Bell Ringer: Grade Chapter 7 Vocabulary Quiz
Agenda:
1. Collect Thinking Like a Historian 8 and discuss. Essay due on Friday. (10 min)
2. Journal 42 - How did republican ideals, new economic circumstances, and changing cultural values affect marriage practices? (10 min)
3. Exam Alert: The 2006 AP U.S. History DBQ asked students to discuss changing ideals of womanhood from the American Revolution through the Civil War and to note that factors that led to the emergence of "republican motherhood" and the "Cult of domesticity." Before writing an essay on this topic, develop a timeline with key developments for women in the late eighteenth and early nineteenth centuries.
4. Chapter 8 Review by students. https://www.youtube.com/watch?v=YO0msFuuviM&t=588s (rest of class)
Home Learning:
1. Chapter 8 IDs due tomorrow!
2. Work on Thinking Like a Historian 8 Essay
Tuesday, October 31, 2017
Monday, October 30, 2017
Lesson on Monday, October 30, 2017
Bell Ringer: Journal 41 - How did governments, banks, and merchants expand American commerce and manufacturing between 1780 and 1820?
Agenda:
1. Review Journal 40 / A: The court was dominated by John Marshall, a committed Federalist. Three principles dominated his policies and shaped the nation's understanding of the Constitution: judicial review authority (Judicial Review), the supremacy of national laws, and traditional property rights. Courts now routinely overturn state laws that infringe of the U.S. Constitution.
2. Thinking Like a Historian 7
3. Chapter 7 Vocabulary Quiz
4. Panic of 1819: https://www.youtube.com/watch?v=jUTfQPZNKsU
5. Intro to Chapter 8
6. Thinking Like a Historian 8: read. Essay due on Friday, November 3, 2017
Home Learning:
1. Thinking Like a Historian 8 Outline (due tomorrow)
2. Thinking Like a Historian 8 Essay (due Friday)
more Panic of 1819 sources:
https://www.youtube.com/watch?v=3hV_ctIGDHA
https://www.youtube.com/watch?v=rZxQ-bAegKQ
Agenda:
1. Review Journal 40 / A: The court was dominated by John Marshall, a committed Federalist. Three principles dominated his policies and shaped the nation's understanding of the Constitution: judicial review authority (Judicial Review), the supremacy of national laws, and traditional property rights. Courts now routinely overturn state laws that infringe of the U.S. Constitution.
2. Thinking Like a Historian 7
3. Chapter 7 Vocabulary Quiz
4. Panic of 1819: https://www.youtube.com/watch?v=jUTfQPZNKsU
5. Intro to Chapter 8
6. Thinking Like a Historian 8: read. Essay due on Friday, November 3, 2017
Home Learning:
1. Thinking Like a Historian 8 Outline (due tomorrow)
2. Thinking Like a Historian 8 Essay (due Friday)
more Panic of 1819 sources:
https://www.youtube.com/watch?v=3hV_ctIGDHA
https://www.youtube.com/watch?v=rZxQ-bAegKQ
Wednesday, October 25, 2017
Lesson on Thursday, October 26, 2017
Bell Ringer: The War of 1812: list the various causes of the War of 1812 and then rank them in order of significance. Defend your rankings with specific historical examples and evidence.
Agenda:
1. Journal 39 - What do you think is the most persuasive explanation for the United States's decision to declare war on Great Britain in 1812? (10 min)
2. Revolution of 1800 (continued from yesterday)
3. Discuss and then collect "Thinking Like a Historian 7"
4. Court case: McCulloch v. Maryland (1819) / Interprets Constitution to give broad powers to national government. Because of the importance of the case, consider using McCulloch v. Maryland to illustrate how the Supreme Court sought to assert federal power over state laws.
Home Learning:
1. Begin reading Chapter 8 / Study for Monday's Chapter 7 Vocabulary Quiz.
2. Journal 40 - Why do historians think the decisions of the Marshall Court constitute a Federalist legacy?
Exam Alert: The 1998 AP U.S. History DBQ asked students to assess the accuracy of the characterization of Jeffersonian Republicans as strict constructionists of the Constitution and Federalists as loose constructionists in the period between 1801 and 1817. Ask students to consider why the two parties are frequently characterized in this way based on their positions in the 1790s. What examples from each party can they produce that would support or refute these characteristics?
