 Salsa Verde Cooperative Skill of the Week
 Homework
 People who need to stay in
Content:
 Create a timeline
 Create a population growth graph
 Look at a map
Language:
 Predict what will happen in the United States
 Create a timeline with your team with the
following events
 The events in the timeline can help you
predict what we will study next
 1607: First permanent English colony of Jamestown
 1754-1763: French and Indian War
 1763-1775: British govt passes numerous laws
restricting the colonies including Proclamation of
1763, Stamp Act, Coercive (Intolerable) Acts,
Quartering Acts, Townshend Acts, and Tea Act.
 1776: A group of wealthy colonists write and sign
the Declaration of Independence creating a new
country known as the United States of America
 1776-1781: Revolutionary War
 1787-1788: Constitution written, signed, and
adopted creating the Federal Government of the
United States
 In teams, make a graph and plot the data
points to reveal your next clue
 HINT: only plot the points that are on the
fiftieth and hundredth year – for example
1600, 1650, 1700, and not 1610, 1670, or
1720
Year
Population
Year
Population
1650
50,400
1810
7,239,881
1670
111,900
1820
9,638,453
1690
210,400
1830
12,866,020
1700
250,900
1840
17,069,453
1720
466,200
1850
23,191,876
1740
905,600
1860
31,443,321
1750
1,170,800
1870
38,558,371
1770
2,148,100
1880
50,189,209
1790
3,929,214
1890
62,979,766
1800
5,308,483
1900
76,212,168
Year
Population
Year
Population
1650
50,400
1810
7,239,881
1670
111,900
1820
9,638,453
1690
210,400
1830
12,866,020
1700
250,900
1840
17,069,453
1720
466,200
1850
23,191,876
1740
905,600
1860
31,443,321
1750
1,170,800
1870
38,558,371
1770
2,148,100
1880
50,189,209
1790
3,929,214
1890
62,979,766
1800
5,308,483
1900
76,212,168
What does the graph look like?
What shape curve?
 In teams, analyze the map
 Write down 5 things that your team things
are important to understand about the map
 Whatever seems important
What countries claim territory in what is currently the United States?
Whose claims are not on this map? Why do you think they are miss
 What does the timeline, graph, and map
tell us about the United States?
 What can we predict about the future of the
United States?
 How do you think the United States acquire
the land it owns today?
 Salsa Verde Cooperative Skill of the Week
 Homework
 Finish out immigration unit
Content:
 I will write the Essential Questions for the unit
 I will analyze an historical image
 I will define and interpret the meaning of
Manifest Destiny
Language:
 I will discuss the importance of a piece of
historical art and how it is demonstrated in the
details of the artwork
 How do nations gain territory?
 How did America’s belief in “from sea to
shining sea” and Manifest Destiny impact
westward expansion?
 What did this belief mean for the indigenous
population?
 Whose belief was this? What motivated their desires
to expand westward?
 Who gained from these beliefs? Who lost?
 Written responses to the Essential Questions
 Multiple Choice questions demonstrating
understanding territorial expansion
 Comprehend and define the concept of Manifest
Destiny as it relates to Western Expansion
 Know the ways the US gained new territories
 Understand the consequences for Native Americans
with regard to policies of Indian Removal
 Write lyrics to a song that explains Westward
Expansion
ADVANCED OBJECTIVES:
 Be able to recognize biases and perspectives of
events
 Be able to provide historical context when creating a
historical argument
 In order to understand and ease modern day
tensions between groups in the United
States, it is necessary to understand the
history of that relationship. If we want to
empower ourselves to assist in creating a
more equal, understanding, caring, and just
society, understanding the history of how the
United States gained territory is essential.
 What do you see? Make a list
 Based on your “what do you see?” list, what
do you think is happening?
 Give the artwork a title
 What does “Manifest Destiny” mean?
 What does “obvious fate” mean?
 For what Americans was Manifest Destiny
meant?
 What biases might John O’Sullivan have with
regard to his idea of Manifest Destiny?
 Who does John O’Sullivan claim intended
the continent to be meant for Americans?
 What do you think about that?
 What problems with O’Sullivan’s claim are
there?
 What do some call it when a person claims
to know God’s plans?
 What might happen to some people when
other’s believe God wants them to take over
all the land (Manifest Destiny)?
What does Manifest Destiny mean?
Advanced Question: Why could Manifest
Destiny be dangerous?
 Salsa Verde Cooperative Skill of the Week
 Homework
Content:
 I will review Manifest Destiny
 I will read about territorial acquisition of the United
States
 I will determine main ideas from the text
 I will critically think about and discuss language
in the text
Language:
 I will summarize how the United States gained
territories
 Read first two sections on p. 198
 Why did the United States want New
Orleans?
 Why did Napoleon want the Louisiana
Territory?
 Why did that worry American farmers?
 ISN: page 104 – Complete choices part
 Read “A Noble Bargain” on page 198-199
 When/How did the U.S. obtain the Louisiana
Territory?
 Read last section in teams on p. 199
Discuss these questions in teams:
If an action is unconstitutional, but really seems
to be best for the country, is it okay for the
president to do it? Why or why not?
