Core 3 - US History 7 - Meyer-Core 3 Assignments

Goal - Become familiar with the vocabulary of the "Modern America" era in order to better understand the time period.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "9) Modern America"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

1. Watch "The Story of Us: Millennium."
(11:10 - 44:00)
*** Nixon / Watergate / Recession
*** Reagan / TV / Space Shuttle Challenger
*** Computers
*** Terror, Immigration, US Character

2. As you watch, reflect on your learning by completing the five questions on the document posted below.
--> The Story of Us: Millennium
--> Write 2 sentences for each question.

3. Next, click on the Google Form at the bottom and complete the DBQ.

1. Watch "The Story of Us: Millennium."
(11:10 - 44:00)
*** Nixon / Watergate / Recession
*** Reagan / TV / Space Shuttle Challenger
*** Computers
*** Terror, Immigration, US Character

2. As you watch, reflect on your learning by completing the five questions on the document posted below.
--> The Story of Us: Millennium
--> Write 2 sentences for each question.

3. Next, click on the Google Form at the bottom and complete the DBQ.

Create your video
--> See the "Modern America Project" document below for a checklist.  See the bottom of page 1.
--> See the "Modern America Project Rubric" document to see how you will be scored.

Use Canva to create your video.

Publish your video and submit it on the Google Form below.

Videos will be presented next week.

Use the document below to create your outline.

1. To find out which era and topics you will be studying, see below:
Groups / Eras: "Modern America Project Student Assignments"
Topics: "Modern America Student Topics" 

2. Research both of your topics.  See the "Research Websites" document below.
Also, see the "Modern America Chart" for specific topics to research.

3. As you research, use the "Modern America Research Chart" spreadsheet below.
--> Type in both topics and research questions at the top.
--> Record 12+ facts per topic.

RESEARCH QUESTIONS:

Did the President and Congress make the right decisions for foreign policy?
Did the President and Congress make the right decisions for domestic policy?
What were the most important world events?
How did the economy perform?  How did this affect work and life?
How did society, rights, and opportunities change?
How did changes in technology affect life?
What were the most important trends in entertainment?
What were the most important moments in sports?
What were the most important trends in music?
What were the most important trends in popular culture and fads?

*** STUDENTS WILL COMPLETE THIS ASSIGNMENT DURING CLASS ON THURSDAY

Click on "Vietnam War Sources."  Follow the directions.

Click on "Reflection: Soldiers in Vietnam" to summarize your learning.

Goal - Become familiar with the vocabulary of the Vietnam Era in order to better understand the time period.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "8c) Vietnam Era"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

1. See the Directions document below.
--> STEP 1: Video
--> STEP 2: Websites


2. Complete the Google Document to reflect on your learning.

How did the Great Society affect the country?

Create Presentation
--> Use the information that you gathered yesterday to create your presentation.
--> Mr. Meyer will share the slideshow with you.  Check your Google Drive.
--> Groups will present on Monday and Tuesday

What impact did the Great Society and other social / political changes of the 1960s and 70s have on the US?


1. Quizizz: 1945-1965

2. Presentation: Liberal / Conservative

3. Research

--> See students assignments, directions, and research document below.

Why and how did the Civil Rights Movement press for a Civil Rights Act?
How did the CRA change the US?

1. Quizlet Live

2. The March on Washington

3. Dr. Martin Luther King, Jr. - "I Have a Dream"

4. Primary Sources - Civil Rights Act
--> Complete "Assignment: The Law That Changed America"

5. Seminar Discussion


*** Summarize on page 10 in the unit notes. ***

Goal - Become familiar with the vocabulary of the Civil Rights era in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "8b) Civil Rights"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

STUDENTS WILL PLAY THIS IN CLASS ON FRIDAY
1. Go to MISSION US (Mission: No Turning Back).

It’s 1960. You are Verna Baker, a 16-year-old from Mississippi. How will you take part in the struggle for freedom and equality?
--> ENTER YOUR USERNAME AND PASSWORD.

2. Play the game for 40 minutes. As you play think about the questions below.
***What was it like to be an African-American around 1960?
--> Explain 3 specific experiences that you had as Verna as you played Mission US.
***What did you learn about the Civil Rights Movement?
-->Explain 3 ways that your understanding changed or grew deeper from playing the game.

