Centennial AP US History

Project: Picture of Colonial America

Terms:

-Carolina Colony

-New Netherlands

-Pennsylvania Colony

-Mid-Atlantic Colony

Turn in next class:

Bring textbook to class

Day:

Dates:

1607-1754

Topic #:

Key Concept 2.1, 2.2; GPS SSUSH1c

Our Topic:

Overview of English Colonial Period

Required

Pre-Reading:

Boyer: 75-82

Essential Question(s):

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

Material to Master:

I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
C) English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E) British conflicts with American Indians over land, resources, and political boundaries led to military
confrontations, such as Metacom’s War (King Philip’s War) in New England.

Documents to be utilized:

In Class:

Student Choice:

1993 DBQ: Comparison of New England and Chesapeake

DBQ Rubric and Format

Homework:

&/or:

Terms:

Turn in next class:

Day:

12b

Dates:

1607-1754

Topic #:

Key Concept 2.1

Our Topic:

Overview of English Colonial Period

Required

Pre-Reading:

Boyer: 75-82

Essential Question(s):

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

Material to Master:

I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
C) English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity,
religious freedom, and improved living conditions.
These colonists focused on agriculture and settled
on land taken from Native Americans, from whom
they lived separately.

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E) British conflicts with American Indians over land, resources, and political boundaries led to military
confrontations, such as Metacom’s War (King Philip’s War) in New England.

Documents to be utilized:

In Class:

Student Choice:

Project: Picture of Colonial America

1993 DBQ: Comparison of New England and Chesapeake

DBQ Rubric and Format

Homework:

Boyer: 89-100

&/or:

Terms:

-The Glorious Revolution (include impact on colonies)

-Mercantilism

-Navigation Acts of 1660 and 1663

Turn in next class:

Day:

Dates:

1607-1754

Topic #:

Key Concept 2.1, 2.2, 2.3: GPS SSUSH2a,

Our Topic:

The relationship between England and her Colonies

2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

Required

Pre-Reading:

Boyer: 89-100

Essential Question(s):

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations,
and peoples have influenced political, economic, and social developments in North America.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

Material to Master:

2.1

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

A) An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas
through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting
commodities that were valued in Europe and gaining new sources of labor.

C) Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied
with and armed American Indian groups, who frequently sought alliances with Europeans against other Indian groups.

D) The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust
on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues
including territorial settlements, frontier defense, self-rule, and trade.

2.2

A) The presence of different European religious and ethnic
groups contributed to a significant degree of pluralism
and intellectual exchange, which were later enhanced
by the first Great Awakening and the spread of European
Enlightenment ideas.

B) The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial
commercial ties, the emergence of a trans-Atlantic print
culture, and the spread of Protestant evangelicalism.

C) The British government increasingly attempted to
incorporate its North American colonies into a coherent,
hierarchical, and imperial structure in order to pursue
mercantilist economic aims, but conflicts with colonists
and American Indians led to erratic enforcement
of imperial policies.

Documents to be utilized:

A Patriot's History of the United States from Columbus's Great Discovery to the War on Terror by Larry Schweikart and Michael Allen, chapter 1

In Class:

Students create a graphic organizer to summarize reading

Schweikart

& Allen's argument about the legacy of the early colonial period

Homework:

Boyer: 100-108

-Slavery Colonial America

-Social Class in Colonial America

Day:

Dates:

Key Concept 2.1, 2.2, GPS SSUSH1, 2

Topic #:

Review of Colonial Diversity

Required

Boyer: 100-108

See days 7-13

Review of days 7-13

-students read descriptions and view pictures of the four colonial regions and must identify which region it is

In Class:

-students complete a 3 way venn diagram comparing French, Spanish and English colonialism in North America

-students complete a 4 way venn diagram comparing the 4 colonial regions

Homework:

Day:

Dates:

Key Concept 2.1, 2.2; SSUSH2c

Topic #:

The relationship between the crown, colonists, and Indians

Required

Boyer: 109-114

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.

