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Today's Agenda

9/29/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can summarize the emerging sectionalism and shifting political loyalties that followed the War of 1812.

Critical Vocabulary: James Monroe, “Virginia Dynasty,” Henry Clay, American System, National Road, Tariff of 1816, Daniel Webster, John C. Calhoun, Second Bank of the United States, Panic of 1819, Specie, Election of 1820, Tallmadge Amendment, Missouri Compromise, Rush-Bagot Agreement, Treaty of 1818, General Andrew Jackson, Adams-Onís Treaty, Congress of Vienna, John Quincy Adams, Monroe Doctrine

Today's Agenda:
  1. Background Question: U.S. Citizenship Test Questions
  2. Individual Learning: Webster vs. Calhoun vs. Clay Activity
  3. ​Reflection Question: Based on today's activity, what do you think each section of the U.S. was most concerned with during the 1820s? Explain.
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/28/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can summarize the emerging sectionalism and shifting political loyalties that followed the War of 1812.

Critical Vocabulary: James Monroe, “Virginia Dynasty,” Henry Clay, American System, National Road, Tariff of 1816, Daniel Webster, John C. Calhoun, Second Bank of the United States, Panic of 1819, Specie, Election of 1820, Tallmadge Amendment, Missouri Compromise, Rush-Bagot Agreement, Treaty of 1818, General Andrew Jackson, Adams-Onís Treaty, Congress of Vienna, John Quincy Adams, Monroe Doctrine

Today's Agenda:
  1. Background Question: Put the following events into chronological order: American Revolution, Articles of Confederation, Louisiana Purchase, U.S. Constitution, War of 1812
  2. Individual Learning: Webster vs. Calhoun vs. Clay Activity
  3. ​Reflection Question: Based on today's activity, what do you think each section of the U.S. was most concerned with during the 1820s? Explain.
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/27/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can summarize the emerging sectionalism and shifting political loyalties that followed the War of 1812.

Critical Vocabulary: James Monroe, “Virginia Dynasty,” Henry Clay, American System, National Road, Tariff of 1816, Daniel Webster, John C. Calhoun, Second Bank of the United States, Panic of 1819, Specie, Election of 1820, Tallmadge Amendment, Missouri Compromise, Rush-Bagot Agreement, Treaty of 1818, General Andrew Jackson, Adams-Onís Treaty, Congress of Vienna, John Quincy Adams, Monroe Doctrine

Today's Agenda:
  1. Background Question: How did the War of 1812 impact manufacturing in the United States?
  2. Guided Instruction: The Era of Good Feelings - The American System
  3. Individual Learning: Webster vs. Calhoun vs. Clay Activity
  4. ​Reflection Question: What were the three parts of the American System?
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/26/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can explain why the War of 1812 was so politically divisive in the United States, & I can discuss its long-term consequences for the country.

Critical Vocabulary: Meriwether Lewis, Louisiana Purchase, Meriwether Lewis, William Clark, Corps of Discovery, Sacajawea, Continental Divide, Aaron Burr, Marbury v. Madison, Chief Justice Marshall, Judicial Review, Barbary Wars, Impressment, Chesapeake-Leopard Affair, Embargo Act of 1807, Non-Intercourse Act, Election of 1808, Tecumseh, “The Prophet,” William Henry Harrison, Battle of Tippecanoe, War of 1812, Henry Clay, War Hawks, Captain Oliver Hazard Perry, Burning of Washington, Fort McHenry, Francis Scott Key, "The Star Spangled Banner," General Andrew Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent

Today's Agenda:
  1. Background Question: Was the U.S. justified in going to war against Great Britain in 1812?
  2. Guided Instruction: The War of 1812
  3. Video Enrichment: When the British Burned the White House
  4. Individual Learning: The War of 1812 Graphic Organizer
  5. ​Reflection Question: How did the War of 1812 change politics in the United States?
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/25/2017

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Picture
Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can explain why the War of 1812 was so politically divisive in the United States, & I can discuss its long-term consequences for the country.

Critical Vocabulary: Louisiana Purchase, Meriwether Lewis, William Clark, Corps of Discovery, Sacajawea, Continental Divide, Aaron Burr, General Marbury v. Madison, Chief Justice Marshall, Judicial Review, Barbary Wars, Impressment, Chesapeake-Leopard Affair, Embargo Act of 1807, Non-Intercourse Act, Election of 1808, Tecumseh, “The Prophet,” William Henry Harrison, Battle of Tippecanoe, War of 1812, Henry Clay, War Hawks, Captain Oliver Hazard Perry, Burning of Washington, Fort McHenry, Francis Scott Key, "The Star Spangled Banner," General Andrew Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent

Today's Agenda:
  1. Background Question: List the first 5 presidents.
  2. Guided Instruction: The War of 1812
  3. ​Reflection Question: What is impressment? How did it contribute to the start of the War of 1812?
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/22/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can evaluate the growth of the federal government following the so-called “Revolution of 1800.”