3. Go to the document below and type your responses.  Click "turn in" when done.

Students will complete this in class on Thursday and Friday

1. Read Chapter 27.3, "The Nation Prospers."
2. When you have finished reading, complete the document below to prepare for the seminar discussion.

1. Pick a character

Dwight D. Eisenhower, Supreme Allied Commander (US General)
Winona Espinosa, real-life “Rosie the River”
Gertrude Klugherz, US WAC in France
Louise Zamperini, mother of an MIA American pilot 
Chester Nez, a Navajo Code Talker
Paul Tibbets, US Airforce pilot ; long-range bomber
2. Answer the following question from your character's point of view:
How did the Allies win World War II in Europe?  What were the most important factors?

STATE CHARACTER'S NAME

Write 3 sentences to explain the 3 most important factors.  Use 3 terms below.

GENERAL TERMS:
Homefront
Rosie the Riveter
African-Americans
Mexican-Americans
War Production Board
Selective Training and Service Act
War Bonds
Rations
Conservation
Roosevelt
Churchill
Strategy
Convoys / SONAR
Precision Bombing
Norden Bomb Sight
EUROPE / V-E DAY
Stalingrad
North Africa
Italian Campaign
D-Day
Liberation of France
Battle of the Bulge
V-E Day

Complete both Google Forms.

Use the resource maps posted below to create your map.

Students will receive a printed copy of the WW11 Map Assignment in class.

Complete both sides
*European Theater
*Pacific Theater

Goal - Become familiar with the vocabulary of World War II in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "7) World War II"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

STUDENTS WILL PLAY THIS IN CLASS ON FRIDAY
1. Go to MISSION US (Mission: Prisoner in My Homeland).
***

It’s 1941. You are 16-year-old Henry Tanaka. When your family is imprisoned and your loyalty questioned, how will you respond? 
--> Click the "register" button and register. OR, IF YOU ALREADY REGISTERED, YOU CAN ENTER YOUR USERNAME AND PASSWORD.

2. Play the game for 40 minutes. As you play think about the questions below.
***What was it like to be a Japanese-American imprisoned in an internment camp?
--> Explain 3 specific experiences that you had as Henry as you played Mission US.
***What did you learn about life for Japanese-Americans during World War II?
-->Explain 3 ways that your understanding changed or grew deeper from playing the game.

3. Go to the document below and type your responses.  Click "turn in" when done.

*** STUDENTS WILL COMPLETE THIS ASSIGNMENT IN CLASS ON WEDNESDAY.***

Was Japanese-American internment was the best option available to FDR?
Strongly agree - Agree - Disagree - Strongly disagree

CHARACTERS
Franklin Roosevelt, President of the USA
Jeanne Wakatsuki , Japanese-American teen
Winona Espinosa, Riveter at a plane factory
Gertrude Klugherz, USA Women’s Army Corps
Chief Justice Hugo Black, Supreme Court
Harry P Howard, Civil Rights Writer for The Crisis
TERMS
Axis Powers
Pearl Harbor
Executive Order 9066
President Roosevelt
Internment Camps
Manzanar
Munson Report
The Crisis
“Korematsu vs. US”
Supreme Court
Chief Justice Hugo Black
“Justice Denied”
1988 Civil Liberties Act
Sample Answer:
Character
Opinion: Agree / Disagree / Mixed

1) Supporting detail sentence.  Use a term.

2) Supporting detail sentence.  Use a term.

3) Supporting detail sentence.  Use a term.

***STUDENTS WILL COMPLETE THIS IN CLASS ON THURSDAY***

1. See your assigned topic on "NEW DEAL GROUP ASSIGNMENTS" below.

2. Read and research about your assigned program.
--> See "NEW DEAL SOURCES" below.

2. Complete the "NEW DEAL RESEARCH" document.

3. Click "turn in"

Goal - Become familiar with the vocabulary of the Roaring 20s and Great Depression in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "06B) Boom-Bust Terms"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

1. Pick a Character:

Herbert Hoover, Republican President
Gertrude Klughertz, grocery store clerk in Mankato, MN
Ed Friesen, farmer in Faribault, MN
Louise Brooks, Hollywood actress
2. Write a complete paragraph (TS, 3SD, CS) to answer the following question from your character's point of view:

What caused the Depression? What are the 3 most important reasons?


