Colonization


 * ~ Useful Files ||~  ||~ Useful Wiki pages ||
 * [[file:Unit Sheet - Unit 02 (TRADITIONAL).doc]] ||  || **Rubrics Page** ||
 * [[file:Unit Sheet - Unit 02 (Daily).doc]] ||  ||   ||

Unit 2: Colonization Unit Completion and test date: Tuesday, September 27, 2011 __//The Americans//__, Chapter 2 - 4 **
 * Name: ............................................................................ ||  ||> Grade Goal: .................................. ||
 * Mailbox: .......................................................................... ||  ||> Final Grade:.................................. ||
 * Mailbox: .......................................................................... ||  ||> Final Grade:.................................. ||

Objectives:
 * 1. How was colonial life similar and different in the three regions of the Thirteen Colonies?**
 * 2. Why did the British abandon their policy of "salutary neglect?"**
 * 3. What enlightenment philosophies drove the colonists to rebel? Where had these ideas already been in practice prior to 1776?**
 * 4. How did a world class military power (Britain) lose a war to a group of disorganized rebelling farmers in North America?**


 * __ C Level __ (C hoose assignments to earn 70 points total.) **

_1. Parent Signature for grade setting........//(5 points) intrapersonal / interpersonal // // **Due no later than Tuesday, 9/13/11. No credit will be given after this date.** //

_2. Take the practice Unit Test (0 points) // visual-linguistic //

This is a non-credit bearing expectation of all students. Sign-in when taking this online test. (SECRET WORD = "book")

3. __ REQUIRED __: Complete the following //Reading Study Guides// //(15 points) visual-linguistic //


 * .......... || (Blank) ||  || .......... || [[file:RSG 2-2 student.pdf]] ||   || .......... || [[file:RSG 2-3 student.pdf]] ||   || .......... || [[file:RSG 2-4 student.pdf]] ||   ||
 * .......... || [[file:RSG 3-1 student.pdf]] ||  || .......... || [[file:RSG 3-2 student.pdf]] ||   || .......... || [[file:RSG 3-3 student.pdf]] ||   || .......... || [[file:RSG 3-4 student.pdf]] ||   ||
 * .......... || [[file:RSG 4-1 student.pdf]] ||  || .......... || [[file:RSG 4-2 student.pdf]] ||   || .......... || [[file:RSG 4-3 student.pdf]] ||   || .......... || [[file:RSG 4-4 student.pdf]] ||   ||
 * .......... || [[file:RSG 4-1 student.pdf]] ||  || .......... || [[file:RSG 4-2 student.pdf]] ||   || .......... || [[file:RSG 4-3 student.pdf]] ||   || .......... || [[file:RSG 4-4 student.pdf]] ||   ||
 * .......... || [[file:RSG 4-1 student.pdf]] ||  || .......... || [[file:RSG 4-2 student.pdf]] ||   || .......... || [[file:RSG 4-3 student.pdf]] ||   || .......... || [[file:RSG 4-4 student.pdf]] ||   ||

4. Lectures : //(5 points each)// //interpersonal / verbal-linguistic//


 * _ || #1_ Colonial Immigration & Society ||
 * _ || #2_ Colonial Geography & Economics ||
 * _ || #3_ Colonial Government & Politics ||
 * _ || #4_ The Revolutionary War & The Creation of the USA ||

_ 5. __ REQUIRED __: Vocabulary flash cards //(20 points total) interpersonal/linguistic/kinesthetic // [These need the word on one side, and definition with an **__example__** on the other side.] (Credit awarded upon successful oral defense or < 90% on written quiz.)


 * 1. || Mercantilism ||  || 12. || Proclamation Line of 1863 ||   || 23. || Olive Branch Petition ||   ||   ||   ||   ||
 * 2. || Salutary Neglect ||  || 13. || Stamp Act Congress ||   || 24. || 2nd Continental Congress ||   ||   ||   ||   ||
 * 3. || Mayflower Compact ||  || 14. || Boycott ||   || 25. || Guerrilla Warfare ||   ||   ||   ||   ||
 * 4. || Direct Democracy ||  || 15. || Propaganda ||   || 26. || Confederated Congress ||   ||   ||   ||   ||
 * 5. || Indirect Democracy ||  || 16. || Townsend Acts ||   || 25. || Treaty of Paris, 1786 ||   ||   ||   ||   ||
 * 6. || House of Burgesses ||  || 17. || Boston Massacre ||   || 26. ||   ||   ||   ||   ||   ||
 * 7. || Natural Rights ||  || 18. || Boston Tea Party ||   || 27. ||   ||   ||   ||   ||   ||
 * 8. || Consent of the Governed ||  || 19. || Intolerable Acts ||   || 28. ||   ||   ||   ||   ||   ||
 * 9. || Consanguinity ||  || 20. || Committees of Correspondence ||   || 29. ||   ||   ||   ||   ||   ||
 * 10. || French & Indian War ||  || 21. || 1st Continental Congress ||   || 30. ||   ||   ||   ||   ||   ||
 * 11. || Albany Plan of Union ||  || 22. || Writs of Assistance ||   ||   ||   ||   ||   ||   ||   ||

