Thursday, December 1, 2011

Growing Up Colonial

You are going to take on the role of a young person in the 1700's. What was life like? How is it similar to your own today?
Using resources in class (books from our school library) as well as resources you collect on your own (public library? notes from the internet?) you are going to present to the class YOUR LIFE.

1. You must decide if you are male or female, and your age (You must be between the ages of 6-16) and your name--it must be something from colonial times!
2. You must decide your "affiliation". Are you from the north or south (what colony?) and are you/your family patriots or loyalists?
3. You must describe in detail 7 out of the 10 topics related to your life:

  •  housing
  • transportation
  • school
  • friends
  • food
  • clothing
  • games/entertainment
  • your parent's job and your chores
  • religion
  • music
You may add any additional topics/information for extra credit.

4. Finally you must decide how you are going to present your information to the class. Posters and Power-points are BORING! Here are some suggestions, but you are not limited to these choices. (Mrs. McIntyre must know how you are presenting by Tuesday 12/6)
  • Models/Diorama (You are artistic or good making things!)
  • Movie (You are outgoing and good with technology. A script must also accompany this project)
  • A Leaflet or Pamphlet (You like using the computer and you are good with writing clearly to describe things)
  • Write a story or children's story. (You are a writer! For the children's story it must be illustrated, but you may use downloaded pictures or an online method to complete this if you are not artistic)
  • Create a website (You are good with technology and writing)
  • Cartoon/Graphic "Novel" (You would have to be artistic and good at telling a story)

Presentations will begin on Monday 12/12. With your presentation, you must provide for Mrs. McIntyre your notes and a bibliography of ALL your resources. (http://www.easybib.com can help with this)

 Below are some websites that can be helpful-but don't limit yourself to just these.

http://www.history.org/Almanack/life/index.cfm: Daily life from Williamsburg

http://www.socialstudiesforkids.com/specialreport13colonies.htm: Daily life in the 13 colonies

http://www.usa-people-search.com/content-children-in-colonial-america.aspx: Children in colonial America

http://library.thinkquest.org/J002611F/: Colonial Kids (great info, plus check the activities page at the bottom for potential presentation ideas)

http://nameberry.com/blog/colonial-names-great-names-from-american-history: Names from colonial times

There are even some movies you might be able to access that would help you as well:  

 

GRADESHEET FOR COLONIAL PERSON PROJECT


____/10 NOTES ON COLONIAL PERSON

____/10 BIBLIOGRAPHY OF SOURCES

____/70 INFORMATION ON 7 TOPICS           
                        _____Housing                                    ______Transportation
                        _____School                                    ______ Friends
                        _____Food                                    _____ Clothing
                        _____Parent Job/Chores            _____ Games/Entertainment
                        _____Religion                                    _____Music

