Master Link:
To Do:
Part 1 Columbus / Impact of Expansion / A Meeting of Cultures
Background: One might argue Columbus introduced European culture (language, religion, and customs) to the peoples he encountered in the New World. From the perspective of those in the New World it might be argued: Columbus brought death, destruction and an end to a way of life. Whichever perspective one subscribes to, it would be hard not to argue that the encounter had repercussion for both worlds; the new as well as the old. Some of these exchanges, were in the way of transportation. For example, the horse was brought from Europe to the New World. These animals were planned, a part of the arsenal, brought to by the Spanish. Other exchanges were not planned. For example, diseases such as smallpox , for which Native-Americans had little immunity to, often devastated the tribes.
Act: 1: Hero or Villain: You must take a stand: Was Columbus a hero or a villain? Use the links below to help make your determination. In your decision, you must attempt to show both sides of the story; the positive as well as negative. You should attempt to prove your points by quoting sources when necessary. (Essay format 2 1/2 page minimum 50 points possible)
Items I must find in your essay
Links to Use for Activity 1:
Part 2 (a and b) Colonial America/: Reasons for the American Revolution
Background: One might argue that the seeds of the American Revolution can be traced back to the first European immigration to the New World. Reasons for immigration differ, but a general statement for immigration would have to include political, religious or economic factors. For example, the Puritans hoped to practice religion on their terms, free from the ceremonial trapping, as practiced by Church of England. In contrast, for James Town, economic incentives were the main motivating factors. We were colonies of England. As colonies, a certain relationship developed between the two. England controlled colonial trade, through a series of Navigation Acts. The relationship benefited both. From the colonies, England gained raw materials, as well as a market for their products. From the colonists, protection was provided by means of the most powerful navy in the world, England's. With the end of the Seven Years War in 1763. England attempted to make colonies pay their share for the conflict. With the Proclamation of 1763, England attempted to control the movement of the colonists. In addition, England deeply in debt, attempted to collect revenue from the colonies with a series on new taxes, starting with the Sugar Act of 1764. Money, taxes, time and distance additionally helped divide England and her colonies in the New World. Within the colonies the seeds of rebellion grew until in July of 1776 a complete break with England was made with The Declaration of Independence.
Act 2a: Causes of the American Revolution Using The Declaration of Independence as your guide you must:
Determine the causes of the American Revolution. Read the Declaration. This document spells-out the injustices suffered, from the colonial perspective. Create a list of these injustices, as quoted in the document. Next, research specific instances, in colonial history, that back up these claims. For example, after the Boston Tea Party in 1773, England stationed troops in the port of Boston and additionally made the people of Boston, in part, responsible for their upkeep. This violation is stated in the Declaration when it says "For quartering large bodies of armed troops." Create a chart like the example provided below and list at least six causes as well as the specific root, or historical cause for the American Declaration. (60 points possible)
| Causes of the American Revolution as Quoted in the Declaration of Independence |
Specific Historical Cause |
|
|
Example |
"For quartering large bodies of armed troops." | After the Boston Tea Party in 1773 England stationed troops in the port of Boston and make the people of Boston in part responsible for their upkeep. |
|
1 |
Act 2b. Influence of American Revolution on the Bill of Rights: Listed within the Bill of Rights, many of these same complaints against the British are mirrored. Create a chart after you read the Bill of Rights, similar to one created below. List as least 5 more specific complaints against the British, along with quotes from the text, of the Bill of Rights where you find the complaint mirrored. (50 points possible)
|
Complaint Against the British |
Amendment Number |
Text within the "Bill of Rights" that Mirrors the Complaint. | |
|
Example |
"For quartering large bodies of armed troops." | Amendment # 3 | "No soldier shall, in times of peace be quartered in any house without the consent of the owner..." |
Links to use for Activities 2
Part 3 The Bill of Rights
Act 3: Bill of Rights Activity Even now there are debates over the Bill of Rights. Some say that not all of our rights were listed by the framers. Others argue just the opposite, we have too many. Your job in this activity is Fourfold. Possible Points (100)
a. Most important right / 1 page minimum, with specific arguments, justifying your decision (typed doubled spaced) (20 points possible)
b. The Amendment that has caused the most problems / 1 page minimum with specific arguments and examples justifying your decision (typed, doubled spaced) (20 points possible)
c. Which amendment to the Constitution was lost along the way./ This must be something that relates to the time involved. Napster did not exist at this time. (half page minimum) (20 points possible)
d. Letter to Jefferson/. Proper
salutation, spelling and grammar count here. (What date should
you use)? (Accuracy of your justification). In other words like
"I believe" without facts (Specific to the times) are
meaningless. (1 page minimum, typed, doubled spaced) (40 points possible)
http://www.nara.gov/exhall/charters/charters.html/
Bill of Rights and the US Constitution
http://www.nara.gov/education/teaching/woman/home.html
/ Primary documents concerning women and the vote
http://www.nara.gov/education/teaching/watergate/watergat.html
/ Documents on Watergate
Part 4: Expansion, Slavery and Civil War
Background: Slavery did not originate in the colonies or in the Southern states. However, by the middle of the 18th century, almost one out of every four inhabitants in the South was a slave. Slavery was primarily tied to two themes: cotton along with territorial expansion. Early-on slavery had also existed, to a lesser extent, in many northern states, but by the 1860's it had all but died out. Immigration, particularly from northern and western Europe, helped to fill the demand of the new northern, industrial city centers. In part, displaced by the Industrial Revolution in Europe, the high price of land, along with political turmoil, millions of immigrants arrived in the New World between 1800-1900. Up until 1865, slavery continued to expand and swell the population of the South. Why did slavery flourish in the South, while ceasing almost altogether in the North? Why did slaves originate from Africa and not Europe or Asia? How did slavery tie itself to race? How could a presumably, = Christian population, justify the bondage of one human being to another?
Act 4: Justification of and the antislavery Arguments What were the justifications for slavery in the first place? How can the idea of "All men were created equal" and slavery exist within the same borders, often argued by the same people, within the same breath? Washington and Jefferson owned slaves, yet both were prime movers for our independence. How can the ideas embodied with the Declaration of Independence and slavery exist at the same time in the same place? Your job is to:
1. Discovery the arguments used to justify slavery. "I need to see the use of quotes and people, along with specific types of arguments used... political justification, economic justification and so on....
2. Determine how slavery in the United States differed from that in South America.
3. Determine the extent of slavery's existence in the world today.
(Minimum, 4 pages, typed double spaced). Answer the questions in the order given (100 points possible)
Links to use for Activity 4
Act 5: Impact of the American Ideals: What is the American Dream? Did it apply to everyone irregaurdless of race, religion, custom or gender? How close did the Declaration of Independence mirror the experiences of the following groups? Your job here is to pick two groups, from four, listed below. Demonstrate in whatever format that you choose, (essay, painting, digital art, poems, cartoons, slide show with animation) that you understand the impact of the American Dream upon the groups you have chosen and the extent of Declaration of Independence's impact upon them. (100 points possible)
Items I need to see in your project
a. Specific quotes from the individual involved / "If you quote any information" you must put quotes around it.
b. accuracy and depth of information/ It is easy to tell how much time you spent on project. Remember there is always someone in a class that will do a thorough job. I will judge yours accordingly.
c. Completeness of research / one or two bits of information does not demonstrated understanding
d. Neatness/ hand written, typed or computer generated lettering
e. Some understanding of the Declaration of Independence and its relationship =/- to the groups involved.
Links to use for Activity 5
Slavery
Women
Native Americans
Immigration