Critical Vocabulary: Proclamation of Neutrality, Citizen Edmond Genêt, Jay’s Treaty, Pinckney’s Treaty, Little Turtle, Blue Jacket, General ‘Mad Anthony’ Wayne, Battle of the Fallen Timbers, Treaty of Greenville, Farewell Address, The XYZ Affair, Alien and Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800, Twelfth Amendment

 
Today's Agenda:
  1. Background Question: Create a Trading Card for Thomas Jefferson
  2. Independent Learning: U.S. Citizenship Test Questions
  3. Cooperative Learning: The "Revolution of 1800"
  4. ​Reflection Question: How 'revolutionary' was the Election of 1800? Did Jefferson succeed in shrinking the size of the federal government? Explain?
​
Homework: The Age of Jefferson
​
Tentative Test Date: October 20
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Today's Agenda

9/21/2017

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Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can discuss the social, political, & economic challenges facing the new nation; & I can evaluate the government’s success in dealing with each.​

Critical Vocabulary: George Washington, John Adams, Alexander Hamilton, John Jay, Bill of Rights,  “The First Report on the Public Credit,” “Elastic Clause,” Strict Interpretation, Loose Interpretation, Bank of the United States, Excise Tax, Whiskey Rebellion, Federalists, Democratic-Republicans, Neutrality Proclamation, Citizen Edmond Genêt, Jay’s Treaty, Pinckney’s Treaty, Little Turtle, Blue Jacket, General ‘Mad Anthony’ Wayne, Battle of the Fallen Timbers, Treaty of Greenville, Farewell Address, “The XYZ Affair,” Alien and Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800, Twelfth Amendment

 
Today's Agenda:
  1. Background Question: Did George Washington favor a strong national or strong state governments? How do you know? Use information from yesterday's notes to support your claim.
  2. Independent Learning: The First Party System
  3. Guided Instruction - The Federalist Era
  4. ​Reflection Question: What are the consequences of allowing a state to nullify federal laws?
​
Homework: The Federalist Era
​
Tentative Test Date: October 20
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Today's Agenda

9/20/2017

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Picture
Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:

I can discuss the social, political, & economic challenges facing the new nation; & I can evaluate the government’s success in dealing with each.​

Critical Vocabulary: George Washington, John Adams, Alexander Hamilton, John Jay, Bill of Rights,  “The First Report on the Public Credit,” “Elastic Clause,” Strict Interpretation, Loose Interpretation, Bank of the United States, Excise Tax, Whiskey Rebellion, Federalists, Democratic-Republicans, Neutrality Proclamation, Citizen Edmond Genêt, Jay’s Treaty, Pinckney’s Treaty, Little Turtle, Blue Jacket, General ‘Mad Anthony’ Wayne, Battle of the Fallen Timbers, Treaty of Greenville, Farewell Address, “The XYZ Affair,” Alien and Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800, Twelfth Amendment

Today's Agenda:
  1. Background Question: Using the information from yesterday, decide whether each of the following statements best describes Alexander Hamilton or Thomas Jefferson: Believed the people should have political power, Believed the wealthy and educated should lead, Emphasized agriculture, Emphasized manufacturing and trade, Supported a strong national government, Supported strong state governments
  2. Guided Instruction - The Federalist Era
  3. ​Reflection Question: What one word summarizes George Washington's foreign policy?
​
Homework: The Federalist Era
​
Tentative Test Date: October 20
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Today's Agenda

9/19/2017

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Coming Soon!
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Unit 1 Test

9/18/2017

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    History, although sometimes made up of the few acts of the great, is more often shaped by the many acts of the small.

    -Mark Twain
    ​

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  • Home
  • About
  • Agendas
  • ARCHIVE 2018-2019
    • ARCHIVE
  • Classroom
  • Drive
  • Resources
    • Unit 1
  • Study
    • New Deal Breakout
    • Review Slides
    • Trading Cards
    • US History Flashcards
    • US Presidents Flashcards
  • Et Cetera
    • Class Toolbox
    • Crash Course Videos
    • iTunes U >
      • US History to 1877
      • US History since 1877
    • Khan Academy Videos >
      • US History Overview 1
      • US History Overview 2
      • US History Overview 3
    • Pinterest Boards
    • U.S. History Timeline