 Summarize how the United States obtained the
territory of Louisiana, and why it was an
important acquisition.
 The Background: Take notes on the background
information before the U.S. acquired the territory
 The Choices/Activity: Go over the possible
choices that the United States has – and make
your choice
 The Result: What happened? When/How did the
United States acquire the territory?
 The Critical Discussion: Was power, authority,
or both used to acquire the land? Why do you
think so? Other questions that would be critical,
or question, the decisions of the United States.
 The Summary: A final question for sum up the
information learned from your presentation.
 The team will teach the rest of the class the
section they read
 You will use your notes and the document
camera
 You will read the sections with the class
 You will give them the 3 choices for what
they think the United States should do
 You will lead a discussion around the
question of power and authority
 You will one one day to complete the work for
your presentation
 Salsa Verde Cooperative Skill of the Week
 Homework
Content:
 I will read about territorial acquisition of the United
States
 I will determine main ideas from the text
 I will critically think about and discuss language
in the text
Language:
 I will summarize how the United States gained
territories
 The Background: Take notes on the background
information before the U.S. acquired the territory
 The Choices/Activity: Go over the possible
choices that the United States has – and make
your choice
 The Result: What happened? When/How did the
United States acquire the territory?
 The Critical Discussion: Was power, authority,
or both used to acquire the land? Why do you
think so? Other questions that would be critical,
or question, the decisions of the United States.
 The Summary: A final question for sum up the
information learned from your presentation.
 The team will teach the rest of the class the
section they read
 You will use your notes and the document
camera
 You will read the sections with the class
 You will give them the 3 choices for what
they think the United States should do
 You will lead a discussion around the
question of power and authority
 You will one one day to complete the work for
your presentation
 Salsa Verde Cooperative Skill of the Week
 Homework
Content:
 I will read and take notes about territorial
acquisition of the United States
 I will critically think about a text
 I will present information for the rest of the
class
Language:
 I will discuss language used in the text with
regard to land acquisition
 Background
 Acquisition
 Power, Authority, or both
 Summary
 Background
 Acquisition
 Power, Authority, or both
 Summary
 Background
 Acquisition
 Power, Authority, or both
 Summary
 Background
 Acquisition
 Power, Authority, or both
 Summary
Content:
 I will define counter-text
 I will read and answer questions about the acquisition
of Florida
 I will create questions about the acquisition of Florida
Language:
 I will discuss the differences in two texts discussing
the same events
 I will reflect and write what perspective means in the
dissemination of knowledge
 1: Questions
 2. Answers from Reading 1
 3. Answers from Reading 2
 Florida from Manifest Destiny and the Growing
Nation – page 200
 What is the purpose of the introduction of the
section? How do you know?
 To present the problems
 What are the problems? How do you know?
 Runaway Slaves; Seminal Indian Raids
 What aren’t the problems? How do you know?
 People being enslaved; knowing why Seminole
Indians are raiding Georgia farmers
 What is the purpose of the section Andrew
Jackson Invades Florida? How do you know?
 To explain how Andrew Jackson took over Florida
 What did Jackson do according to History Alive?
How do you know?
 Disobeyed orders from the President of the United
States
 Illegally attacked a foreign nation
 Illegally arrested, tried, and executed two British
citizens
 Illegally replaced the head of government in a
foreign nation
 How does History Alive talk about Andrew
Jackson’s crimes?
 What is Spain’s perspective? How do you know?
 How does the British government feel about the
execution of two of their citizens?
 How do leaders of the Seminole Nation feel about
the invasion?
 What are runaway slaves saying about the
invasion?
 Why don’t you know?
 What is the purpose of the section “Govern or
Get Out”? How do you know?
 To explain how the United States acquired Florida
 What was the perspective of James Monroe? How
do you know?
 Why did Monroe’s perspective change? How do
you know?
 What was Spain’s perspective? How do you
know?
 What don’t we know about Spain’s perspective?
 What was the final result according to History
 What questions are you left with after reading the
section about the acquisition of Florida?
 Why do you have those questions?
 If you don’t have any questions, explain why you
do not have any questions
 What do you think a counter-text is?
 A text that refutes or adds information
 A text that provides a different perspective of an
event or series of events
 Excerpt From: As Long As Grass Grows Or
Water Runs By Howard Zinn
 Chapter from A People’s History of the United
States
 Howard Zinn is a historian who is critical of those
with power. He prefers to tell history from the
perspective of the powerless.
 Read and answer quesitons
 Which account about the acquisition of
Florida was better? Why?
 How can we make sense of what we learned
from both these texts?
 What does it mean for us as citizens in a
democracy to know that the presentation of
knowledge can be so different?
 Why is it important to consider the biases
and perspective of an author when
information is presented to us?
 Why is it important to consider biases and
perspective when information is presented
to us?
