Remediation for Unit 3 (B Day)

Remediation Activities

Facebook Profile Template and Political Cartoon

Washington Address (Primary Source)

Millbrook Campus Expedition - 4A Flex (instructions)

Millbrook Campus Expedition - Lewis and Clark Journals - pg. 12

The Duel - Reading and Questions

Questions - The Duel

The Duel - reading

Study Guide Tutorial and Alternate Assignment #6 - A Day

Alternate Assignment #6: Study Guide will replace this.

Study Guide Tutorial

1. What problems did the election of 1796 draw attention to?
2. What effect did the XYZ Affair have on US-France relations?
3. What measures were contained in the Alien and Sedition Acts?
4. How did the Virginia and Kentucky Resolutions assert the power of state governments?
5. Explain the importance of the election of 1800.
6. What was the long-term importance of the Supreme Court’s decision in Marbury v. Madison?
7. How did the Louisiana Purchase affect the United States and its government?
8. Who led the exploration of the Louisiana Territory? Why are they important?

3B HW

Students should do the "Jefferson" portion of their Presidents chart. Students can find information in their textbook (Chapter 6 Section 3)

3B - Homework due 11/30 /// 4 A due 12/1

1. Students should finish their scientific method analysis of the Washington Presidency (3B only)

• What should it look like? 
• Your 3 models should already have :
• the Problem (3 issues)
• Background information for each issue 
• Hypothesis: How is Washington going to address this issue?
• What "new" information/steps should you include?
• Collect data: go back and look in your notes and add information 
• analyze data: look at each bullet that you just added - does this show Washington successfully addressing the particular issue or not?
• Conclusion: Was George Washington successful in addressing the issue of ____________? Why or Why not?

2. Opinion: Overall, was the presidency of George Washington a success? Why or why not. 

(3B and 4A)Textbook HW: use Chapter 6 Section 2 of the textbook (remember link for textbook can be found from post in August). John Adams' presidency starts on pg. 194. You will complete portion of "The Early Republic: Concerns, Challenges, and Threats -  the First Presidents" handout for John Adams. This means you should take notes on the following topics: 

• Election of 1796
• War with France? 
• XYZ Affair?
• Alien and Sedition Acts 
• Successful? Why or Why not? 

The Greatness of George Washington - Honors

Greatness of George Washington

Rubric:

15-18: Answers show strong knowledge and understanding of the reading

10-14: Answers show adequate knowledge and understanding of the reading

6-9: knowledge is present, evidence of understanding is lacking.

4A ONLY

Concepts:

1. Washington's Character
2. Washington's Perception of Public Office 

Instructions:

1. Explain each concept as if you were teaching it to someone 
2. Simplify the language/wordiness
1. use analogies (comparison of 2 things)
2. explanations STILL must reflect a deeper level of understanding

Roots of American Democracy Prezi

Roots of American Democracy Prezi

4A Sub Plans (3B - look at video #2 for a review on outline instructions!)

Please view both videos and take notes!

State Constitutions handout is a class set! Leave in class!

Confederation and Constitution Overview is yours...keep it!

Video 1

Video 2

Alternative Assignments: Unit 3 - Do not do unless assigned by Beller

**I will not accept any work that is completed without being first assigned by myself**

Why are you doing this? To ensure student learning and therefore, student success

All assignments must be completed and turned in by end of class regardless of when the student was assigned work 


Assignment #1 : Vocabulary for Chapter 5 

5.1 - pg. 129
5.2 - pg. 136
5.3 - pg. 141

If it is a term: write a sentence explaining its connecton to the Articles of Confederation and/or Constitution

If it is a person: explain his/her role concerning the Articles of Confederation and/or Constitution

Assignment #2- "Thinking Through History"

Answer all "Thinking Through History" Questions for 5.1-5.3 in complete sentences (note: these are the questions in the margins)

Assignment #3 - Chapter Review 

pg. 142 #11-20 in Complete Sentences


Assignment #4 - Vocabulary for Chapter 6

6.1 - pg. 176
6.2 - pg. 181
6.3 - pg. 188
6.4 - pg. 191

If it is a term: write a sentence explaining its connecton to the new governmnet

If it is a person: explain his/her role in the time period

Assignment #5 - "Thinking Through History"

Answer all "Thinking Through History" Questions for 6.1-6.4 in complete sentences (note: these are the questions in the margins)

