UNIT 2
Building a Nation
Sign up for your packet
at the Supply Center!
OBJECTIVES
• SWBAT sign up for their Unit 2 packet
• SWBAT write their HW:
• Vocabulary flashcards #1-14 (pg. 2)
• Pep Squad meeting – 5 minutes after school today. Full meeting afterschool
tomorrow. Game tomorrow.
• SWBAT write out the importance of Unit 2.
• SWBAT acquire vocabulary words.
NEW GROUPS, NEW PARTNERS. COME UP WITH A
PERMANENT NAME FOR YOUR GROUP.
• Group 1
Denzel Davis
LaDiamond Henley
Christina King
Devante Wedgeworth
• Group 2
Nnambi Coleman
Tyler Davis
Jasmine Edmonds
Jeremy Mobley
• Group 3
Chelsey Davis
Raven Gilliam
Nicholus Kimbrough
Lawrence Nichols
• Group 4
Deyonte Billups
Ollivara Hutton
Destini Jackson
Michael Winn
• Group 5
Andaysziah Craig
Amber French
Tyra Hutton
Aikyra Wedgeworth
• Group 6
Keosha Aaron
Ladeidra Benison
Brittany Deloatch
Reginald Hill
TOPICS TO COVER
A. English Colonization of the Americas
B. The American Revolution
C. Foundational American Documents
ESSENTIAL QUESTIONS
• SOCIETY:
•
•
•
•
•
What is the basis of a nation?
How does geography influence a nation?
What is a revolution?
How do religion and philosophy shape the US?
How does revolutionary thoughts affect the culture of a nation?
• ART/TECHNOLOGY:
• How does literature affect a nation?
• How does art affect politics?
• TIME:
• How do the Protestant Reformation and the Age of Enlightenment lead to
revolution?
SKILL-BUILDING
• Organizing writing
• Debating reasoned arguments
• Public speaking
• Annotating text
• Analyzing political cartoons
WHOLE CLASS CONVERSATION (5 MINUTES)
Rules: You start the conversation. Be polite/courteous to others’ speaking.
Announce the question/person you will be responding to BEFORE speaking.
Answer the entire question.
Flip through the packet.
1. What do you expect to come out of Unit 2? Give reasons.
2. What has your previous experience with some of this material taught
you to expect for this unit? Give proof.
3. What has your Zorbian Country project taught you to expect for this
unit? Give proof.
4. What are you looking forward to in this unit?
5. What are you apprehensive (unpleasantly anxious) about in this unit?
OVERVIEW OF UNIT 2
• Why is understanding Unit 2 important?
• English colonization of the Americas directly led to the formation of the
United States. On top of this, the language we speak in the US comes
from the English culture. Many of our traditions that we partake in,
such as Christmas, are ones that we received from the English culture.
• More importantly, the history of slavery in this country starts during
this time. Therefore, understanding why we had slaves leads us to
recognize why Blacks in this country tend to be less successful in the
modern US. Recognizing this is the first step to figuring out how to
amend the situation for ourselves.
• Furthermore, the laws we have in place to protect us and to limit our
freedoms originate with the Founders of the country. Understanding
the culture of revolution and the context in which these laws were
written gives us an idea of abiding by this same fever of equality and
success.
• In short, understanding where we came from leads us to comprehend
why modern-day Americans look, sound, and act the way we do.
Now, with your
group’s index card,
give a one
sentence summary
of why
understanding
Unit 2 is so
important.
VOCABULARY (PG. 2)
• We’re going to go through the words to:
• Practice how to say them.
• Make sure you understand the ideas for each. (Vocabulary Words)
• If you have a question about understanding a word, make sure you ask about it. I’m
not a mind-reader.
• Begin on your flashcards (#1-14)
• If you do not have your flashcards, begin on the sentences that you will put on each
card.
• Remember the expectation of your flashcards:
• BLANK SIDE: Word + Picture/Symbol
• LINED SIDE: Definition + Sentence
• Put your initials on the front (blank side) of each card
B/R: “UNIT 2 VOCABULARY PRACTICE, PT. 1”
• Take out your flashcards and leave them on your desk.
• Write out your B/R title and today’s date. (vocab)
• You will have 10 minutes for the completion of the vocabulary
practice.
OBJECTIVES
• SWBAT write their HW:
• Review vocabulary #1-14, map of the US, and timeline
• Pep squad: Meet today after school for the game.
• SWBAT create a regional map of the US.
• SWBAT build a timeline of various time periods.
Why we have roles: Sometimes will have to learn how to lead and how to follow. We must also learn how to
cooperate with people we do not agree with to achieve a common goal. Even the most powerless have the ability to
shift the dynamic in large enough numbers. We are getting into a unit where the common person, both leaders and
followers, found ways to change their world.
Captain: Final word on what the group turns in/does. Represents the group. Delegates responsibility and grades. In
charge of keeping lieutenant in the loop.
Lieutenants: 2nd in command. Replaces captain if captain is not there. Responsible for carrying out captains orders.
Civilian: Carries out orders of the captain/lieutenant. With enough unrest, can overthrow commanders-in-chief.
• Group 1
Denzel
Christina
• Group 2
Jeremy
Nnambi
• Group 3
Chelsey
Raven
• Group 4
Destini
Ollivara
• Group 5
Tyra
Amber
• Group 6
Brittany
Ladeidra
IN YOUR B/R NOTEBOOK, TITLE IT: “TIME PERIODS”
• Renaissance: mid-14th c. – 17th c.
• Protestant Reformation: 1517 – mid-17th c.
• Age of Exploration: end of 15th c. – mid-17th c.
• English colonization: beginning of 17th c. – 1775
• Age of Enlightenment: mid-17th c. – 19th c.
• American Revolution: 1775 – 1783
B/R: “UNIT 2 VOCABULARY PRACTICE, PT. 2”
• Write out your B/R title and today’s date. (vocab)
• You will have 10 minutes for the completion of the vocabulary
practice.
OBJECTIVES
• SWBAT write their HW:
• Review vocabulary #1-14, map of the US (inc. states in regions), and timeline
• Study for Tuesday’s quiz (vocab, map, timeline, overview of U.2)
• SWBAT create a regional map of the US.
• SWBAT build a timeline of various time periods.
RIGHT NOW:
In your group:
Individually:
• You should have:
• You should have:
• 5 markers
• 8 colored pencils
• Remember:
• Do not waste time.
• Right > Pretty
• You can still be neat without wasting
time.
• Your packet
• Your B/R notebook
• Pen/pencil
• We will be:
• Creating a regional map of the US
• Creating a timeline of events
TURN TO PG. 3. LOOK AT YOUR TIMELINE.
TIMELINE OF TIME PERIODS
• A MILLENNIUM = _____________ YEARS
•
•
•
•
•
•
/
A CENTURY = _____________ YEARS
Time periods overlap
Century = c.
Year 1 – 100  1st c.
Year 1401 – 1500  15th c.
Year 2001-2100  21st c.
Mid = halfway
• Mid-15th c. = mid-1400s OR 1450s
/
A DECADE = _____________ YEARS
CLASS PRACTICE
US Regional Map
Timeline of Time Periods
“EXIT SLIP: TIME”
ANSWER IN COMPLETE SENTENCES.
1.
2.
3.
4.
5.
6.
7.
8.
In what year does the 17th century begin?
In what century would you find 1432?
In what year does the 18th century begin?
In what century do we live?
In what year did the 20th century begin?
In what century would you find 2024?
In what century would you find 1194?
In what year does the 14th century begin?
OBJECTIVES
• SWBAT write their HW:
• Review vocabulary #1-14, map of the US (inc. states in regions), and timeline
• Study for tomorrow’s quiz (vocab, map, timeline, overview of U.2)
• Tutoring available today until 4pm
• SWBAT create a regional map of the US.
• SWBAT review time and timelines.
RIGHT NOW:
In your group:
Individually:
• You should have:
• You should have:
• 5 markers
• 8 colored pencils
• Remember:
• Do not waste time.
• Right > Pretty
• You can still be neat without wasting
time.
• Your packet
• Pen/pencil
• B/R notebook
• We will be:
• Creating a regional map of the US
• Reviewing time/timelines
CLASS PRACTICE
US Regional Map
Time/Timeline Review
HALF SHEET: “EXIT SLIP, 2/3”
Answer the following in complete sentences. No notes. Don’t dilly-dally. If you don’t know, skip to the
ones you know.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is the difference between a slave and an indentured servant?
In what year did the 14thc. begin?
In what century would you find 1724?
In what century would you find 1300?
In what century would you find 1297?
Name 3 things that states in a region have in common.
What is the longest river in the US?
To which region does Alabama belong?
What is the longest mountain chain in the US?
To which region does Alaska belong?
OBJECTIVES
• SWBAT write their HW:
• Annotate pg. 4 reading.
• Bring a highlighter.
• Read through the Article Project Presentation sheet
• SWBAT review for their quiz (until 8:10a)
• SWBAT take/correct their Unit 2 quiz. (20 minutes for quiz)
• SWBAT analyze the instructions to their Articles Project Presentation.
INSTRUCTIONS
• This will be a group quiz. It is scored based on how many you got right AND how quickly you turn it in with
your correct answers. You must write neatly.
• You are to work together to come up with the answers. The group leader has a final say on what gets turned
in.
• The first group to turn in their quiz has the possibility of getting a maximum score of 110%. Second group:
105% max. Third group: 100% max. Fourth group: 95% max. Fifth group: 90% max. Sixth group: 80% max.
• After 20 minutes, every group is required to turn in their quiz, whether or not they have finished.
• Each group must have one sheet of paper for the entire group. Write all of the present group members’
names in alphabetical order by last name. Title it: “Unit 2, Part 1 Quiz.” Write today’s date.
• You are required to answer in complete sentences.
• If I see someone in the group not participating in the answering process, or simply faking their way, then I
will disqualify them and they will get a “0.”
• When finished, staple the half sheet to the back of the written portion, and hand it to me.
• Everything else, except for that sheet of paper and your pen/paper, must be put away under your desk. No
electronics.
• You will not be allowed to get up during the duration of this quiz.
• If you speak loudly, other groups might hear. Keep noise to a minimum.
I.
1.
UNIT 2, PART 1 QII.UIZMap– of30
PTS.
US – 7pts.
2.
3.
4.
IV.
Vocabulary – 4pts.
What is the difference
between a slave and an
indentured servant?
Give an example of a raw
good.
Give an example of a
manufactured good that can
come from #2.
Which branch of the
government is in charge of
creating, amending, and
repealing laws?
Overview of U.2 – 2pts
14. In one sentence,
explain the importance
of Unit 2.
15. Name one time period
we will be studying.
5.
Name 3 characteristics that
areas of a region share.
6. How many regions are there in
the US?
7. What is the longest river?
8. What stops #7 from being
longer?
9. In which region would you find
AK?
10. Name a national park in
Wyoming.
11. Name the desert in Texas.
V.
Timeline (use the timeline) – 3pts
• For each of the time periods,
properly place, name, and highlight
(marker) in the following color:
o Renaissance: mid-14th c. – 17th c.
o Industrial Revolution: mid-18th c. –
1840
o Crusades: 1095-1291
III. Time (no complete sentences) – 9pts.
12. Give the correct century:
a.
b.
c.
d.
e.
1786
1492
1201
2354
1900
13. Identify a year in the:
a.
b.
c.
d.
20th c.
10th c.
15th c.
54th c.
VI. Map (use the map) – 5pts
• Using the color of the font, correctly
place the following in colored pencil
(use the symbol, if given):
o Outline in the entire SW region (red)
o Rocky Mountains (^) (gray)
o Lightly shade in the Gulf of Mexico
(blue)
o Everglades (#) (green)
o Washington, D.C. (*) (orange)
ARTICLE PROJECT PRESENTATION
• Presentation Sheet
B/R: “UNIT 2 VOCABULARY PRACTICE, PT. 3”
• Write out your B/R title and today’s date. (vocab)
• You will have 10 minutes for the completion of the vocabulary
practice.
