History of the United
States & NYS I
Mr. R.S. Pyszczek
City Honors School
5 Themes of Geography
Location
Where is it?
Absolute: A location can be absolute (specific) as in
coordinates of a map using longitude and latitude
Relative: A location can be relative - examples: next door,
nearby, a short drive, down the road a ways. Or, it can be
in the same general location as another location - example:
next to the post office.
5 Themes of Geography
Place
A place is an area that is defined by
everything in it. All places have features that
give them personality and distinguish them
from other places.
So if you refer to your school as a place, then that place would
include walls, windows, gym, cafeteria, classrooms, people,
clothing, books, maps, mops, brooms, hallways, mice (if you have
them) and everything else in the school, including the languages
spoken.
5 Themes of Geography
Region
A region is an area that is defined by certain
similar characteristics. Those unifying or similar
characteristics can be physical, natural, human, or
cultural.
Western New York is a Region of New York State. The Northeast,
South East, Midwest, South West and Northwest are all Regions
of the USA
5 Themes of Geography
Geographical Features of our Region
•
Lake Erie
•
Niagara Falls
•
Niagara River
•
Buffalo River
5 Themes of Geography
Movement
Movement refers to the way people,
products, information and ideas move from
one place to another.
This can be local such as how did you get to
school today, or it can be global such as how did
humans get to North America?
5 Themes of Geography
Human-Environment Interaction
Human-environment interaction looks at the relationships
between people and their environment; how people adapt
to the environment and how they change it.
How do people modify the environment? (Example: The
ancient Egyptians built irrigation ditches to help water the crops.
In modern times, Egypt built a dam to control the flood waters of
the Nile River.)
5 Themes of Geography
Human-Environment Interaction
Human-environment interaction looks at the relationships
between people and their environment; how people adapt
to the environment and how they change it.
How to people adapt to the environment? (Example: The ancient
Egyptians rebuilt their homes each year, after the annual flooding.
As time went on, they built their homes above the flood plain.)
5 Themes of Geography
Human-Environment Interaction
Human-environment interaction looks at the relationships
between people and their environment; how people adapt
to the environment and how they change it.
How do people depend on the environment? (Example: In ancient
times, the annual flooding of the Nile River produced good soil for
growing crops.)
Unit 1: Beginnings of
American History
Chapter 1; Section 1: Earliest Americans
•
About 15,000 years ago the 1st humans arrive in what
is now New York State
•
1100s: Iroquois & Algonquians are developing distinct
cultures.
•
1300s: The Iroquois develop longhouses
Unit 1: Beginnings of
American History
Key Terms (put in your notebooks please)
•
Glacier
•
Irrigation
•
Surplus
•
Civilization
Unit 1: Beginnings of
American History
Mayas: 250-900
•
Located in now Mexico & Central America
•
Built splendid cities that contained large Public Plazas
lined with Pyramids, Temples, Ball Courts & Palaces.
•
They developed Arts, System of Government and a
Written Language.
•
Created a complex calendar.
Unit 1: Beginnings of
American History
Aztecs: 1428-1521
•
Located in now Mexico City
•
Main city was Tenochtitlan (tay-noch-tee-tLAHN)
•
Tenochtitlan had more than 200,000
people/residents/citizens. A huge amount for the
period
•
Religion dominated Aztec life, the center of the city
was a sacred place to honor the Aztec Gods
Unit 1: Beginnings of
American History
Incas: 1400s
•
Largest empire, located in South America
•
Center of the Inca empire was Cuzco (KOOS-koh)
•
Cuzco was linked to other cities and towns by a great
network of roads.
•
The Incas constructed buildings, canals and bridges
Unit 1: Beginnings of
American History
Chapter 1; Section 1: Homework
•
Name 2 skills that people had to learn in order to grow
crops
•
What benefits could farmers get from learning to raise
animals?
•
How did early civilizations use industry and farming to
improve their way of life?
Unit 1: Beginnings of
American History
Chapter 1; Section 2: Cultures of North America
•
Far North: Arctic region. i.e Kutchin, Inuit, Cree
•
Northwest: Stretched from Alaska to California. i.e. Tlingit,
Bella Coola, Coos.
