The Blast IU 17 Fellowship Pennsylvania Intermediate Unit 17 Spring 2011 Colloquium The Blast IU 17 Fellowship Pennsylvania Intermediate Unit 17 Spring.

  The Blast IU 17 The Blast IU 17 FellowshipFellowshipPennsylvania Pennsylvania

Intermediate Unit 17Intermediate Unit 17Spring 2011 Colloquium Spring 2011 Colloquium

  The Blast IU 17 The Blast IU 17 FellowshipFellowshipPennsylvania Pennsylvania

Intermediate Unit 17Intermediate Unit 17Spring 2011 Colloquium Spring 2011 Colloquium

Using SPEECH to Analyze British and Colonial Tensions

Using SPEECH to Analyze British and Colonial Tensions

New York State Learning Standards for Social StudiesNew York State Learning Standards for Social StudiesNew York State Learning Standards for Social StudiesNew York State Learning Standards for Social Studies

1.1.1.1. The study of New York State and United States history The study of New York State and United States history requires an analysis of the development of American culture, its requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.unified by many values, practices, and traditions.

1.3.4. 1.3.4. Students classify major developments into categories such Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, as social, political, economic, geographic, technological, scientific, cultural, or religious.cultural, or religious.

1.4.3. 1.4.3. Students compare and contrast different interpretations of Students compare and contrast different interpretations of key events and issues in New York State and United States key events and issues in New York State and United States history and explain reasons for these different accountshistory and explain reasons for these different accounts

2.1.3. 2.1.3. Students interpret and analyze documents and artifacts Students interpret and analyze documents and artifacts related to significant developments and events in world history.related to significant developments and events in world history.

4.2.4. 4.2.4. Students develop conclusions about economic issues and Students develop conclusions about economic issues and problems by creating broad statements which summarize findings problems by creating broad statements which summarize findings and solutionsand solutions

1.1.1.1. The study of New York State and United States history The study of New York State and United States history requires an analysis of the development of American culture, its requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.unified by many values, practices, and traditions.

1.3.4. 1.3.4. Students classify major developments into categories such Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, as social, political, economic, geographic, technological, scientific, cultural, or religious.cultural, or religious.

1.4.3. 1.4.3. Students compare and contrast different interpretations of Students compare and contrast different interpretations of key events and issues in New York State and United States key events and issues in New York State and United States history and explain reasons for these different accountshistory and explain reasons for these different accounts

2.1.3. 2.1.3. Students interpret and analyze documents and artifacts Students interpret and analyze documents and artifacts related to significant developments and events in world history.related to significant developments and events in world history.

4.2.4. 4.2.4. Students develop conclusions about economic issues and Students develop conclusions about economic issues and problems by creating broad statements which summarize findings problems by creating broad statements which summarize findings and solutionsand solutions

Freedom of S.P.E.E.C.HFreedom of S.P.E.E.C.H In “doing history,” historians often take into

account a number of factors in shaping the historical narrative. These commonly include social, economic and political factors, along with cultural considerations. Teachers can help students utilize this analysis by using a method called S.P.E.E.C.H.

This works well with students who can now apply more specific themes and generate a concluding thought.

In “doing history,” historians often take into account a number of factors in shaping the historical narrative. These commonly include social, economic and political factors, along with cultural considerations. Teachers can help students utilize this analysis by using a method called S.P.E.E.C.H.

This works well with students who can now apply more specific themes and generate a concluding thought.

SOCIAL – POLITICAL – ECONOMIC – ENVIRONMENTAL – CULTURAL - HISTORICALSOCIAL – POLITICAL – ECONOMIC – ENVIRONMENTAL – CULTURAL - HISTORICAL

CultureTime, Continuity, and ChangePeople, Places, and EnvironmentIndividual Development and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and Practices

CultureTime, Continuity, and ChangePeople, Places, and EnvironmentIndividual Development and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and Practices

NCSS TEN THEMES THAT PROVIDE A FRAMEWORK FOR THE SOCIAL

STUDIES

NCSS TEN THEMES THAT PROVIDE A FRAMEWORK FOR THE SOCIAL

STUDIES

The Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

SocialSocialThe Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

SocialSocial

3. of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society.

