Exploring the Foundations of the USA: Conflict and Compromise in Virginia, 1607 – 1865

 Course Description

The Discovery Expeditions program is structured for Social Studies teachers in Grades 9 – 12 who desire to gain an understanding of the current social, economic, and political conflicts in American society by tracing the origin of these conflicts from Colonial America through the Civil War. The program will consist of a combination of readings, reflections, lectures, and site visits to the birthplace of America, historic Tidewater Virginia: Jamestown, Williamsburg, and Yorktown.

The program is specifically designed for teachers of History I and Civics and Economics. The content is aligned with North Carolina and Common Core Social Studies Standards. Teachers will be able to choose an area of special interest, develop lessons on the topic, and eventually share their experiences with the other teachers in the group. Teachers who complete this immersion into history will be better equipped to share their understanding with colleagues and most importantly, their students.

WBDates:   June 14 - 17, 2016 (Tuesday – Friday)

Cost:    $460 (Double Occupancy Lodging)

              $505 (Single Occupancy Lodging)

$100 Deposit Due: February 15, 2016

Remaining Balance Due: April 15, 2016

This expedition requires a minimum of 10 travelers and can take a maximum of 25. Receipt of online registration and the required deposit will ensure your space on the trip.  As part of your registration, you will be asked to create a User account from which you will be able to make future payments toward your trip. Those registering at the base Double Occupancy rate, will be assigned a same gender roommate at the William and Mary summer lodging, unless a spouse or specific roommate is requested. Detailed trip and course information can be found below. Please register by clicking Register Now.


Trip Highlights and Inclusions

* Experience colonial life in Jamestown, Williamsburg, and Yorktown in one of the best historical recreations in the United States

  • Visit early settlements at Jamestown Settlement and Jamestown Island
  • Experience colonial life in one of America’s foremost historic preservations—Williamsburg
  • Visit Yorktown Victory Center, Museum, Colonial Encampment
  • Lodging at the College of William and Mary, located in the heart of Colonial Williamsburg
  • Trip price includes entrance and guide fees at all sites, and all meals, unless otherwise noted as “optional” or “on your own”.

* Choice of several Guided tours of Williamsburg that emphasize the lives of all segments of society

* Lectures and discussions of current issues and their roots in Colonial America

* Time to “explore on your own” the vast array of sights and resources in the immediate Tidewater area. (Berkley and Shirley Plantations, Richmond, Petersburg, and Pamplin Park are optional trips on return home from Williamsburg.

*Teachersearn 5 CEU’s for successful completion of the program


 

Itinerary:

Day 1 ( Tuesday, June 14, 2016): Arrival to William and Mary and Overview

o   3:00 pm                Meet at William and Mary (Jamestown South Building) and room check-in
o   4:00 pm                 Meeting in Residence Commons
o   6:00 pm                 Dinner TBA (Restaurant in Merchant’s Square—walking distance from James South)

 

Day 2 (Wednesday, June 15, 2016): Jamestown and 17th Century Virginia

o   7:00 am                 Breakfast at Jamestown South
o   8:30 am                 Carpool to Jamestown Island (short 15 minute drive via Colonial Parkway)
o   9:00 am                 Overview of 17th Century Virginia, Glass Blowing, Film, Archaeology Exhibit)
o   11:00 am               Archaeologist Guided Tour
o   12:00 pm               Lunch at Jamestown Settlement Café (voucher)
o   1:00 pm                 Guided Visit of Jamestown Settlement, Powhatan Village, Ships, James Fort
o   3:30 pm                 Free time / Museum
o   5:30 pm                 Dinner at Pierce’s Virginia BBQ
o   7:00 pm                 Evening Program: Legends of the Past, Lantern Tour, Cry Witch, African Music, shops

 

Day 3 (Thursday, June 16, 2016): Colonial Williamsburg: Life and Citizenship

o   7:30 am                 Breakfast at Jamestown South
o   9:00 am                 3-hour guided walking tour of Colonial Virginia (Capitol, trade shops, Governor’s Palace)
o   12:00 pm               Lunch: Set meal at King Arms Tavern
o   1:30 pm                 Explore Colonial Williamsburg on your own
o   5:30 pm                 Dinner on your own
o   7:00 pm                 Night Walk of Williamsburg or self-guided exploration       

 

Day 4 (Friday, June 17, 2016): Colonial Williamsburg: The Road to Revolution

o   7:30 am                Breakfast at Jamestown South; pack luggage and cars
o   9:00 am                Guided visit to Yorktown Victory Center (Museum, Colonial Encampment, Farm)
o   12:00 pm              Closing Lunch at Yorktown Waterfront
o   12:15 pm              Optional trip to Yorktown Battlefield (NPS), Route 5 Plantations, Richmond, or Pamplin Park en route to NC.

