June 2

702 ONLY!!!!!

Create your own political cartoon on the Trail of Tears, the War of 1812, or the Lewis and Clark Expedition. Use 4 different symbols that represent 4 key concepts in one of these topics. Write a 1 paragraph background information piece at the bottom of your cartoon explaining each symbol and describing what the viewpoint is.

Think back to example in class:
Image of giant (labelled Manifest Destiny) rampaging a village of small and destructable huts. People are seen racing out of the homes. In the giant's hand is a single piece of torn paper with the word 'Treaty' on it.

Sample of written portion:
Manifest Destiny is the idea that the nation is fated to expand its territories. Usually that will involve pushing others aside. In this image, Manifest Destiny is portrayed by the invading giant. He is wild looking and extremely hostile which would describe a darker side of manifest destiny. The houses represent the vulnerable land that Manifest Destiny is overtaking. The houses are crumbling beneath the giant's feet and will be difficult to repair. The people running out the homes are trying to save themselves from the giant. They represent the many Native Americans that are being forcibly removed from the western land that American settlers are claiming...........

May 18

Seeing as how we are all sidelined this week from attending school, I thought this would be the perfect opportunity to get a headstart on our final assignment for the 7th grade. This project was intended to be a group assignment. For now, I will assign the independent portion to be completed instead.

Task: Your task is to research the life and times of a famous individual from topics such as the New Nation, War of 1812, the Mexican American War, or the Civil War. Find out who you’ve been assigned below. You are to create a scripted interview consisting of at least 10 meaningful questions and responses to each. These questions must inquire about the historical person’s contributions to American history along with his/her views on the conflict that is going on. In addition, the interview will include important information that gives us insight into the time period that the historical figure was a part of. The’mock interview’ can take place in the past or it can take place in the present day (Through time travel or the historical figure is a ghost). Please use creativity and humor as to engage your audience. In my example, I added a few funny questions (which should not be factored into the 10 meaningful questions). One response to a question can also lead into other questions as well. This interview WILL BE presented to the class.\

Types of questions to ask: 'How do you feel about......" "Why did you........" "In what way........"


Use the week away from school to work on this assignment now!!! I know we have not covered many of the topics mentioned but you do have the internet and public library at your disposal. I have included links that will help you with your research along with the start of a sample interview. Do not hesitate in looking at other places for research but be wary of how accurate these websites are. Use your best judgement. E-mail me with any questions you have and I will help you in any way I can. The rubric is the same general assignment rubric we’ve been using. THIS ENTIRE ASSIGNMENT IS DUE BY MONDAY 5/25. E-mail it to me at ms.fong@live.com.


702:

A New Nation/Manifest Destiny

Meriwether Lewis James Brady
York (Clark’s Servant) Glenn Chun
Sacagawea Rita Cinquemani, Siera Otero
http://www.sierraclub.org/lewisandclark/onthetrail/about.asp

The War of 1812 (war between U.S. and Great Britain
President James Madison Michele Faila
Dolley Madison - Brianna Paolotti
Francis Scott Key (wrote Star Spangled Banner) Vincent Ganpat
Tecumseh (Pawnee chief who sided with British) Alec Goldenberg

http://www.socialstudiesforkids.com/subjects/warof1812.htm
http://www.sparknotes.com/history/american/warof1812/terms.html

Native Americans/Trail of Tears
President Andrew Jackson Michael Giambrone, Amanda Reed
Chief John Ross Kristen J, Thomas Muller

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/tears_1
http://www.pbs.org/weta/thewest/program/episodes/two/trailtears.htm

http://www.trailoftears.org/



The Mexican-American War
Davy Crockett John, Zachary Rippe
Sam Houston Zachary Moran
Juan Almonte – Mexican general Woo Young
http://www.pbs.org/kera/usmexicanwar/biographies/
http://www.pbs.org/kera/usmexicanwar/index_flash.html

The Gold Rush
James W. Marshall (discovered gold in California) Robert, Dean
President Polk Brais Sampedro

http://pbskids.org/wayback/goldrush/goldfever.html
http://www.pbs.org/wgbh/amex/goldrush/
http://www.calgoldrush.com/

