DOCSLIB.ORG

GPPSS Grade 6 Curriculum 2015

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GPPSS Grade 6 Curriculum 2015 GPPSS Grade 6 Curriculum 2015 Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework, College Career and Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean Dimension 2, the section pertaining to applying disciplinary tools and concepts. Big Ideas & Products/ Skills/ State Standard & Unit Processes (C3 Framework) Questions Activities for Exploration FIVE THEMES D2.Geo.6.6-8.Explain how cultural Explain the Five Themes ▪ Create a travel brochure OF GEOGRAPHY patterns and economic decisions of Geography. about a North American (Integrated throughout all influence environments and the daily location applying the Five units) lives of people in both nearby and • Locate sites on a map, Themes of Geography. distant places. given latitude and MAP SKILLS longitude. ▪ View a segment of a (Integrated throughout all D2.Geo.4.6-8.Explain how cultural newscast and identify and units) patterns and economic decisions • Recognize and apply the explain how each of the influence environments and the daily different uses of scale on a Five Themes are depicted PHYSICAL GEOGRAPHY lives of people in both nearby map. in the newscast. OVERVIEW and distant places. (Integrated throughout all • Determine elevation by ▪ Select five pictures, units) D2.Civ.3.6-8.Examine the origins, using a physical relief photographs or drawings purposes, and impact of constitutions, map. and create a display on G1 The World in Spatial laws, treaties, and international poster board with an Terms: Geographical Habits agreements. • Define map terminology. explanation and of Mind definition of how a G2 Places and Regions D3.1.6-8.Gather relevant information • Distinguish among geographic theme is G3 Physical Systems from multiple sources while using the different types of maps shown in each visual. G4 Human Systems origin, authority, structure, context, and their purposes. G5 Environment and Society and corroborative value of the sources ▪ Scavenger hunt to find G6 Global Issues Past and to guide the selection. • Read a historical data in Atlas and Almanac Present timeline. D4.2.6-8.Construct explanations using ▪ Practice strategies for 1 reasoning, correct sequence, examples, extracting informational and details with relevant information text. and data, while acknowledging the strengths and weaknesses of the ▪ Play a resources game to explanations. show how resources and • Explain ways of drawing geographical features FIVE THEMES D3.1.6-8.Gather relevant information and reasons for, political affect political OF GEOGRAPHY from multiple sources while using the boundaries. boundaries. (Integrated throughout all origin, authority, structure, context, units) and corroborative value of the sources • Interpret various ▪ Outlining/web to gather to guide the selection graphs. information. MAP SKILLS (Integrated throughout all D3.2.6-8. Evaluate the credibility of a • Discuss current events. ▪ Apply five themes to a units) source by determining its relevance and movie. • Understand the impact intended use PHYSICAL GEOGRAPHY of physical geography on Five Themes of Geography OVERVIEW D1.5.6-8. Determine the kinds of the way people live. Tutorial (Integrated throughout all sources that will be helpful in answering units) compelling and supporting questions, ▪ Write letters to editor; taking into consideration multiple classroom debates; G1 The World in Spatial points of views represented in community involvement Terms: Geographical Habits the sources (e.g., Adopt a Friend, food of Mind banks, Earth Day, senior G2 Places and Regions D2.Geo.2.6-8.Use maps, satellite citizen assistance). G3 Physical Systems images, photographs, and other G4 Human Systems representations to explain relationships ▪ Generate a list of hobbies G5 Environment and Society between the locations of places and and activities that would G6 Global Issues Past and regions, and changes in their be appropriate only in a Present environmental characteristics certain geographic location. D2.Geo.1.6-8.Construct maps to represent and explain the spatial Timelines Graphs patterns of cultural and environmental Charts characteristics Landforms D2.Geo.6.6-8.Explain how the physical Water Bodies and human characteristics of places and Climate/Biomes regions are connected to human Resources/ 2 identities and cultures. Environment Geography Games E1 The Market Economy D2.Geo.11.6-8.Explain how Use economic reasoning Scarcity E2 The National Economy the relationship between the when comparing price, E3 International Economy environmental characteristics quality, and features of Opportunity Cost of places and production of goods and services. Supply and Demand Basic Economics goods influences the spatial and Introduction patterns of world trade. Evaluate employment and Types of Resources to World Trade