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US History Unit 2

 Date Objective Activities Homework
 10/15 Students will analyze the impact of ideas and individual actions on social, political, economical, technological, and religious institutions in American History.
  1. Introduction: Entry 18: As Americans, how do we make out government accountable?
  2. Chapter 3 and 4 Test
  3. 2.5 Notes
  4. Shays's Rebellion Primary Document Review and Discussion (Document Link)
  5. Shays's Rebellion Document Questions (Collected for a grade)
  6. Closure
 None
 10/19 Students will analyze the impact of ideas and individual actions on social, political, economical, technological, and religious institutions in American History.
  1. Introduction: Entry 19: How can the rights of all people be protected?
  2. 2.5 Notes
  3. Shays's Rebellion Primary Document Review and Discussion (Document Link)
  4. Shays's Rebellion Document Questions (Collected for a grade)
  5. Ratification Review Video: Youtube Link
  6. Federalist Papers #10 Summary: Read and discuss
 Complete the Document Questions for Shays's Rebellion Documents
 10/21 Students will analyze the decisions made by the early federal government and identify how those decisions are reflected in the modern federal government and the two-party system.
  1.  Introduction: Entry 20: How can a government win the trust of its people?
  2. Chapter 5 Completion: Primary Source Review Students will complete the four questions about the second document.
  3. 2.6 Notes
  4. NHD Time: Resource Check October 28/29 
  5. Closure
 Complete the Primary Source Review Questions if not completed in class.
 10/23 Students will analyze the decisions made by the early federal government, including decisions made by John Jay, Thomas Jefferson, George Washington, and John Adams, and identify the impact of those decisions.
  1. Introduction: Entry 21: Wha should the government consider when offering citizenship?
  2. 2.6 Notes (Section 2)
  3. Page 196 #4
  4. Closure
 END OF QUARTER 1: Complete any missing assignments and turn them in Monday morning!
 10/27 Students will analyze and explain the decisions made by the early federal government and their application to today by identifying the significance of early attempts at resisting federal laws.

PBL Day - No Class - Entry 22 and Notes to be done next class
  1. Introduction: Entry 22: Compare and Contrast Shays' Rebellion and the Whiskey Rebellion; Identify the significance of the Whiskey Rebellion.
  2. 2.6 Notes
  3. Closure
 None
 10/29 Students will be able to analyze and explain the decisions made by the early federal government by identifying the significance of early attempts at resisting federal laws.

Review Notes and complete Entry 22 from previous class
  1. Class Introduction: Today we will be discussing the War of 1812 and the events and actions that potentially caused the start of the war.
  2. 2.6 Notes (Section 4): The War of 1812
  3. Entry 23: What caused the War of 1812?
  4. Students will complete two questions from the textbook: Page 205 #5, Page 208 #7.
 None
 11/5 Students will be able explain how the treatments of free African Americans differed in the North and the South in the nineteenth century.
  1. Introduction: Entry 24: What might happen if some states enforce laws while others do not?
  2. 2.7 Notes: Regional Economies Create Differences: Review the notes and using questioning skills to help students develop connections.
  3. How Free Were Free Blacks in the North? DBQ: Students will begin working on this DBQ by completing the Hook Assignment, reading the Background Essay, and completing the Background Essay Questions.
 None
 11/9 Students will be able to examine primary documents about the treatment of free blacks in the United States to analyze the concept of slavery and specific components that characterize freedom.
  1. Introduction: Entry 25: What does it mean to be a nation? (Students will respond by writing a response in their notebooks.)
  2. 2.7 Notes: Section 2: Nationalism at Center Stage.
  3. How Free Were Free Blacks in the North? DBQ: Students will continue working on this DBQ by rereading the Background Essay, reviewing the timeline, and completing the pre-bucketing exercise. Students will then review the provided documents (A-D) and answer the guiding questions specific to each document.
    • ​Introduce the background essay again and reread the selection
    • Review pre-bucketing, and instruct students on completing the prebucketing as a class.
    • Review the DBQ documents and have students complete the guiding questions.
    • Have students begin working on the outline if time permits.
 Complete any sections of the DBQ not completed in class today.
 11/12 Students will be able to examine primary documents about the treatment of free blacks in the United States to analyze the concept of slavery and specific components that characterize freedom.
  1. Introduction: Students will develop groups to review the documents.
  2. How Free Were Free Blacks in the North? DBQ: Students will continue working on this DBQ by reviewing all primary documents and completing the attached guiding questions.
    • Students will be working in small groups of 3-4 students to discuss and complete the guiding questions for each document.
    • Students will be provided a copy of the outline and will have time to complete some of the outline in class.
 Complete the DBQ outline using the DBQ Documents
 11/16 Students will be able to examine primary documents about the treatment of free blacks in the United States to analyze the concept of slavery and specific components that characterize freedom.
  1. Introduction: Entry 26: Describe the Missouri Compromise and identify how it would create a regional divide in the United States? // Entry 27: Describe the arguments for and against the Indian Removal Act of 1830?
  2. 2.7 Notes
  3. How Free Were Free Blacks in the North? DBQ: Students will continue working on this DBQ by reviewing all primary documents and completing the DBQ Outline.
    • Students will begin writing their essays and submit the essays into turnitin.com by midnight, 11/16/15.
 DBQ Essay, turn in on turnitin.com by midnight.
 11/18 Students will be able to examine primary documents about the treatment of free blacks in the United States to analyze the concept of slavery and specific components that characterize freedom.
  1. Introduction: Entry 28: Identify and describe how religion impacts social movements in the United States.
  2. 2.8 Notes
  3. How Free Were Free Blacks in the North? DBQ: Students will continue working on this DBQ by reviewing all primary documents and completing the DBQ Outline.
    • Students will complete their typed essays and submit their assignment to turnitin.com by midnight, 11/18/15.
 Complete and submit the DBQ Essay by Midnight tonight. Submit the essay on turnitin.com
 11/20 Students will be able to examine primary documents about the treatment of free blacks in the United States to analyze the concept of slavery and specific components that characterize freedom.
  1. Introduction: Entry 29: How does the existence of American slavery leading up to emancipation affect the American character in the modern era?
  2. The Story of US: Erie Canal to the Civil War: As students watch this episode, they will create a timeline of ten facts.
  3. 2.8 Notes: students will review the final section notes from Chapter 8.
  4. NHD Reminders: remind students of the upcoming resource check (November 19/20)
  5. Students may work on NHD until the end of the period
  6. Closure
 None