•
Far West/Plateau: Idaho, Wyoming, Nevada, Utah,
Colorado. i.e Nez Perces, Shoshone, Pomos
•
Southwest: Arizona, New Mexico and the Southern parts of
Utah and Colorado. i.e. Navajo, Hohokam, Apache,
Pueblo, Hopi, Comanche
Unit 1: Beginnings of
American History
Chapter 1; Section 2: Cultures of North America
•
Great Plains: Between the Mississippi River and Rocky
Mountains. i.e. Blackfeet, Mandan, Dakota, Crow,
Cheyenne, Arapaho, Osage
•
Eastern Woodlands: The Northeast, Great Lakes and
Atlantic Coast to Virginia. i.e Algonquin, Ojibwa, Huron,
Montagnais, Pequot, Miami, Leni-Lenape, Iroquois.
•
Southeast: Carolinas, Georgia, Mississippi, Alabama,
Louisiana and Florida. i.e. Shawnee, Natchez, Creek and
Cherokee
Unit 1: Beginnings of
American History
Chapter 1; Section 2: Key Terms
Culture
Adobe
Cultural Area
Clan
Kayak
Sachem
Potlach
Unit 1: Beginnings of
American History
Chapter 1; Section 2: Homework
•
What role did nature play in many Native American
religious beliefs?
•
How does that emphasis on nature reflect the everyday
life of the people?
Unit 1: Beginnings of
American History
200th Anniversary of Star Spangled Banner Lesson
•
What War & Battle was the inspiration of the Poem by
Francis Scott Key?
•
Why is only the first verse used as the National
Anthem?
Unit 1: Beginnings of
American History
Chapter 2; Section 1: The Age of Exploration
•
What role did nature play in many Native American
religious beliefs?
•
How does that emphasis on nature reflect the everyday
life of the people?
Unit 1: Beginnings of
American History
Chapter 2; Section 1: The Age of Exploration
Define these key terms:
•
Ecomiendia
•
Mission
•
Plantation
Unit 1: Beginnings of
American History
Chapter 2; Section 2: Spain’s Empire in the Americas
Homework/Assessment: In notebooks
Check your Progress on page 48:
•
1 (a) Identify
•
1 (b) Apply Information
•
2 (a) Identify
•
2 (b) Summarize
Unit 1: Beginnings of
American History
Chapter 2; Section 2: Spains Empire in the Americas
Define these key terms:
•
Ecomiendia
•
Mission
•
Plantation
Unit 1: Beginnings of
American History
Chapter 2; Section 3: Europeans Compete in North
America. Guided Reading and Discussion of Pages 49-52
Objectives:
•
What Happened to explorers John Cabot & Henry
Hudson?
•
What is Mercantilism?
Essential Question:
How did conflicts in Europe spur exploration in North
America?
Unit 1: Beginnings of
American History
Chapter 2; Section 3: Europeans Compete in North
America
Define these key terms:
•
Mercantilism
•
Mutiny: A rebellion by the crew against the Captain of
a ship.
•
Northwest Passage
Unit 1: Beginnings of
American History
Chapter 2; Section 3: Europeans Compete in North
America
Homework/Assessment: In notebooks
Check your Progress on page 53:
•
1 (a) Recall
•
1 (b) Apply Information
Unit 1: Beginnings of
American History
Chapter 2; Section 4: France and the Netherlands in North
America. Guided Reading and Discussion of Pages 53-57
Objectives:
•
Identify where the French explored in North America
•
Identify where the Dutch explored in North America
Essential Question:
What impact did the establishment of French and Dutch
colonies in North American have on Native Americans?
Unit 1: Beginnings of
American History
Chapter 2; Section 4: France and the Netherlands in
North America. Guided Reading and Discussion of Pages
53-57
Groups:
1. New France pgs. 53-54
2. Exploring the Mississippi pg. 55
3. New Netherland pg. 56
4. The Impact on Native Americans pg. 57
Unit 1: Beginnings of
American History
Chapter 2; Section 4: France and the Netherlands in North America.
