Mrs. Lesley Ann Pico-Lilio

The American Revolution (1754-1783): The Revolution Begins

Introduction: Overview, Attendance, Collect HW, Agenda, Review Essential Question, Objectives, Standards

Enduring Understanding:  Disputes over ideas, resources, values, and politics can lead to change.

Essential Question: Why do people rebel?

Objectives:
…know reasons for the growing disagreements between the American colonies and Great Britain.
…the reasons why the American colonies declared independence.
…how the Revolutionary War progressed.
…how the American Revolution changed life for different social groups in the new United States.

Standards:
…Culture (#2)
…Time, Continuity & Change (#2, 4, 8)
…People, Places, and Environments (#8)
…Individuals, Groups, & Institutions(#3)
…Power, Authority and Governance (#10)
…Civic Ideals and Practices (#2, 4)

Finish presentations

Review vocabulary:  Please define each word via Google Classroom: committee of correspondence, minutemen, enforce, submit

Reading:  Chapter 2 Lesson 2

Timeline Assignment:  Create a timeline to sequence the events of the Colonists Fighting for Their Rights and The Revolution Beginning.  Begin with French and Indian War and end with The Declaration of Independence.  You will need to include 12-14 events, a description of each of the event and include a graphic.

Homework:  Timelines are due Tuesday in class.

The American Revolution (1754-1783):  The Colonies Fight for Their Rights

Introduction:  Overview, Attendance, Collect HW, Agenda, Enduring Understanding, Essential Question, Objectives, Standards

Enduring Understanding:  Disputes over ideas, resources, values, and politics can lead to change.

Essential Question:  Why do people rebel?

Objectives:  Students will know
…reasons for the growing disagreements between the American colonies and Great Britain.
…the reasons why the American colonies declared independence.
…how the Revolutionary War progressed.
…how the American Revolution changed life for different social groups in the new United States.

NCSS Standards:
…Culture (#2)
…Time, Continuity & Change (#2, #4, #8)
…People, Places, and Environments (#8)
…Individuals, Groups, & Institutions (#3)
…Power, Authority and Governance (#6)
…Civic Ideals and Practices (#2, #4)

Vocabulary via Google Classroom: Please define each word listed via Google Classroom:  customs duty, inflation, nonimportation agreement, writ of assistance

Reading:
-Chapter 2 Lesson 1 (independent reading)

Discussion Questions:
1)  How did the French and Indian War affect the colonies?
2)  What were the main effects of the French and Indian War on the colonies?
3)  What actions by Great Britain angered the American colonists after the French and Indian war?
4)  Why did the Stamp Act anger colonists more than previous taxes?
5)  How did the colonists begin resisting British policies?
6)  How did the Virginia Resolves show opposition to British policies?

Aloha Poke Video
*Due tonight into stream of Google Classroom by 11:59 pm!*

Homework:  Newsela due tomorrow!

America, the studentʻs perspective 
1)  This will be done individually.
2)  Create a picture collage showcasing your descriptions of America politically, economically, socially and culturally as we will be moving into how America came to be
3) All pictures will need to be hand drawn and colored
3)  Take a picture of your collage, post it into the stream of Google Classroom and turn in your hard copy to Mrs. Pico-Lilio!

Homework:  Aloha Poke video due into Google Classroom Stream tomorrow by 11:59 pm; Newsela due by Friday!

Albert Einstein
…Look and discuss quote
…iMovie Assignment via groups to include (5-7 minutes, voice over, music, graphics)
—–What are issues facing our country?
—–Where did it stem from?
—–Where do we go from here?  Is change necessary?  How can it be done?

Homework:  iMovieʻs due into Google Classroom Thursday by 11:59 pm!

Aloha e nā haumāna a me nā makua,
Welcome to U.S. History 2018-2019.  I am looking forward to a wonderful semester filled with lots of reading, writing, discussions and enjoying each otherʻs insight as we embark on our journey together learning about the history of the United States.  This semester I will be utilizing my blog as a form of communication so daily agendas will be posted. Again, I am looking forward to meeting everyone.

