Chapter 5 A The Revolutionary War

Chapter 5 The Revolutionary War Study Guide (Sections 1-3)

A.   Explain the cause and effect chain of reaction that began with the Tea Act in 1773 and ended with the fighting on Breeds Hill in Boston.  Focus on the following:

1.     Tea Act

2.    Boston Tea Party

3.    Coercive or Intolerable Acts

4.    1^st Continental Congress

5.    Lexington and Concord

6.    2^nd Continental Congress

7.    Breeds Hill

B.    Compare and contrast the American and British army’s at the start of the Revolutionary War.

C.    Identify:

1.     Paul Revere

2.    George Washington

3.    Committee of Correspondence

4.    King George III

5.    Intolerable Acts four actions taken be England

6.    Minute men

7.    Tories

8.    Whigs

D.   Identify the actions of both the 1^st and 2^nd Continental Congress

Chapter 4 Governing the English Colonies

Privy Council                       

Parliament (House of Lords and Commons)

Lords of Trade

county courts

governor

town meetings

Colonial Legislatures

justice of the peace

French and English Colonies (differences)                                                                             Pontiac's Rebellion                                                                               favorable balance of trade

Navigation Acts
Declaratory Act
duties
indirect taxes                
Glorious Revolution      
Proclamation of 1763
Stamp Act 
Boston Massacre                  
Sugar Act 
Robert Dinwiddie 
Samuel Adams                
John Adams    
James Wolfe                                                                                                                                                                             Sons of Liberty                                                                            George Washington                                                

Townshend Acts            

Enumerated Goods                                                                                                       No taxation without Representation

Be prepared to answer these questions as an essay                                                         

Why was it important for England to regulate the economy of the colonies?

How did England's attempts to tax the colonies set the stage for independence?  Give at least three examples.

Chapter 3 Life in Colonial America

1.) Cash crops

2.) Frontier

3.) Squatters

4.) Town Common

5.) Naval Stores

6.) Triangular Trade

7.) Middle Passage

8.) Peculiar Institution

9.) Political Equality

10.) One Man, One vote

11.) Great Awakening

12.) Enlightenment

13.) Benjamin Franklin

14.) George Whitefield

15.) Jonathan Edwards

16.) Charles Mason

Things to Know:

1.) Cash crops of the North and South

2.) Schooling systems of the colonies

3.) Benefits of a one person. one vote rule

4 .) Bacons Rebellion

5.) Patterns of Slavery

6.) Conditions of women in colonial America 

7) Indentured servants and African slaves as solutions to labor shortage

8.) Triangular Trade

a. North American Colonies

b. West Indies

c. Africa

d. Trade involved with Europe

9.) Great Awakening be able to compare it with the Enlightenment

10.) Enlightenment

11.) Albany Plan of Union

Chapter II Study Guide

Identify the following
Puritans
Indentured Servants
Enclosure Movement
Soldier of Fortune
Pilgrims
Toleration Act
House of Burgesses
Mayflower Compact
Protestant Reformation
Joint Stock Company
Spanish Armada
Headright System
Starving Time
Charter
Proprietary Colony
Sir Walter Raleigh
James Oglethorpe
Peter Minuit
William Penn
John Smith
Sir Francis Drake
Anne Hutchinson
Manhattan
John Winthrop
Squanto
Roger Williams
Maryland
Georgia

Identify reasons why the English colonized the New World

Compare and Contrast the Jamestown and Plymouth settlements
Spain’s colonies
France’s colonies
Why is the Toleration Act Important?
Why were Roger Williams and Anne Hutchinson driven out of Massachusetts Bay Colony?

Letter to Parents

Dear Parents,

Thank you for your commitment to Christian education and to CCS. I am looking forward to having your child in my class this year. I’d like to take this opportunity to share with you a few things about myself personally and professionally. This year I am starting my 30th year in Christian education. Before coming to CCS in 2004, I taught at Greater Cleveland Christian for 8 years. I attended Marietta College, where I received my B.A. degrees in history and education. It was not until ten years later however, after I accepted Jesus Christ as my Lord and Savior that the Lord gave me a strong desire to teach.

I am dedicated to helping your child develop the skills necessary to make wise choices when confronted with life’s challenges. I will strive to help your child reach his or her highest potential and God-given talents spiritually, intellectually, socially, and emotionally. In all interactions with your child, I will strive to treat him or her with respect, compassion and understanding. In return, I expect cooperation and respect from your child.

As a teacher of History, it is my desire to help each student to see how knowledge of the past contributes to our understanding of the present and future. My aim is to encourage your child to think critically, listen with discernment and communicate with power and precision. One of the tools I utilize to promote the development of these skills is National History Day.  Please get aquainted with this project by visiting my NHD blog which can be accessed through the link on this page.  Perhaps most importantly, I will strive to help each student to see God’s hand in the events of the past, present and future, as well as His involvement in their own lives.

