History Topic 3 Review

 https://en.wikipedia.org/wiki/Treaty_of_Paris_(1783)#/media/File:Treaty_of_Paris_by_Benjamin_West_1783.jpg

 Review p. 191:

• Vocabulary and Key Ideas 1-7
• Critical Thinking and Writing 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-17

World Geography Topic 3 Review

https://upload.wikimedia.org/wikipedia/commons/6/66/-_panoramio_%282288%29.jpg

Essential Question: Who should benefit from a country's resources?

Vocabulary and Key Ideas 1-6
Critical Thinking and Writing 7-9
Analyze Primary Sources 11
Analyze Maps 12-15

World Geography Topic 3 Lesson 8 The Caribbean Today and Lesson 9 Challenges Facing Middle America

https://upload.wikimedia.org/wikipedia/commons/f/ff/Ayotz1napa_ohs202.jpg

Essential Question: Who should benefit from a country's resources?

Explore:

• Read pages 188-191
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 188
• Summary
• Summary (Spanish)
• Read pages 192-195
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 192
• Summary
• Summary (Spanish)
•  

Evaluate:

• Active Journal Practice Vocabulary p. 91
• Lesson Check questions 1-6 on page 191
• Lesson 8 Quiz
• Active Journal Practice Vocabulary p. 93
• Lesson Check questions 1-5 on page 195
• Lesson 9 Quiz

Extend: 

• Geography Now El Salvador

History Topic 3 Lesson 5 Winning Independence

By John Trumbull - http://www.aoc.gov/cc/photo-gallery/ptgs_rotunda.cfm, Public Domain, https://commons.wikimedia.org/w/index.php?curid=1379717

Essential Question: When is war justified?

Engage:

• Video: Winning Independence 

Explore:

• Read pages 178-188
• Define and Draw Vocabulary page 178
• Lesson 5 Summary
• Lesson 5 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 73
• Lesson Check page 188
• Lesson Quiz

Extend:

History Topic 3 Lesson 4 Washington Crossing the Delaware Part 2

Emanuel Leutze "Washington Crossing the Delaware "

The painting of "Washington Crossing the Delaware" by Emanuel Leutze is a historically significant piece of art in the United States. It is so iconic it has become inspiration for pop art. Read about pop art here.

Below is one example of using the painting to create a pop art piece. Compare the two pieces of art, what is similar and what is different?

By WatermelonRat

Assignment

1. Create your own piece of pop art using the knowledge you learned from the Wikipedia page. Use "Washington Crossing the Delaware" as your inspiration.
2. Check with me if you have any questions.

EQ: 

• What is pop art and why should it be a thing?

Engage:

• Part 2 of the lesson

Explore:

• The students will examine the painting Washington Crossing the Delaware by Emmanuel Leutze
• Pop Art

Explain:

• Is pop art based on original works ok? 

Evaluate:

• Students will create a piece of art using Leutze's painting as inspiration.

History Topic 3 Lesson 4 Washington Crossing the Delaware Part 1

   

Washington Crossing the Delaware is a very famous painting. Its 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 "

The painting creates a lot of questions. Why was this painted? Is it historically accurate? Who is the artist Emanuel Leutze? Check out the article below to find out these answers.

https://www.artsy.net/article/artsy-editorial-iconic-american-history-painting-facts-wrong

Assignment 

On a piece of paper answer the following questions: 

1. In "Being George" why do you think portraying George Washington is so important to the contestants?
2. Why did Leutze paint "Washington Crossing the Delaware"? 
3. Identify three historical inaccuracies in the painting. 
4. Should art be historically accurate? Explain why or why not. 

Use the following frame for your comment:

1. Portraying George Washington is important to the contestants because
2. Leutze painted "Washington Crossing the Delaware" because
3. Three historical inaccuracies in the painting are
4. Yes, art should be historically accurate because/No, art should not be historically accurate because 

EQ: 

• Should artists have a responsibility to make their art historically accurate?

