In Social Studies Recommendation

Total Page:16

File Type:pdf, Size:1020Kb

In Social Studies Recommendation 21st Century Social Studies 9th Grade Orientation …not your parent’s Social St u d i e s Steven Maher, Social Studies Supervisor 21st Century Social Studies Social Studies Curriculum Sequence US History and World Studies Electives Course Levels What you can do to help your child What Social Studies was for us Memorization “Learning” = Remembering Repeating Accessing “Learning” Interpreting =Manipulating Communicating Social Studies Core Curriculum Sequence US US World Studies History I History II 9th Grade 10th Grade 11th Grade • Concepts US History I • Concepts US History II • Concepts World Studies • US History I • US History II • World Studies • Honors US History I • AP US History II • AP World History England’s Colonial Experiments: The 17th Century The American Revolution: Democracy in Distress: The Violence of P Jamestown “No Taxation without Representation” Judiciary Act of 1789 Virginia House of Burgesses John Locke/Two Treatises of Government Hamilton’s economic plan Sir George Calvert Proclamation of 1763 Hamilton vs. Jefferson Lord Baltimore George Grenville Citizen Genet Affair Act Concerning Religion 1649 Revenue Act of 1764 Jay’s Treaty John Winthrop/ “City on a Hill” Stamp Act Battle of Fallen Timbers Mayflower Compact Stamp Act Congress Pinckney’s Treaty Roger Williams Sons of Liberty Political clubs Anne Hutchinson British Reaction/The Declaratory Act Whiskey Rebellion Thomas Hooker Townshend Duties Washington’s Farewell Address Fundamental Orders of Connecticut 1639 Boston Massacre XYZ Affair Quakers Committees of Correspondence Alien & Sedition Acts William Penn’s “Holy Experiment” Boston Tea Party Virginia & Kentucky Resolutions Putting Down Roots: Families in the Atlantic Empire First Continental Congress Election of 1800 Halfway Covenant Second Continental Congress Jeffersonian Ascendancy: Theory and Prac The New England Primer Declaration of Independence Government Anthony Johnson Thomas Paine: Common Sense/The Crisis Tecumseh & the Prophet Stono Rebellion Tories Samuel Slater Mercantilism Lexington and Concord Louisiana Purchase Navigation Acts (include Staple Act here) Bunker Hill Lewis and Clark Expedition Bacon's Rebellion Saratoga Marbury v. Madison/midnight judges Cotton Mather Yorktown Fletcher v. Peck Increase Mather Treaty of Paris, 1783 The Burr Trial Salem Witch Trials The Republican Experiment Orders in Council & the Chesapeake A Dominion of New England (Andros) Society of Cincinnati Embargo Act (1807), Non-Intercourse A Leisler's Rebellion Benjamin Banneker & Phillis Wheatley Macon’s Bill No. 2 (1810) Coode’s Rebellion Richard Allen War Hawks Frontiers of Empire: 18th Century America Abigail Adams Hartford Convention Scotch-Irish Immigrants Land Ordinance of 1785 Treaty of Ghent (1814) "Pennsylvania Dutch" Northwest Ordinance of 1787 Nation Building and Nationalism “Middle Ground” Nationalist Critique Adams-Onis Treaty The American "Enlightenment" Newburgh Conspiracy James F. Cooper, Leatherstocking Tale Benjamin Franklin Jay-Gardoqui Treaty Clermont White Pines/Sugar Act/Hat, Felt and Iron Acts Annapolis Convention National Road 1st Great Awakening Shays’ Rebellion Erie Canal Jonathan Edwards and George Whitefield Philadelphia Convention Putting Out System Vi i i Pl L ll M h tt Social Studies Resources Social Studies Learning Environments Social Studies Learning Environments US History I and US History II Essential Skills •Analysis of Primary Documents • Analysis of Secondary Documents • Content Understanding • Proving a Thesis in Writing • Proving a Thesis with Presentation Authentic Assessment Portfolio Evidence Reflection Rubric 21% 1st Quarter 21% 2nd Quarter Authentic Final 21% 3rd Quarter Assessment Final Course Exam 8% Grade 21% 4th Quarter 8% 16% Final Assessment Grade World Studies - Units of Study World Studies • Essential Questions as lenses • What is the best way to Government organize society? • How does culture best Culture meet the needs of people? A Half • What is the best way to Economics create and distribute Century of resources? • How does technology Crisis Technology affect societies? • How do societies interact Environment with their environment? Social