Emerging Conflicts

1. Emerging Conflicts US History September 23 & 24

2. Emerging Conflicts • Objective: • Students will be able to explore the emerging conflicts in the colonies by analyzing data and interpreting it through a personal dictionary. • Essential Question: • Did Great Britain lose more than it gained from its victory in the French and Indian War? • Standard: 1.3 – Students will summarize the American Revolution and post-revolutionary outcomes as they apply to the 20th century by utilizing one of the big 11 social studies skills

3. Warm-up: Bellringer • Look on PAGE 105 in Textbook. • Look up Albany Plan of Union • Bellringer: • 1. What was the Albany Congress / council? • 2. Which famous delegate, representing the colony of Pennsylvania, sought to unite the colonies under British rule? • 3. Describe the cartoon he used to promote his idea of union.

4. 1754 – 1763 • French and Indian War • Back: British & French at war against French & Indian allies over possession of Eastern North America (territory). William Pitt Back: Prime Minister of Britain. Raised taxes and borrowed money to fund the war. Sent soldiers to Canada and attacked French colonies in Asia  Seven Years War. Proclamation of 1763 Back: Pontiac’s Rebellion – Destroyed British Forts. Angry over lack of trade. Britain closed all lands west of Appalachian Mts. All land  British. Treaty of Paris Back: Britain, France, and Spain signed a treaty in Paris, France; ending the F&I War & Seven Years War in Europe. Britain: Canada and lands East of Mississippi River. Spain: New Orleans (French) Battle of Quebec Back: British invade New France in Canada. Lay siege – An enemy force is surrounded, trapped, and starved in surrendering. Heavy loss to the French

5. Colonial Reactions Describe the consequences of each reaction under the tabs. British Actions Describe the importance and / or purpose of each action under the tabs Example: Protest • Turn to PAGE 113 in the textbook. • Summarize British Actions & Colonial Reactions. • Provide a sketch for one action and one reaction. • Sugar Act • Stamp Act • Quartering Act • Townshend Act Example Boycott • Tea Act • Intolerable Acts Example: Boston Tea Party

9. Closure: Section 1 Assessmentpage 108 in textbook • 1. Turn to page 108 in the textbook. • 2. Examine questions #1 through #5. • 3. Answer questions #1 through #5. • 4. Use pages 104-108 to answer the questions.

10. Homework / Extra Credit • Acknowledgement of Course Expectations. • This was due September 25, 2015.

11. Exit Slip / Ticket out of the Door

12. Chapter 2 & 3 Exam U.S. History September 29 / 30, 2014

13. Lesson Title:Chapter 2 & 3 Exam • Objective: Students will be able to review knowledge learned through formal assessment. • Purpose: To assess student’s skills and to examine my (the teacher’s) teaching ability. • Standard: 1.2 - Students will compare lifestyles in the New England, Middle, and Southern Colonies according to race, class, and gender by utilizing one of the big 11 social studies skills. • Historical Thinking Skill: • Evaluation & Synthesis. • Cause & Consequence. • Analysis & Interpretation.

14. Warm-up: CNN Student NewsTime Limit: 10 Minutes • Write down facts as you watch the video. • 1 point = 1 correctly written fact. • I need to see at least (a minimum of) 5 facts. • More facts may earn additional extra-credit points. • Example: • The Sky = This is NOT a fact. • The Sky is Blue = This IS a fact.

15. Homework / Extra Credit • Acknowledgement of Course Expectations. • This was due September 26, 2014. • Late: 25 Points • Extra Credit Opportunity: • Bring in 1 new & unopened tissue box to receive 5 points of extra credit. • You can only bring in 1 (one) tissue box PER QUARTER!