Agenda - LESSON 1: Intro to Historical Thinking/Geography of North Carolina Learning Activity Summarizer A - Vocab Rewrite Key Vocabulary from booklet p. 4 into your own words Analogy for each term B – Historical Thinking Read the booklet pp. 5 - 7 $2.00 summary ($0.10/word) for the 5 parts of Historical Thinking C - Nacirema Read pp. 8 – 10 of the booklet, answer discussion questions Cartoon summary D – NC regions and tribes Close Reading of pp. 18 – 20 of the booklet Create one graphic organizer for all NC regions and tribes Culminating Assignment Write a paragraph answer to the Essential Question: How do geographical and physical features determine a person’s way of life?

Agenda –LESSON 2: Intro to Historical Thinking/Geography of North Carolina Learning Activity Summarizer A –Columbian Exchange Read and answer discussion questions on Columbian Exchange Map B –Columbus Readings Read ONE of the three excerpts on Columbus and analyze using the five parts of historical thinking. Cartoon summary C – European motivation Close Reading of the booklet pp. 11 – 17 (Introduction and Religious Motivations) $2.00 summary ($0.10/word) for each section D – Lost Colony Read p. 21 of the booklet, write a 100-word short story using plot elements E – Colony Selection Simulation Read handout, meet with your group, and as a group select the colonists needed to successfully found a colony in the New World. One word summary – Select one word to summarize the activity, then explain why you chose that word F – Triangle Trade Read handout and answer discussion questions Culminating Assignment Using the information in the activities above, create a graphic organizer comparing/contrasting Native and European attitudes towards nature, religious beliefs, and actions towards outsiders. Then use this graphic organizer to reach a conclusion as to the source of conflict between the two peoples in the context of the Essential Question: How did European exploration cause changes in the New World?

Agenda –LESSON 3: Intro to Historical Thinking/Geography of North Carolina Learning Activity Summarizer A –13 Colonies Read 13 Colonies handout Complete graphic organizer B – Tuscarora War Read Tuscarora War handout and answer discussion questions $2.00 summary ($0.10/word) C – Blackbeard Read the pirates handout Wanted Poster of one famous N.C. pirate D – Bacon, Cary, and Culpeper Rebellions, Regulator Movement Read rebellions handout Read Cary and Culpeper rebellions with a partner or small group One word summary – Select one word to summarize each rebellion, then explain why you chose that word Culminating Assignment Using the information in the activities above, answer the Essential Question: How did human and environmental interaction affect the quality of life within the three colonial regions?

Agenda –LESSON 4: Road to Revolution Learning Activity Summarizer A –French and Indian War Read pp. 22 – 25 on the French and Indian War and answer discussion questions. Complete graphic organizer (bar graph comparing/contrasting English/French populations) B – Tax Acts Read Tax Acts handout Summarize the main idea for each tax act. C – Boston Massacre, Boston and Edenton Tea Parties Read the Boston Massacre and Boston and Edenton Tea Parties handout and answer discussion questions. - D – Declaration of Independence Read Declaration of Independence handout and answer discussion questions Culminating Assignment Using the information in the activities above, create a cause and effect graphic organizer. Then use this graphic organizer to answer the Essential Question: How did the different major events before the Revolutionary War contribute to that conflict?

Agenda –LESSON 5: The Revolutionary War Learning Activity Summarizer A –Vocabulary Read vocabulary list on Revolutionary War handout and rewrite into your own words. Analogy - ___ is like ___ because ___. B –Women and Minorities Close Read of Women and Minorities in the Revolutionary War ABC Review C– Important Events Stations activity – for each station, read the station information A - H Create a graphic organizer (timeline) of the important events, write a one sentence summary per event. D – Important Battles Stations activity – for each station, read the station information 1 - 10 Add the important battles to the graphic organizer (timeline) of the important events. Write a one sentence summary per battle. E –Founding Documents Read pp. 28 – 30 in the Unit 1 Booklet on various founding documents and answer D.Q. Point of View – In a paragraph or more, analyze ONE document from the POV of the British F – N.C.’s contributions Close reading of pp. 31 – 36 of the Unit 1 Booklet, and analyze: •Text structures and identify signal words •Previously listed vocabulary words to add to their lesson vocabulary Create a graphic organizer for the appropriate text structure, identifying: •Main Ideas with two supporting details and then using the graphic organizer to write a One Word summary with explanation Culminating Assignment Answer the Essential Question: What events proved pivotal to the course of the Revolutionary War?

Agenda –LESSON 6: Founding Docs, Government Learning Activity Summarizer C– Articles of Confederation Read pp. 49 – 50 of the Unit 1 Booklet, and answer D.Q.s G.O. comparing and contrasting the differences between the Federalists and Anti-Federalists on the central ideas of the Federalist Papers. D – Constitutional Convention Read pp. 37 – 40 in the Unit 1 Booklet $2.00 summary ($0.05/word) E –Bill of Rights Close read pp. 51 – 55 of the Unit 1 Booklet on the Bill of Rights. Analyze several Bill of Rights scenarios Create three of your own scenarios. F – Three Branches of Government Read pp. 47 – 48 of the Unit 1 Booklet and answer discussion questions. Cartoon Culminating Assignment Create a Venn diagram comparing and contrasting the Articles of Confederation government with the government under the U.S. Constitution (and Bill of Rights). Using your graphic organizer above, assess which of the two governments, based on their founding documents (Bill of Rights, etc.) was the better government for the governed and which was better for the governors. Cite specific evidence from the text to support your argument(s).