____/10 CREATIVITY/QUALITY

________________________________________________________________________

_____/100

Monday, November 21, 2011

The French and Indian War Notes From PowerPoint

Here are the notes from our discussion on the French and Indian War

1 The French and Indian War
2 Competing European Claims
 In the middle of the 18th century, France and England had competing claims for land in North America.
 The French held trapping and trade routes in the Ohio Valley.
 The English colonies were encroaching on French territory are the population grew.
 They also competed over trade issues with the Native Americans in the disputed region.
3 Competing European Claims
4 The Battle of Fort Necessity
 The French set up forts along to protect their fur trading interests.
 Some of these forts conflicted with English claims.
 Virginia Governor Dinwiddie dispatched a young George Washington in 1753 to deliver a protest to the French. This protest was ignored.
 The British sent a party to construct a fort on the site of modern Pittsburg.
5 The Battle of Fort Necessity
 The force was driven off by the French who, in turn, constructed Fort Duquesne on the site.
 The next year, Dinwiddie turned to Washington to expel the French from the site. Washington was quickly overwhelmed by superior French and Native
American numbers.
 Washington had to retreat to the hastily constructed Fort Necessity, which he had to surrender shortly there after. This incident was a prelude to the
French and Indian War.
6 The Albany Congress
 In 1754, war was inevitable.
 The colonies sent delegates to Albany to discuss strategy for common defense.
 They approved a document written by Benjamin Franklin promoting a substructure of government below British authority to govern the colonies.
 The council would be comprised of elected representatives from each colony and headed by a President-General appointed by the crown.
 The colonies were not ready for political union and it is unlikely that the British government would have supported the plan.
7
 1 9. That the assent of the President-General be requisite to all acts of the Grand Council, and that it be his office and duty to cause them to be carried into execution.
 10. That the President-General, with the advice of the Grand Council, hold or direct all Indian treaties… and make peace or declare war with Indian nations.
 11. That they make such laws as they judge necessary for regulating all Indian trade. …
 15. That they raise and pay soldiers and build forts for the defence of any of the Colonies…
 16. That for these purposes they have power to make laws, and lay and levy such general duties, imposts, or taxes…
 2 “[the President]…he shall take care that the laws be faithfully executed…”
 “[the President]…shall have power, by and with the advice and consent of the Senate, to make treaties, provided two thirds of the Senators present concur…”
 “[Congress will] regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes…”
 “[Congress will] raise and support Armies…To provide and maintain a Navy…”
 “The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises…”
8 Braddock’s Defeat
 In July 1755, the British sent a force from Virginia to attack Fort Duquesne.
 The heavy force was defeated by the smaller French force and their Native American allies.
 Both the British commander, Braddock, and the French commander Beaujeu, were killed.
 23 year old George Washington won accolades for rallying the defeated British and preventing the battle from turning into a rout.
 The first two years of fighting were characterized by humiliating defeats for the British.
9 The Seven Years War in Europe
 The French and Indian War was essentially the North American theatre of a larger conflict, the Seven Years War, in Europe.
 Britain, Prussia, and Hanover fought against an alliance of France, Austria, Saxony, Russia, Sweden and Spain.
2
 Prime Minister Pitt of England provided subsidies to Prussia to fight in Europe and committed British troops and resources to winning the war against the
French in North America.
 The European phase of the war lasted from 1757 to 1763.
10 Fortunes Reverse
 In 1757, expansion advocate William Pitt became the British Prime Minister and vowed to lead country to victory.
 Pitt concentrated on:
 expelling the French from North America
 buying the cooperation by the colonists by stimulating the North American economy with a massive infusion of British currency
 buying the support of the Native Americans with promises of fixed territorial boundaries.
11 Fortunes Reverse
 The greatly fortified force devastated the Cherokee to the South and began capturing strategic French forts and cutting off their supply lines.
 The British conquered Quebec in 1759.
 In 1760, they captured Montreal.
 In the final years of the war, the British defeated the French Navy and took French colonies in the Caribbean.
 The French Empire in North America came to an end.
12 French Defeat: Treaty of Easton
 The Treaty of Easton, signed in 1758, essentially sealed France’s fate.
 In the treaty, the British promised the Six Iroquois Nations to stop settlements west of the Alleghenies in exchange for their neutrality in the war.
 This caused the French to abandon Fort Duquesne and, by 1760, Detroit and Montreal, the last two French strongholds in North America, had fallen.
 This was the end of major fighting in North America.
13 The Treaty of Paris
 The 1763 Treaty of Paris ended the French and Indian War.
 The French transferred its claims west of the Mississippi to Spain and ceded its territory east of the Mississippi to the British.
 The Treaties of Easton and Paris limited colonization to the Eastern seaboard.
14 Pontiac's Rebellion
 Native Americans quickly grew disenchanted with the British.
 The British exhibited little cultural sensitivity, traded unfairly, and failed to stop encroachments on Indian land.
 This unrest culminated in a rebellion by Pontiac, a Native American leader who united various tribes with the goal of expelling the British.
 The uprising lasted from 1763 to 1766.
 Massacres and atrocities occurred on both sides— most notably, British General Jeffrey Amherst gave the Native Americans blankets infested with
smallpox.
15 Chief Pontiac: Address to Ottawa, Huron, and Pottawatomie Indians
(May 5, 1763)
 “It is important … that we exterminate from our lands this nation which seeks only to destroy us. You see as well as I do that we can no
longer supply our needs, as we have done from our brothers, the French. The English sells us goods twice as dear as the French do, and
their goods do not last. …
When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our
French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us. …
Are we not men like them? … What do we fear? It is time.”
16 The Royal Proclamation of 1763
 Violent incidents such as Pontiac's Rebellion prompted the English crown to attempt to mandate an end to encroachments on territory promised to the
Indians.
 Settlers were not to establish themselves west of the “Proclamation Line.”
 The effort was unsuccessful and is viewed by many to be a leading cause of the Revolutionary War.

