Saratoga

Today, we are going to SOAPSTONE a proclamation from the Saratoga compaign.

First let's discuss Benedict Arnold's protrait:

Tomorrow, you have a quiz on chapter 8.

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying?

Tone

What is the attitude of the speaker?

AP ESSAY

Viewpoints: Students will read “The War for Independence was Not a Social Revolution” by Howard Zinn and “The War for Independence was a Social Revolution” by Gordon S. Wood.  Using these articles as well as the primary documents from the period, students will write an essay responding to the following: Based on the arguments provided by Zinn and Wood as well as the primary source documents, to what extent did the American Revolution fundamentally change society?  In your answer, be sure to address the political, economic, and social effects of the Revolution in the period from 1775 to 1800.

Chapter 8

Today we are going to begin reading chapter 8

UNIT GOAL

Students will be able to analyze and evaluate how Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

Identity: How did different social group identities evolve during the revolutionary struggle?  How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology: How did the newly independent United States attempt to formulate a national economy?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World:How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography: How did the geographical and environment characteristics of regions open up to white settlements after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture: Why did the patriot cause spread so quickly among the colonists after 1763?  How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?
 

Monday

Today - we are going to go over your Don't Know Much About History information.

Then we are going to create quizlets with information, but first - let's look at a former student's quizlet.

You should have an email inviting you to join U.S. History Quizlet.

Things to know for the American Revolution

Okay - so how do we get from Lexington and Concord to the Constitution?

Lets look at a video and then in Don't Know Much About History look up the following things:



2nd Continental Congress

People: Sam Adams, John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, John Hancock, Ben Franklin.

Battle of Bunker Hill
Olive Branch Petition
 Ticongeroda
Battle of Quebec
Battle of Saratoga
Battle of Trenton
Battle of Long Island
Battle of Monmouth
Battle of Cowpens
Battle of Yorktown

William Howe
Richard Montgomery
Benedict Arnold
Daniel Morgan
Lord Charles Cornwallis
John Burgoyne
Nathanael Greene
Ethan Allen
Comte de Rochambeau
Admiral de Grasse

Texts: The Crisis, The Declaration of Independence, The Constitution, letters and proclamations from Benedict Arnold and Johnny Burgoyne. 

For a good review video explaining the Road to the Revolution - 1763-1775 go HERE

Quiz

Today we are going to take a quiz on "The Road to the Revolution".  If you get done early, you need to watch - if you have headphones - the video on EDPuzzle.

Tomorrow, we will begin the REVOLUTION.

Go luck.

The Road to the Revolution

Today we are going to finish - one way or another - chapter 7.

Make sure you know the following for tomorrow:


1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

Tomorrow, we will play a review game.

The Revolutionary War - the ROAD

Today we will continue to read. 

This weekend, I would like you to watch the following video and take notes:

WE ARE GETTING NEAR THE REVOLUTIONARY WAR

Today we are going to start chapter 7.

UNIT GOAL

Students will be able to analyze and evaluate how Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

You need to know the importance of the following:

1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

The Road to the Revolution

UNIT GOAL

Students will be able to analyze and evaluate how Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

You need to know the importance of the following:

1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

1st and 2nd Continental Congress

April 1775 - Lexington and Concord

People: Sam Adams, John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, John Hancock, Ben Franklin. 

Battle of Bunker Hill
Olive Branch Petition
 Ticongeroda
Battle of Quebec
Battle of Saratoga
Battle of Trenton
Battle of Long Island
Battle of Monmouth
Battle of Cowpens
Battle of Yorktown

William Howe
Richard Montgomery
Benedict Arnold
Thomas Paine
Lord Charles Cornwallis
John Burgoyne
Nathanael Greene
Ethan Allen
Comte de Rochambeau
Admiral de Grasse

British Ad:

More money, larger population (7.2 million to 2.5 million), a Navy (the most powerful navy in the world), and a professional army of 50,000 soldiers as well as being able to employ another 30,000 Hessian soldiers. 

British Disad:

Fighting away from home – 3000 miles, which added to delays in reinforcements, Military orders and supplies; morally ambiguous war, not every soldier agreed with the war, weak Parliament with 2^nd rate ministers, some Whigs thought that Americans were doing the right thing.  General population was against the war.   2^nd class Generals; a stubborn Monarch who was obsessed with power.

Had to send troops to Ireland

Americans Ad:

Home tuff – fighting a defensive war; good leadership – particularly Washington and Franklin; foreign aid (French and Spain wanted to get back at Britain); fighting a moral war; self-sustaining

Americans Disad:

Militia – untrained, unreliable, and served only a short time; disorganized and not united; lacked hard money; sectional jealousy and distrust; lacked a strong government (or a government until 1781); often short of supplies – food, clothing, shoes, guns, ammo; merchants sometimes sold supplies to British;

Possible Study Questions.

