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PETER AGWRONDOUGWAS “Good Peter” Oneida Iroquois (? - 1793)

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Tuesday, January 25, MSU Foundation 8:00-8:30 Continental Breakfast 8:30-9:00 Introductions 9:00-9:30 Indians and the American Revolution (Jim and Danice) 9:30-9:40 Break 9:40-11:00 Religion and the American Revolution (Jon Butler) 11:00-11:40 Federalists and Antifederalists (Danice Toyias) 11:45-12:30 Lunch (Focus Group #1 with Phyllis Ault) 12:30-1:45 Voices of the Revolution (Chris Sink) 1:45-1:55 Break 1:55-2:55 Leaps of Faith (Walter Fleming) 3:00-3:40 Book Study Unwrapping (Jim and Danice) 3:45-4:00 Instructional Plan (Danice) Wednesday, January 26, MSU Foundation 8:00-8:30 Continental Breakfast 8:30-9:35 Women of the Revolution (Chris Sink) 9:35-9:45 Break 9:45-10:55 The First Amendment: Religion and the government (Jon) 11:00-11:45 IEA Focus: Ways of Making Treaties (Danice Toyias) 11:45-12:30 Lunch (Focus Group #2 with Phyllis Ault) 12:30-1:30 Indians and the American Revolution (Jim and Danice) 1:30-1:45 Break 1:45-2:40 The Great Transformation (Jon Butler) 2:45-3:45 Book Study Discussion: The Next Round (Jim) 3:45-4:00 Wrap Up and Adjourn Thursday, January 27, American Computer Museum 8:00-8:30 Continental Breakfast 8:30-9:45 Inventing America (George Keremedjiev) 9:50-11:00 Museums and the Classroom (George Keremedjiev) 11:00-12:00 Inventions Change History (Chris Sink) 12:00-1:00 Lunch (Focus Group #3 with Phyllis Ault) 1:00-2:00 The pride of womanhood all up in arms: Women of the Republic (Mary Murphy) 2:00-2:15 Break 2:15-3:00 Instructional Plans, Spring Book Study, MSU Course, Feedback, and Wrap Up (Bob and Danice) Biographies of the Nation The New Nation (1780’s-1815): Jan. 25-27, 2011 MSU Foundation/American Computer Museum Biography and Essential Questions Biography is used as a lens to present the content of this time period. Throughout the three years of this program, there will be a focus on individuals—both the famous and not so famous. What were the conflicts and struggles facing those individuals? What were the choices they made? What were the unintended consequences of those decisions, and how did those people represent the “collective history” (narrative) of the period? Presenters Professor Jon Butler, Yale Mr. George Keremedjiev, The University American Computer Museum [email protected] [email protected] Mrs. Christine Sink, Hockinson Dr. James Bruggeman, MCHCE Middle School (ret.), Vancouver, Executive Director and Project WA Co-Director [email protected] [email protected] Professor Walter Fleming, MSU’s Mrs. Danice Toyias, MCHCE Department of Native American Deputy Director and Project Studies Manager [email protected] [email protected] Professor Mary Murphy, MSU’s Professor Robert Rydell, MSU’s Department of History and Department of History and Philosophy Philosophy and Project Co- [email protected] Director [email protected] Contacting MCHCE: PO Box 5204, Bozeman, MT 59717 (406) 480-3925 Danice or (406) 600-6806 Jim FAX 866-936-6465 This program is made possible through a U.S. Department of Education Teaching American History Grant awarded to the Great Falls Public Schools in a consortia with the Helena and Bozeman Public Schools. Partners include: The Montana Council for History and Civics Education (a non-profit), Montana State University’s Departments of History and Philosophy and Native American Studies, and the American Computer Museum. Education Northwest conducts program evaluation. January Books Great Falls (Paul Revere book group) The Hemingses of Monticello: An American Family Annette Gordon-Reed (Way of Duty book group) Founding Brothers: The Revolutionary Generation by Joseph J. Ellis Helena Daniel Boone: The Life and Legend of an American Pioneer by John Mack Faragher Bozeman Friends of Liberty by Gary Nash ** FOR ALL Common Sense by Thomas Paine FOR SITE COORDINATORS Reading History: A Practical Guide to Improving Literacy by Janet Allen and Christine Landaker 2/10/11 Biographies of the Naon Pay Informaon PARTICIPATION • VERY IMPORTANT!! –*Make every aempt to parcipate in 75% or more of the professional development hours offered. FALL COLLOQUIUM • AMOUNT: $310 • FOR: Fall 2‐day Colloquium held on the same days as MEA • WHEN PAID: Paid at the end of the two days for parcipants staying full two days (Early departure? Checks mailed within one week.) 1 2/10/11 WINTER COLLOQUIUM • AMOUNT: $490 • FOR: Winter 3‐day Colloquium (Dates are determined by the Districts with GF as the lead.) • WHEN PAID: At the end of the 3‐day session for all full aendees. Early departure=check mailed within one week. SUMMER INSTITUTE • AMOUNT: $670 • FOR: Summer Instute held aer school is out for the summer. Districts determine days with GF as the lead. • WHEN PAID: At the end of the summer instute. Early departure=within 1 week aer. BOOK STUDY • AMOUNT: $45 per session aended. There will be six, ninety minute sessions. Total possible: $270 • WHEN PAID: For most parcipants, this amount will be included in your summer instute honorarium check. *Make sure you sign the rosters when you aend! 2 2/10/11 Instruconal Plan/Notebook • AMOUNT: $825 • FOR: Handing in a complete, polished, edited, and publishable instruconal plan AND the notebook containing instruconal plan materials. • WHEN PAID: Within 30 days aer the June 30, 2011 due date. (Even for plans handed in early, the honorarium will be sent between June 30 and July 30.