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 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

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!

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:

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

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:

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 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

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 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 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 3 Lesson 1

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
• Digging for the Truth Passage to the Maya Underworld
• Summary
• Summary (Spanish)

Evaluate:

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

History Topic 3 Lesson 1 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 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 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 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

History Topic 2 Lesson 7

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

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

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

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

American History Topic 2 Lesson 6 Colonial Society

Engage:

• Video: Colonial Williamsburg Life as a Child in the 18th Century

Explore:

• Read pages 110-120
• Define and Draw Vocabulary page 102

Evaluate:

• Journal Practice Vocabulary p.46
• Lesson Check page 120
• Lesson 6 Quiz
• Lesson 6 Questions 

Extend:

• Colonial Williamsburg Youtube Channel
• Colonial Williamsburg Dancing at the Governor's Palace

American History Topic 2 Lesson 5 The Southern Colonies

 Essential Question: Why do people move?

Explore:

• Read pages 100-109
• Define and Draw Vocabulary page 100

Evaluate:

• Journal Practice Vocabulary page 44
• Lesson Check page 109
• Lesson 5 Quiz
• Lesson 5 Questions
• Summary
• Summary (Spanish)

Extend: 

• NBC News Learn Georgia
• NBC News Learn The Carolinas

Topic 2 Colonial House

Colonial House is a television show created by PBS to examine what life would be like in Plymouth Colony circa 1628. 17 people were chosen to be on the reality show, living the life of a settler in a re-created Plymouth Plantation.

Imagine you have been selected to participate in Colonial House. Write journal entries describing about your living conditions. Are you a freeman, indentured servant, or even the Governor? What kinds of things do you do day by day? Are you having trouble keeping the rules? 

Essential Question: What would it be like to live in an early American colony?

 

Engage:

• Colonial House Mythconceptions Quiz Whole Class

Explore:

• Watch Colonial House episodes

Explain: 

• What is your role in the colony?
• What events took place during the episode?
• What are your daily chores?
• Are you a rule breaker or a rule follower?

Evaluate:

• Write a journal entry for each episode watched. 
• Create a postcard as if you are participating in the show.

American History Topic 2 Lesson 4 The Middle Colonies

Essential Question: Why do people move?

Engage:

• The Quakers, the Dutch, and the Ladies Crash Course History

Explore:

• Read pages 91-99
• Define and Draw Vocabulary page 91
• Summary
• Summary (Spanish)

Evaluate:

• Reading comprehension questions
• ournal Practice Vocabulary p.42
• Lesson Check page 99 1-5

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

World Geography Topic 2 Lesson 1 North American Indian Culture Regions

https://upload.wikimedia.org/wikipedia/commons/6/68/Totem_RMBC_1.jpg

 Essential Question: What should governments do?

Engage:

• None

Explore:

• Read pages 99-103
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 99

Evaluate:

• Active Journal Practice Vocabulary p. 47
• Lesson Check questions 1-5 on page 103
• Lesson 1 Quiz

World Geography 50 States Map Test

The first activity will be for you to label a paper map of the 50 states. Afterwards play the game below and see how well you do. Let me know what your first score is so I can record it.

https://www.sporcle.com/games/Matt/find_the_states

We will take an assessment of the 50 states next week. Make sure you spend some time reviewing.

EQ: Can you identify the 50 states?

 

Engage:

• Pre-Assessment: 50 States Quiz (print) .

Explore:

• Label a map of the 50 states

Explain:

• Where are the 50 states located?

Evaluate:

• Post Assessment 50 States Quiz

History Topic 2 Lesson 3.5 Massacre at Mystic

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

The Pequot Wars started with the death of one man and ended with making use of the word Pequot a crime. We often put the Puritans on a pedestal, due mainly to the pride many Americans have with being remotely descended from a passenger on the Mayflower as well as politicians constantly referring to them when they talk about our Judeo-Christian culture.

