Local Field Trip; Seward House

Mrs. Smith 13 Nov 07
Education 401 Grade 8/Civil War

I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local and national - including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civil values of American constitutional democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information presented in the Seward House, LWDAT identify and describe Seward’s role in the Lincoln administration.
b) Given the stories and information presented in the Seward House, LWDAT identify and describe the relationship between Seward and Lincoln during the Lincoln administration.

Affective:
a) LWDAT give the proper attention and respect to the adult tour guides.
b) LWDAT be in a group with his or her peers and pay attention to the tour without fooling around with his or her friends.

3. Content:
Concept- Students will learn about Seward, the Seward family and Seward’s role in the Lincoln government. Before going to the field trip students will be learning about the civil war, Seward, and Seward as an abolitionist.
Key Vocabulary-
abolitionist
administration
Task Analysis- Students will be given a tour of the Seward House in Auburn, New York
- Focus will be on the relationship between Seward, Harriet Tubman, and other abolitionists
- On the relationship between Seward and Lincoln
- Seward’s role in the Lincoln administration
4. Instructional Aides/ Resources
- Tour phamlet
- Study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problem
II. Interactive Phase
6A. Set/ Focusing Event:
“Today we will be touring the Seward House. William Seward, who was given the house from his father-in-law, served many different political positions in the government, including: statesman, Secretary of the State, Senator, and New York Governor. He and his wife, Frances, were active abolitionists who were friends with Harriet Tubman and helped with the Underground Railroad by hiding runaway slaves in the Seward House. There are seventeen rooms in the house that have been preserved by the museum personnel and will be toured by the students. There is an extensive library with many rare first edition books that Seward collected, amazing pieces of art by well known artists, and collections of souvenirs that Seward had brought back from his travels.
“The first thing that I want to say is that after we are done with the tour, everyone will be responsible for writing a reflection on your impressions of the house and your favorite part of the house. Also, later on we will be working on a project together about the house. This means that all students must make sure that you pay close attention to what you are being told about the Seward House and the Seward family. Next, I want to talk about how we are going to act. Remember that I expect everyone to respect all adults and no horsing around with each other. There are priceless artifacts in this house and we do not want to ruin anything. If there are any questions you want to ask the tour guides, then raise your hand just like you would in our classroom. I expect everyone to be on their best behaviors because you are representing our school and we want everyone to think our school has well behaved students. Now please split into the two pre assigned groups and we will begin the tour. ”
***Have the tour and make sure that students are behaving
Formative Check: Answer all questions that students in the group have and the reflection that students hand in.
Closure:
“I hope that everyone had a good time at the Seward House and learned a lot of neat things about him and his family.
Extending Activity:
“For homework, write a reflection about the Seward House and your favorite part of the house that has to be at least one page in length, but can be longer.
“Looking ahead, we will also be doing a poster project on the Seward House. I will have five groups of five people that I will assign within the next couple of days. We will go to the library and do some further research on Seward, his role in the Lincoln administration, and anything else interesting about him and his family. I will be handing out a rubric when we start the research, so you guys will know exactly what I expect from you.

Trade; Power Point and Partial Outline

Name: Date:
Class: Unit: Early Civilizations
What does trade do?
Review:
1. The ________________ and the ___________________________ were two important trade routes.
2. Horses arrived in __________________ around 2000BCE, domesticated by
_________________, then brought to __________________, and ended up in
__________ by _______ BCE.
3. The definition of cultural diffusion is: _________________________________
________________________________________________________________.
4. Ideas were exchanged and technology was shared, such as: helping in _____. Horses were used on _________ by ___________.
5. China had a ______________ on the _______ trade. The long-distance travel had many ___________________.
6. The Silk Road brought back ____________________, such as: plants, new crops, medicine, and precious stones.
7. China sent new fruits, spices, and manufactured goods on the ____________.
8. Interactions between different peoples caused ethnic ___________________ and __________ values.
9. Causing a new interest in religions such as ____________________________
________________________________________________________________.
10. The ______________________ route in Africa was ___________ from other trade routes in different countries.
11. Trans-Saharan __________ routes was part of the ____________________
trade route.
12. Only ___ venture along this route due to the danger, but soon the _______ expanded.
13. _________ African merchants supplied salt to _________________ Africa.
14. ______ was brought by _____ to traders in _______, however, the religion quickly spread throughout _______.
15. Even though _____ was the most popular and widespread religion along most ______ routes, ______________ and ________________ was also noticed in Africa.
16. These ________________________ systems caused the exchange and flow of _________, ___________, and _________.
17. Most _________________________ traders did not exchange many ideas from different ____________. This was because there were ____ people were involved in __________ social systems, they were mostly _______________ and ______________.





Activity:
This activity involves a type of role playing. I would have a bunch of note cards that had different words about trade on them. Then, I would move all desks that were in the center of the room. I’ll have them count 1, 2, 3 to set up the groups. One will be on the lower south of the room; the second will be in the upper center of the room, and the third will be in the farther upper north of the room.
Most of the cards in the third group will say silk, but some of the other cards will say peaches, apricots, cinnamon, ginger, pottery, and paper. There will be other cards that say Buddhism and Chinese. The second group will not get cards yet. The first group’s cards will say alfalfa, wine grapes, copper oxides, zinc, and precious stones. And other cards that say Christianity and Islam. I will move group two in different places in the center, but the other groups are all together.
I will have the third group give the middleman all their cards, and then the middle men will keep some things that they want, and then pass them on and the next middle men will keep some things that they want, and then pass them on, and so on until the few left get over to the first group. The third group keeps the new cards and passes along their other cards to the middle men, and the same simulation talked about above will occur until the third group has different cards. I will ask everyone to look at the cards that they have and we will have a discussion about the simulation and how realistic the simulation was to back then.

Action plan: integrating History and English- slavery

Mrs. Smith 09 Aug 08
Edg Action Plan
I am going to be a secondary History or English teacher. For this action plan, I am pretending that I’m teaching a sixth grade History classroom. We are going to be starting the unit on slavery and in order to get students more involved and be able to retain the information better; I will begin this unit using Harry Potter as an example. I will have a few sections of the book that had Siruis treating the house elf poorly; and then, Ron telling Hermione and Harry about house elves and how they are slaves. Lastly, I will show them some of the sections that Hermione started talking about SPEW and the things that she did to try to trick the elves into freedom. All of the sections that I will need for this will be found in, Harry Potter and the Order of the Phoenix.
By using this information, I will show how this was very similar to the treatment of slaves in the United States. I plan on showing students how slaves were treated as property, and because of this, owners felt like they had the right to treat slaves anyway that they want to. I will use examples from Roots and maybe another slavery movie to show how they were treated. I want students to understand that slaves were beaten so bad sometimes they were killed. Even though a master killed a slave, there would be no murder charges filled because the master only treated his property badly.
I will also teach them how families were split up and marriages were not considered legal because the slaves were not treated like people. I will remind my students that not all master treated slaves badly, but a lot of them did not mind separating families because they needed the money from the sale.
When we start talking about people that were trying to help slaves escape and become free, I will remind my students about reading about SPEW and Hermione. There were some people that thought that a person should not be owned by another person and the United States was built on freedom. We will learn about the important people that helped lead slaves to freedom through the underground railroad. I will make sure that my students understand what the underground railroad was and how this was much like what Hermione was trying to do with SPEW.
Harry Potter can be used in almost any classroom, when used correctly. There are many benefits, including, being able to connect the new content to something that students already know and like. Even if some of the students haven’t read any Harry Potter, I will make sure that there is enough background information for students to be able to connect a fun theme with a hard subject. There can be a draw back because not every student is guaranteed to have read the series or even one of the books. The other problem could be that some students have read some of Harry Potter and just don’t like the books, so they decide to distract the other students. Also, there may be student’s parents that don’t want them hearing or reading about Harry Potter because of their religious beliefs. I will need to decide which classes this will work for and which ones this won’t because every classroom will be different.

Harry Potter in the classroom

Mrs. Smith 10 Aug 08

Annotated Bibliography
Topic: Slavery and the House Elves
Baggett, David, Shawn Klein and William Irwin. Harry Potter and Philosophy. NA: Open Court Publishing, 2004.

