1. 11 th Grade United States History Mr. Weber Room 217

2. Entrance Ticket: (5 minutes)  On a piece of paper draw a quick sketch of Christopher Columbus.  Write below it 5 words you would use to describe him (first five that come to mind based on what you have learned).  Report out 1 of the 5.

3. Agenda  Activator, agenda, and objective (5 minutes)  Christopher Columbus (30 minutes)  Access prior knowledge KWH-L chart (20 minutes)  Review the context for the Revolution lecture (20 minutes)  Big ideas note-taking (10 minutes)  Exit Ticket and Homework

4. Objectives  Students will… Understand the background to the Revolution. 11.1 Students analyze the significant events surrounding the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. 11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

5. European Explorers  Of all the terms on the board, how many are positive (write a +) and how many are negative (write a -) and how many are neutral?  Read over handouts. Rethinking Schools, pp.89-102 Lies My Teacher Told Me, pp.38-39.  Write a reflection: what did you learn from this class activity? (1/2 page at least)

6. Write a 1/3 page reflection on European “Discovery”  Columbus did not “discover” America because it was already inhabited.  Pizzaro and Cortez as Latin American counterpoints.  Buzz word of the day: “Eurocentric.”

7. KWH-L Activity (30 minutes)  Individually write a list of all the things you know about U.S. history from conquest (c. Columbus 1492) to the Civil War (c. 1860). 1.What do you know about Europeans coming to America (1492)? 2. About life in the early colonies? 3. Differences North and South? 4. About the Revolutionary War (1776)? 5. About the Constitution? 6. About forms of government: democracy and monarchy, for example? 7. About the Enlightenment thinkers: Locke, Rousseau, Montesquieu and their influence on foundation of U.S. gov.? 8. About westward expansion? Louisiana purchase, Trail of Tears, manifest destiny (1820s, 1830s, 1840s)? 9. About social reform movements (1820s-1850s)? 10. About the causes and consequences of the Civil War (1860).

8. Group with your table to complete: The KWH - L Chart K: KnowW: Want to knowH: How will you find out? - British colonized east coast. - Some Europeans came to escape religious persecution. - Native Americans already lived on the land. - Colonial citizens had issues with Britain over taxes… - Where did the “founding fathers” come up with their ideas for the foundation of government? - Why was the Revolution really fought? And was it even a revolution? - What is the Con… - Read selected passages in the textbook. - Research primary sources and other evidence from the time period. - Look things up online. - Ask the teacher to include in lecture…

9. Direct Teacher Presentation (20 min)  During direct teacher presentations you are expected to be: Taking detailed notes Actively listening Asking and answering questions  Topics: European Enlightenment, “Discovery,” slavery, religious persecution, colonies, Native Americans,

10. Essential Questions  In what ways were the ideals of the Declaration, Revolution, and Constitution contradicted by the realities of life in early America (especially for African Americans, women, poor people, and immigrants)?  What were the causes and effects of Westward Expansion before the Civil War?  How did the Annexation of Texas and the Mexican/American War epitomize sectional conflict?  Why is the Civil War important?  What were the direct impacts of Reconstruction policies?

11. Understandings  History is a furious debate over multiple and competing versions of the past.  The way in which we understand the past directly affects how we see our role in the present.  The potential for good and evil has expressed itself in various ways with direct consequences for human lives.  Theories of government: democracy (direct and representative); monarchy;  Enlightenment thinkers and ideas: Locke (three rights of man: life, liberty, property); Rousseau (consent of the governed); Montesquieu (checks and balances, three branches).  Enlightenment thinkers influenced Thomas Jefferson.

12. Understandings (cont.)  Thomas Paine: Common Sense (rationale for Rev.)  Causes of the Revolution (Intolerable Acts, etc).  Debate over Ratification (Federalist papers).  Constitution, Bill of Rights, 1 st Amendment.  1803 Marberry v. Madison (Judicial Review).  Jacksonian democracy and Westward Expansion (Trail of Tears).  1 st and 2 nd Great Awakenings – impulse for social reform movements.  Religious pluralism, immigration.  Slavery, antislavery, and sectional conflict.  Texas and the Mexican/American War (1846).  John Brown and Abraham Lincoln.  Reconstruction (Radical Republicans, Free Soil Party).

13. European “Discovery” of America

14. Enlightenment Review (World History) -Renaissance in Europe - Pursuit of learning, art in Italy. -The Printing Press (Johann Gutenberg, 1455). -Reformation (Martin Luther in Germany, 1517): Protestants (protested church authority). -Scientific Revolution – Individual human agency (humanism). -European political theorists: Questioning authority, divine right of kings. -Locke: -Rousseau: -Montesquieu:

15. Enlightenment Thinkers  Think back to World History and then write the definition or main idea for each of the following:  1. Democracy  2. Locke  3. Rousseau  4. Montesquieu

16. Proportion of Population Enslaved (percent) Source: Ira Berlin, Many Thousands Gone (1998), pp. 369-70 Colony/state175017701790 New Hampshire 21<1 Massachusetts 220 Connecticut 331 Rhode Island 1061 New York 14126 New Jersey 776 Pennsylvania 221 Delaware 5515 Maryland 3132 Virginia 464239 North Carolina 273526 South Carolina 61 43 Georgia 204535

17. Slavery in the colonies

18. Triangular trade

19. Big ideas: -European enlightenment thinkers influenced U.S. -Columbus did not “discover” America! -Colonial America was a highly stratified society with some extremely wealthy elites holding vast amounts of slaves, wealth, power. -Although some Europeans came to escape religious persecution, religion was also used to justify slavery by denying that indigenous and African peoples had souls. -Early U.S. was a slave society in the North as well as South.

20. Classwork check: Get your notebook in order Title Page  Table of Contents  Activator 8/31: Interviewing and introducing  Something in the room you relate to and why  Rubric for grading friend or sibling  Columbus sketch and 5 words  ½ page reflection on European “discovery.”  KWH-L chart  Unit essential questions and understandings  Detailed notes and summary  Write down homework

21. Homework Write “Notes on the Declaration” at the top of the next page in your notebook. 1. Everyone: Read the Declaration of Independence and take notes on the main ideas. 2. Advanced: Figure out which phrases can be linked to the philosophy of which European enlightenment thinker.

22. Exit ticket  How long do you think it will take to read the Declaration of Independence and take notes on the main ideas?  When do you have time to do this between now and Friday?  How will you remember to do it?