*I need to see Chelsey, Tyler, and Destini*
OBJECTIVES
• SWBAT write their HW:
• For Thursday: Complete pg. 4 chart. Review it.
• For Friday: Complete pg. 5 – “The Thirteen Colonies” map and notes.
• Ms. Michel absent tomorrow (Thursday). Work should still be completed.
• SWBAT order their presentations.
• SWBAT analyze early British settlements in North America.
RETURN QUIZZES
• Team leader
• Assign someone (it could be you) to hold on to yesterday’s quiz. They should
be the person responsible for holding group assignments in the future. Be
sure you can trust them, that they are neat, and that they are consistent with
attendance.
ARTICLE PROJECT PRESENTATIONS
• Any questions about the general project?
• Is there any group that would like to present first? (Discuss with your
group – you have ~1 minute to make your decision.)
• 1st presentation will be given: Thursday, 2/13.
• Must meet with me by Monday, 2/10 with a solid plan and clarification questions. (3rd
period or afterschool – by appointment only!)
• Any technology should be given by Tuesday, 2/11.
• The article is “The Everglades” by Marjorie Stoneman Douglas.
TURN TO PG. 4
ENGLISH COLONIZATION
1. What did discovery of new lands
in the New World lead to?
2. Which European nation
ultimately dominated North
America?
• What were their first settlements?
• Eur. exploration: SP, PORT, FR, UK, NETH
• PORT: 1st to explore
• SP: 1st colony in N.A.  St. Augustine, FL (1565)
• UK: 1st successful English colony in N.A.  Jamestown, VA
(1607)
 13 Colonies
– UK
1  Jamestown, VA
(1607) – UK
 St. AUGUSTINE, FL
(1565) - SPAIN
3. What were their main motives
for exploration?
• Motives: 3 Gs  Gold (money & land), God (spread
Christianity), Glory (fame)
4. What influences led to their
prosperity?
• Pro. Ref.  question authority, spread religion
• Age of Enl.  new philosophies about life, gov’t, etc.
(Locke, Rousseau, Voltaire, Montesquieu, etc.)
• What does prosperity mean?
WITH YOUR GROUP:
• You will receive two packets of information on early settlements.
• The goal: Fill out the chart on pg. 4 with the MOST important information.
• This means do not waste space. Have a rough draft of the information first.
• Ask yourself: Is this information important? Does it make a difference in my
understanding?
• Group leaders: Find a way to spread the work out so that everyone is
working on getting pieces of information onto the chart. Get the work
checked before it goes on the chart.
• Then, have all group members complete their chart with the final information.
OBJECTIVES
• SWBAT write their HW:
• Review pgs. 4 and 5
• Trading cards (read pg. 2, section B) due Wednesday, 2/12
• 1st presentation group: Meet with me by Mon.; technology due by Tues.;
presentation given on Thurs.
• SWBAT analyze early British settlements in North America.
• SWBAT analyze regional differences between the regions of the
Thirteen Colonies.
TRADING CARDS (DUE WEDNESDAY, 2/12)
• Read over pg. 2, section B
• Be creative when creating these so that you will want to study.
• Group leaders: This is a group assignment so find a way to divide the task.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Roanoke
Jamestown
Plymouth
Puritans/Pilgrims
New England Colonies
Mid-Atlantic Colonies
Southern Colonies
House of Burgesses
US Congress (modern-day)
Mayflower Compact
Magna Carta
English Bill of Rights
OBJECTIVES
• SWBAT write their HW:
• Review pgs. 4 and 5
• Unit 2, Part 2 Quiz moved to Friday, 2/14
• (Quiz: Pgs. 4-7, including map of 13 Colonies)
• All groups: Trading Cards due Wednesday (with mini-presentation)
• 1st presentation group: Meet with me by today.; technology due by tomorrow.; presentation given
on Thurs.
• Progress Reports: Monday 2/17 – Extra credit Test “A” if you bring it back by Wednesday, signed
by your parent/guardian
• SWBAT analyze early British settlements in North America.
• SWBAT analyze regional differences between the regions of the Thirteen Colonies.
• SWBAT differentiate between the House of Burgesses and the modern-day US Congress
MANDATORY EXTRA CREDIT (TO BE DONE PER GROUP)
• The grade replaces any assignment in the 3rd 9 weeks except for a Unit exam or a project.
• Black History Program
• Takes place Thursday, Feb. 27
I would encourage you to mix and match.
The more creativity and effort you show, the higher your grade. This will not be an easy grade.
• You can choose to participate by:
1.
2.
3.
4.
5.
6.
7.
Preparing and performing an EXCELLENT short skit
Writing a SUPERB short story
Writing a FABULOUS poem
Writing a GREAT higher-level thinking essay
Creating FANTASTIC artwork to display (painting, cartoons, sculpture, etc.)
Creating an AWESOME musical piece
Etc. (come and see me for approval before the due date)
• I need each group to tell me what they are going to do by Friday, 2/14. I also need a solid plan from each
group on how the assignment will get done.
ARTICLE PROJECT PRESENTATIONS
• Is there any group that would like to present second? (Discuss with
your group – you have ~1 minute to make your decision.)
• 2nd presentation will be given: Monday, 2/17.
• Must meet with me by Friday, 2/14 with a solid plan and clarification questions. (3rd
period or afterschool – by appointment only!)
• Any technology should be given by Saturday, 2/15.
• The article is by “Disposable People” by Kevin Bales. It focuses on modern-day slavery.
CLASS PRACTICE
Pg. 4: Early British
Settlements in N. America
Pg. 5: The Thirteen
Colonies
Pg. 5: American Legislature,
Then and Now
OBJECTIVES
• SWBAT write their HW:
• Review pgs. 4-6
• Group Black History Program project idea due tomorrow.
• Unit 2, Part 2 Quiz moved to Monday, 2/17
• (Quiz: Pgs. 4-7, including map of 13 Colonies)
• All groups: Trading Cards due Friday – tomorrow (with mini-presentation)
• 1st presentation group: Presentation moved to Monday. Technology due tomorrow.
• Progress Reports: Monday 2/17 – Extra credit Test “A” if you bring it back by Wednesday, signed
by your parent/guardian
• SWBAT differentiate between the House of Burgesses and the modern-day US Congress.
• SWBAT evaluate influence of Magna Carta, Mayflower Compact, and English Bill of Rights
on the founding on the United States.
CLASS PRACTICE
Pg. 5: American Legislature, Then and
Now
Pg. 6: Magna Carta, Mayflower
Compact, English Bill of Rights
OBJECTIVES
• SWBAT write their HW:
• Finish reading and annotating both passages on pg. 7  this will be a part of your quiz.
• Study for Unit 2, Part 2 Quiz on Monday, 2/17
• (Quiz: Pgs. 4-7, including map of 13 Colonies)
• 1st presentation group: Presentation on Monday. Technology due today.
• 2nd presentation group: Presentation Thursday. Meet with me today. Technology due Sunday.
• Progress Reports: Monday 2/17 – Extra credit Test “A” if you bring it back by Wednesday,
signed by your parent/guardian
• SWBAT write out their group’s idea/plan for the Black History Program on the
lined side of your index card. On the blank side, write the group member names.
• SWBAT present their Unit 2 Part 1 Trading Cards.
• SWBAT evaluate influence of Magna Carta, Mayflower Compact, and English Bill
of Rights on the founding on the United States.
• SWBAT analyze New England and Mid-Atlantic cultures in relation to religion.
CLASS SCHEDULE (NO TIME TO WASTE TODAY!)
• Trading Cards Presentations (15 minutes)
• Presenter’s duty: When you are called, 2 people from the group will come up and use
the document reader. You have 2 minutes total to present both cards, front and back.
• The class’ duty: Once the presenting group has finished, ask any clarifying questions.
Add onto your group’s trading card, if needed.
•
•
•
•
•
•
Christina’s group: Mid-Atlantic Colonies, Southern Colonies
Raven’s group: New England Colonies, House of Burgesses
Nnambi’s group: Puritans/Pilgrims, US Congress
Ladeidra’s group: Plymouth, Mayflower Compact
Amber’s group: Jamestown, Magna Carta
Destini’s group: Roanoke, English Bill of Rights
• Finish pg. 6: Mayflower Compact, English Bill of Rights (20 minutes)
• Background pg. 7: Witchcraft, Religious tolerance in NY (10 minutes)
CLASS PRACTICE
Pg. 6: Magna Carta, Mayflower
Compact, English Bill of Rights
Pg. 7: Salem Witch Trials, Religious
Tolerance
OBJECTIVES
• Destini’s group needs to turn in the written parts of the project as well as give me any
technology so I can start hooking it up my computer.
• SWBAT write their HW:
• 2nd presentation group: Presentation Thursday.
• Black History project: rough draft due by Thursday, 2/13. Final draft will be due by Monday, 2/24
• Bring back Progress Report signed by parent/guardian by Wednesday for an extra credit Test “A.”
• SWBAT review for today’s quiz (until 8:05).
• SWBAT take today’s Unit 2, Part 2 quiz (15 minutes).
• SWBAT analyze the fight for the Everglades through presentation (starts at 8:25).
INSTRUCTIONS
• This will be a group quiz. It is scored based on how many you got right AND how quickly you turn it in with
your correct answers. You must write neatly.
• You are to work together to come up with the answers. The group leader has a final say on what gets turned
in.
• The first group to turn in their quiz has the possibility of getting a maximum score of 110%. Second group:
105% max. Third group: 100% max. Fourth group: 95% max. Fifth group: 90% max. Sixth group: 80% max.
• After 15 minutes, every group is required to turn in their quiz, whether or not they have finished.
• Each group must have one sheet of paper for the entire group. Write all of the present group members’
names in alphabetical order by last name. Title it: “Unit 2, Part 2 Quiz.” Write today’s date.
• You are required to answer in complete sentences.
• If I see someone in the group not participating in the answering process, or simply faking their way, then I
will disqualify them and they will get a “0.”
• When finished, staple the half sheet to the back of the written portion, and hand it to me.
• Everything else, except for that sheet of paper and your pen/paper, must be put away under your desk. No
electronics.
• You will not be allowed to get up during the duration of this quiz.
• If you speak loudly, other groups might hear. Keep noise to a minimum.
UNIT 2, PART 2 QUIZ – 20PTS.
I.
1.
2.
Early British
Settlements – 3pts.
Explain Jamestown’s
Starving Time. Include
what saved it. (2pts)
What is the difference
between the types of
people that came to
settle Jamestown and
Plymouth?
IV. Magna/Mayflower – 2pts
10. Name one influence/effect
of the Magna Carta.
11. Puritans left England
because of religious
persecution. The
Mayflower Compact grants
freedom of religion. Why,
then, is it odd that New
England was considered
religiously intolerant?
II.
3.
4.
5.
13 Colonies – 3pts.
Why was it necessary that
the Mid-Atlantic colonies be
tolerant?
Why did women tend to have
more power in the Southern
Colonies than women in the
other regions?
Why did the Southern
colonies have slavery?
V.
Society in Colonial
America – 2pts
12. What group of women
tended to be accused
of witchcraft in Salem?
13. For which group’s rights
were citizens fighting
for with the Flushing
Remonstrance?
III.
American Legislature – 4pts.
6.
What type of government was
the House of Burgesses?
There are 435 representatives in
the House of Representatives. On
what is this number based?
Why is the Congress bicameral?
Other than dealing with laws,
name one power the US Congress
has.
7.
8.
9.
VI. Map (use the map) – 6pts
• Using the color of the font,
correctly place the following in
colored pencil :
o Lightly shade in the Mid-Atlantic
Colonies (red)
o Lightly shade in the Southern
Colonies (blue)
o Write in the entire name for MA
on the correct state (green) – 2pts
o Write in the abbreviation for New
York in the correct state (orange)
o Write in the geographical obstacle
that did not allow colonists to
move westward (gray) – write it on
the western side of the 13 Colonies
PRESENTATION INSTRUCTIONS: “THE EVERGLADES”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “The Everglades.” Make sure your name is
on it. I will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade
Destini’s Group
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
OBJECTIVES
• If you were absent yesterday, please come and see me.
