Week of
September 28 to
October 2, 2015
MONDAY, SEPTEMBER 28
Warm-up: Log on and open your essay.
Agenda:
• Finish your essay
• When finished, give your rubric to another student
• Get a rubric from someone else, open their essay and make helpful
comments on their rubric
• Finish edits to your essay.
• Print out your essay and turn it in. It is due by the end of the class
period.
Homework:
• None.
TEKS 8.1C: explain the significance of the following dates: 1607..., 1620...,;
1776, adoption of the Declaration of Independence; 1787..., and 1861-1865,...
TEKS 8.4B: explain the roles played by significant individuals during the
American Revolution, including Abigail Adams, John Adams, Wentworth
Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin
Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym
Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette,
Thomas Paine, and George Washington;
TEKS 8.4C: explain the issues surrounding important events of the
American Revolution, including declaring independence...; fighting the
battles of Lexington, Concord,...
TEKS 8.15C: identify colonial grievances listed in the Declaration of
Independence and explain how those grievances were addressed in the
U.S. Constitution and the Bill of Rights
TEKS 8.19A: define and give examples of unalienable rights
TUESDAY, SEPTEMBER 29, 2015
Warm-up: Pick up a warm up paper from the
tray.
For Monday, write “DBQ”.
For Tuesday, tell me if you think the colonists are
heroes or traitors for declaring Independence from
the King. Explain.
Objective(s): See TEKS
Agenda:
•Notes, discussion, video clips: Declaration of
Independence
Homework: None
WEDNESDAY, SEPTEMBER 30, 2015
Warm-up: Define: Patriot; Define: Loyalist
Agenda:
•Declaration of
Independence
•Regular: “Why we hate
George” worksheet.
Homework: Online Quiz via
•PreAP: Modified
EdPuzzle opens today, due
Socratic Dialogue:
Declaration of Indep. and Friday 10/2 by 10pm.
Email Hopkins if you have
MLK’s Letter from a
Birmingham Jail
any trouble with it.
TEKS 8.4A: analyze causes of the
American Revolution, including
the Proclamation of 1763, the
Intolerable Acts, the Stamp Act,
mercantilism, lack of
representation in Parliament,
and British economic policies
following the French and Indian
War
THURSDAY, OCTOBER 1
Warm-up: Write a “break up tweet” to King
George III (in 140 characters or less – keep it
school appropriate).
Objective(s): See TEKS
You must wear closed-toe
shoes to history class on
Friday. No flip-flops, high
heels, or sandals allowed. No
cleats, either.
Agenda:
• Warm-up
• Notes: American Revolution
• People and Events of American Revolution
Homework:
Online quiz, due tomorrow by 10pm.
Proclamation
British Economic Mercantilism
Intolerable Acts
Lack of
Mercantilism
was
designed
to
Colonies
had
no
•Cut
off
trade
Stamp ActLine of 1763
Policy
in
Townshend
Acts – representation
Proclamation
of
1763
Tea
ActParliament
enrich
the
mother
country.
The
A
tax
on
in
Parliament,
•Invaded
privacy
Why
was this a representatives
What
were
the tax
Why
was
this a
How printed
was
this
What is this? How
Tea
ActStamp
ActColonists
resented
that
land
they
A
on
wide
variety
Britain
gave
to
right
to
Britain
cause
of gave to policies?
economic system action an attack on did it LEAD to
A tax on
colonies
were
restricted
in
their
right to sell teabut
revolution?
Stamp
Actgood
for
England,
American
civil obey
opposition to
printed
materials.
were
expected
to
•Denied
selfhelped
fight
for
in
the
F
and
I
War
was
of
goods
available
only
to the East
but
bad
for
liberties?
political
policy?
materials.
sell
tea
to
the
East
India
India
Co.; noand
American to follow
trade
were
made
• Cut off trade
Townshend
Colonists
Colonies had
closed
to
them.
Those
who
already
Parliament’s
laws.
There
was
government
other
person
Townshend
Acts – colonies?
Britain:
glass,
• Invaded
Acts – from
resented
that
nolead,
Co.;
no
other
person
or
or
company
privacy
A tax
on a
rules
by
Britain.
Mercantilism
land
they established
representatives
settled
there
were
forced
to
abandon
could
tea.for
•
Denied
selfwide
variety
was
designed
no
“consent
of
the
governed”
•Made
it
easy
for
helpedsell
fight
in Parliament,
paint,
lumber,
paper,
It
established
a
Tea
Actgovernment
of goods
to enrich thecould
in the F and I
but were
company
sell
tea.
monopoly.
their
land.
Felt
it
unfairly
limited
their
•
Made
it
easy
available
only
mother
War was
expected to
the
was
“taxation
without
troops
to
get
away
didBritain:
British
and
more.
for troops to
from
country.
The
closed to them. Why
obey
Government
begin
get away
with Parliament’s
glass,
lead,
It
established
a
colonies were
right
property.
Those
who to own
topaint,
tax?
representation”
with violent
crimes violent crimes
already settled
there were
forced to
abandon their
land. Felt it
unfairly limited
their right to
own property.
restricted in
their trade and
were made to
follow rules
established by
Britain.
monopoly.
lumber,
What
is the
paper,
and
connection
more.
between these
policies and
mercantilism?
laws. There
was no
“consent of the
governed” the
was “taxation
without
representation
”
TEKS 8.4B: explain the roles played by significant
individuals during the American Revolution,
including... John Adams, Samuel Adams,...
Benjamin Franklin,... King George III,... Thomas
Jefferson,... Thomas Paine, and George Washington;
TEKS 8.4C: explain the issues surrounding
important events of the American Revolution,
including declaring independence; writing the
Articles of Confederation; fighting the battles of
Lexington, Concord, Saratoga, and Yorktown;
enduring the winter at Valley Forge; and signing
the Treaty of Paris of 1783
FRIDAY, OCTOBER 2
Warm-up: What was the best thing about today’s
simulation? If you were absent and missed the
simulation, what did you hear about the activity?
TEKS: on previous slide.
Agenda:
• Simulation of the American Revolution
Homework:
• Online quiz: Declaration of Independence closes tonight at
10pm.