U.S. History Course Syllabus SY 18-19 (1)

The Vietnam War (1954-1975)

Intro: Overview, Attendance, Agenda, Introduce Essential Question, Objectives, Standards

Enduring Understanding:  Countries are affected by their relationship with each other.

Essential Questions:  How does military conflict divide people within cultures?
Should citizens support the government during wartime?

Objectives:
—how the United States became involved in Vietnamʻs conflict with France.
—how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
—why the United States military could not quickly defeat the Vietnamese forces.
—the problems that the Vietnam War caused at home.
—why 1968 was such an important year during this era.
—the steps President Nixon took to end the conflict in Vietnam.
—the important impact the Vietnam War had on American culture and politics.

Standards:
…Culture (#6, 9)
…Time, Continuity and Change (#2, 5, 8)
…People, Places and Environments (#1, 2)
…Individuals, Groups and Institutions (#5)
…Power, Authority and Governance (#5)
…Science, Technology and Society (#2)
…Global Connections (#4)

The Vietnam War
—Complete Whoʻs Involved Handout
—Complete A Brief History Handout
—Music and War Activity

Homework:  Statehood due tonight; Newsela Write & Quiz due tomorrow!

Statehood:  Hawai’i, 58 Years

Intro: Overview, Attendance, Agenda, Introduce Essential Question, Objectives, Standards

Essential Question: How did statehood affect Hawai’i as a whole?

Objectives:
—know the pros and cons of becoming a state.
—know what territories gain by becoming a state.
—analyze the changes states go through as a result of statehood.

Standards:
…Culture (#ʻs 1, 4 9)
…Time, Continuity, and Change (#8)
…People, Places, and Environment (#7
…Individuals, Groups, & Institutions(#ʻs 4,8)
…Power, Authority and Governance (#3)
…Civic Ideals and Practices (#1)

Student Led Discussion:  Evaluate

Statehood:  Hawai’i, 58 Years
—Go over
—Think/Pair/Share
—Work on Google Slides
—Google Slides due on Thursday 05/10/18 into Google Classroom!

Homework:  American Pastime Reflection due tonight into Google Classroom; Newsela Write & Quiz due Friday (last one for the semester)!

America and World War II (1941-1945)

Intro: Overview, Attendance, Agenda, Introduce Essential Question, Objectives, Standards

Enduring Understanding:  Disputes over ideas, resources, values and politics can lead to change.

Essential Question:  What kind of sacrifices does war require?

Objectives:
—how the government mobilized the economy, financed the war and later stabilized the wartime economy.
—the early military strategies of the Allied forces in the Pacific including the Doolittle Raid.
—the military strategies of the Allied forces in Europe and North Africa.
—the military strategies used to end the war with Japan including the firebombing and the use of the atomic bomb.

Standards:
…Time, Continuity and Change (#2)
…People, Places and Environments (#7)
…Power, Authority, & Governance (#5)
…Global Connections (#2)
…Civic Ideals and Practices (#5)

Video:  American Pastime

Reflection:  American Pastime via Google Classroom

Homework:  Newsela Write due Thursday; Newsela Quiz Friday; Reflection due Monday 05/07/18 via Google Classroom!

America and World War II (1941-1945)

Intro: Overview, Attendance, Agenda, Introduce Essential Question, Objectives, Standards

Enduring Understanding:  Disputes over ideas, resources, values and politics can lead to change.

Essential Question:  What kind of sacrifices does war require?

Objectives:
—how the government mobilized the economy, financed the war and later stabilized the wartime economy.
—the early military strategies of the Allied forces in the Pacific including the Doolittle Raid.
—the military strategies of the Allied forces in Europe and North Africa.
—the military strategies used to end the war with Japan including the firebombing and the use of the atomic bomb.

Standards:
…Time, Continuity and Change (#2)
…People, Places and Environments (#7)
…Power, Authority, & Governance (#5)
…Global Connections (#2)
…Civic Ideals and Practices (#5)

Tanka Poetry:  Complete Poetry Assignment

Homework:  Executive Order 9066 Research & Slides due tomorrow; Newsela Write & Quiz due Friday!