Slavery and the The Civil War
Frederick Douglass Alexander Mildener
Harriet Tubman Vicki Malagras, Samantha Puzzo
Harriet Beecher Stowe (author of Uncle Tom’s Cabin) Hannah Lee , Ariana M.
President Abraham Lincoln Danny Mirbach
Mary Todd Lincoln April Tsang, Crystal Radice
General Ulysses S. Grant Eilina Shien
General Robert E. Lee Michelle, Alex Ruiz
‘Stonewall’ Jackson Nikitas
General Robert Sherman Peggy Wu

https://www.nyhistory.org/web/grantandlee/
http://www.pbs.org/civilwar/



731

A New Nation/Manifest Destiny

Meriwether Lewis - George Bang
York (Clark’s Servant) - Timmy Betances
Sacagawea - Lauren J., Jody Yip

http://www.sierraclub.org/lewisandclark/onthetrail/about.asp

The War of 1812 (war between U.S. and Great Britain
President James Madison - Alejandro Chavez
Dolley Madison - Stephanie
Francis Scott Key (wrote Star Spangled Banner) John Devito
Tecumseh (Pawnee chief who sided with British) Michael Hinners

http://www.socialstudiesforkids.com/subjects/warof1812.htm
http://www.sparknotes.com/history/american/warof1812/terms.html

Native Americans/Trail of Tears

President Andrew Jackson - Alan Hum
Chief John Ross - Kevin James

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/tears_1
http://www.pbs.org/weta/thewest/program/episodes/two/trailtears.htm
http://www.trailoftears.org/



The Mexican-American War
Davy Crockett - David Kim
Sam Houston - Patrick Lee
Juan Almonte – Mexican general - Seung Jae Lee

http://www.pbs.org/kera/usmexicanwar/biographies/
http://www.pbs.org/kera/usmexicanwar/index_flash.html

The Gold Rush
James W. Marshall (discovered gold in California) - Wilson Lee
President Polk - Alyssa Moreno
http://pbskids.org/wayback/goldrush/goldfever.html
http://www.pbs.org/wgbh/amex/goldrush/
http://www.calgoldrush.com/

Slavery and the The Civil War
Frederick Douglass - Shengda Lin
Harriet Tubman - Teordora M, Adriana Rivera
Mary Todd Lincoln - Somin Lim
Harriet Beecher Stowe (author of Uncle Tom’s Cabin) - Amy Montero
President Abraham Lincoln - Hasseb Mirza
General Ulysses S. Grant - Crystal Z., Alyssa Pascalli
General Robert E. Lee – Lauren S.
‘Stonewall’ Jackson - Sebastian Nam
General Robert Sherman - Sal. P

https://www.nyhistory.org/web/grantandlee/
http://www.pbs.org/civilwar/



Sample: (Note: This is the start of how your interview should look like. Yours will be much longer with 10 meaniful questions with responses)

Topic: The New Nation/ James Madison on the Constitution

JM (James Madison): (Quickly looking around WJPS classroom in an extremely frightened manner) Where am I? Who has brought me here?

Reporter: It’s OK, Mr. Former President. I brought you to the year 2009 in order to ask you some questions. I want to know more about how you came up with the many ideas instilled within the U.S Constitution.

JM: Egads! The year 2009? And my precious Constitution is still around? Glory to the high heavens, it really did work after all! Alright, my good sir, I will answer your questions. However, you must whisk me back to 1789 when this is over. My dear wife Dolley will be serving dinner shortly.

Reporter: Mr. Madison, news has it that a second Constitution had to be written. Is this correct?

JM: Yes, it is absolutely correct.

Reporter: May I ask why?

JM: It is quite simple. We need to restructure both the federal and state governments so that Americans can have faith in it. Right now, the federal part is much too weak. There needs to be some sort of balance otherwise, the whole system will collapse.

Reporter: I see your point. I also want to bring up the fact that you are favoring a 3 branch system. Why three branches? Why not just one?

JM: Again, this goes back to what I was talking about before. People need to trust our government. Can we trust a government with merely one person in charge? Perhaps. But what will happen when that person leaves office? People aren’t perfect and somewhere down the line, there will be someone in charge who will be unfair and corrupt to our nation. if With a three branch system, you almost eliminate the fact that one branch will dominate. They’re all equal and each branch has the power to check on the other branches.

Reporter: How did you get all the representatives and delegates at the Constitutional Convention to be on board with this? I'm pretty sure there were many who opposed your ideas..

JM: Excellent question! I wrote a document called The Federalist Papers which convinced the states to support the new Constitution. I also included something called a Bill of Rights so that individuals would know their rights are..well, their rights and can never be taken away. We also committed ourselves to all sorts of compromises at the Constitutional Conevntion.....

