ERA+2,+ERA+3,+ERA+4

= = Thoughts as I plan: need to incorporate book studies for THE RED BADGE OF COURAGE, ?SOUP FOR PRESIDENT (read in October and November before election time), and WATERLILY. **Need to complete literature lessons in comprehension book, read select short stories in our anthology, do vocabulary lessons, and research the topics shared in our pretest at the beginning of the year.** The units of instruction for S.S. that I acquired can be assigned for a structured DEAR time after lunch (Tuesday through Thursday... Monday can be their choice after lunch). DEAR time during study hall is their choice. ==

Timeline of Events Relevant to the Northern Plains Tribes
[] Periodically, we will visit this timeline and students will choose topics to further research and share oral reports about to teach our class more about the events from American History. This link will become more useful once we enter Era 3, according to the timeline established based on the National American History Standards and Oceti Sakowin Standards used here.

http://wintercounts.si.edu/html_version/html/ Winter Count Reference

=Lenses on Learning:=
 * =What are the big ideas for this era? Use a Socratic Seminar to discuss our launch for topics! :)=

Play "London Tune: Psalm 19" and use discussion question Develop their own meanings for this word by relating back to earlier discussions that launched our year.
 * =How does music reflect the time we are in?=
 * =What does the word origin mean? What does it have to do with the study of history?=

=American History Workshop: ERA 2 "Colonization and Settlement (1585-1763)"=
 * As Mrs. Schlechter sets up the //Hands-On History: Colonial America// activity, students pretest reading assignments out of //Spotlight on America//: //Colonial America//, read for comprehension as needed, and then post-assess the same content as needed.**


 * Colonial America Unit**: students will develop empathy with the challenges faced by the earliest European Americans. Students will become familiar with the primary figures of early colonization and will understand the motivations that influenced formations of the first colonies.

=**Engage**= Standard 1's Map: "Settlements of Roanoke and Jamestown" provides the visual aid and launch for research moments. Group's objective: Compare and contrast these settlements. Present their findings to their classmates. (Keep in mind our lens "origins." Why would they start settlements in these two spots?) Create question/answer flip chart to go with map on display in hallway. If the group finishes early and/or possibly wins the contest for the best map project, they will earn the invitation to present a Readers' Theater entitled "The Starving Time" found in our //Spotlight on America// p. 57-58.
 * [[file:Colonial America ppt. for peanut butter and jelly moments.pptx]]
 * Complete the map project for "Settlements at Roanoke and Jamestown."
 * Introduction of map cooperative learning groups.**
 * Students need to examine or __analyze__ project and its requirements. They will __determine__ the jobs for the project and who will be responsible for each portion of the task. Jobs should be equal in weight of work and responsibility. How are going to __evaluate__ if a student has done their share of the work? How are we going to __evaluate__ the quality of the project? Discuss before we begin!**

=**Explore**= //Hands-on History// "Colonial America": Three days of activity. Students will cycle through five seasons of work, which will involve simulation tasks such as hunting, farming, exploring, digging a well, building a church, a cannon, a palisade or a house. You may have to complete a birth certificate to rejoin the game if you end up "dead." =**Explain**=
 * Guiding Questions: (ask as students do the activities) taken from the end of this unit.**
 * Use Webb Level Difficulty-scaffold questions as needed.**
 * 2 What do you think was the biggest danger to early settlers in the New World? (1 List the dangers in the New World for early settlers.)
 * 2 Do you think American Indians or settlers got the worst of the "disease exchange"? (1 Explain what the "disease exchange" is.)
 * 2 What could the London Company have done differently to help Jamestown settlers succeed? (1 What was the London Company? What was its link to the Jamestown settlers?)
 * 2 What could the settlers have done to help themselves succeed? (1 What kind of routines did the settlers have for their daily lives at Jamestown?)
 * 3 What do you think would have happened to the settlers without the leadership of John Smith? Why? (1 Who was John Smith? 2 What does a good leader do for their group?)
 * 4 What would have happened if the Jamestown settlers had not survived the Starving Time? How would the United States be different today? (1 What kinds of food did the settlers eat? 2 What food was most easily grown or found at Jamestown? 3 What kind of plan did the settlers have to have in order to have enough food all year long?)
 * 4 What would have happened if the Jamestown settlers had not survived the Starving Time? How would the United States be different today? (1 What kinds of food did the settlers eat? 2 What food was most easily grown or found at Jamestown? 3 What kind of plan did the settlers have to have in order to have enough food all year long?)

=**Elaborate**= Standard 2's Map: "Voyage of the Mayflower" Group's objective: Determine who came over on the Mayflower and why. (factual) (Keep in mind our lens "origins." Why would these people leave their homes to cross the ocean?) Create question/answer flip chart to go with map on display in hallway. American History Workshop Scoring Guides will be the assessment.
 * Continue with map projects to cover standards 2 and 3 concepts.**

Standard 3's Map: "Slave Ships Cross the Atlantic" Group's objective: Determine and communicate what Africans went through on slave ships. (conceptual) (Keep in mind our lens "origins." Where did slavery get its beginnings? Why did slavery become a part of the colonization of North America? Students will develop an empathy for those who experienced slavery.) Create question/answer flip chart to go with map on display in hallway. American History Workshop Scoring Guides will be the assessment.