• SWBAT write their HW:
•
•
•
•
•
Review information on pgs. 4-7, including map  individual pop quiz this week.
2nd presentation group: Presentation Thursday.
3rd presentation group: Presentation Tuesday. Meet by Friday. Technology due Sunday.
Black History project: rough draft due by Thursday, 2/20. Final draft will be due by Monday, 2/24
Bring back Progress Report signed by parent/guardian by Wednesday for an extra credit Test “A.”
• SWBAT correct their Unit 2, Pt. 2 quiz.
• SWBAT evaluate influence of the English Bill of Rights on the founding on the United States.
• SWBAT analyze New England and Mid-Atlantic cultures in relation to religion.
ARTICLE PROJECT PRESENTATIONS
• Is there any group that would like to present third? (Discuss with your
group – you have ~1 minute to make your decision.)
• 3rd presentation will be given: Tuesday, 2/25.
• Must meet with me by Friday, 2/21 with a solid plan and clarification questions. (3rd
period or afterschool – by appointment only!)
• Any technology should be given by Sunday, 2/23.
• The article is “Do Not Let The Olive Branch Fall From My Hand” by Yasser Arafat. It
focuses on the differences between a revolutionary and a terrorist.
TAKE OUT YOUR B/R NOTEBOOK
• Title it “Unit 2.2 Quiz Recap”
• We are going over the answers from yesterday’s quiz.
• You are to write down the correct answers.
UNIT 2, PART 2 QUIZ – 20PTS.
I.
1.
2.
Early British
Settlements – 3pts.
Explain Jamestown’s
Starving Time. Include
what saved it. (2pts)
What is the difference
between the types of
people that came to
settle Jamestown and
Plymouth?
IV. Magna/Mayflower – 2pts
10. Name one influence/effect
of the Magna Carta.
11. Puritans left England
because of religious
persecution. The
Mayflower Compact grants
freedom of religion. Why,
then, is it odd that New
England was considered
religiously intolerant?
II.
3.
4.
5.
13 Colonies – 3pts.
Why was it necessary that
the Mid-Atlantic colonies be
tolerant?
Why did women tend to have
more power in the Southern
Colonies than women in the
other regions?
Why did the Southern
colonies have slavery?
V.
Society in Colonial
America – 2pts
12. What group of women
tended to be accused
of witchcraft in Salem?
13. For which group’s rights
were citizens fighting
for with the Flushing
Remonstrance?
III.
American Legislature – 4pts.
6.
What type of government was
the House of Burgesses?
There are 435 representatives in
the House of Representatives. On
what is this number based?
Why is the Congress bicameral?
Other than dealing with laws,
name one power the US Congress
has.
7.
8.
9.
VI. Map (use the map) – 6pts
• Using the color of the font,
correctly place the following in
colored pencil :
o Lightly shade in the Mid-Atlantic
Colonies (red)
o Lightly shade in the Southern
Colonies (blue)
o Write in the entire name for MA
on the correct state (green) – 2pts
o Write in the abbreviation for New
York in the correct state (orange)
o Write in the geographical obstacle
that did not allow colonists to
move westward (gray) – write it on
the western side of the 13 Colonies
VI. Map (use the map) – 6pts
• Using the color of the font,
correctly place the following in
colored pencil :
o Lightly shade in the Mid-Atlantic
Colonies (red)
o Lightly shade in the Southern
Colonies (blue)
o Write in the entire name for MA on
the correct state (green) – 2pts
o Write in the abbreviation for New
York in the correct state (orange)
o Write in the geographical obstacle
that did not allow colonists to
move westward (gray) – write it on
the western side of the 13 Colonies
PG. 7: GET INTO THE HABIT OF…
• This is college-level text – many times, you will immediately understand
the individual words but not necessarily the idea behind it. Get into the
habit of consciously thinking about what you are reading.
• There are no extra definitions given for the text – much like regular
reading, it will be up to you to find out the meaning. Get into the habit of
seeking out information that you need.
• Read the title AND background of each text – this gives the context of the
information, which better helps you understand the message. Get into the
habit of reading the entire page, not just the “reading” portion.
OBJECTIVES
• SWBAT write their HW:
•
•
•
•
Review information on pgs. 4-7, including map  individual pop quiz this week.
2nd presentation group: Presentation Thursday.
3rd presentation group: Presentation Tuesday. Meet by Friday. Technology due Sunday.
Black History project: rough draft due by TOMORROW. Final draft will be due by Monday,
2/24
• Bring back Progress Report signed by parent/guardian by Thursday for an extra credit Test
“A.”
• SWBAT analyze New England and Mid-Atlantic cultures in relation to religion.
• SWBAT create a rough draft for their Black History project. (20 minutes)
B/R: “13 COLONIES MAP”
No need for complete sentences. Do not use any form of notes. This should be
done in silence, with no help from others.
• Correctly name the following, with proper spelling:
1. A
2. C
3. E
4. G
5. J
• Correctly identify the region the following belongs to:
6.
7.
8.
9.
10.
Maryland
New Hampshire
Delaware
Virginia
New York
ONCE AGAIN… (PG. 7)
• This is college-level text – many times, you will immediately understand
the individual words but not necessarily the idea behind it. Get into the
habit of consciously thinking about what you are reading.
• There are no extra definitions given for the text – much like regular
reading, it will be up to you to find out the meaning. Get into the habit of
seeking out information that you need.
• Read the title AND background of each text – this gives the context of the
information, which better helps you understand the message. Get into the
habit of reading the entire page, not just the “reading” portion.
“WHY SALEM MAKES SENSE: CULTURE, GENDER, AND THE
PURITAN PERSECUTION OF WITCHCRAFT” BY ISAAC REED
• MA is a part of the New England Colonies.
• Many theories exist for why the accusations took place, ranging from
changing economic conditions to frontier wars with Natives to teenage
boredom. Many believe it is a mixture of theories.
• Population of 2,000 (Salem Town + Salem Village).
• 200 people accused. (What is the percentage?)
• 20 executed. (6 men / 14 women)
• 19 were hanged.
• 1 was pressed to death by stone (80 year old man)
• 3 accused died in prison.
Key Ideas In Text
1. People, especially women, who lacked power or friends were used as
scapegoats for problems colonists could not explain or control.
2. It is easy to control a society by using fear.
ROUGH DRAFT OF BLACK HISTORY PROJECT
• During the next part of class, figure out what you will be turning in to
me on Thursday for your Black History project idea.
•
•
•
•
Remember, this replaces a non-project/non-exam grade.
You are allowed to do more than one project.
Your entire group must be involved.
The more effort you put in, including presenting in front of the entire school,
the more grades you get.
• This will not be an easy grade. You must actually work hard on this.
OBJECTIVES
• Raven’s group needs to turn in the written parts of the project as well as give me any
technology so I can start hooking it up my computer.
• SWBAT sign up for the Bridge Crossing in Selma at the Supply Center (for those that are
interested, it will take place on Sunday, March 9th -- you must get a ride to and from the school)
• SWBAT write their HW:
• Review information on pgs. 4-7, including map  individual pop quiz this week.
•
• Be sure to fully comprehend/understand both passages on pg. 7
3rd
presentation group: Presentation Tuesday. Meet by TOMORROW BY APPOINTMENT ONLY. Technology
due Sunday.
• Black History project: Final draft will be due by Monday, 2/24
• Bring back Progress Report signed by parent/guardian due TODAY for an extra credit Test “A.”
• SWBAT justify/critique their progress on the Black History project. (10 minutes)
• SWBAT analyze modern-day slavery through presentation. (8:15)
• SWBAT analyze New England and Mid-Atlantic cultures in relation to religion.
ROUGH DRAFT OF BLACK HISTORY PROJECT
• I will go around asking group by group, asking EXACTLY what the final draft
will entail. This means I will be giving negative and positive criticisms. Be
prepared to answer confidently.
• The final draft is due Monday – if I randomly ask you to present in class
Monday, your group should be ready to do just that.
• Remember, this replaces a non-project/non-exam grade.
• You are allowed to do more than one project.
• Your entire group must be involved.
• The more effort you put in, including presenting in front of the entire school, the
more grades you get.
• This will not be an easy grade. You must actually work hard on this.
PRESENTATION INSTRUCTIONS: “DISPOSABLE
PEOPLE”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “Disposable People.” Make sure your name
is on it. I will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade (10 minutes)
Raven’s Group (20 minutes)
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
B/R: “UNIT 2.2 QUIZ REVIEW”
• Answer in complete sentences. Do not use any form of notes. This
should be done in silence, with no help from others.
1. Name the first European colony in North America.
2. Explain the Starving Times, including where and why it took place,
and what saved it.
3. Which region of the Thirteen Colonies was known for religious
tolerance?
OBJECTIVES
• SWBAT turn all desks toward the SMARTboard.
• SWBAT sign up for the Bridge Crossing in Selma at the Supply Center (for those
that are interested, it will take place on Sunday, March 9th -- you must get a ride
to and from the school)
• SWBAT write their HW:
• 3rd presentation group: Presentation Tuesday. Meet by TODAY BY APPOINTMENT ONLY (not
3rd – I’ll be subbing Mr. Liddell’s class). Technology due Sunday.
• Black History project: Final draft will be due by Monday, 2/24
• SWBAT review their Unit 2.2 information. (until 8:15)
• SWBAT take their Unit 2.2 quiz. (25 minutes)
• SWBAT analyze Mid-Atlantic cultures in relation to religion. (20 minutes)
INSTRUCTIONS
• This will be an individual quiz. It is scored based on how many you got right AND how
quickly you turn it in with your correct answers. You must write neatly.
First 3: Maximum score of 110%.
The next 5: 105% max.
The next 8: 100% max.
Next 5: 95% max.
Last 3: 90% max.
• After 25 minutes, everyone is required to turn in their quiz, whether or not they have
finished.
• On a sheet of paper, title this: “Unit 2, Part 2 Quiz (Ind.).” Write today’s date.
• You are required to answer in complete sentences.
• When finished, staple the half sheet to the back of the written portion, and hand it to
me. You must staple at the Supply Center.
• Remain silent throughout the entire duration, and keep your eyeballs on the ceiling or
on your paper – nowhere else.
• All book bags, purses, etc. should be under your desks.
American Legislature – 4pts.
8. Name the first representative democracy
legislature in the Americas.
13 Colonies – 4pts.
9. How many members belong to the Senate?
4. Why was it necessary that the
Mid-Atlantic colonies be tolerant? 10. Why is the Congress bicameral?
5. Which group had the most
11. Congress deals with laws, war, and the military.
amount of power in all of the
Name one other power it has.
regions?
UNIT 2, PART 2 QUIZ (IND.) – 30PTS.
Early British Settlements – 4pts.
1.
2.
3.
What was Roanoke’s
biggest weakness?
Explain Jamestown’s
Starving Time.
Include what saved
it. (2pts)
What is the
difference between
the types of people
that came to settle
Jamestown and
Plymouth?
6.
7.
Magna/Mayflower – 3pts
12. Name one reason/cause
for why the Magna Carta
was signed.
13. Name one right that the
Magna Carta guaranteed.
14. Why is it odd that New
England was considered
religiously intolerant?
Why did women tend to have
more power in the Southern
Colonies than women in the
other regions?
On whom were the Southern
Colonies dependent?
Society in Colonial America – 3pts
15. According to “Why Salem
Matters,” why was
murdering women
considered useful?
16. Name one reason why the
Flushing Remonstrance was
remarkable, according to
“Colony with a
Conscience.”
17. Define remonstrance.
Map (use the map) – 12pts: Write on the back of map. Spelling counts.
18.
What letters represent the New England Colonies?
19.
What letters represent the Southern Colonies?
