Ap us history first six weeks lesson plans
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FIRST SIX WEEKS LESSON PLANS MCGAHEY & DOCKUM 2013-2014 August 26 Essential Understanding: Columbus Day is celebrated in the US on the second Monday of October every year, and is celebrated in many Latin American countries as well. Based on the evidence available, what should Columbus’ modern legacy be and how should North and South American countries recognize this explorer? Activities: Group work to discuss three sources regarding Columbus’ landing in the New World. Class Discussion: APPARTS strategy, advances in technology that make exploration possible. HW: August 27 Please bring a signed copy of the syllabus (signature page only) ALONG WITH CHAPTERS 1-3 OR YOUR READING GUIDES!! Essential Understanding: Class Discussion: Activities: HW: August 28 Chapter 1-2 Quiz Essential Understanding: In what ways did the British, French, and Spanish colonists differ in their response to American Indians? Activities: Students will brainstorm the motives and technology that permitted exploration and colonization Class Discussion: Chapter 2 , include PERMITS in the discussion HW: Begin working on Chapter 3 discussion questions and reading “Serving Time in Virginia.” August 29 Essential Understanding :To what extent did the geography of the colonies affect the economic, political and social structure of the 13 colonies? Activities: Group map activity and presentations In assigned groups, students will be given a regional map and will discuss the resources, geography and effect of the land on the colonists. Once each group has organized their ideas each region will be presented in class. HW: Read “Serving Time in Virginia” and bring this to class with you on Friday, along with your answers to the discussion questions. Complete Chapter 3 discussion questions. August 30 (Pep Rally schedule) Chapter 3 Quiz Essential Understanding: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? (1993 DBQ) Activities: In groups of 4 students will read and analyze the people of the New England and Chesapeake regions to compare and contrast who settled, why they settled and the structure of the region. We will be discussing the VA article, so please bring it to class with you. Created a profile of the typical Chesapeake person Class Discussion: New England v Chesapeake settlements HW: Read “Model of Christian Charity” and answer the accompanying questions. September 4 Essential Understanding: Puritans under John Winthrop’s leadership were a likely group to take the risk of colonizing the New World. What about their society and teaching made this true? Class Discussion: The Puritans and “City On A Hill” Activities: Discuss “City On A Hill” and Puritan Sayings with discussion questions. HW: Complete chapter 4 discussion questions. September 4 Quiz chapter 4 Essential Understanding: To what extent did the Puritan dissenters and the Halfway Covenant lead to the religious revival known as the Great Awakening in the 1730’s? Class Discussion: Dissenters in New England colonies, Salem Witch Trials Activities: Notes on Anne Hutchison, Roger Williams & Discuss Halfway Covenant HW: Work ahead on Ch 5 discussion questions for Sept 7. September 5 Essential Understanding: To what extent were ideas of individual freedom and representative government established in colonial society before the American Revolution? Class Discussion: Notes over types of colonies, types of governments in colonies, House of Burgesses, Popular sovereignty Activities: Students read Magna Carta (excerpt) and English Bill of Rights (excerpt) to identify sources of due process, rule of law, etc. HW: Complete Chapter 5 Discussion Questions. September 6 Quiz chapter 5 Essential Understanding: How did the US try to form a truly national economic policy? Class Discussion: Introduce the principles of Adam Smith and the Free Market Economy and how those ideas led to regional differences, a national economy and eventually revolution. Activities: In groups of 4, students will have an economic principle to discuss and present to the class. September 9 Essential Understanding: To what extent did religious beliefs determine the character of the 13 colonies? Class Discussion: Notes on Great Awakening, Jonathan Edwards, George Whitefield. Activities: Create graphic illustrations of the Great Awakening. Church bulletin – message and image on front, causes of, effects of and significance on inside HW: Begin reviewing for the test, Chapters 1-5 on September 13. Begin working on Bacon’s Rebellion Debate assignment. (roles in debate will be assigned today) September 10 Essential Understanding: What aspects of the colonial system led to “Bacon’s Rebellion” and what major changes came about due to the rebellion? Class Discussion: The causes and effects of Bacon’s Rebellion Activities: Students will research the various groups involved in Bacon’s Rebellion to understand the conflict and its outcome. HW: Continue to study for the first exam covering Chapters 1-5! September 11 Essential Understanding: Test Review Class Discussion: Test Review Activities: Test Review and procedures HW: Review for Test Chapters 1-5 September 12 Test Chapters 1-5 (35 minutes) September 13(Pep Rally schedule) Test Corrections (30 minutes). All students will do test corrections – please bring your book and your notes. September 17 Assign roles for American Revolution Debate on September 25 Essential Understanding: What ways