The United States as presently constituted came about largely as the result of emigrants who left Europe in order to settle in a new space. This week will unpack some of the motivating factors that led to their movement, and it will explore some of the factors that led the colonists to yearn for permanent separation from foreign influence.

• Primary Objectives:

1. ​Understand uses of primary and secondary sources in studying history.
2. Be able to recognize historical bias.
3. Identify economic and religious motives for Europeans establishing a colony in the New World.
4. Understand relationship between motives for emigration and the ideals upon which the United States was founded.
5. Examine the regional differences between the colonies.
6. Understand the French & Indian War as an early contributing factor for the Revolutionary War.
7. Understand how the F&I War foreshadowed future conflict between Great Britain and the United States.
8. Examine the primary causes of the Revolutionary War​.

• Resources for Reference:

1. Yale University ​​Primary vs. Secondary Source reference sheet
2. 

   Map of Triangular Trade
3.  
   A Crash Course on Some of the Causes of the Revolutionary War:
   Media embedded August 7, 2017
    
    
4. The Proclamation of 1763 as one of the fundamental causes of the Revolutionary War

• Assignments:

​Night 1, Due Thursday August 18

- Read pages 23 - 26 of your text and complete reading notes. While reading and notetaking, consider the questions:

• At what other times in history can you recall people migrating from one place to another? What were there reasons for doing so?
• What would make you and your family make the decision to completely uproot yourselves to move to another place?
• How do you think people at this time reconcilled their fears of the unknown with their amount of displeasure in the present?

- Fill out SURVEY by Wednesday night at 21:00 to check for understanding on the push factors that led Europeans to colonize America.

Night 2, Due Friday August 19

- Read selections from Causes of Revolutionary War packet and complete a chart outlining the causes. While reading, play close attention to how the causes of the Revolutionary War relate to some of the fundamental reasons for why the Europeans left Europe.

- Make an UPDATE responding to the prompt: "Select a 'cause' of the Revolutionary War. Explain why the colonists were concerned about the particular issue, and make an educated guess as to how you think the formation of a new American government might address such an issue."

Night 3, Due Tuesday August 23

- COMMENT on an assigned classmate's updates from the previous homework assignment by either challenging their assertion or by adding a new thought about how the particular "cause" would be addressed in the formation of a new American government.

- Read pages 128 - 129 from your text and complete reading notes. Make an UPDATE addressing ONE of the following two questions:

1) "What was the purpose of the 'Olive Branch Petition' and what was the response by the country that received it?"

2) "What was the issue that Common Sense attempted to call the American people's attention to?"

Then, in your UPDATE, make a connection: Do you see any similarities between the sentiments expressed in Common Sense or the "Olive Branch Petition" and sentiments articulated by critics of government in the present day? What types of grievances have transcended time?

As the colonists vied for their freedom, prominent separatists spoke out about the need for the American colonies to separate from British rule, and they encouraged their fellow colonists to engage in the struggle. This week, we will explore some of these transcendent documents and use them to uncover some of the colonists' long term goals for establishing a new nation.

• Primary Objectives:

1. ​Understand the underlying values behind the Revolutionary War Causes.
2. Examine the importance of the major separatist documents from the Revolutionary War era.
3. Outline the goals of the colonists with regard to their new government.
4. Understand the major chronological events of the Revolutionary War.

• Resources for Reference​​:

1. School House Rock video outlining a quick timeline of the Revolutionary War.
2. Declaration of Independence, Thomas Jefferson et al. - video includes audio reading of the document along with visual text.
   Media embedded July 18, 2017

    

• Assignments

​Night 1, Due Thursday August 24

- Use CREATOR to begin working on the American Revolution Primary Source Analysis Questions.

- Make an UPDATE responding briefly to the prompt: "Select one of the documents that you've started to read. How does the author of that document use rhetoric to enhance his argument? Select two quotations that support your assertion."

Night 2, Due Friday August 25

- Complete study prep as a method for studying for the exam. Turn in hard copy in class.

Night 3, Due Tuesday August 29

- Use CREATOR to finish responding to questions from the American Revolution Primary Source Analysis assignment.

- COMMENT on a classmate's UPDATE (someone who chose a different document than you) from the assignment due Thursday August 24: "What similarities/differences do you detect in rhetoric across the two documents? How does the context (audience, time, etc.) justify these similarities/differences?"

As many of the colonists organized and united in the struggle for independence, they continued to develop a vision for their future. Eventually, they established the Articles of Confederation and subsequently the United States Constitution in order to form their government. This week, we will continue to explore the Revolutionary War and some of the separatists docuements that so deeply influenced it. We will also begin to unpack the nuances of the governing documents as the foundation for the United States as a new nation.

• Primary Objectives:

1. ​Understand the underlying values behind the Revolutionary War Causes.
2. Examine the importance of The Declaration of Independence, The Olive Branch Petition, Common Sense, and other separatist documents from the Revolutionary War era.
3. Outline the goals of the colonists with regard to their new government.
4. Practice using primary source documents and outside evidence to develop an argument in response to a Document Based Question (DBQ).

