8 Part 1 - 2.3 The New England Colonies Writing Assignment
First and Last Name
Month, Day, and Year
Mr. Duncan - U.S. Gold 1

By this time you should have discussed the three gold questions with your group. For this portion of the writing assignment, you will answer the three gold questions on your own. Answer the questions using complete sentences and provide evidence to support your answers (CER). All answers require you to restate the questions, provide evidence in the form of quotes (with parenthetical citations), and provide your reasoning for the evidence. Highlight the evidence sentences in yellow when you are finished. Your questions need bold and the answers should begin on the next line. Skip one line between each question.  Check your work after you finish it and then submit it in Google Classroom.
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Penalty for Keeping Christmas, 1659

Lesson 9 Part 2 2.3 Reading Assignment
Work with your cooperative learning group to read Chapter 2.3 (pages 74-82). Stop and discuss the subtopics (red titles) with your group as you read.
Focus particularly on the chart on page 75 with the intent of understanding the facts. The pictures and captions in this section also provide a lot of important information and should help you to understand the text.

Whiteboard Writing Assignment - Focus Questions
Work with your cooperative learning group to write appropriate answers to these questions. Restate the question as part of your answer. No quotes are required for this assignment. All group participants must take turns writing (with your initials at the end).

What was the major difference between Pilgram and Puritan beliefs?
What new colonies were created by people who left the Massachusetts Bay Colony?
Why was Anne Hutchinson important in American History?
What was the legacy of the Puritans?

Roger Williams Statue in Providence, Rhode Island
Circa 1900 - Library of Congress

End of Quarter 1

Lesson 10 2.4 The Middle Colonies

DoDEA Standard 7.2 Colonial Developments-  European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.
7.2c European nations established colonies in North America for economic, religious, and political reasons.  Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.

Lesson 10 9 Part 1 - 2.3 The New England Colonies / 2.4 The Middle Colonies

Review 2.3 The New England Colonies Reading Assignment
Before beginning to learn about the Middle Colonies, it is necessary to review the information from the previous chapter.  Work with your cooperative learning group to read Chapter 2.3 (only pages 76-78). Move directly the writing assignment after you finish.

Review 2.3 Writing Assignment
Use your assigned whiteboard to complete this assignment. Draw three columns and label them Thomas Hooker, Roger Williams, and Anne Hutchinson. Under each column answer these questions using the CER format.

What did the person do differently?
What new colony were they associated with?
What is the legacy of the person?

2.4 The Middle Colonies Reading Assignment Part 1
The last chapter demonstrated how new colonies formed out of the original British colonies in North America. The creation of the Middle Colonies developed differently. A major key to understanding this chapter is stated in the chapter introduction on page 83.

"The Middle Colonies had a greater mix of people than either the New England or the Southern Colonies."

Work with your cooperative learning group to read pages 83-85 of Chapter 2.4. Be sure to discuss the map on page 84. Your group needs to report out when you can verbally answer the following questions.

What four colonies comprised the Middle Colonies?
How might the freedoms granted to the colonists of New Amsterdam have contributed to its downfall?

The Fall of New Amsterdam by J.L.G. Ferris
1923 - Library of Congress

US Lesson 10 Part 2 - 2.4 The Middle Colonies Reading Assignment Pages 85-91
Work with your cooperative learning group to read pages 85 - 91. Stop and discuss each subtopic (red titles) with your group as you read today. Focus particularly on the graphic on page 91. As you read, focus on the questions below.
How did the proprietary colony of New Jersey benefit the King and wealthy landowners?

How were the settlers of New Jersey different than the settlers of Massachusetts Bay Colony?

What core belief made the Quakers so despised in England?

How might settlement of modern-day Pennsylvania have been different without William Penn?

US Lesson 10 Part 2 - Writing Assignment (CER)
Listen carefully to the instructions for today's writing assignment.

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Lesson 11 2.5 The Southern Colonies

DoDEA Standard 7.2 Colonial Developments-
7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.