20.
Identify the state represented by A.
21.
Identify the state represented by M.
22.
What letter represents PA?
23.
What letter represents DE?
24.
What letter represents RI?
25.
What letter represents CT?
26.
What letter represents MD?
27.
To what region does MD belong?
28.
To what region does DE belong?
29.
Why are the Appalachian Mts. important to the
development of the 13 Colonies?
“A COLONY WITH A CONSCIENCE” BY KENNETH T. JACKSON
• NY is a part of Mid-Atlantic Colonies
• NY was originally owned by the Dutch (Netherlands) before it was sold to UK, making it a part of
the 13 colonies.
• New Amsterdam = NYC (why do you think this was the name?)
• Quakers tended to be universally persecuted.
•
•
•
•
•
•
Fought to end slavery
Wanted equal treatment of Native Americans, Blacks, women
Anti-war
Did not pay tithes in church
Did not take off hats for people in authority
Fought for treating prisoners fairly, etc.
Key Ideas In Text
1. The unequal treatment of Quakers, even in a religiously tolerant society.
2. Standing up for the rights of others, even when yours are not being threatened.
OBJECTIVES
• Amber’s group needs to turn in the written parts of the project as well as give
me any technology so I can start hooking it up my computer.
• SWBAT sign up for the Bridge Crossing in Selma at the Supply Center (for those
that are interested, it will take place on Sunday, March 9th -- you must get a ride
to and from the school)
• SWBAT write their HW:
• Review information on pgs. 4-7
• 4th presentation group: Presentation Tuesday. Meet by Friday. Technology due Sunday.
• SWBAT take a mini-quiz on yesterday’s class assignment. (8min)
• SWBAT analyze the difference between a terrorist and a revolutionary through
presentation. (8:15)
• SWBAT present their Black History project. (15min)
ARTICLE PROJECT PRESENTATIONS
• Is there any group that would like to present fourth? (Discuss with
your group – you have ~1 minute to make your decision.)
• 4th presentation will be given: Tuesday, 3/4.
• Must meet with me by Friday, 2/28 with a solid plan and clarification questions. (3rd
period or afterschool – by appointment only!)
• Any technology should be given by Sunday, 3/2.
• The article is “The Growing Surveillance Monster” by American Civil Liberties Union
(ACLU). It focuses on a citizen’s right of privacy versus national security.
“PROTEST ARTICLE MINI QUIZ”
You will have 8 minutes to complete the following.
After writing the proper heading on a half sheet of paper, answer the following in
complete sentences without any notes or help:
1.
2.
3.
4.
Name one issue that Venezuelan demonstrators are protesting against. (1pt)
Identify the group that began protesting. (1pt)
Explain why media censorship would be affecting the protests. (1pt)
In at least 2 sentences, give strong reasons for why the protests can be compared AND
contrasted from ONE of the following: Mandela’s fight against apartheid, Malala’s fight
against gender discrimination, or the Black Civil Rights Movement in the US. (2pts)
Once complete, turn this into the red bin at the Supply Center.
PRESENTATION INSTRUCTIONS: “DO NOT LET THE
OLIVE BRANCH FALL FROM MY HAND”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “Olive Branch.” Make sure your name is on
it. I will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade (10 minutes)
Amber’s Group (20 minutes)
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
OBJECTIVES
• SWBAT arrange desks into groups.
• SWBAT sign up for the Bridge Crossing in Selma at the Supply Center (for
those that are interested, it will take place on Sunday, March 9th -- you
must get a ride to and from the school)
• SWBAT write their HW:
• Quiz Corrections + Addendum due by Friday, 2.28
• Review information on pgs. 4-7
• 4th presentation group: Presentation Tuesday. Meet by Friday. Technology due
Sunday.
• SWBAT present their Black History project. (15min)
• SWBAT analyze the current Venezuelan protests through video and
discussion.
ATTEMPT AT A HIGHER QUIZ SCORE. DUE BY FRIDAY.
#1 – Quiz Corrections: Must attach old quiz to the
back of the corrected version. Only correct the ones
that did not receive full points. Must be in complete
sentences. Must include map.
Original Score
Extra Points
Possible
Corrected Score
(if all corrections are
correct)
80% or above
+0
You’re fine. Shut up.
79 – 65
+ 10
89 – 75
64 – 45
+ 15
79 – 60
44 – 30
+ 25
69 – 55
29 – 0
+ 30
59 – 30
Did not do at all
for WHATEVER
reason
+ 50
50
(but, hey, it’s better
than a 0!)
#2 – Addendum: Must be attached to
the front of your corrections.
• An addendum is a written document
explaining a legitimate reason for
your previous work and how you plan
on improving it in the future.
• In order to turn in your quiz
corrections and have it considered for
a grade boost, you must attach a 1
paragraph (6 sentence min.)
addendum informing me why you
originally scored low and how you
SPECIFICALLY plan on improving this
by test time. I will not accept
corrections without the addendum.
American Legislature – 4pts.
8. Name the first representative democracy
legislature in the Americas.
13 Colonies – 4pts.
9. How many members belong to the Senate?
4. Why was it necessary that the
Mid-Atlantic colonies be tolerant? 10. Why is the Congress bicameral?
5. Which group had the most
11. Congress deals with laws, war, and the military.
amount of power in all of the
Name one other power it has.
regions?
UNIT 2, PART 2 QUIZ (IND.) – 30PTS.
Early British Settlements – 4pts.
1.
2.
3.
What was Roanoke’s
biggest weakness?
Explain Jamestown’s
Starving Time.
Include what saved
it. (2pts)
What is the
difference between
the types of people
that came to settle
Jamestown and
Plymouth?
6.
7.
Magna/Mayflower – 3pts
12. Name one reason/cause
for why the Magna Carta
was signed.
13. Name one right that the
Magna Carta guaranteed.
14. Why is it odd that New
England was considered
religiously intolerant?
Why did women tend to have
more power in the Southern
Colonies than women in the
other regions?
On whom were the Southern
Colonies dependent?
Society in Colonial America – 3pts
15. According to “Why Salem
Matters,” why was
murdering women
considered useful?
16. Name one reason why the
Flushing Remonstrance was
remarkable, according to
“Colony with a
Conscience.”
17. Define remonstrance.
Map (use the map) – 12pts: Write on the back of map. Spelling counts.
18.
What letters represent the New England Colonies?
19.
What letters represent the Southern Colonies?
20.
Identify the state represented by A.
21.
Identify the state represented by M.
22.
What letter represents PA?
23.
What letter represents DE?
24.
What letter represents RI?
25.
What letter represents CT?
26.
What letter represents MD?
27.
To what region does MD belong?
28.
To what region does DE belong?
29.
Why are the Appalachian Mts. important to the
development of the 13 Colonies?
BLACK HISTORY PROJECT
• At this point in time, I will ask those that are ready with their final
draft of their Black History project to present.
• Remember, this is graded. The more effort that is shown, the more
grades you will receive. Conversely, the less effort that is shown, the
less opportunity you will have to replace grades.
OBJECTIVES
• SWBAT write their HW:
• Quiz Corrections + Addendum due by TOMORROW.
• Review information on pgs. 4-7
• 4th presentation group: Presentation Tuesday. Meet by TOMORROW.
Technology due Sunday.
• SWBAT practice their Black History project.
• SWBAT analyze the current Venezuelan protests through video and
discussion.
OBJECTIVES
• SWBAT turn in their quiz corrections into the red bin. Make sure your
name is on the addendum sheet.
• MUST HAVE ADDENDUM IN ORDER TO TURN IT IN: Addendum on top, quiz
corrections with new map, original quiz on the bottom.
• SWBAT write their HW:
• Review information on pgs. 4-7
• 4th presentation group: Presentation Tuesday. Meet by TODAY. Technology
due Sunday.
• SWBAT analyze the current Venezuelan protests through video and
discussion.
RIGHT NOW…
• Take out your bellringer notebook, a pen/pencil, and the Venezuela protests
article.
• Title your B/R entry as: “Venezuelan Protests.”
• Be sure to write when necessary.
• Questions asked are for discussion points.
• When discussing, make sure you stay on task. Do not talk about other things.
• Make sure your partner is being detailed in their response. Ask them WHY they think what
they think.
VENEZUELAN PROTESTS
•
•
•
•
•
•
•
•
Venezuela is in S. America.
Official language: Spanish.
Capital: Caracas.
Most people live in large
cities.
There are 23 states in Ven.
Population: 29 million.
Mostly exports oil.
There are many food and
goods shortages.
CHAVEZ
MADURO
• Nicolas Maduro is the
president after
winning a very close
election in 2013 (51%
of the vote).
• He became president
after Hugo Chavez
passed away from
cancer. Chavez had
been president for 14
years and was very
anti-US government.
• 80% of the pop.
turned out to vote in
2013.
REBELLION
• What is a revolution?
• What does it look like?
• How can a young person change a country?
• Video
OBJECTIVES
• SWBAT write their HW:
• Review pgs. 4-7
• REMEMBER: If you signed up for the Bridge Crossing, it will take place THIS
SUNDAY, March 9th.
• 4th presentation group: Presentation tomorrow.
• SWBAT analyze the current Venezuelan protests through video and
discussion.
• SWBAT analyze the impact of the English Bill of Rights on the US
government.
B/R: “VENEZUELA”
Answer the following in complete sentences without using notes:
1.
2.
3.
4.
5.
On which continent is Venezuela located?
What language do they speak in Venezuela?
What group of people started the protests in Venezuela?
Name one reason why protesters are upset with the government.
What has happened to telecommunications (TV/radio) in Venezuela
since the protests started?
6. What would you do if you were a student protesting in Venezuela? Why?
7. What would you do if you were the president in Venezuela while the
protests were taking place? Why?
V
ENEZUELAN PROTESTS
ALONE: (2min)
• After watching the video, answer the following in your notebook:
1.
2.
Who/what did you see?
Who/what did you hear? (Be as detailed as possible)
PARTNER: (4min)
• After writing in your notebook, discuss the following with ONE person next to you:
3.
4.
What role did students play in making the Venezuela protests come alive? Was it positive or negative? Why?
What role does telecommunications (TV/radio) and social media have on the Venezuelan protests?
GROUP: (8min)
• After discussing with your partner, discuss the following in a group of 3-4 people:
5.
6.
7.
8.
How does censorship (restricting/blacking out) help a government keep control of its people? Explain.
Do you think the US government censors what we see in the US? Why?
What do you think YOU would do if this situation was going on in the US? Why?
How does this compare to Malala, Mandela, and the Civil Rights Movement?
WHOLE CLASS: (10min)
• After discussing with your group, we will discuss the following as a class:
9.
10.
11.
12.
How should the Venezuelan government handle their protests? Why?
Do human being have a duty to help other human beings who are in trouble? Why?
Do governments have a duty to help people of other countries who are in trouble? Why?
Should the US become involved in trying to stop the protests? Why?
VENEZUELAN PROTESTS
• After putting a heading on a half sheet of paper, answer the following
in at least one paragraph (6 sentences min.):
• Why is understanding what is going in Venezuela important in understanding
the way a democracy functions?
OBJECTIVES
• Christina’s group needs to turn in the written parts of the project as well
as give me any technology so I can start hooking it up my computer.
• SWBAT write their HW:
• Finish annotating “The Terrible Transformation”
• Complete pg. 8 Venn Diagram (4-1-4) using “The Terrible Transformation”
• REMEMBER: If you signed up for the Bridge Crossing, it will take place THIS SUNDAY,
March 9th.
• SWBAT analyze the importance of national security vs. a citizen’s right to
privacy through presentation. (8:05)
• SWBAT analyze the change from indentured servitude to slavery in the 13
Colonies.
PRESENTATION INSTRUCTIONS: “THE GROWING
SURVEILLANCE MONSTER”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “Surveillance Monster.” Make sure your
name is on it. I will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade (10 minutes)
Christina’s Group (20 minutes)
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
“THE TERRIBLE TRANSFORMATION”
• Turn to pg. 6.
