Alexander,+Nekol

1. Ask students to brainstorm reasons for and against space exploration. What are the possible benefits and drawbacks? After completing the listing of pros and cons, have students compile a similar pro and con listing of reasons for the exploration and colonization of the New World in the 14th and 15th centuries. How are student lists alike and how are they different? (11.1.2, 11.1) **WIKI**
 * Exploration and Colonization**
 * Space exploration could have many positive and negative effects on people. One benefit of space exploration is that people could be able to understand the other planets better than they do now. There are many mysteries about space and other planets and exploring would eliminate some of the confusion. One drawback of space exploration is that the cost of exploring the earth may be overbearing. The cost of building the spaceship, the suits for the astronauts, etc all cost a lot.**
 * The reasons for the exploration and colonization of the New World in the 14th and 15th centuries were to space out and to get away mother land and the control the mother land had over the explorers.**

3. Display the following Robert Frost quotation to students.
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=ade00ff0-732b-47c7-925c-842e229796aa.9ff1f1ee-7b5c-4373-ac6a-b566e4ed10b9.jpg caption="introducing"]] ||

Have students write about the validity of Frost’s idea, providing evidence to support their point of view. **WIKI**(11.1.1)
 * Robert Frost idea is valid because he is saying that when a nation picks a piece of land (geopgraphy) the nation is picking a piece of land that is perfect for that nation. For example: The Gold Rush is california made people want to move to california in order to dig for gold.**

4. Divide students into pairs or small groups, and have them use the internet or maps in the text to identify the geographic characteristics of the United States. Emphasize the rich, varied, and productive environment and the advantages conferred by location. Stimulate student analysis of the effects of geography on the historical development by suggesting alternative situations (What if the Atlantic Coastal Plain was very narrow? What if the Appalachian Mountains were like the Rockies or the Himalayas? What if the Mississippi flowed northward instead of southward?) (11.1.1) **WIKI** aross sea. Example: Columbian Exchange and Triangular Trade. || homogenous than other countries. || from it due to climate. || for money and other goods. || 5. Use a Venn diagram to compare Spanish and French exploration and settlement in the Americas. (11.1.3) After completing the diagram, have students write a summary statement that addresses the effects of Spanish and French settlement in the Americas. **WIKI** **The spanish and french had a great impact on the New World. Because the spanish and french settled in the New World, the Americas was established quicker. If only England tried to explore the Americas, then if would have taken a long time for the Americas to be discovered, but with the help of the french and spanish it was all discovered a lot quicker.** 6. As students review reasons for European colonization on pages 4- 51, have them complete a semantic features analysis chart, such as the one below to categorize specific reasons under the conceptual headings. Students place a check in each space if appropriate. More than one category can be checked. (11.1.2) **WIKI**
 * **Geographic**
 * Characteristics** || **Advantages** || **Disadvantages** || **Historical**
 * Effects** ||
 * **Relative Location** || Close to Europe, South America, and Africa. || Far from Austrailia and Asia. || Easy to trade with countries that are
 * **Size** || Easier for democracy || Small || Allowed the country to be more
 * **Landforms** || Tour sites || Mountainous areas may take up space || Used to divide colonies ||
 * **Bodies of Water** || More shipping || More travel time by airplane || Easier trade and travel ||
 * **Climate** || Seasons are average || Global warming || Colonies could grow certain crops and profit
 * **Resources** || America can sell and produce some of their own resources || America has to but resources from other countries || America and other countries trade off goods
 * || **Political** || **Religious** || **Economic** ||
 * Connecticut ||  ||   || x ||
 * Delaware ||  ||   || x ||
 * Georgia || x ||  ||   ||
 * Maryland ||  || x ||   ||
 * Massachusetts ||  || x || x ||
 * New Hampshire || x ||  ||   ||
 * New Jersey ||  ||   || x ||
 * New York ||  ||   || x ||
 * North Carolina ||  ||   || x ||
 * Pennsylvania || x || x ||  ||
 * Rhode Island ||  || x ||   ||
 * South Carolina ||  ||   || x ||
 * Virginia || x || x || x ||