Homework/Assessment: In notebooks
Check your Progress on page 57:
•
1 (a) Describe (Group 1)
•
1 (b) Compare and Contrast (Group 2)
•
2 (a) Identify (Group 3)
•
2 (b) Apply Information ( Group 3)
•
5 Key Terms (Group 4)
Unit 1: Beginnings of
American History
Chapter 3; Section 1: Colonies Take Root.
Guided Reading and Discussion of Pages 66-70
Objectives:
•
Identify the 1st settlements in North America
•
Identify the 1st forms of self government in North America
Essential Question:
How did the English set up their first colonies?
Unit 1: Beginnings of
American History
Chapter 3; Section 1: Colonies Take Root
Define these key terms:
•
Charter
•
Pilgrim
•
Representative Government (Republic)
Unit 1: Beginnings of
American History
Chapter 3; Section 1: Colonies Take Root
Homework/Assessment: In notebooks
Check your Progress on page 7:
•
1 (a) Recall
•
1 (b) Identify Alternatives
•
2 (a) Identify
Unit 1: Beginnings of
American History
Chapter 3; Section 2: The New England Colonies
Guided Reading and Discussion of Pages 71-76
Objectives:
•
Identify why the Puritans left England
•
Identify the main economic force of the New England
Colonies
Essential Question:
How did religious beliefs and dissent influence the New
England Colonies?
Unit 1: Beginnings of
American History
Chapter 3; Section 2: The New England Colonies
Define these key terms:
•
Toleration
•
Town Meeting
•
John Winthrop
Unit 1: Beginnings of
American History
Chapter 3; Section 1: The New England Colonies
Homework/Assessment: In notebooks
Check your Progress on page 76:
•
1 (a) Summarize
•
1 (b) Identify Economic Costs
•
2 (a) Recall
Unit 1: Beginnings of
American History
Chapter 3; Section 3: The Middle Colonies
Guided Reading and Discussion of Pages 77-81
Objectives:
•
Identify the 4 Colonies that were the “Middle Colonies”
•
Identify the conditions that favored farming in the Middle
Colonies
Essential Question:
How did the diverse Middle Colonies develop and thrive?
Unit 1: Beginnings of
American History
Chapter 3; Section 3: The Middle Colonies
Define these key terms:
•
Proprietary Colony
•
Royal Colony
•
Backcountry
Unit 1: Beginnings of
American History
Chapter 3; Section 1: The New England Colonies
Homework/Assessment: In notebooks
Check your Progress on page 81:
•
1 (a) Recall
•
1 (b) Identify Economic Benefits
•
2 (a) Summarize
•
2 (b) Compare
Unit 1: Beginnings of
American History
Chapter 3; Section 1: The New England Colonies
Homework/Assessment: In notebooks
Check your Progress on page 81:
•
1 (a) Recall
More Land, Fertile Soil & Longer Growing Season
•
1 (b) Identify Economic Benefits
Better Climate, Longer Growing Season, More access to the
Ocean.
Unit 1: Beginnings of
American History
Chapter 3; Section 1: The New England Colonies
Homework/Assessment: In notebooks
Check your Progress on page 81:
•
2 (a) Summarize
William Penn wanted to establish a Colony where people of
different religions could live together peacfully
•
2 (b) Compare
The puritans only wanted people with the same religious
background living together.
Unit 1: Beginnings of
American History
Chapter 3; Section 4: The Southern Colonies
Guided Reading and Discussion of Pages 84-89
Objectives:
•
Identify the 5 Colonies that were the “Southern Colonies”
•
Identify the conditions that favored farming in the Southern
Colonies
Essential Question:
What factors influenced the development of the Southern
Colonies
Unit 1: Beginnings of
American History
Chapter 3; Section 4: The Southern Colonies
Define these key terms:
•
Debtor
•
Plantation
•
Nathaniel Bacon
Unit 1: Beginnings of
American History
Chapter 3; Section 4: The Southern Colonies
Homework/Assessment: In notebooks
Check your Progress on page 89:
•
1 (a) Summarize
The longer & warmer growing period allowed for tobacco,
rice and indigo to be grown. The geography also allowed
for larger farms (Plantations) to be established (Slavery).
