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Briley, Aleczina
Clark, Ashley
Condie, Robert
Cullen, Dan
Gerrity, Brock
Ipock, Kayla
Keroack, Gary
Moccia, Anne
Reifsnyder, Wade
Williamson, Catie

Textbook Information

Currently, there is not an accessible textbook.  I will provide effective instruction that will enable students to learn what they need to be successful in the course. To get the instruction, it is imperative that students: 

1. attend class every day they are able.  On the days they are not present, they should find out what was missed and get caught up.

2. have all materials every day (notebook, Agenda, writing utensil, assignments).

3. are focused, clear-minded, and ready to work.

4. take notes.  Since there is no textbook, I present a tremendous amount of information in class.  To avoid the cumbersome distraction of daily research that would be necessary to collect what is lost in less productive student classroom practices, it is far more time efficient for students to listen and record the main ideas of each day's lesson.  



Grading and Grades:

Tests and Major Assignments, collectively = 40% of the nine week grade

Daily Assignments (including quizzes) = 60% of the nine week grade 



First Nine Weeks: No more than 3 days late and -10 points

Second Nine Weeks: No more than 2 days late and -15 points

Third Nine Weeks: No more than 1 day late  and -20 points

Fourth Nine Weeks: Late work is not accepted in most cases/No credit or -50 points (Teacher discretion) 

(All this was taught in class, and it is posted boldly at the front of the classroom.)

Preambles for Enrichment

Preamble to the Declaration of Independence:

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

Preamble to the US Constitution:

 We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

William Holloway


The Declaration of Independence

When active and open fighting between the colonial forces and the British began in 1775, the colonists were trying to change the relationship and treatment they faced with the British.  By the summer of 1776, a group of colonial delegates met in Philadelphia and drafted a formal statement of colonial intention.  Authored by Thomas Jefferson and using philosophical ideas from democratic writers, the Declaration of Independence was drawn up. It changed the colonial direction of the war.  Now the goal was separation.

The War of 1812

Read the following article and answer 1-13. Write the question OR  write in very complete sentences.

  1. As an overview, what was the War of 1812 about? (A definition?)
  2. What is its specific time period?
  3. Explain 2 issues/situations/occurrences of Native Americans and the war.
  4. Give 2 issues that angered Great Britain and are contributors to the causes of the war.
  5. Explain the statement "Americans were caught in the crossfire."
  6. Give 2 examples of Great Britain failing to recognize US sovereignty.
  7. Why did Federalists oppose the war?
  8. Why do you think there was so much disparity in the way the south and New England viewed the war?
  9. How did the War of 1812 affect America's thoughts of itself and its future?
  10. Why is the War of 1812 considered our second war of independence?
  11. What did the Battle of New Orleans do for the political future of Andrew Jackson?
  12. What is unusual about the timing of the Battle of New Orleans?
  13. What was the impact of the war on the American Indians?

Identify the following.  MAKE SURE your answer connects with the War of 1812.  (some can be found in the article): 

a. War Hawk

b Battle of New Orleans

c. Treaty of Ghent

d. impressment

e. Manifest Destiny

f. Napoleonic Wars

g. Federalists

h. James Madison

l. John C. Calhoun

j. Napoleon Bonaparte

k. Andrew Jackson

l. Francis Scott Key

m. U.S.S. Constitution

n. Tecumseh

o. Prophet (a Native American)

p. embargo

q. Embargo Act

r. Fort McHenry

s. blockade

t. sovereignty

u. Era of Good Feelings

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


  1. Federal Era (Include the years)
  2. Federalist Party (& what was its focus?)
  3. Difference between the Federalist and Democratic-Republican Parties
  4. Articles of Confederation (& identify at least 5 weaknesses)
  5. Constitutional Convention
  6. US Constitution
  7. Difficulties ratifying the Constitution
  8. Louisiana Purchase
  9. War of 1812
  10. What was the topic that was the new focus leading into the Antebellum Era?


Scroll down to: Battle of Guilford Courthouse: Background


Battle of Guilford Courthouse: March 15, 1781

The Revolutionary War                                  Article Dissection                                        Bloom’s Taxonomy

Read the two online articles and perform the tasks stated below.

Article A:

Article B:


  1. Read both articles. 
  2. Write a 4 sentence overview of each article; clarify what this article is about, and don’t make it read like the other one.  This is self-monitoring where you identify your understanding what you read.


Now your role changes.  Imagine that you are writing a reading test for North Carolina eighth graders.  You need to find out how well the readers understand the essays. Write out the following -and answer-  for each, answer them, and label them as “A”         and “B” :

  1. Five questions that show surface understanding (basic recall): names, places, events.
  1. Four questions that show a little more depth of information.  Examples:
    • How would you put ______ into your own words?
    • What would be an example of _______?
    • What are three examples of ______?
    • Where did the article say X happened?
    • How would you feel if X happened?
    • Why do you think…?
  1. Two questions that are open ended questions that may have a variety of possible answers and encourage deeper thinking and opinions. (Making predictions, inferring, hypothetical reasoning, cause and effect, right/wrong aspects, understanding author's purpose.) Examples:

“What are the implications of…?”

