Date:
8/21
8/22
Goals:
Content:
Agenda/materials
HW
-introduce interpretive
nature of history
Lunchroom fight scenario
-Warm up: what is history? (5)
-Review scenario (5)
-small groups (10)
-share (10)
-history quotes (10)
-pass out HW (1)
-History vs. Lunch
fight comparison
(F2 in class)
-distinguish between
primary and secondary
sources
-primary source
-secondary source
-Warm up, collect HW from yesterday(4)
-Review warm up: How does the author know
what he knows? (5)
-primary vs. secondary source definitions (7)
-ID (5)
-introduce snapshot project (5)
-work on snapshot project (10)
-Snapshot
biography project
*if time, hand out textbook reading
8/23
-ID political, economic and
religious reasons for
European expansion to the
Americas
-Textbook reading
8/26
-Identify motivations and
difficulties in settling
Jamestown
-introduce OPVL
-joint stock company
-John Smith
-John Rolph
-tobacco
-The House of Burgesses: 1st
Representative Legislative
Assembly
8/27
Mapping the New World
-Warm up: why might two
maps of the same place
differ?
-Review indentured servant
-Warm up: what would you need to start a
colony in the new world?
-Joint stock company: bakery example
-Indentured servitude
*would you go? Why or why not? Concept of
social mobility, America as a country of risk
takers
-House of Burgesses: representative
government as an idea taken over from England
-Introduce OPVL
-Indentured servant letter analysis
Warm up: why might two maps of the same
place differ?
-Review indentured servant letter; OPVL
handout
-Finish indentured
servant primary
source analysis
-John Smith reading
letter; OPVL handout
-Review Warmup
-Contemporary map of
Chesapeake Bay
-Mapping activity
-Colonies Map
-Hand out HW
8/28
Pocahontas
8/29
Use OPVL to analyze to
conflicting sources
-Pocahontas
-John Smith
-John Smith’s writings in
Europe
-Chief Powhatan
-Review Warmup
-Contemporary map of Chesapeake Bay
-Mapping activity
-Colonies Map
-Hand out HW
1. Review Map Question “big point:” Maps
can have and agenda/purpose. They can be
inaccurate because of lack of information, or
because
-England wanted to attract settlers to
Jamestown, so downplayed existence of
Natives. Perception (deception?) becomes
reality… (5)
2. Look at some other “deceptive” maps (5)
3. Hand out advanced OPVL chart, read
through(7)
4. -Go over Indentured Servant primary source
HW
5. Review John Smith HW reading (G period:
have students read) (5)
6. Pocahontas movie—what do you
remember?
7. Pocahontas clip (5)
8. Introduce next day’s agenda
1. Warm up: Timeline
2. Review clip
3. Hand out primary documents, OPVL
charts
4. Read/annotate individually
5. Discuss in groups
6. Answer questions individually
7. Hand out colonies maps for study (Map
quiz
Pocahontas I
Pocahontas II
8/30
Read and apply secondary
source interpretations to
primary sources
I Period
1. Warm up:
2. Discuss last night’s HW: How did you
evaluate the secondary sources? How do they
change your interpretation of the event?
3. Writing Assignment
(Have Maps: Colonies, New England, US
Geography for those who finish early)
(Have Cape Cod/US geo map to project on
board)
5. Hand out HW (reading)
*see notes below for timing
next year…
-Puritans reading
(due Wednesday)
-study for map quiz
Everyone else:
1.) Pass out secondary sources
2.) Read/annotate
3.) How does this change your
interpretation of the event?
4.) Writing assignment (at end of class,
hand in primary sources, writing
assignment)
5.) Have maps out for those who finish
early
Kenny Antonucci
Gabriella Bucci
John Callinan
Rebecca Fisk
Allyson Geer
T
Puritans/Pilgrims lecture
-Understand the roots of
Protestantism in America
W
Analyze “A Model of
Christian Charity” and “The
Divine Right to Occupy the
Land” to understand how the
-Protestantism (review)
-Pilgrims
-Puritans
-Massachusetts Bay Colony
-John Winthrop
-“City on a Hill”
-American Exceptionalism
1. Warm up: Reformation and
Protestantism review
2. Lecture
3. Mapwork: hand out
4. Hand back work/hand out map
1. Warm up: Matthew verse
2. Intro: what were they thinking? Maybe, can
give us some insight into how Americans have
viewed their role—what does it mean to be
Reading (handed
out in class)
Divine right to
occupy the
land/model of
Christian charity
Puritans viewed their
purpose in New England
TR
Roger Williams and religious
freedom
-
-Essential Question: What
was the relationship between
Church and State in the MA
Bay colony?
F
The Slave Trade
Essential Question: how was
the economic success of early
America connected to
slavery?
OPVL
Study for map quiz
map quiz
Fill 2nd half of class with current
examples/discussion?
What was Roger William’s
argument for a separation
between church and state?
M
American?
3. Introduce context: Puritans sailing across
Atlantic on Arbella
4. Analysis: annotate, OPVL
5. American Exceptionalism discussion
6. HW: Divine right to occupy the land OPVL,
questions
1. Warm up: Seperation of Church and state—
meaning? Purpose? What would life be like
without?
2. Puritan laws: did SoCS exist in MA Bay?
3. Lecutre/notes: Roger Williams
-Triangle trade
-middle passage
-plantation
-Map Quiz
-Passenger list DBQ analysis
Reading (handed
out in class)
1. Warm up: define slavery? Read about slave
capture?
2. Lecture/notes
3. Map
3. Images: Observations
4. Hand back papers
*document analysis?
(How did slavery become a
part of our economic
system?)
T
Documentary
*Complete viewing
questions?
½ day: finish documentary
with D period
Quest
Current Event: Syria
Independence
Reading I
M
Revolutionary War Lecture I
-Mercantilism review
-Salutary Neglect
-Colonial life?
-French and Indian War
Teenage world
worksheet
(G period: also
complete reading I)
T
Teenage World
Groundwork for Locke’s
social contract theory
W
Locke/Rev. War Lecture II
-Social Contract theory
-Warm up: Review of Teenage world activity
-Effects of French and Indian War/British controls:
Proclamation of 1763, Sugar
Act/Stamp Sct
-Protests against British
controls (Andrew Oliver,
Boycotts, repeal of stamp and
sugar act)
Independence
Reading II: The
Widening Split p. 811
Independence Part
II: 11-14
EQ:
TR
Rev. War Lecture III ,
timeline (Loyalist DBQ?)
F
Loyalist DBQ (Timeline
Quiz? John Adams?)
-Townshend duties, tea party,
Intolerable Acts, Lexington
and Concord
Notes
-Pocahontas lesson. I think this format will work well timewise.
PART I
1.) Show clip
2.) Timeline
None
Options HW
3.)
4.)
5.)
6.)
Read/annotate Source A together
Read/annotate Source B independently, discuss source B
Fill out OPVL chart independently
HW: Answer three questions
PART II:
1.) Review HW independently
2.) Go over OPVL chart
3.) Read secondary sources
PART III: In class essay (whole period)
-some way to structure this?