Unit 1: Beginnings of
American History
Chapter 3; Section 4: The Southern Colonies
Homework/Assessment: In notebooks
Check your Progress on page 89:
•
1 (b) Draw conclusions
The wealthier people purchased land by the coast. While
the poorer people bought land in the backcountry. This
lead to Bacon’s Rebellion.
Unit 1: Beginnings of
American History
Chapter 3; The Colonies Take Root
Geography & History:
Landscapes of the 13 Colonies
Read and Discuss Pgs. 82-83
Founding of the 13 Colonies: In notebooks
Pg 88. Also answer (a) & (b) in your notebooks. We will
discuss the answers in class
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Guided Reading and Discussion of Pages 102-106
Objectives:
•
Identify how the power of the English Monarchs was limited
•
Identify the houses that made up English Parliament
Essential Question:
How did English ideas about government and trade affect the
colonies?
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Define these key terms:
•
Legislature
•
Bill of Rights
•
Habeas Corpus
•
Freedom of the Press
•
Libel
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Homework/Assessment: In notebooks
Check your Reading Primary Sources on page 103:
•
(4) English Bill of Rights
Only parliament can levy (raise) taxes, not the Monarch
(Crown)
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Homework/Assessment: In notebooks
Check your Reading Primary Sources on page 103:
•
(6) English Bill of Rights
Only parliament can agree to having and Army ready and
waiting.
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Homework/Assessment: In notebooks
Check your Reading Primary Sources on page 103:
•
(8) English Bill of Rights
Only free men can be elected to Parliament
Unit 1: Beginnings of
American History
Chapter 4; Section 1: Governing the Colonies
Homework/Assessment: In notebooks
Check your Reading Primary Sources on page 103:
•
(9) English Bill of Rights
Only members of Parliament can speak on matters dealing
with Parliament.
Unit 1: Beginnings of
American History
Chapter 4; Section 1: The Southern Colonies
Homework/Assessment: In notebooks
Check your Progress on page 106:
•
1 (a) Identify
•
1 (b) Apply Information
•
2 (a) Recall
•
2 (b) Identify Economic Costs and Benefits
Unit 1: Beginnings of
American History
Chapter 4; Section 2: Colonial Society
Guided Reading and Discussion of Pages 107-112
Objectives:
•
Identify the role of women in Colonial Society
•
Identify the social classes in Colonial Society
Essential Question:
What were the characteristics of Colonial Society?
Unit 1: Beginnings of
American History
Chapter 4; Section 2: Colonial Society
Define these key terms:
•
Apprentice
•
Gentry
•
Middle Class
•
Indentured Servant
Unit 1: Beginnings of
American History
Chapter 4; Section 2: Colonial Society
Homework/Assessment: In notebooks
Check your Progress on page 112:
•
1 (a) Summarize
•
1 (b) Link Past and Present
•
2 (a) Recall
•
2 (b) Apply Information
Unit 1: Beginnings of
American History
Chapter 4; Section 2: Colonial Society
Homework/Assessment: In notebooks
Check your Progress on page 112:
•
5 Write a paragraph describing the importance of work
in Colonial Society (Hint: how did work substitute for
formal education and schools of the day?)
Unit 1: Beginnings of
American History
Chapter 4; Section 3: Slavery in the Colonies
Guided Reading and Discussion of Pages 113-117
Objectives:
•
Identify the Middle Passage
•
Describe Triangular Trade
Essential Question:
How did slavery develop in the colonies and affect
colonial life?
Unit 1: Beginnings of
American History
Chapter 4; Section 3: Slavery in the Colonies
Define these key terms:
•
Triangular Trade
•
Racism
•
Slave Code
Unit 1: Beginnings of
American History
Chapter 4; Section 3: Slavery in the Colonies
Homework/Assessment: In notebooks
Check your Progress on page 117:
•
1 (a) Recall
•
1 (b) Analyze Cause and Effect
Unit 1: Beginnings of
American History
Chapter 4; Section 4: The Spread of New Ideas
Guided Reading and Discussion of Pages 118-123
Objectives:
•
Identify the importance of education in colonial society
•
Identify the Great Awakening
•
Identify the Enlightenment
Essential Question:
How did ideas about religion and government influence
colonial life?