TEST REVIEW FOR FRIDAY MAY 1

Quiz Review: Constitution

Topics to study: Articles of Confederation, Shay’s Rebellion, checks and balances, Judicial, Executive, Legislative Branches (Powers of each), Senate, House of Representatives, 3/5th Compromise, Bill of Rights, Amendments, Federalism

Test will have 15 multiple choice questions, 5 identifications (STUDY THE WWII readings and notes)

Review Questions

1) One similarity between the New York State Constitution and the United States Constitution is that each contains a provision allowing for a) a declaration of war b)a taxation on citizens d) an establishment of post offices d)coining money

2) Some citizens held a public meeting to discuss concerns about their local government. In taking this action they exercised their right to ?
a) bear arms b) a jury trial c) freedom of assembly d) an attorney

3)Debates at the Constitutional Convention (1787) between delegates from states with large populations and states with small populations were mainly resolved by
A) creating a two house legislature b) establishing federal control over interstate commerce c) permitting states to count Native Americans in their population d) providing for an electoral college

4) To win support for ratification of the United States Constitution, Federalists agreed to
a) give up western land claims b) restrict the importation of slaves c) add a bill of rights to the document d) grant voting rights to all adult males

5) Which part of the federal government is most directly affected by the results of the federal census?
a) House of Representatives b) Supreme Court c) President’s cabinet d) United States Senate

6) Delegates to the Constitutional Convention of 1787 wrote a new constitution because
a) the Revolutionary War was over b) the Articles of Confederation was about to expire c) they wanted to increase the power of the states d) they believed that a stronger federal government was necessary

7) Many settlers of the original thirteen colonies had experienced religious discrimination in Europe. This situation influenced the authors of the United States Constitution to establish
a) Separation of church and state b) the right to bear arms c) freedom to petition the government d) freedom from cruel and unusual punishment

8) * The President appoints new members to the Supreme Court * The Senate must approve presidential appointments
to the Supreme Court * The Supreme Court can declare laws made by Congress unconstitutional

Which constitutional principle do these statements illustrate? A) flexibility B) federalism c) checks and balances d) federal supremacy

IDENTIFICATIONS Identify what each term is and explain its historical significance to American history and the U.S. Constitution


Articles of Confederation



Powers of the Executive Branch



3/5th Compromise


Bill of Rights

April 26

TEST THIS FRIDAY!!! On Articles of Confederation, Shay’s Rebellion, checks and balances, Judicial, Executive, Legislative Branches (Powers of each), Senate, House of Representatives, 3/5th Compromise, Bill of Rights, Amendments, Federalism

Test will have 15 multiple choice questions, 5 identifications, and 1 DBQ part. See below for notes posted from class. Review sheet will be posted lated today.

NOTES
Federalism is a system in which the power to govern is shared between national and central (state) governments


Powers of Federal Government
-To regulate foreign trade and commerce betw, states
-Borrow coin money
-Post offices, roads
-Raise and support armed forces
-Conduct foreign relations
-Declare war and make peace
-Govern territories and admit new states
-Regulate immigration


Powers of State Governments
-To regulate trade within state
-Establish local government
-Conduct elections
-Establish public schools
-License professional worker
-Ratify amendments
-Keep all reserved powers not granted to the national government


TOGETHER
-Collect taxes
-Borrow money
-Establish and maintain courts
-Make and enforce laws
-Provide for health and welfare of people

BOTH GOVERNMENTS CANNOT

-abridge the Bill of Rights
-Grant titles of nobility

April 6

Due Wednesday. Pretend that you are James Madison, the father of the Constitution. You have just written a publication entitled the Federalist Papers in order to get states and Americans to approve and ratify the Constitution. Create an advertisement in order persuade everyone to support the Constitution. Consider the process of Checks and Balances and how no branch amongst the three is more powerful than the other. Explain about the Bill of Rights. You can do this in the form of a cartoon, comic, or a persuasive essay.

See below:
Image of a man holding newspaper with the headline, CONSTITUTION TODAY

Within the newspaper is this blurb:

Are you afraid of a tyrant that will make you pay expensive taxes? Worried that the federal government is too weak to squash rebellions from unruly citizens like Daniel Shay? Angry that the Articles of Confederation would not be strong enough?
Fear not! The NEW U.S. Constitution is what we need. Here is why
a) THREE Branches of government (Judicial, Executive, and Legislative) and NOT ONE branch. They are all equal and 'check' each other. Therefore, if we happen to have a tyrant as a leader, the other Branches will impeach him. WE also vote for who will be in 2 of the branches.
b) We have a Bill of Rights!! Our rights of liberty are guaranteed to us as well as other rights that are mentioned (right to a trial, jury of peers, right to bear arms, etc)....

April 3

EXTRA CREDIT PROJECT 4 extra Points if sone correctly (refer to rubric) Due on April 28. Samples will be posted shortly.

Immigrant Short Stories
Immigration to the United States has deeply impacted society in many ways. Since the 1800s, millions of families and individuals from overseas (mainly Europe and later on Asia) have flooded major cities for many different reasons. Some were escaping discrimination and religious persecution. Others were following dreams of American wealth and sought new lives filled with economic opportunities. Whatever the cause, their presence and actions within their new country ultimately transformed the nation.