Lesson 11 Part 1 - 2.5 The Southern Colonies
Today you will begin reading about the Southern Colonies. These colonies stretched from Maryland down to Georgia. You have already learned how Virginia was initially settled at Jamestown and became the first English settlement in North America. Maryland was originally envisioned as a colony where Catholics could practice their religion freely. The Carolinas were settled after King Charles II granted several nobles land grants in 1663. Georgia was initially settled with the goal of solving a social problem in England.
As you read, remember that the borders of the colonies were somewhat different than the modern-day states. The Appalachian Mountains formed the western boundary for most of these colonies.

2.5 Chapter Objectives

Explain the reasons for the establishment of Maryland.
Explain the reasons for the establishment of the Carolinas and Georgia.
Describe the relationship between different environments, different settlement patterns, and different economic systems in the Southern Colonies.
Explain the development of the slave trade and the spread of slavery in the Southern Colonies.

Slave Auction at Richmond, Virginia
1856 - Library of Congress

Oglethorpe Monument in Savannah, Georgia
circa 1910 - Library of Congress

US Lesson 11 2.5 Reading Assignment Page 92-100
Work with your cooperative learning group to read pages 92-100 of Chapter 2.5. Be sure to discuss the map on page 84. When your group finishes reading, discuss the following questions and then report out with your answers. How did James Oglethorpe's idea to found Georgia help solve a social problem in England?
When, where, and why did the slave trade begin?
What was the Middle Passage and how did it impact the lives of people in the Southern Colonies?
Lesson 11 Part 2 - 2.5 The Southern Colonies Writing Assignment
Complete the writing assignment that has been assigned to you in Google Classroom. Answer each question using CER. Per established class procedures, use evidence in the form of one quote and a parenthetical citation to support your answers. This assignment is due at the end of class today.

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Lesson 12 2.6 and 2.7 Colonial Society

Lesson 10 2.6 Colonial Society

DoDEA Standard 7.2 Colonial Developments
7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.

S Lesson 12 Part 1 - 2.6 Colonial Society Reading Assignment
Today's reading assignment will be done different today. Read only the specific pages shown and then stop to discuss the topic or topics shown in parenthesis.

Pages 101-102 (Two Major Social Classes and Indentured Servants)
Pages 106-107 (Great Awakening and Important of Self-rule)
Pages 108-109 (Public Schools and Apprentices)
Page 110 (Enlightenment)

Lesson 12 Part 1 - Understanding Colonial Society - Review
Key Concept- Colonies were frequently established by countries to obtain natural resources. Many of the natural resources were sent back to the colonial power or its other colonies to be made into products. Products were then exported back to the colonies or other countries to earn a profit.

Recall that the French established their settlements across North America to take advantage of the fur trade. France, Spain, and England colonized the West Indies and established huge sugar plantations.

Thus far you have learned about the three colonial regions and their characteristics. Recall that 80% of population of the New England Colonies was engaged in agriculture. This trend continued in the Middle Colonies as was highlighted in the photographs on pages 86 and 89 of the textbook. Crops and farm animals eventually became very important to the economy of the Middle Colonies. The text states that "Every year, they sent tons of beef, pork, and butter to the ports of New York and Philadelphia. From there, the goods went by ship to New England and the South or to the West Indies , England, and other parts of Europe" (89). The export of agricultural products, especially to England, was very important.
The economy developed somewhat differently in Southern Colonies. Plantations were established in the Southern Colonies that grew tobacco, rice, indigo, and cotton. Unfortunately, plantations required many workers. To meet this labor need, Africans were enslaved and brought to the Americas.

Chapter Objectives

Outline the structure of colonial society.
Describe colonial art, the music, and literature, and the impact of ideas on colonial society.
Describe the causes of the Great Awakening and its effects on colonial society.
Explain the growth of educational institutions.

US Lesson 12 Part 1 - 2.6 Colonial Society Notes Writing Assignment
Use the text from the reading assignment to take notes. You are encouraged to work with your cooperative learning group to determine the key facts and people associated with each topic. Submit this assignment by the end of class (whether or not you are finished). Use a pen to complete today's assignment.