3. of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society.

Social: Who is involved in this event and what social factors define them and their interactions? Think of social class, schooling, work, etc. 

Social: Who is involved in this event and what social factors define them and their interactions? Think of social class, schooling, work, etc. 

The Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

PoliticalPoliticalThe Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

PoliticalPolitical According to Webster’s

dictionary Political may be defined as 1 a: of or relating to government, a government, or the conduct of government b: of, relating to, or concerned with the making as distinguished from the administration of governmental policy.

According to Webster’s dictionary Political may be defined as 1 a: of or relating to government, a government, or the conduct of government b: of, relating to, or concerned with the making as distinguished from the administration of governmental policy.

Political: What is the power structure of the people involved and how does it influence the chain of historical events?  Think of structure of government, who holds the power?

Political: What is the power structure of the people involved and how does it influence the chain of historical events?  Think of structure of government, who holds the power?

The Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

EconomicEconomicThe Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

EconomicEconomic

4: having practical or industrial significance or uses: affecting material resources.

4: having practical or industrial significance or uses: affecting material resources.

Economic: What resources are available and how do these resources influence the interactions of the people involved?  What finances the society and describe their economic system? 

Economic: What resources are available and how do these resources influence the interactions of the people involved?  What finances the society and describe their economic system? 

The Parts of The Parts of S.P.E.E.C.HS.P.E.E.C.H

EnvironmentalEnvironmental

The Parts of The Parts of S.P.E.E.C.HS.P.E.E.C.H

EnvironmentalEnvironmental

2 a: the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival. Environmental factors and geography, for example influenced the growth and development as well as the shape of slavery in Europe, Africa and the Americas. As Historian Ira Berlin explains slavery differed over time and space.

2 a: the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival. Environmental factors and geography, for example influenced the growth and development as well as the shape of slavery in Europe, Africa and the Americas. As Historian Ira Berlin explains slavery differed over time and space.

 Environmental: How does the geographic location impact this chain of historical events?  What are the major problems or benefits of the location?   Environmental: How does the geographic location impact this chain of historical events?  What are the major problems or benefits of the location?   

The Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

CulturalCulturalThe Parts of S.P.E.E.C.HThe Parts of S.P.E.E.C.H

CulturalCultural

b: the customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life} shared by people in a place or time <popular culture> <southern culture>. Culture has been defined as a process rather than a fixed state of being. It is always in flux and can perhaps best be understood as the creation of the past and the present through social interaction (including work and leisure activities.)

b: the customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life} shared by people in a place or time <popular culture> <southern culture>. Culture has been defined as a process rather than a fixed state of being. It is always in flux and can perhaps best be understood as the creation of the past and the present through social interaction (including work and leisure activities.)

Cultural: What cultural factors defined these people and how did it impact their relationships?  What are their values, attitudes, beliefs and ethnicity?  Religion generally plays a large part in the evolving cultural relationships in history.  Think of Material and Non-Material Elements or Cultural Traits

Cultural: What cultural factors defined these people and how did it impact their relationships?  What are their values, attitudes, beliefs and ethnicity?  Religion generally plays a large part in the evolving cultural relationships in history.  Think of Material and Non-Material Elements or Cultural Traits

= History= History 3: a branch of knowledge that records and

explains past events.

The “History” component is the key to SPEECH. It enables students to come up with the ever elusive conclusions that integrate themes.

3: a branch of knowledge that records and explains past events.

The “History” component is the key to SPEECH. It enables students to come up with the ever elusive conclusions that integrate themes.

Was the American Revolution a Civil War?Were the colonists fighting for less taxation?How was an army made up primarily of militia able to defeat the most powerful army and navy in the world?

Was the American Revolution a Civil War?Were the colonists fighting for less taxation?How was an army made up primarily of militia able to defeat the most powerful army and navy in the world?

Using SPEECH to Analyze British Using SPEECH to Analyze British Impositions on the ColonialsImpositions on the Colonials

Using SPEECH to Analyze British Using SPEECH to Analyze British Impositions on the ColonialsImpositions on the Colonials

Time LineTime LineTime LineTime Line

1763 1763

Proc Proc LineLine

1763 1763

Proc Proc LineLine

1756-631756-63

French French and and Indian Indian War.War.