7. Using Chapter 1 or internet resources and fill in a map of the American colonies. Label each of the colonies, create a color key to identify Southern, Middle, and New England colonies, and locate the following political/geographical features: (11.1.1) Upon completion of the map research the following questions: **WIKI**
 * **Physical Features** || **Political Features** ||
 * Appalachian Mountains || Boston, Massachusetts ||
 * Atlantic Ocean || Philadelphia, Pennsylvania ||
 * Hudson River || New York City, New York ||
 * Chesapeake Bay || Baltimore, Maryland ||
 * || Charleston, South Carolina ||

8. In order to reinforce the link between physical characteristics and resources with early colonial economic activity. (11.1.1, 11.1.6, 11.1.7, 11.1.8) **WIKI** resources affect the economies that developed in the American Colonies? || Because New England is close to the Chesapeake Bay, there was alot of ship building and fishing. || The land was good and not very mountainous so there was some farming. || Because there was so much land there was alot of slavery in southern colonies. ||
 * What natural resources are available?**Because the colonies are on the east coast fish, crab, grain, oil, and agriculural crops are available.**
 * How are the physical features barriers to development in the 18th century?**The physical features like the mountains and the Atlantic Ocean all help to keep the enemies away from the colonies in the 18th century.**
 * What reasons can you provide for the location of the cities? Why did cities develop at those specific places?**All the cities developed along rivers because rivers on the east coast are brackish, which means that they provide both fresh and salt water and the fish swim in those rivers.**[[image:colonies1304.gif width="816" height="959"]]
 * || **New England** || **Middle** || **Southern** ||
 * Physical Characteristics || Flat land. Near Chesapeake. || Hills, rivers || Hills, mountains ||
 * Economic Activities || Ship building, fising. || Farming || Farming, slavery ||
 * How did the geographic

1. Have students create a set of criteria to determine if a group should be identified as “revolutionary.” As they study the events of the American Revolution ask them to use these criteria to evaluate the actions of the Americans. **WIKI**
 * Revolutionary War**
 * A group can be identified as a revolutionary if that group makes a remarkable change and in their history like their government or enviorment.**

3. Have students complete a chart such as the one below to identify and categorize the causes of the American Revolution. **(11.2.1, 11.2.3) WIKI**
Tea Party. || //Common Sense.// ||
 * **Cause Category** || **Explanation** || **Illustrative Events** ||
 * **Economic** || Britain puts taxes on American goods like tea andstamps. || Stamp Act, Boston
 * **Political** || Americans were able to govern themselves but soon Britain took away their power. || Boston Massacre. ||
 * **Social/ Philosophical** || Authors began writing philosophies about breaking free from Britain. || Thomas Paine wrote //Crisis// and

5. Use the INSERT strategy to identify the events leading to the outbreak of the Revolutionary War. (11.2.1) **WIKI**

BOSTON TEA PARTY 6. Write a speech or letter to the editor that accurately portrays a Patriot or British viewpoint of the Boston Tea Party. (11.2.2) **WIKI** 7. The following reading selection provides a different view of the American Revolution. **WIKI**
 * **Cause** || Tax on tea. ||
 * **Effect** || Tension between Britain and America. ||
 * **Word** || Tax- charge. ||
 * **Fact** || After Boston Tea Party, tea smuggling flourished in Britain because of the limited amount of tea. ||
 * **Opinion** || The Boston Tea Party was a great way for the Americans to show that they did not like the king taxing their tea. ||
 * Dear colonists,**
 * You may think that dumping gallons and gallons of**
 * tea into the Boston Harbor is a way of making the**
 * British reduce tea taxes.**
 * But it's not. We redcoats are still taxing your tea.**
 * Always,**
 * Redcoats**


 * Read the excerpts and type any words or phrases that you do not understand. Research the words or phrases and type clarify the parts of the excerpts that you did not understand.
 * Ensuring the students understand the following terms used in the piece will assist student comprehension: - suzerain (Okay, I’ll admit it- I have never seen this word before in my life. It is, however, legitimate. It’s meaning? A nation that controls another in international affairs but allows it domestic sovereignty.)- bourgeois/bourgeoisie- gentry- clique- propagate- enunciated- exploitation- legitimacy- annihilate- precarious
 * Provide students with the following reading. In addition, ask students to complete the following statements as they read: - One way this is different from what I know is…- I really disagree with …- One thing that makes sense to me is…- (Add others as needed)

Use student responses to begin a discussion of the information in the reading.