Agenda:
1. Journal 39 - What do you think is the most persuasive explanation for the United States's decision to declare war on Great Britain in 1812? (10 min)
3. Discuss and then collect "Thinking Like a Historian 7"
4. Court case: McCulloch v. Maryland (1819) / Interprets Constitution to give broad powers to national government. Because of the importance of the case, consider using McCulloch v. Maryland to illustrate how the Supreme Court sought to assert federal power over state laws.
Home Learning:
1. Begin reading Chapter 8 / Study for Monday's Chapter 7 Vocabulary Quiz.
2. Journal 40 - Why do historians think the decisions of the Marshall Court constitute a Federalist legacy?
Exam Alert: The 1998 AP U.S. History DBQ asked students to assess the accuracy of the characterization of Jeffersonian Republicans as strict constructionists of the Constitution and Federalists as loose constructionists in the period between 1801 and 1817. Ask students to consider why the two parties are frequently characterized in this way based on their positions in the 1790s. What examples from each party can they produce that would support or refute these characteristics?
Tuesday, October 24, 2017
Lesson on Wednesday, October 25, 2017
Bell Ringer: Alexander Hamilton on the National Bank https://www.youtube.com/watch?v=Oy7IFSS-F0I and the Whiskey Rebellion https://www.youtube.com/watch?v=-x20Hwy_UrY
Agenda:
1. Review journals 36-38
Journal 36 - Hamilton believed that the United States needed good credit to secure future loans. To secure that good credit, Hamilton proposed that the national government pay note holders with new interest-bearing securities.
Journal 37 - While Hamilton envisioned an urban America, Jefferson located the true American experience on the farm. He hoped for an uncorrupt nation of independent yeomen farmers who enjoyed landownership, independence, and the right to vote.
Journal 38 - The French Revolution produced ideological conflict over religion and politics, and created economic prosperity for merchants, slave owners, and farmers as a result of high food prices in Europe. Ideological conflicts increased political divisions within American society, particularly the domestic debate of Hamilton's economic policies, which helped create a domestic insurrection in western Pennsylvania (the Whiskey Rebellion of 1794). Party identity of Federalists and Republicans crystallized as well.
2. The Haitian Revolution and the Problem of Race, p. 224 / questions 1 and 2 on a loose leaf.
3. What was the Revolution of 1800 and the XYZ Affair? https://www.youtube.com/watch?v=86Y3FuOs3zc
4. Native Americans in the trans-Appalachian lands (Treaty of Negotiations at Greenville, 1795, p. 228)
5. Read "American Movements" / A. How does Berlin's perspective differ from that of other historians who have written about the African American experience? B. How might these differences be explained?
Home Learning:
1. Thinking Like a Historian 7, due Thursday, October 26, 2017
Agenda:
1. Review journals 36-38
Journal 36 - Hamilton believed that the United States needed good credit to secure future loans. To secure that good credit, Hamilton proposed that the national government pay note holders with new interest-bearing securities.
Journal 37 - While Hamilton envisioned an urban America, Jefferson located the true American experience on the farm. He hoped for an uncorrupt nation of independent yeomen farmers who enjoyed landownership, independence, and the right to vote.
Journal 38 - The French Revolution produced ideological conflict over religion and politics, and created economic prosperity for merchants, slave owners, and farmers as a result of high food prices in Europe. Ideological conflicts increased political divisions within American society, particularly the domestic debate of Hamilton's economic policies, which helped create a domestic insurrection in western Pennsylvania (the Whiskey Rebellion of 1794). Party identity of Federalists and Republicans crystallized as well.
2. The Haitian Revolution and the Problem of Race, p. 224 / questions 1 and 2 on a loose leaf.
3. What was the Revolution of 1800 and the XYZ Affair? https://www.youtube.com/watch?v=86Y3FuOs3zc
4. Native Americans in the trans-Appalachian lands (Treaty of Negotiations at Greenville, 1795, p. 228)
5. Read "American Movements" / A. How does Berlin's perspective differ from that of other historians who have written about the African American experience? B. How might these differences be explained?
Home Learning:
1. Thinking Like a Historian 7, due Thursday, October 26, 2017
Lesson on Tuesday, October 24, 2017
Bell Ringer: Chapter 6 Quiz
Agenda:
1. Journal 36 - Why did Hamilton believe a national debt would strengthen the United States and help to ensure its survival?
2. PERIOD 4
3. Journal 37 - How did Jefferson's idea of an agrarian republic differ from the economic vision put forward by Alexander Hamilton?