• Cross out the section marked “English Bill of Rights” using a marker.
• Turn to pg. 8.
•
•
•
•
•
On the top of the page, write out “The Terrible Transformation.”
Over the Venn Diagram, write out “4-1-4”
For HW tonight, you are filling out the Venn Diagram.
The Venn Diagram must be a 4-1-4, and must use the article.
You cannot complete the Venn Diagram without having fully read and fully understood the article.
• With one partner:
• Read the article “The Terrible Transformation” out loud. Read it to each other, not to the class.
• Annotate the important information after each paragraph. Be sure to make connections and ask
the article questions.
• The article should be fully read and annotated by the end of class.
OBJECTIVES
• SWBAT write their HW:
• In your B/R notebook, write a basic 5Ws/1H paragraph on Bacon’s Rebellion. Title it “Bacon’s
Rebellion.” Use the internet.
• Review pg. 9
• REMEMBER: If you signed up for the Bridge Crossing, it will take place THIS SUNDAY, March
9th.
• SWBAT take a quiz on “The Terrible Transformation.”
• SWBAT analyze the cycle of the Triangular Trade and slave codes.
• SWBAT evaluate the effects of economic dependency of indentured servitude to
slavery in the 13 Colonies.
POP QUIZ: “THE TERRIBLE TRANSFORMATION”
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a
pencil/pen and a half sheet of paper. Put the proper heading. Remain silent. Keep your
eyes on your own paper. You have 8 minutes. Turn it in to the red bin when complete.
Answer in complete sentences.
1. In which colony/state was slavery first legalized?
2. Name one similarity between slavery and indentured servitude.
3. Give an example of how many Africans and poor whites were equally
treated in the early days of the colonies.
4. Give one reason why indentured servitude became unpopular.
5. Why is it odd that Anthony Johnson purchased a home and
indentured servants by 1640?
PG. 9: TRIANGULAR TRADE
Raw goods sold to Eur.
factories to make
manufactured goods.
Clothes
Cigarettes
Rum
Slaves sold;
Used to cultivate
raw goods.
Europeans
want more $.
Molasses
(sugarcane)
Europeans buy
slaves in Africa.
Cotton
Tobacco
Sugarcane
Middle Passage:
Slave journey
from Africa to the
Americas. 15% die.
PG. 9: SLAVE CODES
• DEF.: laws made by the English colonies to define the status of slaves
and the rights of the masters
1.
2.
3.
4.
5.
Enslaved for life; passed on to children.
Could not marry.
Could not own property.
Could not be educated.
Considered property (no human rights).
PG. 9: CHEAP LABOR IN COLONIAL AMERICA
“contracted”
INDENTURED SERVITUDE:
SLAVERY:
Initially Blacks
Of African descent
and poor Whites
Initially nonNeeded for
Christian
Temporary status
labor
in
the
Eventual permanent
13
Colonies
status
Hard to identify
(economic
Passed on slave
runaways
“need)
status from mother
Given freedom dues
No basic rights
Initially: “at first”
Eventually: “later on”
OBJECTIVES
• SWBAT write their HW:
• Finish Bacon’s Rebellion (Colonial Laws) Handout
• Review “The Terrible Transformation,” and pg. 9.
• ANTICIPATE: An essay will be due on Tuesday dealing with this information. You will get
your prompt tomorrow.
• BRIDGE CROSSING: Bring back your field trip forms signed by __________. Be
there at 9:45 on Sunday. Keep in mind, clocks will move forward one hour on
that day.
• SWBAT take a quiz on Bacon’s Rebellion.
• SWBAT evaluate the effects of economic dependency of indentured
servitude to slavery in the 13 Colonies and connect it to Bacon’s
Rebellion.
POP QUIZ: “BACON’S REBELLION”
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a
pencil/pen and a half sheet of paper. Put the proper heading. Remain silent. Keep your
eyes on your own paper. You have 6 minutes. Turn it in to the red bin when complete.
Answer in complete sentences.
1. Where did Bacon’s Rebellion take place?
2. What was Bacon’s Rebellion?
3. Why did Bacon’s Rebellion take place? (2pts)
TAKE OUT:
• Your B/R notebook (I would suggest writing some notes you think are
important/interesting for your essay)
• A pen/pencil
• Your “Terrible Transformation” article
• Don’t forget your HW tonight: Complete #1-4 of the Bacon’s Rebellion
handout.
“THE TERRIBLE TRANSFORMATION”
KEY WORDS/CONCEPTS (use lines from the article to help make your point)
This is for discussion points  test grades
•
•
•
•
•
•
•
•
•
•
•
House of Burgesses declaration
Initial treatment of all indentured servants
White identification
Massachusetts
Virginia laws
John Punch
Anthony Johnson
Religious status
Freedom dues + Connection to Bacon’s Rebellion
Unpopularity of indentured servitude (tobacco; 1676)
David Blight
OBJECTIVE
• SWBAT write their HW:
• Prompt + Thesis + Plan of action due Monday.
• This should be NEATLY written down on a separate sheet of paper to turn in on Monday.
• BRIDGE CROSSING: Bring back your field trip forms signed on Sunday. You will
be getting the form today. Be there on Sunday at 9:30. Keep in mind, clocks
will move forward one hour on that day.
• SWBAT analyze modern race relations in the US through Bacon’s
Rebellion.
B/R: “BACON’S REBELLION”
Without using any of your notes/HW, answer in complete sentences:
1. Draw a representation of the population breakdown based on
socio-economic (social/economic) divisions in colonial America. Be
sure to label each portion.
2. How does Bacon’s Rebellion show the relationship between poor
Whites and enslaves Blacks in colonial America?
3. Predict a measure that was taken to keep Indians and Blacks from
uniting, or that may have even made them feel hostile towards one
another.
TAKE OUT YOUR B/R NOTEBOOK.
• You will be getting information on your essay. I have changed the due date.
Things to keep in mind:
• This is a college-level essay.
• This will be difficult because it requires you to think of an essay prompt,
but not because the actual work is hard.
• I will give you the topic and certain requirements – in return, you must give
me a prompt you will focus on based on that information.
• Your prompt and thesis will be due Monday for a grade along with a
specific plan of action of how you will go about getting this assignment
done.
ESSAY TIME!
• Due date: Wednesday, 3/19
• There will be 3 graded check ups before the final due date
• Monday, 3/10: Prompt + Thesis + Plan of Action
• Thursday, 3/13: Rough research
• Monday, 3/17: Rough outline / Rough draft
• You must have 4 outside sources of information for your research, with a
proper works cited page.
• This will need a cover page + 4-5 pages double spaced + works cited page
(6-7 pages total).
• Font: Times New Roman, 12 pt., 1 inch margins, no extra space wasted.
• This will be considered 2-3 project grades.
• You will be allowed to work alone or with one partner.
• Working with partner: 2 grades.
• Working alone: possibility of 3 grades (depending on how hard the work was – extra
credit)
ESSAY: “MODERN RACE RELATIONS IN THE US”
• Topic: The importance of Bacon’s Rebellion in helping shape modern race relations in the
United States.
• Requirements:
1.
2.
3.
4.
Must mention the transition from economic dependence of the 13 Colonies on indentured
servitude to African-based slavery
Must mention the relationship between racism and slavery
Must mention specific modern examples of racial relations in the US (political, judicial,
legislative, economic, social, educational, military, medical, etc.), including data breakdown and
the breakdown’s importance to the future of Blacks/minorities in the US as well as its overall
importance to the general American welfare
Must mention who benefits from having these racial divisions in the US (for whichever focus
you choose)
• Prompt: You tell me by Monday. You must have a thesis to go along with the prompt you
have come up with.
• In addition, you must have a plan of action of how you will go about getting this assignment done
– day by day breakdown of what you/your partner will be doing in order to accomplish this.
RIGHT NOW:
• Figure out:
• If you want to work with a partner.
• Think about how you work with people, the time frame given, transportation, access to information
(library, internet, etc.), etc.
• Who your partner will be, if you choose one.
• Don’t think friends – think of how effectively you work with them
• What you will do in order to get Monday’s assignment done.
• Prompt + potential thesis
• Plan of action
• You have 5 minutes to make your final decision.
• If you choose a partner or choose to work alone, the decision is final. I will not allow for
change after right now. So choose wisely for yourself.
• I will be available afterschool Monday – Thursday for this and next week, if you have specific
questions/need help. Don’t bother coming if you are not planning on being serious about the
assignment.
NOW:
• Take out your HW assignment from last night.
• I will also be giving you some information that will help you get
started on research for your essay.
• We will have a discussion based on the HW.
OBJECTIVES
• If you were not here on Friday, please come and see me when I call you.
• SWBAT turn desks into groups.
• SWBAT turn in their research paper prompt, thesis, and plan of action in
the red bin. Be sure your name is on it.
• SWBAT write their HW:
• Review pg. 9 chart
• SWBAT analyze philosophes that influenced the US Constitution.
TODAY’S WORK – SUGGESTION: WRITE IN PENCIL SO
THAT YOU CAN ERASE, IF NEED BE.
• What you will be doing individually:
• Reading your information on your philosophe
• Seeking out definitions for words you do not know
• Filling out pg. 9’s chart for the portion you have (dates, ideas, and famous quotes).
• If you need space, transfer information into your B/R notebook. Much of this should be review.
• Leave the last column (“Quote Analysis” blank)
• What you will be doing as a group:
• Once everyone has done at least their portion of the chart, begin sharing your information by
passing along your philosophe slip to the next person.
• Once everyone is done with the four portions, begin analyzing your quotes together. Fill out
the last column together.
• Pick one quote for each philosophe to focus on.
• What Ms. Michel will be doing:
• Going over each prompt, thesis, and plan of action so that I may return it to you ASAP
• Calling you over individually so that I can finalize certain aspects of your work.
OBJECTIVES
• If you have not yet been approved for your prompt, thesis, or plan of action, I will
individually call on you during class today. Please have your materials ready.
• SWBAT write their HW:
•
•
•
•
TUTORING AFTERSCHOOL CANCELLED (I have a staff meeting)
EXTRA CREDIT: Debate Team afterschool (Rm. 208 with Mr. Burnette) – think COLLEGE
Finish and review pg. 9 (chart and graphic organizer). Quiz tomorrow.
ROUGH RESEARCH IS DUE THURSDAY – It is graded. Have either printed and annotated
information OR have handwritten and annotated information. Have at least 4 different
sources (with different information – NOT ALL THE SAME) – include the web addresses you
got it from.
• SWBAT analyze philosophes and movements that influenced the US Constitution.
TODAY’S WORK – WRITE IN PENCIL.
• Assumption being made: You have fully completed your philosophes chart on pg. 9
• If not, take 10 minutes and finish up. Whatever you don’t finish will have to be finished by tonight
because of tomorrow’s quiz.
• What you will be doing individually:
• Reading your information on your portion of the Great Awakening. Become an expert on the topic.
• Seeking out definitions for words you do not know.
• Picking out bullet pointed information to offer your group.
• What you will be doing as a group:
• Create a graphic organizer on the bottom half of pg. 9 (refer to pg. 6 for ideas)
• SUGGESTION: Draw causes/effects arrows before and after the circle. In the circle, write in Great Awakening
and important dates. The “what” and “important people” should belong to the circle. The “causes” should
belong to the first arrow. The “effects” should belong to the 2nd arrow.
• What Ms. Michel will be doing:
• Calling you over individually so that I can finalize certain aspects of your work.
OBJECTIVES
• SWBAT write their HW:
• Review pg. 9 (chart and graphic organizer).
• ROUGH RESEARCH IS DUE TOMORROW – It is graded. Have either printed
and annotated information OR have handwritten and annotated information.
Have at least 4 different sources (with different information – NOT ALL THE
SAME) – include the web addresses you got it from.
• STAYING AFTERSCHOOL TODAY? Sign up with me please and tell me why you
will be stopping by as well as how long you think you will stay.