**__On the American Revolution__**

Excerpt 1

> As a result of the ceaseless struggle of the colonial people for their political rights, the thirteen colonies practiced bourgeois representative government by setting up their own local legislatures. As electoral rights were restricted in many ways in every colony, those elected to the colonial legislatures were mostly landlords, gentry, and agents of the bourgeoisie, without any representation whatsoever from the working people. There were struggles between the Governors and the legislatures. These struggles reflected the contradictions between the colonies and the suzerain state. **Bourgeois- member of the middle class. ex: At this point, the labor party changed into a purely __bourgeois__ party almost overnight**.

Excerpt 2

> The British administration of the colonies was completely in the interest of the bourgeoisie in Britain. The British colonial rule impeded development of the national economy of North America. It forced certain businesses into bankruptcy. As a consequence, contradictions became increasingly acute between the ruling clique in Britain and the rising bourgeoisie and brad masses of people in the colonies. Heretofore (prior to the Britain Massacre) the struggle of the colonial people had been scattered and regional. In their course of their struggle, however, they summed up their experience and came to feel it necessary to stand together for united action. Thus, in November 1772 a town meeting in Boston adopted a proposal made by Samuel Adams to create a Committee of Correspondence to exchange information with other areas, act in unison, and propagate revolutionary ideas. In less than two months, a Committee of Correspondence was formed by more than eighty cities and towns in Massachusetts, and later became the organs of revolutionary power. **Clique- a small exclusive group. ex: The girls in that __clique__ are very popular but very mean.**

Excerpt 3

> The Declaration of Independence was a declaration of bourgeois revolution. The political principles enunciated in it were aimed at protecting the system of capitalist exploitation and legitimizing the interests of the bourgeoisie. In practice, the “people” referred to in the Declaration only meant the bourgeoisie, but the “right of the pursuit of happiness” was deduced from the “right of property” and intended to stamp the mark of legitimacy on the system of bourgeois exploitation. The Declaration was signed by 56 persons, of whom 28 were bourgeois lawyers, 13 were big merchants, 8 were plantation slave owners, and 7 were members of free professions, but there was not one representative of the working people. Legitimizing- according to law. ex: **__legitimizing__ such actions can prevent bad decisions.**

Excerpt 4

> During the time of the war, America began its westward expansion on a large scale. From the first, the colonies had been founded on the corpses of Indians. In 1779 George Washington sent John Sullivan with a force to annihilate the Iroquois tribe settled in northern New York. In his instructions he wrote: “The present aim is to completely smash and flatten their settlement, take as many prisoners as possible, the more the better, whether they are women or men…You must not only mop up their settlement but destroy it.” Thus at the time of its founding, America had already nakedly exposed its aggressive character. **Annihilate- to destroy. ex: The little boy tried to __annihilate__ the bee hive.**

Excerpt 5

> During the war patriotic women also played a big role. While men went to the front, they took over the tasks of production. They tilled fields and wove cloth and sent food, garments, and other articles to the front. When Washington was in a precarious situation retreating into Pennsylvania with his army, the women risked their lives to bring ammunition, transmit intelligence, and rescue the wounded. Some even served as artillery gunners. **Artillery- missle launchers, mobile or stationary, light or heavy, as distinguished from small arms. ex: The __artillery__ fire sounded like thunder, going of time and again sending its fire balls of havoc down range to destroy the enemy.** Excerpt 6

> After the outbreak of war, America not only failed to organize the enslaved Negroes, but guarded them more closely, thus intensifying their oppression. This seriously impeded their participation in the war and was one reason why the war for independence was slow in achieving victory. > The American people are a great people. They have a revolutionary tradition. At present, they are in a period of new awakening. We believe that the American people will make still greater contributions to the cause of human progress in the future. **Oppression- act of exercising one's power in a way that will hurt, harm another person. ex: Many african tribes suffered __oppression__ at the hands of colonial tribes.**