Task
For this particular assignment, you will be focusing on individual immigrant stories that are connected to you. Ask your family members, what are some immigrant stories from your background? This can be about your parents, grandparents, great-grandparents, aunts, uncles, family friends, or even you. Collect a few photographs for your cover (You do not have to bring in original photos which I consider to be priceless, especially if they’ve been passed down a few generations. SCAN or COPY them instead). Underneath each picture write a brief one sentence caption explaining details in the image. Where was this taken? Why? Who is in the picture? Think back to the example showed in class. You should have about 3 photographs total and they should be connected or chronological (i.e., photo of your grandfather before he left Italy and photo of him at his workplace after his arrival in 1955). You can use current photos today if they connect to an older photo you have (i.e., your grandfather from Italy in his new apartment, 2007) Please do not use photos that do not tie in with immigration (i.e., picture of your shopping spree with your friends)

For the written portion of this assignment, you must write 3 short stories in first person narrative (One for each picture you have chosen). Each story should explain what is going on in the picture. You must include elements of immigration discussed in class, such as the reasons for coming here, the hardships faced after arrival, and what sacrifices were made in order to survive. Everyone is going to have a different story, so do not feel as if it has to be ‘perfect.’ Each story should be a page and a half typed (2-3 pages written). You can include more than 3 pictures if you like but limit your three stories to just three pictures in order to avoid confusion.

March 30

731: See entry for previous day

702: Finish rap/poem on sheet of paper
Find out who is on President Obama’s cabinet. Pick 2 people to write about. Why do you think he choise these two to be members of his cabinet? What qualifications did they have?

(Vice President, Secretary of Treasury, Secretary of State, Attorney General, Environment, Surgeon General, etc)

March 27

702:

What are the branches of our government according to the U.S. Constitution?
What can each one do? What can each NOT do? How is this system of ‘checks and balances’ ?

Task: Using the space below, write a rap, poem, or song explaining the functions and limits of ONE branch. Do you feel that this system works well? Use all the lines provided, You can use the example from Hip Hop History. If you like, your rap can also be about the Articles of Confederation. USE THE HANDOUT

March 20

Portfolio work and reflections due next Monday. See sample below. You must have 3 reflections total (One for each piece of work). Please choose a variety of assignments (test/quiz, HW, essay, project, etc). Be sure to reflect on the standards, how you felt about assignment and what it says about you, etc.

Social Studies -

EXAMPLE OF REFLECTION

I’ve completed many assignments this academic year which demonstrate how I’ve met the standards for social studies. However, the one example that really stands out for me is a travel advertisement on one of England’s thirteen colonies in North America. For this piece of work, I had to create visual images of colonial New York that would be appealing to potential settlers. In addition, my classmates and I had to write a persuasive pitch in order to explain why people should settle in New York.

I wish to include this assignment in my portfolio for many different reasons. It shows that I am meeting the standards in social studies. I was able to explain how New York’s economic prosperity through its fertile land, natural harbors, etc. was instrumental in the growth and development of the colonies. This is considered a significant turning point in American history. Also, I felt that my advertisement was creative and ‘catchy’ as a commercial would be. Even so, I received a 3.2 due to the fact that I did not explain my images completely. (The rubric stated that I needed a caption for each picture AND it had to relate to the pitch). After reading the teacher’s comments I realized that although I enjoyed working on this particular project, I was not thorough in making sure that I had followed all the given instructions. (In fact, I’ve come to realize that I have done this before on previous homeworks). This assignment tells me that I need to be more cautious when completing assignments and I need to make stronger connections between the documents/pictures and the topic assigned.

March 19

STUDY FOR TOMORROW!!!!!!

March 16

Work on review sheet for Friday. Study for quiz!

March 13

HW:

1) Finish the letter that you are supposed to write! See below. You MUST know which historical figure you've been assigned and who you need to write to.


Task: Based on who you’ve been assigned, you will write a letter pretending to be that person TO another historical figure (also portrayed by your classmate)
Consider your position, what are some things that you can say to your ‘pen pal’?
Please make your letters meaningful and use actual historical facts. Be emotional!

Benedict Arnold - Abigail Adams
Marquis de Lafayette - Sammy Smith
George Washington - General Cornwallis
King George III - Eleanor Custis




2) Choose 3 pieces of work that you would like to use for your portfolio

3) Quiz NEXT Friday on the American
Revolution.
Advantages/Disadvantages of British
Advantages/Disadvantages of colonists
Life of a soldier
Battles of Long Island, New Jersey
(Princeton, Trenton), Saratoga,
Delaware crossing, Valley Forge 1778
Savagery of the American Revolution
French and Spanish allies, Benedict Arnold
Battle of Yorktown

March 12

702: Finish the questions below based on the reading given in class:

1) What exactly is a 'Seesaw War'?
2) When was the climax of the war?
3) What is a Civil War and why was the American revolution called one?
4) How did the colonists take advantage of the British soldiers' weaknesses?