career opportunities in Systems light of economic trends. History of Money (Integrated throughout all D2.eco.11.6-8 Use appropriate data to units) evaluate Analyze the reliability of Characteristics of Market the state of employment, information when making Economy unemployment, inflation, economic decisions. total production, income, International and economic growth in the Using real example, economy describe how business Trade practices, profit and D2.eco.6.6-8. Explain how willingness to take risks Interdependent changes in supply and demand cause enabled an entrepreneur changes in prices to operate. Relationship and quantities of goods and Economic Interactive services, labor, credit, and Compare various methods foreign currencies. for the production and Economics Lesson plans distribution of goods and services. D2.eco.3.6-8.Explain the roles of buyers and sellers in Distinguish between product, labor, and financial public markets. and private goods using contemporary examples. D2.eco.3.3-5.Identify Use case studies to examples of the variety of exemplify how supply resources (human capital, and demand, prices, 3 physical capital, and natural incentives, and profits resources) that are used to determine what is produce goods and services produced and distributed in the American economy. Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange. Identify current and potential contributions of national and world regions of trade. Analyze how purchasers obtain information about goods and services from advertising and other sources. 4 CANADA D2.Geo.8.6-8.Analyze • Apply the 5 themes of Geography H1 The World in Temporal how relationships between Geography to the study of Terms: Historical Habits of humans and environments North America. • physical Mind extend or contract spatial W1 WHG Era 1 – The patterns of settlement and • Analyze the effects of • political Beginnings of Human Society movement. his- W2 WHG Era 2 – Early torical events and History Civilizations and Cultures D2.Civ.10.6-8.Explain movements and the Emergence of the relevance of personal on the development of the Government Pastoral Peoples interests and perspectives, Maritime Provinces. W3 WHG Era 3 – Classical civic virtues, and democratic Economics Traditions, World Religions, principles when people address issues • Explain how geographic Current Issues and Major Empires and problems in isolation affected the C1 Purposes of Government government and civil society. economic and cultural Cultural Elements C3 Structure and Functions development of the D2.His.1.6-8.Analyze Maritime of Government Geography Games connections among events Provinces. C4 Relationship of United and developments in broader States to Other Nations and Canadian History Teaching historical contexts. • Differentiate the World Affairs Resources evolution of E1 The Market Economy government in the E2 The National Economy nafta Maritime E3 International Economy Provinces. • Examine related current issues and analyze the consequences they have on these provinces as well as the rest of Canada. Understand the efforts of indigenous peoples to gain their rights. • Analyze various 5 interpretations of major events in Canada’s history to reveal perspectives.. • Recognize how the geographic features influenced the development of Canada. • Describe the industrial diversity of Canada. • Recognize the multicultural, economic and financial importance of Canada. • Assess the cultural influence of French culture on the political development of Quebec and surrounding provinces. • Analyze how the historical events and movements impacted the development of the Prairie Provinces. • Describe geographic features of the Prairie Provinces. • Analyze the economic features of the Prairie Provinces. 6 • Assess the cultural influences on the political development. • Examine and analyze current issues. • Discuss current D2.geo.10..6-8. Analyze the ways in • Create a journal describing issues/events. which cultural and environmental geographic and climatic characteristics vary among various features of Latin America. LATIN AMERICA regions of the world. Geography Mexico • Create a graphic organizer, Central America D2.Geo.12.6-8. Explain how global *physical which shows the various The Caribbean changes in population distribution factors, which have South America patterns affect changes in land use in *political influenced the forms of particular places. government in this region. H1 The World in Temporal History Terms: Historical Habits of D2.Civ.3.6-8. Examine the origins, • Research an individual who Mind purposes, and
Load more

Recommended publications
  • Unit 3 the FEDERALIST ERA