This book is about are about the insights to the different characters and what would the school be like if Aristotle ran Hogwarts. The part that I would use would be where they are talking about Ron explaining how house elves enjoy doing their jobs. I will have the students read the rational of these two authors and think about how that would transfer over to African slaves.

Books, Wiki. “Muggles Guide to Harry Potter/Magic/House Elf”. http://en.wikibooks.org/wiki/Muggles, 1.

This website is a general overview of what a house elf is and what their job is in the wizarding world. I plan on using this site to show that you can start with a generalization and cross- reference the information with other sources. I am using this site specifically because there are things on this site that are not as reliable as others.
.Com, HP Proogs. “Episode 28: SPEW- A House Elves Podcasts”. http://www.hpprogs.com/2007/04/11/episode-28-spew-in-this-a-house-elves-podcast/, NA.

This website allows people to read or navigate to the podcast about the house elves. I think that I would play a few relevant parts for the class; while they were looking on with their copies of what was being said. I think that podcasts do have a good reason to be used in the classroom because they do get students more intent in what they are learning and more eager to figure out how this fits with the classroom.

Douglas and Seward. “Senator Douglas on Slavery, States Rights, Senator Seward on Popular Sovereignty, and Territorial Expansion”. http://query.nytimes.com/gst/abstract.html?, 1-2.

This was an article that was written in the New York Times in 1858 with the southern senator supporting slavery by using the excuse of states rights. The northern senator, in this articles, was talking about the U.S.’ territorial expansion and the need for people that live in that state to decide whether there will be slavery or not. I am going to use this article to show students why the question of slavery mattered to the government; and the big split between the northern and southern perspectives.

Epstein, David G. and Gizelle Liza Anatol. Reading Harry Potter: Critical Essays. NA: Greenwood Publishing Group, 2003.

This book looks critically at the Harry Potter series and analyzes: themes, characters, attitudes towards life. In the attitudes that people have in life about slavery is where I would use the book, so students realize that societal problems can be found in modern day literature. Does that mean the information is put there deliberately? There is a section that I would use that compares Doby, the house elf, to the slaves coming from Africa. Also, where Winky is compared to slaves that are set free and do not understand freedom because they have been forced into slavery for most or all of their lives.

Incorporated, IPS. “NA”. http://www.leakylounge.com/House-Elf-Liberation-Fr%20t58703.html, 1.

The leaky lounge has a lot of site, links, and discussion boards. I would use this to show students how a discussion board works and people’s opinions of matters such as slavery do count. I will also use this site to get my students to post something about Harry Potter and the house elves life’s of slavery. I will also remind them hear that history was written by a person, so there is always an underlining perspective written within the history of any event.

Morgan, Edmund S. “Slavery and Freedom: The American Paradox”. The Journal of American History, 59 (June 1972): 5- 29.

This article is about how the United States used the free labor of African slaves to build a new and separate nation from the British. The new leaders of America knew that they needed to have a solid economy to ensure the freedom of the country; and they did this by the free labor of indentured servants, but mostly slaves. I will use this article to show that there were people that were willing to defend the idea of slavery and the necessity of the slaves in America to ensure American freedom from Britain.

Rowling, J.K. Harry Potter and the Deathly Hallows. Broadway, NY: Scholastic Incorporated, 2007.

This was the last book in the Harry Potter series where Harry Potter finally beats Voldemort for good. However, the parts that I would use from the book would be from chapter ten, in the beginning Harry Potter was ordering the house elf to say certain things and do certain things because he belonged to Harry Potter. The house elf was handed down through the Black family to Harry’s godfather; and when Harry’s godfather died, the house elf became his. Essentially, the house elf, which was a living being, was considered a piece of property.

Rowling, J.K. Harry Potter and the Order of the Phoenix. Broadway, NY: Scholastic Incorporated, 2003.

This was the book that came after Harry won the Triwizard Tournament, Cedric was killed by Voldemort, and Harry tried to warn the wizarding world that Voldemort was back and his Death Eaters were becoming active. However, the parts that I would use would be when Sirius was treating Kretcher, the house elf, like he was property to do his bidding. I would also use parts where Ron explained to Harry and Hermione that house elves liked serving their masters and Hermione getting mad at him. Then I would compare Hermione’s SPEW to the underground railroad.

Thwaites, Reuben Gold. The Colonies, 1492- 1750. NA: Longmans Green, 1890.

This book is about the beginning of colonization of what is now known as the United States. The part of the book that I will be focusing on will be how the first African slaves were treated when they came to the U.S. I want students to understand that slaves were not always treated badly or seen as property; the idea of slaves being property developed over time.

Interdiscplinary Plan

Mrs. Smith 17 Mar 08
Small Learning Interdisciplinary Plan

Ancient Rome

NY State Standards:
Social Studies 2- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Language Other Than English 2- develop cross-cultural skills and understandings.
Mathematics, Science & Technology 1- use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
English Language Arts 2- read, write, listen, and speak for literary response and expression.
The Arts 1- actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
Activities
Social Studies:
Create a graphic organizer describing the different parts of the Roman culture using your text, notes, or handouts. Compare your organizers to the other organizers in your group and discuss differences.
Create a timeline to show specific, significant events occurring in Ancient Rome that were discussed in class. Include significant people, places, architecture, wars, etc.
English:
Pick a name of a God or Goddess out of the hat and I will pass out a corresponding mythological story that you must read.
· Describe different characteristics of your God or Goddess according to the mythological story you read.
Arts:
Act out part of the play “Caesar”.
· Create a drawing of a mythological God, Goddess, or creature.
Spanish:
Compare and Contrast the Ancient Roman culture to the Hispanic culture.
· Describe why you should know where Romance languages had come from and how far, according to a provided map, the influence spread. Notice the similarity to how far the Roman Empire stretched.
Mathematics:
According to the scale, build any type of Roman architecture.
· Create a graph showing where different Roman slaves came from.

Review Game for concepts of trade

Mrs. Smith 02 May 08
Review
Activity:

This activity involves a type of role playing. I would have a bunch of note cards that had different words about trade on them. Then, I would move all desks that were in the center of the room. I’ll have them count 1, 2, 3 to set up the groups. One will be on the lower south of the room; the second will be in the upper center of the room, and the third will be in the farther upper north of the room.
Most of the cards in the third group will say silk, but some of the other cards will say peaches, apricots, cinnamon, ginger, pottery, and paper. There will be other cards that say Buddhism and Chinese. The second group will not get cards yet. The first group’s cards will say alfalfa, wine grapes, copper oxides, zinc, and precious stones. And other cards that say Christianity and Islam. I will move group two in different places in the center, but the other groups are all together.
I will have the third group give the middleman all their cards, and then the middle men will keep some things that they want, and then pass them on and the next middle men will keep some things that they want, and then pass them on, and so on until the few left get over to the first group. The third group keeps the new cards and passes along their other cards to the middle men, and the same simulation talked about above will occur until the third group has different cards. I will ask everyone to look at the cards that they have and describe the new ideas, religions, cultural ideas, etc. that were passed down to them. For example, if the Buddhism card goes to Africa that person will have to tell me (the teacher about Buddhism) and so on. Then, we will have a discussion about the simulation and how realistic the simulation was to back then.










