Odds and Ends

1. January 9, 2012DO NOW:1. Everyone: Take out your ISN2. Group Leaders: On the notecard, make a list of important historical events in America from 1600-1800CE with your teamHINT: Use your notebook DO NOW

2. Odds and Ends Salsa Verde Cooperative Skill of the Week Homework People who need to stay in

3. Today’s Objectives Content: Create a timeline Create a population growth graph Look at a map Language: Predict what will happen in the United States

4. Important Historical Events from 1600-1800CE

5. First Clue: Timeline Create a timeline with your team with the following events The events in the timeline can help you predict what we will study next

6. Important Historical Events from 1600-1800CE • 1607: First permanent English colony of Jamestown • 1754-1763: French and Indian War • 1763-1775: British govt passes numerous laws restricting the colonies including Proclamation of 1763, Stamp Act, Coercive (Intolerable) Acts, Quartering Acts, Townshend Acts, and Tea Act. • 1776: A group of wealthy colonists write and sign the Declaration of Independence creating a new country known as the United States of America • 1776-1781: Revolutionary War • 1787-1788: Constitution written, signed, and adopted creating the Federal Government of the United States

7. Let’s make a timeline of the events…

8. Second Clue: Graph In teams, make a graph and plot the data points to reveal your next clue HINT: only plot the points that are on the fiftieth and hundredth year – for example 1600, 1650, 1700, and not 1610, 1670, or 1720

9. Population Growth Chart United States 1650-1900

10. Population Growth Chart United States 1650-1900 What does the graph look like? What shape curve?

11. Third Clue: Map In teams, analyze the map Write down 5 things that your team things are important to understand about the map Whatever seems important

12. US Map in 1800

13. What countries claim territory in what is currently the United States? Whose claims are not on this map? Why do you think they are missing?

14. Teams: Putting it together • What does the timeline, graph, and map tell us about the United States? • What can we predict about the future of the United States? • How do you think the United States acquire the land it owns today?

15. ABOVE UNUSED IN 2013

16. March 7, 2013DO NOW:1. Materials Managers: Get History Alive2.Group Leaders: What was the most important thing that you learned from the immigration unit?DO NOW

17. Odds and Ends Salsa Verde Cooperative Skill of the Week Homework Finish out immigration unit

18. Learning Targets Content: I will write the Essential Questions for the unit I will analyze an historical image I will define and interpret the meaning of Manifest Destiny Language: I will discuss the importance of a piece of historical art and how it is demonstrated in the details of the artwork

19. ISN: Unit 3: Westward Expansion Essential Questions • How do nations gain territory? • How did America’s belief in “from sea to shining sea” and Manifest Destiny impact westward expansion? • What did this belief mean for the indigenous population? • Whose belief was this? What motivated their desires to expand westward? • Who gained from these beliefs? Who lost?

20. ISN: Unit 6: Westward Expansion Final Assessment Written responses to the Essential Questions Multiple Choice questions demonstrating understanding territorial expansion

21. Unit Learning Objectives Comprehend and define the concept of Manifest Destiny as it relates to Western Expansion Know the ways the US gained new territories Understand the consequences for Native Americans with regard to policies of Indian Removal Write lyrics to a song that explains Westward Expansion ADVANCED OBJECTIVES: Be able to recognize biases and perspectives of events Be able to provide historical context when creating a historical argument

22. Why is this important? • In order to understand and ease modern day tensions between groups in the United States, it is necessary to understand the history of that relationship. If we want to empower ourselves to assist in creating a more equal, understanding, caring, and just society, understanding the history of how the United States gained territory is essential.

23. Westward Expansion Artwork • What do you see? Make a list • Based on your “what do you see?” list, what do you think is happening? • Give the artwork a title

24. Whatdo you see?

25. What do you think is happening?

26. How are the left and right sides of the picture portrayed?Why do you think they are portrayed differently?

27. 15.1 Introduction – page 197 What does “Manifest Destiny” mean? What does “obvious fate” mean? For what Americans was Manifest Destiny meant?