I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
C) English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.

2.1

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

B) Continuing trade with Europeans increased the flow of goods in and out of American Indian communities,
stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.

C) Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied
with and armed American Indian groups, who frequently sought alliances with Europeans against other Indian groups.

E) British conflicts with American Indians over land, resources, and political boundaries led to military
confrontations, such as Metacom’s War (King Philip’s War) in New England.

2.2

II. Like other European empires in the Americas that participated in the Atlanticslave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

B) As chattel slavery became the dominant labor system
in many southern colonies, new laws created a strict
racial system that prohibited interracial relationships and
defined the descendants of African American mothers as black and enslaved in perpetuity.

students work in groups of 3

In Class:

-each student assumes the role of either a colonist, Indian or the crown

-individually they read and annotate documents on the goals and concerns of the colonists, Indians or the crown

-as a group they identify the potential problems that might result from their interaction

-as a group the negotiate a treaty to prevent conflicts caused my these problems

- they test their treaty to see if it would have worked to prevent the

War of Jenkins Ear and King George's War

PDF of classwork

Homework:

Boyer: 114-117 & video

-Colonial Governments 1689-1750

-Benjamin Franklin

-Thomas Jefferson

Day:

Dates:

Key Concept 2.1, 2.2; GPS SSUSH2c

Topic #:

The Enlightenment and Colonial Government

Required

Boyer: 114-117

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

2.1

2.2

In groups of three students determine if the demands for local control and representative government in the English colonies caused by the European Enlightenment or English Colonial policy?

In Class:

Homework:

Boyer: 117-120

Read, annotate, bring to class

-The Great Awakening

Day:

Dates:

Key Concept 2.2; GPS SSUS2d

Topic #:

The Great Awakening

Required

Boyer: 117-120

CUL-1.0: Explain how religious groups and ideas have affected American society and political life.

I. Transatlantic commercial, religious, philosophical, and political exchanges led
residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
A) The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange,
which were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas.
B) The British colonies experienced a gradual Anglicization over time, developing autonomous
political communities based on English models with influence from intercolonial commercial ties, the emergence of a trans-Atlantic print
culture, and the spread of Protestant evangelicalism.

-Jonathan Edwards: On the Great Awakening, December 12, 1743

In Class:

In class they will read and annotate primary documents from the Great Awakening and then we will have a discussion on the following questions:

1. What was the demographic of the people targeted by The Great Awakening? Why were these people targeted?

2. How was The Great Awakening different from earlier Puritan doctrines?

3. Why were the Great Awakening leaders such as George Whitefield and Jonathan Edwards so popular?

4. Why did The Great Awakening take hold in America?

With a partner students will practice periodization and causation thesis statements.

Homework:

Boyer: 123-128

-Seven Years War aka French and Indian War

-1763 Treaty of Paris

-Treaty of Easton

British imperial attempts to reassert control over its colonies

Period 3, 1754-1800

and the colonial reaction to these attempts produced a new American republic,

along with struggles over the new nation's social, political, and economic identity.

Day:

Dates:

Key Concept: 3.1, GPS: SSUSH3a

Topic #:

3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

Seven Years War

Required

Boyer: 123-128

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States,
and explain how migration has affected American life.
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians.
A) Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
B) Britain achieved a major expansion of its territorial
holdings by defeating the French, but at tremendous
expense, setting the stage for imperial efforts to raise
revenue and consolidate control over the colonies.
C) After the British victory, imperial officials’ attempts
to prevent colonists from moving westward generated
colonial opposition, while native groups sought to
both continue trading with Europeans and resist
the encroachments of colonists on tribal lands.

II. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.
A) The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial
representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic
activities and political rights.
B) Colonial leaders based their calls for resistance to Britain
on arguments about the rights of British subjects, the
rights of the individual, local traditions of self-rule, and the
ideas of the Enlightenment.
C) The effort for American independence was energized
by colonial leaders such as Benjamin Franklin, as well as
by popular movements that included the political activism of laborers, artisans, and women.