    Unit 3 THE FEDERALIST ERA CHAPTER 1 THE NEW NATION ..........................................................................................................................1 CHAPTER 2 HAMILTON AND JEFFERSON— THE MEN AND THEIR PHILOSOPHIES .....................6 CHAPTER 3 PAYING THE NATIONAL DEBT ................................................................................................12 CHAPTER 4 ..............................................................................................................................................................16 HAMILTON, JEFFERSON, AND THE FIRST NATIONAL BANK OF THE UNITED STATES.............16 CHAPTER 5 THE WHISKEY REBELLION ........................................................................................................20 CHAPTER 6 NEUTRALITY AND THE JAY TREATY .....................................................................................24 CHAPTER 7 THE SEDITION ACT AND THE VIRGINIA AND KENTUCKY RESOLUTIONS ...........28 CHAPTER 8 THE ELECTION OF 1800................................................................................................................34 CHAPTER 9 JEFFERSONIANS IN OFFICE.......................................................................................................38 by Thomas Ladenburg, copyright, 1974, 1998, 2001, 2007 100 Brantwood Road, Arlington, MA 02476 781-646-4577 [email protected] Page 1 Chapter 1 The New Nation A Search for Answers hile the Founding Fathers at the Constitutional Convention debated what powers should be
    [Show full text]
  • Massachusetts Historical Society, Adams Papers Editorial Project
    Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives.
    [Show full text]
  • THE CORRESPONDENCE of ISAAC CRAIG DURING the WHISKEY REBELLION Edited by Kenneth A
    "SUCH DISORDERS CAN ONLY BE CURED BY COPIOUS BLEEDINGS": THE CORRESPONDENCE OF ISAAC CRAIG DURING THE WHISKEY REBELLION Edited by Kenneth A. White of the surprisingly underutilized sources on the early history Oneof Pittsburgh is the Craig Papers. Acase inpoint is Isaac Craig's correspondence during the Whiskey Rebellion. Although some of his letters from that period have been published, 1 most have not. This omission is particularly curious, because only a few eyewitness ac- counts of the insurrection exist and most ofthose were written from an Antifederalist viewpoint. These letters have a value beyond the narration of events, how- ever. One of the questions debated by historians is why the federal government resorted to force to put down the insurrection. Many have blamed Alexander Hamilton for the action, attributing it to his per- sonal approach to problems or to his desire to strengthen the central government. 2 These critics tend to overlook one fact : government officials make decisions based not only on their personal philosophy but also on the facts available to them. As a federal officer on the scene, Craig provided Washington and his cabinet with their informa- Kenneth White received his B.A. and M.A.degrees from Duquesne Uni- versity. While working on his master's degree he completed internships with the Adams Papers and the Institute of Early American History and Culture. Mr. White is presently working as a fieldarchivist for the Pennsylvania His- torical and Museum Commission's County Records Survey and Planning Study.— Editor 1 Portions of this correspondence have been published. For example, all or parts of six of these letters appeared in Harold C.
    [Show full text]
  • Bellwork: 1/6/2020
    BELLWORK: 1/6/2020 Write down 5 things that you learned in US History last semester… VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/7/2020 •From your vocab, what does the term precedent mean? BELLWORK: 1/9/2020 •In your opinion, what are 3 things that make a good leader? GEORGE WASHINGTON WHAT’S A PRESIDENT??? • While the Constitution provided a framework for the government, it did not explain how the President should govern from day to day. • George Washington set many presidential precedents including: – The title, “Mr. President” – Serving only two terms – Creating the first presidential cabinet THE CABINET • Washington quickly realized he could not make all of the country’s decisions by himself. • He decided to create a cabinet. THE U.S. CABINET - ASSIGNMENT • By yourself, read the US Cabinet info page. • Use the info page to complete the graphic organizer on Washington’s Cabinet. • Answer the 2 questions at the bottom. (Complete Sentences) • 10 Minutes TODAY’S PRESIDENTIAL CABINET • The Cabinet includes the Vice President and the heads of 15 executive • Housing and Urban Development departments — the Secretaries of: • Interior • Agriculture • Labor • Commerce • State • Defense • Transportation • Education • Treasury • Energy • Veterans Affairs • Health and Human Services • As well as the Attorney General • Homeland Security VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/10/2020 •What is a presidential cabinet? GEORGE WASHINGTON THE JUDICIARY ACT OF 1789 • The Constitution calls for a Supreme Court, but it was up to Congress to set up the federal court system.
