U.S.+History+II+(1750-1877)

= U.S. History II (1750-1877) =

**__Last of the Mohicans- a film __** This film focused on the French- Indian War. In this movie, Daniel Day-Lewis plays the role of a white man adopted by the Mohican tribe and they are caught in the middle of this war. The British and the French have Native American groups fighting for their side. This film takes place in the Great Lakes region. The filmmakers do a great job of explaining the role of Americans in this war, too. The heroes face the dilemma of trying to survive while having two armies fighting on their land. The Mohicans is also near extinction as a race of people. The Mohawk people fight for the British while the Ottawa fight for the French. An Ottawa war chief has a vendetta with the British general, whom has two daughters and the drama ensues. During the end of the movie, the son of the Mohican chief gets killed and he is the last standing Mohican, besides his “white son,” of course. This is a great movie because it does a fantastic job of explaining the French-Indian War while also discussing the dilemma of a small race of Native Americans that don’t quite survive after this war. My only criticism is that it is not explained how the Mohicans got to the point of extinction. It would’ve been great to know how this group got to this stage. The fight scenes are incredible with the weaponry that they used. This movie is even a love story between an English woman and the adopted Mohican warrior. The scenery shows areas that make you feel that you are really there and one scene even shows an Ottawa campsite. The chief speaks French and I listened to the discussion even without the translation at the bottom of the movie.

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RUNNINGHEAD; Last of the Mohicans **Last of the Mohicans ** **SSE 6720 ** **March 12, 2011 **  1. Please complete the following tasks and return this exam to me via email by Monday, April 25, 2011 @ 11:59pm. Any exams submitted after this time will receive a 0/50 points. - Save the document as: w11.sse6720.final.yourlastname.doc, e.g. w11.sse6720.final.brugar.doc 2. This is a take home final. It is to be completed without the use of books, websites, other individuals, or other supplemental materials.  I understand and agree to the two statements above.  Signature*: __George B. Pate__ <span style="font-family: 'Times New Roman','serif';">* You can hand sign and scan or type your name in agreement. I will not evaluate the final without this signature. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Part 1. Multiple Choice (10 points) <span style="font-family: 'Times New Roman','serif';">Highlight the correct response in yellow. <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';"> <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';">1. Identify the important aspect(s) of the natural environment in the development of agricultural settlements. <span style="background: yellow; font-family: 'Times New Roman','serif';">A. <span style="font-family: 'Times New Roman','serif';"> adequate precipitation <span style="font-family: 'Times New Roman','serif';"> B. available water for irrigation <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';"> C. suitable growing season

