August 26
-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: -Vocab. Identification Quiz
Finish “Creating a Picture Story” Project
*Picture Story Presentations
-Finish Cluster Web – Spanish Conquistadors/Explorers
*Discuss
-Homework: 1) Cluster Web of Spanish
Conquistadors/Explorers
Quiz - Matching
_____1. Line of Demarcation
A. The transer of plants, animals, and diseases from Europe to
the Americas.
_____2. Treaty of Tordesillas
B. This imaginary line divided the Atlantic Ocean. Spain could
claim all land west of it.
_____3. Columbian Exchange
C. To go all the way around the globe
_____4. caravel
D. Ships that used triangular sails allowing them to sail against
the wind.
_____5. circumnavigate
E. This moved the imaginary line established by Pope
Alexander VI of Spain 800 miles further west giving Portugal
more opportunity to claim lands.
_____6. astrolabe
F. This device enabled sea navigation by charting the position
of the stars.
August 27
-Objective: To understand the early European
explorers and why they would make such dangerous
voyages.
-Bellwork:-Review “Creating a Picture Story” Project
-Cluster Web – Spanish Conquistadors/Explorers
-Finish “Creating a Picture Story” Project
-Homework: 1) Vocab. Identification Words Completed
August 28
-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: -Clicker Quiz – Spanish
Conquistadors/Explorers
*Grade in Class
-Vocabulary Identification – Notecards
7) conquistadors 8) encomienda system 9)plantations
-Homework: 1) Vocab. Identification Words - Completed
Clicker Questions – 8th History
1. Francisco Pizarro took over the Aztec capital of
Tenochtitlan around 1520.
2. Juan Ponce de Leon discovered the Mississippi
River in 1541.
3. Alvar Nunez Cabeza de Vaca and Panfilo de
Narvaez faced many issues and only de Vaca and
three men survived their journeys.
4. Francisco Vasquez de Coronado wanted to find
the legendary Seven Cities of Gold.
5. Hernan Cortes may be credited with starting the
beginning of the fall of the Aztec empire.
Answers
1) Henry the Navigator
2) Bartholomeu Dias
3) Ferdinand Magellan
4) Amerigo Vespucci
5) Christopher Columbus
6) Vasco da Gama
7) Leif Erikkson
8) Vasco Nunez de Balboa
9) B
10) E
11) A
12) D
13) C
14) F
Names for Quiz
1. Hernan Cortes
2. Francisco Vasquez de Coronado
3. Hernando de Soto
4. Juan Ponce de Leon
5. Francisco Pizarro
6. Alvar Nunez Cabeza de Vaca
7. Leif Erikson
8. Henry the Navigator
9. Bartolomeu Dias
10. Vasco Nunez de Balboa
11. Christopher Columbus
12. Amerigo Vespucci
13. Ferdinand Magellan
14. Vasco de Gama
Names for Quiz
1. Hernan Cortes
2. Francisco Vasquez de Coronado
3. Hernando de Soto
4. Juan Ponce de Leon
5. Francisco Pizarro
6. Alvar Nunez Cabeza de Vaca
7. Leif Erikson
8. Henry the Navigator
9. Bartolomeu Dias
10. Vasco Nunez de Balboa
11. Christopher Columbus
12. Amerigo Vespucci
13. Ferdinand Magellan
14. Vasco de Gama
Clicker Questions – 8th History
1. I was able to conquer the Inca empire in 1534 just
years after I defeated the Incas at the capital of
Cuzco in Peru. I only had 400 men. Who am I?
2. I explored what is now the southwest United
States. We had a tough time, and only 3 men and
myself survived a shipwreck in Texas. Who am I?
3. I am considered a Portuguese explorer, but I
never actually voyaged myself. I am most proud
of the observatory I built and the school of
navigation I founded. Who am I?
Clicker Questions – 8th History
4. I am famous for my quest to find the Fountain of
Youth in Florida in 1513. I never found what I was
looking for, and I was never able to establish a colony
in Florida. Who am I?
5. In 1501, I led a Spanish fleet to the coast of what is
now South America. I knew it was not Asia, but
rather I called it the “new world.” A German
mapmaker labeled these new continents “America”
in my honor. Who am I?
6. I am a Portuguese navigator who had good fortune
when my ship was blown around the tip of Africa.
My crew and I survived, and the tip of Africa was
named the Cape of Good Hope. Who am I?
Quiz
7. In 1492, King Ferdinand and Queen Isabella of
Spain sent me across the ocean blue or the
Atlantic looking for great riches in the Indies. I
really thought we had found a new route to Asia,
so I named the people there Indians. Who amI?
8. My greatest accomplishment in the Americas was
the discovery of the Mississippi River in 1541.
Who am I?
9. I am a Portuguese navigator who set out to be
the 1st crew to circumnavigate the globe. I was
killed before we finished the voyage, but my crew
finished for me in 1522. Who am I?
Quiz
10.I am a famous Viking from Norway who was
exploring the coast of Greenland when my ship
was blown off course. I actually ended up
exploring what is now known as the northeast
portion of the United States. Who am I?
11.I took over the Aztec capital of Tenochtitlan
around 1520 with only 508 soldiers, 100 sailors,
16 horses, and some guns. Who am I?
Quiz
12.In 1513, I heard of another ocean on the west
side of Panama where I was exploring. I went
looking for this ocean, and I found it after we
climbed to the top of 1 mountain. It would later
be named the Pacific Ocean. Who am I?
13.I actually made it to India unlike Mr. Dias in 1498.
The Muslim traders knew Portuguese, and it
made trade much easier. Who am I?
14.I explored the American Southwest looking for
the fabled Seven Cities of Gold. There my men
and I discovered the Grand Canyon. I never found
the cities. Who am I?
Identification Vocabulary Terms
A.
B.
C.
D.
E.
F.
G.
H.
I.
astrolabe
caravels
Line of Demarcation
Treaty of Tordesillas
circumnavigate
Columbian Exchange
conquistadors
encomienda system
Plantations
August 29
-Objective: Each student will analyze how the encomienda system affected
native groups
-Bellwork: Grade European Explorers Quiz – in Class
Finish Encomienda System – next slide
-Analyzing Documents – Bartolome de Las Casas
*S.W.A.P. – p. 51 – “The Role of the Catholic Church
*Turn & Tell
1) Who was Bartolome de Las Casas?
2) How did he want to go about converting the Native Americans
3) S.W.A.P. p. 51 – “Brief Account of the Devastation of the Indies”
-How did Las Casas view of the treatment of Native American groups
differ from the views of other Spaniards?
-Homework: NONE
Encomienda System – p. 50
What
Who
Where
When?
Encomienda
System
Why
August 30
-Objective: Each student will analyze how the encomienda system affected
native groups
-Bellwork: -T-Chart & Pair-and-Share – p. 50
*Take notes on how plantation owners treated the natives.
*Take notes on how Bartolome de Las Casas said the natives should be
treated.
-Debate: In your groups, prepare arguments for a debate about how Native
Americans should be treated. One of you will take the point of Bartolome de
Las Casas. The other will take the side of the plantation owner. We will
present these in class and vote on which partner gave the best arguments.
*requirements next slide
1) Begin Presentations – Vote on best presentations and GIVE EXAMPLES
-Homework: NONE
Debate Rubric
____/2 Main issues are identified and explained
____/3 Debate is written in script form
____/3 Treatment of Native Americans included and
complete.
____/3 Presentation of debate is rehearsed (not just
reading information
____/2 Presentation of information shows mastery
*Audience easily able to tell which person is which
*Information is complete and accurate
____/2 On-task the entire time
____/15 TOTAL
Debate Rubric
____/2 Main issues are identified and explained
____/3 Debate is written in script form
____/3 Treatment of Native Americans included and
complete.
____/3 Presentation of debate is rehearsed (not just
reading information
____/2 Presentation of information shows mastery
*Audience easily able to tell which person is which
*Information is complete and accurate
____/2 On-task the entire time
____/15 TOTAL
October 3
-Objective: Each student will analyze how the encomienda system affected
native groups
-Bellwork: Turn & Tell
1) How did the encomienda system affect Native Americans?
2) How did plantation owners feel Native Americans should be treated?
3) How did Bartolome de Las Casas feel Native Americans should be
treated?
-Present Debates
*Vote on which side gave the best arguments – GIVE EXAMPLES
-Clicker Quiz – Informal - Encomienda System and Native Americans
-Homework: NONE
October 4
-Objective: Each student will analyze primary documents that give insight
into the earliest European exploration of the Americas.
-Bellwork: Assign groups – have students take colored paper as they come in
room
*Each group of same color
*Should be 4 (possibly 5) to a group
-Analyzing Primary and Secondary Documents – 6 Handouts & 6 stations
1) Students will be in groups
2) Answer questions on next slide BEFORE other questions.
3) Complete the questions at each station. – on notebook paper
*8 minutes at each station – All individual work until the last minute
4) Discuss and collect at the end
-Homework: 1) NONE
Questions on Documents
*Using complete sentences, answer these questions:
1. What do you expect this document to be stating?
Explain why?
2. What is the main idea of the document?
3. How were your ideas of what you thought the
document to be about (#1) similar and/or
different than what was actually written?
Biography – Queen Isabella
1. Isabella’s religious beliefs were the main
motivation for many decisions she made,
including her support of Columbus’s voyages of
exploration
2. Possible Answers: Isabella’s support of
Columbus’s voyages to the Americas because it
set in motion events that changed the world.
Isabella’s ascension to the throne of Castile
3. Answers will vary.
Biography - Malintzin
1. Malintzin spoke Nahuatl, Maya, and eventually
Spanish
2. Malintzin acted as an intermediary between
Cortes and the native populations. She also was
able to teach Cortes about native customs so that
he might be better able, on some level, to
conquer them. She warned Cortes of an ambush
3. Answers will vary
Biography - Estevanico
1. Estevanico’s group first landed in what is now
Tampa Bay, FL. Then they were shipwrecked off
the coast of Texas.
2. Possible answers: If Estevanico could speak the
dialect of a group, they may have trusted him
more and would be more likely to help Estevanico
and his group.
3. These will vary.
Biography – Henry Hudson
1. Possible Answer: Hudson traveled farther north
than any other explorer and mapped out many
unexplored parts of North America.
2. Possible Answer: Hudson was disappointed but
probably felt like he was close to the discovery he
was seeking and must keep going.
3. Answers will vary
Leif Erikson
1. There were many boats and explorers on the
expedition. They explored several different areas
of America.
2. The descriptions lack specific information about
the landforms and location of the places they
explored.