    [Show full text]
  • The Whiskey Rebellion and a Fractured Early Republic
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2013 A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic Kevin P. Whitaker Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the United States History Commons Recommended Citation Whitaker, Kevin P., "A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic" (2013). All Graduate Plan B and other Reports. 345. https://digitalcommons.usu.edu/gradreports/345 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. A NATION THAT WASN'T: THE WHISKEY REBELLION AND A FRACTURED EARLY REPUBLIC by Kevin P. Whitaker A plan-B thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ________________________ ________________________ Kyle T. Bulthuis Keri Holt Major Professor Committee Member __________________________ James E. Sanders Committee Member UTAH STATE UNIVERSITY Logan, UT 2013 1 Scholars often present nationalism as a cohesive social construction, modeled on Benedict Anderson's theory of imagined communities.1 The strength and popularity of Anderson's immensely useful paradigm of nationalism, however, perhaps leads to excited scholars over-extending his theory or seeing imagined communities that are little more than imaginary. The early Republic forms one such historical time period where, evidence suggests, historians have conjured nationalism where only a fractured nation existed.
    [Show full text]
  • To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech
    Fordham Law Review Volume 84 Issue 3 Volume 84, Issue 3 Article 2 2015 “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech Saul Cornell Fordham University School of Law Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Constitutional Law Commons Recommended Citation Saul Cornell, “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech, 84 Fordham L. Rev. 915 (2015). Available at: https://ir.lawnet.fordham.edu/flr/vol84/iss3/2 This Foreword is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. “TO ASSEMBLE TOGETHER FOR THEIR COMMON GOOD”: HISTORY, ETHNOGRAPHY, AND THE ORIGINAL MEANINGS OF THE RIGHTS OF ASSEMBLY AND SPEECH Saul Cornell* INTRODUCTION The Whiskey Rebellion is not generally a major focus in constitutional histories or casebooks. Given this fact, it is hardly surprising that the 1795 case Respublica v. Montgomery1 seldom figures as more than a minor footnote in scholarly writing about early American constitutional development, if it receives any attention at all.2 The case has little precedential value for modern First Amendment doctrine and only obliquely implicates larger jurisprudential questions about the rights of assembly and freedom of expression.3 In strictly doctrinal terms, Montgomery is primarily about the obligation of a justice of the peace to put down a riot, not an extended judicial disquisition on the meaning of early American freedom of association or expression.4 Montgomery was one of several cases that resulted from popular protest during the Whiskey * Paul and Diane Guenther Chair in American History, Fordham University.
    [Show full text]
  • Early Presidents and Social Reformers Teacher Guide
    HISTORY AND GEOGRAPHY Thomas Jefferson Early Presidents and Social Reformers Teacher Guide Dorothea Dix George Washington Frederick Douglass Early Presidents 1–102 American Reformers 103–172 Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2017 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™ and CKHG™ are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.