Assignment #6 - Chapter 6 Review

Answer #11-20 in complete sentences on pg. 194

Sub Plans

https://www.youtube.com/watch?v=OwXscdf0RwM

What to have on the day of the test? 10/21 and 10/22

1A, 4A, 3B: 

Learning Goal #1:

1. 1.1 Notes 
2. 1.2 Notes 

Learning Goal #2:

1. 2.1 (French and Indian War Maps and Documents)
2. 2.2 (Timeline 1764-1775)
3. 2.3 (Comparing Strengths and Weaknesses, Key Events/People)

4B

Learning Goal #1

1. 1.1 Notes (PowerPoint OR Timeline)
2. 1.3 - Guided Reading Packet (Chapter 4 Section 3 and Chapter 4 Section 4)

Learning Goal #2

1. 2.2 (Timeline 1764-1775)

Materials used on 10/19 and 10/20

Key events and people

Optional Study Guide - Answer questions #1-9

Comparing strengths and weaknesses - who should win the war?

Unit 2 Videos have been added

check the playlist here . I have added videos on the battles needed for class. Disclaimer: these were not done by me, but they have the necessary information.

Sticky Note Questions - Unit 2

Why did the British soldiers fire into the crowd and kill 5 colonists on March 5, 1770 (Boston Massacre?) The Boston Massacre was a street fight that occurred on March 5, 1770, between a "patriot" mob, throwing snowballs, stones, and sticks, and a squad of British soldiers. Several colonists were killed and this led to a campaign by speech-writers to rouse the ire of the citizenry.The presence of British troops in the city of Boston was increasingly unwelcome. The riot began when about 50 citizens attacked a British sentinel. A British officer, Captain Thomas Preston, called in additional soldiers, and these too were attacked, so the soldiers fired into the mob, killing 3 on the spot (a black sailor named Crispus Attucks, ropemaker Samuel Gray, and a mariner named James Caldwell), and wounding 8 others, two of whom died later 

For the Intolerable Acts (1774), there was no trading which meant no taxes - how?  someone was going to pay.Parliament was utterly fed up with colonial antics. The British could tolerate strongly worded letters or trade boycotts. They could put up with defiant legislatures and harassed customs officials to an extent.But they saw the destruction of 342 chests of tea belonging to the British East India Company as wanton destruction of property by Boston thugs who did not even have the courage to admit responsibility.

Someone was going to pay.The British called their responsive measures to the Boston Tea Party the COERCIVE ACTS. Boston Harbor was closed to trade until the owners of the tea were compensated. Only food and firewood were permitted into the port. Town meetings were banned, and the authority of the royal governor was increased.To add insult to injury, General Gage, the British commander of North American forces, was appointed governor of Massachusetts. British troops and officials would now be tried outside Massachusetts for crimes of murder. Greater freedom was granted to British officers who wished to house their soldiers in private dwellings.

What/How did the soldiers being allowed to take lodging in colonial homes help? (referring to the Intolerable Acts) It helped the British but did not help the situation. The Quartering Act applied to all of the colonies, and sought to create a more effective method of housing British troops in America. In a previous act, the colonies had been required to provide housing for soldiers, but colonial legislatures had been uncooperative in doing so. The new Quartering Act allowed a governor to house soldiers in other buildings if suitable quarters were not provided. The act only permitted troops to be quartered in unoccupied buildings.Although many colonists found the Quartering Act objectionable, it generated the least protest of the four Coercive Acts. (Intolerable Acts)

Was the Sugar Act(1764) to hurt smugglers? What was the main purpose of the Sugar Act?   check out this site . It does a great job breaking down the Sugar Act!

Where on the map is the Ohio River Valley? (disputed land between French and British - cause of the French/Indian War) Scroll down to see map


Purpose of the Albany Plan of Union (1754) The Albany Plan of Union was a plan to place the British North American colonies under a more centralized government. On July 10, 1754, representatives from seven of the British North American colonies adopted the plan. Although never carried out, the Albany Plan was the first important proposal to conceive of the colonies as a collective whole united under one government.

Who are the main people that we shold know for the French/Indian War? (1754-1763) George Washington, General Braddock, William Pitt. 

What could colonists do to prepare for war with Britain? (referring to the American Revolution)   By the time the Second Continental Congress met, the American Revolutionary War had already started with the Battles of Lexington and Concord. The Congress was to take charge of the war effort. For the first few months of the struggle, the Patriots had carried on their struggle in an ad-hoc and uncoordinated manner. They had seized arsenals, driven out royal officials, and besieged the British army in the city of Boston. On June 14, 1775, Congress voted to create the Continental Army out of the militia units around Boston and quickly appointed Congressman George Washington of Virginia as commanding general of the Continental Army.