4. Journal 38 - How did events abroad during the 1790s sharpen political divisions in the United States?
Home Learning: Thinking Like a Historian 7, due Thursday, October 26, 2017
Agenda:
1. Journal 36 - Why did Hamilton believe a national debt would strengthen the United States and help to ensure its survival?
2. PERIOD 4
3. Journal 37 - How did Jefferson's idea of an agrarian republic differ from the economic vision put forward by Alexander Hamilton?
4. Journal 38 - How did events abroad during the 1790s sharpen political divisions in the United States?
Home Learning: Thinking Like a Historian 7, due Thursday, October 26, 2017
Monday, October 23, 2017
Lesson on Monday, October 23, 2017
Bell Ringer: Review HW1. Journal 34 - A / The Confederation preserved most rights on the state level. The Confederation government was able to declare war, make treaties, adjudicate disputes between states, print money, and requisition funds from the states. The NW Ordinance was also a lasting and effective function. Weakness: lack of authority to impose taxes. Shay’s Rebellion also exposed the need for a stronger central government to put down rebellions in the states.2. Journal 35 - The Constitution was a combination of the NJ plan and Madison’s Virginia Plan. A bicameral legislature was created, which reflected the needs of the small and large states in terms of representation.Agenda:1. note: Many state constitutions and the Articles of Confederation placed power in the legislative branch and maintained property qualifications for voting and citizenship because of The republican fear of centralized power and excessive power.2. The role of compromise in the founding of the United States as well as the later role of compromises over slavery and other issues. Compromise was vital to the nation’s founding and became more difficult to sustain throughout the 19th century, and in the period leading up to the Civil War.3. Federalists vs. Antifederalists / Federalists Papers
4. PERIOD 3 (1754-1800)
5. Chapter 7: https://www.youtube.com/watch?v=ytpDI7powTA (collect Chapter 7 IDs)Home Learning: Chapter 6 Vocabulary Quiz tomorrow.
Wednesday, October 18, 2017
Lesson on Wednesday, October 18, 2017
Bell Ringer: Review Journal 33 / A: the Revolutionary commitment to liberty extended only to white Americans. The exploitation of slaves and expansion onto Indian lands persisted unfettered by the high-minded ethos of the war.
Agenda:
1. EOC Review Guide pages 5-8
2. Check out yesterday’s link.
3. Review questions 1-3 in Thinking Like a Historian 6.
4. Exam Alert: The 2010 AP U.S. History Exam asked students to analyze the political, diplomatic, and military reasons for the U.S. victory in the Revolutionary War.
5. Treaty of Paris of 1783
6. Let's examine Shays's Rebellion from different perspectives: http://shaysrebellion.stcc.edu/shaysapp/scenes/home.do
7. The Constitution Convention of 1787 / The question of whether the federal government is established by the people as a whole or by the states is fundamental to understanding the debates over the nature of the Union through the Civil War and beyond. Let's discuss the implications of each position for the development of the new nation. / Brainpop: Constitutional Convention
8. James Madison - Father of the Constitution: https://www.youtube.com/watch?v=7dZS81G0PyE and https://www.youtube.com/watch?v=4LD4V-TWbxw and Brainpop: James Madison
Home Learning:
1. A discussion of James Madison and his influence on the Constitution: https://www.youtube.com/watch?v=H_4O5CUMeew
2. Journal 34 - In what was did the Confederation function effectively, and what were its greatest failings?
3. Journal 35 - How did the Constitution, in its final form, differ from the plan that James Madison originally proposed?
4. Thinking Like a Historian 6 - due Thursday, October 19, 2017
5. Chapter 7 ID - due Monday, October 23, 2017
Agenda:
1. EOC Review Guide pages 5-8
2. Check out yesterday’s link.
3. Review questions 1-3 in Thinking Like a Historian 6.
4. Exam Alert: The 2010 AP U.S. History Exam asked students to analyze the political, diplomatic, and military reasons for the U.S. victory in the Revolutionary War.
5. Treaty of Paris of 1783
6. Let's examine Shays's Rebellion from different perspectives: http://shaysrebellion.stcc.edu/shaysapp/scenes/home.do
7. The Constitution Convention of 1787 / The question of whether the federal government is established by the people as a whole or by the states is fundamental to understanding the debates over the nature of the Union through the Civil War and beyond. Let's discuss the implications of each position for the development of the new nation. / Brainpop: Constitutional Convention
8. James Madison - Father of the Constitution: https://www.youtube.com/watch?v=7dZS81G0PyE and https://www.youtube.com/watch?v=4LD4V-TWbxw and Brainpop: James Madison
Home Learning:
1. A discussion of James Madison and his influence on the Constitution: https://www.youtube.com/watch?v=H_4O5CUMeew
2. Journal 34 - In what was did the Confederation function effectively, and what were its greatest failings?
3. Journal 35 - How did the Constitution, in its final form, differ from the plan that James Madison originally proposed?