Studies Electives 11th & 12th • AP European History Grade • AP Psychology • AP Government and Politics • International Relations • Sociology • Psychology • African American Studies • Middle Eastern Studies • Holocaust & Genocide Studies Course Levels Teacher in Social Studies Recommendation • Concepts Concepts classes are designed for students who need to dedicate more time to strengthening their reading, writing, and social studies skills. • College Prep • Advanced Placement 5 2008 AP Exam Performance 4 National Pass Rate 53% 3 CHS Pass Rate 93% 2 1 Social Studies Core Curriculum Sequence US US World Studies History I History II 9th Grade 10th Grade 11th Grade • Concepts US History I • Concepts US History II • Concepts World Studies • US History I • US History II • World Studies • Honors US History I • AP US History II • AP World History What to do to help your child Talk Ask “How do you know that?” What to do to help your child 21st Century Social Studies 9th Grade Orientation Thank You! Steven Maher, Social Studies Supervisor.
Recommended publications
  • Unit 2 Guide
    AP US History Unit 2 Study Guide “Salutary Neglect” Enlightenment terms to remember Balance of trade Philosophes Mercantilism John Locke Tariffs Tabula rasa Navigation Acts Social Contract Natural Rights Montesquieu Benjamin Franklin French and Indian War Ft. Duquesne Relative advantages (Brit./France) Gov. Dinwiddie The Great Expulsion (1755-63) George Washington William Pitt, Sr. The Brave Old Hendrick Battle of the Plains of Abraham Albany Plan for Union Treaty of Paris, 1763 Pontiac´s Rebellion Discontent Proclamation Line of 1763 John Dickinson Letters from a Pennsylvania Farmer East Florida, West Florida, Quebec Boston Massacre Sugar Act (1764) Samuel Adams Admiralty courts John Adams Virtual representation Gaspee incident (1772) Stamp Act (1765) Committees of Correspondence Stamp Act Congress Tea Act of 1773 Patrick Henry British East India Co. "Sons of Liberty" Boston Tea Party Quartering Act Quebec Act, 1774 Declaratory Act Coercive (Intolerable) Acts Townshend Duties (1767) First Continental Congress Massachusetts General Court’s Circular Letter (1768) War of Independence Lexington and Concord Battle of Saratoga Second Continental Congress Alliance of 1778 General Washington Netherlands and Spain Olive Branch Petition Valley Forge Battle of Bunker Hill Privateers and the “Law of the Sea” Three-phases of the war League of Armed Neutrality, 1780 Thomas Paine’s Common Sense John Paul Jones Declaration of Independence Yorktown Thomas Jefferson Newburgh Conspiracy Loyalists Sir George Rodney, Battle of Saints, 1782 Hudson Valley Campaign
    [Show full text]
  • Continental Congress
    Acts What they did . Writs of Assistance allowed customs (British) officers to search any location for smuggled goods (especially ships) . Stamp Act taxed all printed material; newspapers, pamphlets, playing cards, and wills (Colonists rioted and boycotted British goods, smuggling) “ No taxation without Representation” British Acts Acts What they did Townshend Acts Tax on glass, tea, paper, lead (imported goods) Boycott of British Goods – Nonimportation Agreement Tea Act Law that let British East India Company bypass merchants to sell directly to colonists (Britain had excess tea that was not being purchased and they needed to get rid of it) Quartering Act Housing British troops http://images.metmuseum.org/CRDImages/dp/original/DP827936.jpg Boston Massacre • Redcoats set up camp in Boston to support the tax collectors who were being threatened by colonists • Redcoats acted rudely and violently • They were poor so they often stole from colonists • March 5, 1770 • Bostonians and Redcoats argue • Bostonians moved through the streets to the Customs House • British soldiers panic • A shot is fired • 5 Bostonians lay dead • Soldiers were arrested and tried for murder. • John Adams was the lawyer who defended them Boston Tea Party Because of the tea act, East India Company’s tea was cheaper than any other tea. The colonists again boycotted British goods to show their dislike of British tea control. Boston Tea Party Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. Boston Tea Party In Boston Harbor in December 1773, the royal governor ordered the tea unloaded.