• SWBAT analyze philosophes and movements that influenced the US
Constitution.
Q
UIZ: “UNIT 2 AOEN/GREAT AWAKENING” (10PTS)
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a pencil/pen and a half
sheet of paper. Put the proper heading. Remain silent. Keep your eyes on your own paper. You have 14
minutes. Turn it in to the red bin when complete.
Answer in complete sentences.
1. Explain the difference between Rousseau’s social contract and Locke’s social
contract. (2pts)
2. According to Montesquieu, why did a government need to separate its powers?
3. Why was Voltaire against democracy?
4. For which rights/freedoms did Voltaire argue? (Name 1)
5. What does “fraternity” mean?
6. What was the Great Awakening?
7. Prior to the Great Awakening, why was there complacency amongst churchgoers?
8. The Great Awakening and the Scientific Revolution took place at the same time.
What other connect do they have?
9. Name one effect of the Great Awakening on the 13 Colonies.
OBJECTIVES
• SWBAT turn in their research. Staple all of your research and
annotations together. Turn it in to the red bin at the Supply Center.
• SWBAT write their HW, then take out a sheet of paper:
• Review pg. 9 (chart and graphic organizer).
• STAYING AFTERSCHOOL TODAY? Meet me in the Mac Lab.
• SWBAT take a quiz.
• SWBAT analyze philosophes and movements that influenced the US
Constitution.
Q
UIZ: “UNIT 2 AOEN/GREAT AWAKENING” (10PTS)
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a pencil/pen and a
sheet of paper. Put the proper heading. Remain silent. Keep your eyes on your own paper. You have 12
minutes. Turn it in to the red bin when complete.
Answer in complete sentences.
1. Why was Voltaire against democracy?
2. Why was Rousseau against slavery?
3. According to Montesquieu, why does a government need to separate its
branches?
4. According to Locke, was the purpose of a government?
5. Contrast Rousseau’s and Locke’s social contract. (2pts)
6. How did the Glorious Revolution lead to the Great Awakening?
7. The Scientific Revolution and the Great Awakening took place simultaneously.
How else were they connected?
8. Name 2 effects of the Great Awakening. (2pts)
YOU WILL HAVE 10 MINUTES.
•
•
•
•
Take out your pg. 9 chart
You will receive two blank half sheets.
Title each one “Philosophes”
You will create 2 Venn Diagrams as a group, one per paper. (They do not
have to be circles)
• Create a 3-1-3 Venn Diagram of Locke and Rousseau.
• Create a 3-1-3 Venn Diagram of Voltaire and Montesquieu.
• Be sure to label each portion.
• Write neatly and large enough for people to see.
• On the back of each, write each group member’s name.
• Turn it in to the red bin once complete. Turn both in together.
TAKE OUT YOUR B/R NOTEBOOK (10 MINUTES)
• Title this: “AoEn Quotes Analysis #1”
• You may talk to your group to help figure this out.
• Rewrite your Locke quote in your notebook.
• Explain what it means in your own words.
• Explain how this relates to his philosophical views.
• Rewrite your Montesquieu quote in your notebook.
• Explain what it means in your own words.
• Explain how it relates to his philosophical views.
OBJECTIVES
• SWBAT take out their B/R notebook to a fresh page in order to write some
research help notes.
• SWBAT write their HW:
• Rough outline/draft for research paper due Monday.
• Final draft of research paper due Wednesday.
• SWBAT comprehend how to write an outline for their research papers.
• SWBAT research information to bolster their research paper.
WRITING THIS PAPER – TIPS
• Please do not use fancy covers for your paper. A simple staple will do just fine.
• Use 12 pt. font, Times New Roman, double spaced with 1 inch margins.
• Every time you use information that is not your own, even quotes, cite it with
parenthesis or else its plagiarism.
• The world is 70% water (US census 2010).
• 60% of Blacks and Asians worldwide are lactose intolerant (WHO 2012 report).
• “I didn’t want to go, but they made me,” said the general (US Navy report 2003).
• Be sure to cite the articles I gave you (google them and find the article)
• “The Terrible Transformation”
• “Divide and Conquer laws”
• Don’t use the first person voice AT ALL!
• I, me, my, us, we, our, etc.
• Use third person voice
WRITING THIS PAPER
• Cover page: (1 page)
•
•
•
•
Include your name, date, and class (US History 10)
Include a title you have created relating to your prompt
Include your prompt (e.g., “The racial disparity…”)
You may include a picture that relates to the topic but it is not necessary
WRITING THIS PAPER
• Outline/Rough draft of paper: (4-5 pages in total)
I.
II.
Thesis: “Bacon’s Rebellion affects modern day race relations in the US…”
Bacon’s Rebellion (2 - 2 ½ pages)  first part of thesis
I.
II.
III.
IV.
Include a strong analysis (breakdown of everything you know about it, especially who was involved, why it was
important, and what it means for race in America 350 years later)  your own research
Include the transformation of the dependence of the American economy on indentured servitude to slavery 
“The Terrible Transformation”
Include laws leading to racism by division; explain what they mean, where they’re from, why they were made, and
the importance it had in dividing the races in the US  Divide and Conquer laws
Be sure to define any unfamiliar terms IN YOUR OWN WORDS!
III. 2nd part of thesis (2 - 2 ½ pages if you only have 2 parts) OR (1 - 1 ½ pages if you have a 3rd portion)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Connect Bacon’s Rebellion to the racial disparity you are talking about
Explain the importance of this portion of your prompt to the US
Give a strong analysis of this portion (include especially the WHY and HOW)
Give a strong evaluation of how this is affecting the US
Give strong examples, data breakdown, etc. to prove your point
Prove your sources are reputable (don’t use Wikipedia or about.com or Yahoo! Ask or any encyclopedia, etc.)
Explain who benefits from this racial disparity and WHY/HOW.
Be sure to define any unfamiliar terms IN YOUR OWN WORDS!
IV. (Third part of thesis) – (1 - 1 ½ pages, if you have a 3rd portion)
I.
V.
See part III
Conclusion
I.
II.
III.
Connect your prompt to Bacon’s Rebellion (paraphrase)
Explain why your prompt is important to the general American welfare.
Paraphrase your thesis.
WRITING THIS PAPER
• Works Cited page: (1 page)
• Title the page “Works Cited” and center the title.
• Have 4 different sources that you have researched on your own.
• In addition to this, be sure to include “Terrible Transformation” and “Divide and Conquer
laws”
• That is a total of 6 sources.
• Use bibme.org or citationmachine.net in order to complete the page.
• I do not want to see “google.com” as a source.
• I WANT THE ACTUAL PAGE YOU GOT YOUR INFORMATION FROM, INCLUDING THE WEB
ADDRESS.
RESEARCH TIME
• If you did not take yesterday’s quiz, you will do so now.
• If I did not go over your research, pass it up to me now and let me be. If I
don’t return it to you by the end of the period, come see me during 3rd
period to pick it up OR immediately after school.
• The rest of class time will be used to research. Do not let me catch you
wasting time or that will result in a deduction from your grade.
• Unless you are working in partners, you should not be talking.
• Any talking should focus on your assignment.
• At 8:50 we will start putting the computers back in their proper places.
• When returning the computers, make sure the magnet is attached.
OBJECTIVES
• SWBAT calmly start their work (including writing their HW and finishing up
yesterday’s classwork) as soon as they come in.
• SWBAT write their HW:
• Final draft of research paper due Thursday.
• I will be staying afterschool today.
• 5th group/6th group: Presentations given Tuesday, 4/1. Meet with me by Friday (by
appointment only – 3rd or afterschool). Technology due Tuesday, 3/25.
• SWBAT analyze legislative acts that affected the Road to the American
Revolution.
ARTICLE PROJECT PRESENTATIONS
• Is there any group that would like to
present fifth? (Discuss with your group
– you have ~1 minute to make your
decision.)
• Is there any group that would like to
present sixth? (Discuss with your
group – you have ~1 minute to make
your decision.)
• 5th presentation will be given: Tuesday, • 6th presentation will be given:
4/1.
Tuesday, 4/1 – the same day as the
th group.
• Must meet with me by Friday, 3/21 with a
5
rd
solid plan and clarification questions. (3
period or afterschool – by appointment only!)
• Any technology should be given by Tuesday,
3/25.
• The article is “North Korea: Denial of Right to
Food” by Amnesty International. It focuses on
report released by the organization wherein
the North Korean government uses basic
necessities as political tools.
• Must meet with me by Friday, 3/21 with a
solid plan and clarification questions. (3rd
period or afterschool – by appointment
only!)
• Any technology should be given by Tuesday,
3/25.
• The articles are “I Have a Dream” by Martin
Luther King and an excerpt from Malcolm X’s
“Autobiography of Malcolm X.” It focuses on
Black integration into White society in the
1960s.
TODAY: PG. 10
• Take 5 minutes to finish up yesterday’s work if you have not already done
so.
• You will continue the second half of the first portion of pg. 10 using
“Legislative Acts on the Road to Revolution.” Everyone will get one copy.
• You MUST read the entire page first so that you may decide how much information
to put down and where to place this information.
• You may work with a partner or in your group. You must work quietly and
throughout the entire class.
• During this time, I will call you up to go over your rough draft. I may give it
back to you at the end of the day – stop by the class if I have not turned it
in to you by the end of 1st period.
OBJECTIVES
• SWBAT take a laptop. Take out the materials you need to type your information.
Put everything else under your table. Laptops should be returned by 8:50. Use
your time wisely.
• If you have finished your paper, you may submit it to me for review and have until 7th period
to bring back the corrected copy.
• SWBAT write their HW:
• Your Research Paper is due tomorrow. It must be printed before 8:05. It will be for 10 points
off.
• Your quiz has been moved to Friday. (pg. 10)
• SWBAT type their research paper.
• Your entire focus should be on completing as much as possible during class today.
• Keep talking to a minimum.
• TIP: If you will need access to internet later but don’t have the access at home, do all internet
stuff here (e.g., your works cited page).
• bibme.org
• citationmachine.net
OBJECTIVES
• SWBAT turn in their research paper in to the red bin by 8:05 (real time).
• SWBAT write their HW (if it relates to you):
• 5th group/6th group: Presentations given Tuesday, 4/1. Meet with me by today (by
appointment only – 3rd or afterschool). Technology due Tuesday, 3/25.
• SWBAT review for their Road to Revolution quiz (8:10), then take out a
sheet of paper and put a proper heading.
• SWBAT take their RtR quiz (14 questions/22 minutes).
“UNIT 2 ROAD TO REVOLUTION QUIZ” (20PTS)
Have out your packet (ONLY YOUR PACKET – NOT
PRINTED NOTES), a pencil/pen and a sheet of
paper. You have 22 minutes.
Answer in complete sentences.
1. How did the French and Indian War affect England?
2. (2pts) What did the Navigation Act of 1651 ban? Why did colonists ignore this law?
3. (2pts) How did mercantilism negatively impact the colonists? How did it positively affect
British?
4. What was the British rationale for the Proclamation Act of 1763?
5. What is a faction?
6. Give one argument Loyalists had for staying loyal to England.
7. Give one argument Patriots had for wanting independence from England.
8. Why did England impose the Sugar Act of 1764?
9. Explain the “No taxation without representation” protest to the Stamp Act.
10. Which act was repealed because of its’ unpopularity?
11. (3pts) Explain the events that took place on March 5, 1770 in Boston, including the causes,
events, and effects.
12. How did the Tea Act of 1773 negatively affect colonists?
13. Why did colonists dress up as Native Americans during the Boston Tea Party?
14. (3pts) What were the Intolerable Acts in response to? Explain one part of it. How would it
backfire on the British?
OBJECTIVES
• SWBAT arrange tables in groups.
• SWBAT write their HW:
• Turn in Final Goal Setting Essay on Wednesday, 4/2. Must be neatly
handwritten on a separate sheet of paper.
• Review your Unit 2 packet. During the next few days, we will be going over
the information EXTENSIVELY before moving on to the final portion.