Use 3 of the following terms:
FARMS
CREDIT
BANKS
STOCK MARKET
GOVERNMENT
HAWLEY-SMOOT TARIFF
BUDGET
FEDERAL RESERVE
PRESIDENT HOOVER

STUDENTS WILL PLAY THIS IN CLASS ON TUESDAY
1.  Go to MISSION US (Up from the Dust).

*** It’s 1929. You’re one of the Dunn twins. When the Depression hits, can you help save the family farm?  ***
--> Click the "register" button and register. OR, IF YOU ALREADY REGISTERED, YOU CAN ENTER YOUR USERNAME AND PASSWORD.

2. Play the game for 40+ minutes. As you play think about the questions below.
***What was it like to be a farmer on the Great Plains during the 1930s?
--> Explain 3 specific experiences that you had as one of the Dunn twins as you played Mission US.
***What did you learn about life during the Great Depression?
-->Explain 3 ways that your understanding changed or grew deeper from playing the game.
--> Be specific about the experiences that you had while playing the game.

3. Go to the document below and type your responses.  Click "turn in" when done.

1. Pick a Character:

Herbert Hoover, Republican President
Gertrude Klughertz, grocery store clerk in Mankato, MN
Ed Friesen, farmer in Faribault, MN
Louise Brooks, Hollywood actress
2. Write a complete paragraph (TS, 3SD, CS) to answer the following question from your character's point of view:

What caused the Depression? What are the 3 most important reasons?


Use 3 of the following terms:
FARMS
CREDIT
BANKS
STOCK MARKET
GOVERNMENT
HAWLEY-SMOOT TARIFF
BUDGET
FEDERAL RESERVE
PRESIDENT HOOVER

***STUDENTS WILL COMPLETE THIS IN CLASS ON MONDAY***

1. Play Kahoot to review World War I.

2. See your assigned topic on "Roaring 20s Research Assignments" below.

3. Read your assigned section.
--> See "Chapter 24 - Roaring 20s" for text sections.
--> See "1920s Links" for a additional sources.
--> See "ROARING 20S TOPIC LIST"

4. Complete the "Roaring 20s Research Notes" document.

5. Click "turn in"

1. Pick a character:
Woodrow Wilson, US President during WWI

Alice Vanderbilt, mother of Alfred Vanderbilt, who was killed in the German attack on the Lusitania.

Jane Addams, urban reformer and peace activist

General John Pershing, leader of the US forces (AEF) in World War I.

2. From his/her point of view, answer this question:
How did the US help the Allies win? What were their most important decisions?



3. Use 3 terms in your 5 sentence (TS, 3SD, CS) response:
Neutral
U-Boats
Lusitania
Zimmermann Telegram
Propaganda
Selective Service Act
Liberty Bonds
War Industries Board
Liberty Gardens
Great Migration
War Labor Board
AEF
General John Pershing
Convoy System
Armistice
Allied Powers (UK, France, Russia)
Central Powers (Germany, A-H, Ottoman Empire)
Trench Warfare
Planes
Zeppelins
Tanks
Machine Guns
Chemical Warfare

Goal - Become familiar with the vocabulary of World War I in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "06A) World War I Terms"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

1. Pick a Character:


William Jennings Bryan, Secretary of State who resigned because he believed President Wilson was not committed to neutrality.
Alice Vanderbilt, mother of Alfred Vanderbilt, who was killed in the German attack on the Lusitania.
President Woodrow Wilson
Jane Addams, urban reformer and peace activist
2. From your character's point of view, answer this question:
--> Write a five sentence paragraph (TS, 3SD, CS)

Did the US make the right decision about World War I?



Use 3 terms in your answer:
Militarism
Alliances
Imperialism
Nationalism
Assassination
Central Powers
Allied Powers
Trench Warfare
U-Boats
Neutral
Lusitania
Zimmerman Telegram
Woodrow Wilson
3. After posting your answer, read the work of 1 other student.
--> Reply to that character with a few sentences to explain your character's opinion.