1756-631756-63

French French and and Indian Indian War.War.

17661766

Same Day Same Day Declaratory Declaratory Act PassedAct Passed

Utilizing the SPEECH Domains Students Can Analyze the Expanding Crises of Utilizing the SPEECH Domains Students Can Analyze the Expanding Crises of the American Revolution and More Cleary Understand the Outcomesthe American Revolution and More Cleary Understand the Outcomes

Utilizing the SPEECH Domains Students Can Analyze the Expanding Crises of Utilizing the SPEECH Domains Students Can Analyze the Expanding Crises of the American Revolution and More Cleary Understand the Outcomesthe American Revolution and More Cleary Understand the Outcomes

17651765

Stamp Stamp ActAct

17741774

Intolerable Intolerable Acts Acts

1766

Stamp Act Repeal

1766

Stamp Act Repeal

1774

First Continental Congress

1774

First Continental Congress

17671767

Townsend Townsend Duties Duties Repealed Repealed 17701770

17701770

Boston Boston MassacreMassacre

• English government lax on colonial affairs• Colonies governed themselves, esp. in economic matters• Colonists paid relatively little tax (20-25% of the taxes paid by the British in England)• Encouraged westward expansion of colonies• Parliament wanted colonists to pay for their defense. Pre 1763 cost ≈ ₤350K annually.• More restrictions on trade (1675), sale of manufactures (1699), sale of Molasses (1733) but not enforced

The American Colonies: Pre 1763The American Colonies: Pre 1763

Parliament priorities in NA shifted…No more common enemy, France…wants colonies to pay their own freight1. Tightened Mercantilism policy2. Increase colonies rate of Tax3. Clamp down on colonial manufacturing4. Blocked western settlement

The American Colonies: Post 1763The American Colonies: Post 1763

No currency of their own…moslty Spanish coin Wampum Mass: Corn and Beaver Skins South: Rice and Tobacco Parliament forbade export of English coin, and

refused to allow a royal mint in the colonies 1751 Parliament forbids Massachusetts from

issuing money in any form

No currency of their own…moslty Spanish coin Wampum Mass: Corn and Beaver Skins South: Rice and Tobacco Parliament forbade export of English coin, and

refused to allow a royal mint in the colonies 1751 Parliament forbids Massachusetts from

issuing money in any form

Colonial Money ProblemsColonial Money Problems

Colonial Money in Today’s Value

1765 One Shilling = Approximately $15.00 12 Pence = One Shilling One British Pound = 20 Schilling/$300

Colonial Money in Today’s Value

1765 One Shilling = Approximately $15.00 12 Pence = One Shilling One British Pound = 20 Schilling/$300

Per Capita Income (Free)Not AgriculturalNew England ₤ 9.5Middle colonies 11.0South 15.4

Per Capita Income (Free)Not AgriculturalNew England ₤ 9.5Middle colonies 11.0South 15.4

The Stamp ActThe Stamp ActThe Stamp ActThe Stamp Act•The highest tax, £10, was placed on attorney licenses. Other papers relating to court proceedings were taxed in amounts varying from 3p. to 10s.•Land grants under a hundred acres were taxed 1s. 6p., between 100 and 200 acres 2s., and from 200 to 320 acres 2s. 6p., with an additional 2s 6p. for every additional 320 acres. •Cards were taxed a shilling a pack, dice ten shillings, and newspapers and pamphlets at the rate of a penny for a single sheet and a shilling for every sheet in pamphlets.

The amounts had to be paid in sterling, not in colonial currency. The proceeds of the tax were to be expended in America to support the troops stationed there.

Using SPEECH to AnalyzeUsing SPEECH to AnalyzeUsing SPEECH to AnalyzeUsing SPEECH to Analyze

The Stamp Act The Declaration of Rights of the

Stamp Act Congress The Declaratory Act

The Stamp Act The Declaration of Rights of the

Stamp Act Congress The Declaratory Act