 


 

Course Objectives

Course Participants will:

  • Demonstrate knowledge personally obtained from the travel experiences to Tidewater Virginia
  • Outline how travel experiences enhance their understanding of American society today by an in-depth study of the historical roots of 21st Century societal conflicts and issues
  • Indicate how pre and post travel research enhanced the understanding of the issues being studied
  • Show how assigned teaching standards were enhanced through the travel experiences
  • Collaborate and share travel experiences with other teachers and students
  • Create detailed lesson plans that will be shared with colleagues containing the following:
    • Lesson description with a listing of the topics/goals/objectives to be covered in the course
    • Expectations of performance for students 
    • Required materials 
    • Time tables and deadlines
    • A basis for grading

Requirements

  • The instructor and the student will collaborate regarding the following:
    • The details of the travel itinerary
    • Teaching or content standards being addressed
    • The units of credit that will be awarded for successful completion

 

  • A Daily Log that includes hours and activities will be kept and submitted upon conclusion of the course.
  • Daily commentary will be posted on a class discussion board
  • A written narrative will be submitted to the instructor upon successful completion of the course.
  • Development of complete Lesson Plans on the area of specialization
  • Share Lesson Plans with colleagues
  • Prepare a Bibliography of literature related to the subject matter

 

Assignments

Collaboration with the instructor

  • Participants will meet with the instructor prior to the trip to review the desired outcomes and standards being addressed and to propose area of concentrated study
  • Participants will meet and participate in Lecture/Discussion Sessions

Research

  • Resource articles to provide background information about the areas of study and visit
  • Information regarding places of interest that you desire to visit in Tidewater Virginia

Credit

A total of 5 CEU’s will be awarded with successful completion of the course based on the following:

  • 6 Hours – Pre-travel and Post-travel webinars
  • 30 Hours – Tours, Lectures, and visits to Williamsburg, Jamestown, Yorktown, and Plantations
  • 10 Hours – Lesson Planning, Journals
  • 5 – 10 Hours – Outside Readings

 

Competency Goals: United States History

Competency Goal 1: The New Nation (1789 – 1820): The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic

o   1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period

§  What was the impact of the major domestic issues experienced by the new nation?
§  How did the U.S. government emerge out of competing conflict and compromise?

 

o   1.02: Analyze the political freedoms available to the following groups between 1789 – 1820: women, wage earners, landless farmers, American Indians, African Americans, other ethnic groups

§  How did the distribution of political and economic power reflect the social structure and geographic diversity of the Federalist Era?
§  How effective were the political, social, and economic institutions of the emerging republic in creating democratic foundations for the United States?
§  How can individual rights and the government’s view of the “common good” create conflict or stability?

 

Competency Goal 2: Expansion and Reform (1801 – 1850) – The learner will assess the competing forces of expansionism, nationalism, and sectionalism

o   2.01: Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850.

§  What tactics can citizens use to influence government?
§  How can expansion lead to conflict and change?
§  What affect did territorial expansion have on the development of the new nation?

 

o   2.02: Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language

§  How did the art, literature, and language of 1801-1850 reflect collective sense of nationalism and sectionalism?
§  How did the U.S. develop and express its unique style through the arts during the early 1800s?
§  Are art and literature effective formats for communicating political and social discontent?

 

o   2.03: Distinguish between the economic and social issues that led to sectionalism and nationalism.

§  How were nationalism and socialism reflected in economic and social issues of the era?
§  How do economic and social conditions and issues contribute to the differences in sectionalism and nationalism?
§  How do economic and social conditions affect innovation and change?

