U.S. Lessons 0 - 1 Policies and Procedures
U.S. Lesson 2 - 1.1 Early Americans and Regional Geography
DoDEA Standard 7.1
7.1 - The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
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.
US Lesson 2 Part 1 Native American Societies- Physical Environment & Natural Resources (Key Concepts)
Read 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
7.1 - The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
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.
US Lesson 2 Part 1 Native American Societies- Physical Environment & Natural Resources (Key Concepts)
Read 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
U.S. Lesson 3 - 1.3 European Exploration in the Americas
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.
7.2a Social, economic, and scientific improvements helped European nations launch an Age of Exploration.
US Lesson 3 1.3 Pages 21-32 Early Europe, Africa, and Asia
US Lesson 3 Text Reading Assignment -Chapter 3.2 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 and Technology of Europe, Africa, and Asia
• The period from about 500 to 1300 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.
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.
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.
7.2a Social, economic, and scientific improvements helped European nations launch an Age of Exploration.
- Students will explain the significance of the technological developments and scientific understandings that improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.
- Students will examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers such as Champlain, Hudson, and Verrazano.
US Lesson 3 1.3 Pages 21-32 Early Europe, Africa, and Asia
US Lesson 3 Text Reading Assignment -Chapter 3.2 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 and Technology of Europe, Africa, and Asia
• The period from about 500 to 1300 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.
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 3 Part 2 - 1.3 Early Europe, Africa, and Asia
Renaissance
(noun) a period of European history, from approximately 1300 to 1600, when there was a revival of Roman and Greek art and ideas
(noun) a period of European history, from approximately 1300 to 1600, when there was a revival of Roman and Greek art and ideas
U.S. Lesson 4 - 1.3 European Exploration in the Americas
DoDEA Standard
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.
- Students will examine the major reasons why Native American societies declined in population and lost land to the Europeans.
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.
- Students will examine the major reasons why Native American societies declined in population and lost land to the Europeans.
US Lesson 4 - 1.3 European Exploration in the Americas Reading Assignment
Today you will be reading Chapter 1.3 European Exploration in the Americas pages 33 to 40 with your cooperative reading group. Read the assigned section aloud and focus 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 4 - 1.3 White Board Assignment - After completing the reading assignment and group discussion, the group will complete the following assignment on their assigned boards. Summarize the main points of the chapter using both bullet points, sentences, and pictures. Put your initials at the end of the sentences or next to the pictures that you draw. List at least eight sentences (bullet points) and four pictures that illustrate the fact. Submit a picture of your completed assignment in Google Classroom. |
US Lesson 4 - 1.3 Homework - Columbian Exchange Diagram
Use the paper provided in class to create a visual display of the Columbian Exchange. You may attempt to recreate the graphic that was used in the video or create your own design. Include plants, animals, diseases, and inventions that originated in both the Western and Eastern Hemispheres. Be sure to label the hemispheres, the Atlantic Ocean, and the continents. Make the visual display colorful, interesting, and readable.
This assignment is due at 8:00 AM on Friday in Google Classroom.
______________________________________________________________________________________________
Use the paper provided in class to create a visual display of the Columbian Exchange. You may attempt to recreate the graphic that was used in the video or create your own design. Include plants, animals, diseases, and inventions that originated in both the Western and Eastern Hemispheres. Be sure to label the hemispheres, the Atlantic Ocean, and the continents. Make the visual display colorful, interesting, and readable.
This assignment is due at 8:00 AM on Friday in Google Classroom.
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Notes- European Explorers
- 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.
US Lesson 4 - Celebrating The American Constitution
Today's assignment will help you understand the Bill of Rights.. Use the paper provided to complete this assignment. Begin by placing the heading (name, date, and "Mr. Duncan B_") in the upper-left-hand corner of the page. Draw lines to create ten boxes on the paper. In each box, write the name of each of the ten amendments in the Bill of Rights. Then, use a sentence or two to describe the main focus of each of the ten amendments. There is information about the Bill of Rights on page 954 in your textbook. Finally, draw a large picture in each box that reflects or symbolizes each of the amendments. Use color and make the overall appearance as neat as possible. Do not use glue or printed pictures for this assignment. |
This class assignment is due at 8:00 AM on Friday in Google Classroom. Bring the original to class and be prepared to hand it in. Use the link provided here and the textbook to help you to complete this assignment.
US Lesson 4 Part 2 - Celebrating The American Constitution
US Lesson 4 Part 2 - Celebrating The American Constitution
- There have been 27 amendments added to the U.S. Constitution.
- Most of the amendments protect specific rights or prevent the government from doing specific things.
- Amending the U.S. Constitution is difficult.
- If an amendment is approved by the U.S. Congress, two-thirds of the state legislatures have to ratify the proposed amendment in order for it to be added to the U.S. Constitution.
- It can take years to ratify new amendments.