4. Thinking Like a Historian 6 - due Thursday, October 19, 2017
5. Chapter 7 ID - due Monday, October 23, 2017
Tuesday, October 17, 2017
Lesson on Tuesday, October 17, 2017
Bell Ringer: Review Journal 31 / A: American colonists were not easily coerced into the war. Men ignored the call to join the Continental army in favor of local militias, and men who were drafted to serve resisted enlistment without money and shorter terms of service. In addition, many of those who did serve were inexperienced.
Agenda:
1. Battle of Saratoga: turning point of the war. The Patriots captured more than 5,000 British troops and made possible a military alliance with France, an alliance without which the Patriots could not have won. Causes of victory: guerrilla tactics in the Carolinas, Holland’s declaration of war against Britain, and the French dispatch of troops and naval forces to the North American mainland. Trace Change over Time: Patriots won the American Revolution for a number of reasons including the French aid, the inspiring leadership of G. Washington, the use of guerrilla tactics, their knowledge of the land, and the commitment of the American people to the cause.
2. Review Journal 32 - What impact did republican ideals have on gender roles and expectations during the Revolutionary era? / A: Republican ideals had little impact on gender roles in terms of law, politics, and expectations. However, the republican ideals broadened female access to education because an educated citizenry became embedded within the idea of a good republic.
3. Continue watching last lesson’s video.
4. Valley Forge: http://gilderlehrman.org/history-by-era/war-for-independence/resources/george-washington-from-valley-forge-urgent-need-for-me also, on the main menu click on “US History Study Guide”
Complete last lesson.
Collect Chapter 6 ID.
Home Learning: Journal 33 - How did the Revolutionary commitment to liberty and the protection of property affect enslaved African Americans and western Indians?
Thinking Like a Historian 6 - due Thursday, October 19, 2017
Monday, October 16, 2017
Lesson on Monday, October 16, 2017
Bell Ringer: Review Learning Curve 4 (10 min)
Agenda:
1. Review American Revolution Quiz (10 min)
2. Chapter 6 Review: https://www.youtube.com/watch?v=j3KeHdcuojM (10 min)
3. Declaration of Independence and the American Revolution in general, had a worldwide impact. When did the American Revolution Begin? Let's discuss.
4. Keep a chart of political, social, and economic continuities and changes during the American Revolution. You will use these notes to answer the Big Idea question.
5. Analyze map 6.1 and 6.2
Home Learning:
1. Journal 32 - What impact did republican ideals have on gender roles and expectations during the Revolutionary era?
2. Begin reading Chapter 7
Agenda:
1. Review American Revolution Quiz (10 min)
2. Chapter 6 Review: https://www.youtube.com/watch?v=j3KeHdcuojM (10 min)
3. Declaration of Independence and the American Revolution in general, had a worldwide impact. When did the American Revolution Begin? Let's discuss.
4. Keep a chart of political, social, and economic continuities and changes during the American Revolution. You will use these notes to answer the Big Idea question.
5. Analyze map 6.1 and 6.2
Home Learning:
1. Journal 32 - What impact did republican ideals have on gender roles and expectations during the Revolutionary era?
2. Begin reading Chapter 7
Friday, October 13, 2017
Lesson on Friday, October 13, 2017
Bell Ringer: Review Journal 30 / A: Britain captures NYC in an effort to show Britain's military superiority as well as to seize control of the Hudson River, which would effectively isolate New England colonies from the southern colonies.
Agenda:
1. American Revolution Quiz
Home Learning:
1. Continue reading Chapter 6 / Chapter 6 IDs due on Monday, October 15, 2017
2. Journals 31 - What factors made it difficult for the Continental Congress to create an effective army?
Agenda:
1. American Revolution Quiz
Home Learning:
1. Continue reading Chapter 6 / Chapter 6 IDs due on Monday, October 15, 2017
2. Journals 31 - What factors made it difficult for the Continental Congress to create an effective army?
Thursday, October 12, 2017
Lesson on Thursday, October 12, 2017
Bell Ringer: Review PERIOD 2 (1607-1754)
Agenda:
1. EOC Review Guide, pages 5-6
2. Review Chapter 5 IDs
3. Review PERIOD 3 (1754-1800)
4. Sustained silent reading (Chapter 6)
Home Learning:
Journal 30 - Why was control of New York City Britain's first military objective in the emerging war?