Engage:

• Fred Armiston Art Afficionado (2:58)

Explore:

• Being George: The real-life drama in the contest to re-enact Washington crossing the Delaware (39 min)
• The students will examine the painting Washington Crossing the Delaware by Emmanuel Leutze

Explain:

• The students will examine pop culture homages to the painting. We will also discuss how the painting has been used for political reasons.

Evaluate:

• In "Being George" why do you think portraying George Washington is so important to the contestants?
• Why did Leutze paint "Washington Crossing the Delaware"? 
• Identify three historical inaccuracies in the painting. 
• Should art be historically accurate? Explain why or why not. 

World Geography Topic 3 Lesson 7 Mexico and Central America at Work

https://upload.wikimedia.org/wikipedia/commons/e/ec/Mexico_City_%282018%29_-_508.jpg

Essential Question: Who should benefit from a country's resources?

Explore:

• Read pages 182-187
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 182
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p.89 
• Lesson Check questions 1-5 on page 187
• Lesson 7 Quiz

World Geography Topic 3 Lesson 6 Living in Mexico and Central America

https://upload.wikimedia.org/wikipedia/commons/5/5a/Guanaguato_at_night.jpg

Essential Question: Who should benefit from a country's resources?

Explore:

• Read pages 178-181
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 178
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 86
• Lesson Check questions 1-4 on page 181
• Lesson Quiz

Extend: 

• Geography Now Mexico

World Geography Topic 3 Lesson 5 History of the Caribbean

https://upload.wikimedia.org/wikipedia/commons/a/a0/Masacre_de_Gonzalez_de_Ocampo_en_Cumana.jpg

Essential Question: Who should benefit from a country's resources?

Explore:

• Read pages 173-177
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 173
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 83
• Lesson Check questions 1-5 on page 173
• Lesson 5 Quiz

Extend: 

• Geography Now Caribbean Explained!

World Geography Topic 3 Lesson 4 Independence for Mexico and Central America

https://upload.wikimedia.org/wikipedia/commons/9/96/Collage_Independencia.jpg

 Essential Question: Who should benefit from a country's resources?

 Explore:

• Read pages 168-172
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 168
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 81
• Lesson Check questions 1-5 on page 172
• Lesson 4 Quiz

World Geography Topic 3 Lesson 3 Spanish Colonization and Geographic Sources The Florentine Codex

https://upload.wikimedia.org/wikipedia/commons/d/de/Mission_San_Juan_Capistrano.jpg

Essential Question: Who should benefit from a country's resources?

Explore:

• Read pages 163-166
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page  163
• Summary
• Summary (Spanish)
• Read The Florentine Codex page 167

Evaluate:

• Active Journal Practice Vocabulary p. 79
• Lesson Check questions 1-5 on page 166
• Lesson 3 Quiz

History Topic 3 Lesson 4 1776 The Musical

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

Since 2015 the biggest musical, let alone history based musical has been Hamilton. Here is a clip from the Tony's. 

What you may not know is there was a musical over the same time period that started on Broadway in 1969 and later became a movie in 1972. We are going to watch the movie and try to parse what is factual and what is changed for the medium (besides the congressman not randomly breaking into song.)

EQ: Why did the Declaration of Independence get written and who wrote it?

Engage:

• Clip from Hamilton the Musical

Explore:

• Vocabulary: declaration, independence, self-evident, equal, endowed, inalienable, liberty, derive
• Vocabulary: government, destructive, transient, accustomed, usurpations, assent, tyranny, justice
• 1776 the Musical

Explain:

• What held up the Continental Congress from declaring independence from Britain?
• Who was the most ardent supporter of independence?
• How did slavery complicate declaring independence?

Evaluate:

• Questions

Extend:

History Topic 3 Lesson 4 The Move Towards Independence

https://en.wikipedia.org/wiki/Declaration_of_Independence_(painting)#/media/File:Declaration_of_Independence_(1819),_by_John_Trumbull.jpg

 Essential Question: When is war justified?