First Amendment to the U.S. Constitution
Congress shall make no law
respecting an establishment of religion,
or prohibiting the free exercise thereof;
or abridging the freedom of speech,
or of the press;
or the right of the people peaceably to assemble,
and to petition the Government for a redress of grievances.
Congress shall make no law
respecting an establishment of religion,
or prohibiting the free exercise thereof;
or abridging the freedom of speech,
or of the press;
or the right of the people peaceably to assemble,
and to petition the Government for a redress of grievances.
A Few of the 27 U.S. Amendments
1st Amendment - Freedom of Religion, Speech, Press, Assembly, and Petition the Government for a redress of grievances
2nd Amendment - Right to Keep and Bear Arms
3rd Amendment - Prevents the Quartering of Troops in Private Homes
4th Amendment - Prevents Unlawful Searches and Seizures of Private Property
5th Amendment - Protects Against Self-incrimination
6th Amendment - Right to a Speedy and Public Trial
13th Amendment - Abolished Slavery in 1865
19th Amendment - Women Were Given Equal Suffrage Rights in 1920
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election (1992)
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DoDEA Standards
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. 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. Enduring Understandings
US Lesson 5 - 2.1 Direct Instruction
US Lesson 5 - 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 describe the following explorers and why they became famous. Explorers
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Mission San Jose Church In San Antonio, Texas
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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.
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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.
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U.S. Lesson 6 - 2.1 New Spain and Spanish Exploration of the Americas
DoDEA Standards
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 6 Writing Assignment - 2.1 Spain in the Americans Assignment
Open a new Google Doc and follow these instructions. Copy and paste all of these instructions into the Google Doc. The question should be in bold and the your answer should start on the next line (not in bold). Use your textbook to answer the following questions. 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.
Title- 2024 10 last name U.S. L6 2.1 Writing Assignment
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
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 6 Writing Assignment - 2.1 Spain in the Americans Assignment
Open a new Google Doc and follow these instructions. Copy and paste all of these instructions into the Google Doc. The question should be in bold and the your answer should start on the next line (not in bold). Use your textbook to answer the following questions. 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.
- 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?
- 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?
- What was the El Camino Real de Tierra Adentro? Use the link below to answer this question.
Title- 2024 10 last name U.S. L6 2.1 Writing Assignment
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
What is the legacy of the Spanish missions in the Americas?
Lesson 6 Learning Extension - El Camino Real de Tierra Adentro
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Enduring Understanding
- The French and Dutch also colonized North America, seeking to profit from the fur trade.
DoDEA Standards
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.
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.
7.2b 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.
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.

U.S. Lesson 7 Part 1 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. 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. The French established their first permanent settlement in 1605 and it was called New France.
U.S. Lesson 7 Part 1 Text Reading Assignment - 2.2 European Rivalries / New France Is Colonized
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?
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.
US Lesson 7 Part 2 Text Reading Assignment - 2.2 The Dutch Colonization of North America
Overview- The Dutch began to settle at the mouth of the Hudson River and nearby areas just a few decades after the French settled in North America.
2.2 The Dutch Colonization of North America 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.
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.
US Lesson 7 Part 2 Text Reading Assignment - 2.2 The Dutch Colonization of North America
Overview- The Dutch began to settle at the mouth of the Hudson River and nearby areas just a few decades after the French settled in North America.
2.2 The Dutch Colonization of North America 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.
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Henry Hudson entering New York Bay, September 11, 1609, with Indian family watching on shore in foreground
Source- Library of Congress |
Enduring Understandings
- 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.
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 1 - 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.
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 1 - 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.
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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.
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.
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. 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) |
Homework- Lesson 8 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.
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.
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.
U.S. Lesson 9 - 2.3 The New England Colonies
Port of Plymouth, England (United Kingdom)
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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?
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? |
The New England Colonies Connecticut Rhode Island Maine Massachusetts New Hampshire |
US Lesson 9 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.
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.
Lesson 8 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).
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Roger Williams Statue in Providence, Rhode Island
Circa 1900 - Library of Congress |
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.
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.
Review 2.3 Whiteboard 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.
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The Middle Colonies Delaware New Jersey New York Pennsylvania |
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 83-91 in 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.
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The Fall of New Amsterdam by J.L.G. Ferris
1923 - Library of Congress |
US Lesson 9 Part 2 - 2.4 The Middle Colonies CER Writing Assignment Open a new Google Doc and follow these instructions. Copy and paste all of these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Use your textbook to answer the following questions. 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 with parenthetical citation, and comment on the evidence. Submit the completed assignment in Google Classroom. CER Highlights (as discussed in class) C - Light Blue E - Light Green R - Yellow 1. How did the proprietary colony of New Jersey benefit the King and wealthy landowners? 2. How were the settlers of New Jersey different than the settlers of Massachusetts Bay Colony? 3. What core belief made the Quakers so despised in England? 4. How might settlement of modern-day Pennsylvania have been different without William Penn? Submit- Submit a pdf of the Google Doc Picture Title- 2024 10 23 Last Name US L9 2.4 Middle Colonies Due- End of the School Day |
William Penn Founder of Pennsylvania By Lucy B. Roberts
1919 Library of Congress |
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.