Agenda –Unit 2, LESSON 1 (Lesson 7) Learning Activity Summarizer A –Vocabulary Rewrite the vocabulary on p. 3 of the Unit 2 Booklet: New Republic and Westward Expansion into your own words. Analogy - ___ is like ___ because ___. B –N.C. in the New Nation Read pp. 4 – 5 in the Unit 2 Booklet and analyze using the 5 parts of Historical Thinking. Rewrite the topic for an average 5th grade student. C– Chief John Ross’ letter Close Read pp. 32 – 33 in the Unit 2 Booklet and answer the D.Q. 1s tell 2s what arguments Ross is using, then 2s tell 1s why Ross’s arguments are important. D – Jacksonian Democracy Read pp. 6 – 7 in the Unit 2 Booklet and answer the D.Q. 1s tell 2s what arguments Jackson is using, then 2s tell 1s why Jackson’s arguments do or do not violate the 5th Amendment power of eminent domain. E –War of 1812 Read pp. 8 – 11 in the Unit 2 Booklet and answer D.Q. One Word summary with explanation. Culminating Assignment Answer the Essential Question: How did migration impact the development of the western United States and North Carolina?

Agenda –Unit 2, LESSON 2 (Lesson 8) Learning Activity Summarizer A –Manifest Destiny Read pp. 12 – 13 in the Unit 2 Booklet Rewrite the three themes of Manifest Destiny into everyday speech B –Lewis and Clark Expedition Read pp. 14 – 18 in the Unit 2 Booklet and answer the D.Q.s Synthesize three unique journal entries from the same historical time period from multiple POV. C– Gold Rushes Read the gold rushes packet (NC and CA) and answer the D.Q.s Synthesize your own social media post answering the D.Q.s using the provided vocabulary terms. D – Oregon Trail Using the following link, play the Oregon Trail game! https://archive.org/details/msdos_Oregon_Trail_The_1990 Write a social media-style summary of the activity, complete with appropriate hashtags. Include the logistical, geographical, and human barriers faced by the pioneers on the trail. Culminating Assignment Using the lesson above, make a claim-evidence connection that answers the Essential Question: Was Manifest Destiny an overall good ideology for the United States to follow?

Agenda –Unit 2, LESSON 3 (Lesson 9) Learning Activity Summarizer A –Indian Removal Act Read p. 31 in the New Republic and Westward Expansion booklet (NRWE). Cartoon B –Economic motivation for Indian Removal & Trail of Tears; Andrew Jackson’s letter Read pp. 20 – 24 in NRWE and answer discussion questions. Create a 30 to 60 second commercial advertising the economic benefits of acquiring Cherokee land, coupled with Andrew Jackson’s letter addressing the Cherokee people. Three options for this summarizer – 1) A written description of the commercial; or 2) An actual PowerPoint or Video commercial (extra credit); or 3) A skit performed in class. C– Trail of Tears Read pp. 34 – 35 in NRWE, watch the video clip (Length – 5:24), and answer discussion questions. $2.00 summary ($0.10/word) Culminating Assignment Make a claim on the legal and ethical decisions made by the U.S. government and the (spurious) Cherokee delegation, and then provide evidence from the lesson to support your claim.

Agenda –Unit 2, LESSON 4 (Lesson 10) Learning Activity Summarizer A–Texas and the Mexican-American War Read pp. 38 – 40 of the New Republic and Westward Expansion (NRWE) booklet and answer the discussion questions. - B–Growing Sectionalism Read pp. 41 – 43 of the NRWE Booklet and answer discussion questions. C–Slavery and Compromises Read pp. 44 – 50 of the NRWE Booklet and answer discussion questions. Create a graphic organizer comparing/contrasting the Compromise of 1850 with the Kansas-Nebraska Act with regards to the issues of slavery and organizing new territory admitted into the United States. Culminating Assignment The Essential Question is: How did westward expansion of the United States create conflict? You are to answer this essential question in essay format, with the following requirements: Make one claim that answers the Essential Question. Cite at least three different sources to back up your claim(s). Spelling and grammar matter. You will lose one point for every spelling error and every grammatical error. There is no minimum word count, but you will be penalized if your essay fails to meet requirements 1) and 2) above.

Agenda – Honors Unit 3, Lesson 1 (Lesson 11) Learning Activity Summarizer A – Other Causes of the Civil War Read p. 13 of the Civil War Booklet (CWB) and answer discussion questions. Read Turner, Brown, and Abolitionism packet and answer discussion questions. Create a graphic organizer combining these causes with the prior causes we studied from Unit 2. Include a claim for how each cause contributed to the coming Civil War. B – Mapping the Civil War Look at the different territories of the Civil War. Be prepared to identify each state’s location, territory-wise, on the brightlink projector, in real-time. C–Beginning of the Civil War Read pp. 15 – 17 of the CWB and complete definitions and discussion questions. Given the material in the activity, make a claim as to which side had the greatest chance of winning and at least three different sources of evidence to support your claim. D–Emancipation Proclamation Read p. 18 of the CWB. Assess the various factors Lincoln had to consider in issuing the Emancipation Proclamation (e.g. the war, border states, international response, etc.) either in a One Word summary or via graphic organizer. Culminating Assignment The Essential Question is: How might conflicts in values and beliefs lead to larger problems? You are to answer this essential question.