1. Homework: Tempest in the Wilderness reading - print the pdf file of the "Tempest in the Wilderness" and print Cornell notes #1. Read and take notes
Due: A days Sept 19
Due: A days Sept 19
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2. Classwork: worked on responsible use of chromebooks policy in class.
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3. Homework:
A. read and have your parents sign the Chromebook policy note sheet posted above
B. Login and say Hi - login to Jupiter and complete the "Login and say Hi" homework activity.
C. read and have your parents sign the Jupiter login/password handout
due: A day - 9/13
A. read and have your parents sign the Chromebook policy note sheet posted above
B. Login and say Hi - login to Jupiter and complete the "Login and say Hi" homework activity.
C. read and have your parents sign the Jupiter login/password handout
due: A day - 9/13
4. Classwork:
a.On Jupiter
1.Define Genocide. 2. List examples of Genocide. 3. Answer the film questions about the Pequot and Genocide
b. Begin Massacre at Mystic with Film Guide
a.On Jupiter
1.Define Genocide. 2. List examples of Genocide. 3. Answer the film questions about the Pequot and Genocide
b. Begin Massacre at Mystic with Film Guide
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5. Classwork 9/19:
a.Finish Massacre at Mystic Film and Genocide class activity on Jupiter. Answer the last question on Jupiter under Genocide Class Activity
b. Begin Tempest reading activity: in groups pick 3 questions and answer as a group in four or more sentences
a.Finish Massacre at Mystic Film and Genocide class activity on Jupiter. Answer the last question on Jupiter under Genocide Class Activity
b. Begin Tempest reading activity: in groups pick 3 questions and answer as a group in four or more sentences
6. Homework/ Assessment: Tempest response questions - You will choose 2 of the following question(these questions will be posted after 9/19) and in 5 or more sentences respond using the tempest reading, with supporting Concrete Details in your answer. You will go to Jupiter and under Tempest Response Questions you will upload your responses to the questions you picked. Make sure to add the whole question you are writing to as a header to your response.
How did the tempest influence the English views of the native Americans in new England?
In what way did the colonization of Ireland influence the attitude of the English during the colonization of the “new world”
What two different types of people did Caliban and Prospero represent? How did this influence the beliefs of English society?
How did the English justify the wars they waged against the natives?
What evidence was presented to show that the natives were not savages but in fact had sophisticated farmers? How did the economic competition of land make the colonist disregard this image and replace it with something else?
If the colonist believed that the natives were the “devil” then why would they take their land? Was calling them evil a way to justify killing them and taking their land?
What savage characteristics caused the English to abandon their attempt to spread their culture to the natives?
How did land play a role in the native English experience?
Why were the natives of new England discriminated against because of race, while Virginian natives were because of culture?
What difference lead to English not wanting to develop native traits and instead lead to demonizing the tribes?
How did the English use religion to justify treatment and killing of Native Americans?
How and why did the English invent their own representation of the Indians?
How did the similarities between the natives and the Irish make the English feel morally right in their?
Due: A day 9/27 by 11:59 pm
How did the tempest influence the English views of the native Americans in new England?
In what way did the colonization of Ireland influence the attitude of the English during the colonization of the “new world”
What two different types of people did Caliban and Prospero represent? How did this influence the beliefs of English society?
How did the English justify the wars they waged against the natives?
What evidence was presented to show that the natives were not savages but in fact had sophisticated farmers? How did the economic competition of land make the colonist disregard this image and replace it with something else?
If the colonist believed that the natives were the “devil” then why would they take their land? Was calling them evil a way to justify killing them and taking their land?
What savage characteristics caused the English to abandon their attempt to spread their culture to the natives?
How did land play a role in the native English experience?
Why were the natives of new England discriminated against because of race, while Virginian natives were because of culture?
What difference lead to English not wanting to develop native traits and instead lead to demonizing the tribes?
How did the English use religion to justify treatment and killing of Native Americans?
How and why did the English invent their own representation of the Indians?
How did the similarities between the natives and the Irish make the English feel morally right in their?
