Teachers’ Creations

3 Years

• The Empire vs. The Colonies

• Agrarian Culture vs. Industrialization– Free Market

• Totalitarians vs. International Liberalism

FALLThe Roots of the American Nation• Philosophical Roots• Antecedent Documents• Colonial Charters• Colonial Culture• End of Salutary Neglect• American Reaction

WinterThe American Revolution

• Declaration of Independence• The Legacy of the Declaration• Civil War within the War• The Revolutionary War

Spring

Lesson Development Day

Summer Institute on the Road

•New Jersey Sites:• Washington Crossing

• Trenton• Princeton

• Gloucester County sites

• Philadelphia sites

Writing Narratives

• Research

• Writing Substantive History

• Exciting/ Enjoyable

POLITEA

The Regime

POLITEUMA The Ruling Order

Polis The State

PAIDEIAWhat Makes a State

What It Is

US 1860US 1860

South• State Gov’t w/i Federal

Gov’t• Planters• Constitution

Hierarchy

Slave Culture• Honor

North • National Republic

• Citizens• Declaration

Free Market

Industrialization• Industry

PP

AA

II

DD

II

EE

AA

19401940

NAZI GERMANY• Totalitarian

Dictatorship• Nazi Party• German Purity

Mein KampfRacial Superiority

• Loyalty, Service to the Volk

UNITED STATES• Federal Republic

• Citizens• Declaration,

Constitution,

Bill of Rights• Liberty, Industry, Duty,

Patriotism

PAIDIEA

BINARY PAIDEIA

• Monarchy• Whigs• British• North• Industrial• Free Market• Democratic

• Republic• Tories• Colonists• South• Agrarian• Socialist• Totalitarian

STORIES

LESSON STRUCTURELESSON STRUCTURE

"TITLE"Grades SubjectsObjectives

One to three ObjectivesBinary Paideia ChartKey termsBackground

One to Five paragraphsProceduresPrevious night’s homework to give the students a common base of knowledge.

Day of Lesson Procedure Do Now – to get them started as soon as they come into class. Review Binary Paideia with students. Try to include some video clips from universal streaming, or some web sites, or some primary

excerpts, or a combination of all three.HomeworkAssessmentExtensionResourcesTables, charts, maps, etc.

Lesson StructureA LEARNING EXPERIENCE FOR

TEACHERS“John Fenwick & Salem, NJ”

As an Example

Grades3-56-8

9-12

United States HistoryWorld History

Language Arts, Reading, Math, etc.

Time required?

At least one 90-minute period or

two 45-minute periods

Must be NJCCC standards based

Take your topic, thenGO TO STANDARDS FIRST

Standards and C.P.I.

D. Colonization and Settlement (1585-1763)

2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.

Then think of creating an Assessment

In three separate paragraphs, students will show, the ability to:

1. Identify John Fenwick’s motivation to leave England and settle in New Jersey

2. Explain the issues that faced John Fenwick as he built his settlement in New Jersey

3. Trace the ownership of West Jersey from Lord Berkley to William Penn

From the Assessment, write your Objectives

The Objectives and Assessments must agree.

They must meet the NJCCCS C.P.I.s

Students will be able to:1. identify John Fenwick’s motivation to

leave England and settle in New Jersey.

2. explain the issues that faced John Fenwick as he built his settlement in New Jersey.

3. trace the ownership of West Jersey from Lord Berkley to William Penn.

OBJECTIVESStudents will be able to:

1. identify John Fenwick’s motivation to leave England and settle in New Jersey.

2. explain the issues that faced John Fenwick as he built his settlement in New Jersey.

3. trace the ownership of West Jersey from Lord Berkley to William Penn.

ASSESSMENTSIn three separate

paragraphs, students will show, the ability to:

1. Identify John Fenwick’s motivation to leave England and settle in New Jersey

2. Explain the issues that faced John Fenwick as he built his settlement in New Jersey

3. Trace the ownership of West Jersey from Lord Berkley to William Penn

Binary Paideia ChartEngland in

1776

Time Period West Jersey in

1776Near Absolute

MonarchyPoliteia/Regime Proprietary Colony,

Representative Republic

Royalty & Aristocrats- Bishops

Politeuma/Ruling Proprietor, Citizens

Anglican Church, Magna Carta

Paideia/What makes a society

what it is

West Jersey Charter, 1676, Society of Friends

Loyalty Virtue/ he Highest Moral Excellence

Reflection to find the “Inner Light”

Key Terms, Type of Word,

&

DEFINITIONS

BACKGROUND

For Students and/or for Teacher

Depending on level

Historical NarrativeYou get to research and write

History

ProcedureMust have

Previous Night’s Homework, with an exercise for accountability

to establish a common starting point!

Day of the Lesson Procedure

to bring students from the OBJECTIVES to the ASSESSMENT

HOMEWORK FOR

ACCOUNTABILITY

EXTENSIONS

ResourcesWorksheets and Handouts

SOURCESCite your sources

Books, Articles, and Links