EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit II : Rise Up - The American Revolution
After completing Unit 1, Colonial America, students will have learned how Native Americans, Africans, and Europeans created societies independent and interdependent of each other. They have explored evidence of cooperation and conflicts of the three communities – in doing so, Unit 1 has set the stage for students to explore how Europeans continue to expand their territorial claim beyond 13 colonies and how conflicts between colonists and British rulers are instigated, into the creation of a new nation. Asking, When is revolt justified?”, students summarize the American Revolution, including the philosophical roots for American independence found in Enlightenment writings. Students analyze the chronology of major events in the war for independence and the war’s impact around the world. Students read the Declaration of Independence, citing evidence in response to questions and developing academic vocabulary. In doing so, students consider the idea of freedom, how it is acquired, and the responsibilities once it is achieved.
BIG Ideas
- After a long period of salutary neglect, Britain turned their attention back to the American colonies and began tightening up enforcement of trade laws.
- American colonists resisted Britain’s control as it impacted their economic opportunities as well as ran contrary to their ideals of self-government and property ownership.
- After many attempts of working inside the system and outside the system for change, colonists declared independence
LEARNING EXPECTATIONS
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5 Themes of Geography Lesson/Cornell Notes
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If you want to download the powerpoint click here or go to WH additional resources
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LINKS TO HELP ANSWER THE LEARNING EXPECTATIONS QUESTIONS
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Discovery Online Techbook
Take notes and watch the videos at the bottom of the page for more clarification |
Primary Documents
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Overarching Question: What does government owe its people?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
C3 Framework Indicators and Common Core Literacy Standards
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
DC Content Power Standards
8.2.3: Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their creator with certain unalienable rights”).
8.2.4: Identify the political and economic causes and consequences of the American Revolution and the major battles, leaders, and events that led to a final peace (e.g., free press, taxation without representation).
8.2.3: Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their creator with certain unalienable rights”).
8.2.4: Identify the political and economic causes and consequences of the American Revolution and the major battles, leaders, and events that led to a final peace (e.g., free press, taxation without representation).
DC Content Supporting Standards
8.2.6: Explain the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2.6: Explain the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
