Early Colonization Do Now: Pull out a writing utensil Вытащите How Как письменный стол was your weekend? прошли выходные? Housekeeping: The In Class Brave Store is open, but there’s a lot of stuff I need to go get still (waiting for those discounted candy sales!) Some classes will need to earn back the right to purchase edible rewards. Remember, every BB turned in also gets added to a class count. At a certain level, there are class prizes! What are we learning and doing? Learning Target: Today, I will bridge my understanding of Pre-European colonization with Post-Colonization by taking notes on a video Success Criteria: I can completely fill out the Black Legend Notesheet Essential Questions of the Unit: What were the causes and effects of European colonization? (As in, why did European powers WANT to colonize America, and how did that turn out?) How did colonization affect different groups of people? What was life like in the colonies? (How did different colonial groups develop distinct cultures?) Vocabulary (You do not need to write this down) Indigenous: The earliest inhabitants of a place Explorer: A person who explores an unfamiliar area Colonizer: A person part of a group, who comes to a new place to establish political control over it. They usually are sent to work the land and make money for their home country. Settler: A person who moves with a group of others to live in a new country or area. Immigrant: A person who moves to a new country and joins the society already established there Citizen: A legally recognized subject of a nation Video: Some of the information in this video will be review, but it is a good way to bridge the last unit to the current one. You have the transcript if you need to go back to find any information. We will also pause to answer questions together. Do Now: Pull out a writing utensil Вытащить карандаш Thought Question: In the Master Narrative surrounding Columbus, there is often the idea that he was looking for a better trade route to East Asia. Where do we think this idea came from and why should we be skeptical of it? Housekeeping Because of ongoing shenanigans, some of our class expectations are going to have to change. The exterior doors will be closed, will try to have interior open for awhile. Don’t be late! Hall passes will be especially limited. When you go to the restroom, you need to sign out and in (the board is by the door) After we wipe down the desks, STAY BEHIND THEM. Throw your paper towels away on your way out. Leaving before dismissal will cause you to earn a learning lunch. 2nd Period: (Message from District) Pulling a fire pull or intentionally setting off a fire alarm when there is not a fire risk to our school is illegal, unsafe, and a disruption to our learning community Students who are involved with pulling or setting off the fire alarm when there is no risk of fire will receive school discipline and possibly consequences through the Fire Department and/or Police. This includes students who encourage the behavior, record someone pulling the alarm on their phone, or play a role in the situation False fire alarm evacuations cause fire fighters and other service people to respond to our building when there is actually no emergency. This pulls first responders away from real emergencies, which can cause harm to people in our community who truly need help It is acceptable to pull the fire alarm when you see fire/flames, smoke from the room you are in, or are told by an adult at school to pull the fire alarm because of an active fire/risk of fire Discussion: When we experience an unplanned fire alarm evacuation, what are you thinking or feeling? How did the 2 fire alarms yesterday impact you? How might fire alarm evacuations affect others? What are we learning and doing? Learning Target: Today I will explore the causes of American colonization. Success Criteria: I will complete a graphic organizer about colonization causes Causes of Colonization: Remember, the purpose of a colony is to benefit the home country. The home country we are going to focus on is England There are three main categories of causes: political, economical, and social Vocabulary: Toleration: Willingness to let others practice their own beliefs Import: Trade good brought into a country Export: Trade good sent out of the country American Colonization Cause #1 : MoneyEngland wanted a new colony and to make money. Gold, tobacco, other resources What does this cause have to do with? Political, social or economic? American Colonization Cause #2 Escape Religious PersecutionThe people of England were treated badly if they were different than who was in power. They wanted freedom of religion. (Examples: Puritans, Pilgrims, Quakers) Note: Some also wanted the freedom to force other people to worship the same way they did What does this cause have to do with? Political, social or economic? American Colonization Cause #3 To Have Social Mobility: This is the ability to move up in social class. People in Europe had no opportunity to move higher in class. There was no social mobility in Europe What does this cause have to do with? Political, social or economic? Turf wars What is an empire? What is the point of having an empire? What empires were around during 1750ish? How was England able to control so much area from so small an island? Who runs the school? Think about ‘social capital’ (that is, who is considered ‘cool’? Who are the kids that everyone else tries to be like or be liked by? How much do they influence the school culture? How much do they affect other people, even those who may not know them by name? BRITISH EMPIRE TIMELINE • 1497‒1783: The first British Empire • English seamen sailed and traded all over the world: • In 1497, only five years after Christopher Columbus sailed to the West Indies, the Italian explorer John Cabot, financed by English merchants, discovered new lands in Canada. • After 1612, the East India Company began to build up a small empire of trading posts in India. • The first English