August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz.

August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz Finish “Creating a Picture Story” Project *Picture Story Presentations -Finish Cluster Web – Spanish Conquistadors/Explorers *Discuss -Homework: 1) Cluster Web of Spanish Conquistadors/Explorers

Quiz - Matching _____1. Line of Demarcation
A. The transer of plants, animals, and diseases from Europe to the Americas. _____2. Treaty of Tordesillas B. This imaginary line divided the Atlantic Ocean. Spain could claim all land west of it. _____3. Columbian Exchange C. To go all the way around the globe _____4. caravel D. Ships that used triangular sails allowing them to sail against the wind. _____5. circumnavigate E. This moved the imaginary line established by Pope Alexander VI of Spain 800 miles further west giving Portugal more opportunity to claim lands. _____6. astrolabe F. This device enabled sea navigation by charting the position of the stars.

August 27 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork:-Review “Creating a Picture Story” Project -Cluster Web – Spanish Conquistadors/Explorers -Finish “Creating a Picture Story” Project -Homework: 1) Vocab. Identification Words - Completed

August 28 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Clicker Quiz – Spanish Conquistadors/Explorers *Grade in Class -Vocabulary Identification – Notecards 7) conquistadors 8) encomienda system 9)plantations -Homework: 1) Vocab. Identification Words - Completed

Clicker Questions – 8th History
Francisco Pizarro took over the Aztec capital of Tenochtitlan around 1520. Juan Ponce de Leon discovered the Mississippi River in 1541. Alvar Nunez Cabeza de Vaca and Panfilo de Narvaez faced many issues and only de Vaca and three men survived their journeys. Francisco Vasquez de Coronado wanted to find the legendary Seven Cities of Gold. Hernan Cortes may be credited with starting the beginning of the fall of the Aztec empire.

Answers Henry the Navigator Bartholomeu Dias Ferdinand Magellan
Amerigo Vespucci Christopher Columbus Vasco da Gama Leif Erikkson Vasco Nunez de Balboa B E A D C F

Names for Quiz Hernan Cortes Francisco Vasquez de Coronado
Hernando de Soto Juan Ponce de Leon Francisco Pizarro Alvar Nunez Cabeza de Vaca Leif Erikson Henry the Navigator Bartolomeu Dias Vasco Nunez de Balboa Christopher Columbus Amerigo Vespucci Ferdinand Magellan Vasco de Gama

1. I was able to conquer the Inca empire in 1534 just years after I defeated the Incas at the capital of Cuzco in Peru. I only had 400 men. Who am I? I explored what is now the southwest United States. We had a tough time, and only 3 men and myself survived a shipwreck in Texas. Who am I? I am considered a Portuguese explorer, but I never actually voyaged myself. I am most proud of the observatory I built and the school of navigation I founded. Who am I?

I am famous for my quest to find the Fountain of Youth in Florida in I never found what I was looking for, and I was never able to establish a colony in Florida. Who am I? In 1501, I led a Spanish fleet to the coast of what is now South America. I knew it was not Asia, but rather I called it the “new world.” A German mapmaker labeled these new continents “America” in my honor. Who am I? 6. I am a Portuguese navigator who had good fortune when my ship was blown around the tip of Africa. My crew and I survived, and the tip of Africa was named the Cape of Good Hope. Who am I?

Quiz 7. In 1492, King Ferdinand and Queen Isabella of Spain sent me across the ocean blue or the Atlantic looking for great riches in the Indies. I really thought we had found a new route to Asia, so I named the people there Indians. Who amI? My greatest accomplishment in the Americas was the discovery of the Mississippi River in Who am I? I am a Portuguese navigator who set out to be the 1st crew to circumnavigate the globe. I was killed before we finished the voyage, but my crew finished for me in Who am I?

Quiz 10.I am a famous Viking from Norway who was exploring the coast of Greenland when my ship was blown off course. I actually ended up exploring what is now known as the northeast portion of the United States. Who am I? 11.I took over the Aztec capital of Tenochtitlan around 1520 with only 508 soldiers, 100 sailors, 16 horses, and some guns. Who am I?

Quiz 12.In 1513, I heard of another ocean on the west side of Panama where I was exploring. I went looking for this ocean, and I found it after we climbed to the top of 1 mountain. It would later be named the Pacific Ocean. Who am I? 13.I actually made it to India unlike Mr. Dias in The Muslim traders knew Portuguese, and it made trade much easier. Who am I? 14.I explored the American Southwest looking for the fabled Seven Cities of Gold. There my men and I discovered the Grand Canyon. I never found the cities. Who am I?

Identification Vocabulary Terms
A. astrolabe B. caravels C. Line of Demarcation D. Treaty of Tordesillas E. circumnavigate F. Columbian Exchange G. conquistadors H. encomienda system I. Plantations

August 29 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: Grade European Explorers Quiz – in Class Finish Encomienda System – next slide -Analyzing Documents – Bartolome de Las Casas *S.W.A.P. – p. 51 – “The Role of the Catholic Church *Turn & Tell 1) Who was Bartolome de Las Casas? 2) How did he want to go about converting the Native Americans 3) S.W.A.P. p. 51 – “Brief Account of the Devastation of the Indies” -How did Las Casas view of the treatment of Native American groups differ from the views of other Spaniards? -Homework: NONE

Encomienda System – p. 50 Encomienda System What When? Why Where Who

August 30 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: -T-Chart & Pair-and-Share – p. 50 *Take notes on how plantation owners treated the natives. *Take notes on how Bartolome de Las Casas said the natives should be treated. -Debate: In your groups, prepare arguments for a debate about how Native Americans should be treated. One of you will take the point of Bartolome de Las Casas. The other will take the side of the plantation owner. We will present these in class and vote on which partner gave the best arguments. *requirements next slide 1) Begin Presentations – Vote on best presentations and GIVE EXAMPLES -Homework: NONE

Debate Rubric ____/2 Main issues are identified and explained
____/3 Debate is written in script form ____/3 Treatment of Native Americans included and complete. ____/3 Presentation of debate is rehearsed (not just reading information ____/2 Presentation of information shows mastery *Audience easily able to tell which person is which *Information is complete and accurate ____/2 On-task the entire time ____/15 TOTAL

October 3 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: Turn & Tell 1) How did the encomienda system affect Native Americans? 2) How did plantation owners feel Native Americans should be treated? 3) How did Bartolome de Las Casas feel Native Americans should be treated? -Present Debates *Vote on which side gave the best arguments – GIVE EXAMPLES -Clicker Quiz – Informal - Encomienda System and Native Americans -Homework: NONE

October 4 -Objective: Each student will analyze primary documents that give insight into the earliest European exploration of the Americas. -Bellwork: Assign groups – have students take colored paper as they come in room *Each group of same color *Should be 4 (possibly 5) to a group -Analyzing Primary and Secondary Documents – 6 Handouts & 6 stations 1) Students will be in groups 2) Answer questions on next slide BEFORE other questions. 3) Complete the questions at each station. – on notebook paper *8 minutes at each station – All individual work until the last minute 4) Discuss and collect at the end -Homework: 1) NONE

Questions on Documents
*Using complete sentences, answer these questions: What do you expect this document to be stating? Explain why? What is the main idea of the document? How were your ideas of what you thought the document to be about (#1) similar and/or different than what was actually written?

Biography – Queen Isabella
Isabella’s religious beliefs were the main motivation for many decisions she made, including her support of Columbus’s voyages of exploration Possible Answers: Isabella’s support of Columbus’s voyages to the Americas because it set in motion events that changed the world. Isabella’s ascension to the throne of Castile Answers will vary.

Biography - Malintzin Malintzin spoke Nahuatl, Maya, and eventually Spanish Malintzin acted as an intermediary between Cortes and the native populations. She also was able to teach Cortes about native customs so that he might be better able, on some level, to conquer them. She warned Cortes of an ambush Answers will vary

Biography - Estevanico
Estevanico’s group first landed in what is now Tampa Bay, FL. Then they were shipwrecked off the coast of Texas. Possible answers: If Estevanico could speak the dialect of a group, they may have trusted him more and would be more likely to help Estevanico and his group. These will vary.

Biography – Henry Hudson
Possible Answer: Hudson traveled farther north than any other explorer and mapped out many unexplored parts of North America. Possible Answer: Hudson was disappointed but probably felt like he was close to the discovery he was seeking and must keep going. Answers will vary

Leif Erikson There were many boats and explorers on the expedition. They explored several different areas of America. The descriptions lack specific information about the landforms and location of the places they explored.

Primary Source – Slave Spirituals
“Home” in the first verse is heaven or death. This might be home to the slaves because they feel they have no home or safe, happy place, on Earth “Coming for to carry me home” “A band of angels coming after me” Tell all my friends I’m coming too “But still my soul feels heavenly bound” Because this song referred to a historical event from the Bible, not to current slavery, enslaved Africans could sing about their desire to be freed and about God’s will for them without referring directly to their own situation. This song has a sad, mournful, emotional tone. Enslaved people might have sung it when they were doing particularly difficult work or when they were suffering from a specific injustice.

Primary Source – Slave Spirituals
Possible answer: Both spirituals might have provided some relief from the harsh work, and both expressed feelings and hopes of slaves. Possible answer: “Go Down, Moses” would have been more threatening because it explicitly discusses the desire for freedom.