Engage:

• Video: The Declaration of Independence

Explore:

• Read pages 165-176
• Define and Draw Vocabulary page 165
• Lesson 4 Summary
• Lesson 4 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 70
• Lesson Check page 176
• Lesson Quiz

Extend:

World Geography Topic 3 Lesson 2 Aztec Civilization and Analysis Skill

Essential Question: Who should benefit from a country's resources?

 Explore:

• Read pages 158-161
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 158
• Summary
• Summary (Spanish)
• Read p. 108 Analyze Visual Data 

Evaluate:

• Lesson Check questions 1-5 on page 161
• Lesson 2 Quiz

History Topic 3 Lesson 3 Boston Tea Party

    

The difference between a riot and a protest may simply be which side of the political argument you are on. But, what happens when the riot or protest isn't really about politics at all, but about money? As we learn about the Boston Tea Party think about the reasons behind it and determine for yourself if it was a riot, a protest, or something else completely.

 EQ: Why did the Boston Tea Party take place?

Engage:

• Tea!!!

Explore:

• Vocabulary: tea, protest, smuggling, bohea, shilling
• Tempest in a Teacup podcast (38:45)
• Boston Tea Party video (32:20) Boston Tea Party Ships and Museum

Explain:

• Who was involved in organizing the Boston Tea Party?
• What happened at the Boston Tea Party?
• What was the result of the Boston Tea Party?
• What do you think of the tea?

Evaluate:

• Class Discussion

World Geography Topic 3 Regional Atlas and Lesson 1 The Olmec and Maya Civilizations

Essential Question: Who should benefit from a country's resources?

 Engage:

• Video A Long Way from Home

Explore:

• Topic 3 Intro p. 144-145 Explore the Essential Question
• Regional Atlas Political p. 146-147, Physical 148-149, Climate 150-151
• Lesson 1 Read pages 153-157
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 153
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 79
• Lesson Check questions 1-5 on page 157
• Lesson Quiz

History Topic 3 Lesson 3 Taking Up Arms

https://en.wikipedia.org/wiki/Boston_Tea_Party#/media/File:Boston_Tea_Party_w.jpg

Essential Question: When is war justified?

Engage:

• Video: The Boston Tea Party

Explore:

• Read page 153 Primary Source
• Read pages 154-163
• Define and Draw Vocabulary page 154
• Lesson 3 Summary
• Lesson 3 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 68
• Lesson Check page 163
• Lesson Quiz

Extend:

• Crash Course History: Taxes and Smuggling

History Topic 3 Lesson 3 Boston Massacre Printmaking

   

The most famous example of propaganda in United States history is the Paul Revere print of the Boston Massacre. The fact that we still refer to this incident as a massacre is proof of that.

https://en.wikipedia.org/wiki/Boston_Massacre#/media/File:Boston_Massacre_high-res.jpg

The real story of the 'Boston Massacre' is more complicated than a bunch of soldiers indiscriminately firing into a peaceful crowd of Boston citizens. As we examine the evidence as revealed in the trial of the soldiers and find out the true story we need to ask ourselves why would Revere lie? What purpose did it serve? Who benefitted from the false narrative and who was harmed?

Your assignment will be to create a print using the facts of the incident. Obviously the medium we are using will make details very difficult so keep that in mind as you work on the design. 

EQ: Why did Paul Revere create his famous Boston Massacre print?

Engage:

• Foam Printmaking (5:06)

Explore:

• Vocabulary: massacre, mob, cudgel, deposition, manslaughter, engraving, print, propaganda, brayer, art
• John Adams miniseries video of Boston Massacre
• Boston Massacre Wikipedia

Explain:

• What is propaganda?
• Why did Revere create an inaccurate print of the Boston Massacre?
• Do you think the soldiers were justified when they fired into the crowd?
• What do you think was the effect of John Adams representing the soldiers on his career?

Evaluate:

• Students will create a factual print of the Boston Massacre.