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US Lesson 12 Part 2 - 2.7 Colonial Trade and Government Reading Assignment
Read and discuss pages 112 - 116 with your cooperative learning group. Report out when you are finished.

2.7 Colonial Trade and Government Writing Assignment
Use a dark blue or black pen to complete the handout provided to you in class. Use your text to provide notes in the form of complete sentences. You may use quotes.
Then, draw and label a map in the appropriate box. Use the map on page 114 as your guide. Use color pencils to shade the entire map. Water must be shaded blue, but the other colors do not necessarily need to match.
Take a picture of the completed assignment and submit it in Google Classroom.

Standard Class Procedure - Study your notecards after you have submitted your assignment.

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US Lesson 12 Part 3 - American Colonies Review
Today's lesson is designed to help you prepare for the U.S. History test next week. Work with your cooperative learning group to complete the following review tasks. Complete each task in order and then report out when you are finished.

Task 1 - Learn the definition of Enlightenment.

Task 2 - Learn the type of occupation and major accomplishment of each of the three Enlightenment figures (shown below).

Task 3 - Draw a map of the (American) colonies on the paper provided. Shade each of the colonies a different color and show the breakdown of the three regions.

Three English Colonial Regions
- New England Colonies
- Middle Colonies
- Southern Colonies

Task 4 - Answer the following gold questions on your assigned whiteboard using CER.

What was the Triangular Trade? (How did it work? What were the routes? What products were involved.)
What was mercantilism and how did it work in the colonies?

Key Points About the Enlightenment

The Enlightenment was an era, roughly from 1650-1800, that is sometimes referred to as the “Age of Reason.”
Both reason and logic, as opposed to superstition, became important in understanding the world.
The Enlightenment was a time when people began to challenge basic ideas related to liberty, the purpose of government, and especially science.
Philosophers developed many ideas related to the three areas (science, liberty, the purpose of government)
Newton, a scientist who created the law of gravity, was a major figure of the Enlightenment.
John Locke, an English philosopher, promoted the idea of natural rights (life, liberty, and property).
Benjamin Franklin, an inventor and publisher of Poor Richard's Almanack, was the most prominent American associated with the Enlightenment.

Key Points About the Enlightenment

Sir Isaac Newton
circa 1760 - Library of Congress

John Locke (1632-1704)
circa 1900 - Library of Congress

Benjamin Franklin By J. Pelicier sculp.
1782 - Library of Congress

Homework - Complete, submit, and study the Colonial America Test Study Guide. Be ready to take the test next class period.

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US Lesson 13 - Colonial America Test

US Lesson 14 - 3.1 The French and Indian War

DoDEA Standard 7.3 American Independence
Growing tensions over political power and economic issues sparked a movement for independence from Great Britain.
7.3b Stemming from the French and Indian War, the British government enacted and attempted to enforce new political and economic policies in the colonies. These policies triggered varied colonial responses, including protests and dissent.

Students will investigate the Albany Congress and the Albany Plan of Union as a plan for colonial unification.

US Lesson 13 Part 1 - 3.1 The French and Indian War Objectives

Explain how the rivalry between Britain and France and conflict over the Ohio Valley led to the French and Indian War in North America.
Identify how mistakes and lack of unity led to British defeats early in the war.
Summarize how the tide of the war turned in Britain's favor.
Explain how the British won the war.
Describe the power shift that occurred after the war.

Key Terms and People

French and Indian War (Seven Years' War)
Albany Congress and Albany Plan of Union
Treaty of Paris (1763)
George Washington
Benjamin Franklin

3.1 French and Indian War Reading Assignment
Work with your cooperative learning group to read pages 122-129.

The picture to the right was created by Benjamin Franklin. It appeared in the May 9, 1754 edition of the The Pennsylvania Gazette.  "Join, or Die" sent the message to the colonists that they had to join together to face the threat the French and Native Americans.

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US Lesson 13 Part 2 - French and Indian War Writing Assignment
This assignment is located in Google Classroom. Answer these questions on your own using the textbook as your information source.