Primary Source – Slave Spirituals
1. “Home” in the first verse is heaven or death. This might be
home to the slaves because they feel they have no home
or safe, happy place, on Earth
2. “Coming for to carry me home” “A band of angels coming
after me” Tell all my friends I’m coming too “But still my
soul feels heavenly bound”
1. Because this song referred to a historical event from the
Bible, not to current slavery, enslaved Africans could sing
about their desire to be freed and about God’s will for
them without referring directly to their own situation.
2. This song has a sad, mournful, emotional tone. Enslaved
people might have sung it when they were doing
particularly difficult work or when they were suffering
from a specific injustice.
Primary Source – Slave Spirituals
1. Possible answer: Both spirituals might have
provided some relief from the harsh work, and
both expressed feelings and hopes of slaves.
2. Possible answer: “Go Down, Moses” would have
been more threatening because it explicitly
discusses the desire for freedom.
October 5
-Objective: Each student will recognize how events in
Europe affected settlement of North America.
-Bellwork: “If you were there…” – p. 52 - Answer in
bellwork
-Grade & discuss 6 documents from yesterday
-CNN Student News – if time
-Homework: NONE
October 5
-Objective: Each student will recognize how events in Europe
affected settlement of North America.
-Bellwork: Add Vocab. Terms to Quizlet – next slide
-S.W.A.P. p. 52-53 – “Events in Europe”
-”Events in Europe” Timeline and Explanation – p. 52-53 – next
slide
1) Write down events and dates of events (5 dates and 5
events)
2) Discuss
-Homework: NONE
Identification Vocabulary Terms
10)Protestant Reformation
11)Protestants
12)Spanish Armada
13)Northwest Passage
14)Charter
15)Middle Passage
16)African Diaspora
Events in Europe – Timeline & Explanation
1450Mexico1517
Wins
*Event
*Event
Independence
*Result *Result
1534
*Event
*Result
1558
*Event
*Result
1588
*Event
*Result
October 8
-Objective: To understand the early European explorers and
why they would make such dangerous voyages.
-Bellwork: -”Events in Europe” Timeline and Explanation – p.
52-53 – previous slide
1) Write down events and dates of events (5 dates and 5
events)
2) Discuss
-Search for the Northwest Passage – p. 54-57 - next slide.
-Clicker Quiz - Informal
-Homework: Complete Chart on search for NW Passage
Search for the Northwest Passage – p. 54-57
European Explorers Names
Exploration & Years Sailed
Reason for Trip Details Did they find
Voyage
a Northwest
Passage?
English
p. 54
1.John Cabot 1497 & ’98 1.
2.Sir Walter Raleig 1584 2.
3.John White - 1587
3.
France
p. 54-57
6
Dutch
p. 54 & 57
1.Henry Hudson1610
2.
3.
1.
2.
3.
Search for the Northwest Passage – p. 54-57
European Explorers Names
Exploration & Years Sailed
Reason for Trip Details Did they find
Voyage
a Northwest
Passage?
English
p. 54
1.John Cabot 1497 & ’98
2.Henry Hudson1610
3.Sir Walter Raleig 1584
4.John White - 1587
1.
2.
3.
4.
France
p. 54-57
6
Dutch
p. 54 & 57
2
Spanish
p. 54
1
October 9
-Objective: Each student will collaborate using Google Docs to
establish the routes of European explorers trying to find a NW
passage.
-Bellwork: -Search for the Northwest Passage – previous slide.
*Discuss
-Mapping the Explorers and their search for a Northwest Passage. –
Use Google Docs - ONLINE
*Look at and discuss map p. 56
1) Put students into groups of 4 – 1 student per country
2) Use your computers to find map and key info for each
explorer of NW Passage – Rubric next slide
3) Once finished, share and edit each other’s Google Docs.
-Homework: Searching for NW Passage and Mapping Explorers
October 12 – Alternative w/ no computers
-Objective: To understand the early European explorers and why
they would make such dangerous voyages.
-Bellwork: -Search for the Northwest Passage – previous slide.
*Discuss
-Mapping the Explorers and their search for a Northwest Passage.
*Look at and discuss map p. 56
1) Recreate the map on p. 56
2) Use a different color for each explorer (p. 56) to chart the
travels of the different explorers.
3) Create a map legend/key with the appropriate color of each
explorer’s travels.
4) Label each route with the appropriate name of each explorer.
-Homework: Searching for NW Passage and Mapping Explorers
October 10
-Objective: Each student will understand the
different explorers who made the journey searching
for the NW Passage.
-Bellwork: “Search for the Northwest Passage” and
Map
*Complete in groups
-Present Google Docs in Class
-Homework: 1) Vocab. Quiz - TOMORROW
October 11
-Objective: Each student will recognize the causes and
effects of the slave trade.
-Bellwork: -Clicker Quiz – Explorers of NW Passage
*Review & Discuss
-Identification Vocabulary Words Quiz – next slides
*Be SURE TO INCLUDE 2 EXTRA WORDS
-Short Answer Review – skip 3 slides
-Homework: NONE
Vocabulary Identification Quiz
1) conquistadors
2) encomienda system
3) plantations
4) astrolabe
5) caravels
6) Line of Demarcation
7) Treaty of Tordesillas
8) circumnavigate
9) Columbian Exchange
10) Protestant Reformation
11) Protestants
12) Spanish Armada
13) Northwest Passage
14) Charter
15) Middle Passage
16) African Diaspora
Vocabulary Identification Quiz
a. official document that gives a person the right to establish a colony.
b. Spanish soldier and explorer who led military expeditions
c. large farm that specialized in one plant.
d. used stars to chart ship location
e. ships that used triangular sails
f. boundary between Spanish and Portuguese territories.
g. Voyage across the Atlantic Ocean that enslaved Africans were forced to endure.
h. treaty between Spain and Portugal that moved Line of Demarcation
i. system in Spanish America that gave settlers the right to tax local Indians or demand
labor.
j. transfer of plants, animals, and disease between Americas and Europe.
k. Scattering of Africans all across the world.
l. religious movement to reform Catholic Church
m. reformers who protested against Catholic Church
n. large Spanish fleet defeated by England in 1588.
o. a nonexistent path through North America that early explorers searched for that
would allow ships to sail from the Atlantic to Pacific Ocean
p. travel around the world
Short Answer Review
1) Explain how the Columbian Exchange “dramatically
changed the world. (HINT: include goods traded to
Americas and Europe, explanation of the Columbian
Exchange, the negative things traded)
2) Briefly describe the Protestant Reformation. How did it
begin?
3) What was the Middle Passage?
4) In whose honor was “America” named?
5) What was the Spanish Armada? What happened between
the Spanish Armada and the English?
6) What would finding a Northwest Passage have allowed
sailors to do? What is the name of one explorer who
searched for it?
7) What was the encomienda system? Why did the Spanish
Crown establish it? Which man tried to improve the lives of
the Native Americans?
Short Answer Review
1) Explain how the Columbian Exchange “dramatically
changed the world. (HINT: include goods traded to
Americas and Europe, explanation of the Columbian
Exchange, the negative things traded)
2) Briefly describe the Protestant Reformation. How did it
begin?
3) What was the Middle Passage?
4) In whose honor was “America” named?
5) What was the Spanish Armada? What happened between
the Spanish Armada and the English?
6) What would finding a Northwest Passage have allowed
sailors to do? What is the name of one explorer who
searched for it?
7) What was the encomienda system? Why did the Spanish
Crown establish it? Which man tried to improve the lives of
the Native Americans?
October 12
-Objective: Each student will recognize the causes and
effects of the slave trade.
-Bellwork: -“Need for a New Labor Force” – Graphic
Organizer – next slide
-Cause and Effect of Slave Trade – skip a slide
-Short Answer Review – skip 2 slides
*Discuss and Work on in class
-Homework: Short answer review – by TUESDAY
Need for New Labor Force – p. 58-59
What
When
Who
Where
disease
and the
Native
Americans
Significance
Why
The Slave Trade – p. 59-61
Cause – need
for labor
• Effect –
African
Diaspora
• Significance –
some 12
million
Africans were
shipped
across the
Atlantic as
slaves.
Cause – need
for labor
• Effect
• Significance
Cause – need
for labor
• Effect
• Significance
Cause – need
for labor
• Effect
• Significance
October 15
-Objective: Each student will recognize the causes and
effects of the slave trade.
-Bellwork:-Finish “Cause and Effect of Slave Trade” –
*previous slide
-”Slave Culture in the Americas” – next slide
*discuss
-Chapter 2 Review – Jeopardy Review
-Homework: 1) Short answer review – by TUESDAY
2) Ch. 2 Test - TOMORROW
Slave Culture in the Americas – p. 61
Note
Families
Note
Slave
Culture
Note
Religion
Note
October 16
-Objective: To understand the early European
explorers and why they would make such dangerous
voyages.
-Bellwork: Review for Ch. 2 Test
-Test – Chapter 2
-Homework: NONE
October 17
-Objective: To understand some of the early
successes and failures of Southern Colonies.
-Bellwork: Test Corrections
-Create Map of English Colonies – Use p. 89
*On white paper
-Homework: NONE
Southern Colonies
Colony
Year
Why
Founded
Successes
Failures
Jamestown
1.
2.
3.
1.
2.
3.
Virginia
1.
2.
3.
1.
2.
Maryland
1.
2.
3.
1.
2.
Carolinas
1.
2.
1.
2.
Georgia
1.
2.
1.
2.
October 18
-Objective: To understand some of the early successes and
failures of Southern Colonies.
-Bellwork: p. 72 – “If you were there…”
-Preview Chapter 3
-Southern Colonies – graphic organizer
*S.W.A.P. – One colony at a time
1) Help students create a chart
2) Begin with example of 1st Southern Colony
3) Pass out Map of Colonies – Handout
-Homework: Southern Colonies
October 19
-Objective: To understand some of the early successes
and failures of Southern Colonies.
-Bellwork: -Southern Colonies – graphic organizer
*S.W.A.P. – One colony at a time – SAMPLE NEXT SLIDE
1) Help students create a chart
2) Begin with example of 1st Southern Colony
3) Pass out Map of Colonies – Handout
-Clicker Quiz - Southern Colonies
-Homework: NONE
Sample of Jamestown
Colony
Year
Why Founded
Jamestown
May 14, A joint-stock
1607
company wanted a
settlement in the
Americas
Successes
Failures
1) treaty w/ Native Amer.
2) John Smith – colonists
worked hard
1) many men
lacked skills
2) unprepared
3) disease
Colony
Year
Why Founded
Successes
Failures
Jamestown
May 14, A joint-stock
1607
company wanted a
settlement in the
Americas
1) treaty w/ Native Amer.
2) John Smith – colonists
worked hard
1) many men
lacked skills
2) unprepared
3) disease
Virginia
1624
The Crown took
1) lots of farms
1) couldn’t protect
over. England could 2) made money from land
colony
not protect. Could
sale
2) slave rebellions
grow tobacco there. 3) slaves
– Bacon’s
Rebellion
Maryland
1634
Lord Baltimore
asked for charter
and it served as a
refuge for Eng.