Why did World War I begin in Europe? Should the US get involved?

1. Share World War I Warfare Assignments + Maps

2. Introduction to World War I - Lasting Impact

3. Long-term Causes of WWI (M.A.I.N.)
*Militarism
*Alliances
*Imperialism
*Nationalism

4. "The Spark" --> What started the war?

5. 4 Corners - Should the US get involved?

6. Complete Google Form. See link below.
--> You will receive your score via Google Forms.

*Summarize on page 5*

1.) Complete the World War I Map Assignment.  It is posted below, but you will get a printed copy.  


2.) To learn more about World War I Warfare, click on "World War I Warfare" below and follow the directions.

Think about the following questions:
*** How did technology change warfare in World War I? ***
*** What was it like to be a soldier during "trench warfare"?***

3.) To reflect on your learning, click on the document below.
--> Link the two sources that you chose.
--> Answer both of the questions above. Provide 3 specific pieces of evidence for each.

Extra Time?
*World War I Quizlet

1. Choose 3 of the videos from the "Teddy Roosevelt" videos document.


2. As you watch, complete the questions on the "Video Reflection: Age of Teddy" document.
--> Write in complete sentences.
--> Use specific evidence from the videos.

3. When done, click "turn in" on Classroom.

This assignment is due on Friday, 1/19 at the start of class.

Create your "America Becomes a World Power" Timeline
--> See the directions posted below.
--> Students will each get a piece of construction paper.

Click on the Google Forms below and take the practice tests.
*Historical Understanding
*Map Skills

1. Read "The First Environmental President" about President Teddy Roosevelt and his accomplishments in the area of conservation of nature.

2. After reading, click on the document below and  to answer the following questions:

What are the 3 most important events in the plot of the story? Why?
Explain Roosevelt's 2 most important conservation accomplishments from the play.
What is one lesson that we can learn from reading this story? What taught you that lesson?
3. Play Quizizz to review the Progressive Era

See the document below.
Complete the reflection on the document and turn in when done.

*** STUDENTS WILL COMPLETE THIS DURING CLASS ON Thursday***

1. Mr. Meyer has shared a Google Slideshow with you. See your Google Drive and click on "Shared with Me"

2. Each person will take 1 question based on the order in which you are listed on the assignment list
* Early Life
*Accomplishments
*Who would disagree?
*Impact Today
*Lessons

Do more research as needed. See "Progressive Biography Study Sources" below.

3. Create your slides to help you present to the class - See the example below
* Answer your question with 3 main ideas - one per slide.
* Be specific and use strong evidence
* Be concise. Bullet point words and short phrases.
* Include at least one visual on each slide
* Be ready to speak easily about your topic and answer questions.
* LINK YOUR SOURCES ON THE SLIDE PROVIDED.

STUDENTS SHOULD COMPLETE THIS DURING CLASS TIME ON WEDNESDAY.
STARTER - Review "Age of Teddy Atlas Activity"

Progressive Biography Study
#1) See "Student Assignments" below to see which person you have been assigned.
#2) Read your biography. See "Progressive Biographies" folder below.
#3) Do more research as needed. See "Progressive Biography Study Sources" below.
#4) As you read, complete the "Progressive Biography Summary."
#5) When done, click "turn in."

STUDENTS WILL PLAY THIS IN CLASS ON FRIDAY  
1.  Play Kahoot to review the concepts related to immigration, urbanization, and labor from the post-Civil War era.

2. Go to MISSION US (Mission 4 : City of Immigrants).
***It’s 1907. You are Lena Brodsky, a 14-year old Jewish immigrant from Russia. How will you start a new life in America?***
--> Click the "register" button and register. OR, IF YOU ALREADY REGISTERED, YOU CAN ENTER YOUR USERNAME AND PASSWORD.

2. Play the game for 30 minutes. As you play think about the questions below.
***What was it like to be a New Immigrant living in New York in the early 1900s?
--> Explain 3 specific experiences that you had as Lena as you played Mission 4.
***What did you learn about life for New Immigrants as they tried to build a new life in the US?
-->Explain 3 ways that your understanding changed or grew deeper from playing the game.