1.Read pages 98-103 in the text and create a chart showing the pros and cons of the Articles of Confederation. **WIKI** 2.Venn Diagram: Articles of Confedreation Versus Constitution **WIKI**
 * Constitution**
 * **Pros of Articles of Confederation** || **Cons of Articles of Confederation** ||
 * 1. Peace with Britain. || 1. No executive or judicial branches. ||
 * 2. Land ordinace. || 2. No power of taxation. ||
 * 3. Peace with foreign affairs. || 3. No currency. ||
 * 4. Full faith and credit. || 4. Not enough representatives for each state. ||

3.Discuss with students the meaning of compromise and consensus and explain their significance to the Constitutional Convention. Explain that the Constitution is often referred to as “a bundle of compromises.” Identify the major compromises (Great Compromise, Three-fifths Compromise, Slave Trade Compromise) and have students read text pages 106-107 to identify the issue and solution for each compromise. (11.3.2) **WIKI** represent them. || in population. || of slaves. ||
 * **The Compromise** || **The issue** || **The solution** ||
 * **Great Compromise** || The bigger states were being represented the same as the smaller states. || All states get 2 Senates to
 * **Three-fifths Compromise** || Delegates that opposed slavery believed that slaves should not be counted in population. Delegates that were for slavery wanted slaves to be counted in population. || 3/5 of all slaves were counted
 * **Slave Trade Compromise** || Northern states believed that people were too dependent on slaves. || Constitution banned the importation

government should be small state government. || with Britain and rely on Britain. || Confederation. || 6.Read the passages, determine whether the speaker was a Federalist or an anti-Federalist and underline the statement or statements which led them to draw that conclusion. You can use the chart as a template(11.3.4) **WIKI** 7. Have students answer the following questions using the copy of the //Constitution// that begins on page 130. ( 11.3.5) **WIKI** Identify the Article, Section, and Clause of the Constitution that can be used to prove or disprove the following statements.
 * **Topic** || **Federalist View** || **Anti-Federalist View** ||
 * **Role/strength of the central government** || Federalist believe that the government should be a strong central government. || Anti-federalist believe that the
 * **Relationship wih Great Britain** || Federalist want to break away from Britain. || Anti-federalist have good relationship
 * **Relationship with France** || Federalist are allies with France. || Anti-federalist are against France. ||
 * **Articles of Confederation** || Federalist want to change Articles of Confederation. || Anti-federalist are for Articles of
 * **Manufacturing** || Were for manufacturing || Were against ||
 * **Agriculture** || Were for || Were against ||
 * **Urban Centers** || were against || were against ||
 * **Rural life** || Were for || were against ||
 * **Guarantees for Civil Liberties** || Were for || Were against ||
 * **Name** || **AntiFederalistor Federalist** || **Statement of Proof** ||
 * **__James Wilson__** || Federalist || Under this system their respectability and power will increase with that of the general government. ||
 * __**Edmund Pendleton**__ || Federalist || If the objection be that the Union ought to be not of the people but of the state governments, then I think the choice of the former very happy and proper. ||
 * **__Patrick Henry__** || Anti Federalist || What right had they to say, “We the people”?... ||
 * __**John Smilie**__ || Federalist || The national government may take from the people just what they please ||
 * 1) Members of the House of Representatives must be at least thirty-five years old.**Article I, Section 2, and Clause 2.**
 * 2) Each state has one senator.**Article I, Section 3, and Clause 1.**
 * 3) If there is a tie vote in the Senate, the Vice President may vote.**Article I, Section 3 and Clause 4.**
 * 4) Impeachment trials are held in the House of Representatives.**Article I, Section 3, and Clause 6.**
 * 5) Congress has the power to borrow money.**Article I, Section 8, and Clause 2.**
 * 6) Congress has the power to declare war.**Article I, Section 8, and Clause 11.**
 * 7) Congress has the power to create courts. **Article I, Section 8, and Clause 18.**
 * 8) Congress may not appropriate funds for the military for more than two years. **Article I, Section 8, and Clause 12.**
 * 9) The President is elected by the Electoral College.**Article II, Section 1, Clause 3.**
 * 10) Only natural-born citizens may hold the office of President.**Article II, Section 1, Clause 5.**
 * 11) The President must appoint at least nine cabinet officers. **Article II, Section 1, Clause 5**
 * 12) Persons accused of breaking federal laws are entitled to a jury trial.**Article II, Section 4**
 * 13) Treason is the only crime defined in the Constitution. **Article II, Section 4**
 * 14) Amendments can be repealed.**Article V**
 * 15) Constitutional amendments can be proposed by state legislatures. **Article V**
 * 16) Senators have always been directly elected by the people.**Article V**