In Class:

Map Lecture -- Overview

Homework:

Boyer: 128-129,132-139

-Proclamation of 1763

-Sons of Liberty

Optional outside of class enrichment
Preparation for Day:	23	Dates:	1800-1848	Topic #:	Key Concept: Period 1-3
Our Topic:		Period 1-3			Date: Time: Location: Duration:	TBA 4-6pm Learning Commons 2 hours
					Activity:	Review of Key Concepts, Flash Card Cram, Team Quiz

Day:

Dates:

Key Concept: 3.1, 3.2 GPS: SSUSH3b

Topic #:

3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

Eve of the Revolution

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Required

Boyer: 128-129,132-139

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

CUL-1.0: Explain how religious groups and ideas have affected American society and political life.

C) After the British victory, imperial officials’ attempts
to prevent colonists from moving westward generated
colonial opposition, while native groups sought to
both continue trading with Europeans and resist
the encroachments of colonists on tribal lands.

3.1

B) Colonial leaders based their calls for resistance to Britain
on arguments about the rights of British subjects, the
rights of the individual, local traditions of self-rule, and the
ideas of the Enlightenment.
C) The effort for American independence was energized
by colonial leaders such as Benjamin Franklin, as well as
by popular movements that included the political activism of laborers, artisans, and women.

Students work to complete three paragraphs of a Document Based Question (DBQ)

In Class:

Practice:

-Contextualization

-Thesis

-Extended Analysis of documents

-Additional Historical Example

DBQ Rubric and Format

Homework:

Boyer: 139-149

-Letters from a Farmer in Pennsylvania

-Daughters of Liberty

-Committees of correspondence

Day:

Dates:

Key Concept: 3.1, GPS: SSUSH3b

Topic #:

3.1:British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

Eve of the Revolution

Required

Boyer: 139-149

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

-In groups students read and translate one of the British Parliamentary Acts that aggravated the colonies in the period from 1733 to 1775 and place it on a timeline

Text of British Acts

In Class:

Translations should include:

-Britain's goal/motivation

-Impact of the colonies, economic and/or political

-Expected colonial response with explanation

-Students explain their act to class while classmates add the information to a timeline

Homework:

Boyer: 149-156

Read Abridged Interpretation of Common Sense

-Coercive Acts aka Intolerable Acts

-Common Sense

-Declaration of Independence

-Thomas Jefferson

Prepare of Socratic Seminar:

Guiding Questions:

1. Why does Paine stress that revolution will eventually occur? How does he substantiate this claim?

2. Why does Paine think it is in America's best interest to be free from Britain?

3. How do Paine's opinions about human equality relate to his view of America's relationship with Britain?

4. How important was Common Sense to the movement towards independence?

5. What do you believe is the most important argument Thomas Paine makes in his argument for independence?

Day:

Dates:

Key Concept: 3.1, 3.2, GPS: SSUSH3b,c, SSUSH4a

Topic #:

The American Revolutionary Era

3.1:British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Required

Boyer: 149-156, Common Sense

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.

II. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.
B) Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule, and the ideas of the Enlightenment.
C) The effort for American independence was energized
by colonial leaders such as Benjamin Franklin, as well as
by popular movements that included the political activism of laborers, artisans, and women.

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.
A) Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual
talent over hereditary privilege, while religion strengthened Americans’ view of themselves
as a people blessed with liberty.
B) The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American
history, shaping Americans’understanding of the ideals on which the nation was based.

Common Sense, Thomas Paine

In Class:

Socratic Seminar on Common Sense

Guiding Questions:

1. Why does Paine stress that revolution will eventually occur? How does he substantiate this claim?

2. Why does Paine think it is in America's best interest to be free from Britain?

3. How do Paine's opinions about human equality relate to his view of America's relationship with Britain?

4. How important was Common Sense to the movement towards independence?

5. What do you believe is the most important argument Thomas Paine makes in his argument for independence?

Homework:

Boyer: A1 to A2

-Declaration of Independence (continued)

Test in two days

Day:

Dates:

Key Concept: 3.2, GPS: SSUSH4a

Topic #:

The Declaration of Independence

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Required

Boyer: A1 to A2

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.
B) The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American
history, shaping Americans’understanding of the ideals on which the nation was based.