•  Resources for Reference:

1. DBQ "How-To" Video

• Assignments:

​Night 1, Due Thursday August 31

​- Read pages 162 - 166 of your text and complete reading notes. Complete SURVEY to syntehsize classwork and reading.

- Make an UPDATE: Identify a country that has been going through a struggle over political ideology in the 21st Century. How are the people conveying their goals for a new government? How are they expressing displeasure with the old regimes?

Night 2, Due Friday September 1

- Read pages 166 - 168 of your text and complete reading notes. Make an UPDATE by 21:00 on Saturday evening: "What were the main ideological differences between the Federalists and Anti-Federalists? Why do you think the two sides differed in their perspectives about government? How do you think the two sides would ultimately compromise on governmental structure?"  THINK BIG: Why do you think the colonists were still divided despite winning the war? Do you see any parallels between those divisions and political divisions today?

Night 3, Due Tuesday September 5

- Make annotations and editing suggestions to your assigned classmate's Revolutionary War Primary Source Analysis on CREATOR by 21:00 on Saturday September 2. Focus your suggestions: How well did this student make connections between readings? How well do the annotations and responses relate to the big picture of the unit?

- Make revisions for your Revolutionary War Primary Source Analysis work on CREATOR by 12:00 on Tuesday September 5.

The "Founding Fathers" created the United States Constitution as a reaction to many of the injustices that the colonists faced while living under British rule. However, in the process of creating and perfecting the document, Americans disagreed on many of the nuances of the document. This week, we will examine the structure of the United States Constitution and we will analyze the debates surrounding its ratification. Additionally, we will explore how the Federal Government relates to state and local governments and why this relationship is so important to the American democracy. Finally, we will evaluate the Bill of Rights as a transcendent set of Amendments that represent the "living" nature of the Constitution.

• Primary Objectives:

1. ​Understand how the Constitution set up a strong government with limited powers.
2. Understand the 3 branches of government and their responsibilities.
3. Recognize the relationship between Federal, State and Local governments.
4. Recognize the Bill of Rights as form of protection for the rights of citizens and as a compromise between the Federalists and Anti-Federalists.
5. Foreshadow the areas in the Constitution that would leave the nation vulnerable to racism, classism and sexism.

• Resources for Reference:

1. ​The Bill of Rights: A Brief Overview:
   Media embedded July 19, 2017
2. The components of the 3 Branches of Government:
   

   3 Branches of Government
3. Checks and Balances within the United States Government:
   

   Checks and Balances Diagram

4. Federal, State and Local governments

   

   Smaller scale governments reflecting the Federal Government's model
5. Powerful Reflections on the Constitution of the United States via TED videos:

- "The Constitution: It's Personal" by Tara Hechlik

- "Let's Throw Away the Constitution" by Mike Seidman

• Assignments:

​Night 1, Due Thursday September 7

​- Read pages 168 - 172 of your text and complete reading notes. Complete SURVEY to synthesize classwork and reading.

- Make an UPDATE: "Which sections of the Constitution lend themselves to controversy regarding racism, classism and sexism in the future United States of America?" Also: "Think of an example of one of the Rights within the Bill of Rights that you're familiar with on an everyday basis. How might this Right be, or why is this Right, controversial in the 21st Century? To what degree is this controversy the result of interpretation?" Consider this video for inspiration.

Night 2, Due Tuesday September 12

- Complete Declaration of Independence Sections Assignment in CREATOR.

- COMMENT on a classmate's update to explain how the racist, classist or sexist interpretations that your classmate presented may have been justified by the American people in the late 18th Century.

​Optional UPDATE:

​- React to the TED perspectives of the Constitution conveyed in the videos with your own opinion regarding the Constitution. Is the Constitution a dated document? Is the Constitution a relavent, live document in your everyday life? You do not have to address either of these questions in your response; you can argue with the presenters, state your own opinion, or create your own prompt to address.

This week, we will review the cause and effect nature of the events preceding and following the Revolutionary War. We will then begin to evaluate the United States as a nation under the first two Presidents of the United States as we explore the precedents that these leaders set for the country.

• Primary Objectives:

1. ​Review the process by which the United States became a nation, and understand the implications of the United States Constitution as a founding document.
2. Explore the factors that led to the demise of the Federalist party.
3. ​Analyze Washington's Farewell Address to understand the degree to which he was able to foreshadow future issues in American society.

• Resources for Reference:

1. A quick video on the contrasting ideals between the Federalists and the Democratic-Republicans
2. George Washington's Farewell Address & its warnings about partisanship

• Assignments

​Night 1, Due Thursday September 14

- Complete study prep as a method for studying for the exam. Turn in hard copy in class.