    [Show full text]
  • The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment
    Index The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment Thomas Gaddis House 1769 Library of Congress https://www.loc.gov/item/pa1916/ If These Monuments Could Talk Setting the Stage: What is a Monument? 1. The Excise Tax 2. The Spark 3. The Rebellion 4. The Reaction 5. Winners and Losers? What is a Monument? Albert Gallatin Surveying Statue Friendship Hill National Historic Site https://www.nps.gov/fr hi/learn/education/cla ssrooms/field-trip-self- guided.htm Monument Definition 1 : something that serves as a memorial; especially : a building, pillar, stone, or statue honoring a person or event 2 : a work, saying, or deed that lasts or that is worth preserving <the book is a monument of scholarship> 3 : a boundary marker (as a stone) 4 : a place of historic interest or natural beauty set aside and maintained by the government as public property Miriam-Webster Student Dictionary http://www.wordcentral.com/cgi- bin/student?book=Student&va=monument A Folk Song: Copper Kettle Written by Albert Frank Beddoe Sung by Joan Baez 1962 https://www.youtube.com/watch?v=gl MQXjy46J8 A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ● Outraged farmers considered tarring and feathering a form of protest ● First recorded incident: September 6, 1791 ○ Near Mingo Creek ○ Robert Johnson, Deputy Tax Collector for Allegheny and Washington Counties A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ◆ Black Horse Tavern ◆ Miller House ◆ Colonel Presley Neville House ◆ The David Bradford House (r) ◆ The Burning Cabin ◆ The Terrible Night Gravestone Inscription: Here lies the body of Captain James McFarlane of Washington, PA.
    [Show full text]
  • The Whiskey Rebellion
    Page 20 Chapter 5 The Whiskey Rebellion tax on whiskey? To Alexander Hamilton and the Federalists in the east, it seemed to be a good idea. Hamilton believed that industries that could bear the burden should pay taxes. To the average American family, which drank six gallons of whiskey a year, such a tax would cost about A$1.50 annually. But to farmers in western Pennsylvania, Virginia, and the Carolinas, this was considered a tax on one of life’s necessities. In the west, whiskey was used freely at weddings to toast the bride and at funerals to mourn the dead. Whiskey was believed to warm the body in winter and refresh the spirit in summer. Whiskey had an even more important function in the western counties of Pennsylvania where whiskey was used in the place of money. Whether in notes issued by the Bank of the United States, currency printed by state banks, or coins minted by the U.S. Treasury, money was seldom seen by farmers living in these remote areas. Whiskey was their main source of cash. Twelve hundred pounds of wheat, oats, or rye could easily be distilled into 20 gallons of spirits, weighing 160 pounds. The liquor could then be loaded in jugs, slung across the backs of mules, and hauled some 300 miles from Pittsburgh to Philadelphia. There it would be sold at the price of $1 per gallon. Whiskey therefore became the one cash-producing product for these western farmers. Since it could so readily be exchanged for money, it was often used in the place of cash.
    [Show full text]
  • Chapter 8 the Federalist Era 1789-1800
    S e c t i o n 2 - P o l l i n g Q u e s t i o n Do you think it is right for the U.S. government to use force to keep order? A. Yes, always B. Yes, under certain circumstances A. A C. No, never B. B C. C Chapter 8 The Federalist Era 1789-1800 Section 2 Early Challenges E s s e n t i a l Q u e s t i o n • W h a t c h a l l e n g e What challenges did the United s d i d t h e U n i t e d States face during Washington’s S t a t e s f a c e d u r administration? i n g W a s h i n g t o n ’ s a d m i n i s t r a t i o n ? 1. W h i s k e y R e b e l l i o n 2. S e c u r i n g t h e T r a n s - A p p a l a c h i a n W e s t 3. F r e n c h R e v o l u t i o n The Whiskey Rebellion • Part of Hamilton’s financial plan was a tax on whiskey • 1794 • Tax on whiskey angered frontier farmers • Farmers also had trouble taking their crops to market because of bad roads • They decided to make their grain into whiskey More of the Whiskey Rebellion • Whiskey would be easier to carry • They often used whiskey like money to buy salt, sugar, nails, and ammunition • Did not have money to pay taxes • The whiskey tax seemed as unfair as British taxes had been • Some feared more taxes would follow Results of the Whiskey Rebellion • Farmers in western Pennsylvania refused to pay the tax • Farmers took up arms and chased away the tax collectors • Hamilton convinced Washington that troops should be sent to put down the rebellion • 13,000 soldiers went into western Pennsylvania • The rebels fled before a fight • Showed that the National Government had the power and will to enforce laws Struggle Over the West • Washington worried about European ambitions for the Northwest Territory • Washington signed treaties with the Indians • He hoped that this would lessen the influence of the British and Spanish on them • American settlers ignored the treaties and moved onto Indian land • Fighting soon broke out Washington Sends an Army • Washington sends in General Arthur St.