—We won’t have the money to pay you before those dates.) 3 Christine Sink Bozeman, MT January 2011 “Inventions Change History” National History Standards Met: • Chronological Thinking • Historical Comprehension • Historical Analysis and Interpretation Objectives: Students will be able to: • Identify major inventions of the late 18th century • Explain the cause of each invention • Analyze the effects of each invention • Design and create a poster MATERIALS: • Poster Directions • Invention Information Packets • Chart paper and markers • Invention Information Graphic Organizer HISTORICAL BACKGROUND: The Industrial Revolution is known as an era that led handmade production to machine and factory. The first industrial revolution was important for the inventions of spinning and weaving machines operated by waterpower that was eventually replaced by steam. This helped increase America’s growth. However, the industrial revolution truly changed American society and economy into an industrial state. Industrialization in America involved three important developments. First, transportation was expanded. Second, electricity was effectively harnessed. Third, improvements were made to manufacturing and communication. INTRODUCTION: 1. Ask the question, “What kind of work did Americans do before the Civil War?” (farming, merchants, trades people, etc.) 2. Write the answers down on chart paper for all students to see. 3. Go back to each response and ask the following questions (or others) depending on what the work was. “What tools did people use for this type of work?” “How did they move their goods?” “How did they communicate?” 4. Write answers down next to previous responses. 5. Tell students that new inventions changed life for Americans after the Civil War. They will be researching one particular invention to teach the rest of the class. ACTIVITY ONE 1. Distribute Poster Directions and go over with students clarifying any questions. 2. Give each group the following: • chart paper • markers • “Invention Information Packet” • “Invention Information” Graphic Organizer 3. Give groups time to work. Let them know when they have 5 minutes left. ACTIVITY TWO 1. Each group presents their poster following the presentation guidelines. 2. Participants fill in their graphic organizers during presentations. ACTIVITY THREE 1. Have a whole class discussion on the cause and effects of the industrial period. 2. Ask students to compare this time period to modern inventions and their cause and effect. ASSESSMENT: Have students write a summary explaining the cause and effect of one invention from the Industrial Revolution. POSTER DIRECTIONS: Each poster must include: • Name of invention • Inventor, year of invention and any other pertinent information • Purpose of invention • Drawing of invention • Probable cause of invention • Effects of invention • BE CREATIVE! Presentation: • Every group member should present some part of the information. • All poster requirements must be presented to whole class. • At the end of the presentation ask for questions from the audience. POSTER DIRECTIONS: Each poster must include: • Name of invention • Inventor, year of invention and any other pertinent information • Purpose of invention • Drawing of invention • Probable cause of invention • Effects of invention • BE CREATIVE! Presentation: • Every group member should present some part of the information. • All poster requirements must be presented to whole class. • At the end of the presentation ask for questions from the audience. INVENTION INFORMATION GRAPHIC ORGANIZER NAME OF INVENTION INVENTOR AND PURPOSE OF PROBABLE CAUSE EFFECTS OF YEAR INVENTED INVENTION OF INVENTION INVENTION INVENTION INFORMATION GRAPHIC ORGANIZER The History of Steamboats JOHN FITCH AND ROBERT FULTON John Fitch - Design Sketch ca. 1787 In 1769, the Scotsman James Watt patented an improved version of the steam engine that ushered in the Industrial Revolution. The idea of using steam power to propel boats occurred to inventors soon after the potential of Watt's new engine became known. The era of the steamboat began in America in 1787 when John Fitch (1743-1798) made the first successful trial of a forty-five-foot steamboat on the Delaware River on August 22, 1787, in the presence of members of the Constitutional Convention. Fitch later built a larger vessel that carried passengers and freight between Philadelphia and Burlington, New Jersey. John Fitch was granted his first United States patent for a steamboat on August 26, 1791. However, he was granted his patent only after a battle with James Rumsey over claims to the same invention.
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