3. Go to the document below and type your responses.  Click "turn in" when done.

See the website and directions linked below.

***STUDENTS WILL COMPLETE THIS IN CLASS ON WEDNESDAY.***


1. Mr. Meyer has shared a Google Slideshow with you. See your "Shared with Me" folder.  Use that template.

2. You are responsible for 1/4 of the presentation. See "Student Assignments" posted below.

3. Create your slideshow. Be ready to present Wednesday / Thursday
--> See "General Sources" posted below for links to more information about your person.
--> Picture(s) on each slide
*** Illustrate main ideas, not just portraits of the person's face.
--> Limit text to 20 or fewer words per slide.
--> See "Leland Stanford" example below.

See rubric posted below. Mr. Meyer will use this to score your work.

Click "turn in" when done. Mr. Meyer will be able to see your work on the slideshow in your Google Drive.

***STUDENTS WILL COMPLETE THIS IN CLASS ON TUESDAY***

1. Read your assigned biography. See the "Student Assignments" document below.
--> See "General Sources" posted below to get more information.

2. As you read, complete the "Biography Study Questions" posted below.

3. When done, click "turn in."

Tomorrow, you will be creating your slideshow.

Goal - Become familiar with the vocabulary of the "Industrial Age" in order to better understand the changes of this era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "04) Industrial Age Terms and People"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

*** Students will complete this in class on Friday.***


1. Go to MISSION US (Mission 3 : Cheyenne Odyssey).
***The year is 1866. You are Little Fox, a Northern Cheyenne boy. Can you help your tribe survive life on the Plains?***
--> Click the "register" button and register. OR, IF YOU ALREADY REGISTERED, YOU CAN ENTER YOUR USERNAME AND PASSWORD.

2. Play the game for 40 minutes. As you play think about the questions below.
***What was it like to be a Native American trying to survive on the Great Plains in the late 1800s?
--> Explain 3 specific experiences that you had as Little Fox as you played Mission 3.
***What did you learn about life for Native Americans and how they interacted with white soldiers and settlers?
-->Explain 3 ways that your understanding changed or grew deeper from playing the game.

3. Reflect on your learning using the "Mission US #3 Reflection" document.

*** Students will complete this during class on Thursday.***
See the document below for directions and the rubric.
Students will choose a paper template in class.
See the link for examples of "one pagers."

On Quizlet, do 3 different activities for "03B) Reconstruction."

Students will complete this in class on Tuesday.

1. Click on the "Civil War Legacy Links" below.
--> Choose one topic.


2. Reflect on your learning on the "Reflection: Legacy of the Civil War" document.  For each topic:
--> 3 main ideas
--> 1 connection to American history
--> Why is this important (then and now)?

3. Be ready to discuss your learning with Mr. Meyer and other students.

4. After completing your reflection, use any extra time to browse topics of interest.

Students will complete the following written reflection during class on Monday.

3 - Was the Emancipation Proclamation a success?  Yes or no?  Explain 3 reasons.

***E.P. -- Success?  Yes or No?
#1
#2
#3

2 - By the start of 1863, which side was winning the Civil War?

*** Union or Confederacy?
#1
#2

1 - What is one lesson we should learn about life from studying the Civil War?  What taught you this lesson?


______________________________________________________________________________________________________________________________________

SCORING RUBRIC

_____ / 15 EMANCIPATION PROCLAMATION: A SUCCESS? (3 DETAILS X 5 POINTS EACH)
_____ / 10 WHICH SIDE IS WINNING? (2 DETAILS X 5 POINTS EACH)
_____ / 5 CIVIL WAR LESSON (1 LESSON / EXPLANATION)

Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "03A) Civil War"
***Complete 3 different activities for the set.

1. Quizizz: The Early Years of the Civil War

2. See each of the Power Quest files. Choose several topics.
*** Part 1 - Life in the Military
*** Part 2 - Life at Home


3. As you read and watch, use the document below to reflect on your learning.

Students will receive a printed copy of the "Causes of the Civil War Maps.
--> Follow the directions
Create all 3 maps (See the resource maps linked below)
Answer all 4 short answer questions on the directions page.
--> You can turn in your assignment whenever it is complete.
--> It is due on Friday, 10/27
--> Since Friday, 10/27 is the end of the unit, late assignments will not be accepted.