    [Show full text]
  • Causes of the American Revolution
    CAUSES OF THE AMERICAN REVOLUTION Copyright © 2017 Edmentum - All rights reserved. Generation Date: 10/12/2017 Generated By: Doug Frierson 1. What was the name of the treaty signed in 1763 which officially ended the French and Indian War? A. Treaty of Ghent B. Treaty of Niagara C. Treaty of Paris D. Treaty of Versailles 2. Which of the following was the main reason that American colonists opposed the Stamp Act of 1765? A. The act was taxation without representation. B. The tax was not imposed on the wealthy. C. The act was passed by the king, not Parliament. D. The tax was a large amount of money. 3. The Proclamation of 1763 was established to prevent any settlers from moving _______ of the Appalachian Mountains. A. north B. east C. west D. south 4. The First Continental Congress met in Philadelphia on September 5, 1774. In an attempt to get the best representation of a united colony, how did the Congress allocate votes between the colonies? A. The number of votes for each colony was based on its population. B. The Congress had no authority; therefore, there were no votes necessary. C. Each of the 13 colonies got one vote. D. Each of the colonies got two votes. 5. The Proclamation of 1763 was established following which of these wars? A. War of 1812 B. Spanish-American War C. Revolutionary War D. French and Indian War 6. Which American colonist was the lawyer who defended the soldiers involved in the Boston Massacre? A. James Madison B. George Washington C.
    [Show full text]
  • The Stamp Act and Methods of Protest
    Page 33 Chapter 8 The Stamp Act and Methods of Protest espite the many arguments made against it, the Stamp Act was passed and scheduled to be enforced on November 1, 1765. The colonists found ever more vigorous and violent ways to D protest the Act. In Virginia, a tall backwoods lawyer, Patrick Henry, made a fiery speech and pushed five resolutions through the Virginia Assembly. In Boston, an angry mob inspired by Sam Adams and the Sons of Liberty destroyed property belonging to a man rumored to be a Stamp agent and to Lt. Governor Thomas Hutchinson. In New York, delegates from nine colonies, sitting as the Stamp Act Congress, petitioned the King and Parliament for repeal. In Philadelphia, New York, and other seaport towns, merchants pledged not to buy or sell British goods until the hated stamp tax was repealed. This storm of resistance and protest eventually had the desired effect. Stamp sgents hastily resigned their Commissions and not a single stamp was ever sold in the colonies. Meanwhile, British merchants petitioned Parliament to repeal the Stamp Act. In 1766, the law was repealed but replaced with the Declaratory Act, which stated that Parliament had the right to make laws binding on the colonies "in all cases whatsoever." The methods used to protest the Stamp Act raised issues concerning the use of illegal and violent protest, which are considered in this chapter. May: Patrick Henry and the Virginia Resolutions Patrick Henry had been a member of Virginia's House of Burgess (Assembly) for exactly nine days as the May session was drawing to a close.