QUIZ NEXT FRI!!! INFO WILL BE POSTED SOON!!!!!

March 6

HW: Finish assignment from class. See below...

What are some things that made a soldier’s life difficult? Easy?Write a poem or a journal entry explaining what your life is like. What are your thoughts? Are you miserable? Hopeful? You can be a Continental soldier, British Redcoat, African American Loyalist, etc. Look at packet to find specific examples of battles that you can include in your writing. Be sure to imagine yourself as the soldier and use actual historic events to depict how you feel.

Example:
My Life at Long Island
Long Island , July 1776
The hot summer sun blinds me as I step out of my tent. Looking around the field, I see my comrades have already awakened. Jacob, my tent mate is kneeling by the fire and making another batch of firecakes. How many more months will we be forced to eat them? Perhaps the better question would be, how many more years? I cringe at this miserable thought. General Washington is hopeful. However, rumor has it, the British outnumber us in Long Island. We have 20,000 while General Howe’s army has 32,000. Is victory attainable? I’m not sure and to be honest, I’m more concerned with the fact that I have not bathed in 3 weeks, eaten a hot meal in 2 months, and have not received any mail in 4 months.
Lenny Smart, my dear friend from Virginia has already fled the army and now faces execution of caught. I don’t blame him. My Patriotism wears thin. Many feel that marching against the British in New York is a death trap. How much more of this can I take? How much longer can we go on?


Notes from Class

Battle of Bunker Hill
This was the first official battle of the American Revolution
-British tried to overtake an American Fort at Bunker Hill
-British lost more than 1000 men but the colonists ran out of ammunition and were forced to

702

-Untrained
-Difficulties due to weather, weapons, lack of $$
-Trained by European leaders
-Ate undesirable food
-Disciplined if misbehaved

March 5

HW: Put on your writing hats! Do some research on what soldiers may have gone through during the time of the American Revolution. Be mindful that there are soldiers from all different sides fighting in the war (Continental Army, British Redcoats, African American Loyalists, French supporters, etc). Bring in these ideas for tomorrow.

March 3

HW: In your sourcebook, what do you think life is like as a soldier today? What do U.S. soldiers eat? How do they train? Where are they stationed? Do a bit of research and bring in 3 facts that you found out in your sourcebook. See below for links

http://abcnews.go.com/icaught/Story?id=3572684&page=1

http://news.bbc.co.uk/2/hi/middle_east/3084407.stm

702: Sourcebook check (2nd try on Wed tomorrow)

February 26

Due on Monday.

HW: Find an article in which people oppose their government or the ruling authority. Write a one page reaction on what the article is about and any connections you can make to what we are learning now. Be sure to reference the name of the article along with where you found it. See below...

Bosnia
http://www.nytimes.com/2009/02/27/world/europe/27bosnia.html?_r=1&ref=world


Russia
http://www.nytimes.com/2009/02/28/world/europe/28ingushetia.html?ref=world

February 25

Create your own declaration! State what you’re declaring and EXPLAIN why it’s so important. Why should people support you? Why should they sign it? Follow Jefferson’s example of possible.

Example: When in the course of human events...it becomes necessary to remain as healthy as possible. We can reach this goal by practicing proper hygiene in order to keep germs and bacteria at bay. We can also reach this goal by refraining from sticking gum on tabletop surfaces and eating with our mouths closed….

February 24

Think of something that you'd like to declare, like how the colonists declared independence. What is important to you? (no uniform policy, end homelessness, etc) Bring in your idea tomorrow.

February 23

Make corrections for your test Attach these ON a separate sheet
of paper. Bring in test signed by TOMORROW!

February 13

For HW, read an article on any MAJOR EVENT OR STORY that relates to the environment, government, city, etc...... (See below for ideas)

Write a one page reaction on what you read. This would include a brief summary, questions that you might have about the article, connections you can make to what you learned in class, and how you feel about the event.

Be sure to write down the name of the article and where you got it from (Newsweek, NYTimes.com, etc...) Write your responses in your sourcebook.

example of how to start a reaction:

The article that I read was called "U.N. Reports That Taliban Is Stockpiling Opium" from the nytimes.com websit ( http://www.nytimes.com/2008/11/28/world/middleeast/28opium.html?ref=world). Based on Kirk Kraeutler's findings, Afghanistan has produced an incredible amount of poppy which is what the drug opium is made from. The Taliban, an insurgent group which still control parts of that country, are hoarding raw opium in order to finance their military. Many world organizations have been trying to stamp out international drug trade. However, many poor farmers in Afghanistan depend on growing poppy in order to make a living.