Night 2, Due Friday September 15

- Read pages 173 - 178 in your text and take notes. Make an UPDATE: "What 'debate' was the Virginia and Kentucky Resolutions truly about? How do you think the resolutions might lead to further conflict in the future? Do you think the concern was warranted?

Night 3, Due Tuesday, September 19

​- Read pages 200 - 202 and make a timeline that identifies and explains the events leading up to the Louisiana Purchase, as outlined in your reading.

- COMMENT on a classmate's update from the previous homework assignment. "Do you agree or disagree with the perspective of your classmate about the merits of the debate? Justify your claim within the COMMENT."

The Election of 1800 was a critical moment in the history of the United States. This week, we will discuss the importance of that election and we will analyze the presidency of Thomas Jefferson in conjunction with early American expansion. Additionally, we will study the War of 1812 and explore its importance in continuing to solidify an American identity.

• Primary Objectives:

1. Analyze the value of the Virginia and Kentucky Resolutions in the context of the relationship between the Federal and State governments.
2. Understand the importance of the Election of 1800 as a peaceful transfer of power across party lines.
3. Understand Jefferson's Inaugural Address of 1801 as a backdrop for the decisions that he would make during his presidency.
4. Identify Jefferson's motivations for westward expansion and the contradictions to his platform that drew criticism.
5. Evaluate the impact of the Lewis & Clark expedition on Native Americans.

• Resources for Reference:

1. ​Explore the discoveries of Lewis & Clark on their expedition.
2. Straight from the source: Read journal entries from Lewis & Clark's expedition.
3. Who was Sacagawea? One historical perspective on the woman who aided Lewis & Clark's journey.
    
   Media embedded July 19, 2017

    

4. The Louisiana Purchase: An acquisition of land, or cheap access to displace American Indians? 
5. The Election of 1800 as a watershed moment in American democracy.
6. Counterfactural History: What if Aaron Burr had missed Alexander Hamilton?

• Assignments:

Night 1, Due Thursday September 21

​- Read the packet on War of 1812 causes. Write an UPDATE responding to the following prompt: "How did the deteriorating relationship between the French and the British ultimately have such a large impact on the United States? If the French and British had not been in conflict, do you think the War of 1812 would have happened?" Also, make the connection: "Is there another foreign conflict that you've studied which did not initially affect the United States, but which affected the United States? Why did your example end up affecting the U.S.?

Night 2, Due Friday September 22

- Complete broken reading of pages 216 - 241 and take reading notes.

- Make an UPDATE about your reading section in response to the questions presented to your reading section in class. Note: Each group will have different questions that pertain to their particular reading.

Night 3, Due Tuesday, September 26

​- COMMENT on at least one update per section from a classmate who did a different section of the reading than you. Read your classmate's UPDATE, then make a connection between their response and your reading. You should make your comment chronologically so as to explain the cause and effect relationship between your section and your classmate's. In other words, you should see your section as either the "cause" or "effect", and then your classmate's should serve as the opposite.

The sectional differences within the United States have largely been linked to the contrasts in the economy across the regions. This week, we will explore the early chasm that began to form between the industrial and agriculutural economies within the United States. We will also explore the presidency of Andrew Jackson and his influence on the American two-party system. Finally, we will begin to foreshadow some of the early causes of the American Civil War.

• Primary Objectives:

1. ​Understand the factors that altered the economic structure of the United States.
2. Assess the strengths and weaknesses of James Monroe during the Era of Good Feelings following the War of 1812.
3. Comprehend the mission of Jacksonian Democracy and its appeal to the common man.
4. Examine Andrew Jackson's impact on the party system.
5. Understand the concept behind Manifest Destiny and the causes of Westward Expansion.
6. Examine how the development of the market economy affected the growth of the U.S.
7. Acknowledge the issues during this era that foreshadowed future conflicts which would contribute to the Civil War.

• Resources for Reference:​

1. Tariffs: They're in the news now, they were in the news "then". What are they? Why are they important?
   Media embedded July 19, 2017

    

2. Connecting Andrew Jackson to modern political figures.
3. Why is Andrew Jackson on the $20 bill?​

• Assignments

Night 1, Due Thursday September 28

- Complete jigsaw reading of pages 277 - 288 in your text and take notes on your section.

- Make an UPDATE: "Explain the social and cultural impact of the Economic Revolution on a 'group' from your reading section."

Night 2, Due Friday September 29

- COMMENT on at least one update per section from a classmate who did a different section of the reading than you. Read their response, then make a connection between their response and your reading. Address the point: "How were the plights of your groups similar? How were they different? Why do you think these similiarities and/or differences may have existed?"

- Respond to SURVEY by 21:00 on THURSDAY September 29 that addresses your confidence in material from this particular unit. This will be used to inform review on Friday.

Night 3, Due Tuesday, October 3

- Complete study prep as a method for studying for the exam. In completing your study prep, devise at least five cause and effect questions, and answer them utilzing important figures and terms from the unit to practice making connections and communicating your understanding. Turn in hard copy in class.