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 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
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The Southern Colonies
Maryland Virginia North Carolina South Carolina Georgia Major Agricultural Products cotton indigo rice tobacco |
US Lesson 10 2.5 Reading Assignment Page 92-100
Work with your cooperative learning group to read pages 92-100 in 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 in the Southern Colonies?
- What was the Middle Passage and how did it impact the lives of people in the Southern Colonies?
US Lesson 10 2.5 The Southern Colonies CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all of these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Use your textbook to answer the following questions. 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 with parenthetical citation, and comment on the evidence. Submit the completed assignment in Google Classroom.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. How did James Oglethorpe's idea to found Georgia help solve a social problem in England?
2. When, where, and why did the slave trade begin in the Southern Colonies?
3. What was the Middle Passage and how did it impact the lives of people in the Southern Colonies?
Submit- Submit a pdf of the Google Doc
Picture Title- 2024 10 28 Last Name US L10 2.5 Southern Colonies
Due- End of the School Day
U.S. Lesson 10 - 2.6 Colonial Society and 2.7 Colonial Trade
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.
Review
Key Concept- Colonies were frequently established by colonizing 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" (Pearson 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.
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.
Review
Key Concept- Colonies were frequently established by colonizing 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" (Pearson 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.
Part 1 - 2.6 Colonial Society Reading and Whiteboard Assignment
Work with your cooperative learning group to read pages 108-111 in Chapter 2.6. Focus your attention on the Enlightenment and the major figures such John Locke and Benjamin Franklin. How did the Enlightenment change the way people viewed the world? What did the major figures do that made them famous? When you finish, use your assigned whiteboard to describe what the Enlightenment was, how it impacted the world, and the three major people who helped to shape it. Report out when your group has finished. Part 2 - 2.7 Colonial Trade and Government Reading and Whiteboard Assignment - Work with your cooperative learning group to read pages 112-116 in Chapter 2.7. Focus your attention on mercantilism, the Navigation Acts, and the triangular trade. When you finish, write a description of these topics and explain why each was important in American history. Report out when your group is finished. |
U.S. Lesson 11 The Enlightenment
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)
- Isaac 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 Figures of the Enlightenment
Lesson 11 - 2.6 and 2.7 Enlightenment Google Slides Assignment
Work with your table partner to complete this assignment. One person will be the research while the other person will create the three Google slides. Gather significant facts about the Enlightenment and the major figures on the European and American continents. Your slides should all have the same background colors and fonts. The class, last name, and tasks for each group member should be at the bottom of each slide (see the example). Include two pictures with each slide.
Slide 1- The Enlightenment (Define and describe the Enlightenment using at least five facts)
Slide 2- Four Major Europeans of the Enlightenment (Describe four major Europeans and their contributions to the Enlightenment.)
Slide 3- Four Major Americans of the Enlightenment (Describe four major Europeans and their contributions to the Enlightenment.)
Title- 2024 11 4 last name L11 Enlightenment Slides
Due- Today
Submit- pdf (of the three slides)
Work with your table partner to complete this assignment. One person will be the research while the other person will create the three Google slides. Gather significant facts about the Enlightenment and the major figures on the European and American continents. Your slides should all have the same background colors and fonts. The class, last name, and tasks for each group member should be at the bottom of each slide (see the example). Include two pictures with each slide.
Slide 1- The Enlightenment (Define and describe the Enlightenment using at least five facts)
Slide 2- Four Major Europeans of the Enlightenment (Describe four major Europeans and their contributions to the Enlightenment.)
Slide 3- Four Major Americans of the Enlightenment (Describe four major Europeans and their contributions to the Enlightenment.)
Title- 2024 11 4 last name L11 Enlightenment Slides
Due- Today
Submit- pdf (of the three slides)
U.S. Lesson 11 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.
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 11 Part 1 - 3.1 The French and Indian War Overview
The previous chapters gave you a glimpse of the rivalry among European nations to establish colonies in North America and exploit the natural resources. Today's chapter will focus on the clash of British and French forces as each attempts to secure their claims to new territory. The French and Indian War is important because it sets the stage for the conflicts that will eventually another war - the Revolutionary War. Virginia Lieutenant Governor Robert Dinwiddie appointed George Washington as an officer in the Virginia Militia in 1753. This was period just prior to the French and Indian War. Washington eventually became the commander of the Virginia Militia. Unfortunately, Washington's troops were forced to surrender to a superior French army at Fort Necessity. This became Washington's only surrender during his military career. Key Terms and People
3.1 French and Indian War Reading Assignment Work with your cooperative learning group to read pages 122-129. Take turns reading by changing readers every paragraph. Remember to read the captions and discuss the maps on pages 123, 125, and 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. ----------------------------------------------- US Lesson 11 Part 2 - French and Indian War Whiteboard Assignment Work with your group to complete the following questions on your assigned whiteboard.