October 5 -Objective: Each student will recognize how events in Europe affected settlement of North America. -Bellwork: “If you were there…” – p Answer in bellwork -Grade & discuss 6 documents from yesterday -CNN Student News – if time -Homework: NONE

October 5 -Objective: Each student will recognize how events in Europe affected settlement of North America. -Bellwork: Add Vocab. Terms to Quizlet – next slide -S.W.A.P. p – “Events in Europe” -”Events in Europe” Timeline and Explanation – p – next slide 1) Write down events and dates of events (5 dates and 5 events) 2) Discuss -Homework: NONE

Identification Vocabulary Terms
10)Protestant Reformation Protestants Spanish Armada Northwest Passage Charter Middle Passage African Diaspora

Events in Europe – Timeline & Explanation
1558 *Event *Result 1450 *Event *Result 1517 *Event *Result 1534 *Event *Result 1588 *Event *Result Mexico Wins Independence

October 8 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -”Events in Europe” Timeline and Explanation – p – previous slide 1) Write down events and dates of events (5 dates and 5 events) 2) Discuss -Search for the Northwest Passage – p next slide. -Clicker Quiz - Informal -Homework: Complete Chart on search for NW Passage

Search for the Northwest Passage – p. 54-57
European Exploration Explorers Names & Years Sailed Reason for Voyage Trip Details Did they find a Northwest Passage? English p. 54 1.John Cabot 1497 & ’98 2.Sir Walter Raleig 1584 3.John White 1. 2. 3. France p 6 Dutch p. 54 & 57 1.Henry Hudson1610

Search for the Northwest Passage – p. 54-57
European Exploration Explorers Names & Years Sailed Reason for Voyage Trip Details Did they find a Northwest Passage? English p. 54 1.John Cabot 1497 & ’98 2.Henry Hudson1610 3.Sir Walter Raleig 1584 4.John White 1. 2. 3. 4. France p 6 Dutch p. 54 & 57 2 Spanish 1

October 9 -Objective: Each student will collaborate using Google Docs to establish the routes of European explorers trying to find a NW passage. -Bellwork: -Search for the Northwest Passage – previous slide. *Discuss -Mapping the Explorers and their search for a Northwest Passage. – Use Google Docs - ONLINE *Look at and discuss map p. 56 1) Put students into groups of 4 – 1 student per country 2) Use your computers to find map and key info for each explorer of NW Passage – Rubric next slide 3) Once finished, share and edit each other’s Google Docs. -Homework: Searching for NW Passage and Mapping Explorers

October 12 – Alternative w/ no computers
-Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Search for the Northwest Passage – previous slide. *Discuss -Mapping the Explorers and their search for a Northwest Passage. *Look at and discuss map p. 56 1) Recreate the map on p. 56 2) Use a different color for each explorer (p. 56) to chart the travels of the different explorers. 3) Create a map legend/key with the appropriate color of each explorer’s travels. 4) Label each route with the appropriate name of each explorer. -Homework: Searching for NW Passage and Mapping Explorers

October 10 -Objective: Each student will understand the different explorers who made the journey searching for the NW Passage. -Bellwork: “Search for the Northwest Passage” and Map *Complete in groups -Present Google Docs in Class -Homework: 1) Vocab. Quiz - TOMORROW

October 11 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork: -Clicker Quiz – Explorers of NW Passage *Review & Discuss -Identification Vocabulary Words Quiz – next slides *Be SURE TO INCLUDE 2 EXTRA WORDS -Short Answer Review – skip 3 slides -Homework: NONE

Vocabulary Identification Quiz
1) conquistadors 2) encomienda system 3) plantations 4) astrolabe 5) caravels 6) Line of Demarcation 7) Treaty of Tordesillas 8) circumnavigate 9) Columbian Exchange 10) Protestant Reformation Protestants Spanish Armada Northwest Passage Charter Middle Passage African Diaspora

Vocabulary Identification Quiz
a. official document that gives a person the right to establish a colony. b. Spanish soldier and explorer who led military expeditions c. large farm that specialized in one plant. d. used stars to chart ship location e. ships that used triangular sails f. boundary between Spanish and Portuguese territories. g. Voyage across the Atlantic Ocean that enslaved Africans were forced to endure. h. treaty between Spain and Portugal that moved Line of Demarcation i. system in Spanish America that gave settlers the right to tax local Indians or demand labor. j. transfer of plants, animals, and disease between Americas and Europe. k. Scattering of Africans all across the world. l. religious movement to reform Catholic Church m. reformers who protested against Catholic Church n. large Spanish fleet defeated by England in 1588. o. a nonexistent path through North America that early explorers searched for that would allow ships to sail from the Atlantic to Pacific Ocean p. travel around the world

Short Answer Review Explain how the Columbian Exchange “dramatically changed the world. (HINT: include goods traded to Americas and Europe, explanation of the Columbian Exchange, the negative things traded) Briefly describe the Protestant Reformation. How did it begin? What was the Middle Passage? In whose honor was “America” named? What was the Spanish Armada? What happened between the Spanish Armada and the English? What would finding a Northwest Passage have allowed sailors to do? What is the name of one explorer who searched for it? What was the encomienda system? Why did the Spanish Crown establish it? Which man tried to improve the lives of the Native Americans?

October 12 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork: -“Need for a New Labor Force” – Graphic Organizer – next slide -Cause and Effect of Slave Trade – skip a slide -Short Answer Review – skip 2 slides *Discuss and Work on in class -Homework: Short answer review – by TUESDAY

Need for New Labor Force – p. 58-59
disease and the Native Americans What When Why Significance Where Who

The Slave Trade – p. 59-61 Cause – need for labor
Effect – African Diaspora Significance – some 12 million Africans were shipped across the Atlantic as slaves. Effect Significance

October 15 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork:-Finish “Cause and Effect of Slave Trade” – *previous slide -”Slave Culture in the Americas” – next slide *discuss -Chapter 2 Review – Jeopardy Review -Homework: 1) Short answer review – by TUESDAY 2) Ch. 2 Test - TOMORROW

Slave Culture in the Americas – p. 61
Families Note Religion

October 16 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: Review for Ch. 2 Test -Test – Chapter 2 -Homework: NONE

October 17 -Objective: To understand some of the early successes and failures of Southern Colonies. -Bellwork: Test Corrections -Create Map of English Colonies – Use p. 89 *On white paper -Homework: NONE

Southern Colonies Colony Year Why Founded Successes Failures Jamestown
1. 2. 3. Virginia Maryland Carolinas Georgia

October 18 -Objective: To understand some of the early successes and failures of Southern Colonies. -Bellwork: p. 72 – “If you were there…” -Preview Chapter 3 -Southern Colonies – graphic organizer *S.W.A.P. – One colony at a time 1) Help students create a chart 2) Begin with example of 1st Southern Colony 3) Pass out Map of Colonies – Handout -Homework: Southern Colonies

October 19 -Objective: To understand some of the early successes and failures of Southern Colonies. -Bellwork: -Southern Colonies – graphic organizer *S.W.A.P. – One colony at a time – SAMPLE NEXT SLIDE 1) Help students create a chart 2) Begin with example of 1st Southern Colony 3) Pass out Map of Colonies – Handout -Clicker Quiz - Southern Colonies -Homework: NONE

Sample of Jamestown Colony Year Why Founded Successes Failures
May 14, 1607 A joint-stock company wanted a settlement in the Americas treaty w/ Native Amer. John Smith – colonists worked hard many men lacked skills unprepared disease

Colony Year Why Founded Successes Failures Jamestown May 14, 1607
A joint-stock company wanted a settlement in the Americas treaty w/ Native Amer. John Smith – colonists worked hard many men lacked skills unprepared disease Virginia 1624 The Crown took over. England could not protect. Could grow tobacco there. lots of farms made money from land sale slaves couldn’t protect colony slave rebellions – Bacon’s Rebellion Maryland 1634 Lord Baltimore asked for charter and it served as a refuge for Eng. Cath. wealthy landowners learned lessons from Jamestown Toleration Act religious conflicts growing #s of Protestants Carolinas 1663 new start for people in debt. The king gave land to supporters. outlawed slavery many people lived here hard to govern limited land grants Georgia 1732 Created a charter and shield other colonies from Spanish Florida debtors could make a new start smaller farms – help eliminate slavery no big plantations upset because no slaves.

October 22 -Objective: Each student will produce a “Three-tab Book Foldable” about the economy of the colonies. -Bellwork: -Clicker Quiz – Southern Colonies *Review info about Southern Colonies -Labor in Virginia – Venn Diagram – next slide 1) S.W.A.P. p. 74 – “Labor in Virginia” and “Expansion of Slavery” 2) Fill in Venn Diagram with words and phrases from reading and prior knowledge. Compare and contrast. -Economy of Colonies – Three Tab Books Foldable Graphic Organizer on next slide *Southern Colonies Economies -Homework: NONE

Labor in Virginia – p. 74 Indentured Servants Slave Labor

Economies of the Southern Colonies – p. 77
Southern Colonies Economy Most Important Cash Crops Cash crops required work from: What were slave codes? Example? Depended on? The colonies had:

October 23 -Objective: Each student will produce a “Three-tab Book Foldable” about the economy of the colonies. -Bellwork: -S.W.A.P. p 77 “Economies of the Southern Colonies -Economy of Colonies – Three Tab Books Foldable Graphic Organizer on next slide *Southern Colonies Economies -Southern Colonies – Clicker Quiz -Begin New England Colonies – next slide *Chart -Homework: NONE

New England Colonies Colony Year Why Founded Successes Failures
Plymouth p Massachusetts Bay bottom p. 80

October 24 -Objective: Each student will create a chart that details the key information about the New England colonies. -Bellwork:-Discuss 4 New England Colonies on map. 1) Connecticut 2) Massachusetts 3) New Hampshire 4) Rhode Island -New England Colonies – previous slide *Chart on Computer -New England Colonies – next slide *S.W.A.P. & complete info in notes -Homework: New England Colonies Info - TOMORROW

S.W.A.P. – New England Colonies
The New England Colonies Pilgrims Puritans Describe these people and tell where they moved. p. 78 p. 80 Relationships with Native Americans p. 79 Work and Livlihood Treatment of Women Politics and Religion p Education in the Colonies *This is for both Pilgrims and Puritans. p. 84

October 25 -Objective: Each student will produce a “Three-tab Book Foldable” about the economy of the colonies. -Bellwork: Discuss New England Colonies *Finish chart “Pilgrims & Puritans” – previous slide -New England Economy – 2nd Part of Foldable – next slide -Clicker Quiz – New England Colonies -Homework: NONE

Economies of the New England Colonies – p. 83
New England Colonies Economy (2 Key Detail Merchants Fishing Shipbuilding Craftspeople What was geography like? Who worked land?