colonies were formed in north America: • In 1585, Sir Walter Raleigh organised a small settlement at Roanoke in Virginia, but it failed. • In 1607, Captain John Smith founded a permanent colony at Jamestown in Virginia. • The first successful English colonies in the West Indies were founded in the 1620s: • The settlers set up sugar and tobacco plantations, and used slave labour. • In the 18th century, Britain fought a number of wars against France, taking over colonies established by the French: • Victories by Robert Clive, especially the Battle of Plassey in 1757, drove out the French and established British control in India. • During the Seven Years' War (1756‒1763) the British won Canada from the French with a notable victory coming from General James Wolfe's capture of Quebec in 1759. Do Now: Pull out a writing utensil Write your name on today’s Notecatcher 2nd and 4th Period: Pull out your Cause and Effect sheet from yesterday Effects of American Colonization: Effects of the Americans Colonization : • 13 colonies • Money is made for England from crops like tobacco • Slavery begins • Self Government • English settlers and Native Americans clash • Native Americans are killed by European diseases • Led to the American Revolution and the founding of the U.S. What are we learning and doing? Our Learning Target for today's lesson is: I will identify the founders of the New England colonies. I will learn the reasons each of the colonies were founded. Our I Success Criteria for today's lesson is: can use my notes to show why the colonies were founded and who founded them. Guided Notes: Today we are going to use guided notes to help record our learning from the recording. You will use this to fill out a comparison chart that will be turned in later. We will pause to write and clarify as we go so feel free to ask questions! Do Now: Find your new seat Write your name on the Question/Reflection sheet Be prepared to answer: What is a potential danger of only seeing other cultures as part of the past, and not the present or future? Plan for today: Today we are going to go on a virtual tour of the Burke Museum We will all go through it together, looking at the projector screen Tomorrow we will decide if we continue doing it together or if we go through individually Do Now: Pull out your reflection sheet from yesterday Answer the question ‘What is tradition you practice?’ Remember, this could be something you do as an individual, your family does, your school does, your team does, your culture does, etc. What similarities and differences do we expect… …looking at traditions a thousand years ago and today? What about a hundred years ago? How might things be different? How might they be the same? Score 1 2 3 4 Reflection is not turned in Reflection is incomplet e: Answers are blank or ‘I don’t know’ is used in multiple places All questions at least have an attempted answer, even if some are educated guesses All questions have been thoroughly and specifically answered with above grade level thinking. Do Now: Log into your computer, open Canvas and click on today’s page Pull out your Reflection Notes from the last two days Reminders: Your Reflection is due Friday, before the end of the school day You will want to avoid speeding through: watch the videos, explore the different links even if it doesn’t answer the specific question Remember, the point is the learning, not the grade! If you choose not to use the equipment appropriately, we will have to create a technology agreement between you, me, and your guardians. PLEASE don’t make me talk to your parents. Do Now: Log in to Canvas and navigate to the Museum Exhibit -Follow the link on the Daily Page -Put in the password (remember, it is easiest to just copy paste it, just make sure you are ONLY copying the letters) -Pull the slides forward to wherever you left off (the main categories are on slide 11) Pull out your Reflection sheet, it is due today! Do Now: Pull out your New England/Northern Colonies sheet and a writing utensil Look over your sheet and underline 3 important words Do Now: Pull out a writing utensil Review: What is a glyph? What are some examples of glyphs? Middle Colonies Today, as we are listening, we are going to pause to answer questions and also to add pictograms/glyphs to the side These should represent elements of geography, culture, economics, religion, etc Do Now: Pull out a writing utensil and your Middle Colony Notes If you have received it (I think all class but one has) pull out your Colony Comparison sheet Add one visual to any part of your Middle Colony notes Do Now: Pull out your Southern Colonies notesheet from yesterday What kinds of visuals could we use for gold, food, work, or tobacco? Do Now: Pull out your Colony Comparison sheet Identify one thing you could represent with a visual (doodle/glyph/pictogram) What is something about our area (South King County) we could represent with a visual? Region Colonies Norther n/New Englan d Maine Massachusetts New Hampshire Rhode Island Connecticut Geography/ Climate Economy Culture Long, coldColony Fishing, whaling, logging, -Highly religious Pull out your Comparison sheet 1 winters, and rum-distilling Some tolerant, some not moderate summers, rocky soil, plentiful forests -Mostly same background -Emphasis on community Middle New York Colonie New Jersey s Pennsylvania Delaware Mild climate, lots of rain and good soil, lots of lakes, rivers and harbors Focus on trade -Exporting corn and wheat -Manufacturing textiles, iron, livestock -Fur trade with Native Americans -Generally more tolerant/diverse *Country of origin *Faith *Job types/roles Southe rn Coloni es Warm climate, enough rain, fertile soil, long growing season -Trade through rivers and harbors, imports and exports -Cash crops like tobacco, corn, rice, wheat -Plantation, with labor from enslaved people -No ‘established’ church -Huge class differences between those in power (enslavers, government officials, etc) and working class people (shopkeepers, small