Part 2 Vocabulary Activity; Part 2 Writing Prompts; Part 2 Review Questions; Part 2 Review Questions Answer Key. Part 3: Riding the Rails. Part 3 Document-Based Activity; Part 3 Vocabulary Activity; Part 3 Writing Prompts; Part 3 Review Questions; Part 3 Review Questions Answer Key. Part 4: A New Deal for Some. Part 4 Document-Based Activity ...
Chart the answers and allow students to refer back to it throughout the lesson. Next, have students brainstorm what they know about John Hancock, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, the Declaration of Independence, and the American Revolution. Chart their responses. Read the story to the students.
Select the BEST answer for each question. You may use your notes or any resources necessary to complete this assignment. The industries set up after the French and American Revolutions. B. Based on agriculture, growing and selling produce.
Nov 13, 1999 · The assignment was a Document-Based Question which went as follows: "'By 1775, it was obvious to both the British government and American colonial leaders that there was no workable compromise between their differing views of empire.' Assess this statement in an essay based on the documents provided and your own knowledge of the period."
“The Book of Negroes” is a series of documents listing persons of African ancestry who were evacuated from the United States at the end of the American Revolution. One copy is held with the Guy Carlton Papers in The National Archives of Great Britain in … Read More (1783) The Book of Negroes
Information revolution is a period of change that might prove as significant to the lives of people. The information revolution led us to the age of the internet, where optical communication networks play a key role in delivering massive amounts of data.
Document-Based Questions A107 Document D Source: Report of Plymouth Colonial Officials, 1675. Not to look back further than the troubles that were between the Colony of New Plymouth and Philip, sachem [chieftain] of Mount Hope in the year 1671, it may be remembered that . . . [he] was . . . the offending party; and that Plymouth had just cause
This document-based sequence of activities invites students to chart the dialog between the New York State Courts, the Federal Courts, and other State Courts regarding the scope of individual rights. Generally speaking, New York State Courts are more protective of individual rights than Federal Courts and more so than other State Courts as well.