Desperate Crossing: Why did the settlers on the Mayflower come to the Americas?

https://www.imdb.com/title/tt0493146/

Many of us know what it is like to have to move to a new place. In this activity we are going to find out what it was like for the Pilgrims to have to leave England for Holland and then ultimately for North America. Just as you had many difficult emotions with the changes you experienced, the Pilgrims had them as well. They also had even more difficulty and danger than most of us. 

As we watch this video we will try to place ourselves in the shoes of the Pilgrms and try to identify how we might have felt if we too had to make a desperate crossing. 

EQ: Why did the settlers on the Mayflower come to the Americas?

Engage: 

• Solicit stories from students who remember moving to Noel. 
• How did you feel about moving?
• What were the first days like after you came to Noel?
• How are things now?

Explore:

• The students will watch Desperate Crossing: The Untold Story of the Mayflower.
• Vocabulary: magistrate, manifest, seditious, theology, habeas corpus, tolerant
• Vocabulary: define, draw and use in a sentence

Explain:

• Why the Separatists moved from England to Holland?
• Why the Separatists moved from Holland to the Americas?
• Why the other colonists moved from England to the Americas?
• How did they feel about moving?
• How were the first days after the move?

Evaluate: 

• Comprehension questions worksheet.
• Mayflower Compact comprehension questions.
• Journaling Activity
  
• Write journal entries as if they were a Pilgrim during the video. 
• Create a journal to transcribe the entries written during Desperate Crossing
  
• Use India ink and dip pens to transcribe their entries from their notes to their created journals.
  

Extend:

• Examine the Mayflower Compact, what does it create for the colonists?

Conquest of the Americas: The Southeast

   

https://commons.wikimedia.org/wiki/File:Flindians1723.JPG

St. Augustine is the oldest continuously inhabited European settlement in the continental borders of the US.  Why did the Spanish set up colonies in what is now Florida? What were they looking for and did they find it? Why did France later set up a colony and what happened to it? These are the questions we will be answering with this lesson.

Essential Question: What countries colonized the land that is now Florida?

Engage:

• Can you name which countries colonized the Americas?
• Anecdotes from my trip to St. Augustine over the summer. 

https://commons.wikimedia.org/wiki/File:Castillo_de_San_Marcos.jpg

Explore:

• Conquest of America: Southeast video 
• Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share Activity

Explain:

• Why did France colonize Florida?
• What are some good vocabulary learning practices?

Evaluate:

• Vocabulary and Discussion Questions Worksheet

Extend:

• Castillo de San Marcos  the history of this fort is very interesting. What famous Native American leader's wife spent time in jail here? Another interesting fact is that the moat around the fort was dry until it was decided to create a field to play a popular game, which caused them to fill it with water. Can you guess the game?
• Videos from Castillo de San Marcos
• History of Florida Wikipedia

Voices of Civil Rights

EQ:

• Why do we have a national holiday for MLK Jr?

Engage:

• Vocabulary Review
• Bigotry
• Children’s Crusade of 1963
• Complicit
• Exonerate
• Freedom Rides
• Ideology
• Infallible
• Injunction
• Jim Crow

Explore:

• Voices of Civil Rights Video (44:20)

Explain: Questions take from: https://images.history.com/images/media/pdf/VoicesofCivilRightsguide.pdf

1. How has this documentary made you think differently
   about the civil rights era?
2. In what ways does this program affect your views of history and the
   ways it should be told?
3. How do you define civil rights? In light of your answer, what would you say are the beginning
   and ending dates of the civil rights era in the United States?
4. Some of the interviewees implied that during the civil rights era “there were two Americas.”
   Do you think this is an accurate description?
5. How do the interviewees in this film describe their experiences as students during integration?
6. How does the social climate of your school compare/contrast to that of public schools during
   integration?
7. How does the theme of forgiveness appear in the stories?
8. In what tangible ways can you see the impact of the civil rights era in your community?
9. Historians often ensure historical accuracy via fact-checking. How could someone ensure the
   stories in this film are accurate? How is fact-checking for oral history similar to the process for
   printed documents? How does it differ?
10. Why are some “voices” readily heard in the historical record while others are not? In what ways
    can historians seek out unheard voices?
11. The stories in this program will be archived at the Library of Congress. What are some steps
    and technologies we can use to preserve these stories for future generations?

Evaluate:

• Class Discussion of questions

Kennewick Man: Which Right is Right?

Essential Question: Should scientists be allowed to study the remains of indigenous peoples?

Engage: What would you think if a scientist dug up the remains of an ancestor to study?

• Vocabulary Activity: There are 7 vocabulary words the students will define using their

        own words as well as draw a picture of what that word means to them.

• On occasion, archaeologists have dug up the remains of ancient Native Americans.
• Should scientists be allowed to study these remains?
• Native Americans feel such remains should be immediately reburied according to Native

        American customs.

• Scientists worry that if reburied, the remains will deteriorate and lose their value

        for present and future scientific study.