Why was the Ohio Valley so important to the French and British?
What was the Albany Plan of Union and why did it fail? (Double CER)
How did Treaty of Paris impact the legacy of the French in North America?

Answer the questions using complete sentences and provide evidence to support your answers (CER). All answers require you to restate the questions, provide evidence in the form of a quotes (and page numbers), and provide your reasoning for the evidence. Highlight the evidence sentences in yellow when you are finished.

Due Today - November 30th at 4:00 PM (Extra time is given for students who stay after school for the homework session.)

S Lesson 13 Part 3 Assignment

The Albany Plan of Union (1754)
The Albany Congress / Treaty of Paris (1763)

General Edward Braddock

History in a Nutshell - The French and Indian War

Washington the Soldier - circa 1734 - Library of Congress

Print Woodcut. Pennsylvania Gazette B. Franklin Warning to Colonies Join or Die - 1754 - Library of Congress

Defeat of General Braddock in the French and Indian War
By John Andrew - 1855 - Library of Congress

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US Lesson 14 Part 3 - 3.2 Tensions With Britain Reading Assignment
Read pages 130 to 134 with your cooperative learning group. Stop occasionally to discuss the pictures and map.

US Lesson 14 Part 3 - 3.2 Tensions With Britain Whiteboard Assignment
Use the standard class policies and procedures to complete this assignment.
Who was Pontiac and what was Pontiac's War?

What was the Proclamation of 1763 and why was it declared?
Who was Daniel Boone and what was his connection to Kentucky?

The Death of Pontiac By De Cost Smith Goupil & Co., Paris
(1897) Library of Congress

US Lessons 15 and 16 - 3.2 Rising Tensions With Britain Part

Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).

US Lesson 15 Part 1 - 3.2 Tensions With Britain Part II
This lesson continues a trend that was highlighted last week- rising tension between the colonists and British Government.

The Sugar Act of 1764 was an attempt to pay for debts associated with the French and Indian War and the garrisoning of troops in newly acquired territory. It was actually part of the larger mercantilism system that favored British trade. The British imposed the Sugar Tax on shipments of sugar and molasses that were imported from non-British islands in the Caribbean Sea.

The picture to the right shows four revenue stamps from Japan. Revenue stamps have been around for hundreds of years and are still used in some countries as a way to prove that taxes have been paid. Under this tax system, people pay the tax to the government, receive the stamps in return, and then place them on documents or tangible items. This was the system that British imposed on the colonists in 1765 when the passed the Stamp Act. The Stamp Act was the first direct tax that was placed on the American colonists.

Reading Assignment
Read pages 134 to 136 with your cooperative learning group. Stop occasionally to discuss the pictures and map. When you have finished, begin the writing assignment shown below.

Writing Assignment
Use today’s reading assignment and a Google Doc to complete today's written assignment. Follow the established procedures (heading, assignment details, CER responses). Highlight the evidence sentences in yellow when you are finished. Students who are absent need to complete today's assignment as homework.

What was the Sugar Act of 1764 and what impact did it have on the colonists?
What was the Stamp Act of 1765 and what impact did it have on the colonists?
What is a boycott?

This print to the right, from the Library of Congress, shows Patrick Henry delivering a speech before the Virginia House of Burgesses against the Stamp Act of 1765. He stated during the speech, "If this be treason, make the most of it."

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Read pages 136 (Townshend Acts) to 140 with your cooperative learning group. Stop occasionally to discuss the picture on page 139 and the chart on page 140. When you have finished, work together to answer the questions shown below and write only the answers on your assigned whiteboard.

What products did the Townshend Acts tax?
What were writs of assistance and why were they so controversial?
Who was Patrick Henry and what did he do to oppose the British Government?
According to the Quartering Act colonists had to provide what to the British?
What was the Committee of Correspondence?