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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 |
US Lesson 11 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.
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The Death of Pontiac By De Cost Smith Goupil & Co., Paris
(1897) Library of Congress |
U.S. Lesson 12 3.2 Tensions With Britain
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.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
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 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.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
US Lesson 12 Part 1 - 3.2 Tensions With Britain Part (Continued)
This lesson continues a trend that was highlighted last week- rising tension between the colonists and British Government. 3.2 Tensions With Britain 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.
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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. |
US Lesson 12 Part 2 - 3.2 Tensions With Britain
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.
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?
- 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?
U.S. Lesson 13 3.3 Taking Up Arms
DoDEA Standard 7.3 American Independence
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.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
US Lesson 13 Taking Up Arms - The Boston Massacre
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 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.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
US Lesson 13 Taking Up Arms - The Boston Massacre
The Boston Massacre On King Street In Boston by Paul Revere (March 5, 1770) Library of Congress
US Lesson 13 Part 1 - The Boston Massacre Writing Assignment
Read the article and become with familiar with the basic events of 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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Read the article and become with familiar with the basic events of 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 13 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. Chapter 3.3 Taking Up Arms Reading Assignment 3.3 Taking Up Arms Work with your cooperative learning group to read and discuss pages 141-152. As you read, pay particular attention to the picture captions and the graphic at the top of page 150. Report out when you group has finished. U.S. Lesson 13 Practice Quiz - Taking Up Arms Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz. Title - 2024 11 Last Name US L13 PQ Due- November 21st at 8:00AM in GC Submit- Picture of the Completed Practice Quiz Important- Use the practice quiz to prepare for the quiz in class (Thursday). |
![]() 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
Library of Congress
US Lesson 13 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.
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.
U.S. Lesson 14 3.4 Declaring Independence
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.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
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 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.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
US Lesson 14 3.4 Declaring Independence Reading Assignment Pages 153-157
Today's chapter can be seen as an interruption in the Revolutionary War. Although this chapter is short, it contains a lot of important information. As you read focus on the major people, concepts, and ideas displayed on the first page of the reading assignment. US Lesson 14 3.4 Declaring Independence Notes Assignment Work with your group to define the significance of the "Key Terms" on page 153. Underline the term and circle the two key words in each explanation. Record your notes on a sheet of paper and submit a picture of the assignment here in Google Classroom. You also have the option of completing this using Google Docs. Title- US L14 3.4 Last Name Declaring Independence Due- Today (End of Class) in GC Submit- Either a Pdf or Picture of Your Completed Notes -------------------------------------------------------------------------------------- Group Board Assignment
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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. |
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U.S. Lesson 15 3.5 Winning Independence
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.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
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 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.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, and causally).
US Lesson 15 - 3.5 Winning Independence
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.
Major Topics
- 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.
US Lesson 15 Part 1 - 3.5 Winning Independence Reading Assignment Pages 160-166
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.
US Lesson 9 Part 2 - 3.5 Winning Independence CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence. CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. Why was the Battle of Saratoga significant to the Patriots?
2. Why did many people believe that the Declaration of Independence justified an end to slavery in the colonies?
Submit- Submit a pdf of the Google Doc
Picture Title- 2024 12 2 Last Name US L15 3.5 Winning Independence
Due- End of the School Day
--------------------------------------------------------------------------------------------------------
US Lesson 15 Part 2 - 3.5 Winning Independence Reading Assignment Pages 166-172
Read pages 169 through 172 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. When you have finished, work together to answer the questions.
US Lesson 15 3.4 Declaring Independence Notes Assignment
Create a new Google Doc and complete the following assignment. Work with your group to define the meaning and significance of the "Key Terms" listed below. Only make the term that is being defined in bold. The meaning and significance of each term should not be bold. All answers should be two to three lines long and may contain a one-sentence long quote.
Topics
1. Valley Forge
2. Mary Ludwig Hays
3. James Armistead
4. John Paul Jones
5. Patriot v. Loyalists
6. General Cornwallis
7. guerrilla warfare
8. General Benedict Arnold
9. Battle of Yorktown
10. Treaty of Paris
Title- US L14 3.4 Last Name Winning Independence
Due- Today (End of Class) in GC
Submit- Pdf of the Google Doc
Homework- Study your notes and be prepared for a quiz.
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US Lesson 15 Part 3 - U.S. Military Forces Article
Read the handout with your group. After reading each paragraph, discuss the contents and select the two most important sentences in each paragraph. Highlight the two sentences that you selected and then move-on to the next paragraph. Complete the article before moving the next step.