Name: Date:
Class: Unit: Early Civilizations
What does trade do?
Review: The answers will be found in your notes from the Power Point and will be tested on tomorrow
1. The ________________ and the ___________________________ were two important trade routes.
2. Horses arrived in __________________ around 2000BCE, domesticated by
_________________, then brought to __________________, and ended up in
__________ by _______ BCE.
3. The definition of cultural diffusion is: _________________________________
________________________________________________________________.
4. Ideas were exchanged and technology was shared, such as: helping in _____. Horses were used on _________ by ___________.
5. China had a ______________ on the _______ trade. The long-distance travel had many ___________________.
6. The Silk Road brought back ____________________, such as: plants, new crops, medicine, and precious stones.
7. China sent new fruits, spices, and manufactured goods on the ____________.
8. Interactions between different peoples caused ethnic ___________________ and __________ values.
9. Causing a new interest in religions such as ____________________________
________________________________________________________________.
10. The ______________________ route in Africa was ___________ from other trade routes in different countries.
11. Trans-Saharan __________ routes was part of the ____________________
trade route.
12. Only ___ venture along this route due to the danger, but soon the _______ expanded.
13. _________ African merchants supplied salt to _________________ Africa.
14. ______ was brought by _____ to traders in _______, however, the religion quickly spread throughout _______.
15. Even though _____ was the most popular and widespread religion along most ______ routes, ______________ and ________________ was also noticed in Africa.
16. These ________________________ systems caused the exchange and flow of _________, ___________, and _________.
17. Most _________________________ traders did not exchange many ideas from different ____________. This was because there were ____ people were involved in __________ social systems, they were mostly _______________ and ______________.

Tic-Tac-Toe Review

Mrs. Smith 03 May 08
Review Game

Tic- Tac- Toe M+Ms- Early Civilizations

Directions: The class will count off in fours and make sure they remember their number.

1. There will be a pile of review cards for each group.
2. First, student that had number one and three will play tic, tac, toe against each other and student two and four, but there is a twist.
3. Student one (two) will read the first card and student three (four) must answer the card correctly in order to put the M+M on the square that he or she wants to put it.
4. Next, student three (four) will read a card and student one (two) must answer correctly to put his or her M+M in his or her spot.
5. Take turns back and forth in this manner until there is a winner, then allow have the two winners play against each other and the two ones that lost play against each other.

Civil Rights Movement Webquest Lesson Plan

Mrs. Smith Web Quest

Civil Rights Movement

Pre- Instructional Phase
Teaching Standards: Social Studies Standards 1 & 4- Students will use a variety of intellectual skills to demonstrate their understanding of : major ideas, themes, developments, and turning points in the history of the United States and how the United States and other societies develop economic systems and associated institutions to allocate scarce resources.
ELA Standards 1, 2, 3 & 4- Students will read, write, listen, and speak for: information and understanding, literary response and expression, critical analysis and evaluation, and social interaction.
Lesson Objectives: (LWDAT= Learning Will Demonstate Ability To)
Cognitive- Given the Web Quest information, LWDAT use technology to demonstrate their understanding of The Civil Rights Movement and Martin Luther King, JR.
Content:
The time era is the Civil Rights Movement and the contributions of different African Americans. In Birmingham, Al. Martin Luther is trying to organize the people to fight for their Civil Rights. He made a speech in a church, trying to get the support of the adults to protest the abuse that they faced each day. Due to fear, none of the adults were willing to sacrifice their jobs, prison time, and possibly their lives. However, the children decided to participate and each day that they did, they were thrown into prison. Soon, there were so many children in jail that the jail was full and the school gym had to be used.
Instructional Aids: computer and internet,
Student Modifications: reading guides, partner work, whole- group discussion
II. Interactive Phase
Focusing Event:
“Imagine that you are a middle school student who lives in Birmingham, Alabama and are of African American descent. After hearing a Martin Luther King Jr. speech in your church about how people need to stand up for their rights. Then, he asks who is willing to meet at the church and march on the street in protest of the wrongs. You and many other kids you know stand up, but the adults remain seated. The next day you bring your toothbrush to school with you because at noon you were going to go to the church and march in the protest”.
Implementation:
“Today and for the rest of the week we are going to work on Web Quests. There will be questions in a packet that need to be answered before the end of the quest. We will be working in the computer lab for the rest of the week. I will give you guys the rest of the instructions when we are in the computer lab”.
“Everyone will need their own computer, but I want you guys to work together with your partner on the packets. First, move the mouse and your screen will turn on. If you notice, when the computers wake up, the page that you are looking at is a special page that I have created specifically for this Web Quest. If you read the home page, everyone should find some of the answers from the packet that you are looking for. However, you will not find all the answers. If everyone takes a look right now, you should see on the left side of my home page links. These links will take you to other sites that will help you find the answers for your packet. Although there are about ten links to different sites, you will not need to explore each site. However, make sure that the sites you do explore will be plenty of sites, so you will be able to answer all the questions in the packet. You may even learn some things that are not answers to questions in your packet, but these things will help you at the end when you need to write a narrative. When we are nearing the end of the Web Quest, I will help students think about what might be important to have in the narrative. By the end of the Web Quest, everyone should have read through my whole home page and looked at an additional three to six other links in order to answer all the questions in the packet and write the narrative.
“Please begin your work and do not be shy to talk out the answers with your partner. If you and your partner disagree on an answer, then you can ask another group that is sitting next to you. Then, if after some discussion, the four of you can not agree on an answer, then you may raise your hands and I will try to help you. Please do not be shy about asking your partner or the group next to you a question because these Web Quests and the work that goes with the Quests are meant to be collaborative. In this particular assignment, talking with your peers is encouraged, but lets all remember that we are in school and must use our inside voices, so the students in classes surrounding us will not be disturbed by our class.
Closure:
"Tell the person sitting next to you something new that you learned about Martin Luther King Jr. and how the children help."
Extending Activity:
“For homework, I want you to write a journal, one page in length, describing your experience for the first day of the Quest, what you have learned, what you hope to learn, and any goals for work your group wants to complete next time.



Names: Date:

Group #: Civil Rights Web Quest



Situation: Imagine that you are a middle school student who lives in Birmingham, Alabama and are of African American descent. After hearing a Martin Luther King Jr. speech in your church about how people need to stand up for their rights. Then, he asks who is willing to meet at the church and march on the street in protest of the wrongs. You and many other kids you know stand up, but the adults remain seated. The next day you bring your toothbrush to school with you because at noon you were going to go to the church and march in the protest.



What are Jim Crow Laws? About what year did Jim Crow laws begin?




2. Name some examples of Jim Crow laws?



3. What court case established the principle of separate, but equal and in what year?





4. Why is this case significant?




Who was Martin Luther King Jr.?



Describe some of his goals?





Where did a protest, similar to the situation I gave you in the beginning of class take place and when?




What happened to the children that participated?




How do you think they felt?

Write a narrative that could have been written by a child that marched in the protest of the Civil Rights Movement. This must be at least one to two pages in length (remember that one page is the front and the back of a piece of paper) and be a collaboration of what you learned through your Web Quest.

Colonies of America Lesson 3

Mrs. Smith Founding Fathers (Lesson 3)

I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2,3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, fights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 2, 3, &4- Students will read, write, listen, and speak for:
- information and understanding
-literary response and expression
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstate Ability To)
Cognitive:
a) Given the information provided about Founding Fathers, LWDAT critically analyze and describe the Founding Fathers importance in the beginning of the United States.
b) Given the information about the different compromises, LWDAT understand the Founding Fathers’ legacy.



Affective:
a) LWDAT listen and respect his or her peers and teachers while presentation going on.
3. Content:
Concept- Students will be learning about the Founding Fathers and the legacy that has extended into modern government
Key Vocabulary-
John Adams-helped lead the opposition against the Stamp Act and other British acts and believed that American Independence was his calling. Adams became the second president and tried very hard to create a bipartisan administration by collaborating with Jefferson
Benjamin Franklin- was 81 at the time of the Convention, but had fought for colonists rights for many years and had gotten France to help with the American Revolution.
Thomas Jefferson- owned a small plantation and believed in strong states rights, with little government control. He was secretary of the state to Washington and became president later
George Washington- most respected man and great general from the American Revolution, who was the first president and set many of the precedents that were followed by his successors for years.
Task Analysis
- key people in the students’ notebooks
- discuss the different founding fathers
- Power Point Presentation with many different photos of the men and the convention
4. Instructional Aides/ Resources
- whiteboard markers
- notebooks
- Power Point
- My book>Founding Brothers by Ellis