Essential Question: Is violence inevitable between indigenous peoples and colonists?

Explore:

•  Watch the video Massacre at Mystic 
• Vocabulary: wampum, concessions, subjugated, diplomatic, massacre

Explain:

•  What was the relationship between the Pequot and Puritans before the massacre? After?
• What differences in ideas about land and property caused so much trouble?
• Why did some Native Americans fight with the Puritans against the Pequots?
• How much responsibility do you place on the Puritans actions leading to the massacre?
• How did the massacre change the colonies going forward?

Evaluate:

•  Class Discussion questions during the watching. 

 Extend:

• Read p. 118 of Lies My Teacher Told Me by James Loewn
• Read about the Pequot War

World Geography Mapping Canada

For this activity, we will be making a couple maps of Canada. We are going to be creating a political, physical, and climate map. First, let's watch this EPCOT video from the Canada Pavilion:

Oh Canada Video from EPCOT's Canada Pavilion

Now that you get a feel for the 'flavor' of Canada, let's do a little learning about the country. You will label the capitals, provinces and territories and then color the map of Canada. 

EQ:

• What are the provinces, territories and capitals of Canada?

Engage:

•  O Canada EPCOT video (14:57)

Explore:

• Political Map of Canada

Explain:

• Where are the provinces and territories in Canada?
• Where are the capital cities in Canada? 

Evaluate:

• Label the capitals of Canada.
• Color the map of Canada.

Geography Now Canada Video for Day 2

American History Topic 2 Lesson 3 The New England Colonies

Essential Question: Why do people move?

Engage:

• Crash Course History When is Thanksgiving?

Explore:

• Read pages 78-90
• Crash Course History The Natives and the English
• Define and Draw Vocabulary page 78
• Summary
• Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p.39
• Lesson Check page 90

Topic 2 Lesson 2.5 Conquest of the Americas: The Southwest

https://commons.wikimedia.org/wiki/File:Coronado-Remington.jpg

Francisco Coronado heard a story about the Cities of Cibola, the Seven Cities of Gold, from a friar named Estevan. He decided he would mount an expedition to find these cities. What did Coronado plan to do when he found these cities? Did he eventually find them? What controversy surrounds the expedition?

Essential Question:   Why did Coronado explore the southwest part of North America?

Engage:

• Vocabulary
• Students will define the vocabulary word using their own words on worksheet

Explore:

• Conquest of America: Southwest video  (44:51) Youtube video

Explain:

• Was Coronado suitably punished for his role in the death of the 'Turk'?
• Do you think Coronado was a hero or villain? 

Evaluate: 

• Discussion Questions Worksheet Whole group discussion

Extend:

• Coronado's Wikipedia page 
• Map of Coronado's expedition
• History Channel's page on Coronado

World Geography Topic 1 Review

 

Lesson Review page 89

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

American History Topic 2 Lesson 2 The First French, Dutch, and English Colonies

 Essential Question: Why do people move?

 Engage:

• Crash Course Histories The Quakers, the Dutch, and the Ladies

Explore:

• Read pages 66-77
• Define and Draw Vocabulary page 66
• Summary (Spanish)
• Summary

Evaluate:

• Journal Practice Vocabulary p.37
• Lesson Check page 66 

World Geography Topic 1 Lesson 10 History Basics

 

Essential Question: How much does geography affect people's lives? 

Explore:

• Read pages 82-87
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 87

Evaluate:

• Active Journal Practice Vocabulary p. 31
• Lesson Check questions 1-5 on page 87
• Lesson 10 Quiz

World Geography Topic 1 Lesson 9 Citizenship

Essential Question: How much does geography affect people's lives?

Engage:

• Khan Academy What Is Citizenship?

Explore:

• Read pages 78-81
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 

Evaluate:

• Active Journal Practice Vocabulary p. 78 
• Lesson Check questions 1-5 on page 81
• Lesson 9 Quiz