I have several questions about this article. Shouldn't the UN be condemning the international growth and trade of opium. In this case, the money used would be given to support the Taliban, a group that the U.S. has been fighting since 2001 along with Al Qaeda. How worried should our nation be? Though largely illegal, the international drug trade has been very profitable for certain nations and groups that take part. How closely should we monitor the Taliban to ensure they will not be using newly purchased weapons against the U.S.? As for the farmers, is there another crop that they can grow? One that will better sustain their families economically? The content of this article makes me wonder a great deal about whether or not there are tough enough regulations on trading illegal drugs.....

February 12

See below for another great website on the American Revolution. (Easy to understand and very engaging).
http://www.libertyskids.com/

February 11

Study!! See link for old state tests. Questions WILL be taken from these exams.

http://www.nysedregents.org/testing/scostei/socstudies8.html

Check out this cool PBS site on the American Revolution.

http://www.pbs.org/ktca/liberty/chronicle.html

February 10

Test: The French and Indian War/American Revolution Part 1 Jan 13, 15 MC questions, 5 ID’s, and 1 DBQ part

Topics covered will be: The French and Indian War, Albany Plan of Union, colonial government and what may have influenced it, Magna Carta, The English Bill of Rights, British actions after the French and Indian War (Proclamation of 1763, Stamp Act, Sugar Act, Quartering Act, etc.) Patriots, Loyalists, taxation without representation, Boston Massacre, Redcoats, Boston Tea Party, monopoly, Intolerable Acts, Continental Congress, Paul Revere, minutemen, Lexington and Concord, propaganda, Thomas Paine – Common Sense

1) One reason the French felt threatened by the British was because
a) Britain returned New England to France
b) the British were skilled fur traders
c) the British wanted land in the Ohio River Valley
d) the French built forts close to the British colonies

2) Which term is used to describe refusal to buy a certain good
a) boycott b) smuggle c) steal d) effigy

3) Why did Benjamin Franklin’s Plan of Union fail?
a) The colonies were unwilling to give up some power to form a union
b) The Iroquois decided to break their confederation up.
c) The French withdrew from the French and Indian War and there was no longer a need for a union.
d) The Iroquois agreed to fight against the French.

4)Why did the British march to Lexington and Concord?
a) to have a meeting with Sam Adams and Paul Revere
b) to announce new tax laws
c) to seize and destroy weapons and seize military leaders
d) to practice marching in formation

5) In Common Sense, Thomas Paine argued that
a) the colonists should have paid taxes to Britain
b) the war was a struggle for freedom that would affect all mankind
c) it was silly to argue over taxation
d) only when the colonists defeated the British would they be truly free

6) American colonists who supported Britain were called
a) Patriots
b) minutemen
c) Loyalists
d)Separatists

Base your answers to 7 and 8 on the passage below and on your knowledge of social studies

“The tea was conveyed to her daughter's own door,
All down by the Oceanside.
But the bouncing girl poured out every pound
On the dark and the boiling tide,
On the dark and the boiling tide, on the dark and the boiling tide.
And then she called out to the island queen
"Oh mother, dear mother," called she.
"Your tea you may have when 'tis steeped enough.
But NEVER a tax from me,But NEVER a tax from me, but NEVER a tax from me”

7) What events are described in the passage?
a) Revolutionary War
b) French and Indian War
c) Boston Tea Party
d) War of 1812

8) Who is the Island Queen
a) colonists
b) queen of France
c) Native Americans
d) queen of England





IDENTIFICATIONS
Identify what each term is and explain its historical significance during or after the American Revolution. Answer using COMPLETE sentences.

Boston Tea Party



Proclamation of 1763



French and Indian War



Boston Massacre


Answer the following questions based on the image below and on your knowledge of social studies.

Link to image
http://apus2scott.wikispaces.com/file/view/american_horse_history.jpg



1) What symbol in the cartoon represents the America in this 1779 political cartoon?




2) Who might the rider on the horse represent?

February 9

1) TEST THIS FRIDAY!!!!

Topics covered will be: The French and Indian War, colonial government and what may have influenced it, Magna Carta, The English Bill of Rights, British actions after the French and Indian War (Proclamation of 1763, Stamp Act, Sugar Act, Quartering Act, etc.) Patriots, Loyalists, taxation without representation, Boston Massacre, Redcoats, Boston Tea Party, monopoly, Intolerable Acts, Continental Congress, Paul Revere, minutemen, Lexington and Concord, propaganda, Thomas Paine – Common Sense


2) Finish assignment from class on Midnight Ride if not already done. See task below along with excerpt from the poem. Here is the link to the map shown in class. http://www.paulreverehouse.org/ride/virtual.shtml


Task: Think about the poem “The Midnight Ride of Paul Revere.” If you were to pay homage to his two companions William Dawes and Dr. Samuel Prescott instead, how would you do it? Change the poem to suit what YOU THINK best represents the Midnight Ride.