5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problem
- visuals on the Power Point
- Being read to by the teacher; helps those with reading problems
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the vocabulary on the board
“Good morning class, today we will be doing something a little different, so I hope that we all have fun. I also want to let you know that this was a quick unit and we are finishing the unit today. Tomorrow we will be doing a review day and the next day we will be having a quiz on what you learned, so make sure that you prepare for the next two days.
“I have written six very important names on the board. These are six of the many “Founding Fathers”. I have a Power Point to show you and you will get to see some pictures of the different men, the Constitutional Conventions, and the men with their families.
“We’re going to write some ideas on the board. If you were one of these men who were building a new government, remember that you want to build a lasting government because this will be part of your living legacy, what would you want to include? Also, remember we have already talked about the Article of Confederation and why they failed, so don’t add anything that won’t work.
Bridge:
“Now that we know what we would do, let’s learn about the “Founding Fathers” and learn about what they did
6B Implementation:
***start Power Point that will have pictures and talk***
“George Washington I am going to talk about first because he was one of the most respected and well known men that left a legacy that still lives on today, which is the Constitution and the United States government (read from book pgs 120).
“George Washington was an accomplished general in the American Revolution. He had such vitality about him that it almost seemed natural for him to be elected the first President. Since he was the first president, it was very important for him almost to be perfect because the presidents after him would copy a lot of the things that he did. For example, there is no where in the Constitution that the president creates a Cabinet; however, Washington found that he needed a Cabinet to help advise him.
“He also was president for only two, four year terms. When asked if he would run for a third term he declined because he did not believe that anyone should serve more than eight years as a president. He believed that there should be rotations in the government office positions. In his “Farewell Address”, Washington wrote about the need for the United States to keep national unity and cohesiveness. He also said that excessive partisanship, such as in political parties, will sectionalize government and not allow cooperation, and therefore, is a bad thing. Lastly, he wrote about how the United States needed to independent from European affairs because there were always so many problems over there. The United States had the ability to isolate itself because the United States is on a totally different hemisphere than Europe.

Formative Check:
”Why was George Washington well known and respected? Name one thing that Washington instituted that was not in the Constitution.
Bridge:
“ Now, we are going to move on to Thomas Jefferson.
Implementation:
” Thomas Jefferson drafted and signed the Declaration of Independence before the United States existed. After the United States won in the American Revolution, Washington had Thomas Jefferson as his secretary of state. Jefferson was important because he believed in as little national control as possible over the states. This is possibly because he had a small plantation and sold his own things, so he wouldn’t want government interference.
“Jefferson tried to help the other politicians’ compromise in order to get a well working government organized. For example, when Hamilton and Madison were on opposite ends of Hamilton’s fiscal plan, Jefferson offered to host a dinner party at his house where the major players could iron out a compromise. On June 20th, 1790, Jefferson got Madison and Hamilton together to compromise. Madison said that he would let Hamilton’s deal pass if Hamilton could guarantee that the nation’s capital would be relocated to the Potomac River, which was in the south, instead of staying in Philadelphia.
"After Washington retired, Jefferson claimed that he was going to retire and work on his small plantation. However, he soon became the front-runner for the presidency along with Adams. When the election came up, Adams took New England and Jefferson took the south; however in the end Adams won.

Formative Check:
”What type of government did Jefferson support and why? What was Jefferson’s job when Washington was president? After Washington stepped down, who supported Jefferson in the cadency?

Bridge:
“We are now going to move into Adam’s and his presidency.
Implementation:
“Adams felt that his life project was the American Revolution, so after he achieved his goal of independence it was natural for Adams to become part of the new government. First, in 1765, Adams helped lead the opposition against the Stamp Act and all the other British acts that were unfair. He truly believed that the colony should not have to pay these extra taxes because of the ideology of “No taxation without representation”. (read pgs164 bottom 165) John Adams was also well known for his writings in Thoughts on Government which was a pamphlet that was “the Atlas of independence” and later became a guide to the first state constitutions. Adams was also successful in getting Washington to be the head general over the Continental Army during the American Revolution.
“Then, in 1777, Adams joined Franklin and helped in the war effort by going to Paris and convincing the French that the colonists were serious about becoming an independent nation. Soon after his talk, the French came to the aid of the colonists. He also helped draft the Massachusetts Constitution, then went back to France to work on the peace treaty.
“Adams believed in a very different philosophy of government than Jefferson. He believed that a strong central government can be very advantageous as long as there are checks and balances put in place. He believed in having a bicameral, or two housed, executive branch. Unfortunately, as the first vice president there wasn’t much for him to do unless the president died and he took over.
“Even though his wife became his closest confidant, he also worked closely with Jefferson when Adams became president. Adams wanted to make sure that the government wasn’t dominated by only one ideology.

Formative Check:
” What does Adams’ believe that government should be organized as? Name two things that Adams’ did to help the American Revolution.
Bridge:
” Next, we are going to work on learning about Benjamin Franklin
Implementation:
“Franklin was the oldest man participating in the Conventional Constitution at the age of 81. He had fought for the rights of colonists for many years and worked with Adams to get the help of the French during the American Revolution. He was considered one of the most outstanding and well known men at the Convention, second only to George Washington himself. He also was a great compromiser and helped delicately form the Constitution.”
Closure:
“Before we end today, we are going to do an activity. I want everyone to stand up. Now, before you can sit down everyone has to tell me something that they learned today about the founding fathers.
Extending Activity:
“For homework, you need to study because tomorrow is review day and the next day will be a quiz. There will be a prize for whoever does the best in the game and on the quiz.

Colonies of America Lesson 2

Mrs. Smith Compromises (Early Colonies)
(Lesson 2)

I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2,3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, fights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 3- Students will read, write, listen, and speak for:
- information and understanding
- critical analysis and evaluation
2. Lesson Objectives: (LWDAT= Learner Will Demonstate Ability To)
Cognitive:
a) Given the information provided about problems with the Articles of the Confederation, LWDAT critically analyze and describe why that government failed and the new Constitution has lasted until present day
b) Given the information about the different compromises, LWDAT analyze what makes a good government and what make a weak government.



Affective:
a) LWDAT listen and respect his or her peers and teachers while working on notes together
3. Content:
Concept- Students will be learning about the early government and the difference between the Article of the Confederates and the present day Constitution. Before working in groups we will discuss why having a weak central government is a bad idea. We will also figure out why the current government has been able to work so well
Key Vocabulary-
Treaty of Paris- in 1783, this formally ended the Revolutionary War for Independence with Great Britain
Northwest Ordinance- in 1787, it allowed for the formation of not less than three and no more than five states; forbidding slavery in all of these states (Indiana, Michigan, Illinois, Wisconsin)
Shay’s Rebellion- in 1787, farmers revolted in protested of losing their farms because of non-payment of their debt-the Articles of the Confederation were too weak to do anything to help, so the Constitutional Convention was being hastened
The Constitutional Convention- in 1787, created to form a strong, national government. Representatives from each state attended according to the population of the state, with slaves counting as 3/5ths a person
Virginia Plan- plan to have a government where the House of Representatives were elected by popular vote and a Senate elected by the House. This would have given the more populous states control of the national legislature
The New Jersey Plan- provide for a single legislature where all states were to equal representation
The Great Compromise- was finally decided that the states will be equally represented in the senate and are represented in the House of Representatives in proportion to their populations
3/5ths Clause- Southern black slaves were counted as 35ths a citizen for purposes of proportional representation
Task Analysis
- key vocabulary in the students’ notebooks
- discuss difference between weak central gov. and a strong one; why US Constitution has worked so well
- take notes on the compromises
4. Instructional Aides/ Resources
- whiteboard markers
- notebooks
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problem
- start homework in class
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the vocabulary on the board
“Good morning class, today we will have a more traditional class today because we are working on learning about the difference between the first government that the colonies put together under the Articles of the Confederation and the government created under the rules of the Constitution. We will be looking specifically at the compromises and tomorrow we will learn a little about the different founders and I will have a slide for you to watch.
“The first thing that we are going to do today is go over our six vocabulary words” ***Write and explain the vocabulary words
Bridge:
“Now I am handing out a partial outline for your notes. While I am talking, you will see that I pause or say a specific word or name twice that is another way of me saying hint, hint this word should be written in the blank in your notes.
6B Implementation:
“After the colonies declared themselves independent on July 4th, 1776, there were other foreign powers that thought the English would easily crush the rebellion. However, the colonists proved them wrong and were able to keep on holding their own land and winning a few battles. Finally, the French saw how resilient the colonists were to stay independent from the English and offered their help. After the French became involved on the colonists’ side, the English realized that this was a war that would eventually cost them all of their resources and they probably would not be able to win.
“The Treaty of Paris was signed in 1783 and mostly benefited the British and Americans more than any other country that had territory in the Americas. Britain officially recognized American independence and the United States was given the territory between the Appalachians and the Mississippi and south of the Great Lakes.