Cath.
Carolinas
1663
new start for people 1) outlawed slavery
1) hard to govern
in debt. The king
2) many people lived here 2) limited land
gave land to
grants
supporters.
Georgia
1732
Created a charter
and shield other
colonies from
1) wealthy landowners
2) learned lessons from
Jamestown
3) Toleration Act
1) debtors could make a
new start
2) smaller farms – help
1) religious
conflicts
2) growing #s of
Protestants
1) no big
plantations
2) upset because
October 22
-Objective: Each student will produce a “Three-tab Book Foldable”
about the economy of the colonies.
-Bellwork: -Clicker Quiz – Southern Colonies
*Review info about Southern Colonies
-Labor in Virginia – Venn Diagram – next slide
1) S.W.A.P. p. 74 – “Labor in Virginia” and “Expansion of Slavery”
2) Fill in Venn Diagram with words and phrases from reading
and prior knowledge. Compare and contrast.
-Economy of Colonies – Three Tab Books Foldable
Graphic Organizer on next slide
*Southern Colonies Economies
-Homework: NONE
Labor in Virginia – p. 74
Indentured
Servants
Slave Labor
Economies of the Southern Colonies – p. 77
Most
Important
Cash Crops
The
colonies
had:
Depended
on?
Cash crops
required
work from:
Southern
Colonies
Economy
What were
slave
codes?
Example?
October 23
-Objective: Each student will produce a “Three-tab Book
Foldable” about the economy of the colonies.
-Bellwork: -S.W.A.P. p 77 “Economies of the Southern Colonies
-Economy of Colonies – Three Tab Books Foldable
Graphic Organizer on next slide
*Southern Colonies Economies
-Southern Colonies – Clicker Quiz
-Begin New England Colonies – next slide
*Chart
-Homework: NONE
New England Colonies
Colony
Plymouth
p. 79-80
Massachusetts
Bay
bottom p. 80
Year
Why
Founded
Successes
Failures
October 24
-Objective: Each student will create a chart that details the key
information about the New England colonies.
-Bellwork:-Discuss 4 New England Colonies on map.
1) Connecticut 2) Massachusetts 3) New Hampshire
4) Rhode Island
-New England Colonies – previous slide
*Chart on Computer
-New England Colonies – next slide
*S.W.A.P. & complete info in notes
-Homework: New England Colonies Info - TOMORROW
S.W.A.P. – New England Colonies
The New England Colonies
Pilgrims
Puritans
Describe these people and
tell where they moved.
p. 78
p. 80
Relationships with Native
Americans
p. 79
p. 80
Work and Livlihood
p. 80
p. 80
Treatment of Women
p. 80
Politics and Religion
p. 81-82
Education in the Colonies
p. 84
*This is for both Pilgrims and
Puritans.
p. 84
October 25
-Objective: Each student will produce a “Three-tab Book
Foldable” about the economy of the colonies.
-Bellwork: Discuss New England Colonies
*Finish chart “Pilgrims & Puritans” – previous slide
-New England Economy – 2nd Part of Foldable – next slide
-Clicker Quiz – New England Colonies
-Homework: NONE
Economies of the New England Colonies – p. 83
What was
geography
like?
Who worked
land?
New
England
Colonies
Economy
Merchants
Craftspeople
(2 Key Detail
(2 Key Detail
Fishing
Shipbuilding
(2 Key Detail
(2 Key Detail
October 29
-Objective: To understand some of the early successes and failures of New Engla
Colonies.
-Bellwork: -Clicker Quiz –New England Colonies (15 min.)
-Vocabulary Words and Studying (15 min)
*Quizlet
1) Anne Hutchinson
2) John Winthrop
4) Puritans
5) immigrants
6) Mayflower Compact
7) Squanto
8) Peter Stuyvesant
9) Quakers
10) William Penn
11) staple crops
3) Pilgrims
-Begin Video: “Desperate Crossing – The Untold Story of the Mayflower” (15 min
-Homework: 1) Vocabulary Quiz - WEDNESDAY
October 30
-Objective: To understand some of the early successes
and failures of New England Colonies.
-Bellwork: -NONE
-Video: “Desperate Crossing – Untold Story of
Mayflower”
-Homework: 1) Vocabulary Quiz - TOMORROW
October 31
-Objective: To understand some of the early successes
and failures of New England Colonies.
-Bellwork: -CNN Student News – Hurricane Sandy
-Video: “Desperate Crossing – Untold Story of
Mayflower”
-Homework: 1) Vocabulary Quiz - TOMORROW
November 1
-Objective: To understand some of the early successes and failures of the
Middle Colonies.
-Bellwork: Vocabulary – Quizlet
1) Anne Hutchinson
2) John Winthrop
4) Puritans
5) immigrants
6) Mayflower Compact
7) Squanto
8) Peter Stuyvesant
9) Quakers
10) William Penn
11) staple crops
-Discuss Middle Colonies – Look at Map in Notes
-Middle Colonies – skip slides
-Homework: 1) Vocab. Quiz - TOMORROW
3) Pilgrims
Chapter 3 – Vocabulary Terms
_____1. Anne Hutchinson
_____2. John Winthrop
_____3. Pilgrims
_____4. Puritans
_____5. immigrants
_____6. Mayflower Compact
_____7. Squanto
_____8. Peter Stuyvesant
_____9. Quakers
_____10. William Penn
_____11. staple crops
Chapter 3 – Vocabulary Terms
A. Director General of the Dutch New Netherland colony who was forced to
surrender New Netherlands to the English.
B. Protestants who wanted to reform the Anglican Church or the Church of England
C. Protestant sect known as the Society of Friends who were founded in the 1640s in
England and whose members believed salvation was available to all people.
D. Leader of the Massachusetts Bay Colony who led Puritan colonists to establish an
ideal Christian community. He later became the 1st governor of the colony.
E. a crop that is continually in demand
F. Separatist group that left England in early 1600s to escape persecution.
G. Quaker leader who founded a colony in Pennsylvania providing an important
example of representative self-government and a model of freedom and
tolerance.
H. a document written in 1620 by the Pilgrims establishing themselves as a political
society and setting guidelines for self-government
I. Puritan leader who angered other Puritans by claiming that people’s relationship
to God did not need guidance from ministers. This person was later banished
from the Massachusetts Bay Colony.
J. Patuxet Indian who taught the Pilgrims native farming methods and helped them
establish relations with the Wampanoag.
K. a person who moves to another country after leaving his or her homeland.
Middle Colonies
Colony
New
Netherlands &
New Amsterdam
(renamed New
York and New
York City)
p. 85-86
New Jersey
p. 86
Pennsylvania &
Delaware
p. 86
Year
Why
Founded
Successes
Failures
November 2
-Objective: To understand some of the early successes
and failures of the Middle Colonies.
-Bellwork: Ch. 3 Vocab. Quiz – previous slides
Discuss Middle Colonies – Table Notes
-Economies of the Middle Colonies – Foldable – next slide
-Clicker Quiz – Middle Colonies
-Homework: NONE
November 5
-Objective: To understand some of the early successes
and failures of the Middle Colonies.
-Bellwork: -Discuss Middle Colonies – Table Notes
-Economies of the Middle Colonies – Foldable – next
slide
-Clicker Quiz – Middle Colonies
-Homework: NONE
Economies of the Middle Colonies – p. 87
Most
Important
Staple Crops
Farmers grew
large amounts
of:
Combined
characteristics
of:
Indentured
servants or
slaves
Middle
Colonies
Economy
What was the role of
women? Examples?
What else was
important to
the economy?
Example?
November 6
-Objective: To persuade other Europeans to settle in
your colony.
-Bellwork: -From memory – list 2 key details from
each colony.
-Colonial Poster Projects – next slides
10 Colonies – groups of 2
-Homework: NONE
Colonial Poster Project
You are going to create a poster in which you are
going to try to convince people to come and settle in
your colony. It is essential that you provide accurate
and detailed information that is persuasive, colorful,
and creative as there are many trying to get people to
move to their colony.
Rubric on Next Slide
Colonial Poster Project - Rubric
_____/2
_____/3
_____/2
_____/3
_____/5
_____/2
_____/6
_____/2
Student is on-task at all times
Economy of the colony is complete
Religion of the colony is included
At least 3 hand-drawn color pictures
Map included of your colonies location
Information is easy to read
Successes and failures are included
Year and why the colony was founded is
included
_____/25 TOTAL
Colonial Poster Project - Rubric
_____/2
_____/3
_____/2
_____/3
_____/5
_____/2
_____/6
_____/2
Student is on-task at all times
Economy of the colony is complete
Religion of the colony is included
At least 3 hand-drawn color pictures
Map included of your colonies location
Information is easy to read
Successes and failures are included
Year and why the colony was founded is
included
_____/25 TOTAL
November 7
-Objective: To persuade other Europeans to settle in your
colony.
-Bellwork: Discuss Election
-Finish Colonial Poster Project
Video
1) Presidential Acceptance Speech
2) Concession Speech
-Homework: Poster must be ready to present
TOMORROW!
November 8
-Objective: To persuade other Europeans to settle in your colony.
-Bellwork: Finish Posters
1) When finished, write 4 multiple choice questions (at least 4 answer
choices) for each question.
a. Be neat – your classmates will be answering these
questions.
b. You should have at least 1 question from each section.
c. You will have two documents.
-One will be the one your classmates see and answer.
-The other will be a key.
-Colonial Poster Gallery Walk
*Students should answer questions from posters.
*Vote on best and most persuasive poster at the end.
-Homework: 1) Colonies Multiple Choice Questions – 4 written and answered
November 9
-Objective: To persuade other Europeans to settle in
your colony.
-Bellwork: -Colonial Poster Gallery Walk
*Students should answer questions from posters.
*Vote on best and most persuasive poster at the
end.
-CNN Student News – Veteran’s Day
-Homework: NONE
November 12
-Objective: Each student will recognize how colonial governments
were influenced by political change in England.
-Bellwork: -Grade English Colonies Poster Quiz
-Chapter 3 Part 2 Vocabulary Notecards - Quizlet
12) English Bill of Rights
13) triangular trade
14) Great Awakening
15) Jonathan Edwards
16) Enlightenment
17) Pontiac
-Notes – Colonial Governments – next slide
-English Bill of Rights – skip a slide
-Notes - English Trade Laws – skip two slides
-Homework: NONE
Sect. 4 Notes – Life in the English Colonies
I.