This year I will be using my blog to keep you informed of assignments and projects to keep you up to date on your child’s progress. Please feel free to e-mail me about any questions or concerns. You are the most important person in your child’s life, and your involvement and support mean a great deal. Together, we can make a difference in your child’s life

Yours in Christ
Mr. Michael Demchak

Story of America Class Syllabus

The Story of America by John A Garraty will be the focal point of this course. It is a highly readable, straightforward, chronological history of the United States. The book’s narrative is filled with anecdotes that engage the attention of junior high students.

The text helps students meet 4 important goals. First, it helps them to develop a knowledge and cultural understanding of the events that shaped this country. Students are often asked to use historical imagination, which allows them to view the people and events thay are studying from the perspective of the people involved.

Secondly, students are encouraged to develop an understanding of the democratic process and civic values that shaped our nation’s foundation and history.

Third, students are given the opportunity to develop and utilize study skills, critical thinking skills, and social participation skills.

In addition I will be emphasizing God’s hand in the formation and development of the United States using outside materials and documents throughout the year.

Semester One:
• English Colonies in America
• Life in Colonial America
• Governing the American Colonies
• The Revolutionary War
• Creating the United States
• The Prince among Slaves

Semester Two:

• Governing the United States
• The Age of Jefferson
• War and Peace, 1812-1823
• Andrew Jackson Man of Peace or War
• Slavery and Abolition
• Causes of the Civil War
• The Civil War

MR. Demchak’s Class Information

Things to bring everyday:1. Notebook - 3 ring binder
2.Textbook: The Story of America
3. Homework
4. Outline
5. Paper, Pencil, and Pen

• Failure to bring school supplies to class could result in disciplinary action as
described in the CCS Disciplinary Policy.

• GradingA= 100-93 B= 92-85 C= 84-73 D= 72-65 F= 64 and below

• Quarter Grades• 25% Homework assignments
• 70% Tests and quizzes
• 5% class participation including chapter plays

• Final GradeEach quarter represents 25 % of the final grade. (Refer to handbook)

• General Rules for the Classroom1. Follow directions the first time they are given.
2. Be in your seat when the bell rings.
3. Come to class with all materials mandated by the teacher.
4. Do not talk while the teacher or someone else is speaking.
5. Stay in your seats unless given permission to get up.
6. Keep hands, feet, and all objects to yourself.

Specific Guidelines
National History Day-Students will be creating NHD projects during the course of this year.  NHD is a meaningful way for students to study historical issues, ideas, people and events by engaging in historical research.  The theme for 2013 is Turning Points in History: People,Ideas, Events.  Students and parents can access more information by going to my NHD 2012-2013 link in the upper right hand corner of this blog.  I have also created a booklet "Steps to Completing an NHD Project.  It includes a time line of the project and provides helpful information for completing each step.  Please do not hesitate to contact me if you have any questions.  (330-689-6267)  I will be introducing the students to the project on a step by step basis. 

Journal Entries- From time to time either to reflect on the homework assignment or following a class discussion I will ask you to write a few sentences starting with some phrases like these. I learned.. .Or I was surprised... Or I'm beginning to wonder... Or I'm gaining a better understanding of... Or I cannot agree with... Or I would like to find out more about... I will also be using a device I call “Hot Call”

I'm here to help- If you have problems or questions I am here to help. See me before school (I get here by 7:30), before class, 7th period, at lunch, during break or after school. I stay for at least a half-hour and will stay longer. I will make study sessions available when needed.

Prayer - Please remind me to pray before we start the day's lesson. Students should remind me in an appropriate fashion (raising their hand and waiting to be called upon). The first student to remind me in an appropriate manner to pray will receive extra credit as a way of saying " thank you ".

Absences- Students have the number of days they are absent to make up work. All absent work should be turned in marked " absent" after an absence. If you miss my class but you were at school for any part of the day (sports, drama, sick at the nurse, etc.) you must turn in your assignments that day before the end of school. Long-term projects are due on the assigned date regardless of whether you can come to class that day. If you are not sure what is considered a "long-term project" and what is not it would be in your best interest to turn the assignment in question in on the day it is due.

Late work - Students can turn in any assignment late for half credit. The deadline for homework turned in late is the day of the chapter test that the assignment pertains to. No late work is accepted after the deadline - no exceptions. Please turn it in marked "Late"

Plagiarism - All work turned into me should be the students own work. Plagiarism includes but is not limited to: copying someone's answers on a test, homework, or other assignment; letting someone copy answers on a test, homework, or other assignment; copying information from a book, magazine, encyclopedia, web site, or other source and portraying this information as something you have written. Working with someone else should not produce identical answers to every question. You are not prohibited from working with a friend, but you are expected to form separate responses.

Extra credit- Extra credit assignments will be given from time to time. Extra credit cannot exceed 3% of the student's total points for the quarter. One extra credit assignment that students can take advantage of is as follows:

• Using the pages assigned for homework, create a time line highlighting the events described in the assigned reading.

Extra credit is to be turned in along with the homework assignment.