Mr. Saindon / United States History
Monday, September 9
to
Friday, September 13
Once you submit your registration form, you will be placed on a temporary waiting list, pending the 'turning in' of the Checklist.
By registering online, you give Mr. Saindon and Mr. Zoeller permission to speak with your child's 7/8 grade teachers for input on student behavior and compatibility. This will be used in the criteria for student selection.
This Checklist Must be filled out and returned to Mr. Saindon or Mr. Zoeller:
To Register for the Washington DC New York City Tour, Go To:
www.SchoolToursOFAmerica.com
Trip Date: 04/11/25
Trip#: B001
Classwork and Homework Due: This WEEK:
Students are to complete (in class) their INTERACTIVE NOTEBOOK, "Lesson 5: Toward Independence", sections 1 to 7 on pages 43 to 48.
If you don't finish in class - Please take your book home and finish at home.
Why was there an American Revolution?
"Things start heating up........."
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The essential question for this unit of study on Colonial America and the American Revolution is “How did the development of the colonies lead to rebellion?”
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The focus questions is, “What sequence of events led to the colonies declaring independence from Great Britain?
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If you were living in the American Colonies, would you have been a Loyalist or a Patriot. Explain yourself.
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How did the Colonists feel and what were they thinking?
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Pretend you are living in the Colonies in the 1770’s, why are you a Loyalist or a Patriot. What are ‘going through?
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Content Vocabulary: plantation, indentured servant, triangular trade, authority, mercantilism, patriot , loyalist , factors, strategy, boycott, tyranny, propaganda , unalienable , charter, militia, tariff, tax
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Why did "No Taxation Without Representation" become the battle cry of the American Colonists?
We Will:
Analyze and describe the effects of westward expansion and subsequent federal policies on the American Indian tribes in the Western states and territories.
Discuss the impact of colonization on American Indian tribal lands in the West, such as aboriginal and/or ceded territories, and numerous Treaties from 1855 on into the 1900's.
Essential Question
How well did President Andrew Jackson promote democracy?
Andrew Jackson:
Common Man and Contradictions: A Mock Trial of Andrew Jackson
OVERVIEW
The election of Andrew Jackson in 1828 marked a change in American politics. For the first time a presidential candidate had been elected from west of the Appalachian Mountains, marking an end to the streak held by wealthy eastern elitists. Jackson represented the emergence of a new middle-/working-class America. The war hero from the Battle of New Orleans who did not have a college education, chewed tobacco, and dueled with pistols to defend his wife’s honor reflected the ideals of the western portion of the United States. The appeal of Jackson to the ordinary man helped lead to the new period known as “the common man era.”
As president, Andrew Jackson embraced the role of protecting “common men”—his decisions in matters such as the rotation of office holders can be argued as being in their interest. By limiting a federal office holder’s tenure to one term, Jackson could make room for another deserving candidate, promoting the concept that one man is just as good another. However, some might argue that rotating office holders left room for government corruption, as party loyalty played an important role in the replacement of office holders from previous administrations.
President Jackson’s title as “the common man president” often detracts students from looking further into his decision-making to unveil contradictions.
The question we must ask is to what extent was Andrew Jackson truly a common man? Was he a reflection of the new democracy emerging in the country?
How might he have influenced this new ideology himself? How do we measure Jacksonian Democracy in light of his treatment of groups such as Native Americans?
Through participation in a mock trial of Andrew Jackson, we will analyze primary sources and participate in role-playing activities in an effort to lead them to an informed decision of whether or not Andrew Jackson was truly representative of “the common man.”
Chief Joseph and the Nez Perce
Students review and answer questions about a Nez Perce chief’s various speeches he gave in the mid 1800s in order to gain insight into how the United States government and white settlers were affecting American Indian lives.
Lesson summary:
Students review and answer questions about a Nez Perce chief’s various speeches he gave in the mid 1800s in order to gain insight about how the US government and white settlers were affecting American Indian lives.
This lesson examines the resources, opportunities and freedoms that lured different groups west. Emphasis will be placed on how the arrival of newcomers presented challenges to those already settled in territory.
Learning objectives:
1. Analyze and describe the effects of westward expansion and subsequent federal policies on the American Indian tribes in the Western states and territories.
2. Discuss the impact of colonization on American Indian tribal lands in the West, such as aboriginal and/or ceded territories, and the Treaties of 1855 and 1863.