The Boston Massacre - history.com

US Lesson 17 - 3.3 Taking Up Arms

Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

The Boston Massacre On King Street In Boston by Paul Revere (March 5, 1770) Library of Congress

US Lesson 17 Part 1 - The Boston Massacre Writing Assignment
You read the article for homework and should be knowledgeable about the Boston Massacre.   Pay close attention to the details and the way that the incident unfolded.  This assignment is located in Google Classroom.
Use the article and a Google Doc to complete today's written assignment. Follow the established procedures (heading, assignment details, CER responses).  Highlight the evidence sentences in yellow when you are finished.

Note- Although some of these questions require you to give an opinion, you still have must provide evidence to support your opinion.
1. The article describes the Boston Massacre as a "deadly riot." Do you agree with this description?
2. What was the mood of the colonist during the time leading up to the Boston Massacre?
3. Was the British soldier Private Hugh White an instigator or a victim of the Boston Massacre?
4. Captain Preston arrived on the scene in Boston with several of his soldiers. Was the way that the British soldiers responded justified?
5. Who was lawyer that represented the British soldiers in their trial?

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US Lesson 17 Part 2 - 3.3 Taking Up Arms
As this chapter begins, the colonies are moving closer to revolution. But it is important to understand that at this early point most colonists were not attempting to gain independence. The colonists were simply trying to prevent taxes from being levied against them without their consent and to have more control over the colonial government. This is why the Declaration of Independence was not made until a full year after the war began. What began as a series of clashes and protests eventually resulted in the birth of a new country.

An important part of this chapter involves the Second Continental Congress appointing of George Washington to take command of the Continental Army in 1775. General Washington joined the Continental Army in Boston as they maintained a siege of Boston. Unfortunately, the American soldiers were poorly trained, poorly equipped, and had lacked discipline. They were facing a British force of several thousand troops who were highly trained, well supplied by the British ships, and well disciplined.

The Battle of Lexington in April of 1775 - Minutemen and British Troops Under Major Pitcarn By Amos Doolittle
Library of Congress

Boston Tea Party in 1773 By Robert Reid
Library of Congress

"Give me liberty, or give me death!" Patrick Henry is shown on March 23, 1775 delivering a speech at the Virginia Assembly.
Library of Congress

"Give me liberty, or give me death!" Patrick Henry is shown on March 23, 1775 delivering a speech at the Virginia Assembly.
Library of Congress

The Boston Massacre - history.com

US Lesson 17 - 3.3 Taking Up Arms (Continued)

Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).

US Lesson 17 Part 1 3.3 Taking Up Arms Reading Assignment Pages 148-152
Read pages 148 through 152 with your cooperative learning group. Stop occasionally to discuss the pictures and the chart on page 150. When you have finished, work together to answer the question shown below.

US Lesson 17 Part 2 - 3.3 Taking Up Arms Writing Assignment
Use today’s reading assignment and a Google Doc to complete today's written assignment. Follow the established procedures (heading, assignment details, CER responses). Highlight the evidence sentences in yellow when you are finished. While you are encouraged to work with your group, each person is required to submit their own answers. Students who are absent need to complete today's assignment as homework.

What sparked the Boston Tea Party and how did the British respond?
Who wrote the words, "the shot heard round the world" and what did it refer to?
What was the first major battle of the Revolutionary War? Include the name of the modern-day state where it was located.

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US Lesson 18 3.4 Declaring Independence

Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).

US Lesson 18 Part 1 - 3.4 Declaring Independence Reading Assignment Pages 153-157
Today's chapter can be seen as a brief interruption in the Revolutionary War. It is a short, but important, chapter. As you read focus on the following major people, concepts, and ideas.
When you discuss the various parts of the Declaration of Independence it is important that you know the order of the topics, the meaning of each topic, and provide examples (of natural rights or the actual grievances).

Group Board Assignment

What was Common Sense and who wrote it?
What was significant about Richard Henry Lee?
Who was the President of the First Continental Congress?
What are the three parts of the Declaration of Independence and when was it signed?
What are unalienable rights?

John Hancock was active in revolutionary activities in his native Massachusetts. Hancock served as the president of the Continental Congress from 1775 to 1777. His position allowed him to be the first person to sign his name to the Declaration of Independence. His signature, written prominently and easily recognizable. It was his way of taunting the British.