• 5th/6th presentations: To be given tomorrow.
• SWBAT set goals for the final quarter of the year.
• SWBAT write an essay on goal-setting.
RESEARCH PAPERS
• I am still in the process of grading them (I’m about halfway through).
• So far, they do not look pleasant.
• The grade will count towards the final 9-weeks instead of this report
card.
• Once it is returned this week, you’ll be required to turn in an edited
version with corrections, if you have received below an 80%.
• So far, Nnambi is the only one who does not have to turn in another copy.
• You will keep doing it until you get it right. 
GOAL SETTING
FIRST: Take about 1 minute to think about the questions. Be honest with yourself. You may write out your answers if you so choose.
THEN: Turn to your group and begin discussing. Make sure you are challenging your group members by asking WHYs and HOWs.
Academic (In this classroom)
Personal (Outside this class)
Future (Post-graduation)
1. What do you EXPECT
from this class/Ms.
Michel? Why?
1. What do you EXPECT
of yourself? Why?
1. What do you EXPECT
your future to look
like?
2. What do you WANT
from this class/Ms.
Michel? How are you
currently making sure
you get it?
2. What kind of person
do you WANT to be?
Are you there yet?
Why/why not?
2. What do you WANT
Greene County to
look like? How would
that take place?
3. What do you NEED in
order to be the best
version of yourself?
How do you plan on
getting there?
3. Do your goals for
yourself CONNECT
with Greene County?
Why/why not? Is that
important to you?
Why/why not?
3. What do you NEED
from this class/Ms.
Michel? How do you
plan on getting it?
WRITING EXPECTATIONS
• Must include a one sentence introduction and a one sentence conclusion.
Both of these must be your thesis. These are each considered paragraphs.
• Do not skip lines between any paragraphs; simply go to the next line. This
includes the thesis.
• Indent each paragraph.
• Each body paragraph must begin with a topic sentence.
• Each body paragraph must be at least 6 complete and logically placed
sentences. You are getting graded on how specific and logical you are. If
you do not explain the WHYs or the HOWs, expect a 60%.
• There must be at least 3 body paragraphs, but I expect an EXTENSIVE and
DETAILED essay. THINK before you write.
• Due Wednesday.
TOPIC: FINAL GOAL SETTING
• What are your goals for the final 9 weeks of the year? Be sure to
mention academic (classroom), personal, and future goals. Be
specific.
• Include:
• The importance of your goals to yourself
• How you specifically plan to go about accomplishing each goal
• If, and how, your goals are changing from the beginning of the year – explain why they
have/have not changed
• How this ties in with your next school year’s goals
• How your academic and personal goals tie in with your future goals
• Your expectations of yourself and of others – explain why these are the expectations
OBJECTIVES
• Ladeidra’s and Nnambi’s groups need to turn in the written parts of their
projects as well as give me any technology so I can start hooking it up my
computer.
• SWBAT write their HW:
• Turn in Final Goal Setting Essay (Wednesday or Thursday groups). Must be neatly handwritten
on a separate sheet of paper.
• Review the portions of the Unit 2 portions that we have completed.
• If you need help with your essay, I will be available 3rd period today (with your teacher’s
pass) and afterschool (until 4:15).
• If you have questions about my leaving, have them prepared for tomorrow. This will be the
only day we focus on that topic. After the talk, we’re going into the Unit 2 packet, so
prepare, especially pgs. 9 + 10.
• SWBAT analyze current political topics in North Korea through presentation (8:05)
• SWBAT analyze the impact of revolutionary leaders on the American Civil Rights
Movement through presentation (8:25)
PRESENTATION INSTRUCTIONS: “NORTH KOREA:
DENIAL OF RIGHT TO FOOD”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “North Korea.” Make sure your name is on
it. I will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade (10 minutes)
Ladeidra’s Group (20 minutes)
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
PRESENTATION INSTRUCTIONS: “KING VS. X”
• Presenters: Present the information clearly and loudly so that the
class can hear you. Do not speak too quickly. You have 10-15
minutes. I will stop you after 16 minutes.
• Be sure to give arguments and counter (opposing) arguments.
• Audience: Pay attention silently. Do not get distracted. Each person
should write notes. Title it “King vs. X.” Make sure your name is on it. I
will collect the notes.
• Wait until the end to ask questions.
NOW
Audience Grade (10 minutes)
Nnambi’s Group (20 minutes)
• Complete your audience
evaluation as a group. There is
one sheet per group.
• Discuss with your group
members on what you believe
the scores should be.
• Be sure to complete the front
AND back of the evaluation.
• You will now take your individual
quiz on this presentation.
• Come and see me. Bring a
pen/pencil.
REMEMBER:
• Start and end with your thesis.
• Do not skip lines between any paragraphs; simply go to the next line. This
includes the thesis.
• Indent each paragraph, including the thesis statements.
• Each body paragraph must begin with a topic sentence.
• Each body paragraph must be at least 6 complete and logically placed
sentences. You are getting graded on how specific and logical you are. If
you do not explain the WHYs or the HOWs, expect a 50% at the highest.
• There must be at least 3 body paragraphs, but I expect an EXTENSIVE and
DETAILED essay. THINK before you write.
• Due Thursday.
PLAN FOR TODAY:
• Write your HW:
• Essays due tomorrow (Thursday)
• I am staying afterschool for 30 minutes today if you need essay help.
• Review Unit 2 packet. Review starts tomorrow.
• Return projects. Give out report card grades.
• Have a discussion on my leaving:
• Have questions prepared. Be mindful of others when asking questions.
• Work on your essay:
• Thesis, topic sentences, expectations.
OBJECTIVES
• SWBAT turn all desks into groups.
• SWBAT turn in their Final Goals essay into the red bin. Be sure you have a
proper heading as well as your title (in the center of the line!).
• SWBAT write their HW:
• Vocabulary flashcards #15-25 due Monday
• Review pgs. 4-10 and Terrible Transformation/Bacon’s Rebellion
• Extra credit test “A” for bringing your report card signed by a parent or guardian by
Tuesday, 4/8
• SWBAT review the causes of the American Revolution.
E• Have
XPECTATIONS FOR TODAY AND FRIDAY’S CLASSES
out your packet, your B/R notebook, and a pen or a pencil.
• Between today and tomorrow, we will be reviewing pgs. 4-10 so that when we
continue next week, everyone is on the same page.
• In your notebook, write out information you are still unclear about.
• Use your packet to help you answer questions. THINK BEFORE YOU SPEAK!
• We are going through this quickly so keep up.
• Everyone in the group must participate in answering questions.
• If you have already answered questions in your group, you will have to wait until everyone else
has spoken before answering again. You can confer with your group members.
• Calling out answers makes you liable of losing points. RAISE YOUR HAND AND WAIT UNTIL I CALL
ON YOU.
• If you shout it out, I will not award you any points, and if someone else steals the response to get
the point, that’s your fault.
• The group that finishes off the week with the highest amount of discussion points will
be awarded extra points on next week’s quest (because, yes, there will be a test next
week and, no, I don’t yet know what day yet – plan for Wednesday).
REVIEW: PG. 4
Important Early British Settlements
1. Name the first three English colonies in the Americas.
2. Why did Roanoke fail?
3. Explain the Starving Time, including where/why it took place and
what saved it.
4. Explain the difference between the types of people that came to
settle Jamestown and Plymouth.
• Name the first European colony in the Americas.
REVIEW: PG. 5
The Thirteen Colonies
1. Why were the Mid-Atlantic
colonies tolerant?
2. Why did women tend to have
more power in the Southern
Colonies than women in the
other regions?
3. Why did the Southern colonies
have slavery?
4. There are two reasons why
colonists didn’t move more
westward. What are they?
• Which region of the colonies was
the most dependent on the British?
American Legislature, Then and Now
1. What type of government was
the House of Burgesses?
2. There are 435 representatives in
the House of Representatives. On
what is this number based?
3. What does bicameral mean?
4. Why is the Congress bicameral?
5. Other than dealing with laws,
name two powers the US
Congress has.
REVIEW: PG. 6
Magna Carta
1. What is the Magna Carta? (Also
give the year it was signed)
2. Explain at least two causes that
led to its’ creation.
3. What did it do for the first time?
Give at least two changes.
4. Name at least two effects of the
Magna Carta. You may include
how it influenced the US.
• Which group of people did it
originally affect?
Mayflower Compact
1. What was the Mayflower
Compact? (Also give the year it
was signed)
2. Why was it created?
3. What did it do for the first time?
4. Why is it considered important?
You may include how it
influenced the US.
5. Puritans left England because of
religious persecution. The
Mayflower Compact grants
freedom of religion. Why, then, is
it odd that New England was
considered religiously intolerant?
• What kind of government did it
create? How?
REVIEW: PG. 7
“Why Salem Made Sense”
“Colony with a Conscience”
1. What group of women tended
to be accused of witchcraft in
Salem?
2. According to the article, why
was murdering women
considered useful?
1. Define remonstrance.
2. Name one reason why the
Flushing Remonstrance was
remarkable, according to the
article.
3. For which group’s rights were
citizens fighting for with the
Flushing Remonstrance?
• What percentage of Salem’s
population was accused of
witchcraft?
• In which colony would we find the
city of Flushing? Who used to own
this colony?
REVIEW: PG. 8
Cheap Labor
Triangular Trade
Slave Codes
1. What is slavery?
2. What is indentured
servitude?
3. What do they have
in common?
4. Name two
characteristics of
slavery.
5. Name two
characteristics of
indentured
servitude.
1. On which continents
did the Triangular Trade
take place?
2. Explain the cycle of the
Triangular Trade,
including reasons for
actions that were taken.
3. Identify raw goods that
were cultivated and
what manufactured
goods they became.
1. What are slave
codes?
2. How did passing on
slavery to future
generations benefit
slave masters?
3. For what reason
were slaves
normally not
allowed to marry?
4. How does a slave’s
lack of education
benefit a master?
• From where did British
colonists in the Americas
get their molasses? Why?
OBJECTIVES
• SWBAT write their HW, then take out a sheet of paper and put a proper
heading:
• Vocabulary flashcards #15-25 due Monday
• Review pgs. 4-10, Terrible Transformation/Bacon’s Rebellion, and map of the US
(colonies, regions – pg. 3)
• Extra credit test “A” for bringing your report card signed by a parent or guardian by
Tuesday, 4/8
• SWBAT take a pop quiz on yesterday’s review (8:15).
• SWBAT review the causes of the American Revolution.
P
OP QUIZ: “UNIT 2 REVIEW #1” (10PTS)
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a pencil/pen and a
sheet of paper. Put the proper heading. Remain silent. Keep your eyes on your own paper. You have 12
minutes. Turn it in to the red bin when complete.
Answer in complete sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why did Roanoke fail?
Why were the Mid-Atlantic Colonies considered tolerant?
Why is Congress bicameral?
Name one effect of the Magna Carta.
Why is it odd that the New England Colonies were considered religiously intolerant?
Why was murdering women considered useful in Salem?
Name one reason why the Flushing Remonstrance was remarkable.
What do slavery and indentured servitude have in common?
On which continents did the Triangular Trade take place?
How did passing on slavery to future generations benefit slave masters?
E• Have
XPECTATIONS FOR TODAY’S CLASS
out your packet, your B/R notebook, and a pen or a pencil.
• We will continue reviewing pgs. 4-10 so that when we continue next week, everyone is
on the same page.
• In your notebook, write out information you are still unclear about.
• Use your packet to help you answer questions. THINK BEFORE YOU SPEAK!
• We are going through this quickly so keep up.
• Everyone in the group must participate in answering questions.
• If you have already answered questions in your group, you will have to wait until everyone else
has spoken before answering again. You can confer with your group members.
• Calling out answers makes you liable of losing points. RAISE YOUR HAND AND WAIT UNTIL I CALL
ON YOU.
• If you shout it out, I will not award you any points, and if someone else steals the response to get
the point, that’s your fault.