Daily Question #9 - 3B

Explain whether you think the British government acted wisely in its dealings with the colonies between 1765 and 1775. Support your explanation with examples.

Think About: reasons for British actions, the reactions of colonists, results of British actions

(hint: you should include the "think abouts" in your response)

Unit 2 Youtube Playlist

Unit 2

Objective 1.2  is covered in videos "Path to Revolution" Parts 1 and 2


Fill In the Blank Notes: Objective 1.2 is covered in sections 4.1 and 4.2 of the textbook. You should complete "Tensions Emerge between England and its Colonies" THROUGH "The Declaration of Independence". Stop at "War in the North"

Remediation Assignments

Remediation - make sure you turn in the activities you took out of your folder to complete these!!!

French and Indian War Video Lectures (and pg. # for fill-in-the-blank)

Video 1 : https://www.youtube.com/watch?v=ovtCVauBmFg

Video 2: https://www.youtube.com/watch?v=cGpHHeALUrs



Fill in the blank notes: Chapter 3 Section 4

French and Indian War Lecture Notes are coming soon.... (check back after 5 pm)

YouTube Videos - Lecture Notes

England and her Colonies Part 1

England and her Colonies Part 2

Sources of Colonial Tension - A Day

Step 1: Someone in your group needs to log into their google account, open up their Google drive, and make a new google doc for the assignment.


Sources of Colonial Tension - Student Handout

Handouts - Salem Witchcraft and Bacon

	Bacon’s Rebellion (1676)	Salem witchcraft trials (1692)	Stono Rebellion (1739)
Where?
The sides (who vs. who)?
The conflict (what were they fighting over?)
Outcome

Study Guide/Daily Questions/Rubric for Learning Goals 1 and 2

Unit 1 Study Guide

Daily Questions/Flex/Metacognition


On test day, each student will receive a folder. Make sure you place all assignments LABELED, IN ORDER, AND WITH YOUR NAME ON ALL SHEETS ON PAPER TURNED IN. Each objective in Learning Goal 1 will be worth 10 points. Each objective in Learning Goal 2 will be worth 30 points and follow the rubric below. Points will be deducted for not following all procedures.

Learning Goals 1

10 – Perfection: The student has gone above and beyond the requirements of the assignment. This masterpiece should be published.

7-9 – Proficient: The student has met the requirements of the assignment and provided the context necessary. The answers are coherent and written at a level that shows mastery of the content.

4-6 - Basic:  May contain some minor errors, a missing term or underdeveloped responses. The answers are somewhat coherent and written at a level that shows a basic level of understanding regarding the content.

1-3: Unsatisfactory: most are incomplete or underdeveloped. The answers hard to follow and written at a level that does not reflect a solid understanding of the content.

0 - Student did not complete the assignment and/or turn it in. 

Learning Goal 2

30 – Perfection: The student has gone above and beyond the requirements of the assignment. This masterpiece should be published.

25-29 – Proficient: The student has met the requirements of the assignment and provided the context necessary. The answers are coherent and written at a level that shows mastery of the content.

20-24 - Basic:  May contain some minor errors, a missing term or underdeveloped responses. The answers are somewhat coherent and written at a level that shows a basic level of understanding regarding the content.

15-19: Unsatisfactory: most are incomplete or underdeveloped. The answers hard to follow and written at a level that does not reflect a solid understanding of the content.

0-15 - Student did not complete the assignment and/or turn it in. 

Remember!!

You are responsible for writing and answering the Daily Questions on Native Americans v. Europe

1. What were the patterns of Native American life before European contact?
2. What encouraged Europeans to explore?

Answers should follow the following format:

• Topic Sentence 
• Fact (from notes)
• Explanation (what does this show us about Native American/European life)
• please include at least 2 facts 
• clincher sentence

You are ALSO RESPONSIBLE for your evaluation entry in your metacognitive journal. 

1. To what extent did I successfully accomplish the goals of task?
2. If I were the instructor, what would I identify as strengths of my work and flaws in my work?
3. When I do an assignment or task like this again, what do I want to remember to do differently? What worked well for me that I should use next time?

The Americans Text online

Please plan to visit the site below for homework and any assignments from the text.

The Americans Textbook

Welcome

Welcome to Mr. Beller's American History I blog! This site will help students keep track of assignments, due dates, and content. Please plan to visit this site regularly!