Today we are going to present student projects, and then we will get into the Columbian Exchange
Question to answer:
1) What was the Columbian Exchange? List five items that were exchanged from the Old World (Europe) to the New World (the Americas) and from the New World (the Americas) to the Old World (Europe).
2) What was the effect on Europe, Africa, and the Americas (both positive and negative effects).
3) How did the Columbian Exchange changed the world?
Topic 2 – Native American Societies Before European
Contact
Question: Explain how and why various native
population in the period before European contact interacted with the natural
environment in North America.
Before the arrival of
Europeans, native populations in North America developed a wide variety
of social, political, and economic structures based in part on
interactions with the environment and each other
Historical Developments:
1)The spread of maize from Mexico northward into
present day American SW and beyond supported economic development, settlement,
advance irrigation, and social diversification among societies.
2)Societies responded to the aridity of the Great
Basin and grasslands of the western Great Plains by developing mobile
lifestyles.
3)In the
Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some
societies mixed agricultural and hunter-gather economies that favored the
development of permanent villages.
4)Societies in the Northwest and present-day
California supported themselves by hunting and gathering, and in some areas
developed settled communities supported by vast resources of the Ocean.
Assignment for FRIDAY:
Make a list of notes about your region - groups of people (names of First Nations), include how the lived
(hunting, farming, trading, etc), what they grew or ate, what type of
structures they lived in (long houses, etc), roles for men/women, religion, beliefs about the world, find one oral story from the region. This should be a slide show and should contain at least ten slides. There should be a map showing your region.
Also fill out the map that I give you about where your group lives.
Please share your SOAPSTONE on Frederick Douglas with me.
Today we are going to look at chapter 1 in your textbook and discuss the indigenous populations of the Americas before 1491.
Big Idea: In ancient times, migrating peoples settled in the
Americas. Their descendants developed diverse Native American cultures in
varied landscapes.
United States History – Chapter 1
1)The interactions of what three cultures help
create the current United States.
2)What were the effects of agriculture on the
hunting and gathering peoples of the Americas?
3)Who were the mound builders?
4)-7) Outline how the Native
Americans in the following regions lived:
California
Northwest Coast
Southwest
Eastern Woodlands
8) Discuss the trading networks of
the Native Americans. What did they trade? How?
9) Discuss the Native Americans
view of Land.
10) What single accomplishment of
Native Americans do you find the most significant? Why?
Today we are going to go over the U.S. History Syllabus and listen to "What to the Slave is the Fourth of July?"
U.S. History Syllabus
Course Description: U.S. History is a survey
course covering American history. The course examines the nations’ political,
diplomatic, intellectual, cultural, social, and economic history from 1491 to
the present. A variety of instructional approaches are employed and
a college level textbook is supplemented by primary and secondary
sources.
The course is broken up into nine historical periods
investigating seven themes in each, and developing nine historical thinking
skills.
Here is the break down of grades:
Class Assignments – 20%
Projects – 20%
Tests – 25%
Quizzes – 10%
Essays – 25%
Scale:
100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F
Late Work: Mark down 10% per day.You are expected to turn in work on the deadlines due.
U.S. History is
broken down into the following Units based on time periods:
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the
formation of both American national identity and group identities in U.S.
History. Students should be able to explain how various
identities, cultures, and values have been preserved or changed in different
contexts of U.S. History, with special attention given to the formation of
gender, class, racial, and ethnic identities. Students should
also be able to explain how these sub identities have interacted with each
other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This
theme focuses on the development of American economies based on agriculture,
commerce, and manufacturing. Students should be able to
explain ways that different economic and labor systems, technological
innovations, and government policies have shaped American
society. Students should be able to explore the lives of working people
and the relationships among social classes, racial and ethnic groups, and men
and women, including the availability of land and labor, national and
international economic developments, and the role of government support and
regulation.
Peopling: This theme focuses on why and
how the various people who moved to, from, and within the United States adapted
to their new social and physical environments. Students
should be able to explain migration across borders and long distances,
including the slave trade and internal migration and how both newcomers and
indigenous inhabitants transformed North America. The theme also
illustrates how people responded when “borders crossed
them.” Students should be able to discuss the ideas, beliefs,
technologies, religions, and gender roles that migrants/immigrants and annexed
people brought with them and the impact these factors had on both these peoples
and on U.S. society.
Politics and Power: This theme examines
the ongoing debates over the role of the state in society and its potential as
an active agent for change. This includes mechanisms for creating,
implementing, or limiting participation in the political process and the resulting
social effects, as well as the changing relationship among branches of the
federal government and among national, state, and local governments. Students
should be able to trace efforts to define or gain access to individual rights
and citizenship and explain the evolutions of tensions between liberty and
authority in different periods of U.S. history.
America in the World: In this theme, students
focus on the global context in which the United States originated and developed
as well as the influence of the United States on world affairs. Students
should be able to discuss how various world actors (such as people, states,
organizations, and companies) have competed for the territory and resources of
the North American continent, influencing the development of both American and
world societies and economics. Students should also be able to
explain how American foreign policies and military actions have affected the
rest of the world.