Interestingly, his signature has become part of the American language and culture. The phrase "Give me you John Hancock" is a way of requesting your signature. This refers to the Hancock's famous signature on the Declaration of Independence.

Following American independence, Hancock participated in the American Government under the Articles of Confederation and as the governor of Massachusetts.

Source of Pictures - Library of Congress

"Declaration of Independence" Painted By John Trumbull - Library of Congress

Three Major Parts of the Declaration of Independence (July 4, 1776) - Part I - Natural Rights (life, liberty, and the pursuit of happiness)
- Part 2 - Colonial Grievances
- Part 3 - Independence

Unalienable rights Note- The modern form of unalienable is inalienable. The final version of the U.S. Constitution used “unalienable” to describe natural rights that could not be taken away by any government.

The picture to the left is Benjamin Franklin's famous 1754 political cartoon titled "JOIN, or DIE."
It was originally used in the French and Indian War, but was brought back as way of convincing people to unite against the British.

US Lesson 19- 3.5 The Revolutionary War

Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).

Chapter 3.5 is one of the most important chapters in the book. It details the struggle of the Continental Army and the country to defeat the British. The chapter will be broken down into several segments over several days. Your cooperative learning group will read the assigned section aloud. You should also stop occasionally to discuss the pictures, maps, and charts in the chapter.
When you have finished, work together to answer the question shown below. Report out when everyone in your group knows the answers.

US Lesson 20 Part 1 - 3.5 Winning Independence Reading Assignment Pages 160-169
Read pages 160 through 169 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. When you have finished, work together to answer the questions.

Major Topics

Nathan Hale
Continental Army (Strengths and Weaknesses)
British Army and Navy (Strengths and Weaknesses)
Battle of Trenton

- Trenton, New Jersey is located next to the Delaware River. The Delaware River forms the border
between New Jersey and Pennsylvania.
- It is important to understand that armies usually went into "winter quarters" during the winter
season. During this time period skirmishes and battles rarely occurred.
- General Washington's attack on Christmas night took the Hessian troops by surprise.

Battle of Saratoga (a major turning point in the war)

Major Topics

Valley Forge
Friedrich von Steuben
Mary Ludwig Hays
James Armistead
Loyalists Strongholds
Bernardo de Galvez

Major Topics

John Paul Jones
Patriot v. Loyalists
General Cornwallis
guerrilla warfare
General Benedict Arnold
Battle of Yorktown
Treaty of Paris
Ratification by the U.S. Government

US Lesson 19 Part 2 - 3.5 Winning Independence Reading Assignment Pages 166-172

WMS

2022-2023 U.S. S1 Lesson Page

Lessons 0 - 1 Policies and Procedures​

Lesson 1 - Planner Procedures and U.S. Vocabulary Words​

Lesson 2 - Important Dates and Native Americans

Lesson 3 - Native Americans and the Columbian Exchange

Lesson 4 - Celebrating the U.S. Constitution

Lesson 5 - Columbian Exchange

Lesson 6 - New Spain and Spanish Exploration of the Americas

​US Lesson 7 - 2.2 French Colonization of North America

Lesson 8 Early Dutch and English Colonization of North America

Lesson 9 The New England Colonies

Lesson 10 2.4 The Middle Colonies

Lesson 11 2.5 The Southern Colonies

Lesson 12 2.6 and 2.7 Colonial Society

US Lesson 13 - Colonial America Test

US Lesson 14 - 3.1 The French and Indian War

US Lessons 15 and 16 - 3.2 Rising Tensions With Britain Part

US Lesson 17 - 3.3 Taking Up Arms

US Lesson 17 - 3.3 Taking Up Arms (Continued)

US Lesson 18 3.4 Declaring Independence

US Lesson 19- 3.5 The Revolutionary War

Lessons 0 - 1 Policies and Procedures

Lesson 1 - Planner Procedures and U.S. Vocabulary Words

US Lesson 7 - 2.2 French Colonization of North America