October 29 -Objective: To understand some of the early successes and failures of New England Colonies. -Bellwork: -Clicker Quiz –New England Colonies (15 min.) -Vocabulary Words and Studying (15 min) *Quizlet 1) Anne Hutchinson 2) John Winthrop 3) Pilgrims 4) Puritans 5) immigrants 6) Mayflower Compact 7) Squanto 8) Peter Stuyvesant 9) Quakers 10) William Penn 11) staple crops -Begin Video: “Desperate Crossing – The Untold Story of the Mayflower” (15 min) -Homework: 1) Vocabulary Quiz - WEDNESDAY

October 30 -Objective: To understand some of the early successes and failures of New England Colonies. -Bellwork: -NONE -Video: “Desperate Crossing – Untold Story of Mayflower” -Homework: 1) Vocabulary Quiz - TOMORROW

October 31 -Objective: To understand some of the early successes and failures of New England Colonies. -Bellwork: -CNN Student News – Hurricane Sandy -Video: “Desperate Crossing – Untold Story of Mayflower” -Homework: 1) Vocabulary Quiz - TOMORROW

November 1 -Objective: To understand some of the early successes and failures of the Middle Colonies. -Bellwork: Vocabulary – Quizlet 1) Anne Hutchinson 2) John Winthrop 3) Pilgrims 4) Puritans 5) immigrants 6) Mayflower Compact 7) Squanto 8) Peter Stuyvesant 9) Quakers 10) William Penn 11) staple crops -Discuss Middle Colonies – Look at Map in Notes -Middle Colonies – skip slides -Homework: 1) Vocab. Quiz - TOMORROW

Chapter 3 – Vocabulary Terms
_____1. Anne Hutchinson _____2. John Winthrop _____3. Pilgrims _____4. Puritans _____5. immigrants _____6. Mayflower Compact _____7. Squanto _____8. Peter Stuyvesant _____9. Quakers _____10. William Penn _____11. staple crops

Chapter 3 – Vocabulary Terms
A. Director General of the Dutch New Netherland colony who was forced to surrender New Netherlands to the English. B. Protestants who wanted to reform the Anglican Church or the Church of England C. Protestant sect known as the Society of Friends who were founded in the 1640s in England and whose members believed salvation was available to all people. D. Leader of the Massachusetts Bay Colony who led Puritan colonists to establish an ideal Christian community. He later became the 1st governor of the colony. E. a crop that is continually in demand F. Separatist group that left England in early 1600s to escape persecution. G. Quaker leader who founded a colony in Pennsylvania providing an important example of representative self-government and a model of freedom and tolerance. H. a document written in 1620 by the Pilgrims establishing themselves as a political society and setting guidelines for self-government I. Puritan leader who angered other Puritans by claiming that people’s relationship to God did not need guidance from ministers. This person was later banished from the Massachusetts Bay Colony. J. Patuxet Indian who taught the Pilgrims native farming methods and helped them establish relations with the Wampanoag. K. a person who moves to another country after leaving his or her homeland.

Middle Colonies Colony Year Why Founded Successes Failures
New Netherlands & New Amsterdam (renamed New York and New York City) p New Jersey p. 86 Pennsylvania & Delaware

November 2 -Objective: To understand some of the early successes and failures of the Middle Colonies. -Bellwork: Ch. 3 Vocab. Quiz – previous slides Discuss Middle Colonies – Table Notes -Economies of the Middle Colonies – Foldable – next slide -Clicker Quiz – Middle Colonies -Homework: NONE

November 5 -Objective: To understand some of the early successes and failures of the Middle Colonies. -Bellwork: -Discuss Middle Colonies – Table Notes -Economies of the Middle Colonies – Foldable – next slide -Clicker Quiz – Middle Colonies -Homework: NONE

Economies of the Middle Colonies – p. 87
Middle Colonies Economy Most Important Staple Crops Indentured servants or slaves What else was important to the economy? Example? What was the role of women? Examples? Combined characteristics of: Farmers grew large amounts of:

November 6 -Objective: To persuade other Europeans to settle in your colony. -Bellwork: -From memory – list 2 key details from each colony. -Colonial Poster Projects – next slides 10 Colonies – groups of 2 -Homework: NONE

Colonial Poster Project
You are going to create a poster in which you are going to try to convince people to come and settle in your colony. It is essential that you provide accurate and detailed information that is persuasive, colorful, and creative as there are many trying to get people to move to their colony. Rubric on Next Slide

Colonial Poster Project - Rubric
_____/2 Student is on-task at all times _____/3 Economy of the colony is complete _____/2 Religion of the colony is included _____/3 At least 3 hand-drawn color pictures _____/5 Map included of your colonies location _____/2 Information is easy to read _____/6 Successes and failures are included _____/2 Year and why the colony was founded is included _____/25 TOTAL

November 7 -Objective: To persuade other Europeans to settle in your colony. -Bellwork: Discuss Election -Finish Colonial Poster Project Video 1) Presidential Acceptance Speech 2) Concession Speech -Homework: Poster must be ready to present TOMORROW!

November 8 -Objective: To persuade other Europeans to settle in your colony. -Bellwork: Finish Posters 1) When finished, write 4 multiple choice questions (at least 4 answer choices) for each question. a. Be neat – your classmates will be answering these questions. b. You should have at least 1 question from each section. c. You will have two documents. -One will be the one your classmates see and answer. -The other will be a key. -Colonial Poster Gallery Walk *Students should answer questions from posters. *Vote on best and most persuasive poster at the end. -Homework: 1) Colonies Multiple Choice Questions – 4 written and answered

November 9 -Objective: To persuade other Europeans to settle in your colony. -Bellwork: -Colonial Poster Gallery Walk *Students should answer questions from posters. *Vote on best and most persuasive poster at the end. -CNN Student News – Veteran’s Day -Homework: NONE

November 12 -Objective: Each student will recognize how colonial governments were influenced by political change in England. -Bellwork: -Grade English Colonies Poster Quiz -Chapter 3 Part 2 Vocabulary Notecards - Quizlet 12) English Bill of Rights 13) triangular trade 14) Great Awakening 15) Jonathan Edwards 16) Enlightenment 17) Pontiac Notes – Colonial Governments – next slide English Bill of Rights – skip a slide Notes - English Trade Laws – skip two slides -Homework: NONE

Sect. 4 Notes – Life in the English Colonies
Colonial Governments A. Gov’t in Americas established by British royal charter. 1. British king had ultimate authority over colonies. 2. Privy council – royal council who set English colonial policies B. Colonial Governors and Legislatures 1. Governors appointed by British king ruled colonies. 2. Virginia’s assembly 1619 – 1st colonial legislature in North America. Two houses: a. 1st House – Council of State – chosen by governor’s advisory council and London Company b. 2nd House – House of Burgesses – members chosen by colonists 3. Middle Colonies – town meetings; Southern Colonies – county

English Bill of Rights – p. 91
1. Why did Parliament have to pass this? 3. What did this do? 2. Who passed this and who did they replace?

Sect. 4 Notes – English Trade Laws
A. England founded American colonies = gain money from trade. B. Mercantilism -creating & maintaining wealth through controlled trade. C. Navigation Acts – to enforce mercantilism 1. Navigation Act of 1660 a. forbade colonists from trading w/ any country other than England. b. must use English ships only 2. Trade restrictions continued but colonists just kept trading with other countries to make money.

November 13 -Objective: Each student will learn why English trade laws limited free trade in the colonies. -Bellwork:-Grade – Completion – Vocab. Notecards -Geography of the Colonies W.S. *Do not do #4 on the first section Finish Notes - English Bill of Rights & Trade Laws – previous slides -Triangular Trade – slide #50 1) Interactive Computer Triangular Trade – “Map of Triangular Trade” 2) Draw in things traded and lines according to map -Homework: 1) NONE

Triangular Trade – map p. 92
North America Europe Africa South America

November 14 -Objective: To understand how the Great Awakening and Enlightenment led to the start of the French and Indian War. -Bellwork: Answer these questions in your bellwork: 1) Using page 92, what was triangular trade? 2) What 4 places were involved with the trading? Great Awakening & Enlightenment – graphic organizer Compare and Contrast -Primary Document - ”The Sermon by Jonathan Edwards, “Sinners in the Hands of an Angry God” *Answer questions #1-3 -Homework: Primary Document #1-3

Great Awakening vs. Enlightenment
What? Who? Who did it draw? What ideas did it promote? Other? What? Who? What were ideas of John Locke? Write at least 3 sentences explaining how the Enlightenment was similar and different to the Great Awakening?

November 15 -Objective: To understand how the British defeat of the French in the mid-1700s did not mean the end of the struggle -Bellwork: Review 1) Triangular Trade 2) Enlightenment v. Great Awakening - Handouts -S.W.A.P. p. 95 “French & Indian War” *Describe the main events of King Philip’s War in 4 sentences or less and using page 95 and these terms: *King Philip’s War *Wampanoag *Metacomet *killing *1676. -Native American Allies – chart – next slide -Homework: NONE

Native American Allies – p. 95
Native Americans French English Wanted what? Allies? Who did Native Americans trust more? Why?

FRENCH AND INDIAN WAR - NOTES
Answer this question as you take notes: “How did the rivalry of Britain and France lead to war in North America?” War Erupts A. Fight for Power in the Ohio River Valley – p. 96 1. British – 2. French – B. Native American Involvement French respected Natives by: a. Trading b. Leaving Native land untouched 2. British Cleared Native land for: Farming Settling land

Answer this question as you take notes: “How did lack of unity and mistakes lead to British defeats early in the war?” C. George Washington A bold young leader 2. Took 150 men into the Ohio River Valley 3. Built Fort Necessity – Small temporary fort for protection from French and Indians 4. Washington came under attack by the British. His lost in started the French and Indian War

FRENCH AND INDIAN WAR - NOTES
D. Turning Point of the War – British general James Wolfe … gaining the advantage in the __________. – Britain and France ended the war when they signed ___ ____________ ___ ___________. 3. Terms of the Treaty a. Britain received: 1. 2. 3. From Spain, they received, 4. Changed the balance of power by …

November 16 -Objective: To understand how the British defeat of the French in the mid-1700s did not mean the end of the struggle -Bellwork: French and Indian War – Notes Answer this question with your shoulder partner: 1) What did British want from Ohio River Valley? 2) What did French want from Ohio River Valley? French and Indian War – Notes Pontiac’s Rebellion – graphic organizer CNN Student News – if time -Homework: NONE

Pontiac’s Rebellion – May 1763 – p. 97
1. Who? 3. When 4. Where 5. Proclamation of 1763? 2. What happened?