The Declaration of Independence

In Class:

Breakup letter allegory of the Declaration of Independence.

Declaration of Independence

Homework:

Boyer: 159-164

-George Washington (more to come)

-Delaware River Crossing

-Valley Forge

-Iroquois Confederacy during the revolution

TEST

Day:

Dates:

Key Concept: 1.1 to3.2, GPS: SSUSH4b,c

Topic #:

3.1:British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

TEST

Required

Boyer: 159-164

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society
and institutions.
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and
peoples have influenced political, economic, and social developments in North America.

TEST

-PPT on anatomy of revolution with students applying the Crane Model to the American Revolution

In Class:

Junior TEST

Homework:

Boyer: 164-167 & 170-174

-French role in the Revolution

-Marquis de Lafayette

-Peace of Paris

-Yorktown

-Cornwallis

-Benjamin Franklin

Day:

Dates:

Key Concept: 3.1, GPS: SSUSH4b,c,d

Topic #:

The American Revolutionary

3.1:British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and
the Revolutionary War.

Required

Boyer: 164-167 & 170-174

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and
peoples have influenced political, economic, and social developments in North America.

II. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.

D) In the face of economic shortages and the British military occupation of some regions, men and women
mobilized in large numbers to provide financial and material support to the Patriot movement.
E) Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the Patriot cause succeeded
because of the actions of colonial militias and the Continental Army, George Washington’s military leadership, the colonists’ ideological commitment and
resilience, and assistance sent by European allies.

Overview lecture continued

In Class:

Fighting the Revolution to Adams

Homework:

Boyer: 178-192

-Governments of newly formed states

-Articles of Confederation and Perpetual Union

-Connecticut Compromise

-three-fifths compromise

-Federalists

-Antifederalists

-James Madison (more later)

-Alexander Hamilton (more later)

bring note cards/outlines/Cornell notes/... to class

Day:

Dates:

Key Concept: 3.2, 3.3; GPS: SSUSH5a, SSUSH6a

Topic #:

Articles of Confederation to the Constitution

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

3.3: Migration within North America and
competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

Required

Boyer: 178-192

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions
of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.
WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

C) During and after the American Revolution, an increased
awareness of inequalities in society motivated some
individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.

II. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive
popular influence.
A) Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship.
B) The Articles of Confederation unified the newly independent states, creating a central government with
limited power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government.
C) Delegates from the states participated in a Constitutional Convention and through negotiation,
collaboration, and compromise proposed a constitution that created a limited but dynamic central government embodying federalism and providing for a separation of
powers between its three branches.
D) The Constitutional Convention compromised over the representation of slave states in Congress and the
role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the
international slave trade after 1808.
E) In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with
Federalists, whose principles were articulated in the Federalist Papers (primarily written by Alexander
Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and
explicitly restricted the powers of the federal government.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

C) As settlers moved westward during the 1780s, Congress
enacted the Northwest Ordinance for admitting new states; the ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory.

- "Brutus" Letter XVI April 10, 1788, "John DeWitt" Letter III Nov. 5, 1787, Anti-federalists Papers

-Federalist Papers #38, James Madison, published on January 12, 1788 under the pseudonym Publius

-Federalist Papers #30, Alexander Hamilton, published on December 28, 1787 under the pseudonym Publius

In Class:

Problems with Articles of Confederations / Challenges with ratification DBQ

DBQ Rubric and Format

Homework:

Day:

Dates:

Key Concept: 3.2; GPS: SSUSH5a, b, c, d

Topic #:

Articles of Confederation to the Constitution

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

3.3: Migration within North America and
competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

Required

Boyer: 185-189

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

Problems with Articles of Confederations / Challenges with ratification DBQ

In Class:

DBQ Rubric and Format

Homework:

Complete this with this

Count the words in Constitution USE a word processor!