Unit 1: Beginnings of
American History
Chapter 4; Section 4: The Spread of New Ideas
Define these key terms:
•
Public School
•
Dame School
•
Natural Rights (Human Right)
•
Divine Right
•
Separation of Powers
Unit 1: Beginnings of
American History
Chapter 4; Section 4: The Spread of New Ideas
Divine Rights Versus Natural Rights: Pg 122
Put in Notebooks: Read, Discuss and Answer (a) & (b) in
Notebooks.
Read and Discuss: Pgs. 124 & 125
How I Became a Printer by Benjamin Franklin
What plan did Franklin’s brother approve to keep
publishing the newspaper after his confinement?
Unit 1: Beginnings of
American History
Chapter 4; Section 4: The Spread of New Ideas
Homework/Assessment: In notebooks
Check your Progress on page 123:
•
1 (a) Recall
•
1 (b) Support Generalizations
•
2 (a) Describe
•
2 (b) Analyze Cause and Effect
Unit 1: Beginnings of
American History
Gilder Lehrman Institute of American History
Document Showcase: Arguments for Educating Women,
1735
Read and Discuss:
•
Answer discussion questions
Unit 1: Beginnings of
American History
Gilder Lehrman Institute of American History
Document Showcase: A Report on the Reaction to the
Stamp Act, 1765
Read and Discuss:
•
Answer discussion questions
Unit 1: Beginnings of
American History
Chapter 5; Section 1: Trouble on the Frontier
Guided Reading and Discussion of Pages 140-144
Objectives:
•
Identify the effect of the French and Indian War on the 13
Colonies
•
Identify the local connection to the French Indian War.
Essential Question:
How did the British gain French Territory in North America?
Unit 1: Beginnings of
American History
Chapter 5; Section 1: Trouble on the Frontier
Define these key terms:
•
Militia
•
Cede
•
Alliance
Unit 1: Beginnings of
American History
Chapter 5; Section 1: Trouble on the Frontier
Homework/Assessment: In notebooks
Reading Political Cartoons page 141.
Map Master page 142.
Check your Progress on page 144:
•
1 (a) Summarize
•
1 (b) Detect Points of view
Unit 1: Beginnings of
American History
Chapter 5; Section 2: The Colonist Resist Tighter Control
Guided Reading and Discussion of Pages 145-149
Objectives:
•
Identify what were the terms of the Proclamation of 1763
•
Identify why the British imposed new taxes on the American
Colonist
Essential Question:
How did the French and Indian War draw colonist closer
together but increase the tension with Britain ?
Unit 1: Beginnings of
American History
Chapter 5; Section 2: The Colonist Resist Tighter Control
Define these key terms:
•
Boycott
•
Petition
•
Writs of Assistance
Unit 1: Beginnings of
American History
Chapter 5; Section 2: The Colonist Resist Tighter Control
Homework/Assessment: In notebooks
Notes: Page 146
Effects of the French and Indian War; Answer A & B
Check your Progress on page 144:
•
1 (a) Recall
•
1 (b) Apply Information
•
2 (a) Describe
•
2 (b) Detect points of View
Unit 1: Beginnings of
American History
Chapter 5; Section 2: The Colonist Resist Tighter Control
Homework/Assessment:
SHEG: Stamp Act Documents
SHEG: Loyalist Documents
Unit 1: Beginnings of
American History
Chapter 5; Section 3: From Protest to Rebellion
Guided Reading and Discussion of Pages 150-153
Objectives:
•
Identify how the Boston Colonists showed their opposition
to the Tea Act.
•
Identify what the 1st Continental Congress Accomplished
Essential Question:
How did the British tax policies move the colonists closer to
rebellion?