November 19 -Objective: To understand how the British defeat of the French in the mid-1700s did not mean the end of the struggle -Bellwork: NONE -Video: “America: The Story of Us” – Episode “Rebels” *Complete handout – “Rebels” -Homework: NONE

November 20 -Objective: To understand how the British defeat of the French in the mid-1700s did not mean the end of the struggle -Bellwork: -Finish “America: The Story of Us” – Rebels *Discuss Handout and Collect If you were there… - p. 98 *Discuss -Notes – Section 5 – Conflict in the Colonies – next slides -Road to Revolution Timeline W.S. – Need Date and brief explanation of how it led to rebellion and revolution. French & Indian War 2) Treaty of Paris 3) Committees of Correspondence -Homework: NONE

November 26 -Objective: To understand how that the British effort to raise taxes on the colonists sparked protests. -Bellwork: -Finish Notes – Section 5 – Conflict in the Colonies – next slides *Review and Discuss -Clicker Quiz – Conflict in the Colonies -Road to Revolution Timeline: 4) Sugar Act 5) Stamp Act 6) Stamp Act Congress 7)Townshend Acts -Vocabulary Quizlet – p. 90 18) Stamp Act of ) Boston Massacre 20) Boston Tea Party 21) Intolerable Acts -Homework: 1) Matching Vocabulary Quiz - WEDNESDAY

TURMOIL OVER TAXATION I. Sugar Act of 1764
***The French and Indian War plunges England deep into debt I. Sugar Act of 1764 1. Tax on molasses, requested by Greenville and approved by parliament 2. Molasses was a valuable item in the triangular trade 3. Replaced a previous high tax driving merchants out of business

TURMOIL OVER TAXATION II. Stamp Act of 1765 A. Stamp Act
1. Taxes placed on legal documents: wills, diplomas, marriage papers, newspapers, almanacs, playing cards, and dice All items must have a stamp showing the tax had been paid

“No Taxation without Representation”
TURMOIL OVER TAXATION B. Protesting the Stamp Act 1. Stone public officials 2. Tarred and feathered tax agents 3. Riots break out in big cities destroying the home of tax officials “No Taxation without Representation” Taxes could not be raised in colonies that are not represented in Parliament

TURMOIL OVER TAXATION C. Uniting in Peaceful Protest
1.Stamp Act begins to unite colonies 2. Stamp Act Congress 1765 a. Delegations from 9 of 13 Colonies meets in New York b. Congress signs a Petition c. ignored by Parliament 3. Colonies begin to boycott British goods -Parliament Repeal the Stamp Act

TURMOIL OVER TAXATION D. The Townshend Acts
1. Taxed goods: glass, paper, paint, lead, and tea 2. Colonists continue to oppose taxes from British Parliament 3. Writ of Assistance – documents allowing the British officers to search ship’s cargo without giving a reason

Matching Vocab. Quiz Pilgrims Puritans Intolerable Acts Quakers
John Winthrop Pontiac staple crops cash crops Boston Massacre Stamp Act Boston Tea Party

Matching Vocab. Quiz These were actually named the Coercive Acts by the British. The acts had 5 effects on the colonists. A crop that is continually needed. An incident in which British soldiers fired into a crowd of colonists, killing 5 people. This was a protest against one particular act in which a group of colonists boarded British tea ships and dumped some 340 chests of tea into harbor. Protestant sect also known as the Society of Friends whose members believed that salvation was available to all people. Leader of the Massachusetts Bay Colony who led Puritan colonists to Massachusetts to establish an ideal Christian community. Immigrant Separatist group that left England to escape persecution. Ottawa chief who united the Great Lakes’ Indians to try and halt the advance of European settlements. He incited a rebellion named after himself. a crop continuously in demand; a crop not necessarily needed. This act required colonists to pay for an official stamp, or seal, when they bought paper items. This immigrant group wanted to purify or reform the Anglican Church.

November 27 -Objective: To understand how the Boston Massacre caused colonial resentment toward Great Britain. -Bellwork: -Vocabulary Notecards – p. 98 18) Stamp Act of ) Boston Massacre 20) Boston Tea Party 21) Intolerable Acts -Notes – Section 5 – Conflict in the Colonies -S.W.A.P. the Primary Source on p. 101 in green, and answer these questions: 1) Do you think the author of this article supported or opposed the British government’s actions? 2) What words or phrases indicate the author’s point of view? -Road to Revolution Timeline: 8) Boston Massacre 9) Boston Tea Party 10) Intolerable Acts -Act it Out – Boston Massacre -Homework: 1) Vocab Quiz TOMORROW

TURMOIL OVER TAXATION III. Boston Massacre
A. British soldiers sent to calm protests in port cities B. Quartering Act 1. British soldiers could stay in colonial homes 2. Colonists would have to share food/home C. Boston Residents 1. Felt Britain was bullying them 2. Began insulting and beating British soldiers on street.

TURMOIL OVER TAXATION D. A Bloody Night
1. March 5, 1770, a crowd forms at the customs house. 2. Crowd begins to throw snowballs, oysters, and ice at the soldiers. 3. Soldiers panic and fire into crowd a. 5 Boston residents die b. Referred to as the Boston Massacre 4. Protests continue through Committee of Correspondence founded by Samuel Adams – 1764.

November 28 -Objective: To understand how the Boston Tea Party led to the Intolerable Acts -Bellwork: Boston Tea Party – graphic organizer -Notes - Intolerable Acts -Ch. 4 Vocabulary Quiz -Homework: Test FRIDAY

Boston Tea Party – p. 102 Boston Tea Party
How many ships sailed into the harbor? Who demanded that the ships leave? What happened the night of Dec. 16, 1773? What was the Tea Act of 1773? Did the Tea Act benefit or hurt the colonists? Why?:

The Boston Tea Party & Intolerable Acts
IV. Boston Tea Party A. Townshend Acts repealed but tax on tea kept. B. Colonists boycott tea -Britain knows colonists are smuggling tea. C. British East India Company 1. offered Parliament to sell tea to colonists at cheaper rate hoping to end smuggling of tea. 2. Tea Act of 1773 allows tea sold to colonists D. Boston Tea Party 1. Colonists dressed as Indians sneak onto 3-ships filled with tea and dumped 340 tea chests into sea. 2. Great Britain is furious.

The Boston Tea Party & Intolerable Acts
V. Intolerable Acts – p A. Parliament decides to punish Boston B. Spring 1774 Coercive Acts or Intolerable Acts C. Effects 1. 2. 3. 4. 5. 6.

November 29 -Objective: To understand how the Boston Tea Party led to the Intolerable Acts -Bellwork: -Short Answer Review – minutes -Clicker Quiz – Jeopardy Review for Test (Study for Test) *Things to review -vocabulary -Great Awaken. v. Enlighten. -colonies map -Why Puritans succeeded -triangular trade in Mass. Bay Colony -Test Chapter 3 TOMORROW -Homework: Chapter 3 Test TOMORROW

Short Answers Describe what is meant by the term “triangular trade.”
How was the Great Awakening similar and/or different to the Enlightenment? What made the Pilgrims decide to immigrate to America? Use these terms as you explain the conflicts in the colonies: Stamp Act, Boston Massacre, and Boston Tea Party

November 30 -Objective: To understand how the Boston Tea Party led to the Intolerable Acts -Bellwork: Study for Test *Things to review -vocabulary -Great Awaken. v. Enlighten. -colonies map -Why Puritans succeeded -triangular trade in Mass. Bay Colony -Test Chapter 3 -Homework: NONE

December 3 -Objective: To understand that the rights and requests demanded by the First Continental Congress were not listened to by King George. -Bellwork: Finish Chapter 3 Tests -Finish Primary Documents – Chapter 3 – next slides *Handout Info to Groups (6 per group) – Each person works individually. 1) Samuel Adams 2) Crispus Attucks 3) Patrick Henry 4) Pocahantas 5) American Colonial Poetry 6) Journal of Sarah Kemble Knight -Homework: Finish Primary Documents

December 4 -Objective: To understand that the rights and requests demanded by the First Continental Congress were not listened to by King George. -Bellwork: Go over Tests & Grade and Discuss Primary Documents -No Passing Notes in Class – Read Note OUTLOUD -S.W.A.P. p “If you were there…” - Answer in your bellwork. *Discuss in class -Requests of the First Continental Congress – next slide -Notes – “Shot Heard ‘round the World” -Homework: NONE

Biography-Samuel Adams
Samuel Adams demonstrated patriotism in his efforts to unite the colonists in ideas and actions. By bringing the colonists together to fight for a united country free of British rule, he demonstrated a great deal of patriotism for his country. The Committees of Correspondence as well as the Boston Tea Party are two major examples of Adam’s patriotism. One major way people share ideas is through the internet. This is a lot like a modern version of the Committees. People from all over the world can read about ideas and events online. They can even become members of certain groups and exchange ideas via bulletin-board posts and . Answers will vary

Biography-Crispus Attucks
Possible Answer: Attucks had taken a stand against the British on behalf of all the colonists. He had risked his life for freedom. Possible Answer: Although Attucks was the first one killed, he was not the first victim of the Revolution. All the colonists oppressed by British rule were victims. Answers will vary.

Biography-Patrick Henry
Henry felt that it was wrong to tax the colonists who had no representation. He also thought that the colonists could defend their own land and didn’t need to be taxed to pay for the protection of the English government. Possible response: I think Henry’s speeches were his greatest accomplishment. He was able to persuade many colonists to the cause for freedom. Answers will vary.