 Read first three sections
 Take notes on first three sections
 Think about what you think the US should do –
Sell Oregon to Great Britain; Take it all and risk
war; or, split the land with Britain
 Read last section and take notes
 Write whether Power, Authority or both were used
to acquire Oregon AND say why you think so
 Write a summary of the section
Content:
 To read and take notes about territorial
acquisition of the United States
 Critically think about a text
 Give a presentation for the rest of the class
Language:
 Discuss power and authority with regard to
land acquisition
 Salsa Verde Cooperative Skill of the Week
 People who did not do homework
 Homework Challenge
 This week’s homework
 Test tomorrow on the acquisition of territories
 GOLD
Content:
 To read and take notes about territorial
acquisition of the United States
 Critically think about a text
 Give a presentation for the rest of the class
Language:
 Discuss power and authority with regard to
land acquisition
 Background
 Acquisition
 Power, Authority, or both
 Summary
 Background
 Acquisition
 Power, Authority, or both
 Summary
 People who did not do homework
 PJ day
 Silly hat day
Multiple Choice Questions:
 Read the entire question
 Read all answer choices
 Cross out answers you know are wrong
 Select the best answer that remains
Other questions:
 Read and follow all directions
There must be silence until all tests are
collected
Content:
 To review questions from the test
Language:
 Write complete sentences
 Put your name at the top
 1. D
 2. B
 3. C
 4. D
 5. A
 6. B
 7. D
 8. A
 9. A
 10. B
 11. A
 12. D
 13. C
 14. B
 15. B
 16. C
 17. B
 18. A
 19. C
 20. B
 No talking – Ask me questions
 Multiple Choice Strategy




1. Read the entire prompt/question
2. Read all the answers
3. Cross out any answers you know are wrong
4. Select the best answer from the remaining
questions
 When you are finished – work on the
homework due tomorrow
 Assessment
 Read Documents J, K, L, and M
 Complete Graphic Organizer for those
documents
 To voice ideas and opinions with regard to
historical perspective
 To identify and discuss inconsistencies in
Historical Texts
 If you have a question or comment, indicate
to whomever is speaking by raising your
hand
 Not more than one person talking at once
 Everyone is listening
 To get an idea of how Native Americans were
treated in the West as Americans began
moving westward
 Read through the documents on Andrew
Jackson
 Extract information with regard to his status
as a hero or not
 1. D
 2. B
 3. C
 4. D
 5. A
 6. B
 7. D
 8. A
 9. A
 10. B
 11. A
 12. D
 13. C
 14. B
 15. B
 16. C
 17. B
 18. A
 19. C
 20. B
 A document written about an event during
the time period of the event.
 A document written about an event after an
event occurred
 Look at the sources in the packet
 Which ones are primary and which are
secondary?
 Is History Alive primary or secondary?
 Is Howard Zinn primary or secondary?
 Edward Everett’s Letter to Congress
 To review all the documents that we have
read; thus far
 Homework for this week
 What is a primary and secondary source?
 Who is the essay about?
 What is the question you are answering for
the essay?
 Why do you think we are doing this?
 J, K, L, M, Everett Speech, Speckled Snake,
History Alive 14.2; History Alive 14.3; HA 14.4; HA
14.5; HA 14.6; HA 14.7 (pages start at 186)
1. On your own, read the document
2. Review your notes from that reading
3. Add anything new you have learned to your notes
(remember to underline/highlight where you found
it – for HA write the section and paragraph
number)
 Find a partner who has the same document
 Title the paper with the name of your document/reading
 Write whether it is a primary or secondary source
 Write a sentence stating the main idea of the document
 Create a T-Chart; title the left: Should be on the $20 bill;
title the right: Should not be on the $20 bill
 Write the reasons you and your partner have, and write
where the are located in the document (page and
paragraph #)
 Document J: Andrew Jackson’s Message to Congress
Primary Source
The main idea Andrew Jackson’s message to
Congress is that he wants Congress to set aside land
for Native Americans in the Southeastern states to
move to.
Evidence of should
Evidence of
should not
-Native American tribes
-AJ
does not mention
are in danger
and AJ wants
what Nat. Am.’s want them to survive
by giving
(no where in doc) them land out
West
(Paragraph 2)
--He says
they can stay if they
want
(Paragraph 1)
-He
cares about Nat. Am.
survival (Paragraph 1)
 K (description):
Evidence of should
should not
Evidence of
 L (description):
Evidence of should
should not
Evidence of
 M (description):
Evidence of should
should not
Evidence of
 Everett Speech to Congress (description):
Evidence of should
should not
Evidence of
 Speckled Snake Statement (description):
Evidence of should
should not
Evidence of
 Second Annual Address (description):
Evidence of should
should not
Evidence of
 History Alive Part 1(description):
Evidence of should
should not
Evidence of
 History Alive Part 2 (description):
Evidence of should
should not
Evidence of
 Field Trip
 Homework due tomorrow
 Reading 1, 2, and 3 from Andrew Jackson
packet
 To review the History Alive sections for our
essay on Andrew Jackson
 Read the section that will be gone over
 Write the introductory paragraph for the
Andrew Jackson essay
 HOMEWORK: Completed introductory
paragraph, and an essay plan