Home Learning: Continue reading Chapter 6 / Chapter 6 IDs due on Monday, October 15, 2017
Agenda:
1. EOC Review Guide, pages 5-6
2. Review Chapter 5 IDs
3. Review PERIOD 3 (1754-1800)
4. Sustained silent reading (Chapter 6)
Home Learning:
Journal 30 - Why was control of New York City Britain's first military objective in the emerging war?
Home Learning: Continue reading Chapter 6 / Chapter 6 IDs due on Monday, October 15, 2017
Lesson on Tuesday, October 10, 2017
Bell Ringer: Review Journal 27 - A: Before 1763 colonists never really paid any attention to Parliament’s “right to lay taxes and duties” in the colonies because the “right to lay internal taxes was never supposed to be in Parliament, as we are not represented there.” By 1770 Franklin recognized that representation was central to the imperial debate because of the succession of internal taxes levied by Parliament.
Agenda:
1. Complete British Action / Colonial Reaction T-Chart.
British: Tea Act of 1773
Colonist React: Boston Tea Party
British: Coercive Acts / Intolerable Acts
Colonial React: Colonists unite due to Committee of Correspondence / Continental Congress / 3rd Boycott of British Goods
British: British raids near Boston; king’s Proclamation for Suppressing Rebellion and Sedition
Colonial Reaction: Armed Resistance / Second Continental Congress / cut off of Colonial exports
British: 1776 Military attacks led by Britain
Colonial Reaction: Paine’s Common Sense / Declaration of Independence
2. Journal 28 - Why did colonists react so strongly against the Tea Act, which imposed a small tax and actually lowered the price of tea?
3. American Voices 5
4. Tip: Who fired the first shots at Lexington and Concord? DBQ Practice: http://umbc.edu/che/tahlessons/lessondisplay.php?lesson=65
5. Journal 29 - How did the violence around Boston in the spring of 1775 affect proceedings in the Second Continental Congress?
Home Learning: Being reading Chapter 6 / Chapter 6 IDs due on Monday, October 15, 2017
Wednesday, October 9 - PSAT EXAMS - no class
Wednesday, October 9 - PSAT EXAMS - no class
Thursday, October 5, 2017
Lesson on Friday, October 6, 2017
Bell Ringer: EOC REVIEW GUIDE pages 5-6
Agenda:
III. Concept Outline packet
1. Review "British Action / Colonial Reaction"
2. Page 161 - Townshend Acts / Because Townshend was unsympathetic to America, he imposed more stringent laws to regulate trade with the colonies, thereby setting off increased conflict between Britain and its colonies.
3. Exam Alert: The 1999 AP USH exam DBQ asked the extent to which colonists had developed a sense of American identity and unity by the start of the Revolution.
4. Analyze Map 5.3 on page 163
5. Discuss Thinking Like a Historian 5 / Review & Grade
6. Why did Americans resent the Proclamation Line of 1763? (page 166)
7. THE BOSTON MASSACRE!
8. Journal 27 - What was Benjamin Franklin's position on colonial representation in 1765, and why had his view changed by 1770?
Home Learning:
1. Chapter 5 ID due on Monday, October 9, 2017
2. The Power of Propaganda: Choose an audience and create your own picture of the Boston Massacre. Be prepared to discuss the impact of the event and the effectiveness of your picture as a propaganda tool.
Agenda:
III. Concept Outline packet
1. Review "British Action / Colonial Reaction"
2. Page 161 - Townshend Acts / Because Townshend was unsympathetic to America, he imposed more stringent laws to regulate trade with the colonies, thereby setting off increased conflict between Britain and its colonies.
3. Exam Alert: The 1999 AP USH exam DBQ asked the extent to which colonists had developed a sense of American identity and unity by the start of the Revolution.
4. Analyze Map 5.3 on page 163
5. Discuss Thinking Like a Historian 5 / Review & Grade
6. Why did Americans resent the Proclamation Line of 1763? (page 166)
7. THE BOSTON MASSACRE!
8. Journal 27 - What was Benjamin Franklin's position on colonial representation in 1765, and why had his view changed by 1770?