Biography-Pocahantas
Pocahantas helped make peace by befriending th settlers. She also married a colonist. Her bravery in begging for John Smith’s life made her well-received in English society. Possible response: No, I would not have helped the colonists because I would have been afraid. I think I would have been scared to talk to people whose language I didn’t understand. Answers will vary.

Primary Source – Journal of Sarah Knight
Answers will vary. She would need to figure how many miles a day she could cover. She would need to make a travel budget to pay for food, lodging, and a guide. She would want to dress well to protect herself from the weather. Answers will vary. You may mention her education and her ability to ride a horse, her ability to endure the hardships of the road, her courage in making such a long, dangerous journey, and her adaptability to whatever the circumstances required. People could not travel faster than horses could go. They had to stop to rest themselves and the horses because the conditions were difficult. The roads were not very good. Sometimes they had to stop because of bad weather.

Literature – Colonial Poetry
She says that her love for her husband is more valuable than mines of gold and all the riches of the East. Rivers cannot “quench” her love. Possible answer: Even though the students will be studying the highest levels of science and how the planets move, they should remember what Jesus did for them. She says that Jesus gave his life, though he did not have to do so, so that humans would have the chance to be with him in the highest levels of heaven.

First Continental Congress – p. 112 Complete the sentences below.
Rights demanded by First Continental Congress 1. Encouraged colonists to continue… 2. Meanwhile, they drafted the… 3. The First Continental Congress did not seek a … 4. It’s goal was to…

The Revolution Begins First Continental Congress A. October 1774
1. colonial leaders discuss issues w/ Great Britain. 2. wanted King George to correct problems II. Shot Heard Round the World A. Congress planned to meet again in 1775. B. Ride of Paul Revere – Son of Liberty spy 1. Robert Newman would shine one light if British advanced by land. Shine two lights if they rowed across the river. 2. Two lights shone and Revere and William Dawes got the minutemen ready.

The Revolution Begins C. Battles at Lexington and Concord 1. Lexington
a. April 19, 1775 – 70 minutemen v. Britain b. Though ordered not to shoot, a shot rung out. *”shot heard ‘round the world.” c. 8 minutemen were killed and 10 wounded 2. Concord a. British troops to Concord to confiscate weapons. b. The Redcoats were easy targets, and they were forced back to Boston.

December 5 -Objective: To understand the different manners and methods that First Continental Congress and Second Continental Congress requested for changes to be made. -Bellwork:-Notes – “Shot Heard ‘round the World” – previous slides -Road to Revolution Timeline: 11) First Continental Congress 12)Thomas Gage & Stockpile of weapons 13) Battle of Lexington and Concord 14) Second Continental Congress -Requests of the Second Continental Congress comparison – next slide -Vocabulary – CHAPTER 4 Section 1 – Quizlet 1) First Continental Congress 2) Patriots 3) minutemen 4) Redcoats 5) Second Continental Congress 6) Continental Army 7) George Washington 8) Battle of Bunker Hill -Homework: Finish Vocab. Ch. 4 Section 1 - Quizlet

Second Continental Congress – p. 114 Complete the sentences below.
Rights demanded by First Continental Congress Rights demanded by Second Continental Congress 1. Encouraged colonists to continue… 1. Although Congress did not openly revolt… 2. Meanwhile, they drafted the… 2. They sent word to colonial authorities… 3. The First Continental Congress did not seek a … 3. They also authorized the Massachusetts… 4. It’s goal was to… 4. As Washington prepared for war… 5. On July 5, 1775, the delegates signed…

December 6 -Objective: To understand the different manners and methods that First Continental Congress and Second Continental Congress requested for changes to be made. -Bellwork: -Notes – “Shot Heard ‘round the World” – previous slides -In story form, I want you to write these events which include the First Continental Congress, the “shot heard ‘round’ the world,” and the battles of Lexington and Concord. -Requests of the Second Continental Congress comparison – previous slide -Continental Congress Newspaper – skip a slide -Homework: NONE

Colonial Newspaper – Front Page
You will be divided into groups of 3. You will be assigned to design either the front page of a colonial newspaper that focuses on actions taken by the First Continental Congress or the front page of a newspaper that focuses on actions taken by the Second Continental Congress. Steps: 1) Each one of you will write one headline and at least the first paragraph (5-6 sentences) of the article. Focus on the causes and effects. 2) When you finish with your headline and paragraph, you will design your front page so that the article that your group feels is the most important is at the top and the least important is at the bottom. 3) Your group will share the newspaper with the class. After your presentation you will then share why you placed your articles in the order you did.

December 7 -Objective: To understand the different manners and methods that First Continental Congress and Second Continental Congress requested for changes to be made. -Bellwork: Discuss with group your ideas for the First or Second Continental Congress News Stories. -Continental Congress Newspaper – next two slides *Be ready to present -Homework: NONE

Colonial Newspaper – Front Page
Rubric (per group member): _____/1 Appropriate and creative title _____/3 At least 5 sentences of story are included _____/2 Article information is precise and factual _____/3 At least one hand-drawn and colored picture included (at least 3 pictures on front page _____/1 On task at all times _____/10 TOTAL Group Rubric _____/1 Front page is well-organized _____/2 Presentation shows understanding of topic _____/2 Articles are in order from most important to least and an explanation is given for each article. _____/5 TOTAL _____/15 TOTAL

December 10 -Objective: To understand why the colonists chose war over peace. -Bellwork: -Finish newspaper presentations -Find and discuss at least 3 similarities and/or differences between the First Continental Congress and the Second Continental Congress -Peace or War? *With your shoulder partner, 1) Prepare a list of grievances (at least 5) that you have with King George III. – Grievances need to be facts from books or notes. 2) At the end of your list of grievances, explain if you choose war or peace and how you want to go about doing that. (Remember, the British are the world’s most powerful military at the time) *Present to the Class -Homework: NONE

December 11 -Objective: To understand the early battles of the American Revolution. -Bellwork: -Complete “Peace or War” – List of Grievances -Early Battles – next slide -Early Battles around Boston – Map Activity W.S. -Homework: 1) Early Battle around Boston W.S. complete

Early Battles of the Revolution
Date Key Leaders (if any) What happened Key Details Significance Fort Ticonderoga Bunker Hill Dorchester Heights

December 12 -Objective: To understand the difference and importance of the Loyalists and the Patriots. -Bellwork: -Discuss Battle Around Boston Worksheet *Grade -Write two adjectives or descriptive phrases that describe the term, person, or event. – next slide -S.W.A.P. – p under the heading “Choosing Sides” *Loyalists vs. Patriots – Define each group and give at least 3 key details - skip a slide -p. 113 will help w/ info about Patriots -Revolution and the Road Timeline – (do on back of Road to Revolution Timeline) 15) Fort Ticonderoga 16) Battle of Bunker Hill 17) Thomas Paine’s Common Sense 18) Dorchester Heights 19) Declaration of Independence -Homework: Timeline completed

Describing Key Terms, People, & Events
Battle of Bunker Hill George Washington minutemen Redcoats First Continental Congress Second Continental Congress Fort Ticonderoga Dorchester Heights

Loyalists vs. Patriots Loyalists Patriots Definition -
Definition (p. 113,120) - Three Key Details 1. 2. 3. Three Key Details 1. 2. 3.

December 13 -Objective: To understand the role Thomas Paine played in stirring up the colonists to fight against the British. -Bellwork: - S.W.A.P. “If you were there…” on page 118 and write your response *Discuss -Notes – Paine’s Common Sense and Independence is Declared -Thomas Paine – “The Crisis No. 1” Worksheet – Read document in class *Answer question on worksheet -Revolution and the Road Timeline – (do on back of Road to Revolution Timeline) 18) Paine’s “Common Sense” 19) Declaration of Independence -Homework: Timeline completed

Notes - Paine’s “Common Sense”
A. “Common Sense” – 47 page pamphlet written by Thomas Paine that argued against British rule in the Americas 1. written anonymously 2. Key points of the pamphlet a. changed how colonists viewed the King b. talked about economic freedom & right to military defense c. cried out against tyranny – gov’t abuse of power.

Notes – Independence is Declared
II. Independence is Declared A. A New Philosophy of Gov’t 1. Declaration of Independence = announced the colonies’ break from Great Britain 2. Three Main Ideas – written by Thomas Jefferson a. all people possess unalienable rights such as life, liberty, and the pursuit of happiness b. King George had violated the colonists’ rights by making unfair laws and interfering with the colonists gov’t. c. the colonies had the right to break from Britain. 3. July 4, 1776, the 2nd Cont. Congress approves D.O.I. – U.S. was born.

The Crisis No. 1 – Answer Choices
a. Tyranny is easily conquered b. These are the times that try men’s souls c. Victory will be easy because of the Declaration of Independence d. Freedom is worth fighting for. a. He uses emotion b. He uses researched information c. He uses other sources of information d. He uses sound reason with low enthusiasm. 3. Write a letter – at least 3-4 sentences.

December 14 -Objective: To understand that the D.O.I. while a great document excluded some important people. -Bellwork: -Answer these 2 questions in at least 2 sentences each: 1) How did Thomas Paine influence independence in America? 2) How did Thomas Jefferson influence independence in America? -Grade Thomas Paine & Road to Revolution Timeline -S.W.A.P. p under the headings “Women” and “African and Native Americans” -complete the information on the next slide. -CNN Student News – if time -Homework: NONE

Unfinished Business – Women & Minority Groups
Detail #1 Detail #2 African Americans Native Americans Unfinished Business – How did the D.O.I. not address these people’s rights?