did ideas and values held by Puritans influence the political, economic and social development of the New England colonies from 1630-1660’s? (2010 DBQ) Class Discussion: How to write an APUSH thesis statement Activities: Write a thesis statement to the prompt above. HW: Chapter 6 study questions. September 18 Essential Understanding: In what way did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies? Class Discussion: The causes of the French and Indian War (Seven Years’ War) Activities: Students will work in groups to analyze the documents from the above prompt and will utilize the APPARTS strategy. HW: Begin working on Chapter 7 study questions and preparing for the American Revolution debate September 19 Chapter 6 Quiz! Essential Understanding: In what way did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies? Class Discussion: The effects of the French and Indian War (Seven Years’ War) Activities: Students will work in groups to analyze the documents from the above prompt and will utilize the APPARTS strategy. HW: Continue working on research and resume for debate! September 20 Essential Understanding: Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonials’ resistance to British rule and their commitment to republican values. (2009 FRQ #1) Class Discussion: The Events that led to the American Revolution and the colonial response. Activities: Students will be assigned a specific event to research and present to the class. We will also be analyzing portraits and political cartoons of the time period. HW: Begin working on chapter 8 questions. How’s your debate research coming along? September 21 Chapter 7 Quiz Essential Understanding: Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonials’ resistance to British rule and their commitment to republican values. (2009 FRQ #1) Class Discussion: The Events that led to the American Revolution and the colonial response. Activities: Students will be assigned a specific event to research and present to the class. We will also be analyzing portraits and political cartoons of the timer period. HW: Continue working on Chapter 8 study questions. And the debate????.... September 24 Chapter 8 Quiz Essential Understanding: Evaluate the importance of Thomas Paine’s Common Sense and Thomas Jefferson’s Declaration of Independence on the American Revolution Class Discussion: Common Sense and the Declaration of Independence Activities: Common Sense and the Declaration of Independence HW: Have your debate role, resume and references ready for Monday’s debate September 25 Essential Understanding: Should the colonies declare their independence and separate from England? Activities: American Revolution DEBATE!!! September 26 Activities: Chapters 6-8 Test HW: September 27 Activities: Test corrections for chapters 6-8 September 28 (Pep Rally Schedule!) Essential Understanding: Students will analyze the problems with the Articles of Confederation and explain the weaknesses of the government instituted by the Articles. Class Discussion: Articles of Confederation Activities: Congressional voting under the Articles of Confederation HW: Chapter 9 study questions. October 1 Quiz chapter 9 Essential Understanding: Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. Class Discussion: Positive and negative contributions of the Articles of Confederation Activities: Write a thesis for the 2003 FRQ, reading excerpts from the Articles of Confederation and a summary of Shay’s Rebellion HW: Begin working on chapter 10 Study questions, Quiz on Thursday October 2 Essential Understanding: Students will differentiate between the Virginia and New Jersey Plan and describe why compromise was essential in drafting the new US Constitution. Class Discussion: New Jersey and Virginia Plans Activities: Groups will suggest representation in the legislature and structure of Executive and Judicial branches of the US Constitution. HW: Continue working on chapter 10 Study Questions, Quiz is Thursday!!! October 3 Essential Understanding: Analyze the reasons for the Anti-Federalists’ opposition to ratifying the Constitution. Class Discussion: Federalists v. Anti-Federalists Activities: Students will read articles from the Federalists and Anti-Federalists to gain an understanding of the importance of the Bill of Rights. HW: Finish Chapter 10 Study Questions October 4 Chapter 10 Quiz Essential Understanding: Settlers in the 18th century American backcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and significance of the following two: Shay’s Rebellion, Whiskey Rebellion Class Discussion: Causes of the Whiskey Rebellion and the Two-Party System Activities: Students will practice the introductory paragraph for the APUSH exam. October 5 (Pep Rally Day!) Essential Understanding: Analyze the effectiveness of President John Adams Class Discussion: Jay’s Treaty, XYZ Affair, Alien and Sedition Acts and VA and KY Resolutions Activities: Students will write a paragraph for the Alien and Sedition Acts DBQ. HW: Complete chapter 11 study questions for Tuesday (No School Monday!) Directory: cms -> lib4 -> TX01000829 -> Centricity -> Domain -> 826 826 -> Maximum Possible Points: 7 Thesis: 0-1 point 826 -> Chapter 9 – The Confederation & the Constitution rg b 826 -> 2013 Founding Brothers 826 -> Important Documents in American History Magna Carta (1215) 826 -> The Constitution – Balancing Competing Interests Download 23.22 Kb. Share with your friends:
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