US Lesson 15 Whiteboard - Five Key Sentences from the U.S. Military Forces Article
Work with your group to pick the five most important of the highlighted sentences. Write them on your assigned board and include your initials at the end.
US Lesson 15 Paragraph Summary
Create a new Google Doc and complete the following assignment. Write a seven-sentence summary of the article. Include an introduction, five main points, and a conclusion. Include one quote with a correct parenthetical citation. Check your work for spelling and grammatical errors prior to creating a pdf. Submit the completed assignment in Google Classroom.
Title- US Last Name L15 3.5 Paragraph
Due- Today (End of the School Day) in GC
Submit- Pdf of the Google Doc
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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.
Major Topics
- Nathan Hale
- Continental Army (Strengths and Weaknesses)
- British Army and Navy (Strengths and Weaknesses)
- Battle of Trenton
- 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)
US Lesson 15 Part 1 - 3.5 Winning Independence Reading Assignment Pages 160-166
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.
US Lesson 9 Part 2 - 3.5 Winning Independence CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence. CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. Why was the Battle of Saratoga significant to the Patriots?
2. Why did many people believe that the Declaration of Independence justified an end to slavery in the colonies?
Submit- Submit a pdf of the Google Doc
Picture Title- 2024 12 2 Last Name US L15 3.5 Winning Independence
Due- End of the School Day
--------------------------------------------------------------------------------------------------------
US Lesson 15 Part 2 - 3.5 Winning Independence Reading Assignment Pages 166-172
Read pages 169 through 172 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. When you have finished, work together to answer the questions.
US Lesson 15 3.4 Declaring Independence Notes Assignment
Create a new Google Doc and complete the following assignment. Work with your group to define the meaning and significance of the "Key Terms" listed below. Only make the term that is being defined in bold. The meaning and significance of each term should not be bold. All answers should be two to three lines long and may contain a one-sentence long quote.
Topics
1. Valley Forge
2. Mary Ludwig Hays
3. James Armistead
4. John Paul Jones
5. Patriot v. Loyalists
6. General Cornwallis
7. guerrilla warfare
8. General Benedict Arnold
9. Battle of Yorktown
10. Treaty of Paris
Title- US L14 3.4 Last Name Winning Independence
Due- Today (End of Class) in GC
Submit- Pdf of the Google Doc
Homework- Study your notes and be prepared for a quiz.
----------------------------------------------------------------------------------------------------
US Lesson 15 Part 3 - U.S. Military Forces Article
Read the handout with your group. After reading each paragraph, discuss the contents and select the two most important sentences in each paragraph. Highlight the two sentences that you selected and then move-on to the next paragraph. Complete the article before moving the next step.
US Lesson 15 Whiteboard - Five Key Sentences from the U.S. Military Forces Article
Work with your group to pick the five most important of the highlighted sentences. Write them on your assigned board and include your initials at the end.
US Lesson 15 Paragraph Summary
Create a new Google Doc and complete the following assignment. Write a seven-sentence summary of the article. Include an introduction, five main points, and a conclusion. Include one quote with a correct parenthetical citation. Check your work for spelling and grammatical errors prior to creating a pdf. Submit the completed assignment in Google Classroom.
Title- US Last Name L15 3.5 Paragraph
Due- Today (End of the School Day) in GC
Submit- Pdf of the Google Doc
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The Constitution (4.1 /4.2 / 4.4 / 4.5)
US Lesson 16 - 4.1 A Weak Confederation
DoDEA Standard 7.4 HISTORICAL DEVELOPMENT OF THE 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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states but allowed states to maintain a large degree of sovereignty.
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.
- Students will investigate the successes and failures of the Articles of Confederation, determine why many felt a new plan of
government was needed, and explain how the United States Constitution attempted to address the weaknesses of the Articles.
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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states but allowed states to maintain a large degree of sovereignty.
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.
- Students will investigate the successes and failures of the Articles of Confederation, determine why many felt a new plan of
government was needed, and explain how the United States Constitution attempted to address the weaknesses of the Articles.
US Lesson 16 4.1 A Weak Confederation Reading Assignment
Explain why state governments wrote constitutions.
Work with your cooperative learning group to read Chapter 4.1. Stop and discuss each subtopic (red titles) with your group as you read today. Focus particularly on the chart! What information does it provide?
US Lesson 16 4.1 A Weak Confederation Class Assignment
Today you will see a transcript of the original Articles of Confederation. The four major parts of the Articles of Confederation are shown below. Although there are thirteen articles, you will only focus on the seven listed here.
Open a new Google Doc and name it using the standard format (2022 1 Last Name Assignment). Type the heading and copy and paste the instructions below it. Then work with your group to discuss each of the seven articles. Write two sentences (except for the first article) in your own words that describe the important points. While each group member will create their own answers, all group answers should use the same two to five key words. Make the key words bold in your assignment. If your group needs help understanding an article, be sure to come up and ask for help.