 * Evaluate: assessment inclusive in project design -?**

=American History Workshop: ERA 3 "Revolution and a New Nation (1754-1820's)"=

Enrichment Activity 4-3 "Peacemakers" conceptual development of the ORIGIN of the Iroquois Confederacy

Enrichment Activity 4-1 "Growing by the Millions: Colonial Population 1610-1770" worksheet with factual questions

= =

Lenses on Learning: how music reflects the time we are in; democracy

TUNE LAUNCH: "Springfield Mountain" earliest American folk ballad 1761 ... What is a ballad? What can we learn about this time period from the lyrics of this song? **Enrichment Activity 4-4 "Brave Wolfe"** also refers to a ballad

"Psalm 19" What does this song reflect?

[] **//What was going on here in what is modern day South Dakota?//**


 * 1754-1820's**

Learning experiences:

( notes for building this later: two maps Paul's ride and Washington's trip across the Delaware help expand standard 1 here)


 * Performance Tasks:** Students and teacher view standards below and turn these enduring understanding statements into "Why...?" statements. Students answer these why questions and determine the factual and conceptual questions we answer along the way.

Standards for Era 3:

[|http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era-3#section-1]


 * Enduring, Essential Understandings are described well in the standards.**

United States Era 3

Contents


 * 1) [|Revolution and the New Nation (1754-1820s)]
 * 2) [|Standard 1]
 * 3) [|Standard 2]
 * 4) [|Standard 3]

==Revolution and the New Nation (1754-1820s)==


 * Standard 1**: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory




 * Standard 2**: The impact of the American Revolution on politics, economy, and society




 * Standard 3**: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights



The American Revolution is of single importance in the study of American history. First, it severed the colonial relationship with England and legally created the United States. Second, the revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which we live. Third, the Revolution was inspired by ideas concerning natural rights and political authority that were transatlantic in reach, and its successful completion affected people and governments over a large part of the globe for many generations. Lastly, it called into question long-established social and political relationships--between master and slave, man and woman, upper class and lower class, officeholder and constituent, and even parent and child--and thus demarcated an agenda for reform that would preoccupy Americans down to the present day.

In thinking about the causes and course of the Revolution, it is important to study the fundamental principles of the Declaration of Independence; the causes for the outbreak of the war; the main stages of the Revolutionary War and the reasons for the American victory; and the role of wartime leaders, from all strata of society, both on the battlefield and on the homefront.

In assessing the outcomes of the American Revolution, students need to confront the central issue of how revolutionary the Revolution actually was. In order to reach judgments about this, they necessarily will have to see the Revolution through different sets of eyes--enslaved and free African Americans, Native Americans, white men and women of different social classes, religions, ideological dispositions, regions, and occupations.

Students should also be able to see pre- and post-Revolutionary American society in relation to reigning political institutions and practices in the rest of the world.

Students can appreciate how agendas for redefining American society in the postwar era differed by exploring how the Constitution was created and how it was ratified after a dramatic ideological debate in virtually every locale in 1787-88. The Constitution of 1787 and the Bill of Rights should be broached as the culmination of the most creative era of constitutionalism in American history. In addition, students should ponder why the Constitutional Convention sidetracked the movement to abolish slavery that had taken rise in the revolutionary era. Nor should they think that ratification of the Constitution ended debate on governmental power or how to create "a more perfect union." Economic, regional, social, ideological, religious, and political tensions would spawn continuing debates over the meaning of the Constitution for generations.

In studying the post-Revolutionary generation, students can understand how the embryo of the American two-party system took shape, how political turmoil arose as Americans debated the French Revolution, and how the Supreme Court rose to a place of prominence. Politics, political leadership, and political institutions have always bulked large in the study of this era, but students will also need to understand other less noticed topics: the beginnings of a national economy, the exuberant push westward, the military campaigns against Native American nations; the emergence of free black communities; and the democratization of religion. The American Revolution is of single importance in the study of American history. First, it severed the colonial relationship with England and legally created the United States. Second, the revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which we live. Third, the Revolution was inspired by ideas concerning natural rights and political authority that were transatlantic in reach, and its successful completion affected people and governments over a large part of the globe for many generations. Lastly, it called into question long-established social and political relationships--between master and slave, man and woman, upper class and lower class, officeholder and constituent, and even parent and child--and thus demarcated an agenda for reform that would preoccupy Americans down to the present day.

=**Era 4: Expansion and Reform (1801-1861)**= Use later... start off with Hands on History and Reading Purple Book