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USHAP Unit 2

USHAP Unit 2. Weeks 1 & 2. Agenda: Friday 8/31/12. Objective: Analyze primary sources. Content: French and Indian War Skills: Cause and effect analysis Essential question: How do we know what we know? Agenda: 1) Who wins the French and Indian War?

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USHAP Unit 2

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  1. USHAP Unit 2 Weeks 1 & 2

  2. Agenda: Friday 8/31/12 • Objective: Analyze primary sources. • Content: French and Indian War • Skills: Cause and effect analysis • Essential question: How do we know what we know? • Agenda: • 1) Who wins the French and Indian War? • 2) How reliable is a primary source? (if time)

  3. Franklin's Plan of Union, 1754

  4. French and Indian War (Fluency Fact) • Who: • When: • Where: • What: • Why: • Pontiac's Rebellion • Proclamation of 1763 • Paxton Boys

  5. Agenda: Tuesday 8/4/12 • Objective: Chart the road to revolution, analyze primary sources • Content: Crises in British colonial America • Skills: Cause and effect and primary source analysis • Essential question: How do we know what we know? • Agenda: • 1) An American identity emerging? • 2) Victory equals crisis? • 2) How reliable is a primary source? • 3) Was the Revolution more economic or political in nature? • *Reminder-Fluency fact quiz on block day

  6. Changing Identities • A British colonial identity? What are the values? • An American identity? What are the values?

  7. How reliable is an Historical Source? • Some sources of historical information are viewed as more reliable than others, though all of them may be useful. Factors such as bias, self-interest, physical distance, and faulty memory affect the reliability of a source. • On the next slide, you will see a list of sources of information about the invasion of Normandy on June 6, 1944. Rate the reliability of each source on a 5 point scale in which 1 is reliable and 5 is very unreliable.

  8. How reliable is an Historical Source? 1 is reliable and 5 is very unreliable. • ___1.Secretary of Agriculture Claude Wickard’s personal diary of the year 1944 • ___2. Photographs taken by members of the press accompanying the invasion force • ___3. A unit history of the 413th Gun Battalion written in 1945 • ___4. A book by Dwight D. Eisenhower called Crusade in Europe, published in 1948 • ___5. An account written by a historian based on research or records in the National Archives in 1965 • ___6. A U.S History high school textbook description of the D-day landings • ___7. A description of the invasion given by D-day veterans in oral history interviews in 1994

  9. The Road to Revolution

  10. The Road To Revolution • Terms • Boston Tea Party • Boston Massacre • Committees of Correspondence created • 1stContinental Congress called • French and Indian War • Gage sent troops to confiscate weapons stockpiles • Intolerable Acts • Lexington and Concord (open revolt) • Minutemen Formed • Parliament Passes the Tea Act • Quartering Act • Royal Proclamation Line • Sons of Liberty • Townshend Revenue Acts • Virtual Representation • Activity • Use your notes from chapter 6 • Create a flow chart including all of the terms in the list. • For each term write down the following: • A brief summary of the term • From the point of view of a colonist, how would you feel about the particular term. • *Optional- a picture or symbol representing the topic

  11. Agenda: Block Day 9/5 & 9/6 • Objective: Clean up notebooks, play with primary sources • Content: Road to revolution • Skills: Note taking, primary source analysis • Essential question: How does the Revolution change definitions of community? Agenda: • 1) Fluency Fact Review Quiz • 2) Notebook Check • 3) Events leading to Lexington and Concord? • 4) Revolution analogies

  12. Fluency Fact Review Quizzes: Roles and Rules Roles: • The Scribes (2) • The Chronologist • The Players (always 5, bonus 6th) • The Lifeline (as needed) • The Synthesizer Rules: • The first two names called out are the Scribes. The Scribe on the left tracks the W,W,W,W,W of terms 1,3, and 5 while the scribe on the right tracks terms 2 and 4 (and 6 if there is a bonus term). • The third name called out is the Chronologist. They are given the first three terms which they must arrange in a column, from the earliest term on top to the most recent on the bottom. • The first of five terms is called out and the first Player's name is called. The Player has 60 seconds to give the summary W,W,W,W,W. • If the Player falters after about 10 seconds, the clock is stopped and the next name on the stack is called out as the Lifeline. • The Lifeline has ten seconds to provide the two best terms to help out the Player. • The clock starts again and the Player tries to complete the W,W,W,W,W. • If the five Players all get their terms correct, a bonus term is earned. If the term is done correctly it counts. If the 6th Player falters, the term doesn't count. • As each term comes up, the Chronologist adds the term to the column they have begun, shifting terms as needed to maintain chronological order. The column is reviewed at the end of the quiz. • After reviewing the work of the Chronologist, a final name is called out to determine the Synthesizer. The Synthesizer must choose three terms from the column and generate a reasonable claim using all three terms.