1. See the folder below
*Student Assignments
*Directions
*Confederate Arguments
*Union Arguments
*Debate Chart


2. Prepare your statement, using the template below
--> You will use this in the debate on Monday

1. Click on the first Google Form below and complete NN Atlas Activity #1.  When done, click "submit."
2. Click on the first Google Form below and complete NN Atlas Activity #2.  When done, click "submit."
3. Students will receive a printed copy of the "Causes of the Civil War Maps."
--> Follow the directions
--> You will turn in your packet today

Goal - Become familiar with the vocabulary  in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "2B) Causes of the Civil War"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

STUDENTS WILL COMPLETE THIS IN CLASS ON MONDAY.

RESOURCES (See Links Below)

History.com - The History Channel online

Biography - Excellent source to research the lives of famous people

1. Use the Google Slides template that Mr. Meyer shared with you.
--> Mr. Meyer has already shared this with you. Look in your "Shared with Me" folder.
--> Each partner will create 3 slides.
*** Partner 1 will do slides #2-4
*** Partner 2 will do slides #5-7
*** Partner 3 will do slides #8-10
*** Partner 4 will do slides #11-13
--> You will only be assessed for your work (not based on your partners).
--> See Mr. Meyer's example (Levi Coffin)


2. Be ready to present IN CLASS on Tuesday.


3. Your presentation will be scored using the Biography Study Rubric posted below.

STUDENTS WILL COMPLETE THIS IN CLASS ON FRIDAY


1. Play Quizizz to review key concepts related to change in the New Nation


2. See "Student Assignments" below so that you know which biography to read.

3. Read your biography. See the folder below labeled "Abolitionists."
--> All students will do this individually.

4. As you read, use the "Abolitionist Biography Study Template" below to summarize.
--> You will use this on Monday to create your slideshow.

5. Use the "Abolitionist Research Resources" document to find one more source.
--> Add ideas and facts to your "Abolitionist Biography Study Template."
--> Link your second source in the first yellow text box near the top of the page.

6. When done, click "Turn In."

STUDENTS WILL COMPLETE THIS DURING CLASS ON THURSDAY.
3 - Ways slavery affected life in the South
2 - Arguments: 
1 For Slavery ; 1 Against Slavery
1 - Main Idea 
(Summarize this lesson in one sentence)

Terms to Use
Cotton Gin
Cotton Mill
Manifest Destiny
Plantation
Planter
Overseer
Sabotage
Resistance
Underground Railroad
Rebellion

Goal - Become familiar with the vocabulary  in order to better understand the era.

1. Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "2A) Change in the New Nation"
***Complete 3 different activities for the set.
2. When done, click "Turn In"

Quizlet Set
***Click on the quizlet link below for your class.
***Go to the set titled, "01) Manifest Destiny"
***Complete 3 different activities for the set.

Complete both Atlas Activities on the Google Forms linked below.

REFLECTION:
Imagine that you have an idea for a law? How would you make that happen? Describe the steps.

Use ALL terms:
Congress / Legislative Branch (House of Representatives + Senate)
President / Executive Branch

Supreme Court / Judicial Branch

Complete in class on Friday, 9/1 and Tuesday, 9/5


Why did the British start the 13 colonies in North America?  Did they succeed?
After about 150 years, why did Patriots in the 13 colonies want independence from Britain?

1. Watch "The Story of Us: Rebels"
2. Use the document below to process your learning.
3. When done, click "turn in."

*** Kahoot - History Basics + Sources***

1. Use the printed copy of the rough draft document to prepare. (See below).


2. Use the slide show template below to create your time line.


3. When done, submit your work by clicking "turn in."

Complete in class on Friday, 9/1 and Tuesday, 9/5


Why did the British start the 13 colonies in North America?  Did they succeed?
After about 150 years, why did Patriots in the 13 colonies want independence from Britain?

1. Watch "The Story of Us: Rebels"
2. Use the document below to process your learning.
3. When done, click "turn in."