December 17 -Objective: To understand that the D.O.I. while a great document excluded some important people. -Bellwork: Finished “Unfinished Business” graphic organizer – previous slide -Writing for a Newspaper – 2nd Section of Newspaper *Show an example EDITORIAL. *Choose one of these topics to write an EDITORIAL about: 1) women 2) African Americans 3) Native Americans *Use columns to write your editorial. – Should be 4 to 5 sentences. *Include your editorials along with a political cartoon in newspaper form to show your frustration with your situation. -Show an example of a political cartoon – p. 101 -Homework: NONE

December 18 -Objective: To understand that the D.O.I. while a great document excluded some important people. -Bellwork: Finish Newspaper -Read through the Declaration of Independence – p *Read in Class *Discuss -Notes – Declaration of Independence and three/four parts of the D.O.I. -Three Parts of the D.O.I. – Use actual quotes from the D.O.I. to show how the D.O.I. addresses these parts 1) Natural Rights 2) British Wrongs 3)Independence -Short Answers for Test – skip a slide *Students must copy down if they want to prepare for test - FRIDAY -Homework: Ch. 4 Part 1 Test FRIDAY

December 19 -Objective: To understand that the D.O.I. while a great document excluded some important people. -Bellwork: Review Vocab. – Quizlet -Review for Chap. 4 Part 1 Test - FRIDAY -Short Answers for Test – skip a slide *Students must copy down if they want to prepare for test - FRIDAY -Homework: Ch. 4 Part 1 Test TOMORROW

Notes - Declaration of Independence
Preamble Introduction to an official document Natural Rights Rights that belong to all people from birth British Wrongs Ways in which the British Parliament and King have wronged Colonial Americans Independence Declare Independence from Britain and outline the Rights you have as United States Citizens

Short Answers 1) Which 3 groups of people were excluded from the Declaration of Independence? 2) Who is famous for saying “I regret that I have but one life to lose for my country? 3) Using 4 sentences answer this question: Which part of the Declaration of Independence is most important? Use examples and/or quotes to tell why you think that? 4) Using at least 4 sentences, list and explain and/or give an example of the four parts of the Declaration of Independence.

December 21 - Final -Objective: To understand that the three parts of the Declaration of Independence. -Bellwork: -Three Parts of the D.O.I. – Use actual quotes from the D.O.I. to show how the D.O.I. addresses these parts 1) Natural Rights 2) British Wrongs 3)Independence -Study for Ch. 4 Part 1 & Declaration of Independence Test -Ch. 4 Part 1 & Declaration of Independence Test -4 Corners Game – w/ Christmas Music -Homework: Have a Merry Christmas & Happy New Year!

January 4 -Objective: To understand that the three parts of the Declaration of Independence. -Bellwork: -Discuss Test Answer these questions in your bellwork: 1) What are the three parts of the Dec. of Independence? 2) Name the three things that Thomas Jefferson argued in the Declaration of Independence. -Three Parts of the D.O.I. – Use at least 3 actual quotes for each one of these from the D.O.I. to show how the D.O.I. addresses these parts 1) Natural Rights 2) British Wrongs 3)Independence *Discuss the quotes and the choices and what the phrases mean. -Writing Your Own Declaration of Independence – Explain assignment *next slide -Homework: NONE

Creating Your Own Declaration of Independence
Preamble 2 Sentence Introduction Natural Rights Minimum of 3 Natural Rights in 6 Sentences British Wrongs Minimum of 5 British Wrongs with 6 Sentences Independence Declare Independence, How will you gain Independence, and What will you do with Independence in 6 sentences

November 10, 2010 -Objective: To understand that the Declaration of Independence is still applicable today. -Bellwork: 1) S.W.A.P. p. 122 2) Answer these questions in your bellwork: a. In only two sentences, summarize the first two paragraphs. b. Choose and write a sentence from those paragraphs which you believe is the most important and explain why you think that? -Writing Your Own Declaration of Independence – Finish – next slide 1) British Wrongs 2) Independence -Homework: NONE

Creating Your Own Declaration of Independence
Preamble 2 Sentence Introduction Natural Rights Minimum of 3 Natural Rights in 6 Sentences British Wrongs Minimum of 5 British Wrongs with 6 Sentences Independence Declare Independence, How will you gain Independence, and What will you do with Independence in 6 sentences

November 11, 2010 -Objective: To understand that the Declaration of Independence is still applicable today. -Bellwork: Write 3 sentences comparing how Thomas Jefferson’s Declaration of Independence is different than yours. -Read Independence Statements *Vote on best ones -Quiz – *placing phrases from the D.O.I. under their proper heading. -Homework: NONE

November 12, 2010 -Objective: To understand how our Declaration of Independence may change the world. -Bellwork: Pass out copies of all documents to shoulder partners. -Create a Declaration of Independence using all the information at your disposal *Hang the best D.O.I. in middle *Hang posters around it. -CNN Student News – if time -Homework: NONE

November 15, 2010 -Objective: To understand some of the major battles of the American Revolution. -Bellwork: Answer these questions: 1) What are the four parts of the D.O.I.? 2) What is the most important part of the D.O.I. and write at least 2 examples. -S.W.A.P. p & answer these 1) Why did the Continental Army begin allowing free African Americans to serve? 2) In what ways did women help the Patriot cause? 3) In your opinion, should wealthy Patriots have been allowed to pay substitutes to fight in their place? -Cluster Web – important places of battle – p 1) Canada 2) New York 3) New Jersey ) Saratoga -Homework: NONE

November 16, 2010 -Objective: To understand some of the key people and countries involved in the American success in the American Revolution -Bellwork: Finish Cluster Web – important places of battles 1) Canada 2) New York 3) New Jersey ) Saratoga *Discuss the significance of each of these in class. -Two Remarkable Europeans – next slide -France and Spain Join the War Effort – skip a slide -Homework: NONE

Two Remarkable Europeans – p. 131
Who was he? Name two things he brought. What were 3 things he did as commander. Marquis de Lafayette Baron Friedrich von Steuben Who was he? Name two things he did. What did a historian call von Steuben’s feat?

France and Spain – p. 131 France Spain
1. Who went to France from the U.S. and why? 2. Why did France join the Patriot side? 3. Name 3 ways that French helped the Patriots in the war effort. 1. Why did Spain join the Patriot side? 2. Who was Galvez and name 2 ways that he contributed.

November 17, 2010 -Objective: To understand how the courage of the Continental Army in helped the Patriots in the war effort. -Bellwork: -France and Spain Join the War Effort – previous slide -Valley Forge – graphic organizer – next slide -SKIT – Soldiers retelling their experience at Valley Forge *Groups of 3. *Write a script that includes: 1)hardships faced over winter 2) how they viewed the hardships 3) why they remained at Valley Forge 4) their opinions of General Washington 5) how circumstances have changed now in the spring. *Each member must participate in preparing and performing -Group Notes – War at Sea and in the West – skip a slide *S.W.A.P. each section, discuss, and write most important parts. -Homework: NONE

Winter at Valley Forge – p. 132
3. Summarize George Washington’s quote. 4. What was the situation of the men? 5. How many died? What did survivors do? 1. Why was entry of France & Spain so crucial? 2. Why was Valley Forge significant?

War at Sea and in the West – p. 133
John Paul Jones War in the West Entry of Fr. navy into war greatly aided colonists American troops/navy focused on seizing Br. supply ships captured many Br. supply ships ship named after Ben. Franklin’s Poor Richard’s Almanac – Bonhomme Richard captured Br. ship serapis George Rogers Clark – led west. campaign *led the Over-Mountain Men fought the Native Amer. in the West to weaken British control. won key battle at Vincennes.

November 18, 2010 -Objective: To understand the significance of the different theaters of the American Revolution. -Bellwork: -Present Skits created yesterday -Finish Group Notes from yesterday – previous slide -A Soldier’s Journal – next slide -Vocabulary Building – Worksheet Section 3 -Homework: 1) Section 3 Worksheet

A Soldier’s Journal – p. 133 Objectives:
1. Each student will assume the role of a soldier or a sailor serving with one of these groups: a. George Washington’s army in Northeast b. John Paul Jones forces at sea c. George Rogers Clark’s troops in the West 2. You will create a journal entry (at least 9 sentences describing your experience.) *You may want to use an event from the book as a focus for your entry. 3. Be creative – IF and ONLY IF you get done early do a sketch of the scene. ***This will be easier if you put yourself in the times that you are writing about.

November 19, 2010 -Objective: To understand our independence earned in the American Revolution. -Bellwork: “If you were there…” – p. 135 -Events leading to the British defeat. – chart next slide -Cluster Web – Battle of Yorktown -Vocabulary Building – Worksheet Section 4 -Homework: 1) Section 4 Worksheet

Events leading to British Defeat
1._________________________________________ 2._________________________________________ 3._________________________________________ 4._________________________________________ 5._________________________________________

November 22, 2010 -Objective: To understand our independence earned in the American Revolution. -Bellwork: Road to Revolution Timeline – place events in order. -Jeopardy Review Game -Matching Vocabulary -Homework: Test TOMORROW

November 23, 2010 -Objective: To understand our independence earned in the American Revolution. -Bellwork: Study for Test -Test – Chapter 4 – American Revolution -Homework: NONE

November 29, 2010 -Objective: To understand why and how the Articles of Confederation were a failure. -Bellwork: The United States is its own nation: free at last. You have been asked to write a Constitution for the new nation that will guide it. However, it must be short, and it can only have 5 ideas. Write your ideas for a new Constitution now in 5 sentences or less. *Discuss -Articles of Confederation – chart next slide -Northwest Territory – skip a slide -Homework: Vocabulary Notecards Completed

Articles of Confederation – p. 154
3. “Congress could also…” 4. “However, states had…” 5. ”The government did not…” 6. When did it pass? Who passed it? Where was it sent? 1. “Each state…” 2. “Congress could…”

Northwest Territories – p. 155
2. Northwest Ordinance of 1787 a. What did it create? b. When & how could a territory enter Union? c. What 3 other things did this do? 1. Land Ordinance of 1785 a. How was it split up? b. Who and how many were the lots reserved for?

November 30, 2010 -Objective: To understand the significance of the Northwest Territories -Bellwork: -Vocabulary Notecards 1) constitution ) suffrage 3) Articles of Confedera. 4) ratification 5) Land Ordinance of 1785 6) Northwest Ordinance of ) Northwest Territory -The Northwest Territory – History & Geography Worksheet -Homework: NONE

December 1, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: -Strengths & Weaknesses – Articles of Confederation – next slide -U.S. Constitution: The Ship of State - skip a slide 1) Draw the ship (as best you can) 2) Label the 6 sails as labeled on p 3) Write a phrase or sentence explaining the significance of each idea. 4) Write an example of each idea *Discuss if we labeled the ship, which parts of the ship would be what. -Homework: NONE

Articles of Confederation – p. 154
Strengths Weaknesses 1. 2. 3. 4. 5. 1. 2.