  13. Fluency Fact Review Quizzes: Scoring Individual: • Each Player, Friend Phoned, Chronologist and Synthesizer is scored individually. These scores are incorporated into the comprehensive content grade at the end of the semester. Group: • The group score is tracked in an ongoing basis to determine the highest scoring class period. • To demonstrate emerging mastery, the per Review Quiz score is expected to be four out of five. Quiz scoring will be cumulative until the end of the semester.

  14. Review Quiz Synthesizer Frames • Show Commonality: • ___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period. • Show Contrast: • Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________. • Show Analysis: • ______________, ________________, and ______________ all resulted from _______________ in the ____________________ period.

  15. Reading Notes Assessment: Expectations and Procedure • Groups of 4 • Exchange notebooks with an individual in our group. Each person in the group grades two notebooks. Use the criteria below to determine the grade. Post the gradeatop today’s notes and sign your name legibly next to the grade. If a notebook does not contain today’s notes, affix the grade and your signature atop the first blank page after the most recent notes. • Rotate notebooks. If the second reader of a notebook agrees with the first reader’s determination, the second reader should sign below the first reader’s signature. If however, the second reader does not agree with the grade already posted, the two readers will need to revisit the notes jointly until they can agree on a grade. When instructed to do so, return the notebooks to their owners. • Additionally, fill out the grading rubric. This will be turned in at the end of the notebook check.

  16. Reading Notes Assessment: Expectations and Procedure • When you receive your notebook, check the grade for accuracy. If you discover that your notebook has not been graded according to the criteria, your grade will be bumped up an entire grade, while the grades of both readers will be bumped down. I reserve the right to spot check grades for evidence of manipulation at any time.

  17. Grading Criteria Advanced • Includes all assignments, including the assignment due today • Each assignment has at least a page of high quality, legible notes • Every reading prompt response contains both a general claim and at least two substantiating specifics • Every assignment is clearly labeled at the top of each page of notes Proficient • Missing two assignments • OR assignments contain less than a page of high quality notes • OR reading prompt responses are missing or are present but fail to contain both a general claim and at least two substantiating specifics. Basic • Missing three to four assignments • OR many assignments contain less than a page of quality notes • OR many reading prompt responses are missing or are present but fail to contain both a general claim and at least one specific. Below Basic • Missing five or more assignments • OR most assignments contain less than a page of notes • OR most reading prompt responses are missing or are present but fail to contain both a general argument and at least two substantiating specifics. Far Below Basic • Notebook is unavailable for grading

  18. 6th Period: • Dates: August 20th- Sept 5th • Page #s 113-186 • Total Assignments: 9 5th Period • Dates: August 20th- Sept 6th • Page #s 113-194 • Total Assignments: 10

  19. The Road to Revolution

  20. The Road To Revolution • Terms • Boston Tea Party • Boston Massacre • Committees of Correspondence created • 1stContinental Congress called • French and Indian War • Gage sent troops to confiscate weapons stockpiles • Intolerable Acts • Lexington and Concord (open revolt) • Minutemen Formed • Parliament Passes the Tea Act • Quartering Act • Royal Proclamation Line • Sons of Liberty • Townshend Revenue Acts • Virtual Representation • Activity • Use your notes from chapter 6 • Create a flow chart including all of the terms in the list. • For each term write down the following: • A brief summary of the term • From the point of view of a colonist, how would you feel about the particular term. • *Optional- a picture or symbol representing the topic

  21. Analogies Events Leading to Lexington and Concord Analogies • 1. Boston Tea Party is to Revolution as ____________ is to ____________ • Relationship:_____________________________ • 2. Intolerable Acts is to Revolution as ... • 3. First Continental Congress is to Revolution as... • 4. Lexington and Concord is to Revolution as...

  22. Agenda: Friday 9/7/12 • Objective: Look for ideology embedded in the Declaration of Independence • Content: The liberal democratic nature of the American Revolution • Skills: Primary source analysis • Essential question: How does the Revolution change definitions of community? • Agenda: • 1) Was the coming of the American revolution more economic or political in nature? • 2) Does the Declaration reflect the ideology of republicanism? • 3) Adams quote and the Declaration • 4) Strengths of Patriots vs. Loyalists T-chart

  23. Road to Revolution • Report out in chronological order • 1756-1775

  24. Was the coming of the American revolution more economic or political in nature?

  25. Republicanism • Instances of republicanism contained within the Declaration of Independence: • Review pgs. 174-175

  26. Primary Source Analysis: CCP • Context • Who • What • When • Where • Content • What the document actually says • Point of View • Purpose of the document

  27. CCP • “What do we mean by revolution? The War? That was no part of the revolution; it was only an effect and consequence of it. The Revolution was in the minds of the people, and this was effected from 1760-1775, in the course of fifteen years, before a single drop of blood was shed at Lexington.” • Source: Letter from John Adams to Thomas Jefferson, 1815 • Significance prompt: Was there a shift in the minds of the people from 1760-1775? • CCP The Declaration of Independence (Appendix A1-A2) • http://www.schooltube.com/video/e1895c4c1683c3124733/Too-Late-to-Apologize-A-Declaration

  28. Road to Revolution

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