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">2. The Ottoman Empire encompassed a large geographic area including what modern-day country listed below?
<span style="font-family: 'Times New Roman','serif';">A.Turkey <span style="font-family: 'Times New Roman','serif';"> B France <span style="background: yellow; font-family: 'Times New Roman','serif';">C. <span style="font-family: 'Times New Roman','serif';"> India <span style="font-family: 'Times New Roman','serif';">D. Tunisia <span style="font-family: 'Times New Roman','serif';"> <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';">4. The People of the Three Fires are: <span style="background: yellow; font-family: 'Times New Roman','serif';">A. Ojibwe (or Chippewa), Ottawa, and Potawatomi <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> B. Miami, Ottawa, and Potawatomi <span style="font-family: 'Times New Roman','serif';"> C. Seneca, Miami, and Ottawa <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';"> <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';">5. Complete the statement. The Monroe Doctrine <span style="background: yellow; font-family: 'Times New Roman','serif';">A. barred further interference of European powers in the Western Hemisphere <span style="font-family: 'Times New Roman','serif';">. <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';"> B. encouraged European intervention in the Western Hemisphere. <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';">6. The condition that occurs because people’s wants and needs are unlimited, while the resources needed to produce goods and services to meet these wants and needs are limited is called <span style="font-family: 'Times New Roman','serif';">A. market economy <span style="font-family: 'Times New Roman','serif';"> B. scarcity <span style="font-family: 'Times New Roman','serif';"> C. command economy <span style="font-family: 'Times New Roman','serif';"> D. factors of production <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';"> E. supply and demand <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"><span style="font-family: 'Times New Roman','serif';">8. Which of the following documents established the plan for the current U.S. government? <span style="font-family: 'Times New Roman','serif';">A. The Bill of Rights <span style="font-family: 'Times New Roman','serif';"> B. The Constitution <span style="font-family: 'Times New Roman','serif';">C. The Declaration of Independence <span style="margin: 0.1pt 0in; mso-outline-level: 3; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd; text-indent: 0.5in;"><span style="font-family: 'Times New Roman','serif';">D. The Emancipation Proclamation <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">8, 9, 10. Identify the responsibility of each branch of government by placing the correct letter in the space to the left of each branch. __<span style="font-family: 'Times New Roman','serif';">A __<span style="font-family: 'Times New Roman','serif';">Executive __<span style="font-family: 'Times New Roman','serif';">B __<span style="font-family: 'Times New Roman','serif';">Judicial __<span style="font-family: 'Times New Roman','serif';">C __<span style="font-family: 'Times New Roman','serif';">Legislative <span style="font-family: 'Times New Roman','serif';">A. Decides on the constitutionality of the laws <span style="font-family: 'Times New Roman','serif';">B. Enforces the laws <span style="font-family: 'Times New Roman','serif';">C. Makes the laws <span style="font-family: 'Times New Roman','serif';"> ** <span style="font-family: 'Times New Roman','serif';">Part 2: Lesson Plan/Activity (20 points) ** <span style="font-family: 'Times New Roman','serif';">Throughout the semester we have discussed several themes that are taught in social studies, e.g. migration or industrialization. Identify a theme discussed this semester as part of social studies teaching and learning. Create short activity, which actively engages students in better understanding this theme. (Limit 250 words). <span style="font-family: 'Times New Roman','serif';"> ** <span style="font-family: 'Times New Roman','serif';">Part 3: Essay. (20 points) ** <span style="font-family: 'Times New Roman','serif';">Respond in 250-500 words to the following question: // <span style="font-family: 'Times New Roman','serif';">What is the relationship between content and pedagogy in a social studies classroom? // <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> // <span style="font-family: 'Times New Roman','serif';">Colonization is a theme that we discussed throughout this semester. // // <span style="font-family: 'Times New Roman','serif';"> I would love to do an activity that engages the students in a role play. Whether it is the British colonization of India, Africa, or China; another good example would be the Spanish conquests over most of the Americas. I would have several students dress as one group and others dress as the other group. We could utilize a play like Pocahontas for example, and have the students relive what it was like to be either group. As a class, we could discuss both sides culturally so that the students can get an idea how each one lives. Then the rationalizations behind their way of live as opposed to hearing one side of the story. For example, we could discuss the story of the British and the Zulu. This would cause a chain reaction of lessons that focus on the main objective. // <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> // <span style="font-family: 'Times New Roman','serif';">What is the relationship between content and pedagogy in a social studies classroom? // <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> The relationship between content and pedagogy is essential to any field of study. On the one hand, content limits what a teacher can teach while pedagogy can be limitless. I have always had difficulty with the ideal of content. If we are trying to teach the student, there shouldn’t be a guideline or content that a teacher needs to follow. In many cultures, the teachers are generally people from the community who society trust will lead the youth in the right direction. If Socrates had to follow a content format then there would be no great speeches by him. The teaching of Confucius would’ve been significant in Chinese history had not for content guidelines. <span style="font-family: 'Times New Roman','serif';"> Teaching strategies are very broad in its perspective. If you go on any teaching website there are thousands of lesson plans. I enjoy learning a new technique to teaching a lesson to the students. No matter what the subject matter, a good teaching strategy will allow a teacher to be effective. As stated earlier, teaching strategies are also limitless in the possibilities. Teaching strategies can also be very creative. Since I’ve been working on a degree in education and while working in the field, I’ve learned lots of strategies but cooperative learning is probably my favorite. It allows every student in the class to have a contribution to each lesson. Teaching strategies also give teachers the opportunity to properly prepare for their students. <span style="font-family: 'Times New Roman','serif';"> In respect to the relationship between the two terms, content has its place in teaching but it seems to remind me of standardized tests. (It is a necessary evil). I think of the standards that teachers must follow and I get frustrated. In a school year, there are so many things that involve a given year, even a given day that teachers will never fulfill their necessary goals. Content standards are a political diversion that gives lawmakers a say in what teachers teach. <span style="font-family: 'Times New Roman','serif';"> On the other hand, teaching strategies offer teachers the creativity to teach a lesson without limits. I think that more teaching professional days should focus on teaching strategies only. I remember going to those professional developments and was totally frustrated with the ideas, policies, and discussions. Most of the time was spend with discipline issues or other political issues. I would’ve loved to have learned some teaching strategies from one of the veteran teachers. Instead we were always taught by someone who hadn’t taught in the classroom for years. There is still little room for teaching strategies in the classroom.
















 * __Early United States and Colonies__**





__**Northwest Territory and Louisiana Purchase**__





















__**U.S. Growth and Mexican-American War**__



















__**Civil War**__