    [Show full text]
  • The Sons and Daughters of Liberty Questions
    Name Date The Sons and Daughters of Liberty By Cindy Grigg Caption: A depiction of the tarring and feathering of Commissioner of Customs John Malcolm, a Loyalist, by five Patriots on 5 January 1774 under the Liberty Tree in Boston, Massachusetts. Tea is also being poured into Malcolm's mouth. The print shows the Boston Tea Party occurring in the background, though that incident had in fact taken place four weeks earlier. Note the noose in the tree and the Stamp Act posted upside-down. After Britain began taxing the colonies in 1765, the colonists were angry. They had no representatives in the British Parliament. In Boston, there were public demonstrations. People flooded the streets to protest what they felt were unfair taxes. Angry mobs went to the home of the king's agent who was supposed to collect taxes in the colony. Colonists who fought the tax called themselves the "Sons of Liberty." The name came from a speech made by a member of Parliament. He also opposed the tax. Some of the Sons were common laborers. Some were merchants. Some were lawyers. Some were artists. Some were doctors. Some were newspaper publishers and writers. All of them were Patriots. They supported political freedom in the colonies. These men often held public protests against British taxes and laws. They rallied around "Liberty Trees", "Liberty Poles", or other public meeting places. In Boston, two prominent leaders were Paul Revere and Samuel Adams. In 1773, the tax on tea led the Sons of Liberty to make a public statement. "It is essential to the freedom and security of a free people that no taxes be imposed on them but by their own consent or that of their representatives." They declared that as long as tea was taxed, anyone who brought tea into the colony "shall be deemed an enemy to the liberties of America." The Sons of Liberty planned and carried out the Boston Tea Party in December 1773.
    [Show full text]
  • Sons of Liberty Patriots Or Terrorists
    The Sons of Liberty : Patriots? OR Common ? Core Terrorists focused! http://www.teacherspayteachers.com/Store/Mr-Educator-A-Social-Studies-Professional Instructions: 1.) This activity can be implemented in a variety of ways. I have done this as a class debate and it works very, very well. However, I mostly complete this activity as three separate nightly homework assignments, or as three in-class assignments, followed by an in-class Socratic Seminar. The only reason I do this is because I will do the Patriots v. Loyalists: A Common Core Class Debate (located here: http://www.teacherspayteachers.com/ Product/Patriots-vs-Loyalists-A-Common-Core-Class-Debate-874989) and I don’t want to do two debates back-to-back. 2.) Students should already be familiar with the Sons of Liberty. If they aren’t, you may need to establish the background knowledge of what this group is and all about. 3.) I will discuss the questions as a class that are on the first page of the “Day 1” reading. Have classes discuss what makes someone a patriot and a terrorist. Talk about how they define these words? Can one be one without being the other? How? Talk about what both sides are after. What are the goals of terrorists? Why are they doing it? It is also helpful to bring in some outside quotes of notorious terrorists, such as Bin Laden, to show that they are too fighting for what they believe to be a just, noble cause. 4.) For homework - or as an in-class activity - assign the Day 1 reading.
    [Show full text]
  • Chronology of the American Revolution
    INTRODUCTION One of the missions of The Friends of Valley Forge Park is the promotion of our historical heritage so that the spirit of what took place over two hundred years ago continues to inspire both current and future generations of all people. It is with great pleasure and satisfaction that we are able to offer to the public this chronology of events of The American Revolution. While a simple listing of facts, it is the hope that it will instill in some the desire to dig a little deeper into the fascinating stories underlying the events presented. The following pages were compiled over a three year period with text taken from many sources, including the internet, reference books, tapes and many other available resources. A bibliography of source material is listed at the end of the book. This publication is the result of the dedication, time and effort of Mr. Frank Resavy, a long time volunteer at Valley Forge National Historical Park and a member of The Friends of Valley Forge Park. As with most efforts of this magnitude, a little help from friends is invaluable. Frank and The Friends are enormously grateful for the generous support that he received from the staff and volunteers at Valley Forge National Park as well as the education committee of The Friends of Valley Forge Park. Don R Naimoli Chairman The Friends of Valley Forge Park ************** The Friends of Valley Forge Park, through and with its members, seeks to: Preserve…the past Conserve…for the future Enjoy…today Please join with us and help share in the stewardship of Valley Forge National Park.