Age of Enlightenment

The following website will give you a good review of the concepts taught in class. Remember that we discussed John Locke, Voltaire, Ben Franklin, Sir Isaac Newton, Mozart and Vivaldi in class.
The Growth of Democratic Tradition: A Website

Tuesday, November 1, 2011

13 Colonies Quest

Here's the note sheet from class on the 13 Colonies:

COLONY
WHY FOUNDED?
OTHER


New Hampshire


Profit from trade and fishing



Massachusetts


Religious Freedom
Cranberries (use for food, dye and medicine)
Whales (Whale blubber used for lamp oil)


Connecticut


Religious Freedom
Political Freedom
Expand trade



Rhode Island


Religious Freedom
Tolerance
Farming/Fishing


New York


Expand trade



New Jersey


Religious Freedom
Political Freedom
Expand Trade
Farming


Pennsylvania


Profit from Land Sales
Religious Freedom
Political Freedom
Quakers: Religion started here
Trees=Lumber=$$


Delaware


Expand Trade
Crops of soybeans, corn and milk
1st log cabin the America


Maryland


Religious Freedom (Catholics welcome)
Political Freedom
Land Sales
Wealthy colony
Crops of Rice and Tobacco


Virginia


Trade and Farming
Tobacco and wheat
John Smith/Jamestown


North Carolina


Trade and Farming
Religious Freedom
Tobacco/cotton/indigo


South Carolina


Trade and Farming
Religious Freedom
Lots of rivers=rich fertile soil
Tobacco/cotton/indigo


Georgia


Place for debtors/excons
Buffer against Spanish Florida
Warm climate-good for planting (longer seasons)
Corn/beans/cotton




Thursday, October 13, 2011

13 Colonies Process

Use the links found on http://teacherportfolio.indstate.edu/jnorris/new_page_4.htm to answer the questions found in the Information Worksheets. Use this to help with colonies and their founders: http://americanhistory.about.com/library/charts/blcolonial13.htm 

Another website to help find economic conditions in your colony is here: http://www.brtprojects.org/cyberschool/history/ch04/economy.html

Once the Information Sheets are completed, you are ready to begin creating your publication.  You must understand what makes your colony stand out from all the others.  You must use your research to convince those 500 new Colonist to move to your colony.  Remember, you are creating this publication during the early 1700's.  Your information MUST be from this time period and historically accurate.  After completing your research, you must choose what type of publication to present  to the new colonists.  Your may choose from a poster, brochure, or 1 minute Animoto video. Your publication must include the following:
  • Map of your colony as it was during the early 1700's
  • Major towns or communities
  • Geographic features
  • Climate and agricultural information
  • Economic development or how they made their money
  • Why and who originally founded the colony
  • Two reasons your colony is better than the others
  • At least three pictures but no more than five - (if making an ANIMOTO video, use any many images you would like)
Please continue to refer to the list above to ensure that you include EVERYTHING needed in your publication.

