teachers’ creations. 3 years the empire vs. the colonies agrarian culture vs. industrialization–...
TRANSCRIPT
3 Years
• The Empire vs. The Colonies
• Agrarian Culture vs. Industrialization– Free Market
• Totalitarians vs. International Liberalism
FALLThe Roots of the American Nation• Philosophical Roots• Antecedent Documents• Colonial Charters• Colonial Culture• End of Salutary Neglect• American Reaction
WinterThe American Revolution
• Declaration of Independence• The Legacy of the Declaration• Civil War within the War• The Revolutionary War
Summer Institute on the Road
•New Jersey Sites:• Washington Crossing
• Trenton• Princeton
• Gloucester County sites
• Philadelphia sites
US 1860US 1860
South• State Gov’t w/i Federal
Gov’t• Planters• Constitution
Hierarchy
Slave Culture• Honor
North • National Republic
• Citizens• Declaration
Free Market
Industrialization• Industry
PP
AA
II
DD
II
EE
AA
19401940
NAZI GERMANY• Totalitarian
Dictatorship• Nazi Party• German Purity
Mein KampfRacial Superiority
• Loyalty, Service to the Volk
UNITED STATES• Federal Republic
• Citizens• Declaration,
Constitution,
Bill of Rights• Liberty, Industry, Duty,
Patriotism
PAIDIEA
BINARY PAIDEIA
• Monarchy• Whigs• British• North• Industrial• Free Market• Democratic
• Republic• Tories• Colonists• South• Agrarian• Socialist• Totalitarian
STORIES
LESSON STRUCTURELESSON STRUCTURE
"TITLE"Grades SubjectsObjectives
One to three ObjectivesBinary Paideia ChartKey termsBackground
One to Five paragraphsProceduresPrevious night’s homework to give the students a common base of knowledge.
Day of Lesson Procedure Do Now – to get them started as soon as they come into class. Review Binary Paideia with students. Try to include some video clips from universal streaming, or some web sites, or some primary
excerpts, or a combination of all three.HomeworkAssessmentExtensionResourcesTables, charts, maps, etc.
Standards and C.P.I.
D. Colonization and Settlement (1585-1763)
2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.
Then think of creating an Assessment
In three separate paragraphs, students will show, the ability to:
1. Identify John Fenwick’s motivation to leave England and settle in New Jersey
2. Explain the issues that faced John Fenwick as he built his settlement in New Jersey
3. Trace the ownership of West Jersey from Lord Berkley to William Penn
From the Assessment, write your Objectives
The Objectives and Assessments must agree.
They must meet the NJCCCS C.P.I.s
Students will be able to:1. identify John Fenwick’s motivation to
leave England and settle in New Jersey.
2. explain the issues that faced John Fenwick as he built his settlement in New Jersey.
3. trace the ownership of West Jersey from Lord Berkley to William Penn.
OBJECTIVESStudents will be able to:
1. identify John Fenwick’s motivation to leave England and settle in New Jersey.
2. explain the issues that faced John Fenwick as he built his settlement in New Jersey.
3. trace the ownership of West Jersey from Lord Berkley to William Penn.
ASSESSMENTSIn three separate
paragraphs, students will show, the ability to:
1. Identify John Fenwick’s motivation to leave England and settle in New Jersey
2. Explain the issues that faced John Fenwick as he built his settlement in New Jersey
3. Trace the ownership of West Jersey from Lord Berkley to William Penn
Binary Paideia ChartEngland in
1776
Time Period West Jersey in
1776Near Absolute
MonarchyPoliteia/Regime Proprietary Colony,
Representative Republic
Royalty & Aristocrats- Bishops
Politeuma/Ruling Proprietor, Citizens
Anglican Church, Magna Carta
Paideia/What makes a society
what it is
West Jersey Charter, 1676, Society of Friends
Loyalty Virtue/ he Highest Moral Excellence
Reflection to find the “Inner Light”
BACKGROUND
For Students and/or for Teacher
Depending on level
Historical NarrativeYou get to research and write
History
ProcedureMust have
Previous Night’s Homework, with an exercise for accountability
to establish a common starting point!