    [Show full text]
  • Sons of Liberty, 1765
    Sons of Liberty, 1765 Case Western Reserve University Model United Nations Spring Conference 2020 CWRUMUN•CCWA Spring Conference 2020 FROM YOUR CRISIS DIRECTOR Dear Delegates, My name is Sydney Olney, and it is with distinct pleasure that I welcome you to the Sons of Liberty, 1765 Crisis Committee! Sons of Liberty, 1765 is based on the activity of various chapters of the revolutionary organization, most notably, the Boston and New York groups. This committee will provide delegates with the unique opportunity to exercise their knowledge of revolutionary history in a fast-paced, dynamic, and contemporary setting. As delegates of Sons of Liberty, 1765, you will fight for representation, utilize the power of the mob, and influence the trajectory of the American colonies towards (or away from) revolution. The fate of your countrymen is in your hands! I anticipate that many of you will be completely new to crisis—that is okay. We will reward research, hard work, and initiative. An involved and inexperienced delegate will have more impact on committee than a disengaged veteran. The committee will also look favorably on well- rounded delegates who are able to balance speaking time, directives, and crisis notes. As such, try your best not to neglect one part of your role for another, as every aspect of delegate performance will be considered when determining awards. My utmost hope for our two days together is that all of you will be able to learn and grow as delegates. I didn’t start Model United Nations, until college, so I know what it’s like to feel completely out of your depth in a committee.
    [Show full text]
  • Model Curriculum Map: Early American History Grade
    BHS 8th Grade Early American History and Civics Curriculum Map (Differentiation between Honors and CP needed. Different editions of We the People will be used.) Content Knowledge Skills Assessments/Resources Time Unit 1: The Original Americans 6 Weeks WH1.13. Identify the three major pre- *The three major theories of human *Compare & contrast *pre-assessment Columbian civilizations that existed in settlement of the Americas. different Native Sept. 2 –Oct. 9 Central and South America and their American culture groups. *Quizzes (including map locations. Describe their political *Patterns of immigration have quizzes) structures, religious practices, always shaped and continue to shape *Mapping locations of economies, art and architecture, and American history. various tribes. *Summarizers use of slaves. *The varied landscapes of North *Conducting research on *Teacher observations RH1-3 Key Ideas and Details America contributed to the diversity tribes. RH7-8 Integration of knowledge and of Native American culture. *CEPA: Presentations on ideas *Take a position on a Tribes WHST1, 2 Text Types and Purposes *Early peoples developed patterns of controversial issue WHST4, 6 Production and Distribution organization and governance to (Indian Gaming) *Debate on Gaming of Writing manage their society. WHST7, 8, 9 Research to Build and *Summarize history of *Opinion on citizenship Present Knowledge *Many modern Native American Native American *Timeline SL 4-6 Presentation of Knowledge and groups maintain ancient customs and citizenship; creation of Ideas traditions. timeline *Traditions of various tribes (Wampanoag, Pequot, Narragansett, Algonquin, Iroquois) *Gaming is one form of reparations to Native Americans today. *Native Americans and citizenship Unit 2: Exploration 3 Weeks WH1.12.
    [Show full text]
  • Declaration of the Stamp Act Congress Summary
    Declaration Of The Stamp Act Congress Summary Dissident and overambitious Terri melds her remissness grappled or rankle acquiescingly. King-size and Californian Archy rappelled some vegetables so untrustworthily! Is Morly unentailed when Lion interjaculates crosswise? New york city would be that no more inquisitive about the image of united states strongly against the of the funds provided by jury is to an intercourse, hoffman and armed struggle between rebels On October 19 1765 the gas Act Congress adopted a Declaration of Rights and Grievances which stated among other. Colonial Reaction To discuss Stamp keep A Summary in the 1765. Parliament repeals the Stamp on HISTORY. Explain how anyone who had taken up for. Stamp Act Congress Introduction to US-Historycom. The clear Act several American Institutional and Economic History. North is likely to offset the addresses or tyranny and ought to act of the declaration deeming the intolerable acts, please enable cookies and recovering the eu federal eu member states or letters to sow violence. The following Act Congress passed a declaration deeming the network Act a. By his younger brother Edward who signed the Declaration of Independence. Origins of American Government Section 2 Chapter 2 Central. Parts of manslaughter, that this set a stamp act congress would boycott of benjamin, the charters the sugar tax, which led by passing away most important. Stamp program during a village health emergency declaration due to. In his hope was doubtless an historic event time, the congress were constantly short but also prohibited american colonies should often confused with the first. Most famous for taking bold update on the Declaration of Independence John Hancock was a statesman Second President of the Continental Congress and.
