USHAP Unit 2

Weeks 1 & 2USHAP Unit 2Agenda: Friday 8/31/12Objective: Analyze primary sources. Content: French and Indian WarSkills: Cause and effect analysis

Essential question: How do we know what we know?

Agenda:1) Who wins the French and Indian War?2) How reliable is a primary source? (if time)Franklin's Plan of Union, 1754

1754meet to consider Fr and Ind problem. Facilitated by Br. Albany NY. Iroquois. Benjamin Franklin Plan of Union. 3French and Indian War (Fluency Fact)Who:

When:

Where:

What:

Why:

Pontiac's RebellionProclamation of 1763Paxton BoysPontiac's Rebellion, pg 171Proclamation of 1763, pg 171Paxton Boys

4Agenda: Tuesday 8/4/12Objective: Chart the road to revolution, analyze primary sourcesContent: Crises in British colonial AmericaSkills: Cause and effect and primary source analysis

Essential question: How do we know what we know?

Agenda:1) An American identity emerging? 2) Victory equals crisis?2) How reliable is a primary source?3) Was the Revolution more economic or political in nature?*Reminder-Fluency fact quiz on block day

Changing IdentitiesA British colonial identity? What are the values?

An American identity? What are the values?Outline the changes in Br policy toward the colonies from 1750-1776. Trace the developing sense of an American national community over the same period.

How did overwhelming Br success in the Seven Years War lead to an imperial crisis in British N Am?

Pages 173-175

Report out on the whiteboard: social political economic7How reliable is an Historical Source?Some sources of historical information are viewed as more reliable than others, though all of them may be useful. Factors such as bias, self-interest, physical distance, and faulty memory affect the reliability of a source. On the next slide, you will see a list of sources of information about the invasion of Normandy on June 6, 1944. Rate the reliability of each source on a 5 point scale in which 1 is reliable and 5 is very unreliable.How reliable is an Historical Source?1 is reliable and 5 is very unreliable.

___1.Secretary of Agriculture Claude Wickards personal diary of the year 1944___2. Photographs taken by members of the press accompanying the invasion force___3. A unit history of the 413th Gun Battalion written in 1945___4. A book by Dwight D. Eisenhower called Crusade in Europe, published in 1948___5. An account written by a historian based on research or records in the National Archives in 1965___6. A U.S History high school textbook description of the D-day landings___7. A description of the invasion given by D-day veterans in oral history interviews in 1994

The Road to Revolution

The Road To Revolution TermsBoston Tea PartyBoston MassacreCommittees of Correspondence created1st Continental Congress calledFrench and Indian WarGage sent troops to confiscate weapons stockpilesIntolerable ActsLexington and Concord (open revolt)Minutemen FormedParliament Passes the Tea ActQuartering ActRoyal Proclamation LineSons of LibertyTownshend Revenue ActsVirtual Representation

ActivityUse your notes from chapter 6Create a flow chart including all of the terms in the list.For each term write down the following: A brief summary of the termFrom the point of view of a colonist, how would you feel about the particular term.*Optional- a picture or symbol representing the topicAgenda: Block Day 9/5 & 9/6Objective: Clean up notebooks, play with primary sourcesContent: Road to revolutionSkills: Note taking, primary source analysis

Essential question: How does the Revolution change definitions of community?

Agenda:1) Fluency Fact Review Quiz2) Notebook Check3) Events leading to Lexington and Concord?4) Revolution analogies

Fluency Fact Review Quizzes: Roles and Rules Roles:The Scribes (2)The ChronologistThe Players (always 5, bonus 6th)The Lifeline (as needed)The SynthesizerRules:The first two names called out are the Scribes. The Scribe on the left tracks the W,W,W,W,W of terms 1,3, and 5 while the scribe on the right tracks terms 2 and 4 (and 6 if there is a bonus term).The third name called out is the Chronologist. They are given the first three terms which they must arrange in a column, from the earliest term on top to the most recent on the bottom.The first of five terms is called out and the first Player's name is called. The Player has 60 seconds to give the summary W,W,W,W,W. If the Player falters after about 10 seconds, the clock is stopped and the next name on the stack is called out as the Lifeline. The Lifeline has ten seconds to provide the two best terms to help out the Player. The clock starts again and the Player tries to complete the W,W,W,W,W.If the five Players all get their terms correct, a bonus term is earned. If the term is done correctly it counts. If the 6th Player falters, the term doesn't count.As each term comes up, the Chronologist adds the term to the column they have begun, shifting terms as needed to maintain chronological order. The column is reviewed at the end of the quiz.After reviewing the work of the Chronologist, a final name is called out to determine the Synthesizer. The Synthesizer must choose three terms from the column and generate a reasonable claim using all three terms.Fluency Fact Review Quizzes: ScoringIndividual:Each Player, Friend Phoned, Chronologist and Synthesizer is scored individually. These scores are incorporated into the comprehensive content grade at the end of the semester.