World Geography Topic 2 Review

 Review: page 143

• Vocabulary and Key Ideas 1-7
• Critical Thinking and Writing 8-13
• Analyze Primary Sources 15
• Analyze Maps 16-18

History Topic 3 Lesson 2 Growing Resentment Against Britain

By Rhododendrites - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=84157347

Essential Question: When is war justified?

Engage:

• Video: The Rights of Colonists
• Analysis Skill p. 141 Identify Physical and Cultural Features

Explore:

• Read pages 142-152
• Define and Draw Vocabulary page 142
• Lesson 2 Summary
• Lesson 2 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 65
• Lesson Check page 152
• Lesson Quiz

Extend:

World Geography Topic 2 Lesson 7 Challenges Facing the United States and Canada

By Frank Leslie's illustrated newspaper, , pp. 324-325. - https://www.loc.gov/pictures/item/97502086, Public Domain, https://commons.wikimedia.org/w/index.php?curid=5108973

Essential Question: What should governments do?

Explore:

• Read pages 138-141
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 138
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 61
• Lesson Check questions 1-5 on page 141
• Lesson 7 Quiz

Extend: A Documentary About Canada

World Geography Topic 2 Lesson 6 The United States and Canada at Work

https://en.wikipedia.org/wiki/File:Presidential_Comparison_Real_GDP_-_v1.png

Essential Question: What should governments do?

 Engage:

•  Video The US Economy

Explore:

• Read pages 131-136
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 131
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 58
• Lesson Check questions 1-5 on page 136
• Lesson 6 Quiz

Topic 3 Lesson 1 The French and Indian War

https://en.wikipedia.org/wiki/French_and_Indian_War#/media/File:Indians_ambush_British_at_Battle_of_the_Monongahela.jpg

Engage:

• Video: Causes of the French and Indian War

Explore:

• Read pages 133-140
• Define and Draw Vocabulary page 133
• Lesson 1 Summary
• Lesson 1 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 63
• Lesson Check page 140
• Lesson Quiz

Extend:

World Geography Topic 2 Lesson 5 Living in the United States and Canada

https://en.wikipedia.org/wiki/Calgary_Stampede#/media/File:Program_for_1912_Calgary_Stampede.jpg

Essential Question: What should governments do?

Explore:

• Read pages 125-130
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 125

Evaluate:

• Active Journal Practice Vocabulary p. 56 
• Lesson Check questions 1-5 on page 130
• Lesson 5 Quiz

History Topic 2 Review

By Fletcher6 - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=5683228

Review page 127:

• Vocabulary and Key Ideas 1-7
• Critical Thinking and Writing 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-17

World Geography Topic 2 Lesson 4 Building Nations

https://en.wikipedia.org/wiki/George_Washington#/media/File:Gilbert_Stuart_Williamstown_Portrait_of_George_Washington.jpg

Essential Question: What should governments do?

 Explore:

• Read pages 116-124
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 116

Evaluate:

• Active Journal Practice Vocabulary p. 54
• Lesson Check questions 1-5 on page 124
• Lesson 4 Quiz

World Geography Topic 2 Lesson 3 European Colonization

https://en.wikipedia.org/wiki/European_colonization_of_the_Americas#/media/File:Nouvelle-France_map-en.svg 

Essential Question: What should governments do?

Explore:

• Read pages 109-115
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 109

Evaluate:

• Active Journal Practice Vocabulary p. 51
• Lesson Check questions 1-5 on page 115
• Lesson 3 Quiz

World Geography Topic 2 Lesson 2 Three American Indian Cultures

By ToranTarzan - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=62319308

Essential Question: What should governments do?

Explore:

• Read pages 104-107
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 104

Evaluate:

• Active Journal Practice Vocabulary p. 49
• Lesson Check questions 1-5 on page 107
• Lesson 2 Quiz

History Topic 2 Lesson 7 Colonial Trade and Government

Essential Question: Why do people move?

Engage:

• Video: NBC News Learns Mercantilism 

Explore:

• Read pages 121-125
• Define and Draw Vocabulary page 121

Evaluate:

• Journal Practice Vocabulary p.49
• Lesson Check page 125
• Lesson 7 Quiz