Formative Check:
”What country helped the colonists beat Great Britain in the war for independence? Why do you think the French waited to help the colonists? Why wouldn’t they help them from the beginning? Do you know of any countries that are part of another country and could fight for its independence if the country wanted to? Why doesn’t that country fight to be independent?
Bridge:
“ Now, that we have talked about the end of the war, we are going to talk about how the colonists decided to set up their government.
Implementation:
” The first type of government that the colonists created was based on the Articles of the Confederation. This government was democratic in some sense, but there was a fear that giving direct power to the uneducated masses was a bad thing to do. Therefore, the masses had a say by which person they chose to represent them through voting. However, the real power rested in the elected representative. The people of the new nation also worried about a central government that had too much power, and due to this fear, there was a very weak central government. The individual states were trusted to protect the people and had the most powers.
“The Articles really set up an alliance between the thirteen states instead of a central government. The states still considered themselves separate and sovereign states in which the Articles only served as a treaty among the different states. The central government was given the power to declare war, make peace, sign treaties, borrow money, create a postal service, and deal with Native Americans. While the states had the power to coin money (so there was no national currency like today), to give money to the national government if so choosing but was not forced to by a tax, etc. Basically every state was on its own.
“Under the Articles of the Confederation there were some accomplishments which include the most important accomplishment of successfully defeating the British in the American Revolution. The government also was able to negotiate the Treaty of Paris, which we talked about earlier, that created the beginning territory of the United States. Lastly, the government passed both the Land Ordinance of 1785 and the Northwest Ordinance of 1787 before the government changed. These laws set the pattern that was followed for a new state to join the United States, and abolished slavery in the Northwest Territory. However, soon many politicians noticed that the government needed to be changed because the national government was too weak to last.”

Formative Check:
***Answer these: What are some of the powers that the national government has? What are some of the powers that the state has? Which has the greater amount of power, the national or state government?
Bridge:
“What we are going to look at next is a political cartoon and I want you to really think hard about the meaning of this cartoon. This is important because on your regents they are going to give you a DBQ and you will have to analyze cartoons and documents. So, I want you to get use to seeing them regularly.

Formative Check:
"Can you tell me what the cartoonist is trying to say? What is the medicine?
Bridge:
” Now we are going to talk about the Constitutional Convention and the different compromises that were looked at before deciding on what type of Constitution would fit the United States the best.
Implementation:
“There were fifty-five delegates that were sent to Philadelphia, Pennsylvania that represented all the states, except Rhode Island, for the Constitutional Convention. The men met at the Pennsylvania State House, which is now called Independence Hall, in May of 1787 in order to create a stronger central government. The delegates were all types of different men, including: lawyers, planters, and merchants.
“There were two major issues that were being considered besides reshaping the government at the Convention. First, there were many small farmers and workers in the country and a minority of wealthy, prominent men. However, the majority were being ruled by the minority, as seen by Shay’s Rebellion that we talked about earlier, and the government needed to find a way to protect the majority. Also, there was a concern about how to distribute the power between the state and national government.
Formative Check:
"Do you make them equal partners, or which one deserves more power? Why?
Bridge:
“First, the representatives debated between two different plans for representation in the new national government.
Implementation:
“The Virginia Plan allowed the government to be run by two houses that were represented in two different ways. The House of Representatives were going to be elected by popular vote, and then the House representatives would elect the people for the Senate. This type of representation would have given all the power of who was elected into the national government to states that had a bigger population. This is because the national legislature would have been elected according to Proportional representation, which means representation according to the proportion of a state’s population.
“The other plan was known as the New Jersey Plan and was supported by the states that had smaller populations because this plan had only one body of legislature and all the states had equal representation in the government.
“The Great Compromise was then brought to the delegates’ attention. This compromise basically combined the two plans by creating a two house government. In the House of Representatives the states would be represented according to their populations, so the states with more people would have more representatives. The states with less people would have fewer representatives. However, in the Senate that states were going to be equally represented.
“However, this caused a small dilemma because the representatives didn’t know how to count slaves. In that time period, they considered slaves not to be people. So the states with not a lot of slaves like New York, didn’t want slaves to be counted in a state’s population; however, states like Virginia did want them to be counted in order to get more representative. This is how the 3/5ths Clause came to be. This compromise allowed slave to count as 3/5ths a person for purposes of representation.

Formative Check:
"Can someone tell me something about The Virginia Plan? Why would a small state support the New Jersey Plan instead? What is good about the Great Compromise?

Closure:
“Before we end today, we are going to look at a chart that compares the Articles of the Confederation to how the Constitution fixed the problems.” ***Talk about chart briefly
“I am handing out a worksheet that I want you to read quickly an answer the four questions at the end article.

Extending Activity:
“For homework, if you haven’t finished article please finish it for homework, if you have please hand in your answers.













Name: Date:
9th US History R Partial Outline

Article of Confederation and Constitution Compromises
After the colonies declared themselves independent on ___________, there were other foreign powers that thought the English would easily crush the rebellion. However, the colonists proved them wrong and were able to keep on holding their own land and winning a few battles. Finally, the _________saw how resilient the colonists were to stay independent from the English and offered their help. After the French became involved on the colonists’ side, the English realized that this was a war that would eventually cost them all of their resources and they probably would not be able to win.
___________________was signed in 1783 and mostly benefited the British and Americans more than any other country that had territory in the Americas. Britain officially recognized American independence and the United States was given the territory between the Appalachians and the Mississippi and south of the Great Lakes.
The first type of government that the colonists created was based on the__________________________________. The masses had a say by which person they chose to represent them through_________. However, the real power rested in the elected representative. The people of the new nation also worried about a central government that had too much power, and due to this fear, there was a very weak central government. The individual states were trusted to protect the people and had the most powers.
The states still considered themselves _____________and sovereign states in which the Articles only served as a treaty among the different states. The central government was given the power to declare war, make peace, sign treaties, borrow money, create a postal service, and deal with Native Americans. While the states had the power to coin money (so there was no national currency like today), to give money to the national government if so choosing but was not forced to by a tax, etc.
Under the Articles of the Confederation there were some accomplishments which include the most important accomplishment of successfully defeating the _________in the American Revolution. The government also was able to negotiate the Treaty of Paris, which we talked about earlier, that created the beginning territory of the United States. Lastly, the government passed both the Land Ordinance of 1785 and the Northwest Ordinance of 1787 before the government changed. These laws set the pattern that was followed for a new state to join the United States, and _______________________________in the Northwest Territory. However, soon many politicians noticed that the government needed to be changed because the national government was too weak to last.
There were fifty-five delegates that were sent to________________, Pennsylvania that represented all the states, except Rhode Island, for the Constitutional Convention. The men met in Independence Hall, in May of 1787. The delegates were all types of different men, including: ______________________________________________.
There were two major issues that were being considered besides reshaping the government at the Convention. First, there were many small farmers and workers in the country and a minority of wealthy, prominent men. However, the ___________was being ruled by the minority and the government needed to find a way to protect the majority. Also, there was a concern about how to distribute the power between the state and national government.
The Virginia Plan allowed the government to be run by two houses that were represented in two different ways. The House of Representatives were going to be elected by _________vote, and then the House representatives would elect the people for the Senate. This type of representation would have given all the power of who was elected into the national government to states that had a bigger population. The other plan was known as the New Jersey Plan which had only one body of legislature and all the states had ____representation in the government.
“The Great Compromise combined the two plans by creating a two house government. In the ___________________the states would be represented according to their populations, so the states with more people would have more representatives. The states with less people would have fewer representatives. However, in the Senate that ________were going to be equally represented. The 3/5ths Clause allowed slave to count as ______a person for purposes of representation.