Group:The group score is tracked in an ongoing basis to determine the highest scoring class period.To demonstrate emerging mastery, the per Review Quiz score is expected to be four out of five. Quiz scoring will be cumulative until the end of the semester. Review Quiz Synthesizer FramesShow Commonality:

___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period.

Show Contrast:

Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________.

Show Analysis:

______________, ________________, and ______________ all resulted from _______________ in the ____________________ period.

Reading Notes Assessment: Expectations and ProcedureGroups of 4Exchange notebooks with an individual in our group. Each person in the group grades two notebooks. Use the criteria below to determine the grade. Post the grade atop todays notes and sign your name legibly next to the grade. If a notebook does not contain todays notes, affix the grade and your signature atop the first blank page after the most recent notes.Rotate notebooks. If the second reader of a notebook agrees with the first readers determination, the second reader should sign below the first readers signature. If however, the second reader does not agree with the grade already posted, the two readers will need to revisit the notes jointly until they can agree on a grade. When instructed to do so, return the notebooks to their owners. Additionally, fill out the grading rubric. This will be turned in at the end of the notebook check.

Reading Notes Assessment: Expectations and ProcedureWhen you receive your notebook, check the grade for accuracy. If you discover that your notebook has not been graded according to the criteria, your grade will be bumped up an entire grade, while the grades of both readers will be bumped down. I reserve the right to spot check grades for evidence of manipulation at any time.

Grading CriteriaAdvancedIncludes all assignments, including the assignment due today Each assignment has at least a page of high quality, legible notesEvery reading prompt response contains both a general claim and at least two substantiating specificsEvery assignment is clearly labeled at the top of each page of notes ProficientMissing two assignments OR assignments contain less than a page of high quality notes OR reading prompt responses are missing or are present but fail to contain both a general claim and at least two substantiating specifics. BasicMissing three to four assignmentsOR many assignments contain less than a page of quality notes OR many reading prompt responses are missing or are present but fail to contain both a general claim and at least one specific. Below BasicMissing five or more assignments OR most assignments contain less than a page of notes OR most reading prompt responses are missing or are present but fail to contain both a general argument and at least two substantiating specifics.Far Below BasicNotebook is unavailable for grading

6th Period:Dates: August 20th- Sept 5th Page #s 113-186Total Assignments: 95th PeriodDates: August 20th- Sept 6th Page #s 113-194Total Assignments: 10

The Road to Revolution

The Road To Revolution TermsBoston Tea PartyBoston MassacreCommittees of Correspondence created1st Continental Congress calledFrench and Indian WarGage sent troops to confiscate weapons stockpilesIntolerable ActsLexington and Concord (open revolt)Minutemen FormedParliament Passes the Tea ActQuartering ActRoyal Proclamation LineSons of LibertyTownshend Revenue ActsVirtual Representation

ActivityUse your notes from chapter 6Create a flow chart including all of the terms in the list.For each term write down the following: A brief summary of the termFrom the point of view of a colonist, how would you feel about the particular term.*Optional- a picture or symbol representing the topicAnalogiesEvents Leading to Lexington and Concord Analogies

1. Boston Tea Party is to Revolution as ____________ is to ____________Relationship:_____________________________

2. Intolerable Acts is to Revolution as ...3. First Continental Congress is to Revolution as... 4. Lexington and Concord is to Revolution as...

Agenda: Friday 9/7/12Objective: Look for ideology embedded in the Declaration of IndependenceContent: The liberal democratic nature of the American RevolutionSkills: Primary source analysis

Essential question: How does the Revolution change definitions of community?

Agenda:1) Was the coming of the American revolution more economic or political in nature?2) Does the Declaration reflect the ideology of republicanism?3) Adams quote and the Declaration4) Strengths of Patriots vs. Loyalists T-chart

Road to RevolutionReport out in chronological order1756-1775Was the coming of the American revolution more economic or political in nature?EconomicPoliticalRepublicanism Instances of republicanism contained within the Declaration of Independence:Review pgs. 174-175Primary Source Analysis: CCPContextWho What When WhereContentWhat the document actually saysPoint of View Purpose of the documentCCPWhat do we mean by revolution? The War? That was no part of the revolution; it was only an effect and consequence of it. The Revolution was in the minds of the people, and this was effected from 1760-1775, in the course of fifteen years, before a single drop of blood was shed at Lexington. Source: Letter from John Adams to Thomas Jefferson, 1815

Significance prompt: Was there a shift in the minds of the people from 1760-1775? CCP The Declaration of Independence (Appendix A1-A2)http://www.schooltube.com/video/e1895c4c1683c3124733/Too-Late-to-Apologize-A-Declaration

Road to Revolution Strengths of the PatriotsStrengths of the Loyalists