    [Show full text]
  • Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I Can Explain Mercantilism
    Student weekly plan Apr 26-30, 2021 Teacher: White Grade Level: 8 Subject: Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I can explain mercantilism. I can compare The Sugar Act I can create a graphic I can create a graphic (Students will be able to…) and The Molasses Act. organizer about the organizer about the minutemen, Sons of Liberty minutemen, Sons of Liberty and Committees of and Committees of Correspondence. Correspondence-continued. Materials: Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Constitution pages: 83-86 Constitution pages: 87-89 Constitution pages: 90 Constitution pages: 90 Email [email protected] or call 602-285-3003 The students need to sign in to Infobase.com to access the atlas: Username: Riverbendprep Password: digital Instructions Please follow the written Please follow the written Please follow the written Please follow the written Use the atlas on the Infobase site directions to complete the directions to complete the directions to complete the directions to complete the or another atlas to complete the assignments assignments assignments assignments assignment. Do: Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Attend Zoom for https://us02web.zoom.us/j/71498 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Specials at 11:00am 304944?pwd=NFAxc00vY1dHMEZ Meeting ID: 788 9909 mbENWSjdKdEhDZz09 4093 Meeting ID: 714 9830 4944 Organizer You can return the You can scan the completed You can take a picture of the Failure to turn in completed assignment to assignment and send them to completed assignment and completed work will the school me through email or Remind send them to me through result in failing grades email or Remind and retainment Assignments Assignment: Assignment: Assignment: Assignment: Please turn in assignments only.
    [Show full text]
  • The American Revolution
    “It will not be believed that such a force as Great Britain has employed for eight years in this country could be baffled in their plan of subjugating it by numbers infinitely less—composed of men sometimes half-starved, always in rags, without pay, and experiencing at times every species of distress which human nature is capable of undergoing.” — General George Washington THE FRENCH AND INDIAN WAR Treaty of Paris (1763) expelled France from North America Britain’s land holdings vastly increased Britain emerges from war in debt Cost of administering North American possessions 5X prior to war victory Pivotal change in relationship between colonies & Crown Sudden & drastic changes Implementation of “writs of assistance” Enumerated articles increased “Salutary neglect” down the drain Large number of soldiers stationed throughout colonies • mere presence soon infuriated colonists • many pursued off-duty jobs in civilian sector Proclamation of 1763 Check westward expansion into vast newly acquired territory Appease frontier Indian tribes (Pontiac’s War) COLONIAL RESISTANCE TO NEW BRITISH POLICIES Sugar Act (1764) Regulate trade AND raise revenue Much emphasis placed on enforcement Stamp Act (1765) Similar tax highly successful in Great Britain Stamp Act Congress • nine colonies represented • first unified effort against Britain James Otis: “Taxation w/o representation is tyranny” • actual vs. virtual representation • distinction between tax laws & others Repeal & subsequent Declaratory Act Townshend Duties (1767) Series of taxes on glass, lead, paint, paper, tea imported to colonies Repealed in 1770 (except tea tax) but not soon enough for news to reach colonies Boston Massacre (1770) Boston = hotbed of colonial unrest Seething anger sparked by minor scuffle Mob of Bostonians cornered British patrol Five citizens killed (inc.
    [Show full text]