U.S. Constitution

December 2, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: List and explain 2 strengths and 2 weaknesses of the Articles of Confederation. Do you think the Articles of Confederation were a good 1st Constitution? Why or why not? -Finish U.S. Constitution ship – p Goals of the Constitution – Give an example of each – next slide -Notes - Outline of the Constitution – skip a slide -Homework: NONE

Preamble – p. 188 6 Goals of the Constitution
Form a More Perfect Union Establish Justice Insure Domestic Tranquility Provide for the Common Defense Promote the General Welfare Secure the Blessings of Liberty

Outline of the U.S. Constitution
Article 1 – Legislative Branch Article 2 – Executive Branch Article 3 – Judicial Branch Article 4 – Relations Among the States Article 5 – Amending the Constitution Article 6 – National Supremacy Article 7 - Ratification

December 3, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: List the 6 goals of the Constitution and explain which one you think is the most important one. -Notes – Bill of Rights -Begin Work on Crossword Puzzle – the 26 Amendments -Homework: NONE

December 6, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: Notes – 6 Goals of the Constitution -Notes – Bill of Rights -Begin Work on Crossword Puzzle – the 26 Amendments -Homework: NONE

Preamble – p. 188 6 Goals of the Constitution
Form a More Perfect Union Establish Justice Insure Domestic Tranquility Provide for the Common Defense Promote the General Welfare Secure the Blessings of Liberty

Outline of the U.S. Constitution
Article 1 – Legislative Branch Article 2 – Executive Branch Article 3 – Judicial Branch Article 4 – Relations Among the States Article 5 – Amending the Constitution Article 6 – National Supremacy Article 7 - Ratification

Bill of Rights 1. Freedoms of Religion, Speech, Press, Assembly, and Petition 2. Right to Bear Arms 3. Lodging Troops in Private Homes 4. Search and Seizures 5. Rights of the Accused 6. Right to Speedy Trial by Jury 7. Jury Trial in Civil Cases 8. Bail and Punishment 9. Powers Reserved to the People 10. Powers Reserved to the States

December 7, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: Why are the Amendments (especially the 1st 10 Amendments) so important to us today? -NOTES – Bill of Rights – Previous Slide -Crossword – 26 Amendments -Homework: NONE

December 8, 2010 -Objective: To understand the goals and outline of the United States Constitution -Bellwork: Why are the Amendments (especially the 1st 10 Amendments) so important to us today? -Finish Crossword – 26 Amendments -Clicker Review of Amendments -Homework: NONE

December 9, 2010 -Objective: To understand the three branches of government -Bellwork: What are the 3 branches of gov’t? What are their roles? -Tree Branches of Government Project *Break into Groups *Explain Project -Homework: NONE

December 10, 2010 -Objective: To understand the three branches of government -Bellwork: Get Started on the Project -Tree Branches of Government Project *Break into Groups *Work on Project *Be ready to present info & put on tree. -Homework: NONE

December 13, 2010 -Objective: To understand the three branches of government -Bellwork: Get Started on the Project -Tree Branches of Government Project *Break into Groups *Work on Project *Be ready to present info & put on tree. -Homework: NONE

December 14, 2010 -Objective: To understand the three branches of government -Bellwork: Get Started on the Project -Tree Branches of Government Project *Present & Take Notes -Homework: NONE

December 15, 2010 -Objective: To understand the three branches of government -Bellwork: Get Started on the Project -Review the Articles *Create life-like examples questions of each article on a notecard. -Clicker Review – if time -Homework: NONE

December 16, 2010 -Objective: To understand the three branches of government -Bellwork: - Write the 7 articles and what each article deals with. -Write your examples down – 10 minutes -Clicker Review – on the Articles test -Homework: NONE

December 17, 2010 -Objective: To understand the three branches of government -Bellwork: -5 questions quiz on Articles of Constitution -Clicker Review – on the 27 Amendments -Homework: FINAL ON TUESDAY

October 15 -Objective: Each student will understand the treatment of African Americans as well as their culture. -Bellwork: Protestant Reformation & Spanish Armada 1) Pair students up – groups of 2 to 3 students 2) Each one completes the info and shares w/ partner 3) Discuss -Clicker Quiz Review -Short Answer Review – complete the questions -Homework: Chapter 2 Test - TOMORROW

Protestant Reformation
What When? Why Where Who

Spanish Armada Spanish Armada What When? Why Where Who

August 22 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: -Finish Grading Book Treasure Hunt – in class -S.W.A.P. – Silent. Whispering. Alternating. Partners/Paragraphs. - Ch. 1 Sect. 1 on p. 6. 1) Write several sentences that answer the question under the paragraph “If You were there…” 2) Discuss -Complete the map activity worksheet (front and back) -Identification Lotus – Olmec, Maya, Aztec – p. 8 *Work on the Olmec together in class *Work individually on the Maya -Homework: 1) Olmec, Maya, and Aztec Native American Cultures completed on the Identification Lotus.

Identification Lotus Term Who What When Where Why Summary Sentence:
This sentence explains the central “term” in your own words.

August 23 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Identification Lotus – Olmec, Maya, Aztec, Inca, Anasazi, Hopewell (Mound Builders) and Mississipian – p. 8 – 11 – next slide 1) Students in groups of 6 2) Think-Pair-Share Info -Clicker Quiz – 6 Native American Groups – if time -Homework: 1) Books Covered 2) Make sure to have all 6 Native American Cultures completed on the Identification Lotus.

Identification Lotus Term Who What When Where Why Summary Sentence:
This sentence explains the central “term” in your own words.

August 24 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: -A Mississippian Game – “chunkey” -need pencils and wood chips or flat stones *Students gone to Nebraska State Fair -CNN Student News -Newspaper Work *Each student will choose 1 newspaper article and explain the who, what, when, where, why, and how? *Discuss -Homework: 1) NONE

August 27 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: Clicker Quiz – 6 Native American Societies *Grade in Class -Begin Early North American Societies Flash Cards – next slides 1) Group Work – 15 minutes to create questions 2) Use computers for notecards 3) Review flash cards as a group. – 15 minutes -Race to the Top – Flash Cards 1) Place all flash cards at front of room 2) Each group will go one at a time to front to answer. 3) When all notecards found – game is over -Homework: 1) NONE

Early North American Societies Flash Cards
You are going to make flash cards for these different native groups. Each person is to create a SPECIFIC and different question based on an aspect of the Native American society in the section. For each heading, there should be 8-10 flash cards. Groups North and Northwest West & Southwest Inuit ) West Native Groups 2) Aleut ) Pueblo 3) Dogrib & Montagnais 7) Apache & Navajo 4) Kwakiutl & Chinook

You are going to make flash cards for these different native groups. Each person is to create a SPECIFIC and different question based on an aspect of the Native American society in the section. For each heading, there should be 8-10 flash cards. Groups Great Plains Northeast & Southeast 8) Blackfoot & Arapahoe 10) Cherokee, Creek, and 9) Pawnee Seminole 11) Algonquian 12) Iroquois

Groups A. North and Northwest B. West & Southwest Inuit ) West Native Groups 2) Aleut ) Pueblo 3) Dogrib & Montagnais 7) Apache & Navajo 4) Kwakiutl & Chinook C. Great Plains D. Northeast & Southeast 8) Blackfoot & Arapahoe 10) Cherokee, Creek, and 9) Pawnee Seminole 11) Algonquian 12) Iroquois

August 28 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: -Begin Early North American Societies Flash Cards – next slides 1) Group Work – 15 minutes to create questions 2) Use computers for notecards 3) Review flash cards as a group. – 15 minutes -Race to the Top – Flash Cards 1) Place all flash cards at front of room 2) Each group will go one at a time to front to answer. 3) When all notecards found – game is over -Homework: 1) NONE

Venn Diagram North & Northwest West & Southwest Northeast & Southeast
Great Plains

August 29 -Objective: To develop a cliff dwelling like the Anasazi people lived. -Bellwork: -Answer these questions from your book – p. 11: 1) What did the Anasazi build to live in? 2) Where did the Anasazi build their houses? 3) The Anasazi built underground ceremonial chambers. What were these called? -Explaining an Anasazi Cave Dwelling 1) With your shoulder partner, use your computer to research Anasazi dwellings 2) Use a Keynote Presentation to explain at least 5 key parts of the best Anasazi cave dwelling you can find. a. Use arrows, textboxes, etc. to create a presentation b. Be sure to include info on pueblos, kiva, ladders, windows, and protection -Homework: 1) Present projects tomorrow

August 30 -Objective: Each student will present their research on Anasazi cave dwellings -Bellwork: Begin working on your Anasazi cave dwelling presentation. *You have 10 minutes -Present Anasazi projects -Native Groups Notecard *Study the different groups notecards -Homework: NONE

Anasazi Dwelling – Time Frame
Introduction w/ pictures and Questions – 10 minutes Grab computers – 5 minutes Pueblos purpose is listed and explained – 10 minutes Key features of pueblo are given – 5 minutes Blueprint in neat, organized, and clear – 5 minutes Blueprint shows research on kiva – 20 minutes 7) Blueprint is creative and protection from – 20 minutes enemies is possible with your pueblo or cave dwelling. 8) Blueprint is accurate, labeled, and shows – 5 minutes focused effort and thought. 9) On task the entire time 90 minutes = TOTAL ========== Not quite 2 Class Periods

Anasazi Dwelling - Rubric
_____/5 Key info included _____/1 pueblos _____/1 kivas _____/1 ladders _____/1 windows _____/1 security +1 Bonus for any extra explanations _____/5 Key Info is linked to picture(s) _____/2 Neat & Readable Info _____/2 Presentation shows grasp of info _____/2 On task the entire time _____/16 TOTAL

Venn Diagram North & Northwest West & Southwest Northeast & Southeast
Great Plains