 

o   2.04: Assess political events, issues, and personalities that contributed to sectionalism and nationalism.

§  In what ways were nationalism and sectionalism reflected I the politics and issues of the time period?
§  How was the issue of slavery affected by territorial expansion?
§  How did the politics of industrialization lead to conflict and change?

 

o   2.06: Evaluate the role of religion in the debate over slavery and other social movements and issues.

§  How did both sides of the abolitionist movement use religion to support their viewpoint?
§  How did differing religious beliefs contribute to an increase in the sectional divisiveness of the country?
§  In what ways did religious influence impact the effectiveness of social movements in the first part of the 19th Century?

 

Competency Goal 3: Crisis, Civil War, and Reconstruction (1848 – 1877): The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation

o   3.01: Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.

§  How did the issues of sectionalism lead to the Civil War?
§  How did political, economic, and social differences develop into the sectionalism that split North and South?
§  Tow what extent did differing opinions on slavery as well as the institution’s expansion become a deciding factor in instituting a Civil War?

 

o   3.02: Analyze and assess the causes of the Civil War.

§  How did the issues of sectionalism lead to the Civil War?
§  To what extent was slavery the primary cause of the Civil War?
§  What did a federal union of states mean politically and socially before and after the Civil War?

 

Competency Goals Civics and Economics

Essential Standard 1: Analyze the foundations and development of American government in terms of principles and values.

o   CE.C&G.1.1: Explain how the tensions over power and authority led to America’s founding fathers to develop a constitutional democracy.

§  What were the Creator-endowed Inalienable Rights of the People?
§  What were the individual rights set forth in the Bill of Rights?
§  How did the issues of taxation and representation lead to protest and Revolution?

 

o   CE.C&G.1.2: Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the Constitution, and the Bill of Rights.

§  What was the structure of government in regards to checks and balances?
§  What is meant by Federalism? Due Process?

 

o   CE.C&G.1.3: Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States

§  How are basic rights reflected in the following:
    • Declaration of Independence
    • U.S. Constitution
    • Mayflower Compact
    • National Motto
    • National Anthem
    • Pledge of Allegiance

 


 

Sample Lesson Plan: The Coming of the Civil War

Objective: Students will be able to discuss the state of the nation prior to the outbreak of the Civil War by citing the relevance of geography, technology, and social conditions in the Antebellum South

Length of time: 90 minutes

Resources:

·       Fort Sumter Map
·       Comparison Chart of industrial vs. agricultural production in the North and South

 

Activities:

·       Introduction

o   Divide students into groups of three
o   Distribute cards with differences between North and South
o   Ask students to rank in order what differences led to war

 

·       Lesson Development, I

o   Teacher reviews differences and discusses the importance of each
o   Teacher reviews chart comparing North and South in terms of economic, political, and social differences
o   Teacher distributes the Declaration of Causes and students read

 

·       Lesson Development, II

o   Teacher asks student groups to pick a Southern state of their choosing
o   Students prepare a list of reasons why their state should secede and a list of reasons why their state should remain in the Union

 

·       Lesson Conclusion

o   Teacher asks students for reasons for and against secession and writes on board
o   Teacher concludes with the question: What was the main cause for Southern States seceding from the Union?

 

Teacher Resources

·       The Federalist Papers http://lcweb2.loc.gov/const/fed/fedp apers.html

The Anti-Federalists Papers http://www.constitution.org/afp/afp.htm, http://www.yale.edu/lawweb/avalon /const/mchenry.htm

·       ABC’S “Schoolhouse Rock” Series – “History Rock” http://www.school-houserock.com/AmericaRock.html

·       Bill of Rights Institute http://www.billofrightsinstitute.org/

The U. S. Constitution http://www.usconstitution.net/constam.html

The U.S. House of Representatives http://www.house.gov/

The U.S. Senate http://www.senate.gov/

·       Founding Father’s Resources in the LOC (over 4731) http://www.loc.gov/search/?q=founding%20fathers&fa=digitized:true

American History http://www.loc.gov/topics/americanhisto ry.php

·       Home Page: http://nationalhumanitiescenter.org/

Primary Resource Collection: http://americainclass.org/sources/

Lesson Plans: http://americainclass.org/lessons/

 

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