Explore: 

• Discover Magazine: The Earliest Immigrants video (25:02)

Elaborate: 

• The Kennewick Man Finally Freed to Share His Secrets Smithsonian.com Sept. 2014
• Easy to read copy of above article.
• Kennewick Man Wikipedia Article

Evaluate:

• How did this story evolve over time?
• What eventually happened to Kennewick Man?
• What should have been done with the remains?
• What would you want to have done with the remains if they were your ancestor?
• According to the map below, what indigenous people group use to live here in southwest Missouri? 
• What should you do if you find the remains of an indigenous person?

https://commons.wikimedia.org/wiki/File:Early_Localization_Native_Americans_USA.jpg

Evaluate:

• Kennewick Man Worksheet
• Kennewick Man Vocabulary Assessment

Extension:

• Who Owns the Past? Documentary (56:14)

Foot Soldier of Birmingham

 

https://en.wikipedia.org/wiki/Revisionist_History_(podcast)

In this lesson we are using the podcast The Foot Soldier by Malcolm Gladwell to discuss inherent bias.

https://en.wikipedia.org/wiki/File:Birmingham_campaign_dogs.jpg

In this lesson we will look at the above picture and try to decode it. What are we seeing happen here? Then we will listen to the podcast by Malcolm Gladwell. Is what we believe to have happened what actually happened?

After the lesson you will need to answer these questions:

1. Can the art we create be used to influence belief systems? 
2. As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we have learned?
3. How will this change your view of historical artifacts as we move forward?

Essential Question: Does the Foot Soldier of Birmingham statue have historical value?

Engage:

• Birmingham Campaign Dogs Picture (10 minutes) Think-Pair-Share Activity
  1. What is happening in this picture? 
  2. When do you think this picture was taken?

Explore:

• Birmingham in Early 1963: The March (4:35)
• Podcast Revisionist History: The Footsoldier of Birmingham  (34:00)
• Transcript of the podcast.

Explain: 

• The statue is a misrepresentation of the facts. Does this matter as an art piece? 

Evaluate:

• Foot Soldier of Birmingham Worksheet
• T-Chart Should Art Be Based on Truth? Yes/No Explain

The Age of Jefferson: Judicial Review and the Louisiana Purchase

EQ:

• To what extent did Jefferson's actions as President reflect his principles?

Engage:

• Elbow Room (4:09)

Explore:

• Marbury vs Madison and Judicial Review
• Crash Course History Judicial Review (8:01)
• Eyes on the West
• Thomas Jefferson: The Louisiana Purchase and the Constitution Hip Hughes (4:39)
• Closing the Deal
• The Roots of Exploration
• The Journey West

Explain:

• What led to Marbury vs Madison and why was it important?
• How did trouble with Napoleon lead to a land deal?
• How did the Louisiana purchase become official?
• How did the Louis and Clarke expedition begin?

Evaluate:

• Answer Explain questions

The Age of Jefferson: Corps of Discovery

EQ:

• To what extent did Jefferson's actions as President reflect his principles?

Explore:

• Ken Burns American Experience Corps of Discovery (1:45:11)

Explain:

• How did Americans learn about the Louisiana Territory?
• What did the Corps of Discovery accomplish?

Evaluate:

• Worksheet

Bill of Rights

  EQ:

• How does the Bill of Rights help the government balance the rights and order in the US political system?

Engage:  

• The Rights of the People
• Liberty vs. Security w/ worksheet
• Griot B Bill o' Rights (5:15)

Explore:

• Rights Before the Revolution
• Protecting the People
• Personal Liberty
• Rights of the Accused
• Limited Government

Explain:

• Why were Americans fearful of a strong central government?
• How did the Bill of Rights calm people's fears about a strong central government?
• How does the Bill of Rights protect personal freedom?
• How does the Bill of Rights protect against abuse of the justice system
• How does the Bill of Rights limit the power of the central government?

Evaluate:

• Assessment

Extend:

Constitutional Convention

EQ:

•  How did the Constitution affect the balance of power?

Engage:

• Crash Course History: Constitutional Compromise (8:56)
• A Meeting of the Minds

Explore:

•  A More Perfect Union
• Great Compromise
• The Question of Slavery 3/5 Compromise Hip Hughes (4:31)
• States Power
• The Question Goes to the People
• Ratification

Explain:

• How did the Philadelphia Convention begin?
• How did  a major disagreement lead to one of the key features of the US government?
• How did the question of slavery shape the new government?
• In what ways does the Constitution limit the powers of the national government?
• How did debate over the Constitution lead to the creation of the Bill of Rights?
• How was the Constitution finally agreed upon?

Evaluate:

• The students will answer each question under Explain

Extend:

• Crash Course History The Constitution (13:03)

Articles of Confederation

https://en.wikipedia.org/wiki/Articles_of_Confederation#/media/File:Articles_page1.jpg

EQ:

• How well did the Articles of Confederation meet the needs of the new nation?

Engage:

•  A Government Built From Scratch

Explore:

•  Governing a New Nation
• Accepting a Central Government
• A Blueprint for Expansion
• Problems with the Articles of Confederation at Home
• Problems Competing with British Commerce
• Problems with Spanish Land Claims
• Rebellion in a New Nation
• Shay's Rebellion Video

Explain:

• Were the Articles successful?
• What were the weaknesses of the Articles?
• How did Shay's Rebellion doom the Articles?