This assignment is due at the end of class on Friday.
The Four Parts of the Articles of Confederation
US Lesson 16 – 4.2 Drafting a Constitution Reading Assignment Pages 185-190
Read pages 185 through 190 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. The diagram on page 187 is very important as it compares the Virginia Plan and the New Jersey Plan. When you have finished, work as a group to describe the five most important concepts of the chapter on your whiteboard.
Key Concepts
Recall that Massachusetts was the first state to ever hold a constitutional convention. A constitutional convention was later used to replace the Articles of Confederation. The only state that did not attend the Constitutional Convention in 1787 was Rhode Island.
All of the U.S. States have three branches of government. All states except Nebraska have a bicameral legislature. Instead, it has a unicameral legislature.
Explain why state governments wrote constitutions.
- Identify the strengths and weaknesses of the Articles of Confederation.
- Describe the process the Articles created for admitting new states.
- Explain why many Americans called changes to the Articles.
- Summarize Shay's Rebellion and how it influenced leaders to change the Articles of Confederation.
Work with your cooperative learning group to read Chapter 4.1. Stop and discuss each subtopic (red titles) with your group as you read today. Focus particularly on the chart! What information does it provide?
US Lesson 16 4.1 A Weak Confederation Class Assignment
Today you will see a transcript of the original Articles of Confederation. The four major parts of the Articles of Confederation are shown below. Although there are thirteen articles, you will only focus on the seven listed here.
Open a new Google Doc and name it using the standard format (2022 1 Last Name Assignment). Type the heading and copy and paste the instructions below it. Then work with your group to discuss each of the seven articles. Write two sentences (except for the first article) in your own words that describe the important points. While each group member will create their own answers, all group answers should use the same two to five key words. Make the key words bold in your assignment. If your group needs help understanding an article, be sure to come up and ask for help.
This assignment is due at the end of class on Friday.
The Four Parts of the Articles of Confederation
- Historical Background
- Preamble
- Articles 1-13
- Signers Names
US Lesson 16 – 4.2 Drafting a Constitution Reading Assignment Pages 185-190
Read pages 185 through 190 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. The diagram on page 187 is very important as it compares the Virginia Plan and the New Jersey Plan. When you have finished, work as a group to describe the five most important concepts of the chapter on your whiteboard.
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).
- 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.
Recall that Massachusetts was the first state to ever hold a constitutional convention. A constitutional convention was later used to replace the Articles of Confederation. The only state that did not attend the Constitutional Convention in 1787 was Rhode Island.
All of the U.S. States have three branches of government. All states except Nebraska have a bicameral legislature. Instead, it has a unicameral legislature.
U.S. Lesson 17 4.2 Drafting a Constitution Reading Assignment
DoDEA Standard 7.4 HISTORICAL DEVELOPMENT OF THE 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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
Students will examine how key issues were resolved during the Constitutional Convention, including:
- state representation in Congress (Great Compromise or bicameral legislature)
- the balance of power between the federal and state governments (establishment of the system of federalism)
- the prevention of parts of government becoming too powerful (the establishment of the three branches)
- the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three-Fifths Compromise)
- Students will examine how the Bill of Rights addressed the protection of individual rights.
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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
Students will examine how key issues were resolved during the Constitutional Convention, including:
- state representation in Congress (Great Compromise or bicameral legislature)
- the balance of power between the federal and state governments (establishment of the system of federalism)
- the prevention of parts of government becoming too powerful (the establishment of the three branches)
- the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three-Fifths Compromise)
- Students will examine how the Bill of Rights addressed the protection of individual rights.
US Lesson 16 – 4.2 Drafting a Constitution Reading Assignment Pages 185-190
Read pages 185 through 190 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. The diagram on page 187 is very important as it compares the Virginia Plan and the New Jersey Plan. When you have finished, work as a group to describe the five most important concepts of the chapter on your whiteboard.
US Lesson 17 – 4.2 Drafting a Constitution CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. Who is described as the “Father of the Constitution” and what did he do to earn this title?
2. What was the Virginia Plan and who did it benefit?
3. What was the New Jersey Plan and who did it benefit?
4. How did the Three-Fifths Compromise benefit the South?
Submit- Submit a pdf of the Google Doc
Title- 2024 12 17 Last Name US L17 4.2 Drafting A Constitution
Due- End of the School Day
---------------------------------------------------------------------------------------------------
Read pages 185 through 190 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts. The diagram on page 187 is very important as it compares the Virginia Plan and the New Jersey Plan. When you have finished, work as a group to describe the five most important concepts of the chapter on your whiteboard.
US Lesson 17 – 4.2 Drafting a Constitution CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. Who is described as the “Father of the Constitution” and what did he do to earn this title?