Colonial Governments
A. Gov’t in Americas established by British royal charter.
1. British king had ultimate authority over colonies.
2. Privy council – royal council who set English colonial policies
B. Colonial Governors and Legislatures
1. Governors appointed by British king ruled colonies.
2. Virginia’s assembly 1619 – 1st colonial legislature in North
America. Two houses:
a. 1st House – Council of State – chosen by governor’s
advisory council and London Company
b. 2nd House – House of Burgesses – members chosen by
colonists
3. Middle Colonies – town meetings; Southern Colonies –
county
English Bill of Rights – p. 91
2. Who
passed this
and who did
they replace?
1. Why did
Parliament
have to pass
this?
English
Bill of
Rights
3. What did
this do?
Sect. 4 Notes – English Trade Laws
I. English Trade Laws
A. England founded American colonies = gain money
from trade.
B. Mercantilism
-creating & maintaining wealth through controlled
trade.
C. Navigation Acts – to enforce mercantilism
1. Navigation Act of 1660
a. forbade colonists from trading w/ any country
other than England.
b. must use English ships only
2. Trade restrictions continued but colonists just
kept trading with other countries to make money.
November 13
-Objective: Each student will learn why English trade laws limited free
trade in the colonies.
-Bellwork:-Grade – Completion – Vocab. Notecards
-Geography of the Colonies W.S.
*Do not do #4 on the first section
-Finish Notes - English Bill of Rights & Trade Laws – previous slides
-Triangular Trade – slide #50
1) Interactive Computer Triangular Trade – “Map of Triangular
Trade”
2) Draw in things traded and lines according to map
-Homework: 1) NONE
Triangular Trade – map p. 92
North
America
Europe
South
America
Africa
November 14
-Objective: To understand how the Great Awakening and
Enlightenment led to the start of the French and Indian War.
-Bellwork: Answer these questions in your bellwork:
1) Using page 92, what was triangular trade?
2) What 4 places were involved with the trading?
-Great Awakening & Enlightenment – graphic organizer
Compare and Contrast
-Primary Document - ”The Sermon by Jonathan Edwards,
“Sinners in the Hands of an Angry God”
*Answer questions #1-3
-Homework: Primary Document #1-3
Great Awakening vs. Enlightenment
Great Awakening
What?
Who?
Who did it draw?
What ideas did it
promote?
Other?
Enlightenment
What?
Who?
What were ideas of
John Locke?
Write at least 3 sentences explaining how the Enlightenment
was similar and different to the Great Awakening?
Great Awakening vs. Enlightenment
Great Awakening
What?
Who?
Who did it draw?
What ideas did it
promote?
Other?
Enlightenment
What?
Who?
What were ideas of
John Locke?
Write at least 3 sentences explaining how the Enlightenment
was similar and different to the Great Awakening?
November 15
-Objective: To understand how the British defeat of the French in the
mid-1700s did not mean the end of the struggle
-Bellwork: Review
1) Triangular Trade
2) Enlightenment v. Great Awakening - Handouts
-S.W.A.P. p. 95 “French & Indian War”
*Describe the main events of King Philip’s War in 4 sentences or
less and using page 95 and these terms:
*King Philip’s War
*Wampanoag
*Metacomet
*killing
*1676.
-Native American Allies – chart – next slide
-Homework: NONE
Native American Allies – p. 95
Native
Americans
Wanted what?
Allies?
Who did Native
Americans trust
more?
Why?
French
English
FRENCH AND INDIAN WAR - NOTES
Answer this question as you take notes: “How did the rivalry of
Britain and France lead to war in North America?”
I. War Erupts
A. Fight for Power in the Ohio River Valley – p. 96
1. British –
2. French –
B. Native American Involvement
1.
French respected Natives by:
a. Trading
b. Leaving Native land untouched
2. British
– Cleared Native land for:
» Farming
» Settling land
Answer this question as you take notes: “How did lack of
unity and mistakes lead to British defeats early in the
war?”
C. George Washington
1. A bold young leader
2. Took 150 men into the Ohio River Valley
3. Built Fort Necessity – Small temporary fort for
protection from French and Indians
4. Washington came under attack by the British. His lost in
1754 started the French and Indian War
FRENCH AND INDIAN WAR - NOTES
D. Turning Point of the War
1. 1759 – British general James Wolfe … gaining the
advantage in the __________.
2. 1763 – Britain and France ended the war when they
signed ___ ____________ ___ ___________.
3. Terms of the Treaty
a. Britain received:
1.
2.
3. From Spain, they received,
4. Changed the balance of power by …
November 16
-Objective: To understand how the British defeat of the French in the mid1700s did not mean the end of the struggle
-Bellwork: French and Indian War – Notes
Answer this question with your shoulder partner:
1) What did British want from Ohio River Valley?
2) What did French want from Ohio River Valley?
-French and Indian War – Notes
-Pontiac’s Rebellion – graphic organizer
-CNN Student News – if time
-Homework: NONE
Pontiac’s Rebellion – May 1763 – p. 97
2. What
happened?
3. When
1. Who?
5.
Proclamation
of 1763?
Pontiac’s
Rebellion
4. Where
November 19
-Objective: To understand how the British defeat of
the French in the mid-1700s did not mean the end of
the struggle
-Bellwork: NONE
-Video: “America: The Story of Us” – Episode “Rebels”
*Complete handout – “Rebels”
-Homework: NONE
November 20
-Objective: To understand how the British defeat of the French in the mid1700s did not mean the end of the struggle
-Bellwork: -Finish “America: The Story of Us” – Rebels
*Discuss Handout and Collect
If you were there… - p. 98
*Discuss
-Notes – Section 5 – Conflict in the Colonies – next slides
-Road to Revolution Timeline W.S. – Need Date and brief explanation of how it
led to rebellion and revolution.
1) French & Indian War
2) Treaty of Paris
3) Committees of Correspondence
-Homework: NONE
November 26
-Objective: To understand how that the British effort to raise taxes on the
colonists sparked protests.
-Bellwork: -Finish Notes – Section 5 – Conflict in the Colonies – next slides
*Review and Discuss
-Clicker Quiz – Conflict in the Colonies
-Road to Revolution Timeline:
4) Sugar Act
5) Stamp Act
7)Townshend Acts
6) Stamp Act Congress
-Vocabulary Quizlet – p. 90
18) Stamp Act of 1765
19) Boston Massacre
20) Boston Tea Party
21) Intolerable Acts
-Homework: 1) Matching Vocabulary Quiz - WEDNESDAY
TURMOIL OVER TAXATION
***The French and Indian War plunges
England deep into debt
I. Sugar Act of 1764
1. Tax on molasses, requested by Greenville
and approved by parliament
2. Molasses was a valuable item in the triangular
trade
3. Replaced a previous high tax driving merchants out
of business
TURMOIL OVER TAXATION
II. Stamp Act of 1765
A. Stamp Act
1. Taxes placed on legal documents: wills, diplomas,
marriage papers, newspapers, almanacs, playing
cards, and dice
2.All items must have a stamp showing the tax had
been paid
TURMOIL OVER TAXATION
B. Protesting the Stamp Act
1. Stone public officials
2. Tarred and feathered tax agents
3. Riots break out in big cities destroying the
home of tax officials
“No Taxation without
Representation”
-
Taxes could not be raised in colonies that are not
represented in Parliament
TURMOIL OVER TAXATION
C. Uniting in Peaceful Protest
1.Stamp Act begins to unite colonies
2. Stamp Act Congress 1765
a. Delegations from 9 of 13 Colonies meets in New
York
b. Congress signs a Petition
c. ignored by Parliament
3. Colonies begin to boycott British goods
-Parliament Repeal the Stamp Act
TURMOIL OVER TAXATION
D. The Townshend Acts
1. Taxed goods: glass, paper, paint, lead, and
tea
2. Colonists continue to oppose taxes from
British Parliament
3. Writ of Assistance – documents allowing the
British officers to search ship’s cargo
without giving a reason
Matching Vocab. Quiz
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Pilgrims
Puritans
Intolerable Acts
Quakers
John Winthrop
Pontiac
staple crops
cash crops
Boston Massacre
Stamp Act
Boston Tea Party
Matching Vocab. Quiz
1.
These were actually named the Coercive Acts by the British. The acts had
5 effects on the colonists.
2. A crop that is continually needed.
3. An incident in which British soldiers fired into a crowd of colonists, killing 5
people.
4. This was a protest against one particular act in which a group of colonists
boarded British tea ships and dumped some 340 chests of tea into harbor.
5. Protestant sect also known as the Society of Friends whose members
believed that salvation was available to all people.
6. Leader of the Massachusetts Bay Colony who led Puritan colonists to
Massachusetts to establish an ideal Christian community.
7. Immigrant Separatist group that left England to escape persecution.
8. Ottawa chief who united the Great Lakes’ Indians to try and halt the
advance of European settlements. He incited a rebellion named after
himself.
9. a crop continuously in demand; a crop not necessarily needed.
10. This act required colonists to pay for an official stamp, or seal, when they
bought paper items.
11. This immigrant group wanted to purify or reform the Anglican Church.
November 27
-Objective: To understand how the Boston Massacre caused colonial resentment
toward Great Britain.
-Bellwork: -Vocabulary Notecards – p. 98
18) Stamp Act of 1765
19) Boston Massacre
20) Boston Tea Party
21) Intolerable Acts
-Notes – Section 5 – Conflict in the Colonies
-S.W.A.P. the Primary Source on p. 101 in green, and answer these questions:
1) Do you think the author of this article supported or opposed the British
government’s actions?
2) What words or phrases indicate the author’s point of view?
-Road to Revolution Timeline:
8) Boston Massacre
9) Boston Tea Party
-Act it Out – Boston Massacre
-Homework: 1) Vocab Quiz TOMORROW
10) Intolerable Acts
TURMOIL OVER TAXATION
III. Boston Massacre
A. British soldiers sent to calm protests in port
cities
B. Quartering Act
1. British soldiers could stay in colonial homes
2. Colonists would have to share food/home
C. Boston Residents
1. Felt Britain was bullying them
2. Began insulting and beating British soldiers
on street.
TURMOIL OVER TAXATION
D. A Bloody Night
1. March 5, 1770, a crowd forms at the
customs house.
2. Crowd begins to throw snowballs, oysters,
and ice at the soldiers.
3. Soldiers panic and fire into crowd
a. 5 Boston residents die
b. Referred to as the Boston Massacre
4. Protests continue through Committee of
Correspondence founded by Samuel
Adams – 1764.
November 28
-Objective: To understand how the Boston Tea Party
led to the Intolerable Acts
-Bellwork: Boston Tea Party – graphic organizer
-Notes - Intolerable Acts
-Ch. 4 Vocabulary Quiz
-Homework: Test FRIDAY
Boston Tea Party – p. 102
Did the Tea
Act benefit or
hurt the
colonists?
Why?:
What was the
Tea Act of
1773?