Evaluate:

•  Assessment

Hero of History: Columbus or De Las Casas?

https://en.wikipedia.org/wiki/Bartolom%C3%A9_de_las_Casas#/media/File:Bartolomedelascasas.jpg

https://en.wikipedia.org/wiki/Christopher_Columbus#/media/File:Portrait_of_a_Man,_Said_to_be_Christopher_Columbus.jpg

You will be researching both Christopher Columbus and Bartolomé de las Casas as their stories intersect through the 'discovery' and occupation of the Americas. As you learn about both of these men, how does this affect your feelings about Columbus Day being celebrated as a National Holiday?

Essential Question: Who should be the 'Hero of History', Christopher Columbus or Bartolomé de las Casas?

Engage: 

• Monday, October 14 is Columbus Day, a national holiday. 
• History Channel Columbus Day video 

Explore:

• Bartolomé de las Casas
  
• Christopher Columbus
• Extracts from the journal of Christopher Columbus
• Viggo Mortensen reads Bartolome de las Casas in Spanish and English
• A History of the Life and Voyages of Christopher Columbus by Washington Irving
• A History of the Life and Voyages of Christopher Columbus Wikipedia
• Columbus Day: The Oatmeal

Explain:

• Are my sources reliable? 
• Is there corroboration between my sources?
• Who is more believable as a storyteller?
• Since de las Casas is responsible for the only surviving journal information from Columbus' voyages, how reliable are those journals knowing de las Casas' prejudices?
• Which one, in your opinion, is most moral? Why?
• Is it appropriate for us to judge either Columbus or de las Casas today?
• Who would you choose as your 'Hero of History'?

Evaluate:

• Create a poster for Columbus Day or de las Casas Day, whichever you believe is most deserving.
• On the poster draw and color a portrait of the person you choose.
• Identify the date to celebrate on the poster
• Include 3-5 facts explaining why the day should be celebrated.

 Extend:

• Chapter 2 of Lies My Teacher Told Me by James W. Loewen. I have a copy you can use.
• Howard Zinn's A People's History of the United States. I have a copy if you wish to peruse it.
• Abolish Columbus Day Zinn Education Project

Art as History?

Washington Crossing the Delaware is a very famous painting. It's use in popular culture probably even led to a contest to pick the best George Washington impersonator to re-enact the crossing every year. Watch this video to find out more about the contest. 

Being George

After watching the video, lets look at the paining. What do you see? Can you find any historical inconsistencies? You can find more information about the painting of Leutze's Washington Crossing the Delaware.

Emanuel Leutze "Washington Crossing the Delaware "

Next listen to the story behind the painting on NPR's Morning Edition from October 28, 2002. Has your opinion of the painting changed? Does it have more or less meaning for you now? 

NPR Morning Edition October 28, 2002. This NPR program discusses the painting.

Now, check out these pop culture homages of the painting. 

Paul Revere and Joseph Warren

This essential question is the guide for this lesson. The students will be examining the role of Paul Revere and Joseph Warren from Revere's famous ride to the Battle of Bunker Hill. We will look at what Paul Revere and Joseph Warren contributed to these famous events. 

Here are the links to the media we will use in class along with pages 134-135 in our textbook.

Andy Griffith Lexington and Concord https://www.youtube.com/watch?v=0c_er4mMfvI

Lexington and Concord Map https://prh1734.wpengine.com/wp-content/uploads/2016/12/PaulRevereMap121416.jpg

‘Real’ Story of Paul Revere http://www.paulreverehouse.org/ride/real.html

Longfellow’s Midnight Ride of Paul Revere http://www.youtube.com/watch?v=U4hUMQG3MI8

Paul Revere's Ride http://en.wikipedia.org/wiki/Paul_Revere's_Ride

The Death of General Warren at the Battle of Bunker Hill  https://en.wikipedia.org/wiki/File:The_death_of_general_warren_at_the_battle_of_bunker_hill.jpg

Joseph Warren http://en.wikipedia.org/wiki/Joseph_Warren

Ode to Josesph Warren http://books.google.com/books?id=3r-ClEcWHsQC&pg=PA217&

Ode http://en.wikipedia.org/wiki/Ode

After learning the stories of Revere and Warren the students will write an ode to Dr. Warren using the following rhyme scheme: ABABCDECDE

Tragedy of the Commons

The Tragedy of the Commons in an economic theory that explains how a minority of people can take a common good, such as shared resources, and take more than what is good for everyone. 

We will be looking at this concept and relate it to our classroom and school resources. What are our common resources? How could these resources be abused by us? How can we keep that abuse from happening? 

Tragedy of the Commons Wikipedia

Tragedy of the Commons Khan Academy

The Foot Soldier of Brimingham

In this lesson we are using the podcast The Foot Soldier by Malcolm Gladwell to discuss inherent bias.  Can the art we create be used to influence belief systems? As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we believe now?

Podcast

Transcript of the podcast.