2. What was the Virginia Plan and who did it benefit?
3. What was the New Jersey Plan and who did it benefit?
4. How did the Three-Fifths Compromise benefit the South?
Submit- Submit a pdf of the Google Doc
Title- 2024 12 17 Last Name US L17 4.2 Drafting A Constitution
Due- End of the School Day
---------------------------------------------------------------------------------------------------
U.S. Lesson 18 4.3 and 4.4 Focus on the Constitution
DoDEA Standard 7.4 HISTORICAL DEVELOPMENT OF THE 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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
US Lesson 18 – 4.3 Ideas That Influenced the Constitution Reading Assignment Pages 191-196
Read pages 191 through 196 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts.When you have finished, work as a group to describe the following key terms and people on your assigned whiteboard: republic, Magna Carta, the right of habeas corpus, John Locke, and Baron de Montesquieu. Report out when your group has finished.
U.S. Lesson 18 Practice Quiz – 4.3 Ideas That Influenced the Constitution
Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this quiz using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Important- Use the practice quiz to prepare for the quiz in class (Wednesday).
Title- 2025 1 Last Name US L18 PQ
Due- January 8th at 8:00AM in GC
Submit- Picture of the Completed Practice Quiz
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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
US Lesson 18 – 4.3 Ideas That Influenced the Constitution Reading Assignment Pages 191-196
Read pages 191 through 196 with your cooperative learning group. Stop occasionally to discuss the pictures and the charts.When you have finished, work as a group to describe the following key terms and people on your assigned whiteboard: republic, Magna Carta, the right of habeas corpus, John Locke, and Baron de Montesquieu. Report out when your group has finished.
U.S. Lesson 18 Practice Quiz – 4.3 Ideas That Influenced the Constitution
Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this quiz using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Important- Use the practice quiz to prepare for the quiz in class (Wednesday).
Title- 2025 1 Last Name US L18 PQ
Due- January 8th at 8:00AM in GC
Submit- Picture of the Completed Practice Quiz
Two Philosophers Who Influenced the American Constitution
- John Locke - Locke believed that people were built with natural rights (life, liberty, and property).
- Baron de Montesquieu - believed that separate branches should be created and that there should be a separation of powers.
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).
- 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.
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US Lesson 18 4.4 Federalists, Antifederalists, and the Bill of Rights Reading Assignment
Work with your group today and read this chapter about the ratification and amending of this important document. As you read, think about the major differences between the Federalists and Antifederalists.
Key Concepts
Federalists - Federalists were people who supported adoption of the new US Constitution of 1787 and a strong national government .
Antifederalists - Antifederalists were people who opposed adoption of the new US Constitution of 1787 because they felt it gave the federal government too much power and took away power from the states.
The Federalist Papers - One way that the Federalists attempted to gain support was by publishing a series of eighty-five articles in newspapers. The authors of the articles used pseudonyms instead of their real names. The actual authors were James Madison, John Jay, and Alexander Hamilton.
James Madison - James Madison is frequently referred to as the "Father of the U.S. Constitution."
The United States Constitution was passed by the Continental Convention in 1787. Nine of the thirteen states were requited to ratify the Constitution before it could be considered "ratified." This occurred when New Hampshire ratified the Constitution in 1788. It began being used in 1789.
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.
First Amendment to the U.S. Constitution
Congress shall make no law 📜
respecting an establishment of religion, ✝☪✡
or prohibiting the free exercise thereof; 🚫
or abridging the freedom of speech, 📢🗯
or of the press; 📸
or the right of the people peaceably to assemble,👨👨👧👧
and to petition the Government for a redress of grievances. 🏛
Congress shall make no law 📜
respecting an establishment of religion, ✝☪✡
or prohibiting the free exercise thereof; 🚫
or abridging the freedom of speech, 📢🗯
or of the press; 📸
or the right of the people peaceably to assemble,👨👨👧👧
and to petition the Government for a redress of grievances. 🏛
A Few of the 27 Amendments to the U.S. Constitution
2nd Amendment - Right to Keep and Bear Arms 🗡
3rd Amendment - Prevents the Quartering of Troops in Private Homes ✋🏠
4th Amendment - Prevents Unlawful Searches and Seizures of Private Property ✋👮♂️
5th Amendment - Protects Against Self-incrimination 😶
6th Amendment - Right to a Speedy and Public Trial 👩⚖️⚖
13th Amendment - Abolished Slavery in 1865 ❌
19th Amendment - Right to Equal Suffrage For Women 👩 (1920)
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election ✋💲(1992)
2nd Amendment - Right to Keep and Bear Arms 🗡
3rd Amendment - Prevents the Quartering of Troops in Private Homes ✋🏠
4th Amendment - Prevents Unlawful Searches and Seizures of Private Property ✋👮♂️
5th Amendment - Protects Against Self-incrimination 😶
6th Amendment - Right to a Speedy and Public Trial 👩⚖️⚖
13th Amendment - Abolished Slavery in 1865 ❌
19th Amendment - Right to Equal Suffrage For Women 👩 (1920)
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election ✋💲(1992)
US Lesson 18 4.4 Federalists, Antifederalists, and the Bill of Rights Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