Unit 1: Beginnings of
American History
Chapter 5; Section 3: From Protest to Rebellion
Define these key terms:
•
Monopoly
•
Repeal
•
Minuteman
Unit 1: Beginnings of
American History
Chapter 5; Section 3: From Protest to Rebellion
Homework/Assessment: In notebooks
Check your Progress on page 153:
•
1 (a) Recall
•
1 (b) Identify Alternatives
•
2 (a) Summarize
•
2 (b) Apply Information
Unit 1: Beginnings of
American History
Chapter 5; Section 4: The War Begins
Guided Reading and Discussion of Pages 156-161
Objectives:
•
Identify the divided loyalties of the colonists
•
Identify what the 2nd Continental Congress
Accomplished
Essential Question:
How did the American Revolution begin?
Unit 1: Beginnings of
American History
Chapter 5; Section 4: The War Begins
Define these key terms:
•
Blockade
•
Mercenary
Unit 1: Beginnings of
American History
Chapter 5; Section 4: The War Begins
Homework/Assessment: In notebooks
Check your Progress on page 161:
•
1 (a) Recall
•
1 (b) Apply Information
•
2 (a) Recall
•
2 (b) Apply Information
Unit 1: Beginnings of
American History
Chapter 6; Section 1: A Nation Declares Independence
Guided Reading and Discussion of Pages 170-173
Objectives:
•
Identify the impact of “Common Sense” on the silent
majority in the Colonies
•
Identify how the Declaration changed the nature of the
American Revolution
Essential Question:
Why did many colonists favor declaring independence?
Unit 1: Beginnings of
American History
Chapter 6; Section 1: A Nation Declares Independence
Define these key terms:
•
Preamble
•
Grievance
•
Resolution
Unit 1: Beginnings of
American History
Chapter 6; Section 1: A Nation Declares Independence
Homework/Assessment: In notebooks
Check your Progress on page 173:
•
1 (a) Recall
•
1 (b) Draw Conclusions
•
2 (a) Identify
•
2 (b) Apply Information
Unit 1: Beginnings of
American History
Chapter 6; Section 1: A Nation Declares Independence
Homework/Assessment: In notebooks
•
Too Late to Apologize Video w/ Lyrics
Stanford History Group
•
2 Historians’ Interpretations
•
Declaration Preamble
•
Declaration of Independence Grievences
Our Documents 100 Milestone Documents
•
The Declaration of Independence Transcript
Unit 1: Beginnings of
American History
Chapter 6; Section 2: A Critical Time
Guided Reading and Discussion of Pages 179-184
Objectives:
•
Identify the help from “Overseas” that the Colonies
received.
•
Identify the battle that is viewed by many as the
“Turning Point” the American Revolution.
Essential Question:
How were the early years of the war a critical time?
Unit 1: Beginnings of
American History
Chapter 6; Section 2: A Critical Time
Define these key terms:
•
Mercenary
•
Cavalry
•
Alliance
•
Nathan Hale
•
Marquis de Lafayette
•
Friedrich von Steuben
Unit 1: Beginnings of
American History
Chapter 6; Section 2: A Critical Time
Homework/Assessment: In notebooks
Check your Progress on page 173:
•
1 (a) Recall
•
1 (b) Draw Inferences
•
2 (a) List
•
2 (b) Make Predictions
Unit 1: Beginnings of
American History
Chapter 6; Section 3: The War Widens
Guided Reading and Discussion of Pages 186-190
Objectives:
•
Explain why some enslaved African Americans chose to
fight for the British
•
Identify what role women played in the American
Revolution.
Essential Question:
How did the effects of the war widen?
Unit 1: Beginnings of
American History
Chapter 6; Section 3: The War Widens
Define these key terms:
•
Enlist
•
Civilian
•
Continental
•
Privateer
Unit 1: Beginnings of
American History
Chapter 6; Section 3: The War Widens
Homework/Assessment: In notebooks
Check your Progress on page 173:
•
1 (a) Recall
•
1 (b) Identify Benefits
•
2 (a) Describe
•
2 (b) Draw Conclusions