Bring book to class

Day:

Dates:

Key Concept: 3.2; GPS: SSUSH5a, b, c, d stopped

Topic #:

Articles of Confederation to the Constitution

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government

Required

Boyer: 189-192

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

- students complete the mapping the Constitutions worksheet and students link quotes to Federalist / Antifederalist debate

In Class:

Homework:

Comparison Table of Articles of Confederation and Constitution

Bring book to class

Day:

Dates:

Key Concept: 3.2; GPS: SSUSH5a, b, c, d

Topic #:

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government

The Constitution

Required

Boyer: A-3 to A-12

The United States Constitution

The Articles of Confederation

In Class:

Turn in table

-Students outline 6 Big ideas of the Constitution on table

Homework:

Zinn: 77-89 (Chapter 5, A Kind of Revolution)

Prepare for Socratic Seminar on day 30

Day:

Dates:

Topic #:

Key Concepts 3.1 to 3.3

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Review

Required

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

D) Ideas about national identity increasingly found expression in works of art, literature, and architecture.

A People's History of the United States 1492-Present, by Howard Zinn, chapter 5

In Class:

Review in Pictures

-recap with political cartoons

Homework:

Zinn: 89-102 (Chapter 5, A Kind of Revolution)

-Pennsylvania Gradual Emancipation Law

- Battle of Fallen Timbers

Prepare for Socratic Seminar

1. How did the demographics and structure of the American militia change as the war went on?

2. “Everywhere one finds inequality... the revolution did nothing to end and little to ameliorate white bondage.” (pg 84) Evaluate this statement.

3. According to Zinn, what effect did the Revolutionary War have on Blacks, Native Americans, and poor Whites?

4. “The class structure did not change radically (after the Revolution) (pg 84). Evaluate this statement

5. Was the Constitution & Revolution a force for equality and freedom or tyranny and economic oppression?

Day:

Dates:

Key Concept: 3.1, 3.2, 3.3

Topic #:

Social Class and the American Revolution

3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

3.3: Migration within North America and
competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

Required

Zinn: 89-102 (Chapter 5, A Kind of Revolution)

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged
and changed over time.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of
cultural values, political institutions, and American identity.

II. The desire of many colonists to assert ideals of self-government in the face of renewed
British imperial efforts led to a colonial independence movement and war with Britain.

3.1

C) The effort for American independence was energized
by colonial leaders such as Benjamin Franklin, as well as
by popular movements that included the political activism of laborers, artisans, and women.

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

C) During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new
state and national governments.

D) The Constitutional Convention compromised over the representation of slave states in Congress and the
role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the
international slave trade after 1808.

C) The expansion of slavery in the deep South and
adjacent western lands and rising antislavery sentiment
began to create distinctive regional attitudes
toward the institution.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.
A) Various American Indian groups repeatedly evaluated
and adjusted their alliances with Europeans, other tribes,
and the U.S., seeking to limit migration of white settlers
and maintain control of tribal lands and natural resources.
British alliances with American Indians contributed to tensions between the U.S. and Britain.

D) An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties and American Indian legal claims relating to the seizure of their lands.

A People's History of the United States 1492-Present, by Howard Zinn, chapter 5

In Class:

Socratic Seminar

1. How did the demographics and structure of the American militia change as the war went on?

2. “Everywhere one finds inequality... the revolution did nothing to end and little to ameliorate white bondage.” (pg 84) Evaluate this statement.

3. According to Zinn, what effect did the Revolutionary War have on Blacks, Native Americans, and poor Whites?

4. “The class structure did not change radically (after the Revolution) (pg 84). Evaluate this statement

5. Was the Constitution & Revolution a force for equality and freedom or tyranny and economic oppression?

Homework:

Schweikart: 190-193, 120-124

- Alexander Hamilton (cont)

Prepare for Socratic Seminar

1. What does Scheikart mean by the term Economic Determinism?

2. Schweikart argues that the American Revolutionaries were not economically motivated, how well does he support this claim?