How were the Weaknesses of the Articles of the Confederation Were Corrected by the Constitution?

List four problems with the Articles of the Confederation that were corrected by the Constitution and how this correction helped the government run more smoothly and last (without being overthrown like many other countries governments have).

Colonies of America Lesson I

Mrs. Smith Colonies of America
(Lesson 1)


I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 ,3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, fights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the information provided about American colonies and early forms of government, LWDAT critically analyze and describe why the colonies decided to go to war with Great Britain.
b) Given the demonstration, LWDAT discuss mercantilism and how it is helpful to the mother country

Affective:
a) LWDAT to give proper attention and respect to their peers who are participating in the demonstration.
3. Content:
Concept- Students will be learning about the early American colonies. We will discuss why the British government worked and what the Divine Right of Kings, then we will talk about the colonists and why colonies were set up by the major countries. Then, there will be a short demonstration on mercantilism and we will discuss how that economic system helped the mother country, but hurt other countries and the colony. Next, I will teach my students about the Stamp Act, Tea Act, and Intolerable Acts and why these acts upset the colonists. Then, we will take a look at the Declaration of Independence; and discuss why this document was risky for colonists to sign the document and why this document was good for them to sign. Lastly, we will discuss the Articles of the Confederation and how this government is different from today’s government.
Key Vocabulary-
Divine Right of Kings- rule by the will of God
Mayflower Compact- an agreement that was signed by the men aboard the Mayflower that said the colonists would obey any laws that were agreed upon for the general good of the colony. This established the notion of self-government in the American colonies.
Mercantilism- an economic system in which colonies exist to benefit the mother country, so this was the system used by imperialists.
Taxation without Representation- the taxpayer, colonist, had no say in the making of their taxes.
The Declaration of Independence- was a document written and signed by male representatives of the colonies. This document called the British King a tyrant, listed the wrongs that were committed against the colonists, and announced that the colonies were free and independent.
Articles of Confederation- first type of government that the colonies created that gave most of the power to rule to the states and a limited amount of power to the central government.
Task Analysis
- key vocabulary in the students’ notebooks
- make a KWL chart about why colonists came to
America
- read to them a short segment about the colonies and
we will finish the chart
- discuss mercantilism and short demonstration on how
it works
- discuss taxation and why colonists were upset; discuss
specific examples such as: Stamp Act, Tea Act, and
Intolerable Acts
- discuss the Declaration of Independence; hand out a
copy of political cartoon
- in partners write their own government; compare their government to the Articles of the Confederation

4. Instructional Aides/ Resources
- whiteboard markers
- handouts/cartoons
- notebooks
- materials for mercantilism demonstration
- timeline
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in pairs
- handouts to help students stay organized
- start homework in class
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the vocabulary on the board
“Good morning class, today we will start learning about why countries supported colonies, why would people want to be a colonist in the Americas and what the phrase, “Taxation without Representation”, means and why this became a popular sentiment. Then, we will look at specific examples of colonists being taxed by Great Britain without being represented and how that caused the colonists to be so angry that they wrote the Declaration of Independence. Last, we will look at the Articles of the Confederation and discuss the difference between this type of government and the present day government.
“I want you all to imagine that you are colonists traveling from Great Britain to the new world. Before you get there, you need to agree upon some basic rules that everyone will follow. I am going to ask each person to think about one example and I will write it on the board, then we will compare our classroom agreement to the Mayflower Compact.”

Formative Check:
*** Write the students’ ideas on the board and quickly discuss Mayflower Compact
“The Mayflower Compact was an agreement created in 1620 before the colonists aboard the Mayflower landed in America. This contract allowed the colonists to be governed by local governments that the colonists created. This is known as self-government and is important because this was the opposite of the divine governments of the mother countries. They were governments that were supposed to create laws that were in the best interest of the colony. Soon colonial assemblies were created in each colony. In the Virginia colony in 1619 the House of Burgesses was created which became the first representative lawmaking assembly. After that, other colonies created similar assemblies that were bicameral, which means that they had two legislating bodies. This was similar to the Parliament in Great Britain.

Bridge:
“ Now, that we have started discussing the colonists, we are going to take out our notebooks and put this vocabulary in our notebooks.”
*** write the definition for the vocab. on the board
6B: Implementation:
” Next, we are going to do a KWL chart. These charts are always very useful because they allow us to write down what we already know about a subject, what we want to learn about that subject, and what we have learned after doing some work.
“Our KWL chart will be on the colonists. I want to everyone to copy this chart in your notebooks and set the chart up the way I am writing it on this board. First, I want everyone to stand up. Now, one at a time, tell me something you already know about the early colonists who came to America. After giving me an example, then you can sit down. I will begin this activity by giving you guys an example,”
***Write trying to escape religious persecution, then write all of the students’ examples
“I am going to write some questions about what I want you guys to learn about colonists and I want you to copy these questions into the “W” section of your chart, your chart should look similar to mine.
*** Where did Puritans settle? What colony promoted religious tolerance? What colony was founded by the Quakers? For what reasons were Virginia, Delaware, and New York created? What groups of colonists left to escape governmental persecution? What company was the first to settle in Virginia for the English? What happened to them? Who did the colonists use to work on the farms (two different groups)?
“Now, I am going to read a short section about colonists and why colonists came to the Americas.”
***Handout a copy of the section and read the section.

Formative Check:
***Discuss the answers to the questions and write in the “L” part of the chart.
Bridge:
“Now that we are done with our KWL charts, we can put our notebooks to the side for a minute. The next thing I want to teach you is mercantilism. This can be a difficult concept, but hopefully through this demonstration, you will be able to understand the concept better.

Formative Check:
” Can anyone remember the definition of mercantilism? This was one of our new vocabulary words, so please do no recite the definition I gave you. Instead put mercantilism into your own words.
Implementation:
“I want everyone to stand up and move quietly and quickly to the left side of the classroom.
***Make sure to give enough wait time.
"Now, you three move to the back center and you represent Spain and everyone else represents Great Britain. Now Great Britain is going to send five colonists off to the Americas. You five people are going to work very hard to grow crops and produce raw materials for your mother country. The colony is going to give Great Britain the raw materials and Great Britain is going to give the colonies the finished goods. However, Spain is going to try to get involved and trade with the colonies. Great Britain says “No because that is Britain’s colony. Now everyone sit down and we are going to quickly discuss what we just did.”

Formative Check:
***Discuss mercantilism and how this system affected the mother country, colonies, and other countries. Why does this system best benefit the mother country more than anyone else?
Bridge:
"Now we are going to move on to taxation. A major cause of the American Revolution was because colonists were very angry about the taxes they had to pay when their interests were not being protected in Great Britain. Does anyone know what the common phrase colonists used that we went over in the beginning of class was? Yes, “Taxation without Representation”.
Implementation:
“People that lived in Great Britain had a Constitution that the Parliament and King had to follow before creating new laws and or taxes. Colonists from Great Britain felt that they retained the citizenship of their original country, in other words the colonists felt that they still belonged to the mother country. Due to that, these colonists felt that they should have some type of representation in Great Britain to look out of colonists’ interests, especially when it came to Parliament deciding on an increase in taxes.
“Great Britain tried to levy many different taxes on the colonists; and because the colonists felt this was unfair they did many different things to stop Great Britain from collecting. Does anyone have any ideas about what taxes Great Britain tried to impose and what the colonists did? I am going to hand out a timeline which will have the important taxes, things colonists did to stop the collection, and what all this eventually led to.”

