Unit 1: The Founding
of the Nation
Agenda: Tuesday 8/14/12
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2.
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5.
6.
Homework Reminder
HOT ROC-Why do we study history?
Cornell Notes Rubric
Read and take notes on section 1.2 (only pages 6&7).
Check for understanding activity
Checklists and glossary, add the founding ideals
Homework Reminder
• Email 1 thing you wish I knew about you this first week. If no
email, stop by or leave me a note.
• Madeline.Miraglia@mvla.net
• Buy a binder.
• Writing Activity
• Written opinion – What are the strengths and weaknesses of the
United States?
• ¾ - 1 page in clear sentences, with paragraphs and examples if
you’re able to do that.
What are the key expectations of US
History notes?
• Cornell Notes
• Always include a
summary.
• The summary should
include an analysis of
the section.
• Analysis:
Chapter:
Section:
Date:
Question/Main
Ideas/Vocab
Notes/Answers/Definitions/Examples/Sentences
Key Terms
Academic
Vocabulary
Key People
Questions
Dates & Events
Additional Notes
Summary
At the end of each section, use the information from
your notes to write a complete summary for the
section. Be sure to begin each summary with a topic
sentence & use quality details & proper grammar to
summarize & analyze the section.
Cornell Notes: 1.2 History: The Past and
the Stories We Tell About It
• #1 on your notebook checklist
• Get a textbook from the bookshelf
• History Alive!
• Cornell Notes on 1.2
•
•
•
•
Chapter 1
Section 2
*ONLY pages 6&7
Include a summary/analysis
• Compare & contrast notes and summary with your neighbors
Check for Understanding
• Identify which of the following items are primary and
secondary sources:
Agenda: Block Day 8/15 & 8/16
1.
2.
3.
4.
5.
6.
7.
8.
Homework: collect writing prompt
HOT ROC
US History Glossary
CIS
3x5 Cards
Colonialism overview & categorization activity
Colonial region project
Homework
1.
2.
Get CIS Signed
Colony Advertisement
HOT ROC: Why did the colonists come to
the Americas?
#2 on your notebook checklist
Discuss and record how each term relates to American
colonialism.
• Age of Discovery
• Cash Crops: ex. Rum & Cotton
• Columbian Exchange
• Disease
• Enclosure Movement
• Enlightenment
• Natural Rights (Locke)
• Protestant Reformation
• Puritans
• Slave Trade
How has Church Doctrine Changed
over time?
US History Glossary
• The Founding Ideals
• Get a textbook
• Quietly read section 2.2- you do not have to take notes
• Write your name at the top of your glossary!
• Do not lose this document. 
• Under the term “Equality” write your own definition and make
a connection to history based on your reading of section 2.2
and the example on the glossary.
• Be Specific
• With a partner, divide up sections 2.3, 2.4, 2.5, & 2.6, read and
fill out the appropriate glossary boxes.
Course Information Sheet
• Read at home, print, and sign your name
• Have your parent or guardian do the same
3x5 Cards
• Fill out 3x5 Cards: Name, Correct, Attempted, Pass, & Cell
Phone #
Early Immigrants *Add notes to the bottom of your HOT ROC
• First colonists
land at
Jamestown 1607
• Review- What is
a pilgrim? What
is a Puritan?
• Pilgrims arrive
1620, sign the
Mayflower
Compact- 1st
local
government in
the colonies
Why Colonization?
• Incentives for
Colonization:
• Costly European
Wars
• Religious Strife
• Protestant
Reformation
• Countryside
Economic Changes
• Industry &
Scarcity of land
• Results of “Discovery”:
• Disease, Slavery, and Genocide
of natives (~ 1-8 million deaths)
• Began the gradual removal
of the indigenous Americans
• 500 years of European
conquest in the Americas
Colonial Region Project: Activity Overview
• Divide into groups of six
• Documents- Please be careful with the documents, do not write on them, I
will use them in other classes today and on Friday
• To do today:
• As a group, divide up and read each document
• Fill out the graphic organizer as you read and report out the documents to
your group members
• Use the graphic organizer to help summarize/analyze your colonial region
• Homework (you may start in class if you finish the graphic organizer early)
• Create an advertisement for the colonial region
• 8.5 x 11 printer paper
• Evaluation Criteria
• Advertisement demonstrates clear understanding of the key features and factors
offered by the colonial region
• Advertisement addresses BOTH Social/Political AND Economic factors
• Presentation cites specific evidence from ALL FIVE DOCUMENTS
• CIS signature
Graphic Organizer
Document
Doc 1
Doc 2
Doc 3
Doc 4
Doc 5
What factors would bring
people to the Colonies? Is the
factor Social/Political, or
Economic?
What type of person
might consider
immigrating to this
Colony?
What American
ideals are already
being fostered in
these Colonies?
Agenda: Friday 8/17/12
1.
2.
3.
4.
5.
6.
Homework: collect CIS
HOT ROC
Time to finish colony image
Colonial Region Presentations
POV Activity (if time allows)
Start HW questions
HOT ROC: Prioritize the
Founding Ideals
• Prioritize the 5 ideals in the order of importance to you.
• What are things that threaten these ideals?
• Would the order of the list be different for the country in
general (instead of you personally)?
• Stand up/Sit down activity
Time to Finish Colonial Region
Presentation
• Get back in your group.
• Compare/Contrast each visual and choose the image that most
accurately addresses the evaluation criteria:
• Advertisement demonstrates clear understanding of the key features
and factors offered by the colonial region
• Advertisement addresses BOTH Social/Political AND Economic factors
• Presentation cites specific evidence from ALL FIVE DOCUMENTS
• Make a larger group with the students who had the same region
as your group. Compare/contrast again. The best visual will be
presented to the class.
Colonial Region Presentations
• As students are presenting their colonial region, take notes. At
the end of each presentation, there will be time allowed to
answer the following questions:
• What factors would bring people to the Colonies? Is the factor
Social/Political, or Economic?
• What type of person might consider immigrating to this Colony?
• What American ideals are already being fostered in these
Colonies?
Point of View Activity: Class Discussion
Where would the following individuals want to live?
Why?
• Opportunity: Poor farmer who wants his own land to make
a better life for himself
• Liberty: Catholic nun who lives in Protestant Germany but
wants to be able to worship in the way that she believes
God intended
• Equality: Puritan minister who has hidden his practice
while living in France and wants to be treated the same as
other people
• Democracy: Writer who wants freedom of speech so he
can publish controversial material criticizing the king
• Rights: Prisoner who wants to regain rights he had before
he was arrested
Homework: Reading and Questions: Pgs 42-45
1. According to “due process of law” can a person have their house
seized by the king for no reason?
2. Who decides on taxes for British citizens?
3. Which document states that British people have due process of
law?
4. The English Bill of Rights was created after what event? What are 2
rights given to citizens in the bill of rights?
5. True or False – Virginians resented the House of Burgesses because
it’s representatives were selected by the British government.
6. What was the Albany Plan and did it succeed?
7. Why did Roger Williams found the colony of Rhode Island?
8. Would a Jewish person be better off living in colonial Maryland or
colonial New Jersey?
9. What idea did the Zenger trial promote?
10. What was the Great Awakening? How does it connect to the
American Revolution?