Environment and Geography– Physical and
Human: This theme examines the role of environment, geography,
and climate in both constraining and shaping human actions. Students
should be able to analyze the interaction between the environment and Americans
in their efforts to survive and thrive. Students should also be able
to explain the efforts to interpret, preserve, manage, or exploit natural and
man-made environments, as well as the historical contexts within which
interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme
explores the roles that ideas, beliefs, social mores, and creative expression
have played in shaping the United States. Students should be
able to explain the development of aesthetic, moral, religious, scientific, and
philosophical principles and consider how these principles have affected
individual and group actions. Students should also be able to
analyze the interactions between beliefs and communities, economic values,
political movements, including attempts to change American society to align it
with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Each Unit will contain the following:
1) Lecture and discussion of topics:
Students will participate in discussions based on course
topics. Reading quiz content is embedded in class discussions.
2) Primary Source Analysis: Students will
analyze primary sources in which they identify, analyze, and evaluate each of
the sources. Students will use SOAPStone and HAPP-Y to look at two
or more of the following features: historical context, purpose and intended
audience, the author’s point of view, type of source, argument and tone. Visuals
will also be analyzed using OPTICS.
3) Viewpoints: Students will examine,
analyze and compare opposing viewpoints expressed in either primary or
secondary sources and determine which sources make the most convincing argument
and why?
4) Six Degrees of Separation: Students will
be provided with two events spanning decades but related by their
theme. They will select six events in chronological order that link
the first event in the series with the last. Students will write the name
of each selected event, and use their research and knowledge of the time period
to create an argument to support the events selected. Students must
emphasize both cause and effect and/or demonstrate continuity or change over
time in their linking.
5) Unit Test
6) Reading quizzes based on chapter
assignments.
7) Note taking and History Logs (informal
writing)
GRADING: All work will be graded on a point
system.
Grading Scale will follow Skagway School District’s normal
grade scale.
PRIMARY TEXTBOOK:
United States History
PRIMARY SOURCES:
United State History Textbook
Voices of A People's History of the United States.
SECONDARY SOURCES:
A People’s History of the United States, Howard Zinn,
2010.
A Patriot’s History of the United States, Larry
Schweikart, and Michael Allen, 2004.
Don’t Know Much About History, Kenneth Davis,
2003.
UNIT 1: 1491-1607-
Content: Geography and environment; Native
American diversity in the Americas; Spain in the Americas; conflict and
exchange; English, French, and Dutch settlements; and the Atlantic economy.
U.S. History Period 1: 1491-1607
Topic 1 – Contextualization
Topic 2 – Native American Societies Before European
Contact
Question: Explain how and why various native
population in the period before European contact interacted with the natural
environment in North America.
Historical Developments:
1)The spread of maize from Mexico northward into
present day American SW and beyond supported economic development, settlement,
advance irrigation, and social diversification among societies.
2)Societies responded to the aridity of the Great
Basin and grasslands of the western Great Plains by developing mobile
lifestyles.
3)In the
Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some
societies mixed agricultural and hunter-gather economies that favored the
development of permanent villages.
4)Societies in the Northwest and present-day
California supported themselves by hunting and gathering, and in some areas
developed settled communities supported by vast resources of the Ocean.
Topic 3 – European Exploration
Question: Explain the
causes of exploration and conquest of the New World by various European
nations.
Historical Developments:
European nations’ efforts to explore and conquer the New World stemmed from a
search for new sources of wealth, economic, and military competition, and a
desire to spread Christianity.
Topic 4 – Columbian Exchange
Question: Explain the causes of
the Columbian Exchange and its effect on Europe and the Americas during the
period after 1492.
Historical Developments:
1)The Columbian Exchange brought new crops to
Europe from the Americas, stimulating European population growth, and new
sources of mineral wealth, which facilitated the European shift from feudalism
to capitalism.
2)Improvements in maritime technology and more
organized methods for conducting international trade, such as joint-stock
companies, helped drive changes to economies in Europe and the Americas.
3)Spanish exploration and conquest of the Americas
were accompanied and furthered by widespread deadly epidemics that devastated
native populations and by the introduction of crops and animals not found in
the Americans.
Topic 5 – Labor, Slavery, and the
Caste in Spanish Colonial System
Question: Explain how the growth
of the Spanish Empire in North America shaped the development of social and
economic structures over time.
Historical Developments:
1)Encomienda system
2)African slavery
3)Caste system
Topic 1.6: Cultural Interactions
Between Europeans, Native Americans, and Africans
Explain how and why European and
Native American perspectives of others developed and changed in the period.
Topic 1.7: Causation
Question: Explain the effects of
the development of transatlantic voyages from 1491 to 1607.
Activities:
History Logs – Record notes in journals. Write a 1-2
page summary of them. Choose 1 idea or event that is the most
important and discuss why. Write a short essay: What have you
learned? What have you thought about? What questions do
you have?
Primary Source Analysis: “Letter to Luis de
Santangel”; “A Short Account of the Destruction of the Indies” by Bartoleme de
las Casas; Excepts from the journal of Christopher Columbus.
Viewpoints: Students will read an excerpt from “Howard
Zinn’s A People’s History of the United States chapter
1.
Six Degrees of Separation: From 1491 to Jamestown.
Students will be given a different pre-contact native
population to research developing an oral presentation/visual aid showing
social, political, and economic structures and interaction with the environment
and other groups.