28. 15.1 Introduction – page 197 • What biases might John O’Sullivan have with regard to his idea of Manifest Destiny? • Who does John O’Sullivan claim intended the continent to be meant for Americans? • What do you think about that? • What problems with O’Sullivan’s claim are there? • What do some call it when a person claims to know God’s plans?

29. Summary: What might happen to some people when other’s believe God wants them to take over all the land (Manifest Destiny)?

30. March 8, 2013DO NOW:1.Everyone: Turn in your homework2. Materials Managers: Get History Alive3. Group Leaders: Lead a discussion: Have everyone explain what Manifest Destiny meansAdvanced Question: Why could Manifest Destiny be dangerous?DO NOW

31. Opening Discussion What does Manifest Destiny mean? Advanced Question: Why could Manifest Destiny be dangerous?

32. Odds and Ends Salsa Verde Cooperative Skill of the Week Homework

33. Today’s Objectives Content: I will review Manifest Destiny I will read about territorial acquisition of the United States I will determine main ideas from the text I will critically think about and discuss language in the text Language: I will summarize how the United States gained territories

34. Ex. The Louisiana Purchase p. 198The Background: • Read first two sections on p. 198 • Why did the United States want New Orleans? • Why did Napoleon want the Louisiana Territory? • Why did that worry American farmers?

35. Ex. The Louisiana Purchase p. 198The Possibilities: ISN: page 104 – Complete choices part

36. Ex. The Louisiana Purchase p. 198The Result: Read “A Noble Bargain” on page 198-199 When/How did the U.S. obtain the Louisiana Territory?

37. Ex. The Louisiana Purchase p. 198The Critical Discussion: Read last section in teams on p. 199 Discuss these questions in teams: If an action is unconstitutional, but really seems to be best for the country, is it okay for the president to do it? Why or why not?

38. Ex. The Louisiana Purchase p. 198The Summary: Summarize how the United States obtained the territory of Louisiana, and why it was an important acquisition.

39. Team Presentations: Create answers in your ISN The Background: Take notes on the background information before the U.S. acquired the territory The Choices/Activity: Go over the possible choices that the United States has – and make your choice The Result: What happened? When/How did the United States acquire the territory? The Critical Discussion: Was power, authority, or both used to acquire the land? Why do you think so? Other questions that would be critical, or question, the decisions of the United States. The Summary: A final question for sum up the information learned from your presentation.

40. Team Presentations: Preparing for presentations The team will teach the rest of the class the section they read You will use your notes and the document camera You will read the sections with the class You will give them the 3 choices for what they think the United States should do You will lead a discussion around the question of power and authority

41. Team Presentations: You will one one day to complete the work for your presentation

42. March 12, 2013DO NOW:1.Everyone: Turn in your homework2. Materials Managers: Get History Alive3. Group Leaders: Lead a discussion: Is TCAP important? Why or why not?DO NOW

43. Odds and Ends Salsa Verde Cooperative Skill of the Week Homework

44. Today’s Objectives Content: I will read about territorial acquisition of the United States I will determine main ideas from the text I will critically think about and discuss language in the text Language: I will summarize how the United States gained territories

45. Team Presentations: Create answers in your ISN The Background: Take notes on the background information before the U.S. acquired the territory The Choices/Activity: Go over the possible choices that the United States has – and make your choice The Result: What happened? When/How did the United States acquire the territory? The Critical Discussion: Was power, authority, or both used to acquire the land? Why do you think so? Other questions that would be critical, or question, the decisions of the United States. The Summary: A final question for sum up the information learned from your presentation.

46. Team Presentations: Preparing for presentations The team will teach the rest of the class the section they read You will use your notes and the document camera You will read the sections with the class You will give them the 3 choices for what they think the United States should do You will lead a discussion around the question of power and authority

47. Team Presentations: You will one one day to complete the work for your presentation

48. March 15, 2013DO NOW:1. Materials Managers: Get History Alive2. Everyone: Take out your notebooks2. Group Leaders: Get your teams ready to present their sectionDO NOW

49. Odds and Ends Salsa Verde Cooperative Skill of the Week Homework

50. Today’s Objectives Content: I will read and take notes about territorial acquisition of the United States I will critically think about a text I will present information for the rest of the class Language: I will discuss language used in the text with regard to land acquisition