farmers, etc) Virginia Maryland Carolinas Georgia Region Colonies Geography/ Climate Economy Culture Pull out your Colony Comparison sheet 2 Northern/New England Maine Massachusetts New Hampshire Rhode Island Connecticut Long, cold winters; mild summers, lots of forests, rocky soil Fishing, whaling, logging, shipbuilding and rumdistilling -Highly religious *Some tolerant, some not -Mostly same background -Town Halls Middle Colonies New York New Jersey Pennsylvania Delaware Mild climate, decent rainfall, good soil, lots of lakes, rivers, harbors Focus on trade -Export corn and wheat -Manufacture textiles, iron and livestock -Fur trade w/Native people -Generally more tolerant/diverse *Religiously *Nationally *Type of job/role Southern Colonies Virginia Maryland Carolinas Georgia Warm climate, enough rain, long growing season, fertile soil -Trade through rivers and harbors, imports and exports -Cash crops like tobacco, corn, rice, wheat -Plantation, with labor from enslaved people -No ‘established’ church -Huge class differences between those in power (enslavers, government officials, etc) and working class people (shopkeepers, small farmers, etc) Region Geography/ Climate Economy Massachusetts New Hampshire Rhode Island Connecticut mild summers. Lots of forests, rocky soil. shipbuilding and rum-distilling Some tolerant, some not -Mostly same background -Town halls where citizens had a voice Middle Colonies New York New Jersey Pennsylvania Delaware Mild weather, plenty of rain, fertile soil, lots of lakes, rivers, and good harbors Focus on trade -Export corn and wheat -Manufacture clothes, iron, and meat -Trade furs with Native people -Generally more tolerant/diverse *Religiously *Nationally *Types of jobs/roles Southern Colonies Virginia Maryland Carolinas Georgia Warm climate, enough rainfall, long growing season, fertile soil -Trade through rivers and harbors, imports and exports -Cash crops like tobacco, corn, rice, wheat -Plantation, with labor from enslaved people -No ‘established’ church -Huge class differences between those in power (enslavers, government officials, etc) and working class people (shopkeepers, small farmers, etc) Northern/N ew England Colonies Culture Pull out your Colony Comparison sheet 3 Maine Long, cold winters, Fishing, whaling, logging, -Highly religious Region Colonies Geography/ Climate Economy Culture Massachusetts New Hampshire Rhode Island Connecticut mild summers, plentiful forests, rocky soil shipbuilding, and rum-distilling *Some tolerant, some not -Mostly same background -Town halls Middle Colonies New York New Jersey Pennsylvania Delaware Mild weather, decent rainfall, good soil. Lots of lakes, rivers, and harbors Focus on trade -Export corn and wheat -Manufacture clothes, iron, and meat -Trade furs with Native people -Generally more tolerant/diverse *Religiously *Nationally *Types of jobs/roles Southern Colonies Virginia Maryland Carolinas Georgia Warm climate, good rainfall, long growing season, fertile soil -Trade through rivers and harbors, imports and exports -Cash crops like tobacco, corn, rice, wheat -Plantation, with labor from enslaved people -No ‘established’ church -Huge class differences between those in power (enslavers, government officials, etc) and working class people (shopkeepers, small farmers, etc) Pull Comparison sheet 4 Maineout your LongColony cold winters, Fishing, whaling, logging, -Highly religious Northern/Ne w England Region Colonies Geography/ Climate Economy Culture ts New Hampshire Rhode Island Connecticut forests, rocky soil distilling -Mostly same background -Town halls Middle Colonies New York New Jersey Pennsylvania Delaware Mild climate, lots of rain, fertile soil. Lots of lakes, rivers and harbors Focus on trade Export corn and wheat -Manufacture clothes, iron, and meat -Trade furs with Native people -Generally more tolerant/diverse *Religiously *Nationally *Types of jobs/roles Southern Colonies Virginia Maryland Carolinas Georgia Warm climate, lots of rain, fertile/good soil, long growing season -Water routes for trade -Cash crops like tobacco, indigo, rice, sugar -Plantation farms, using enslaved labor -No ‘established’ church -HUGE wealth/class difference between those in power (enslavers, government officials) and everyone else (small farmers, working class ppl, etc) Maineout your Long, coldColony winters, Fishing, whaling, logging, -Highly religious Pull Comparison sheet Massachuset mild summers. Lots of ship building and rumSome tolerant, some not Northern/Ne w England Do Now: Make sure your blank paper has your name in a corner somewhere (You don’t have to use the paper on your desk, if you have a different one you’d prefer to use) Pull out your Colonies Compare and Contrast Sheet Make sure you have any art supplies you want to use (remember, you need at least three different colors!) Plan: Today you will have about half an hour to work on your Colonial Regions Graphic Don’t worry, you will also have time to work on it tomorrow, while we are watching a video (the video is for reviewing and deepening our understanding, so there aren’t really notes you need to take). Remember, this assignment is due Wednesday. The last 20 minutes will be for researching about life in the colonies for the average person. We won’t have much time to work on this as a group, but the assignment is not due until December 3rd. Colonial Graphic Assignment Rubric Score 1 (Beginning) (This assignment is -No product is due next turned in Wednesday) -Product only has 1 color -Product is predominantly text 2 (Approaching) 3 (Meeting) 4 (Exceeding) -Product is difficult to understand -Product is messy/disorganiz ed -Product is missing essential information -Product includes essential information -Product is understandable -Product is mostly visuals and includes at least 3 colors -Product is detailed and thought has been given to formatting and presentation -Product is polished and colorful in a meaningful way Examples: Flowcabulary Video https://www.youtube.com/watch?v=Do4Ryapg3eU