    [Show full text]
  • States Become a Nation (1760-1800)
    Virginia Becomes a State; States Become a Nation (1760-1800) Virginia History Series #7-07 © 2007 People of Virginia The number of people residing in the Virginia Colony increased by over 2 ½ times from 1760-1800. 53 Counties had formed in Virginia by 1760 1760 VA Counties were mostly on the coast (i.e., Tidewater) and inland along rivers like the James, Roanoke, York, Potomac, and Rappahannock (i.e., Piedmont) The “Fall Line” Separates Tidewater & Piedmont Regions in Virginia Tidewater Piedmont Fall Line Virginia Great Falls of the Potomac on the Virginia “Fall Line” Virginia’s Early Land Claims included present- day Kentucky, West Virginia and much of the “Northwest Territories”also claimed by other Colonies/States Virginia ceded its claims on Northwest Territories to the United States in 1783 Land Speculation In the 1760s, Virginian’s gentry-owned companies hoped to make money from land speculation on the Ohio and Mississippi Rivers. The Ohio Company Ohio (which started work in 1754 and was River managed by George Mason) and the Land Mississippi Land Company (organized Speculation by Thomas Ludwell Lee, Francis Lightfoot Area Lee, Richard Henry Lee, William Lee, William and Henry Fitzhugh, Thomas Mississippi King Bullitt, and George Washington in 1763) River George’s sought title to millions of acres of Proclamation Western land through grants from King Line of 1763 George III. Instead of supporting land ventures by Virginia’s gentry, King George III hoped to set these lands aside for the Crown or English gentry and made a proclamation forbidding further settlement and speculation in British lands West of the Appalachians by colonial residents.
    [Show full text]
  • Sec 2 Guided Reading 2020 Copy
    Chapter 9 Section 2 Early Challenges Reading Objectives: (Can you do this after reading the section?) -Identify and analyze the challenges on the frontier that the new government faced -Analyze and explain American relations with European nations under Washington and Adams Important Terms Impressment Whiskey Rebellion The Jay Treaty Pinckney Treaty Important People George Washington John Jay Edmond Genet Trouble in the New Nation 1. What were the three major problems facing Washington as he took over the presidency? 1. Britain and France were pressuring the US to get involved in their ongoing war. 2.________________________________________________________________ 3._________________________________________________________________ The Whiskey Rebellion 1. What product made in the United States was taxed?_____________________________- 2. How did the farmers in Western PA show their displeasure about the tax? 1.___________________________________________________________ 2. Burned down buildings Chapter 9 Section 2 Early Challenges Problems with Europe What began in France in 1789? Their own revolution (against their king) What nation went to war with France in 1793? How did this conflict divide the United States? 1. Some Americans sided with France 2. What side did Washington want Americans to take? Chapter 9 Section 2 Early Challenges Washington Struggles to Stay Neutral What did French diplomat, Edmund Genet ask the Americans to do? 1. America getting involved in the war Washington’s Proclamation of Neutrality prohibited these two things 2. KEY TERM: IMPRESSMENT (define it) What did Britain give up in the Jay Treaty? How did Americans react when they heard word They were outraged and hated it. of the Jay Treaty? Pinckney’s Treaty With Spain 1.
    [Show full text]