August 31 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: -Begin Early North American Societies Flash Cards – 1) Group Work – Get back into vocab. Notecard groups a. Trade cards with another group b. Review flash cards as a group. – 5 minutes c. Race-to-the-Top – 1 game 1) Place all flash cards at front of room 2) Each group will go one at a time to front to answer. 3) When all notecards found – game is over d. Repeat steps a., b., and c. -Race to the Top – Any notecards used. *Teacher choice -Homework: 1) NONE

September 4 -Objective: To analyze and determine who really were the earliest Americans and to differentiate between some of the main groups. -Bellwork: Iroquois League – graphic organizer - next slide -Race to the Top – Any notecards used. *Teacher choice -Clicker Quiz – Early Native Groups -Homework: 1) NONE

Iroquois League – p. 14 Iroquois League Who What Why Where

September 5 -Objective: Each student will analyze primary documents that help historians have an insight into the world before the opening of the Atlantic -Bellwork: 1) S.W.A.P. p. H3 – “What does it mean to read like a historian?” and answer in your bellwork: *Give 2 differences between a primary source and a secondary source. -Analyzing Primary and Secondary Documents – 3 Handouts 1) Students will be in groups (3 groups of 6 students) *Odd-numbers in groups take 1-3 docs. *Even-numbers in groups take 4-6 docs. 2) Complete the questions at each station. *8 minutes at each station – All individual work until the last minute 3) Discuss and collect at the end -Homework: 1) All questions answered – primary and secondary documents

Askia the Great He seized large territories from the Mali Empire, conquered the Hausa states, coverted the Saharan Berber towns into colonies for his empire, and spread Islam into West Africa He believed Islamic laws were important and should be followed. Answers will vary.

Aristotle He contributed a system of defining and classifying information that remains important in modern science. He has also influenced many scholars throughout the world with his philosophy. Possible Answer: the people thought that both Aristotle and Socrates had been disloyal to the city of Athens. Epitaphs will vary.

The Creation of Animals – Popul Vuh
The gods in this story are like humans because they want to be recognized-they want to be praised and thanked by the animals. They also change their minds, which is human behavior. This story justifies the eating of animals by saying that the gods made it the animals’ fate because the animals could not praise the gods.

The Aeneid He asks for a piece of land on the coast where the Trojans can settle. Possible answers; Romans could be proud that the people of their past were strong sailors (we journey to your city by design) descendants of Jove (Our line’s from Jove), and whose coming was foretold (Called to reign here, whose heirs will be brilliant in valor, win mastery of the world)

Introduction to the Decameron – by Giovanni Boccaccio
People normally died three days after the tumors appeared, the disease was incurable and could be caught easily. Some people resorted to isolation, eating well, and not discussing the plague. Others ate and drank whatever they chose and tried to enjoy life. -Answers should reflect an understanding of the terrible physical and psychological impact of the plague

The Mona Lisa – by Leonardo da Vinci
Possible answer: Yes, this painting seems realistic. The shadows give the painting depth, making the woman appear real. Possible answer: The woman seems sad.

Biography-Huayna Capac
Possible answer: Huayna Capac conquered neighboring lands and expanded the empire. He built important roads, palaces, and temples. Possible answer: Shortly before his death, Huayna Capac had divided the empire between his two sons. At first, the rightful heir accepted this, but later he changed his mind. The two brothers fought for power. This weakened the empire and made it easier for the Spanish conquistador Pizarro to overpower and conquer the empire. Answers will vary.

September 6 -Objective: Each student will compare and contrast early native societies. -Bellwork: -Look at primary documents and answers. -Proofread for complete sentences. -Creating questions from answers 1) In rows, each student will be given 4 choices with the answer given. (Each student will complete 5 questions) 2) Each student will use their textbooks and/or notes to create a question based on the answer. 3) Questions should be written on notebook paper with answers taped below. -Homework: 1) Test next week

September 7 -Objective: Each student will compare and contrast early native societies. -Bellwork: Analyzing Documents - Writing in Complete Sentences – Writer’s Workshop -Creating questions from answers 1) In rows, each student will be given 4 choices with the answer given. (Each student will complete 5 questions) 2) Each student will use their textbooks and/or notes to create a question based on the answer. 3) Questions should be written on notebook paper with answers taped below. *4) Review each question -Quiz – Early Native Groups -Homework: 1) Complete Sentences - MONDAY 2) Test-WEDNESDAY

September 10 -Objective: Each student will compare and contrast early native societies. -Bellwork: -Collect COMPLETED SENTENCES -Short Answers for test WEDNESDAY – next slide 1) Answer in COMPLETE SENTENCES -Vocabulary BINGO – words on next slide (“BING”) *Ch. 1 – Write words and be familiar w/ definition -Homework: 1) Test-WEDNESDAY – have short answers

Short Answers for Test Why were travel and trade difficult for Aztecs living in Tenochtitlan? How did the Aztecs overcome that difficulty? What architectural features were characteristic in Mayan cities? How did the Iroquois become one of the most powerful Native American peoples in the North America? Why was this significant? Describe and explain the purpose of at least 2 things typically found in an Anasazi village. What signs did the Mound Builders or Hopewell leave of its existence?

Terms from Chapter 1 Olmec Bering Land Bridge Aztec Maya Inca Anasazi
free space North and Northwest West and Southwest totem pueblos kivas Iroquois League Mound Builders

September 11, 2001 – Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy. -Bellwork: In Memoriam: Remembering September 11, * -Question: What is Patriot Day? – On Next Slide -Patriot’s Pen - Write on this topic: “What I would tell America’s Founding Fathers.” *Must be between words and 5 paragraphs. “Do you remember 9/11?” Video – ”Have You Forgotten” –song by Darryl Worley “God Bless the USA” - -”Taps” – As students leave remembering our fallen heroes. – History on Slide #4 & #5.

September 12 – Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy. -Question: 1) CNN STUDENT NEWS – from Friday 2) What is Patriot Day? – On Next Slide -“Silhouttes” – God Bless America *PLEASE TAKE THIS TIME TO REMEMBER THE HEROES WHO LOST THEIR LIVES AND THOSE WHO RISKED THEIR LIVES. -Create a Priority List - -”When the World Stopped Turning” – Alan Jackson - -“I Believe” 1) List what makes this country a great country. Patriot’s Pen – “Are You Proud of Your Country?” -”My Immortal” Evanescence -“Amazing Grace” -”Taps” – As students leave remembering our fallen heroes. – History on Slide #55 & #56.

September 10, 2010 – Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy. -Bellwork: -CNN Student News -Question: What is Patriot Day? – On Next Slide “Do you remember 9/11?” Video – -”Have You Forgotten” –song by Darryl Worley -Patriot’s Pen - Write on this topic: What is a hero? -God Bless the USA - -”Taps” – As students leave remembering our fallen heroes. – History on Slide #4 & #5.

Patriot Day – September 11, 2001
A. Defined-occurs on September 11 of each year, designated in memory of the 2,993 killed in the September 11, 2001 attacks. Most Americans refer to the day as "Nine-Eleven (9/11). B. U.S. House of Representatives Joint Resolution 71 was approved by a vote of on October 25, It requested that the President designate September 11 of each year as "Patriot Day." President George W. Bush signed the resolution into law on December 18, 2001 (as Public Law ). It is a discretionary day of remembrance.

Moment of Silence On September 4, 2002, President Bush used his authority created by the resolution and proclaimed September 11, 2002 as Patriot Day. On this day, the President directs that the American flag be flown at half-staff at individual American homes, at the White House, and on all U.S. government buildings and establishments, home and abroad. The President also asks Americans to observe a moment of silence beginning at 8:46 A.M. (Eastern Daylight Time), the time the first plane struck the North Tower of the World Trade Center on September 11, 2001.

“Taps” Taps A. This is a famous musical piece, sounded by the U.S. military nightly to indicate that it is "lights out", and also during flag ceremonies and funerals, generally on bugle or trumpet.

“Taps” – A History The tune is actually a variation of an earlier bugle call known as the Scott Tattoo which was used in the U.S. from 1835 until 1860 and was arranged in its present form by the Union Army Brigadier General Daniel Butterfield, an American Civil War general who commanded the 3rd Brigade of the 1st Division in the V Army Corps of the Army of the Potomac while at Harrison's Landing, Virginia, in July 1862 to replace a previous French bugle call used to signal "lights out." Butterfield's bugler, Oliver W. Norton, of Erie, Pennsylvania, was the first to sound the new call. Within months, Taps was used by both Union and Confederate forces. A bugler sounds Taps during the funeral of former U.S. Secretary of Defense Caspar W. Weinberger in Arlington National Cemetery. Taps concludes many military funerals conducted with honors at Arlington National Cemetery, as well as hundreds of others around the United States. The tune is also sounded at many memorial services in Arlington's Memorial Amphitheater and at gravesites throughout the cemetery.

September 12 -Objective: Each student will compare and contrast early native societies. -Bellwork: Review for Test -Chapter 1 Test – Early Native Groups -CNN Student News – if time -Homework: 1) NONE

What I would tell America’s Founding Fathers?
VFW – Patriot’s Pen typewritten words You must write your own essay TOPIC: What I would tell America’s Founding Fathers?

September 13 -Objective: Each student will write an essay to explain what they would tell America’s Founding Fathers. -Bellwork: Go over tests Watch Video, Read, Watch Video – Discovery Education p. 117 – George Washington 2) p. 169 – Benjamin Franklin p. 187 – James Madison 4) p. 271 – Thomas Jefferson 5) p. 267 – Election of 1800 -Patriot’s Pen – “What I would tell America’s Founding Fathers?” 1) Thesis statement or Main Idea statement 2) Body #1 – 1st idea you would tell 3) Body #2 – 2nd idea you would tell 4) Body #3 – 3rd idea you would tell 5) Conclusion -Homework: -Patriot’s Pen – Type Essay – words

September 14 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Finish grading test & go over. -Patriot’s Pen Revisions – “What I would tell America’s Founding Fathers.” *Type word essay – BE SURE THERE ARE 5 PARAGRAPHS. -Homework: -Patriot’s Pen – Type Essay – words

August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz.

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August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz.

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Presentation on theme: "August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz."— Presentation transcript:

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