Due: A day 9/27 by 11:59 pm
7. Homework: Westward expansion reading
westward expansion reading and Cornell note sheet #2. read and take notes
due: A days 9/28
westward expansion reading and Cornell note sheet #2. read and take notes
due: A days 9/28
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8. Classwork:
a. Sovereignty Primary Source Documents with OPVL Notes
c. Start After the Mayflower film
a. Sovereignty Primary Source Documents with OPVL Notes
c. Start After the Mayflower film
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sovereigntyprimarydocs.pdf | |
File Size: | 410 kb |
File Type: |
9. Homework: Toward The Stoney Mountain reading with Cornell Notes #1. Read and take notes
DUE: A day 10/10
DUE: A day 10/10
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10. Assessment: Toward the Stoney Mt response questions - You will choose 1 of the following question and in 5 or more sentences respond using the reading, with supporting Concrete Details in your answer. You will go to Jupiter and under Toward the Stoney Mt Response Questions you will upload your responses to the questions you picked. Make sure to add the whole question you are writing to as a header to your response.
How did Jackson's influence and actions impact native removal?
In what way were the Cherokee seen as being a "Civilized" nation, how had they assimilated?
In what way did the American Government and Andrew Jackson underhandedly take the native's land?
How did the federal land policy through expansion reflect the political attitudes of the U.S.?
How did Jackson abuse his power in the removal of natives?
What was the treaty of Dancing Rabbit Creek and how does this treaty reflect American attitudes toward natives?
How did Jackson's rhetoric toward natives change from his time as a military leader to his time as President?
Why did Jackson support native removal in the American southeast?
How did the Cherokee and the Choctaw removal reflect American policies toward the tribes in the early part of the 1800's?
DUE: Oct. 17 by 11:59 PM
How did Jackson's influence and actions impact native removal?
In what way were the Cherokee seen as being a "Civilized" nation, how had they assimilated?
In what way did the American Government and Andrew Jackson underhandedly take the native's land?
How did the federal land policy through expansion reflect the political attitudes of the U.S.?
How did Jackson abuse his power in the removal of natives?
What was the treaty of Dancing Rabbit Creek and how does this treaty reflect American attitudes toward natives?
How did Jackson's rhetoric toward natives change from his time as a military leader to his time as President?
Why did Jackson support native removal in the American southeast?
How did the Cherokee and the Choctaw removal reflect American policies toward the tribes in the early part of the 1800's?
DUE: Oct. 17 by 11:59 PM
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11. Classwork :
A. Assimilation Primary Source Documents. - using the assimilation documents below, complete the OPVL primary source document note sheet.
B. Tecumseh Film (stop at speech)
C. Lecture Assimilation/Resistance
D. Resistance Docs and OPVL
E."Best choice for the Tribe Activity"
A. Assimilation Primary Source Documents. - using the assimilation documents below, complete the OPVL primary source document note sheet.
B. Tecumseh Film (stop at speech)
C. Lecture Assimilation/Resistance
D. Resistance Docs and OPVL
E."Best choice for the Tribe Activity"
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12 Homework: The Indian Question reading with Cornell Notes #1. Read and take notes.Open this link for the cornell notes.
make your own copy. Edit the copy for your notes then submit your own copy
due: A day 10/31
docs.google.com/document/d/1aR7ae0mKCXUtPcziQ8VnLYrhF64RZDUPOrFtQnhaVM4/edit
make your own copy. Edit the copy for your notes then submit your own copy
due: A day 10/31
docs.google.com/document/d/1aR7ae0mKCXUtPcziQ8VnLYrhF64RZDUPOrFtQnhaVM4/edit
theindianquestion.pdf | |
File Size: | 849 kb |
File Type: |
13. HOMEWORK: Pro Native Primary Doc - using the Pro Native documents below, complete the OPVL primary source document note sheet for next class.
due: A day 11/8
due: A day 11/8
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14. Classwork: A. Start Trail of Tears Film
B. Removal Documents OPVL
C. "Best Choice for US" - Assim/Removal
B. Removal Documents OPVL
C. "Best Choice for US" - Assim/Removal
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15. Paper: Cherokee Removal Policy Paper - Use the primary documents provided and class reading assignments for the historical context of United States policy towards the Indian Tribes learn in this unit to create an argumentative essay. Refer to the Indian policy paper word document in the handout section for the basic requirements.
See "Cherokee Removal Policy paper requirements" - for list of all requirements
DUE: 12/2/16
See "Cherokee Removal Policy paper requirements" - for list of all requirements
DUE: 12/2/16
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