Presentation on theme: "Homework for the Week Monday 8/19 Binder Signed CIS: due Block Day Email 1 thing you wish I knew about you this first week. If no email, stop by or leave."— Presentation transcript:
Homework for the Week Monday 8/19 Binder Signed CIS: due Block Day Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. Madeline.Miraglia@mvla.net Tuesday 8/20 *Same as Monday Block Day 8/21 & 8/22 Finish up colonial image Friday 8/23 Cornell Notes pgs 42-45 *Don’t forget to refer to the rubric!
Agenda: Monday 8/19/13 1. Seats 2. Introduction and brief overview of class 1. Rules & Class Structure 3. Expectations 4. Activity (if time) 5. Homework: Binder Email Me Signed CIS: due Friday
Agenda: Tuesday 8/20/13 1. Homework Reminder 2. HOT ROC-Why do we study history? 3. Cornell Notes Rubric 4. Read and take notes on section 1.2 (only pages 6&7). 5. Check for understanding activity 6. Checklists and glossary, add the founding ideals
Homework Reminder Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. Elizabeth.Gabriel@mvla.net Buy a binder. CIS – signed by Friday
What are the key expectations of US History notes? Cornell Notes Always include a summary. The summary should include an analysis of the section. Analysis:
Chapter: Section: Date: Question/Main Ideas/Vocab Notes/Answers/Definitions/Examples/Sentences Key Terms Academic Vocabulary Key People Questions Dates & Events Additional Notes Summary/ Analysis At the end of each section, use the information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize & analyze the section.
Cornell Notes: 1.2 History: The Past and the Stories We Tell About It #1 on your notebook checklist Get a textbook from the bookshelf History Alive! Cornell Notes on 1.2 Chapter 1 Section 2 *ONLY pages 6&7 Include a summary/analysis Compare & contrast notes and summary with your neighbors. *Use the rubric!
Check for Understanding Identify which of the following items are primary and secondary sources:
Agenda: Block Day 8/21 & 8/22 1. HOT ROC 2. US History Glossary 3. Colonialism overview & categorization activity 4. Colonial region project 5. Homework 1. Get CIS Signed 2. Colony Advertisement
HOT ROC: Why did the colonists come to the Americas? #2 in your checklist. What role did these play in American colonialism? Age of Discovery / Age of Exploration Columbian Exchange Slave Trade
US History Glossary The Founding Ideals Get a textbook Quietly read section 2.2- you do not have to take notes Write your name at the top of your glossary! Do not lose this document. Under the term “Equality” write your own definition and make a connection to history based on your reading of section 2.2 and the example on the glossary. Be Specific With a partner, divide up sections 2.3, 2.4, 2.5, & 2.6, read and fill out the appropriate glossary boxes.
Early Immigrants *Add notes to the bottom of your HOT ROC First colonists land at Jamestown 1607 Review- What is a pilgrim? What is a Puritan? Pilgrims arrive 1620, sign the Mayflower Compact- 1 st local government in the colonies
Why Colonization? Incentives for Colonization: Costly European Wars Religious Strife Protestant Reformation Countryside Economic Changes Industry & Scarcity of land Results of “Discovery”: Disease, Slavery, and Genocide of natives (~ 1- 8 million deaths) Began the gradual removal of the indigenous Americans 500 years of European conquest in the Americas
Colonial Region Project: Activity Overview Divide into groups of six Documents- Please be careful with the documents, do not write on them, I will use them in other classes today and on Friday To do today: As a group, divide up and read each document Create and complete the graphic organizer as you read and report out the documents to your group members Use the graphic organizer to help summarize/analyze your colonial region Homework (you may start in class if you finish the graphic organizer early) Create an advertisement for the colonial region 8.5 x 11 printer paper Evaluation Criteria Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region Advertisement addresses BOTH Social/Political AND Economic factors Presentation cites specific evidence from ALL FIVE DOCUMENTS CIS signature
Graphic Organizer DocumentWhat factors would bring people to the Colonies? Is the factor Social/Political, or Economic? What type of person might consider immigrating to this Colony? What American ideals are already being fostered in these Colonies? Doc 1 Doc 2 Doc 3 Doc 4 Doc 5
Agenda: Friday 8/23/13 1. Homework: collect CIS 2. HOT ROC 3. Colonial Region Presentations 4. POV Activity (if time allows) HW: Read and Cornell Notes on p.42-45
HOT ROC: Identify the social, political, and economic reasons that the colonists came to America. (make a thesis statement) *Use directive word sheet
Time to Finish Colonial Region Presentation Get back in your group. Compare/Contrast each visual and choose the image that most accurately addresses the evaluation criteria: Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region Advertisement addresses BOTH Social/Political AND Economic factors Presentation cites specific evidence from ALL FIVE DOCUMENTS Make a larger group with the students who had the same region as your group. Compare/contrast again. The best visual will be presented to the class.
Colonial Region Presentations As students are presenting their colonial region, take notes. At the end of each presentation, there will be time allowed to answer the following questions: What factors would bring people to the Colonies? Is the factor Social/Political, or Economic? What type of person might consider immigrating to this Colony? What American ideals are already being fostered in these Colonies?
Point of View Activity: Class Discussion Where would the following individuals want to live? Why? Opportunity: Poor farmer who wants his own land to make a better life for himself Liberty: Catholic nun who lives in Protestant Germany but wants to be able to worship in the way that she believes God intended Equality: Puritan minister who has hidden his practice while living in France and wants to be treated the same as other people Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king Rights: Prisoner who wants to regain rights he had before he was arrested