Formative Check:
***Go over the different taxes and what colonists did and answer any questions students have.
Bridge:
“Has anyone heard of the Declaration of Independence? If you have, please raise your hand?”
***Ask for something that each person knows about the Declaration
Implementation:
“The Second Continental Congress created a committee to draft a formal document declaring independence from Great Britain and the tyranny of the British King. Does anyone know what three colonists was part of this committee? Yes, Benjamin Franklin, John Adams, and Thomas Jefferson were the members of the committee. However, Thomas Jefferson was the person that basically came up with the Declaration of Independence. Can anyone guess what day this Declaration was adopted by the Congress, this day is celebrated in one of the months of the summer? Yes, on July 4th 1776 the United States adopted the Declaration of Independence.
“This document had three basic parts (create chart with Declaration of Independence in the middle on the board and write important parts and ideas around the document) which were the theory of government, a list of wrongs committed by the British government and King, and a formal resolution that declared the United States independent.
“The key ideas are that people have natural born rights that include the right to “Life, liberty, and the pursuit of happiness”. The government only gets the ability to govern “from the consent of the governed”. This is usually written in a social contract or compact that gives the power to govern in exchange for protection of people’s natural rights. Lastly, when a government stops doing the job of protecting the rights of citizens, then the citizens have the right “to alter or to abolish” that government.
“Some may wonder what the purpose of the formal Declaration of Independence was for. The colonists wanted to announce to the world that the colonies were now a new and independent nation. Also, the colonies wanted to explain and justify the reasons that they had decided to declare independence.”

Formative Check:
***Hand out the cartoon. Analyze and discuss cartoon. Discuss why it might have been a bad idea to sign the Declaration of Independence. Tell them that John Hancock wrote his name so large because he wanted the King to notice his name and his signing was in direct defiance of the King.

Closure:
“Before we end today, I want you to break up into pairs and create your own governments. On the blank sheet of paper I am handing out, I want you to write both of your names on top and create your government below. Think about how much power are you going to give to the central power, are there going to be powers that only the states have, and are there going to be shared powers? Right down the specific powers each section of your government has; do you have a separate legislature, executive, judicial? You can name your sections anything that you want. Also, think about how the majority of the people are represented; is it direct elections like in the senate or electoral elections like in the presidential? Or do people within the government pick and vote for other people like in the Supreme Court?
Do not copy the government that we have now or any other government because this is meant to be creative. There is no right or wrong answer.

Extending Activity:
“For homework, if you haven’t finished your government please finish that and bring your government into class with you. Next class, we will compare these governments to the very first government of the United States called the Articles of Confederation.






Name: Date:
9th US History R colonialism

(US History and Government Review Book 2008)
The Colonists:

Why They Came pg 27
Religious Reasons Some colonies were founded for religious reasons, but the colonists represented different religions and had different motivations. Massachusetts, for example, was founded by Pilgrims, or Separatists, who had left the Church of England, and Puritans who wanted to reform it. Colonies controlled by the Puritans allowed no religious freedom. Rhode Island, on the other hand, permitted all religions including Judaism. Pennsylvania was founded as a refuge for Quakers; Maryland for Roman Catholics.
Economic Reasons Economic motives were a major factor in the founding of Virginia, Delaware, and New Netherlands (later New York), as well as North and South Carolina. Georgia, the last of the colonies to be founded, was settled by debtors.
Political Reasons Separatists and Puritans came to North America after having fallen into political disfavor because of their objections to the established Church of England and the king who headed it. Quakers, Catholics, French Huguenots, and Jews came to escape religious intolerance and even governmental persecution.


(Telescoping the Times1998)
The American Colonies Emerge pg 3-4
An English Settlement at Jamestown The English did not move quickly to create colonies in the New World. Finally, in 1607, a group of investors called the Virginia Company sent 150 colonists aboard three ships to North America. They built a settlement in Virginia that they called Jamestown in honor of King James I.
Spending all their time looking for gold, the settlers neglected to grow food. Many died, and the colony was nearly abandoned. New settlers began to grow tobacco-a Native American crop now in demand in Europe. Virginia farmers grew wealthy as tobacco growers.
As workers on their farms, the colonists first used indentured servants. In return for passage to America, these workers promised to work on the landowner’s farm. After four to seven years, they would be free. Most indentured servants were the English poor, but some were African. By the late 1600s, there were few indentured servants. The planters had mostly slave labor from Africa. . .
Puritan New England
A different group of people settled farther north. Religious dissenters-Puritans-had argued that the Church of England was too close to Roman Catholic beliefs. They hoped to purify the church with further reforms. One such group, the Pilgrims, planted a colony at Plymouth in 1620.
A large body of Puritans decided to move to the New World. They obtained a charter to create a settlement called the Massachusetts Bay Colony. In 1630, John Winthrop led about 1,000 settlers from England to Boston. They brought the charter them, effectively giving them the right to govern themselves in their colony. In the next ten years, another 20,000 English settlers moved to the Massachusetts Bay Colony.
The Puritans wanted to create a moral society-what Winthrop called “a city upon a hill”-that all people would look up to. About 40 percent of the colony’s men-those who were members of the church and owned land-could vote for local officials, an unusually high portion for the time. Church leaders, although unable to hold elective office, were influential in the colony.
These church leaders tolerated no dissent from their views. A minister named Roger Williams preached that the settlers should buy-not take-land from Native Americans. He also said that government officials should not punish those with different religious views. Facing arrest, he fled in 1636 to Narragansett Bay, where he started the colony of Providence. Also moving there was Anne Hutchinson. She, too, had been forced out of Massachusetts Bay by church leaders because she questioned their authority. . . .



Name: Date:
9th US History R Timeline

1764 Sugar Act put a tax on molasses 3cents/gallon and institutes procedures to make sure that it is collected
Currency Act forbids the issuing of any colonial currency
1765 Stamp Act puts a tax on 15 types of documents including: newspapers, pamphlets, legal documents, etc.
Quartering Act requires colonies to provide housing and provisions for troops
1766 Declaratory Act repealed the Stamp Act, however, Parliament has the right to legislate for the colonies “in all cases whatsoever”
1767 Townshend Revenue Act put an import duty on finished goods, such as: lead, paint, glass, paper, and tea in order to raise money from colonies
1770 Boston Massacre several citizens were killed by British soldiers after being hit with snowballs-tension grew from having to quarter four regiments in order to regulate customs
1773 Tea Act Townshend duties removed except on tea, and the British East India Company has monopoly over sale of tea, allowing price to drop
Boston Tea Party Bostonians dumped 90,000 pounds of tea into the Boston Harbor to protest the Tea Act
· Intolerable Acts 1)closed Port of Boston until East India Comp. repaid
2)King appoints the Massachusetts’ Council>town
meetings need written permission of Governor before occurring>Governor will
appoint judges and sheriffs>sheriffs will select juries
3)Governor can send officials and soldiers accused of
capital crimes out of Mass. for trials
4)Troops not quartered in public buildings>now stay in
private homes
-these were meant to punish Mass. and Boston for the
Tea Party
· 1774 First Continental Congress were representatives of the 12 colonies that
met in Philadelphia and call for a boycott of trade with Britain, adopted a
Declaration of Rights, and agreed to meet again in a year

WWII Different Perspectives Lesson Plan

Mrs. Smith WWII; Perspectives

I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 &3- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information provided about people involved in WWII, LWDAT identify and describe different nations and cultural groups involved in the war.
b) Given the stories and information provided about people involved in WWII, LWDAT identify and discuss ways different nations treated specific cultural groups involved in the war and why they were treated that way.

Affective:
a) LWDAT to give proper attention and respect to their peers who are reading their stories during the group activity.
3. Content:
Concept- Students will learn about the major nations involved
in the WWII and how America became involved by reading stories about soldiers, Japanese- Americans, African Americas, and Jewish Germans immigrants. Afterwards they will discuss with their groups about one cultural group being treated a certain way by the nation they live in. Before discussing as a class I will show a short section from Pearl Harbor (when Japan is attacking Pearl Harbor and a short part about how American sailors tried to defend themselves) and ask students for their reactions Then, as a class students will fill out an organizer for each country and culture on the board.
Key Vocabulary-
Concentration Camp
Culture
Discrimination
Ghetto
Task Analysis- Students will be given a handout that has
three stories about different people.
- Each student will read their part and as a group discuss how that person was treated or was treating others differently.
- Each group will focus on the one cultural group that they are assigned. They will discuss that group and fill out the attached study guide.
- As a class each group will present their cultural group and all students will fill out an organizer.

