Please stay tuned for updates and adjustments to the schedule based on unforeseen school events.

 

 

         

 

      Unit 1: Colonial America to 1740

 

 

 

 

 

 

 

Monday, August 26:

 

Learning Objective: Students will learn the procedures of the class and the expectations of an AP US History student.

 

• Introduction to the Course – Principles and Procedures

• Teachers and Students:  Our Role

• Describe APUSH Course and AP TEST

• Homework (HW) – “The Strange Death of Silas Dean”

 

Outcome: I will begin reading “The Strange Death of Silas Dean” to be prepared for next class period.

 

Tues-Wed, August 27-28:

 

Learning Objective: Students will explore the concept of historical interpretation and discuss how there are underlying themes within primary and secondary sources.

 

• Discuss Silas Dean – What is History?

• Read The True Story of the Three Little Pigs: http://www.youtube.com/watch?v=m75aEhm-BYw

• Mann and Kennedy Reading and Venn Diagram

• Philosophy / Books

• (HW) – Chapter 2, America Past and Present (Brochure will be due Sept 3-4)

  • Assign Group Presentation on reasons for European Imperialization and impact on Native American.

 

Outcome: I will work in a group to complete a Venn Diagram in order to compare and contrast the ideas of two different authors regarding the impact of Native American population before colonization.

 

 

Thur-Fri, August 29-30:

 

Learning Objective: Students will discuss how the Indians of the Americas were impacted by the English, Spanish and French. Students will also create a hypothesis regarding which area of the world benefited the most and the one element that had the most profound impact from the Colombian Exchange.

 

• Groups will spend time discussing what they learned on their topic.

• Then a representative will present their finding to the class and the class will take notes.

• Columbian Exchange: students will determine which area of the world benefited the most and the one element that had the most profound impact on Africa, Europe and the New World (cause and effect)

 

Outcome: I will debate which area of the world benefited the most and the one element that had the most profound impact on Africa, Europe and the New World.

 

 

Monday, Sept. 2 – HOLIDAY

 

 

Tues-Wed, Sept. 3-4:

 

Learning Objective: Students will be assessed on their knowledge of the impact of European colonization on the Native Americans.  Students will explore the geographic differences in each colony.

 

• Brochure is due

• Then student take Native American mini assessment

• Colonial geography activity on 4 regions.  Present the information in class.

• Time remain can be spent on the HW reading: “Serving Time in Virginia” and “They are Getting a Better Idea of What Early Marylanders Were Like”

 

Outcome: I will present my findings to the class about the characteristics of my assigned geographical region.

 

 

Thursday – Friday, Sept. 5-6:

 

Learning Objective: Students will analyze the reasons for founding the various colonies? Wealth/Religion (charter, royal, proprietary)

 

• Have students look at the list of settlers who came to Jamestown and hypothesize about why certain individuals came/did not come.

• Give students the Regions Chart and have them fill in the information as the class period progresses.  Discuss “Serving Time in Virginia;” compare/contrast colonial Virginia to colonial Maryland especially reasons for founding and the differences in religion; emphasize the Chesapeake region as quasi-separate but also part of the Southern region.

• Have students read the article in class entitled “Powhatan’s Revenge.”  Discuss article.

• For the assessment have students complete the activity called “Old Bones Tell Grim Tales” and discuss their findings…this is the archeology article

• HW – Read “The Puritans and Sex” and give the accompanying questions.

• HW – Assign Chapter 3 (quiz on September 10-11)

 

Outcome: I will use a collection of primary sources to gain an understanding of early life in the colonies.

 

 

Monday, Sept. 9:

 

Learning Objective: Students will analyze the impact of religion on the 3 colonial regions.

 

• Begin discussion of Puritans – ideas of John Calvin; ideas inherent in the settlement of Massachusetts Bay; concept of “the elect;” why Massachusetts Bay was a quasi-theocracy rather than a real theocracy; discussion of the “Puritans and Sex” article.

• Get Curve Review #1

 

Outcome: I will explain the extent of religious tolerance in the colonies and the impact religion had on each colony.

 

Tuesday - Wednesday, Sept. 10-11:

 

Learning Objective: Students will complete a chart on political, social and economic characteristics of each colonial region.

 

• Chapter 3 Reading Quiz

• Continue discussion on religion tolerance in the Colonies and the impact religion had on each colony as well as women’s roles, political set characteristics and social structures. (Geri’s Day 6,9,10)

 

Outcome: I will be able to discuss the role of religion on political, social and economic characteristics in the colonial regions.

 

 

Thursday – Friday, Sept. 12-13:  

 

Learning Objective: Students will review what they have learned regarding pre-Columbian Native American and the early colonization period of US History.

