(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
(B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;
(C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
(E) identify the political, social, and economic contributions of women to American society.
Monday: Analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny as well as explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.
Tuesday: Explain the causes and effects of the U.S.-Mexican War and their impact on the United States., the annexation of Texas (28th state), Gadsden Purchase (Reason for this purchase). and the Compromise of 1850 in regards to California admittance to the US.
(Vocabualry quiz Tuesday)
Wednesday: Examine and describe the positive and negative consequences that influenced the settlement patterns and the economic activities; also what (human) modification of the physical environment of the United States helped with Manifest Destiny.
Thursday: Students will review westward expansion for their test on Friday.
Friday: Unit 7: Westward Expansion (Manifest Destiny) test
Monday: Martin Luther King, Jr. L Holiday and Inauguration of Donald J. Trump as the 47th President of the United States.
Tuesday: Students will review Unit 6: Age of Jackson test and 1st Semester Benchmark. (Assign powerpoint questiona. quiz on Friday)
Wednesday: Analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny as well as explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.
Thursday: Explain the causes and effects of the U.S.-Mexican War and their impact on the United States.
Friday: Examine and describe the positive and negative consequences that influenced the settlement patterns and the economic activities; also what (human) modification of the physical environment of the United States helped with Manifest Destiny. Powerpoint questions are due; quiz today.
Monday: Students will analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era. Students will examine American literature and art during the early part of the 19th century. (Exploring American Cultural Icons). This separate assignment will counts as a test grade. Due Friday.
Tuesday: Students will explain the constitutional issues arising over the issue of states’ rights, including the Nullification Crisis.
Wednesday: Students will summarize arguments regarding protective tariffs, taxation, and the banking system. (2nd National Bank of the United States)
Thursday: Unit 6: Age of Jackson Review. (Powerpoint and questions, Screencastify video, Graphic organizer, notes, vocabulary, Kahoot, Quizlet). Students are encourage to attend a Unit 6: Age of Jackson morning review at 7:30. (Must be in the room before 7:30)
Friday: Unit 6: Age of Jackson Test. Assigned artwork (from Monday) is due today. (Counts as a test)
Monday: Explain and chart significant major battles that were fought by the Patriots to gain independence.
Tuesday: Break down the Treaty of Paris and its significance. If time permits, analyze political cartoons/pictures representative of the struggle for independence. Warm-up activity (Google Classroom) As we have on each warm up, students will follow this procedure: Without using your graphic organizer/notes, try answering the questions. When you finish, and if necessary, check your notes and then submit.
Wednesday: Review for our Unit 3 American Independence test (Thursday)
Thursday: Unit 3: American Independence test
Friday: Students will begin to chart their progress on the assessments they have taken thus for. (Unit 2 as well as Study Sheet Quiz #1 and #2.). Analyze strengths and areas for improvement.
Monday: Examine the roles played by significant individuals during the American Revolution. (Sensory Figure Image was assigned last Thursday and is due Tuesday). I will assign Unit 3: American Independence PowerPoint question today. The powerpoint will be on the students Google Classroom. They are not due until Monday and we may answer a few in class throughout the week. (This will be another tool they can use for a test review for the Unit 3 test, which will be next Tuesday. Also, Study Sheet quizzes will begin this week over Unit 2 Exploration and Colonization on Tuesday and Unit 3: American Independence on Thursday. Study Sheet is in their journal.
Tuesday: Analyze reasons for and the impact of selected examples of civil disobedience and then identify colonial grievances listed in the Declaration of Independence. (Turn in the Sensory Figure Image) Study Sheet Quiz #1: Exploration and Colonization Quiz. Unlike the warm-up activities, students cannot use their notes.
Wednesday: Explain the issues surrounding important events of the American Revolution. (Events will include but not be limited to the Boston Tea Party, the Boston Massacre, Lexington and Concord, Saratoga, Valley Forge, and Yorktown.) Warm up activity at the beginning of the class. As we have on each warm up, students will follow this procedure: Without using their graphic organizer/notes, try answering the questions. When they finish, and if necessary, they can check their notes and then submit.
Thursday: Continue with Wednesday’s objective over important events/ battles of the American Revolution. Study Sheet Quiz #2: American Revolution Era (8 questions) and 2 questions from the previous units. (Exploration and Colonization Eras)
Friday: Explain the issues surrounding important events of the American Revolution, specifically the signing of the Treaty of Paris of 1783 and its significance to the United States. Warm up activity at the beginning of the class. As we have on each warm up, students will follow this procedure: Without using their graphic organizer/notes, try answering the questions. When they finish, and if necessary, they can check their notes and then submit.
Tuesday: Constitution Day. Students will examine the Constitution and its impact on our country.
Wednesday: Analyze causes of the American Revolution
Thursday: Analyze reasons for and the impact of selected examples of civil disobedience and then Identify colonial grievances listed in the Declaration of Independence.
Friday: Explain the roles played by significant individuals during the American Revolution. Create a sensory figure of one of the individuals who made contributions to American independence. (Due Tuesday)
Monday: Sourcing (who, what, when, where, why) of various individuals who contributed to the growth of the colonies. (Impact of women and Enlightenment philosophers including but not limited to: John Locke, Thomas Hooker, Charles Montesquieu, Anne Hutchinson, Eliza Lucas Pinckney, Pocahontas. )
**We will continue to use our unit warm-ups to spiral information from our previous and current unit of study. As in the past, students will complete the warm-up, following these directions: Without using their graphic organizer/notes, answer the questions. When they finish, and if necessary, they should check their notes (notes and graphic organizer) and then submit.**
Tuesday: Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery and how the development of the plantation system began to be central to the economy of Colonial America.
Wednesday: Students will examine various attacks on the United States from another country.
Thursday and Friday: Analyze causes of the American Revolution.
