1. Teachers’ Creations

2. 3 Years The Empire vs. The Colonies Agrarian Culture vs. Industrialization– Free Market Totalitarians vs. International Liberalism

3. FALL The Roots of the American Nation Philosophical Roots Antecedent Documents Colonial Charters Colonial Culture End of Salutary Neglect American Reaction

4. Winter The American Revolution Declaration of Independence The Legacy of the Declaration Civil War within the War The Revolutionary War

5. Spring Lesson Development Day

6. Summer Institute on the Road New Jersey Sites: Washington Crossing Trenton Princeton Gloucester County sites Philadelphia sites

7. Writing Narratives Research Writing Substantive History Exciting/ Enjoyable

8. POLITEA The Regime POLITEUMA The Ruling Order Polis  The State PAIDEIA What Makes a State What It Is

9. US 1860 South State Gov’t w/i Federal Gov’t Planters Constitution Hierarchy Slave Culture Honor North National Republic Citizens Declaration Free Market Industrialization Industry PAIDIEA

10. 1940 NAZI GERMANY Totalitarian Dictatorship Nazi Party German Purity Mein Kampf Racial Superiority Loyalty, Service to the Volk UNITED STATES Federal Republic Citizens Declaration, Constitution, Bill of Rights Liberty, Industry, Duty, Patriotism PAIDIEAPAIDIEA

11. BINARY PAIDEIA Monarchy Whigs British North Industrial Free Market Democratic Republic Tories Colonists South Agrarian Socialist Totalitarian STORIES

12. LESSON STRUCTURE "TITLE" Grades Subjects Objectives One to three Objectives Binary Paideia Chart Key terms Background One to Five paragraphs Procedures Previous night’s homework to give the students a common base of knowledge. Day of Lesson Procedure  Do Now – to get them started as soon as they come into class.  Review Binary Paideia with students.  Try to include some video clips from universal streaming, or some web sites, or some primary excerpts, or a combination of all three. Homework Assessment Extension Resources Tables, charts, maps, etc.

13. Lesson Structure A LEARNING EXPERIENCE FOR TEACHERS “John Fenwick & Salem, NJ” As an Example

14. Grades 3-5 6-8 9-12 United States History World History Language Arts, Reading, Math, etc.

15. Time required? At least one 90-minute period or two 45-minute periods

16. Must be NJCCC standards based Take your topic, then GO TO STANDARDS FIRST

17. Standards and C.P.I. D. Colonization and Settlement (1585- 1763) 2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.

18. Then think of creating an Assessment In three separate paragraphs, students will show, the ability to: 1.Identify John Fenwick’s motivation to leave England and settle in New Jersey 2.Explain the issues that faced John Fenwick as he built his settlement in New Jersey 3.Trace the ownership of West Jersey from Lord Berkley to William Penn

19. From the Assessment, write your Objectives The Objectives and Assessments must agree. They must meet the NJCCCS C.P.I.s

20. Students will be able to: 1.identify John Fenwick’s motivation to leave England and settle in New Jersey. 2.explain the issues that faced John Fenwick as he built his settlement in New Jersey. 3.trace the ownership of West Jersey from Lord Berkley to William Penn.

21. OBJECTIVES Students will be able to: 1.identify John Fenwick’s motivation to leave England and settle in New Jersey. 2.explain the issues that faced John Fenwick as he built his settlement in New Jersey. 3.trace the ownership of West Jersey from Lord Berkley to William Penn. ASSESSMENTS In three separate paragraphs, students will show, the ability to: 1.Identify John Fenwick’s motivation to leave England and settle in New Jersey 2.Explain the issues that faced John Fenwick as he built his settlement in New Jersey 3.Trace the ownership of West Jersey from Lord Berkley to William Penn

22. Binary Paideia Chart England in 1776 Time Period West Jersey in 1776 Near Absolute Monarchy Politeia/Regime Proprietary Colony, Representative Republic Royalty & Aristocrats- Bishops Politeuma/Ruling Proprietor, Citizens Anglican Church, Magna Carta Paideia/What makes a society what it is West Jersey Charter, 1676, Society of Friends LoyaltyVirtue/ he Highest Moral Excellence Reflection to find the “Inner Light”

23. Key Terms, Type of Word, & DEFINITIONS

24. BACKGROUND For Students and/or for Teacher Depending on level Historical Narrative You get to research and write H istory

25. Procedure Must have Previous Night’s Homework, with an exercise for accountability to establish a common starting point!

26. Day of the Lesson Procedure to bring students from the OBJECTIVES to the ASSESSMENT

27. HOMEWORK FOR ACCOUNTABILITY

28. EXTENSIONS

29. Resources Worksheets and Handouts

30. SOURCES Cite your sources Books, Articles, and Links