8. Have students compare the //Virginia Declaration of Rights// with the //Bill of Rights of the U.S. Constitution and// complete a chart that illustrates the similarities and differences. (11.3.1, 11.3.5) **WIKI** 2. Human rights. 3. Both had the topic of army. || 1. Bill of Rights is more like a list than paragraphs. 2. Virginia Declaration of Rights was made in 1776. 3.A declaration of rights made by the representatives of the good people of Virginia. ||
 * **Similarities** || **Differences** ||
 * 1. Were created for a good purpose, help give the people happiness.
 * 1. Were created for a good purpose, help give the people happiness.


 * Early National Period**
 * # Give students the following list of ideas and have them identify which reflect the political philosophy of Alexander Hamilton and which reflect the ideas of Thomas Jefferson. **(11.4.1)** ||

__Jefferson__ __Hamilton__ -People should have political power -Favored a national bank -Strict interpretation of the Constitution -Loose interpretation of the Constitution -Strong state governments -Pro-British Strong central government -Pro-French -Emphasis on manufacturing/trade -Emphasis on agriculture -Pro-tariff -Wealthy, well educated should lead government - “The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body.” -“I am persuaded myself that the good sense of the people will always be found to be the best army. They may be led astray for a moment, but will soon correct themselves.” -Opposed a national bank -Anti-tariff -“Has it not…invariably been found that momentary passions, and immediate interests, have a more active and imperious control over human conduct that general or remote considerations of policy, utility, and justice?” 2.Evaluate and grade the first five (5) United States Presidents on a Report Card such as the one that follows. Students will evaluate each President’s actions and accomplishments in light of the six purposes of the Constitution. They must be prepared to justify the grade to the parents. Students should use the VBCPS grading scale in their determination. __**Presidential Report Card**__ 3. Provide students with the guidelines for creating a Cinquain. (Some may be familiar with the strategy from other classes.) Have them select a topic and complete a Cinquain for that topic. Possible topics include: Spoils System, Trail of Tears, Seneca Falls, King Cotton, Manifest Destiny, Corrupt Bargain, Nullification, Daniel Webster, Andrew Jackson, Eli Whitney
 * **President** || **Made U.S a "more perfect union"** || **Established justice** || **Insured domestic tranquility** || **Provided for the common defense** || **Promoted the gerneral welfare** || **Secured liberty for posterity** || **Final Grade** ||
 * George Washington ||  ||   ||   ||   ||   ||   ||   ||
 * John Adams ||  ||   ||   ||   ||   ||   ||   ||
 * Thomas Jefferson ||  ||   ||   ||   ||   ||   ||   ||
 * James Madison ||  ||   ||   ||   ||   ||   ||   ||
 * James Monroe ||  ||   ||   ||   ||   ||   ||   ||
 * Andrew Jackson ||  ||   ||   ||   ||   ||   ||   ||

___King Cotton__
___Slogan__ ___Brave_____ (2 adjectives describing topic)__


 * _____**boycotting ___farming___ __protesting___ (3 "ing" words)

_"The_____ __Cotton_______ __is_______ King"_ (4-word phrase of feeling about topic)