The grade sheet for your project is at the Google Docs Template Gallery

13 Colonies

The Task:
Your task is to create an informative report in the form of a Poster, Brochure, or ANIMOTO video about your colony.  You will need to identify and make discoveries regarding the 13 original colonies in order to report to the new colonists why your colony will best suit their needs. You will uncover this information through research. Your final report will include:
  • Completed worksheets on Southern, Middle and New England Colonies - found in Process Section.
  • Poster, Brochure, or Animoto video  for your colony 

Friday, October 7, 2011

King John and the Magna Carta: A Background to the House of Burgesses and a Representative Government

King John was an English king. He was not a very pleasant person. He told lies. He put innocent people in prison so that he could steal their belongings. He put a poor man in prison once just so he could steal the man's horse and cart. 
There was a rumor that he murdered his nephew, but it was never proved. The King of France demanded to know where the boy was. King John was a vassal of the King of France. That meant he had to answer. But he did not respond to the King of France. 
Promises never bothered King John. He would promise anything to anybody, especially if there was money in it for him, but he soon broke his word.
When the archbishop of Canterbury died, King John seized the monastery, banished all the monks, and kept the land and the wealth for himself. This made the archbishop furious. The archbishop called all the nobles together and read the law of the land to them. He made sure they understood their rights under the law. Some could not read, and many did not know their rights. They amazed to discover that King John was breaking the law, and that they could do something about it. 
The nobles confronted King John. King John promised he would do better. He promised the nobles that he would raise taxes again without discussing it first. After all, it was the law. In truth, however, the law had as much value to King John as did his word. Weeks later, he raised taxes again without consulting anyone. He had two of his nobles arrested, and seized their lands, without allowing them to present any defense.  
The nobles were furious. Armed and ready, they gathered a huge force of nobles at the town of Runnymede. They brought the king there. The archbishop read aloud to the king from a parchment he held, a parchment called the Magna Carta, the Great Charter. 
As the king listened, he became more and more angry. How dare his nobles treat him like this. How dare the archbishop read from a piece of paper and except him to sign it. It was clear, even to selfish King John, that if he did not sign, his nobles would desert him. Without an army behind him, some pretender would soon steal his throne. The king was furious about it, but he signed the Magna Carta.
The Magna Carta was a list of rights. Most rights were already law. The Magna Carta restated them so there would be no confusion. The Magna Carta added new rights. One of the new rights was that nobles could keep watch over the king. They could seize his castles if he did not keep his word. 
Some historians say that after signing the Magna Carta, King John went home in a huff, and screamed, and rolled around on the floor like a madman. Perhaps he did. But it did not matter. From that day on, things changed in England forever. The king could no longer do whatever he wanted. He had to obey the law, just like everyone else. If he did not, his nobles could seize his lands and banish him from England.
(From http://medievaleurope.mrdonn.org/magnacarta.html) 

Don't forget the podcast we watched in class: http://www.youtube.com/watch?v=wUVnpe8uffs 
 



Tuesday, October 4, 2011

Roanoke and Jamestown: What Worked and What Didn't!

http://www.nationalcenter.org/ColonyofRoanoke.html

This website offers a wealth of information about Roanoke for this lesson. Although brief, it gives
both a primary and secondary source and insight that will be helpful to
you in learning about the Lost Colony and successfully completing the
summative assessment at the end of the unit of study. (NOTE: The answer
to the activity $ 64,000 Question is located in this text)

www.tobacco.org/History/Jamestown.html

This site has a wealth of information about Jamestown for this lesson. Although it is lengthy, there
is much to be learned from this site. Timeline re-accountings, narratives,
and rich detail are included, making it easy for you to evaluate and
interpret what you are reading.

Your first job will be to take notes on your given "settlement". What is the history and what happened here? Research the location much like a reporter would do, finding out the who, what, where, when and why's of the community. Both settlements struggled. What were these struggles. And finally, how did one survive and the other....disappeared!