_ 3. Create hand-drawn pictures on note cards for vocab words 12-22 from the list above. (5 points) // visual / spatial / Body-kinesthetic //

_ 4. __ REQUIRED __: Take 20 notes from : //(10 points) linguistic / visual / spatial / Body-kinesthetic //

_ 5. Chapter Assessment Questions #5-8 in The Americans page 92. //(10 points ) linguistic //

//_ 6. View the film below, and write answers to these three questions: (10 points) linguistic / intrapersonal //


 * media type="youtube" key="ETroXvRFoKY" height="315" width="420"- This is the worksheet that needs to be completed by the student.

//_ 7. Compare the art work on page 98 and 108 in The Americans by: (5 Points) linguistic / interpersonal / Spatial //


 * //Answering the two questions beside each picture//
 * //Explaining to Mr. Vititow how each is a case of "propaganda."//

//_ 8. View the following video clip and letter from Abigail Adams and write a paragraph discussing the contributions of women during the Revolutionary War.// media type="youtube" key="WXQZIo6JN2Q" height="345" width="560"
 * Link to the Abigail Adam's letter, March 31, 1776 - (Try reading the actual hand written version, if you want a fun challenge!)
 * Listen to Mr. Vititow read the letter as **YOU** read along. (This may help some of you better understand the letter.)
 * [[file:Abigail Adams video & letter.doc]] - This is the worksheet that needs to be completed by the student.


 * B-Level – ****Complete __one__ of the following activities for 15 points. Credit contingent on your earning all necessary points on the C-level by the end of the unit.**

1. PARTNER ACTIVITY: Create a “Road to Revolution” Skit. Perform it, and explain it’s significance in writing. See Rubric.

2. PARTNER ACTIVITY: Create a Board Game for the “Road to Revolution.” See Rubric.

3. INDIVIDUAL ACTIVITY: Cartoon the “Road to Revolution” like a comic book. See Rubric.

4. INDIVIDUAL ACTIVITY: Write and perform a homemade “School House Rock” version of American History that is contained in this unit with a focus on either politics or war. See Rubric.


 * A-Level – ****Choose one of the following topics to write about for 15 points.**
 * Write a 200 word (minimum) “I Believe…” argument that explores one of the three following ideas. Be prepared to share your writing with the class.** **Use specific facts you learned in this unit to support your argument.**


 * Would the American Revolution have occurred if the British only taxed the rich colonists? or only taxed the poor colonists?


 * Could the Americans have won the Revolutionary War by themselves?

//)//
 * The British, French, and Spanish all express patriotism in terms of heritage, or common ethic background, family ties, and common cultural characteristics like religion, language, and traditions. Since Americans are so different from each other in all of these ways, what motivates American patriotism?

Parent Signature: // (This signature is to confirm that you have seen the assignment sheet and know what your child is doing in Social Studies class in the upcoming unit. Any additional comments from parents concerning their child's learning, or suggestions toward improving this offering is always welcome.) // Please note: This assignment sheet is also posted on class website at http://ushg.wikispaces.com/Colonization.

Unit 2 Test

Unit 2 Primary Sources

media type="youtube" key="VIpACJRnZZE" width="560" height="315"

Day 1 -
 * How were the regions of American colonies similar and different? (social/political/economic)
 * Why did the "Mother Country" change the practice of //Salutary Neglect//?

Day 2 -
 * How did ideas of democracy develop from the past?
 * How did the sailing of the Mayflower help establish and cement democracy in the American Colonies?
 * What was life like in the colonies?

Day 3 -
 * Quiz
 * How did the French and Indian War change attitudes both in America and in Britain?

Day 4 -
 * Did the Colonies need allies to win the Revolutionary War?
 * What important philosophies of government are contained in the Declaration of Independence?
 * What were the effects of the Revolutionary War on the United States, and the world?