 

• Review for Test

• Unit 1 Test

• HW: Read Chapter 4

 

Outcome: I will be assessed on pre-Columbian Native American culture and the early colonization period of US History.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, September 16

 

Learning Objective: Students will explain reasons for population diversity in the colonies. Students will use the Enlightenment and Great Awakening periods to explain how they impacted American identity.

 

• Discuss Colonial Diversity in 18th century Colonial America and the impact of Enlightenment and Great Awakening

• Students will read primary source documents in class and discuss(William Byrd’diary entry, Crevecour’s “Letters from an American Farmer”

• Divide the class into two groups and give them either the Enlightenment or the Great Awakening

• Homework (HW) – Finish Reading Chapter 4 and research given topic to be ready for debate.

 

Outcome: I will be able to explain the influences of the Enlightenment and great Awakening on American religion, common interests, and nationality.

 

Tues-Wed, September 17-18

 

Learning Objective: Students will debate the lasting influences of the Enlightenment and Great Awakening as well as analyze primary source documents to determine point of view.

 

• Reading Quiz on Chapter 4

• Debate on the lasting influences of the Enlightenment and Great Awakening

• Read Primary Source Documents: Benjamin Franklin, George Whitfield Speech, Jonathan Edwards “Sinners in the Hands of an Angry Good”, John Oglethorpe “Establishing the Colony of Georgia”

• Discuss

•  (HW) – Read Chapter 5 (Quiz is September 24-25)

 

Outcome: I will use evident from primary source documents to validate the author’s point of view and to determine underlying themes.

 

Thur-Fri, September 19-20

 

Learning Objective: Students will learn to analyze primary source documents for evidence to support an argumentative essay.

 

• Class discussion about the components of writing a DBQ

• Assign DBQ and accompanying primary and secondary source documents and worksheets.

• Allow students time to get started.

• DUE: Monday, September 23

 

Outcome: I will use primary and secondary sources to compose a document based question on my own.

 

 

Monday, Sept. 23

 

Learning Objective: Students will evaluate their writing based on a rubric as well as writing samples on the same topic.

 

• DUE: DBQ ESSAY

• Initial grading based on a rubric.

• Students will read sample essays on the same topic.

• They will have the opportunity to take their essay home for a rewrite and turn it in the following day regard of which class period they have.

• HW – Finish reading Chapter 5 and complete a rewrite if necessary.

 

Outcome: I will evaluate my writing and rewrite in necessary.

 

Tues-Wed, Sept. 24-25

 

Learning Objective: Students will organize reasons behind the American decisions for independence.

 

• Chapter 5 Reading Quiz

• As a class chart – Americas Path to Revolution 1763-1770

• We will read excepts and discuss from Thomas Paine’s “Common Sense”

• HW – Read Chapter 6 (Quiz on Monday, Sept. 30)

• HW for Next Class – John Dickenson, Inhabitants of Anson County, Patrick Henry for Discussion (The class will be halved between those reading Dickenson and Anson Country and those reading Patrick Henry and reviewing Common Sense.)

 

Outcome: I will chart the colonial grievances against Britain and analyze Thomas Paine’s “Common Sense.”

 

 

Thursday – Friday, Sept. 26-27

 

Learning Objective: Students will debate the benefits of being independent from England verses staying loyal. Then they will compare the views of the American Revolution.

 

• Discussion of John Dickenson, Inhabitants of Anson County, Patrick Henry (and Thomas Paine)

  • Debate will be 1. Remain loyal to England 2. Fight for Independence

• Questions on the Declaration of Independences

• Chart two views to the American Revolution

• HW –  Continue Reading Chapter 6

• Get Curve Review #2

 

Outcome: I will analyze two opposing views of the American Revolution.

 

LAST DAY OF SIX WEEKS!!!!!!

 

 

Monday, Sept. 30

 

Learning Objective: Students will evaluate the effectiveness of the Articles of Confederation.

 

• Chapter 6 Reading Quiz

• Anti-Federalist and the Federalist Argument through bibliographies.  Chart the federalist and Anti-Federalist.

• HW: Learning Objectives Question will start in class and then is homework if not finished.

 

Outcome: I will use the text to complete the learning objective questions on the setting up of a new national government and Republicanism.

 

Tuesday - Wednesday, October 1-2

 

Learning Objective: Students will present answers to the learning objectives over the new government to the class.

 

• Questions should already be complete and pairs will discuss a question.  They will present their answer to the class.

• Watch Empire of Reason and fill in corresponding worksheets 58 minutes

• HW: Study for Test #2

 

Outcome: I will be able to discuss strengths and weaknesses of the AOC and the debate for a new constitution.

 

Thursday – Friday, October 3-4

 

Learning Objective: Students will be assessed on their knowledge of the formation of a new national government and the need for a second plan.

 

• Review for Test

• Unit 2 Test

• HW: Read Chapter 7 (Quiz on Oct. 8-9)

 

Outcome: I will use my knowledge to answer questions regarding the ratification of the AOC and then the U.S. Constitution.