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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 80—Star Spangled Banner and New Orleans
January 6, 2014
Focus: Why would Americans put the famous poem by Francis Scott Key to British music? You must have at least five (5 sentences) and defend or PROVE your point of view.
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Student Objectives:
1. I will recognize that Francis Scott Key’s Star Spangled Banner is combined with the British drinking song “To Anacreon in Heaven.”
2. I will recognize Andrew Jackson as the hero of the Battle of New Orleans.
3. I will identify the Treaty of Ghent as the treaty that ended the war.
Homework:
-Chapter 8 Test Wednesday 1/8
-Current Events due 1/13
Handouts:
none
I. Fort McHenry
A. Star Spangled Banner
II. Battle of New Orleans
III. Hartford Convention
IV. Treaty of Ghent
Key terms/ideas/ people/places:
Fort McHenry Baltimore Francis Scott Key Star Spangled Banner
Andrew Jackson Jean Lafitte New Orleans Treaty of Ghent Hartford Convention
By the end of class today, I will be able to answer the following:
Who was the hero at the Battle of New Orleans?
What fort was attacked in Baltimore that inspired Francis Scott Key to write the Star Spangled Banner? Who won the battle?
Why was the Battle of New Orleans “unnecessary?”
Notes
Class 80—Star Spangled Banner and New Orleans
January 6, 2014
Star-Spangled Banner:
· Written by Francis Scott Key after witnessing British attack on For McHenry-U.S. wins battle
· 1931-officially becomes National Anthem
Battle of New Orleans:
· Unnecessary-war ended 2 weeks earlier-news travels slow
· Andrew Jackson becomes national hero for defense of city and defeating the British
o Jackson has a rag-tag army called the “dirty shirts” made up of “half alligator/half horse” men
o Jean Lafitte-Pirate that helps Jackson defend the city
Treaty of Ghent:
· Nothing gotten or gained-nothing changes
· American perceptions:
o Second War of Independence
o Vindication of national identity
Hartford Convention: New England states meeting
· Speculation-secession and negotiation of separate peace
· States take care of own defense
· 3/5 compromise
· Presidents should be limited to one term and not from same state
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
January 7, 2014
Snow Day-no class
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
January 8, 2014
Snow Day-no class
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 81— Test
January 9, 2014
Homework:
-Current Events due 1/13
-Read and outline Chapter 9, Section 1 pgs. 298-301 (due 1/17)
-Read and outline Chapter 9, Section 2 pgs. 302-305 (due 1/21)
-Chapter 9.1 and 9.2 Test Thursday 1/23
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 82— Geography Bee & Meriwether Lewis Essay
January 10, 2014
Focus: How do historians go about finding information and writing about history? Why do historians sometimes come across “gaps” in history?
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Student Objectives:
1. I will differentiate between primary and secondary sources.
2. I will identify some basic background information about Meriwether Lewis.
Homework:
-Current Events due 1/13
-Read Meriwether Lewis’ Mysterious Death by Abigail Tucker (In Lewis packet, due 1/13)
-Read Priscilla Grinder’s 1839 Account-Recorded in the New Dispatch, February 1, 1845 (In Lewis packet, due 1/13)
-Read and outline Chapter 9, Section 1 pgs. 298-301 (due 1/17)
-Read and outline Chapter 9, Section 2 pgs. 302-305 (due 1/21)
-Chapter 9.1 and 9.2 Test Thursday 1/23
Handouts:
Meriwether Lewis Essay Packet
I. Primary vs. Secondary Sources
II. Meriwether Lewis Background Info
III. Intro to Essay
Key terms/ideas/ people/places:
Primary Source Secondary Source Meriwether Lewis Grinder’s Stand
By the end of class today, I will be able to answer the following:
What is a primary source?
What is a secondary source?
Where was Lewis found dead?
What is suspicious about his death?
Notes
Class 82— Meriwether Lewis Essay
January 10, 2014
Primary Source:
Primary sources are materials directly related to a topic by time or participation. These materials include letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artifacts, or anything else that provides first-hand accounts about a person or event.
Secondary Source:
Secondary sources are works of synthesis and interpretation based upon primary sources and the work of other authors. They may take a variety of forms. The authors of secondary sources develop their interpretations and narratives of events based on primary sources, that is, documents and other evidence created by participants or eyewitnesses. Frequently, they also take advantage of the work of other historians by using other secondary sources. For example, the author of the history textbook which you use in school probably did not use too many primary sources. Instead, textbook authors usually rely on secondary sources written by other historians. Given the wide range of topics covered by a typical textbook, textbook authors could not possibly find and use all the relevant primary sources themselves.