“What would happen if…?

“Why is ___ important?”

“What is another way to look at…?”

“What are preconceived ideas this article changes?”

*For all of #3, there should be very clear data/evidence offered with answers.


  1. One question that breaks down information into smaller parts in order to detect a relationship among the parts (A and B differences). Examples:                                                                                                                                                   “Identify the underlying causes of disagreement you identify between the two articles.”                                                      “What assumptions/biases are shown in Article A that are not in Article B?

*For all of #4, there should be very clear data/evidence offered with answers.


(For each of your questions, you should respond to it by putting the answer key with the specific questions.)

Step one: Write a half page overview of the American Revolution. 


Put the following events in order WITH their brief identification.  Some of the identifications are also given, but you'll need to figure out which they go with.


  • Declaration of Independence
  • First Continental Congress meets
  • Boston Massacre
  • Battle of Alamance
  • Battle of Kings Mountain
  • Stamp Act of 1765
  • The Shot Heard ‘Round the World
  • Townshend Act
  • Proclamation of 1763
  • French and Indian War
  • Boston Tea Party
  • Yorktown Victory
  • Battle of Moore’s Creek Bridge
  • New Constitution Ratified (year it was approved)
  • Edenton Tea Party
  • A series of taxes that were intended to help pay England’s rising debt from war with France as well as defending their New World colonies
  • This Colonial victory was the end of English control of the 13 colonies.  General Cornwallis was defeated by a French-Indian-Colonial alliance.
  • Lexington and Concord. Considered the beginning of the British-Colonial war. April 19, 1775
  • Boston colonial protest against Britain for taxation without representation. They tossed chests of British tea into the harbor. 
  • British general Donald McDonald’s forces were stopped in Cumberland County, NC by patriots who destroyed a bridge and McDonald’s forces as well.

Midterm Reflection

Turn this in before you leave today

To be done on a HALF (NOT a folded whole) sheet of paper.

Remember: First and last names, core.  

1.  Write your current nine week grade in history. 

2.  What letter grade is this?

3. Explain in 2 bullet statements why your grade in history is this grade.  

4. What do you think your grade should be in history? WHY?  (A, B, C, D, F,  not numerical). 

5. Is your progress satisfactory to you in history? -AND- Give a brief statement why.

6. What is your plan for improvement –or maintenance– in this class?

1.Briefly: Who, what, when, where, why important? (5 items here)
2.Who are the Yamasee –and- what role did they have in the war? Why do you think they took that role against the Tuscarora?
3.Why did the Tuscarora have a grudge against the English? (There are a few -be specific)
4.Identify: Baron Christoph von Graffenreid. (most significant fact.)
5.Identify: Bath. Explain its role in the Tuscarora War.
6.What fact about the Tuscarora War seems most telling of its severity? (What makes it seem so intense?)
7.Roughly and in a few words (without necessarily mentioning specific place names): What was the range of the war activity?
8.Explain at least 3 fates of the surviving Tuscarora. (They lost the war, but what happened to the survivors?)
9.Describe the impact of the Tuscarora War on history. (What did it cause -particularly on settlement in NC?)
10.What is the most interesting fact you learned?
11.What question about this topic do you feel should have been asked but wasn’t? (additional website?)
There will be a test towards the end of the week -somewhere around Thursday, September 26. 
tar and feather.jpg

Colonial Grievances

Colonists resented and protested taxes and acts such as the Sugar Act, Stamp Act, Quartering Act, Declaratory Act, Townshend Act, and the Intolerable Acts -along with others.  Their primary complaint was that they did not have proper representation by their peers in the British government (Parliament). This image depicts the tar-and-feathering of John Malcom -a loyalist and fighter of NC Regulators. His arrogance (a good reading) represented much of what the colonists detested.


The British colonies of New Hampshire, Massachusetts, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina and Georgia, that on July 4, 1776 became the first 13 states. Stressed by British mercantilist policies, although the 13 colonies did not have much in common, they networked together in a thinly stitched organization to declare their independence from Britain. On the eve of the Revolutionary war, there were around 2,500,000 British colonists.

French and Indian.png

French and Indian War, American phase of a worldwide nine years’ war (1754–63) fought between France and Great Britain.This war was the American theater of the European-based Seven Years' War. The French and Indian War determined control of the vast colonial territories of France and Great Britain.  France lost much territory (Ohio River Valley), while the British gained vast expanses of land. The war changed the direction of the relationship between the British government and the colonies, as Britain demanded more colonial resources and cooperation to manage their larger land holdings. 


Lasting from 177501783, the Revolutionary War ended with the surrender of British troops under the command of Lord Cornwallis at the hands of  American and French troops (and the French Navy) at Yorktown, VA.