The Midnight Ride of Paul Revere
by Henry Wadsworth Longfellow, 1861

LISTEN, my children, and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-Five;
Hardly a man is now alive
Who remembers that famous day and year.

He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower, as a signal light,
--One, if by land, and two, if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country-folk to be up and to arm."


NOTES FROM CLASS

Intolerable Acts
To punish the Bostonians for tossing British tea into Boston Harbor
1)Parliament closed Boston’s ports
2)The city of Boston had to pay for the tea
3)More troops were sent into Boston

With each passing day, colonists get ready for an armed conflict.
a)The Continental Congress meet and they send a list of complaints to Parliament (they want to repeal 13 Acts and to boycott all British goods_
b) Minutemen were colonial soldiers trained to get ready at a minute’s notice.
Patrick Henry: “Give me Liberty or give me Death!”

Paul Revere's Midnight Ride

One if by land, Two if by sea…..
Paul Revere instructed a church employee to hang 2 lanterns in the Old North Church to warn Charlestown, the town across the Charles River that that more British were coming into the city by sea
He then rode into Lexington to warn Sam Adams and John Hancock that they were to be arrested by the British for being leaders of the Sons of Liberty and that all weapons would be seized in the neighboring town of Concord.

Paul Revere’s companions on the night of April 18, 1775
-William Dawes
-Dr. Samuel Prescott

The real story: Paul Revere made it as far as Lexington where he, Dawes, and
later on, their co-conspirator Dr. Samuel Prescott were arrested.
Dr. Prescott escaped and rode on to Concord to warn the colonists there that the
British were going to seize their weapons. Soon Dawes and Revere escaped too,
but the Battles at Lexington and Concord had already begun…

February 6

Test next Friday!! 15 multiple choice questions, 5 identifications, and 1 DBQ part.

Topics covered will be: The French and Indian War, colonial government and what may have influenced it, Magna Carta, The English Bill of Rights, British actions after the French and Indian War (Proclamation of 1763, Stamp Act, Sugar Act, Quartering Act, etc.) Patriots, Loyalists, taxation without representation, Boston Massacre, Redcoats, Boston Tea Party, monopoly

Review sheet will be given next week! Make sure you have all your notes and readings.

February 5

I hope everyone who went on the ski trip enjoyed it.

A NEW TERM HAS STARTED. THIS IS REFLECTED ON TEACHEREASE. The only assignment entered so far is the notebook check. Therefore, if you received a 4, your score will reflect a 100. This will change as more assignments and tests are included.
THIS NEW SCORE DOES NOT REPRESENT THE SCORE YOU WILL RECEIVE ON THE PROGRESS REPORT.

We have a test next Friday on the French and Indian War, colonial governments and how they're influenced and the first part of the American Revolution.

Tomorrow: The Boston Tea Party continued...

February 2

731: Bring in your notebooks tomorrow. We did not get a chance to do this because of the ELA field test.

On Wednesday.....we will have a British Tea Party.

See below for how to help out:
We need
1) Tableclothes
2) Tea biscuits/cookies
3) napkins

I will provide tea, hot water, milk, sugar, spoons, and cups. The scope and purpose of this activity will be explained tomorrow and on Wednesday.

January 30

Happy Friday!!!
831: See notes from previous day if you were not able to get them from class.
Both classes: Make sure your sourcebooks are ready for a check on Monday. (Notes, charts from class, HW's, etc)

January 29

HW: Pretend that you are living in Massachusetts colony. How do you feel about all the Acts that are being passed? (Sugar Act, Stamp Act, Quartering Act etc). Is Great Britain correct in passing these Acts? Explain your views in one paragraph.

802; See notes from class:

-British Actions anger many colonists
(Proclamation of 1763, Sugar Act, Stamp Act, Quartering Act)
-Boston Massacre
-Boston Tea Party
Taxation without representation
(when you have no say in how you are being taxed)

How did the colonists react?

-Formed the Sons of Liberty (led by Samuel Adams) and protested by burning houses, attacking tax collectors
-Boycotted many products being taxed
(refused to buy certain goods or products)

How did the British react to the colonists' action?