• The group that finishes off the week with the highest amount of discussion points will
be awarded extra points on next week’s quest (because, yes, there will be a test next
week and, no, I don’t yet know what day yet – plan for Wednesday).
REVIEW: ARTICLE
Terrible Transformation
1. In which colony/state was slavery
first legalized?
2. Name one similarity between
slavery and indentured servitude.
3. Give an example of how many
Africans and poor whites were
equally treated in the early days of
the colonies.
4. Give one reason why indentured
servitude became unpopular.
5. Why is it odd that Anthony Johnson
purchased a home and indentured
servants by 1640?
• Explain the unpopularity of
indentured servitude to the ruling
class (2 reasons).
Bacon’s Rebellion
1. Where did Bacon’s Rebellion take
place?
2. What was Bacon’s Rebellion?
3. Why did Bacon’s Rebellion take
place? Be specific.
4. How does Bacon’s Rebellion show
the relationship between poor
Whites and enslaves Blacks in
colonial America?
5. How did the authority figures in
early America attempt to change
the relationship between the poor
in the US? Be specific.
• For #5, explain if it was successful, and
prove your point.
OBJECTIVES
• SWBAT write their HW, then take out a half sheet of paper and put a
proper heading:
• Unit 2 Quest, Part 1 – Wednesday, 4/9 (tomorrow is review day); know pgs. 4-10 and
the 13 colonies map (pg. 3)
• Extra credit test “A” for bringing your report card signed by a parent or guardian by
Tuesday, 4/8
• American Revolution army poster due Monday, 4/14
• SWBAT take Unit 2 Review Quiz #2 (8:10).
• SWBAT review the causes of the American Revolution.
PLAN FOR TODAY
• Your quiz will start at 8:10
• During that time, I will hand back Friday’s quizzes
• You will take your quiz and then correct it.
• During that time, I will (1) check for signed report cards and (2) check for your
flashcards – leave these out on your desks
• Then, we will review Wednesday’s Unit 2 Quest, Part 1.
Q
UIZ: “UNIT 2 REVIEW QUIZ #2” (5PTS)
DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a pencil/pen and a sheet
of paper. Put the proper heading. Remain silent. Keep your eyes on your own paper. You have 7 minutes. Turn
it in to the red bin when complete.
Answer in complete sentences.
1. Give one reason why indentured servitude became unpopular in
colonial America.
2. How did the authority figures in early America attempt to change the
relationship between the poor in the US? Be specific.
3. Explain why #2 worked even in modern times using a specific example.
4. Why was Voltaire against democracy?
5. According to Locke, what was the purpose of a government?
REVIEW: PG. 9
Great Awakening
Age of Enlightenment
1. Explain the difference between
Rousseau’s social contract and
Locke’s social contract. (2pts)
2. According to Montesquieu, why did
a government need to separate its
powers?
3. Why was Voltaire against
democracy?
4. For which rights/freedoms did
Voltaire argue?
5. What does “fraternity” mean?
6. Why was Rousseau against slavery?
7. According to Locke, what was the
purpose of a government?
1. What was the Great
Awakening?
2. Prior to the Great Awakening,
why was there complacency
amongst churchgoers?
3. The Great Awakening and the
Scientific Revolution took
place at the same time. What
other connection do they
have?
4. Name two effects of the Great
Awakening on the 13 Colonies.
REVIEW: PG. 10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
How did the French and Indian War affect England?
What did the Navigation Act of 1651 ban?
Why did colonists ignore the Navigation Act of 1651?
How did mercantilism negatively impact the colonists? How did it positively affect British?
What was the British rationale for the Proclamation Act of 1763?
What is a faction?
Give two arguments Loyalists had for staying loyal to England.
Give two arguments Patriots had for wanting independence from England.
Why did England impose the Sugar Act of 1764?
Explain the “No taxation without representation” protest to the Stamp Act.
Which act was repealed because of its’ unpopularity?
Explain the events that took place on March 5, 1770 in Boston, including the causes, events, and
effects.
13. How did the Tea Act of 1773 negatively affect colonists?
14. Why did colonists dress up as Native Americans during the Boston Tea Party?
15. What were the Intolerable Acts in response to? Explain one part of it. How would it backfire on
the British?
REVIEW: PG. 3 – MAPS (NO PACKET)
1. Which letters belong to the New
England Colonies?
2. Which letters belong to the MidAtlantic Colonies?
3. Which letters belong to the
Southern Colonies?
4. Name and correctly spell all of #1.
5. Name and correctly spell all of #2.
6. Name and correctly spell all of #3.
OBJECTIVES
• SWBAT write their HW, then take out a full sheet of paper and put a
proper heading:
• Unit 2 Quest, Part 1 – TOMORROW; know pgs. 4-10 and the 13 colonies map
(pg. 5)
• American Revolution army poster due Monday, 4/14
• SWBAT take Unit 2 Review Quiz #3 (8:10).
• SWBAT review the causes of the American Revolution.
PLAN FOR TODAY
• Your quiz will start at 8:10
• During that time, I will hand back yesterday’s quizzes
• You will take your quiz and then correct it.
• During that time, I will check for signed report cards.
• Then, we will review tomorrow’s Quest.
Q
UIZ
:
“U
NIT
2
REVIEW
Q
UIZ
#3”
(10
PTS
)
1) DIRECTIONS: Turn all desks toward the SMARTboard. Put away everything except for a pencil/pen and a sheet
of paper. Put the proper heading. Remain silent. Keep your eyes on your own paper. You have 12 minutes. Turn
it in to the red bin when complete.
Answer #1-6 in complete
sentences.
1. The Great Awakening and
the Scientific Revolution
took place at the same
time. What other
connection do they have?
2. What was the British
rationale for the
Proclamation Act of 1763?
3. Explain the “No taxation
without representation”
protest to the Stamp Act.
4. Explain the events that
took place on March 5,
1770 in Boston, including
cause and effects (2pts).
5. Why did colonists dress
up as Native Americans
during the Boston Tea
Party?
6. How did the Intolerable
Acts backfire on the
British?
Use the map to your left to answer
#7-9. Spelling counts. No need for
complete sentences.
7. Identify the state/colony
at E.
8. To what region does
Maryland belong?
9. What letter represents
Connecticut?
REVIEW TIME FOR TOMORROW’SMapQUEST
of the 13 Colonies, for
Choose ONE of the following
options. EVERYONE MUST
BE WORKING EFFECTIVELY
FOR THE QUEST.
1.
2.
Work alone – may be with
your own music as long as I
don’t hear it.
Work with a maximum of
two other people – no
music.
• Have your packet, a pen/pencil,
and your B/R notebook out.
• You may use marker boards.
• I will be grading work. Feel free
to come ask me questions, but
DO NOT HOG ME.
• I will break apart ineffective
groups.
• All talking should be about the
quest.
• Before leaving, all desks should
be facing the board and all
supplies should be in order.
You will be tested on the following (pgs. 4-10)
• British settlements
• Regions of the 13 Colonies, including
map (pg. 5)
• American legislature
• Magna Carta (what it does, effects)
• Mayflower Compact (causes, what it
does)
• “Why Salem Makes Sense” (why murder
is useful)
• “Colony with a Conscience” (why it is
remarkable)
• Cheap Labor Venn Diagram (no cheap
answers!)
• Triangular Trade (cycle!)
• Slave codes (importance!)
• “Terrible Transformation”
• Bacon’s Rebellion (why it took place,
specific modern effects)
• Age of Enlightenment
• Great Awakening (causes, effects)
• Road to Revolution (pg. 10)
your convenience.
OBJECTIVES
• SWBAT take their Unit 2 Quest, Part 1.
• We will begin at 8:10, real time.
• Be prepared to take the exam BY that time. Don’t START preparing at that time.
• Paper and a pen/pencil on your desk.
• Book bags, purses, packets, etc. UNDER your desk.
• Mouths shut.
• You will need several sheets of blank paper.
• If you have music on your phone, take out the SIM card and put it on your table
where I can see it. I should not be able to hear your music.
• Do not complain about my music. Should have brought your own.
• You will have 40 minutes on the exam.
• Turn it in to the red bin when complete (staple the given sheet to the TOP of your own
sheets). If you have time, re-read each response before turning it in.
SECTION 1
This will be on the screen
until 8:25. I will not put it
back up after that.
PUT YOUR EXAM UNDER YOUR DESK, INCLUDING
YOUR SHEETS OF PAPER.
• You have 3 minutes to go to any person in the classroom.
• Without shouting, you are to talk about anything you want – the
weather, politics, Keeping Up with the Kardashians….
• 3 minutes only.
• Then we go back and use the last 3 minutes to finish up your exam.
OBJECTIVES
• SWBAT write their HW:
• Finish Road to Revolution worksheet (Documents 1-3) for tomorrow. Be prepared for a
discussion/notes tomorrow.
• American Revolution army poster + accompanying work due Monday, 4/14
• SWBAT finish taking their Unit 2 Quest, Part 1.
• We will begin at 8:10, real time. I will give you back your exams.
• Be prepared to take the exam BY that time. Don’t START preparing at that time.
• Paper and a pen/pencil on your desk.
• Book bags, purses, packets, etc. UNDER your desk.
• Mouths shut.
• If you think you don’t have enough paper, take some out now.
• If you have music on your phone, take out the SIM card and put it on your table where I can
see it. I should not be able to hear your music.
• Do not complain about my music. Should have brought your own.
• You will have 25 more minutes on the exam.
• Turn it in to the red bin when complete (staple the given sheet to the TOP of your own sheets).
read each response before turning it in.
Re-
SECTION 1
This will be on the screen
until 8:20. I will not put it
back up after that.
AMERICAN REVOLUTION ARMY POSTER: 3 PARTS
• SECOND PART: Poster
• FIRST PART: Observation
Sheet
1.
Your poster will be heavily graded on creativity, neatness, and content.
1.
2.
I will give you a side – Continental army or British army.
3.
Make a poster convincing colonists that you need more soldiers on your side of
the army to come help fight the war.
2.
This must be written in
bullet point form, from
everyday starting today
until Sunday night.
I want a detailed
description of everyone’s
responsibility and
contribution to the group.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Mention at least 3 advantages you have so that people WANT to join you
Mention at least 2 disadvantages you have so that people will HELP you.
Mention at least 2 disadvantages of the other army to convince them you
CAN win.
Must mention what war is being fought, including the years.
Must mention what side you want people to join.
Must mention who you are fighting against and WHY.
Must have an illustrations/pictures, colors (NO WHITE SPACE!), etc.
• The smallest poster size I will accept is 8.5x11 (a regular sheet of white paper)
Must have your names and the period number ON THE BACK
Do research on your own to bulk up your information because YES YOU
WILL BE GRADED ON OUTSIDE RESEARCH.
AMERICAN REVOLUTION ARMY POSTER: 3 PARTS
THIRD PART: Write two newspaper articles.
• Each article must be at least 2 paragraphs long. (6
sentences minimum per paragraph)
• Each article must take place right after the event
you chose.
• Each article must mention at least ONE important
battle, person, or other event that influenced the
event you chose to write about.
• Each article must give your opinion on the topic.
• Each article must be written in the point of view
(POV) given.
• Each article must have one person who support
your opinion, and one person who opposes your
opinion.
• Do outside research to bulk up your articles.
• Have a title that describes the article.
• The final drafts should be typed or neatly written
on a half sheet of white paper and mounted onto a
half sheet of construction paper.
Possible Articles Ideas
If you have better ideas, come get it approved by me
first
• The winter at Valley Forge.
• POV: A Continental soldier that was there OR a Redcoat
that was there.
• Treaty of Paris of 1783.
• POV: An Englishman who lost land OR a Loyalist who
lost.
• French Revolution (1789-1799).
• POV: A Patriot who fought with the French OR a Loyalist
who lost the American Revolution.
• Haitian Revolution (1791-1804)
• POV: A Continental soldier OR an American slave.