CHAPTER 7:  THE ROAD TO REVOLUTION: 1763—1775

The Deep Roots of Revolution

26.        Why does the author say that the American Revolution began when the first settlers stepped ashore?

Mercantilism and Colonial Grievances

Know:    Mercantilism, Navigation Laws, Royal Veto

27.        Explain the economic theory of mercantilism and the role of colonies.

28.        How did Parliament enact the theory of mercantilism into policy?

The Merits and Menace of Mercantilism

Know:    Salutary Neglect, John Hancock, Bounties

29.        In what ways did the mercantilist theory benefit the colonies?

30.        What economic factors were involved in leading colonists to be displeased with the British government?          

The Stamp Tax Uproar

Know:    George Grenville, Sugar Act, Quartering Act, Stamp Act, Admiralty Courts, Virtual Representation

31.        Why were the colonists so upset over relatively mild taxes and policies?

Forced Repeal of the Stamp Act

Know:    Stamp Act Congress, Nonimportation Agreements, Homespun, Sons of Liberty, Declaratory Act

32.        In what ways did colonists resist the Stamp Act?

The Townshend Tea Tax and the Boston "Massacre"

Know:    Townshend Acts, Indirect Tax, Boston Massacre, John Adams

33.        How did the Townshend Acts lead to more difficulties?

The Seditious Committees of Correspondence

Know:    George III, Lord North, Samuel Adams, Committees of Correspondence

34.        How did Committees of Correspondence work?

Tea Brewing in Boston

Know:    British East India Company, Boston Tea Party

35.        What was the cause of the Boston Tea Party, and what was its significance?

Parliament Passes the "Intolerable Acts"

Know:    Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act of 1774, Quebec Act

36.        What was so intolerable about the Coercive (Intolerable) Acts?

Bloodshed

Know:    First Continental Congress, Declaration of Rights, The Association, Tar and Feathers, Minute Men, Lexington and Concord

37.        What was the goal of the First Continental Congress?

Imperial Strength and Weakness

Know:    Hessians, Tories

38.        What were British strengths and weaknesses at the outset of the war?

American Pluses and Minuses

Know:    George Washington, Ben Franklin, Marquis de Lafayette, Continentals

39.        What were the American strengths and weaknesses at the outset of the war?

A Thin Line of Heroes

Know:    Valley Forge, Baron von Steuben, Continental Army

40.        What role was played by African-Americans in the Revolution?

French and Indian War - Results

Remember that their is a quiz tomorrow on the French and Indian War.

Some sites for you to review:

GO HERE
and go the SHMOOP

FRENCH AND INDIAN WAR

* What are the reasons the war starts and spreads to become a world war?
*What are the reasons the French lost?
*How does the British turn the tide of the War?
* What are the results of the war?
* How did the war begin?
*What was George Washington's role in the war and how did it prepare him for the Revolution?
* Why were the following people important:
Edward Braddock, Half-King, Marquis de Montcalm, James Wolfe, William Pitt.
* Discuss the Native Indians role and importance in the war. What battles did they fight in? How did they change the power structure? What agenda did they have?
* The French and Indian war begin over what area of land?
* Why did the Native Americans take captives? Was this an effective practice?

Why is the French and Indian War Important?  How does it set the colonies and the British on the road to the Revolutionary War?
What was the Albany Congress?  Why was it important?


What was the Proclamation Act of 1763?  Why is it important?

Today we are going to SOAPSTONE - Pontiac's Speech.  

It is important for us, my brothers, that we exterminate from our lands this nation which seeks only to destroy us. You see as well as I do that we can no longer supply our needs, as we have done from our brothers, the French. The English sell us goods twice as dear as the French do, and their goods do not last. Scarcely have we bought a blanket or something else to cover ourselves with before we must think of getting another; and when we wish to set out for our winter camp they do not want to give us any credit as our brothers the French do.
When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us. From all this you can well see that they are seeking our ruin. Therefore, my brothers, we must all swear their destruction and wait no longer. Nothing prevents us: They are few in numbers, and we can accomplish it.
All the nations who are our brothers attack them – why should we not strike too? Are we not men like them? Have I now shown you the wampum belts [beaded belts symbolizing an agreement or treaty] which I received from our great father, the Frenchman [King Louis XV]? He tells us to strike them. Why do we not listen to his words? What do we fear? It is time.
­
Chief Pontiac of the Ottawa tribe addressing a gathering of Ottawa, Huron, and Potawatomie Indians, May 5, 1763

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying? 

Tone

What is the attitude of the speaker?