3. What is factionalism and how do the authors use it to support political idealism of the founders?

4. Do Hamilton's arguments and actions support Zinn or Schwikart's arguement?

5. Was the Constitution & Revolution a force for equality and freedom or tyranny and economic oppression?

Day:

Dates:

Topic #:

Key Concept: 3.2

Formation of Political Parties

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Required

Schweikart: 190-193, 120-124

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

C) During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new
state and national governments.

B) Political leaders in the 1790s took a variety of
positions on issues such as the relationship between
the national government and the states, economic
policy, foreign policy, and the balance between
liberty and order. This led to the formation of political
parties — most significantly the Federalists, led by
Alexander Hamilton, and the Democratic-Republican Party, led by Thomas Jefferson and James Madison.

48 Liberal Lies About American History (That You Probably Learned in School) by Larry Schweikart, Lie #38

A Patriot's History of the United States From Columbus's Great Discovery to the War on Terror by Larry Schweikart and Michael Allen

In Class:

Socratic Seminar

1. What does Scheikart mean by the term Economic Determinism?

2. Schweikart argues that the American Revolutionaries were not economically motivated, how well does he support this claim?

3. What is factionalism and how do the authors use it to support political idealism of the founders?

4. Do Hamilton's arguments and actions support Zinn or Schwikart's arguement?

5. Was the Constitution & Revolution a force for equality and freedom or tyranny and economic oppression?

Homework:

Boyer: 195-203

-The Washington Presidency

-Bill of Rights

-Hamilton's Financial Plans

-Federalist

-Hamilton vs. Jefferson

-Whiskey Rebellion

Day:

Dates:

Key Concept: 3.2, 3.3; GPS: SSUSH5d, e

Topic #:

Washington Presidency, Domestic

3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious,
economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

Required

Boyer: 195-203

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

III. New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.
A) During the presidential administrations of George
Washington and John Adams, political leaders created institutions and precedents that put the principles of the
Constitution into practice.
B) Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led
to the formation of political parties — most significantly
the Federalists, led by Alexander Hamilton, and the
Democratic-Republican Party, led by Thomas Jefferson
and James Madison.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

B) As increasing numbers of migrants from North America
and other parts of the world continued to move westward,
frontier cultures that had emerged in the colonial period
continued to grow, fueling social, political, and ethnic tensions.

-Quick lecture on Washington Presidency

In Class:

-Applying the Bill or Rights

Homework:

-Indian Non-Intercourse Act (1790)