How many
ships sailed
into the
harbor?
Boston
Tea
Party
Who
demanded
that the ships
leave?
What
happened the
night of Dec.
16, 1773?
The Boston Tea Party & Intolerable Acts
IV. Boston Tea Party
A. Townshend Acts repealed but tax on tea kept.
B. Colonists boycott tea
-Britain knows colonists are smuggling tea.
C. British East India Company
1. offered Parliament to sell tea to colonists at
cheaper rate hoping to end smuggling of tea.
2. Tea Act of 1773 allows tea sold to colonists
D. Boston Tea Party
1. Colonists dressed as Indians sneak onto 3-ships
filled with tea and dumped 340 tea chests into sea.
2. Great Britain is furious.
The Boston Tea Party & Intolerable Acts
V. Intolerable Acts – p. 102-103
A. Parliament decides to punish Boston
B. Spring 1774 Coercive Acts or Intolerable Acts
C. Effects
1.
2.
3.
4.
5.
6.
November 29
-Objective: To understand how the Boston Tea Party led to the
Intolerable Acts
-Bellwork: -Short Answer Review – 10-15 minutes
-Clicker Quiz – Jeopardy Review for Test (Study for Test)
*Things to review
-vocabulary
-Great Awaken. v. Enlighten.
-colonies map
-Why Puritans succeeded
-triangular trade in Mass. Bay Colony
-Test Chapter 3 TOMORROW
-Homework: Chapter 3 Test TOMORROW
Short Answers
1. Describe what is meant by the term “triangular
trade.”
2. How was the Great Awakening similar and/or
different to the Enlightenment?
3. What made the Pilgrims decide to immigrate to
America?
4. Use these terms as you explain the conflicts in the
colonies: Stamp Act, Boston Massacre, and Boston
Tea Party
Short Answers
1. Describe what is meant by the term “triangular
trade.”
2. How was the Great Awakening similar and/or
different to the Enlightenment?
3. What made the Pilgrims decide to immigrate to
America?
4. Use these terms as you explain the conflicts in the
colonies: Stamp Act, Boston Massacre, and Boston
Tea Party
November 30
-Objective: To understand how the Boston Tea Party led
to the Intolerable Acts
-Bellwork: Study for Test
*Things to review
-vocabulary
-Great Awaken. v. Enlighten.
-colonies map
-Why Puritans succeeded
-triangular trade
in Mass. Bay Colony
-Test Chapter 3
-Homework: NONE
December 3
-Objective: To understand that the rights and requests
demanded by the First Continental Congress were not listened
to by King George.
-Bellwork: Finish Chapter 3 Tests
-Finish Primary Documents – Chapter 3 – next slides
*Handout Info to Groups (6 per group) – Each person works
individually.
1) Samuel Adams 2) Crispus Attucks 3) Patrick Henry
4) Pocahantas
5) American Colonial Poetry
6) Journal of Sarah Kemble Knight
-Homework: Finish Primary Documents
December 4
-Objective: To understand that the rights and requests demanded by
the First Continental Congress were not listened to by King George.
-Bellwork: Go over Tests & Grade and Discuss Primary Documents
-No Passing Notes in Class – Read Note OUTLOUD
-S.W.A.P. p. 112 - “If you were there…” - Answer in your bellwork.
*Discuss in class
-Requests of the First Continental Congress – next slide
-Notes – “Shot Heard ‘round the World”
-Homework: NONE
Biography-Samuel Adams
1. Samuel Adams demonstrated patriotism in his efforts
to unite the colonists in ideas and actions. By
bringing the colonists together to fight for a united
country free of British rule, he demonstrated a great
deal of patriotism for his country. The Committees of
Correspondence as well as the Boston Tea Party are
two major examples of Adam’s patriotism.
2. One major way people share ideas is through the
internet. This is a lot like a modern version of the
Committees. People from all over the world can read
about ideas and events online. They can even
become members of certain groups and exchange
ideas via bulletin-board posts and email.
3. Answers will vary
Biography-Crispus Attucks
1. Possible Answer: Attucks had taken a stand
against the British on behalf of all the colonists.
He had risked his life for freedom.
2. Possible Answer: Although Attucks was the first
one killed, he was not the first victim of the
Revolution. All the colonists oppressed by British
rule were victims.
3. Answers will vary.
Biography-Patrick Henry
1. Henry felt that it was wrong to tax the colonists
who had no representation. He also thought that
the colonists could defend their own land and
didn’t need to be taxed to pay for the protection
of the English government.
2. Possible response: I think Henry’s speeches were
his greatest accomplishment. He was able to
persuade many colonists to the cause for
freedom.
3. Answers will vary.
Biography-Pocahantas
1. Pocahantas helped make peace by befriending th
settlers. She also married a colonist. Her bravery
in begging for John Smith’s life made her wellreceived in English society.
2. Possible response: No, I would not have helped
the colonists because I would have been afraid. I
think I would have been scared to talk to people
whose language I didn’t understand.
3. Answers will vary.
Primary Source – Journal of Sarah Knight
1. Answers will vary. She would need to figure how
many miles a day she could cover. She would need to
make a travel budget to pay for food, lodging, and a
guide. She would want to dress well to protect
herself from the weather.
2. Answers will vary. You may mention her education
and her ability to ride a horse, her ability to endure
the hardships of the road, her courage in making
such a long, dangerous journey, and her adaptability
to whatever the circumstances required.
3. People could not travel faster than horses could go.
They had to stop to rest themselves and the horses
because the conditions were difficult. The roads
were not very good. Sometimes they had to stop
because of bad weather.
Literature – Colonial Poetry
1. She says that her love for her husband is more
valuable than mines of gold and all the riches of
the East. Rivers cannot “quench” her love.
2. Possible answer: Even though the students will be
studying the highest levels of science and how
the planets move, they should remember what
Jesus did for them. She says that Jesus gave his
life, though he did not have to do so, so that
humans would have the chance to be with him in
the highest levels of heaven.
First Continental Congress – p. 112
Complete the sentences below.
Rights demanded by First
Continental Congress
1. Encouraged colonists to
continue…
2. Meanwhile, they drafted
the…
3. The First Continental
Congress did not seek a …
4. It’s goal was to…
The Revolution Begins
I. First Continental Congress
A. October 1774
1. colonial leaders discuss issues w/ Great Britain.
2. wanted King George to correct problems
II. Shot Heard Round the World
A. Congress planned to meet again in 1775.
B. Ride of Paul Revere – Son of Liberty spy
1. Robert Newman would shine one light if British
advanced by land. Shine two lights if they rowed
across the river.
2. Two lights shone and Revere and William Dawes
got the minutemen ready.
The Revolution Begins
C. Battles at Lexington and Concord
1. Lexington
a. April 19, 1775 – 70 minutemen v. Britain
b. Though ordered not to shoot, a shot rung out.
*”shot heard ‘round the world.”
c. 8 minutemen were killed and 10 wounded
2. Concord
a. British troops to Concord to confiscate
weapons.
b. The Redcoats were easy targets, and they
were forced back to Boston.
December 5
-Objective: To understand the different manners and methods that First Continental
Congress and Second Continental Congress requested for changes to be made.
-Bellwork:-Notes – “Shot Heard ‘round the World” – previous slides
-Road to Revolution Timeline:
11) First Continental Congress
12)Thomas Gage & Stockpile of weapons
13) Battle of Lexington and Concord
14) Second Continental Congress
-Requests of the Second Continental Congress comparison – next slide
-Vocabulary – CHAPTER 4 Section 1 – Quizlet
1) First Continental Congress 2) Patriots 3) minutemen
5) Second Continental Congress 6) Continental Army
7) George Washington
8) Battle of Bunker Hill
-Homework: Finish Vocab. Ch. 4 Section 1 - Quizlet
4) Redcoats
Second Continental Congress – p. 114
Complete the sentences below.
Rights demanded by First
Continental Congress
Rights demanded by Second
Continental Congress
1. Encouraged colonists to
continue…
1. Although Congress did not
openly revolt…
2. Meanwhile, they drafted
the…
2. They sent word to colonial
authorities…
3. The First Continental
Congress did not seek a …
3. They also authorized the
Massachusetts…
4. It’s goal was to…
4. As Washington prepared for
war…
5. On July 5, 1775, the delegates
signed…
December 6
-Objective: To understand the different manners and methods that
First Continental Congress and Second Continental Congress
requested for changes to be made.
-Bellwork: -Notes – “Shot Heard ‘round the World” – previous slides
-In story form, I want you to write these events which include the
First Continental Congress, the “shot heard ‘round’ the world,” and
the battles of Lexington and Concord.
-Requests of the Second Continental Congress comparison – previous
slide
-Continental Congress Newspaper – skip a slide
-Homework: NONE
Colonial Newspaper – Front Page
You will be divided into groups of 3. You will be assigned to design
either the front page of a colonial newspaper that focuses on actions
taken by the First Continental Congress or the front page of a
newspaper that focuses on actions taken by the Second Continental
Congress.
Steps:
1) Each one of you will write one headline and at least the first
paragraph (5-6 sentences) of the article. Focus on the causes and
effects.
2) When you finish with your headline and paragraph, you will
design your front page so that the article that your group feels is
the most important is at the top and the least important is at the
bottom.
3) Your group will share the newspaper with the class. After your
presentation you will then share why you placed your articles in
the order you did.
December 7
-Objective: To understand the different manners and
methods that First Continental Congress and Second
Continental Congress requested for changes to be made.
-Bellwork: Discuss with group your ideas for the First or
Second Continental Congress News Stories.
-Continental Congress Newspaper – next two slides
*Be ready to present
-Homework: NONE
Colonial Newspaper – Front Page
Rubric (per group member):
_____/1
Appropriate and creative title
_____/3
At least 5 sentences of story are included
_____/2
Article information is precise and factual
_____/3
At least one hand-drawn and colored picture included (at least 3
pictures on front page
_____/1
On task at all times
_____/10 TOTAL
Group Rubric
_____/1
Front page is well-organized
_____/2
Presentation shows understanding of topic
_____/2
Articles are in order from most important to least and an
explanation is given for each article.
_____/5 TOTAL
_____/15 TOTAL
Colonial Newspaper – Front Page
Rubric (per group member):
_____/1
Appropriate and creative title
_____/3
At least 5 sentences of story are included
_____/2
Article information is precise and factual
_____/3
At least one hand-drawn and colored picture included (at least 3
pictures on front page
_____/1
On task at all times
_____/10 TOTAL
Group Rubric
_____/1
Front page is well-organized
_____/2
Presentation shows understanding of topic
_____/2
Articles are in order from most important to least and an
explanation is given for each article.
_____/5 TOTAL
_____/15 TOTAL
December 10
-Objective: To understand why the colonists chose war over peace.