1. What were the key issues in the constitutional debate?
2. Why might the authors of the Federalist Papers use pseudonyms instead of their real names?
3. Who was George Mason and why was he an Antifederalist?
4. Who is described as the father of the U.S. Constitution?
Title- 2025 1 Last Name US L18 4.4 Writing Assignment
Due- January 10th at 8:00AM in GC
Submit- Submit a pdf of the Google Doc
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U.S. Lesson 20 4.5 Understanding the Constitution
DoDEA Standard 7.4 HISTORICAL DEVELOPMENT OF THE 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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
US Lesson 20 Part 1 – 4.5 Understanding the Constitution Reading Assignment
Today’s lesson will be chunked into three parts. Your group will draw an up-side-down “T” to divide the board into three parts. Read about the executive branch, pages 210 through 212, with your cooperative learning group. Then write four major points about the executive branch on yours assigned whiteboard. Then read about the judicial branch, pages 212 through 213, with your cooperative learning group. Then write four major points about the judicial branch on yours assigned whiteboard. Then finish reading the chapter to page 218 and record four major facts. Report out when you are finished.
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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.
US Lesson 20 Part 1 – 4.5 Understanding the Constitution Reading Assignment
Today’s lesson will be chunked into three parts. Your group will draw an up-side-down “T” to divide the board into three parts. Read about the executive branch, pages 210 through 212, with your cooperative learning group. Then write four major points about the executive branch on yours assigned whiteboard. Then read about the judicial branch, pages 212 through 213, with your cooperative learning group. Then write four major points about the judicial branch on yours assigned whiteboard. Then finish reading the chapter to page 218 and record four major facts. Report out when you are finished.
Homework - US Lesson 20 Practice Quiz – The U.S. Constitution
Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz.
Title- 2025 1 Last Name US L20 PQ
Due- January 23rd at 8:00AM in GC
Submit- Picture of the Completed Practice Quiz
Important- Use the practice quiz to prepare for the quiz in class (Thursday).
----------------------------------------------------------------------------------------------------------------
Homework - US Lesson 20 – The U.S. Constitution and Individual Rights
Today's Lesson Notes (Very Simplified Law)
Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz.
Title- 2025 1 Last Name US L20 PQ
Due- January 23rd at 8:00AM in GC
Submit- Picture of the Completed Practice Quiz
Important- Use the practice quiz to prepare for the quiz in class (Thursday).
----------------------------------------------------------------------------------------------------------------
Homework - US Lesson 20 – The U.S. Constitution and Individual Rights
Today's Lesson Notes (Very Simplified Law)
- In 1966 the U.S. Supreme Court upheld a lower court ruling in the case of Miranda v. Arizona. The case resulted in the creation of the Miranda Warning. It requires police to advice suspects of their constitutional rights under the Fifth Amendment.
- The police investigate crimes.
- A person who is arrested for a crime must be read the Miranda Warning by the police officer prior to being interrogated.
- The person who is arrested has a right to request a defense attorney.
- Evidence and police reports are eventually forwarded to the prosecutor (prosecuting attorney). The prosecutor decides whether or not to send the case to a grand jury (who determines if there is enough evidence for a trial).
- If the case goes to court, a judge will preside over the trial.
- At the end of a trial, a jury (usually twelve people) determines if the accused is guilty or not guilty.
Lesson 21 Seven Amendments Mini-poster Homework Assignment
Create a mini-poster that highlights seven of the amendments listed on the U.S. class page in www.geo4u.net.
Begin by placing your first and last name in the upper-right-hand corner of the page. All posters must focus one-fourth of the space on the 1st Amendment to the U.S. Constitution. You will determine which of the other six amendments to include in your mini-poster. Each amendment must include the title, the words of the amendments (words shown in on the website), and a picture scene demonstrating the amendment in action.
The mini-poster must be neat, colorful, and accurate.
Due- All posters are due electronically by 8:00 in the morning on Friday. The hard copy must be dropped off in the classroom sometime before the end of the school day. The poster will be displayed it in the common area.
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Create a mini-poster that highlights seven of the amendments listed on the U.S. class page in www.geo4u.net.
Begin by placing your first and last name in the upper-right-hand corner of the page. All posters must focus one-fourth of the space on the 1st Amendment to the U.S. Constitution. You will determine which of the other six amendments to include in your mini-poster. Each amendment must include the title, the words of the amendments (words shown in on the website), and a picture scene demonstrating the amendment in action.
The mini-poster must be neat, colorful, and accurate.
Due- All posters are due electronically by 8:00 in the morning on Friday. The hard copy must be dropped off in the classroom sometime before the end of the school day. The poster will be displayed it in the common area.
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