-America and the French Revolution

-Pinckney Treaty

-Jay Treaty

-George Washington's Farewell Address

-Yazoo Land Tract

-Proclamation of American Neutrality

-Haitian Revolution


Day:	33	Dates:			1754-1800	Topic#:	Key Concept: 3.2, 3.3; GPS: SSUH5e
Our Topic:			Washington Presidency, International 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.					Required Pre-Reading:		Boyer: 203-210
Essential Question(s):				NAT-3.0: Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas.
Material to Master:				3.2 I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century. E) The American Revolution and the ideals set forth in the Declaration of Independence reverberated in France, Haiti, and Latin America, inspiring future independence movements. 3.3 I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. B) As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions. E) The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California; these provided opportunities for social mobility among soldiers and led to new cultural blending. II. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests. A) The United States government forged diplomatic initiatives aimed at dealing with the continued British and Spanish presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River. B) War between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade and foreign policy and fostered political disagreement. C) George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances.			Documents to be utilized:
In Class:				Quick Lecture on Adams Presidency -Students evaluate Political Cartoons and attempt to guess what the original caption was			Homework:		Boyer: 210-216
							Optional:	Video
							&
							Terms:	-Federalist Party -Republican Party -Election of 1800
							Turn in next class:	Complete wrap up from today Comparison Chart Prepare for tomorrow: Prepare for your role in simulation, your seat number indicates your role, be prepared to discuss how your person would respond to each of the following: Nullification, XYZ Affair, Alien and Sedition Acts, Impressment, French Revolution, Jay Treaty, Slavery, Kentucky Resolution, God and Religious President, High Federalists, Western Expansion, Irish Immigration, French Immigration, Pinkney Treaty, Quasi-War, Fries Rebellion, Virginia Resolution, National Debt, 33% taxes, trade with Britain, trade with France 1.George Washington, 2.John Jay, 3.Alexander Hamilton, 4.Citizen Genet, 5.James Madison, 6.Aaron Burr, 7.French refugee from Saint Domingue, 8.America sailor, 9.America merchant ship captain, 10.western Pennsylvania farmer, 11.Boston merchant, 12.New York laborer, 13.southern plantation owner, 14.Virginia farmer, 15.Senator from Massachusetts, 16.Senator from New Hampshire, 17.Senator from Vermont, 18.Senator from Rhode Island, 19.Senator from Connecticut, 20.Senator from New York, 21.Senator from Pennsylvania, 22.Senator from New Jersey, 23.Senator from Delaware, 24.Senator from Maryland, 25.Senator from Virginia, 26.Senator from Kentucky, 27.Senator from North Carolina, 28.Senator from Tennessee, 29.Senator from South Carolina, 30.Senator from Georgia, 31.resident of the Northwest Territory, 32.resident of Indiana Territory 33. plantation owner from South Carolina Prepare a written position statement based on the directions on this sheet and thoroughly prepare to act as your assigned roles related to the election of 1800, acting in this roles you will debate the merits and weaknesses of candidates for president: John Adams and Thomas Jefferson. Your score will be based on the following: -frequency of participation: 20pts each -accuracy of role: 20pts -integration of the topics listed above into discussion: 50 pts each -written contributions -- see rubric

Optional outside of class enrichment
Preparation for Day:	38	Dates:	1800-1848	Topic #:	Key Concept: Period 3
Our Topic:		Period 3			Date: Time: Location: Duration:	TBA 4-6pm Learning Commons 2 hours
					Activity:	Review of Key Concepts, Flash Card Cram, Team Quiz

Day:

Dates:

Key Concept: 3.2, 3.3, 4.1; SSUSH5e

Topic #:

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Election of 1800

3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

Required

Boyer: 210-216

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
NAT-4.0: Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

II. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

B) War between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade and foreign policy and fostered political disagreement.

4.1

I. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based
on voting by all adult white men, and it was accompanied by the growth of political parties.
A) In the early 1800s, national political parties continued
to debate issues such as the tariff, powers of the federal
government, and relations with European powers.

D) Regional interests often trumped national concerns
as the basis for many political leaders’ positions on
slavery and economic policy.

48 Liberal Lies About American History (That You Probably Learned in School) by Larry Scheikart, Lie #14 Women Had No Rights in Early America

In Class:

Simulation: Election of 1800

Students are assigned roles related to the election of 1800, acting in these roles they debate the merits and weaknesses of candidates for president: John Adams and Thomas Jefferson.

Students complete second part of this as they debate

Rubric

Roles: 1.George Washington, 2.John Jay, 3.Alexander Hamilton, 4.Citizen Genet, 5.James Madison, 6.Aaron Burr, 7.French refugee from Saint Domingue, 8.America sailor, 9.America merchant ship captain, 10.western Pennsylvania farmer, 11.Boston merchant, 12.New York laborer, 13.southern plantation owner, 14.Virginia farmer, 15.Senator from Massachusetts, 16.Senator from New Hampshire, 17.Senator from Vermont, 18.Senator from Rhode Island, 19.Senator from Connecticut, 20.Senator from New York, 21.Senator from Pennsylvania, 22.Senator from New Jersey, 23.Senator from Delaware, 24.Senator from Maryland, 25.Senator from Virginia, 26.Senator from Kentucky, 27.Senator from North Carolina, 28.Senator from Tennessee, 29.Senator from South Carolina, 30.Senator from Georgia, 31.resident of the Northwest Territory, 32.resident of Indiana Territory