-Bellwork: -Finish newspaper presentations
-Find and discuss at least 3 similarities and/or differences between the
First Continental Congress and the Second Continental Congress
-Peace or War?
*With your shoulder partner,
1) Prepare a list of grievances (at least 5) that you have with
King George III. – Grievances need to be facts from books or notes.
2) At the end of your list of grievances, explain if you choose
war or peace and how you want to go about doing that. (Remember,
the British are the world’s most powerful military at the time)
*Present to the Class
-Homework: NONE
December 11
-Objective: To understand the early battles of the
American Revolution.
-Bellwork: -Complete “Peace or War” – List of Grievances
-Early Battles – next slide
-Early Battles around Boston – Map Activity W.S.
-Homework: 1) Early Battle around Boston W.S. complete
Early Battles of the Revolution
Battles
Fort
Ticonderoga
Bunker Hill
Dorchester
Heights
Date
Key
Leaders
(if any)
What
Key
happened Details
Significance
December 12
-Objective: To understand the difference and importance of the Loyalists and the Patriots.
-Bellwork: -Discuss Battle Around Boston Worksheet
*Grade
-Write two adjectives or descriptive phrases that describe the term, person, or event. – next
slide
-S.W.A.P. – p. 119-120 under the heading “Choosing Sides”
*Loyalists vs. Patriots – Define each group and give at least 3 key details - skip a slide
-p. 113 will help w/ info about Patriots
-Revolution and the Road Timeline – (do on back of Road to Revolution Timeline)
15) Fort Ticonderoga
16) Battle of Bunker Hill
17) Thomas Paine’s Common Sense
18) Dorchester Heights
19) Declaration of Independence
-Homework: Timeline completed
Describing Key Terms, People, & Events
1)
2)
3)
4)
5)
6)
7)
8)
Battle of Bunker Hill
George Washington
minutemen
Redcoats
First Continental Congress
Second Continental Congress
Fort Ticonderoga
Dorchester Heights
Loyalists vs. Patriots
Loyalists
Patriots
Definition -
Definition (p. 113,120) -
Three Key Details
Three Key Details
1.
1.
2.
2.
3.
3.
December 13
-Objective: To understand the role Thomas Paine played in stirring up the
colonists to fight against the British.
-Bellwork: - S.W.A.P. “If you were there…” on page 118 and write your response
*Discuss
-Notes – Paine’s Common Sense and Independence is Declared
-Thomas Paine – “The Crisis No. 1” Worksheet – Read document in class
*Answer question on worksheet
-Revolution and the Road Timeline – (do on back of Road to Revolution
Timeline)
18) Paine’s “Common Sense”
19) Declaration of Independence
-Homework: Timeline completed
Notes - Paine’s “Common Sense”
I. Paine’s “Common Sense”
A. “Common Sense” – 47 page pamphlet written
by Thomas Paine that argued against British rule in
the Americas
1. written anonymously
2. Key points of the pamphlet
a. changed how colonists viewed the King
b. talked about economic freedom & right to
military defense
c. cried out against tyranny – gov’t abuse of
power.
Notes – Independence is Declared
II. Independence is Declared
A. A New Philosophy of Gov’t
1. Declaration of Independence = announced the
colonies’ break from Great Britain
2. Three Main Ideas – written by Thomas Jefferson
a. all people possess unalienable rights such as
life, liberty, and the pursuit of happiness
b. King George had violated the colonists’ rights
by making unfair laws and interfering with the
colonists gov’t.
c. the colonies had the right to break from
Britain.
3. July 4, 1776, the 2nd Cont. Congress approves
D.O.I. – U.S. was born.
1.
The Crisis No. 1 – Answer
Choices
a. Tyranny is easily conquered
b. These are the times that try men’s souls
c. Victory will be easy because of the Declaration of
Independence
d. Freedom is worth fighting for.
2. a. He uses emotion
b. He uses researched information
c. He uses other sources of information
d. He uses sound reason with low enthusiasm.
3. Write a letter – at least 3-4 sentences.
December 14
-Objective: To understand that the D.O.I. while a great document
excluded some important people.
-Bellwork: -Answer these 2 questions in at least 2 sentences each:
1) How did Thomas Paine influence independence in America?
2) How did Thomas Jefferson influence independence in America?
-Grade Thomas Paine & Road to Revolution Timeline
-S.W.A.P. p. 120-121 under the headings “Women” and “African and
Native Americans”
-complete the information on the next slide.
-CNN Student News – if time
-Homework: NONE
Unfinished Business – Women & Minority Groups
Unfinished
Business –
How did the
D.O.I. not
address
these
people’s
rights?
Women
•Detail #1
•Detail #2
•Detail #1
African
Americans •Detail #2
•Detail #1
Native
Americans •Detail #2
December 17
-Objective: To understand that the D.O.I. while a great document excluded
some important people.
-Bellwork: Finished “Unfinished Business” graphic organizer – previous slide
-Writing for a Newspaper – 2nd Section of Newspaper
*Show an example EDITORIAL.
*Choose one of these topics to write an EDITORIAL about:
1) women
2) African Americans
3) Native Americans
*Use columns to write your editorial.
– Should be 4 to 5 sentences.
*Include your editorials along with a political cartoon in newspaper form
to show your frustration with your situation.
-Show an example of a political cartoon – p. 101
-Homework: NONE
December 18
-Objective: To understand that the D.O.I. while a great document excluded some
important people.
-Bellwork: Finish Newspaper
-Read through the Declaration of Independence – p. 122-125
*Read in Class
*Discuss
-Notes – Declaration of Independence and three/four parts of the D.O.I.
-Three Parts of the D.O.I. – Use actual quotes from the D.O.I. to show how the D.O.I.
addresses these parts
1) Natural Rights
2) British Wrongs
3)Independence
-Short Answers for Test – skip a slide
*Students must copy down if they want to prepare for test - FRIDAY
-Homework: Ch. 4 Part 1 Test FRIDAY
December 19
-Objective: To understand that the D.O.I. while a great
document excluded some important people.
-Bellwork: Review Vocab. – Quizlet
-Review for Chap. 4 Part 1 Test - FRIDAY
-Short Answers for Test – skip a slide
*Students must copy down if they want to prepare for
test - FRIDAY
-Homework: Ch. 4 Part 1 Test TOMORROW
Notes - Declaration of Independence
• Preamble
– Introduction to an official document
• Natural Rights
– Rights that belong to all people from birth
• British Wrongs
– Ways in which the British Parliament and King have
wronged Colonial Americans
• Independence
– Declare Independence from Britain and outline the Rights
you have as United States Citizens
Short Answers
1) Which 3 groups of people were excluded from the
Declaration of Independence?
2) Who is famous for saying “I regret that I have but one
life to lose for my country?
3) Using 4 sentences answer this question: Which part of
the Declaration of Independence is most important? Use
examples and/or quotes to tell why you think that?
4) Using at least 4 sentences, list and explain and/or give
an example of the four parts of the Declaration of
Independence.
Short Answers
1) Which 3 groups of people were excluded from the
Declaration of Independence?
2) Who is famous for saying “I regret that I have but one
life to lose for my country?
3) Using 4 sentences answer this question: Which part of
the Declaration of Independence is most important? Use
examples and/or quotes to tell why you think that?
4) Using at least 4 sentences, list and explain and/or give
an example of the four parts of the Declaration of
Independence.
December 21 - Final
-Objective: To understand that the three parts of the Declaration of
Independence.
-Bellwork: -Three Parts of the D.O.I. – Use actual quotes from the
D.O.I. to show how the D.O.I. addresses these parts
1) Natural Rights
2) British Wrongs
3)Independence
-Study for Ch. 4 Part 1 & Declaration of Independence Test
-Ch. 4 Part 1 & Declaration of Independence Test
-4 Corners Game – w/ Christmas Music
-Homework: Have a Merry Christmas & Happy New Year!
January 4
-Objective: To understand that the three parts of the Declaration of Independence.
-Bellwork: -Discuss Test
Answer these questions in your bellwork:
1) What are the three parts of the Dec. of Independence?
2) Name the three things that Thomas Jefferson argued in the Declaration of
Independence.
-Three Parts of the D.O.I. – Use at least 3 actual quotes for each one of these from the
D.O.I. to show how the D.O.I. addresses these parts
1) Natural Rights
2) British Wrongs
3)Independence
*Discuss the quotes and the choices and what the phrases mean.
-Writing Your Own Declaration of Independence – Explain assignment
*next slide
-Homework: NONE
Creating Your Own Declaration of
Independence
Preamble
2 Sentence Introduction
Natural Rights
Minimum of 3 Natural Rights in 6 Sentences
British Wrongs
Minimum of 5 British Wrongs with 6 Sentences
Independence
Declare Independence, How will you gain Independence,
and What will you do with Independence in 6 sentences
November 10, 2010
-Objective: To understand that the Declaration of Independence is
still applicable today.
-Bellwork: 1) S.W.A.P. p. 122
2) Answer these questions in your bellwork:
a. In only two sentences, summarize the first two
paragraphs.
b. Choose and write a sentence from those paragraphs
which you believe is the most important and explain
why you think that?
-Writing Your Own Declaration of Independence – Finish – next slide
1) British Wrongs
2) Independence
-Homework: NONE
Creating Your Own Declaration of
Independence
Preamble
2 Sentence Introduction
Natural Rights
Minimum of 3 Natural Rights in 6 Sentences
British Wrongs
Minimum of 5 British Wrongs with 6 Sentences
Independence
Declare Independence, How will you gain Independence,
and What will you do with Independence in 6 sentences
November 11, 2010
-Objective: To understand that the Declaration of Independence
is still applicable today.
-Bellwork: Write 3 sentences comparing how Thomas Jefferson’s
Declaration of Independence is different than yours.
-Read Independence Statements
*Vote on best ones
-Quiz –
*placing phrases from the D.O.I. under their proper
heading.
-Homework: NONE
November 12, 2010
-Objective: To understand how our Declaration of Independence
may change the world.
-Bellwork: Pass out copies of all documents to shoulder
partners.
-Create a Declaration of Independence using all the information
at your disposal
*Hang the best D.O.I. in middle
*Hang posters around it.
-CNN Student News – if time
-Homework: NONE
November 15, 2010
-Objective: To understand some of the major battles of the American Revolution.
-Bellwork: Answer these questions:
1) What are the four parts of the D.O.I.?
2) What is the most important part of the D.O.I. and write at least 2 examples.
-S.W.A.P. p. 126-127 & answer these
1) Why did the Continental Army begin allowing free African Americans to serve?
2) In what ways did women help the Patriot cause?
3) In your opinion, should wealthy Patriots have been allowed to pay substitutes
to fight in their place?