4. Instructional Aides/ Resources
- whiteboard pen
- handouts
- study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in cooperative learning groups
- choices for homework to help students with different
learning styles
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the important names of cultural groups, the pact, and dates on board.
“Good evening class, as you know we have been working on WWII and what happened after Pearl Harbor to get the United States involved in the war. As we all learned WWII began in 1941 with Axis powers taking over Allied territories and Allied Nations; however, after the attack on Pearl Harbor on December 7th, 1941, the government began to prepare the United States to join the Allies. By April of 1942, the United States was bombing Tokyo, Japan.
I want everyone to follow along as I read a scenario and please write your answers at the bottom of the sheet. Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed. Now I want you to answer the questions below and put down your pen or pencil when you’re done.
Formative Check: Answers to the questions to see the sensitivity
towards the problem of anger and revenge.
**these are my questions**
How do you feel about the situation after listening to your parents?

Are you angrier because the United States was not involved in the war?

Why?

Who’s fault is this attack?

Why do you blame them?

“Now, count off from one to three, please remember your numbers because you’ll need it in a minute. Group one sit here, group two over here and group three, right there. We are going to look at five stories about people who lived during the civil war. One will be about a child that was a Japanese- Americans another will be an adult Jewish German immigrant, an African Americans. Whoever’s number was one will read number one to the group, and number two will read number two, and so on. These are very short and should only take two minutes to read. Then I will let you know when it is time to discuss your story to your group. I will be walking around to make sure that there are no questions. I also want to pick up your sheets to see what you wrote down, but don’t be worried because this can’t be graded when this is your opinion.
**time two minutes, then give them time to discuss the stories and what they learned.
Formative Check:
**I will be walking around answering questions and keeping them on task
Bridge:
“ Now that you have discussed each story with your group, I want each group to focus on one particular cultural group.
6B: Implementation:
” Group one will focus on Jewish Germans, group two will work on Japanese- Americans, and group three will work on African Americans. First, as a group discuss your cultural group and how they were treated according to the different stories you read. Then, fill out the study guide that I provided for you.
Formative Check:
**Discussions students have together and their study guides. I will be walking around to hear their answers and discussions. I will also be walking around to answer any questions.
**Make sure to give the group adequate amount of time to work together**
Bridge:
“I think that we’ve had enough time to discuss everything and fill out our study guides. Before we move on, I want to show you a short clip from Pearl Harbor. I need to warn people that there may be some parts that are a little bloody because I am showing the attack. If need be, you may put down your head at any time that you don’t feel as though you can watch the material.
Implementation:
“I will handout a blank sheet of paper. On the board we are going to create an organizer and I want you to copy it down on the paper. This organizer will help us see the characteristics of some of the groups and cultures we have seen in the stories.
Formative Check:
** Ask for volunteers from each group to help with the organizer

Closure:
“Before we end today, I want each person in your group to say one thing about how different cultural groups that are considered Americans were treated after the United States entered WWII".
Extending Activity:
“For homework, look at the vocabulary sheet and define each vocabulary word in your own words. Then, either draw a picture that will remind you of the word or write a sentence using the word correctly.
“Also, either write a one to two page story about one of the people you learned about today. Or you could pretend you are one of the people and write a one to two page story about your experiences with persecution.




Name: Date:
SS Grade 8 WWII-cultural understanding

Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed.

Now, I want you to answer the questions below and put down your pen or pencil when you’re finished.

1. How do you feel about the situation after listening to your parents?




2. Are you angrier because the United States was not involved in the war?





3. Why?








4. Who’s fault is this attack?










5. Why do you blame them?


























Name: Date:

SS Grade 8 WWII stories

Margot Jacoby age 95, Jewish German immigrant>
We were very important people in Berlin. My husband was a celebrated copyright lawyer. Our milieu was the world of art: actors, singers, painters, writers. Berlin, in those days before Hitler, was the most stimulating. We were wealthy, spoiled. I had a cook, a house maid, a personal servant, a governess. I came from a well- off family and married into a well- off family. When we fled, we were penniless.
I was a singer, a good one. I had a big contract for an opera house in Kiel. Salome. When Hitler came to power in ’33, it was the end of my German career. In small script, at the very end of the contract, was written: “Are you of pure Aryan blood?” I tore it up into pieces and threw it away.
My husband and I were separated by the war. He went to America and I didn’t see him for seven years. For seven years, he lived in New York a beggar- no money, no food, in a furnished room. He was a poor broken man.

2. Fanny Christina Hill age 24, African American women>
That was a dollar an hour. It was better than anything else because you had hours to work by and you had benefits and you come home at night with your family. It made me live better. We always say that Lincoln took the bale off of the Negroes. Well, my sister always said- that’s why you can’t interview her because she’s so radical- “Hitler was the one that got us out of the white folks’ kitchen.”
(She recalls the discrimination faced by black workers at North American Aircraft.) But they had to fight. They fought hand, tooth, and nail to get in there. And the first five or six Negroes who went in there, they were educated, but they started them off as janitors. After they once got their foot in the door and was there for three months- you work for three months before they say you’re hired- then they had to start fighting all over again to get off of that broom and get something decent. They always managed to give the worst one to the Negro. The only reason why the women fared better was they just couldn’t quite give the woman as tough a job that they gave the men. But sometimes they did. There were some departments, they didn’t even allow a black person to walk through there let alone work in there. Some of the white people did not want to work with the Negro. But they did everything they could to keep you separated. They just did not like for a Negro and a white person to get together and talk.

3. Ben Yorita, Japanese- American>
Our parents couldn’t vote, so we simply weren’t interested in politics because there was nothing we could do about it if we were. There were two reasons we were living in the ghettos: Birds of a feather flock together, and we had all the traditional aspects of Japanese life- Japanese restaurants, baths, and so forth; and discrimination forced us together. The dominant society prevented us from going elsewhere.
Right after Pearl Harbor we had no idea what was going to happen, but toward the end of December we started hearing rumors and talk of the evacuation started. We could tell from what we read in the newspapers and the propaganda they were printing- guys like Henry McLemore, who said he hated all Japs and that we should be rounded up, gave us the idea of how strong feeling were against us. We were told we had a month to get rid of our property or do whatever we wanted to with it. That was a rough time for my brother, who was running a printshop my parents owned. We were still in debt on it and we didn’t know what to do with all the equipment. The machines were old but still workable, and we had English type and Japanese type. Japanese characters had to be set by hand and were very hard to replace. Finally, the whole works was sold, and since nobody would buy the Japanese type, we had to sell it as junk lead. The whole thing was very sad. By the way, it was the first time we had ever had a refrigerator and it had to be sold after only a few months.







Name: Date:
SS Grade 8 Study Guide

Jewish German immigrant

How did Jacoby’s life change after Hitler took power in Germany?


What was her career?

How did that change after Hitler took power?


What was said at the bottom of Jacoby’s contract that upset her?

Why would this upset her?


What was her husband’s job in Germany?

How did that change when he had to flee to the United States?



How do you think that affected his self esteem?



Name: Date:
SS Grade 8 Study Guide

African American

What type of job did Hill get after the United States entered the war?

How much did this job pay? Did this better her situation?


Was there still discrimination in her work place? If so name one example.



Did educated African Americans still have to fight for jobs? If so what type of job did they start at?


How were women treated differently?


Is this fair to treat African Americans differently from the rest?


Why or why not?



Name: Date:
SS Grade 8 Study Guide

Japanese- American

How did Americans treat Japanese and Japanese Americans after Peral Harbor?



Why would Americans not trust Japanese- Americans?



What was written about the Japanese?

What did Yorita’s family lose?



Why wouldn’t anyone want to buy Japanese characters?



How were “ghettos” like concentration camps?


Name: Date:
SS Grade 8 Vocabulary

1. Concentration Camp





2. Culture







3. Discrimination






4. Ghetto










Name: Date:
SS Grade 8 Homework WWII


Write a one to two page story about one of the people you learned about today.

Or

Pretend you are one of the people and write a one to two page story about your experiences with persecution and or discrimination.