1. UNIT 2: SLAVERY AND WESTWARD EXPANSION Week 1

2. Homework for the Week Tuesday 9/2 Cornell Notes: p.101-103 Block Day 9/3 & 9/4 What symbolic images do you think better capture this time period? Draw, describe in writing or put together computer images to show a different point of view than the Manifest Destiny painting. Friday 9/5 Read and Cornell Notes on p.106-110

3. Agenda: Tuesday 9/2/2014 Test Makeup (if absent): You have 1 week to make up Friday’s test Copies of the test are in the tutorial center Test corrections will be available starting next week in the Tutorial Center HOT ROC Slavery survives despite our founding ideals Primary and secondary source examination of why slavery was allowed to continue HW: Read and Cornell Notes on p.101-103

4. HOT ROC Generate some hypotheses on how the writers of our Constitution were able to believe in the ideals of liberty, equality, rights, opportunity and democracy but also allow slavery to continue.

5. Slavery – in their own words 1. Individually - Examine the primary sources to discover in their own words how the founding fathers explained the continuation of slavery. 1. Annotate the document with questions and comments. 2. Complete the graphic organizer 2. Individually - According to the author, why does the Constitution allow slavery to continue? 3. Pairs – share your annotations

6. Group discussion 1. Process 1. What struck you about the readings? 2. What other primary sources would you want to better understand this issue? 2. Content 1. According to the author, why did the Founders allow slavery to continue? 2. Do the Founders seem more concerned with ending slavery or founding a nation? Do you think this is reasonable given the time period?

7. Slavery – as analyzed by historians Now read the secondary sources individually Annotate and add questions to your reading Complete the questions on the graphic organizer Pair discussion How did this reading seem different than the previous readings? Did you do anything different to understand these readings? Which readings helped you more to make sense of the information – the primary sources or the secondary sources? Group discussion How would you describe the state of mind and priorities of the Founders when they were creating the Constitution? What were their main motivations (i.e. practical, idealistic, fearful)? Do you think they made the correct decision given the situation? Individually collect your best understanding of this topic in the last box of the graphic organizer.

8. Agenda: Block Day 9/3 & 9/4 HOT ROC: HW review New Vocab Native Americans, settlers and ideals HW: What symbolic images do you think better capture this time period? Draw, describe in writing or put together computer images to show a different point of view than the Manifest Destiny painting.

9. HOT ROC A recurring theme of this year is the struggle for all Americans to have their voice included in decisions. Explain where and how you saw this as an issue in the reading you did last night. P.101-103

10. Image Analysis On the following slide you will see an image. Write down the following: Artist POV (intent) Symbolism Your own thoughts and reflection on each piece

11. HOT ROC: Image Analysis part 1 John Gast 1872

12. Debrief New Vocab: Manifest Destiny and abolition Sentence Frame, Choose one: The concept of Manifest Destiny promoted the ideals of ____________________and ________________ by ____ _______________________________________________. The concept of Manifest Destiny contradicted the ideals of ____________________and ________________ by __ _______________________________________________.

13. New Vocab: Abolition and Manifest Destiny Discuss: What were some of the positive aspects of Manifest Destiny/westward expansion? What were some of the negative or potential growing problems that could have developed as a Manifest Destiny/westward expansion? Chapter 8 Debrief and More Vocab!

14. Native Americans and Manifest Destiny Read the top part of p.96 Why did the American people of 1830s believe this was in the best interest of Native Americans? Does this in fact maintain the founding ideals for Native Americans?

15. Native Americans and Westward Expansion As you watch this video pay attention to the stages of interaction between Native Americans and settlers that John Green describes. http://www.youtube.com/watch?v=Q16OZkgSXfM What did you notice? First there was conflict as Native Americans fought to keep their land Once the land was conquered, Native American culture was destroyed in the following ways: Elimination of buffalo and other natural resources on which they depended Removal of Native Americans into restricted territory of reservations Dismantling of nationhood by parceling out land in the Dawes Act Sending students to boarding school to kill off their culture and historical knowledge Today there are high rates of poverty and unemployment on reservations as well as difficulty getting access to water.

16. The government’s feelings Read President Jackson’s feelings on Native Americans in his state of the union address from 1830. Does his speech encourage the founding ideals for Native Americans? The Indian Removal Act is one of many times in US history where people must choose to either separate themselves to maintain their identity or assimilate in order to “melt” into our great American culture. In small groups discuss the following ideas: Is the greatest happiness for our country through diversity or separation? Do you think the assimilated Cherokees regretted their decision? If you are aware of your own family’s choices to assimilate or remain removed from the mainstream in order to maintain their culture, share your stories.

17. Agenda: Friday 9/5/2014 1.. HOT ROC 2. Was the Mexican-American War justified? 1. Examination of primary source documents 2. Class debrief 3. Written response HW: Read and Cornell Notes on p.106-110 (stops in the middle of a section, read to the bottom of the page)

18. HOT ROC Share your visual with your neighbor. Was the best result for the Native Americans to be assimilated into our culture or to remain separate? What about for other groups?

19. Background on Mexican-Am War US settlers crossed the border into Mexico to be able to cotton farm in Texas. They wanted to have slaves, but slavery was outlawed in Mexico. In 1836 they fought and won their independence from Mexico, creating the Republic of Texas (it’s true!) In 1845, the Republic of Texas led to a war between the US and Mexico that would decide the fate of Mexicans living in the northern 1/3 of Mexico…

20. Was the Mexican-American War a just war? Criteria for a just war: Not fought for selfish reasons Fought for some higher purpose Fought to maintain peace in the future

21. Table Debates With your teammate, read the documents in the document set. TOGETHER, create an ARGUMENT and find THREE pieces of evidence (quotations) that support your side. Team A presents. BOTH PARTNERS MUST PRESENT!!! Team B writes down Team A’s evidence and then repeats it back to Team A. Switch and have both partners in Team B present, while Team A writes down the ideas.

22. Review: States rights vs. Federal power Look up the following terms in Ch. 8 and identify whether they are an example of states rights or federal power. Indian Removal Act, top of p.96 Sectional rights, bottom of p.96 Nullifcation, bottom of p.98

23. Homework, 9/6/2013 Read and take Cornell Notes on p.106-110