-Cluster Web – important places of battle – p. 128-130
1) Canada 2) New York 3) New Jersey
4) Saratoga
-Homework: NONE
November 16, 2010
-Objective: To understand some of the key people and countries
involved in the American success in the American Revolution
-Bellwork: Finish Cluster Web – important places of battles
1) Canada 2) New York 3) New Jersey
4) Saratoga
*Discuss the significance of each of these in class.
-Two Remarkable Europeans – next slide
-France and Spain Join the War Effort – skip a slide
-Homework: NONE
Two Remarkable Europeans – p. 131
Who was he?
Name two things
he brought.
What were 3
things he did as
commander.
Marquis de Lafayette
Baron Friedrich von Steuben
Who was he?
Name two things
he did.
What did a
historian call von
Steuben’s feat?
France and Spain – p. 131
France
Spain
1. Who went to France
from the U.S. and why?
2. Why did France join the
Patriot side?
1. Why did Spain join the
Patriot side?
3. Name 3 ways that French
helped the Patriots in the war
effort.
2. Who was Galvez and name
2 ways that he contributed.
November 17, 2010
-Objective: To understand how the courage of the Continental Army in 1777-1778
helped the Patriots in the war effort.
-Bellwork: -France and Spain Join the War Effort – previous slide
-Valley Forge – graphic organizer – next slide
-SKIT – Soldiers retelling their experience at Valley Forge 1777-1778.
*Groups of 3.
*Write a script that includes: 1)hardships faced over winter 2) how they
viewed the hardships 3) why they remained at Valley Forge 4) their opinions of
General Washington 5) how circumstances have changed now in the spring.
*Each member must participate in preparing and performing
-Group Notes – War at Sea and in the West – skip a slide
*S.W.A.P. each section, discuss, and write most important parts.
-Homework: NONE
Winter at Valley Forge – p. 132
3. Summarize
George
Washington’s
quote.
4. What was
the situation
of the men?
2. Why was
Valley Forge
significant?
1. Why was
entry of
France &
Spain so
crucial?
Valley
Forge
5. How many
died? What
did survivors
do?
War at Sea and in the West – p. 133
War at Sea
Entry of Fr. navy
into war greatly
aided colonists
John Paul Jones
War in the West
captured many Br. George Rogers Clark –
led west. campaign
supply ships
ship named after
American
Ben. Franklin’s
troops/navy
Poor Richard’s
focused on seizing Almanac –
Br. supply ships
Bonhomme
Richard
captured Br. ship
serapis
*led the OverMountain Men
fought the Native
Amer. in the West to
weaken British
control.
won key battle at
Vincennes.
November 18, 2010
-Objective: To understand the significance of the different
theaters of the American Revolution.
-Bellwork: -Present Skits created yesterday
-Finish Group Notes from yesterday – previous slide
-A Soldier’s Journal – next slide
-Vocabulary Building – Worksheet Section 3
-Homework: 1) Section 3 Worksheet
A Soldier’s Journal – p. 133
Objectives:
1. Each student will assume the role of a soldier or a
sailor serving with one of these groups:
a. George Washington’s army in Northeast
b. John Paul Jones forces at sea
c. George Rogers Clark’s troops in the West
2. You will create a journal entry (at least 9 sentences
describing your experience.)
*You may want to use an event from the book as a
focus for your entry.
3. Be creative – IF and ONLY IF you get done early do a
sketch of the scene.
***This will be easier if you put yourself in the
times that you are writing about.
November 19, 2010
-Objective: To understand our independence earned in
the American Revolution.
-Bellwork: “If you were there…” – p. 135
-Events leading to the British defeat. – chart next slide
-Cluster Web – Battle of Yorktown
-Vocabulary Building – Worksheet Section 4
-Homework: 1) Section 4 Worksheet
Events leading to British Defeat
British Defeat
1._________________________________________
2._________________________________________
3._________________________________________
4._________________________________________
5._________________________________________
November 22, 2010
-Objective: To understand our independence earned
in the American Revolution.
-Bellwork: Road to Revolution Timeline – place events
in order.
-Jeopardy Review Game
-Matching Vocabulary
-Homework: Test TOMORROW
November 23, 2010
-Objective: To understand our independence earned
in the American Revolution.
-Bellwork: Study for Test
-Test – Chapter 4 – American Revolution
-Homework: NONE
November 29, 2010
-Objective: To understand why and how the Articles of
Confederation were a failure.
-Bellwork: The United States is its own nation: free at last. You
have been asked to write a Constitution for the new nation that
will guide it. However, it must be short, and it can only have 5
ideas. Write your ideas for a new Constitution now in 5
sentences or less.
*Discuss
-Articles of Confederation – chart next slide
-Northwest Territory – skip a slide
-Homework: Vocabulary Notecards Completed
Articles of Confederation – p. 154
2.
“Congress
could…”
1. “Each
state…”
3.
“Congress
could
also…”
Articles of
Confederation
4.
“However,
states
had…”
5. ”The
government
did not…”
6. When did it pass? Who passed it?
Where was it sent?
Northwest Territories – p. 155
Northwest
Territories
2. Northwest Ordinance
of 1787
1. Land Ordinance of 1785
a. What did it create?
a. How was it split up?
b. When & how could a
territory enter Union?
b. Who and how many were the
lots reserved for?
c. What 3 other things did this
do?
November 30, 2010
-Objective: To understand the significance of the Northwest
Territories
-Bellwork: -Vocabulary Notecards
1) constitution
2) suffrage
3) Articles of Confedera.
4) ratification
5) Land Ordinance of 1785
6) Northwest Ordinance of 1787
7) Northwest Territory
-The Northwest Territory – History & Geography Worksheet
-Homework: NONE
December 1, 2010
-Objective: To understand the goals and outline of the United States
Constitution
-Bellwork: -Strengths & Weaknesses – Articles of Confederation –
next slide
-U.S. Constitution: The Ship of State - skip a slide
1) Draw the ship (as best you can)
2) Label the 6 sails as labeled on p. 156-157
3) Write a phrase or sentence explaining the significance of each
idea.
4) Write an example of each idea
*Discuss if we labeled the ship, which parts of the ship would be
what.
-Homework: NONE
Articles of Confederation – p. 154
Strengths
Weaknesses
1.
1.
2.
2.
3.
4.
5.
U.S. Constitution
December 2, 2010
-Objective: To understand the goals and outline of the United
States Constitution
-Bellwork: List and explain 2 strengths and 2 weaknesses of the
Articles of Confederation. Do you think the Articles of
Confederation were a good 1st Constitution? Why or why not?
-Finish U.S. Constitution ship – p. 156-157
Goals of the Constitution – Give an example of each – next slide
-Notes - Outline of the Constitution – skip a slide
-Homework: NONE
Preamble – p. 188
6 Goals of the Constitution
– Form a More Perfect Union
– Establish Justice
– Insure Domestic Tranquility
– Provide for the Common Defense
– Promote the General Welfare
– Secure the Blessings of Liberty
Outline of the U.S. Constitution
• U.S. Constitution
– Article 1 – Legislative Branch
– Article 2 – Executive Branch
– Article 3 – Judicial Branch
– Article 4 – Relations Among the States
– Article 5 – Amending the Constitution
– Article 6 – National Supremacy
– Article 7 - Ratification
December 3, 2010
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: List the 6 goals of the Constitution and explain
which one you think is the most important one.
-Notes – Bill of Rights
-Begin Work on Crossword Puzzle – the 26 Amendments
-Homework: NONE
December 6, 2010
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: Notes – 6 Goals of the Constitution
-Notes – Bill of Rights
-Begin Work on Crossword Puzzle – the 26
Amendments
-Homework: NONE
Preamble – p. 188
6 Goals of the Constitution
– Form a More Perfect Union
– Establish Justice
– Insure Domestic Tranquility
– Provide for the Common Defense
– Promote the General Welfare
– Secure the Blessings of Liberty
Outline of the U.S. Constitution
• U.S. Constitution
– Article 1 – Legislative Branch
– Article 2 – Executive Branch
– Article 3 – Judicial Branch
– Article 4 – Relations Among the States
– Article 5 – Amending the Constitution
– Article 6 – National Supremacy
– Article 7 - Ratification
Bill of Rights
1. Freedoms of Religion, Speech, Press, Assembly, and
Petition
2. Right to Bear Arms
3. Lodging Troops in Private Homes
4. Search and Seizures
5. Rights of the Accused
6. Right to Speedy Trial by Jury
7. Jury Trial in Civil Cases
8. Bail and Punishment
9. Powers Reserved to the People
10. Powers Reserved to the States
December 7, 2010
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: Why are the Amendments (especially the
1st 10 Amendments) so important to us today?
-NOTES – Bill of Rights – Previous Slide
-Crossword – 26 Amendments
-Homework: NONE
December 8, 2010
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: Why are the Amendments (especially the
1st 10 Amendments) so important to us today?
-Finish Crossword – 26 Amendments
-Clicker Review of Amendments
-Homework: NONE
December 9, 2010
-Objective: To understand the three branches of
government
-Bellwork: What are the 3 branches of gov’t? What
are their roles?
-Tree Branches of Government Project
*Break into Groups
*Explain Project
-Homework: NONE
December 10, 2010
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
*Break into Groups
*Work on Project
*Be ready to present info & put on tree.
-Homework: NONE
December 13, 2010
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
*Break into Groups
*Work on Project
*Be ready to present info & put on tree.
-Homework: NONE
December 14, 2010
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
*Present & Take Notes
-Homework: NONE
December 15, 2010
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Review the Articles
*Create life-like examples questions of each article on
a notecard.
-Clicker Review – if time
-Homework: NONE
December 16, 2010
-Objective: To understand the three branches of
government
-Bellwork: - Write the 7 articles and what each article
deals with.
-Write your examples down – 10 minutes
-Clicker Review – on the Articles test
-Homework: NONE
December 17, 2010
-Objective: To understand the three branches of
government
-Bellwork: -5 questions quiz on Articles of
Constitution
-Clicker Review – on the 27 Amendments
-Homework: FINAL ON TUESDAY
October 15
-Objective: Each student will understand the treatment
of African Americans as well as their culture.
-Bellwork: Protestant Reformation & Spanish Armada
1) Pair students up – 10-12 groups of 2 to 3 students
2) Each one completes the info and shares w/ partner
3) Discuss
-Clicker Quiz Review
-Short Answer Review – complete the questions
-Homework: Chapter 2 Test - TOMORROW
Protestant Reformation
What
Who
Where
When?
Protestant
Reformation
Why
Spanish Armada
What
Who
Where
When?
Spanish
Armada
Why
August 22
-Objective: To analyze and determine who really were the earliest Americans and to
differentiate between some of the main groups.