They passed more Acts!
1)Declaratory Act - Stated that all Acts must be abided by “You should do as we say or else….”
2)Townshend Acts - taxed more items like tea, paper, etc
3)Sent more British troops to Massachusetts to keep the peace

January 28

HW: Ask someone in your family about your immigrant background (or a friend, classmate, etc.) Choose a person to write about. Answer these questions in your sourcebook:

1) Why did the person come here?
2) What struggles did he or she encounter?
3) Where did the person live?
4) Who may have helped this person?
5) When did this person arrive in the U.S.?

January 26

For tomorrow, bring in the work that you've completed today in my absence (along with Friday's classwork). That would be....
1) British Actions Chart
2) George vs. George Chart
731, if you handed the George vs. George Chart to the instructor who covered the class today, just bring in the British Actions Chart.

January 16

Get sleep and rest for ELA state exam next week.

January 15

731 and 702


HW: “What if…if the French WON the French and Indian War?” What are some things that might change? What might stay the same? Would the 13 Colonies still be the '13 Colonies'? Would they ever become the United States of America? Use your imagination and feel free to make up a scenario if you want. (The journal entry of an English colonist who went on to live under French rule). Write about 2 paragraphs in your source book.

Notebooks will be collected tomorrow so last 3 HWs can be checked.
702: FINISH CLASSWORK USING HANDOUT ON PROCLAMATION OF 1763

•Why did the British issue this? (What
is the purpose of it?
•If you were a colonist, how do you think you would felt about this?
•Why would the British want to establish ‘good relations’ with the Iroquois and other Native Americans?
•Was Great Britain justified in issuing the Proclamation of 1763?

January 14

HW: Find any article that talks about a foreign country’s government (i.e., Thailand and its government problems,
In your sourcebook, write a brief summary (1 paragraph) on what is going on. What kind of government do they have? (You might have to do a bit of internet researchy to find out).

(example – an article on passing a law to ban car horn honking in Great Britain
Great Britain has a constitutional monarchy meaning that they have a queen (monarchy) but Parliament is the one who makes the laws in government. Currently, Parliament has been faced with complaints that noise pollution has increased throughout the nation… )

See below for articles you can use...

Japan
http://www.nytimes.com/2009/01/14/world/asia/14japan.html?ref=world

Lativia
http://www.nytimes.com/2009/01/15/world/europe/15latvia.html?ref=world

Afghanistan
http://www.nytimes.com/2009/01/14/world/asia/14kandahar.html?em

January 12

In your sourcebook, answer: what would constitute (make) a good government? Why or why not? Be detailed and give reasons for why you think this. (Write one paragraph)

January 9

731: By now, you should have finished the comic and hopefully, gave it to Mr. Angeles. If not, you MUST bring it in on Monday.

702: See previos day (under 731) for assignment instructions on the comic for the French and Indian War.

Here's a link to a good and in depth reading on the French and Indian War
http://www.worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-fr085100a&article_id=728&chapter_id=15&chapter_title=United_States&article_title=French_and_Indian_War

January 8

731 HW: Finish comic strip for HW. See below for details.

702: Bring in pencils/colored pencils, markers, crayons, etc tomorrow. DO NOT FINISH COMIC FOR HW.


COMIC ASSIGNMENT
Use information from reading to create a scenario which will be illustrated in a comic strip.
1) You must have a story (fictional but based in historical facts)
2) You must use ALL the boxes given. Make up at least 3 characters (French, English, colonist, Iroquois, Miami, Pawnee, etc) There must be at least two speech bubbles or thought bubbles in each box.
3) You must illustrate the conflict amongst the Native Americans, French, and the British. Make up a scenario, Use facts from reading! MAKE IT FUNNY, DRAMATIC, TRAGIC, etc)
Hint: Write out a story first before you proceed on comic!
Example:
a) John Kayne is a British colonist living as a farmer Massachusetts. He is growing restless and would like to move west, to the Ohio River Valley, which is territory that both England and France claim. There, he can either start a new farm or get into the fur trade.
b)He gets as far as Lake Erie where he befriends a young Iroquois boy named Little Deer, He tells him that the French have built Fort Le Boeuf on what is supposedly British ground.
c) John is unable to travel peacefully to his destination and gets caught up in the French and Indian War. He ends up fighting for the British after a French soldier accidentally kills his new friend Little Deer.
d) Last box – The Treaty of Paris is signed in 1763 as John begins his new life in Quebec as a fur trapper.

January 6

HW:
Bring in pencils and colored pencils tomorrow for lesson on the French and Indian War. (If you don't have colored pencils, just bring in markers and crayons. Also, look for ANY comic strip in the newspaper and bring it in (Dilbert, Charlie Brown, etc)

January 5

HW: Complete quiz corrections
on a separate sheet of paper, INCLUDING the multiple
choice questions. Staple onto the quiz and turn in tomorrow. GET QUIZ SIGNED!