33. plantation owner from South Carolina

Homework:

Study for test

Study Guide

Day:

Dates:

Topic #:

Key Concept: 3.3.I

Westward Expansion

Required

n/a

GEO-1.0: Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.
A) Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the U.S., seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American
Indians contributed to tensions between the U.S. and Britain

-D.W. Meinig, “Emergence of a Federal Nation,” in The Shaping of America

In Class:

Pre-assessment: AP Insight Student Progress Sheet

AP Insight: Challenge Area II, Building Block B

Performance Task – Thesis: Causation American Indian Alliances

Homework:

Boyer: 216-217, 221-224

Schweikart: 78-82

-Fugitive Slave Law (more added later)

-Cotton Gin

-Republican Motherhood

-Abigail Adams

-John Adams

Day:

Dates:

Key Concept: 3.2, 4.1; SSUSH5e

Topic #:

Adams Presidency, Society

4.1: The United States began to develop a modern
democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

Required

Boyer: 216-217, 221-224

Schweikart: 78-82

NAT-4.0: Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and
changed over time.

WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.

CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics.

I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

D) In response to women’s participation in the American
Revolution, Enlightenment ideas, and women’s appeals
for expanded roles, an ideal of “republican motherhood”
gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
E) The American Revolution and the ideals set forth in the
Declaration of Independence reverberated in France, Haiti, and Latin America, inspiring future independence movements.

C) The expansion of slavery in the deep South and
adjacent western lands and rising antislavery sentiment
began to create distinctive regional attitudes
toward the institution.

4.1

II. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.
A) The rise of democratic and individualistic beliefs, a
response to rationalism, and changes to society caused
by the market revolution, along with greater social
and geographical mobility, contributed to a Second
Great Awakening among Protestants that influenced
moral and social reforms and inspired utopian and
other religious movements.

48 Liberal Lies About American History (That You Probably Learned in School) by Larry Scheikart, Lie #14 Women Had No Rights in Early America

Global impact of the Haitian Revolution

In Class:

AP Insight: Challenge Area II, Building Block B Quiz

Students read and syntheses three sources on the social and economic events of the period from 1789-1800 to identify the causal and consequential links. Students organize this data with a partner into a graphic organizer that demonstrates their understanding of the thematic, causal, and consequential connections in the events described in the material to master.

DIRECTIONS

1. Individually, silently read and annotate the document(s).

2. With your previously assigned partner, decide on a graphic organizer which will best organize the information. You need an overall thematic idea to tie together Market Economy, Republican Motherhood (women’s rights), and growth of slavery and free Black communities, the rest is up to you.

3. You will have to identify 3 causal and consequential links.

4. You need AT LEAST 5 facts for each of the 3 topics.

5. Together with your partner, complete 1 Graphic Organizer.

6. Once the Graphic Organizer is complete, INDIVIDUALLY summarize your information in a paragraph of AT LEAST 5 sentences.

7. At the bell, turn in 1 Graphic Organizer per group, and every individual student should turn in their summary.

Homework:

STUDY!!!

AP Insight: Challenge Area II, Building Block B Quiz Next Step

AP Insight: Challenge Area II, Building Block B Quiz Next Step

Day:

Dates:

1788-1800

Topic #:

Key Concept 3.2

The Rise of Political Parties

3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Required

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

B) Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties — most significantly the Federalists, led by Alexander Hamilton, and the Democratic-Republican Party, led by Thomas Jefferson and James Madison.

-George Washington’s Farewell Address, 1796

-Richard Hofstadter’s, The Idea of a Party System: The Rise of Legitimate Opposition in the United States, 1780-1840.

-“Adams and Jefferson: Intimate Enemies” by Joseph J. Ellis

In Class:

AP Insight: Challenge Area VIII, Building Block A

Guide to Supporting Claims: CCOT and Political Parties

Homework:

AP Insight: Challenge Area II, Building Block B Quiz & Next Step

Finish class work

Flashcards &/or outlines