___Cotton Trade____ (Synonym- or any other word that captures the essence of topic)

1. Complete a First Word Activity, using the term sectionalism. This strategy offers teachers the opportunity to quickly preassess student’ knowledge based about the time period. **WIKI** 2. Provide students with the following list of slang terms that originated during the Civil War Era. Ask them to identify (or guess) at their meaning.
 * Pre-Civil War**
 * S __l a v e r y__**
 * E __f f e c t__ and**
 * C __a u s e__**
 * T __a r i f f s__**
 * I __d e a s__**
 * O __p i n i o n s__**
 * N __o r t h v. S o u t h__**
 * A __b r a h a m__**
 * L __i n c o l n__**
 * I __n d i f f e r e n t__**
 * S __t a t e s R i g h t s__**
 * M __i s s o u r i__**
 * Civil War Slang. WIKI**
 * **cheif cook and bottle washer-** A person that has to do all the work in a kitchen like clean and cook.
 * **sheet iron-** Something that gets rid of wrinkles in clothes or sheets.
 * **bread basket-** Basket that holds bread.
 * **greenbacks-** A grasshopper.
 * **Arkansas toothpick-** A southern way of using a piece of wood as a toothpick.
 * **fit to be tied-** Someone that is skinny.
 * **horse sense-** Someone that is strong and fast.
 * **hunkey dorey-** Another term for good.
 * **scarce as hen's teeth-** Having little or none of something.
 * **toeing the mark-** Making a mark with a shoe.
 * **Hard case-** Another term for something that is hard.
 * **bluff-** To fake, not real.
 * **jail bird-** Someone who is always in jail.
 * **hard knocks-** People that are always in trouble and doing the wrong thing.
 * **been through the mill-** A person that has gone through many struggles.
 * **greenhorn-** A horn that is green and used to make a noice.
 * **snug as a bug-** Another way of saying a person is comfortable.
 * **sawbones-** Sharp bones.
 * **skedaddle-** Move.
 * **hornets-** Bugs.
 * **blowhard-** A person that is tough.
 * **fit as a fiddle-** Someone that is fit.
 * **uppity**- Someone that is in a good mood.
 * **played out-** Someone that is wore down.
 * **wallpapered-** Something that is popular.
 * **goobers-** Something that is gross.
 * **whipped-** A weak person.
 * **number one-** Good.
 * **bully-** A mean person.
 * **fresh fish-** A new group of people.

3. Look at the chart for the Causes of the Civil War. Direct students to simply enter a check if the event should be classified under the causes of the war that are listed across the top of the chart. When done, conduct a discussion with students where they justify the associations they made. Ask them to analyze their charts and determine which of the causes was the most influential/responsible for bringing on a war. **WIKI**
 * = **EVENTS** ||||||||||= **CAUSES OF WAR** ||
 * =  ||= **SUPREMACY OF THE NATIONAL GOVERNMENT** ||= **ECONOMIC DIFFERENCES BETWEEN THE NORTH AND THE SOUTH** ||= **SLAVERY** ||= **POLITICAL CONTROL OF CONGRESS** ||= **FANATICISM** ||
 * = **Missouri Compromise of 1820** ||=  ||= x ||=   ||=   ||=   ||
 * = **The** //Liberator// **first published** ||=  ||= x ||= x ||=   ||=   ||
 * = **Tariff of 1828** ||=  ||=   ||=   ||= x ||=   ||
 * = **South Carolina Exposition and Protest** ||=  ||= x ||=   ||=   ||=   ||
 * = **Nat Turner's Rebellion** ||=  ||=   ||= x ||=   ||=   ||
 * = **Compromise of 1850** ||=  ||= x ||=   ||=   ||=   ||
 * = **Publication of Uncle Tom's Cabin** ||=  ||= x ||= x ||=   ||=   ||
 * = **Kansas- Nebraska Act** ||=  ||= x ||=   ||=   ||=   ||
 * = **"Bleeding'' Kansas** ||=  ||=   ||=   ||=   ||= x ||
 * = **Scott v. Sanford** ||= x ||=  ||=   ||=   ||=   ||
 * = **Harper's Ferry** ||=  ||=   ||= x ||=   ||=   ||
 * = **Lincoln- Douglas Debates** ||= x ||= x ||=  ||=   ||=   ||

4.Look at the chart below for important vocabulary terms or phrases from the unit, such as the one that follows. Students are to complete the middle and last column by recording definitional information and them drawing a memory clue. **WIKI**
 * **KEY IDEA** || **INFORMATION** || **MEMORY CLUE** ||
 * COMPROMISE ||< * To settle a disagreement by coming to terms.
 * Both sides get something that they want. || Mine -->Ours<-- Yours. ||
 * SOVEREIGNTY || * Supreme power in government as possessed by state. || King or Queen. ||
 * ABOLITIONIST || * Against slavery. || abolish means to get rid of. ||
 * SECTIONALISM || * excessive regard for one region. || section means one area. ||
 * SECESSION || * withdrawal. || caused Civil War. ||