Home Learning:
1. Chapter 5 ID due on Monday, October 9, 2017
2. The Power of Propaganda: Choose an audience and create your own picture of the Boston Massacre. Be prepared to discuss the impact of the event and the effectiveness of your picture as a propaganda tool.
Lesson on Thursday, October 5, 2017
Bell Ringer: EOC REVIEW GUIDE PAGE 4
Agenda:
1. Causation T-Chart labeled "British Action / Colonial Reaction"
https://www.thoughtco.com/timeline-events-leading-to-american-revolution-104296
2. Review Journal 23. (What is actual vs virtual representation?)
3. Journal 26 - Why did the Stamp Act arouse so much more resistance than the Sugar Act?
4. Complete Thinking Like a Historian 5
Home Learning: read pages 165-179 / Chapter 5 ID due on Monday, October 9, 2017
Agenda:
1. Causation T-Chart labeled "British Action / Colonial Reaction"
https://www.thoughtco.com/timeline-events-leading-to-american-revolution-104296
2. Review Journal 23. (What is actual vs virtual representation?)
3. Journal 26 - Why did the Stamp Act arouse so much more resistance than the Sugar Act?
4. Complete Thinking Like a Historian 5
Home Learning: read pages 165-179 / Chapter 5 ID due on Monday, October 9, 2017
Tuesday, October 3, 2017
Lesson on Wednesday, October 4, 2017
Bell Ringer: Review Exam / DBQ
Agenda:
1. Learning Objectives by Themes pages 12-19
2. Chapter 5 Review
A. Review chart on page 149 > Women and enslaved Americans challenged white, property-holding men to acknowledge their rights under the nascent democracy. In this climate, movements for religious freedom, gender equality, and emancipation emerged.
B. Periodization (1754-1800) / When was the colonial period?
C. Study this chapter by viewing the video: Philosophy of American Revolution. ucopenaccess.org/mod/resource/view.php?inpopup=true&id=24255
D. This section supports Learning Objective NAT-1.0, which asks students to analyze how concepts of national identity were conveyed in the political institutions and cultural values of this period. What concept of national identity does John Dickinson present here? How dose this compare to Lord Halifax's concept of the colonists as presented in the previous paragraph?
E. Analyze chart on page 153 (questions 1 and 2)
3. Causation: Create a T-Chart, label it "British Action / Colonial Reaction" comparing rationale behind the various acts of Parliament and the American response to them. Using this diagram, identify and compare basic causes and effects and distinguish between short-and long-term causes and effects.
3. Journal 25 - Why did most British and colonial leaders reject the idea that the colonies should be represented in Parliament?
Home Learning: Read pages 157-165/ Thinking Like a Historian 5
Agenda:
1. Learning Objectives by Themes pages 12-19
2. Chapter 5 Review
A. Review chart on page 149 > Women and enslaved Americans challenged white, property-holding men to acknowledge their rights under the nascent democracy. In this climate, movements for religious freedom, gender equality, and emancipation emerged.
B. Periodization (1754-1800) / When was the colonial period?
C. Study this chapter by viewing the video: Philosophy of American Revolution. ucopenaccess.org/mod/resource/view.php?inpopup=true&id=24255
D. This section supports Learning Objective NAT-1.0, which asks students to analyze how concepts of national identity were conveyed in the political institutions and cultural values of this period. What concept of national identity does John Dickinson present here? How dose this compare to Lord Halifax's concept of the colonists as presented in the previous paragraph?
E. Analyze chart on page 153 (questions 1 and 2)
3. Causation: Create a T-Chart, label it "British Action / Colonial Reaction" comparing rationale behind the various acts of Parliament and the American response to them. Using this diagram, identify and compare basic causes and effects and distinguish between short-and long-term causes and effects.
3. Journal 25 - Why did most British and colonial leaders reject the idea that the colonies should be represented in Parliament?
Home Learning: Read pages 157-165/ Thinking Like a Historian 5
Lesson on Tuesday, October 3, 2017
Bell Ringer: Exam review
Began reading the AP USH "Course & Exam Description" up to page 11.
Home Learning: Read Chapter 5 (pages 146-157, stop at "The Dynamics of Rebellion")
Began reading the AP USH "Course & Exam Description" up to page 11.
Home Learning: Read Chapter 5 (pages 146-157, stop at "The Dynamics of Rebellion")
Subscribe to:
Posts (Atom)