-Bellwork: -Finish Grading Book Treasure Hunt – in class
-S.W.A.P. – Silent. Whispering. Alternating. Partners/Paragraphs. - Ch. 1 Sect. 1 on p.
6.
1) Write several sentences that answer the question under the paragraph “If You
were there…”
2) Discuss
-Complete the map activity worksheet (front and back)
-Identification Lotus – Olmec, Maya, Aztec – p. 8
*Work on the Olmec together in class
*Work individually on the Maya
-Homework: 1) Olmec, Maya, and Aztec Native American Cultures completed on the
Identification Lotus.
Identification Lotus
Who
What
Where
When
Why
Term
Summary
Sentence:
This sentence
explains the
central “term” in
your own words.
August 23
-Objective: To analyze and determine who really were the
earliest Americans and to differentiate between some of the
main groups.
-Identification Lotus – Olmec, Maya, Aztec, Inca, Anasazi,
Hopewell (Mound Builders) and Mississipian – p. 8 – 11 – next
slide
1) Students in groups of 6
2) Think-Pair-Share Info
-Clicker Quiz – 6 Native American Groups – if time
-Homework: 1) Books Covered
2) Make sure to have all 6 Native American
Cultures
completed on the Identification Lotus.
Identification Lotus
Who
What
Where
When
Why
Term
Summary
Sentence:
This sentence
explains the
central “term” in
your own words.
August 24
-Objective: To analyze and determine who really were the earliest
Americans and to differentiate between some of the main groups.
-Bellwork: -A Mississippian Game – “chunkey”
-need pencils and wood chips or flat stones
*Students gone to Nebraska State Fair
-CNN Student News
-Newspaper Work
*Each student will choose 1 newspaper article and explain the
who, what, when, where, why, and how?
*Discuss
-Homework: 1) NONE
August 27
-Objective: To analyze and determine who really were the earliest Americans
and to differentiate between some of the main groups.
-Bellwork: Clicker Quiz – 6 Native American Societies
*Grade in Class
-Begin Early North American Societies Flash Cards – next slides
1) Group Work – 15 minutes to create questions
2) Use computers for notecards
3) Review flash cards as a group. – 15 minutes
-Race to the Top – Flash Cards
1) Place all flash cards at front of room
2) Each group will go one at a time to front to answer.
3) When all notecards found – game is over
-Homework: 1) NONE
Early North American Societies Flash Cards
You are going to make flash cards for these different
native groups. Each person is to create a SPECIFIC and
different question based on an aspect of the Native
American society in the section. For each heading, there
should be 8-10 flash cards.
Groups
North and Northwest
1) Inuit
2) Aleut
3) Dogrib & Montagnais
4) Kwakiutl & Chinook
West & Southwest
5) West Native Groups
6) Pueblo
7) Apache & Navajo
Early North American Societies Flash Cards
You are going to make flash cards for these different
native groups. Each person is to create a SPECIFIC and
different question based on an aspect of the Native
American society in the section. For each heading, there
should be 8-10 flash cards.
Groups
Great Plains
8) Blackfoot & Arapahoe
9) Pawnee
Northeast & Southeast
10) Cherokee, Creek, and
Seminole
11) Algonquian
12) Iroquois
Early North American Societies Flash Cards
Groups
A. North and Northwest
1) Inuit
2) Aleut
3) Dogrib & Montagnais
4) Kwakiutl & Chinook
C. Great Plains
8) Blackfoot & Arapahoe
9) Pawnee
B. West & Southwest
5) West Native Groups
6) Pueblo
7) Apache & Navajo
D. Northeast & Southeast
10) Cherokee, Creek, and
Seminole
11) Algonquian
12) Iroquois
August 28
-Objective: To analyze and determine who really were the earliest
Americans and to differentiate between some of the main groups.
-Bellwork: -Begin Early North American Societies Flash Cards – next
slides
1) Group Work – 15 minutes to create questions
2) Use computers for notecards
3) Review flash cards as a group. – 15 minutes
-Race to the Top – Flash Cards
1) Place all flash cards at front of room
2) Each group will go one at a time to front to answer.
3) When all notecards found – game is over
-Homework: 1) NONE
Venn Diagram
North &
Northwest
West &
Southwest
Northeast &
Southeast
Great
Plains
August 29
-Objective: To develop a cliff dwelling like the Anasazi people lived.
-Bellwork: -Answer these questions from your book – p. 11:
1) What did the Anasazi build to live in?
2) Where did the Anasazi build their houses?
3) The Anasazi built underground ceremonial chambers. What were these
called?
-Explaining an Anasazi Cave Dwelling
1) With your shoulder partner, use your computer to research Anasazi
dwellings
2) Use a Keynote Presentation to explain at least 5 key parts of the best
Anasazi cave dwelling you can find.
a. Use arrows, textboxes, etc. to create a presentation
b. Be sure to include info on pueblos, kiva, ladders, windows, and
protection
-Homework: 1) Present projects tomorrow
August 30
-Objective: Each student will present their research on
Anasazi cave dwellings
-Bellwork: Begin working on your Anasazi cave dwelling
presentation.
*You have 10 minutes
-Present Anasazi projects
-Native Groups Notecard
*Study the different groups notecards
-Homework: NONE
Anasazi Dwelling – Time Frame
1) Introduction w/ pictures and Questions – 10 minutes
2) Grab computers – 5 minutes
3) Pueblos purpose is listed and explained – 10 minutes
4) Key features of pueblo are given – 5 minutes
5) Blueprint in neat, organized, and clear – 5 minutes
6) Blueprint shows research on kiva – 20 minutes
7) Blueprint is creative and protection from – 20 minutes
enemies is possible with your pueblo or
cave dwelling.
8) Blueprint is accurate, labeled, and shows – 5 minutes
focused effort and thought.
9) On task the entire time
90 minutes = TOTAL ========== Not quite 2 Class Periods
Anasazi Dwelling - Rubric
_____/5 Key info included
_____/1 pueblos
_____/1 kivas
_____/1 ladders
_____/1 windows
_____/1 security
+1 Bonus for any extra explanations
_____/5 Key Info is linked to picture(s)
_____/2 Neat & Readable Info
_____/2 Presentation shows grasp of info
_____/2 On task the entire time
_____/16 TOTAL
Anasazi Dwelling - Rubric
_____/5 Key info included
_____/1 pueblos
_____/1 kivas
_____/1 ladders
_____/1 windows
_____/1 security
+1 Bonus for any extra explanations
_____/5 Key Info is linked to picture(s)
_____/2 Neat & Readable Info
_____/2 Presentation shows grasp of info
_____/2 On task the entire time
_____/16 TOTAL
Venn Diagram
North &
Northwest
West &
Southwest
Northeast &
Southeast
Great
Plains
August 31
-Objective: To analyze and determine who really were the earliest Americans
and to differentiate between some of the main groups.
-Bellwork: -Begin Early North American Societies Flash Cards –
1) Group Work – Get back into vocab. Notecard groups
a. Trade cards with another group
b. Review flash cards as a group. – 5 minutes
c. Race-to-the-Top – 1 game
1) Place all flash cards at front of room
2) Each group will go one at a time to front to answer.
3) When all notecards found – game is over
d. Repeat steps a., b., and c.
-Race to the Top – Any notecards used.
*Teacher choice
-Homework: 1) NONE
September 4
-Objective: To analyze and determine who really were
the earliest Americans and to differentiate between
some of the main groups.
-Bellwork: Iroquois League – graphic organizer - next
slide
-Race to the Top – Any notecards used.
*Teacher choice
-Clicker Quiz – Early Native Groups
-Homework: 1) NONE
Iroquois League – p. 14
Who
Where
Iroquois
League
Why
What
September 5
-Objective: Each student will analyze primary documents that help historians
have an insight into the world before the opening of the Atlantic
-Bellwork: 1) S.W.A.P. p. H3 – “What does it mean to read like a historian?”
and answer in your bellwork:
*Give 2 differences between a primary source and a
secondary source.
-Analyzing Primary and Secondary Documents – 3 Handouts
1) Students will be in groups (3 groups of 6 students)
*Odd-numbers in groups take 1-3 docs.
*Even-numbers in groups take 4-6 docs.
2) Complete the questions at each station.
*8 minutes at each station – All individual work until the last minute
3) Discuss and collect at the end
-Homework: 1) All questions answered – primary and secondary documents
Askia the Great
1. He seized large territories from the Mali Empire,
conquered the Hausa states, coverted the
Saharan Berber towns into colonies for his
empire, and spread Islam into West Africa
2. He believed Islamic laws were important and
should be followed.
3. Answers will vary.
Aristotle
1. He contributed a system of defining and
classifying information that remains important in
modern science. He has also influenced many
scholars throughout the world with his
philosophy.
2. Possible Answer: the people thought that both
Aristotle and Socrates had been disloyal to the
city of Athens.
3. Epitaphs will vary.
The Creation of Animals – Popul Vuh
1. The gods in this story are like humans because
they want to be recognized-they want to be
praised and thanked by the animals. They also
change their minds, which is human behavior.
2. This story justifies the eating of animals by saying
that the gods made it the animals’ fate because
the animals could not praise the gods.
The Aeneid
1. He asks for a piece of land on the coast where the
Trojans can settle.
2. Possible answers; Romans could be proud that
the people of their past were strong sailors (we
journey to your city by design) descendants of
Jove (Our line’s from Jove), and whose coming
was foretold (Called to reign here, whose heirs
will be brilliant in valor, win mastery of the world)
Introduction to the Decameron – by Giovanni Boccaccio
1. People normally died three days after the tumors
appeared, the disease was incurable and could be
caught easily.
2. Some people resorted to isolation, eating well,
and not discussing the plague. Others ate and
drank whatever they chose and tried to enjoy life.
-Answers should reflect an understanding of the terrible
physical and psychological impact of the plague
The Mona Lisa – by Leonardo da Vinci
1. Possible answer: Yes, this painting seems realistic.
The shadows give the painting depth, making the
woman appear real.
2. Possible answer: The woman seems sad.
Biography-Huayna Capac
1. Possible answer: Huayna Capac conquered
neighboring lands and expanded the empire. He
built important roads, palaces, and temples.
2. Possible answer: Shortly before his death, Huayna
Capac had divided the empire between his two
sons. At first, the rightful heir accepted this, but
later he changed his mind. The two brothers
fought for power. This weakened the empire and
made it easier for the Spanish conquistador
Pizarro to overpower and conquer the empire.
3. Answers will vary.
September 6
-Objective: Each student will compare and contrast early
native societies.
-Bellwork: -Look at primary documents and answers.
-Proofread for complete sentences.
-Creating questions from answers
1) In rows, each student will be given 4 choices with the
answer given. (Each student will complete 5 questions)
2) Each student will use their textbooks and/or notes to
create a question based on the answer.
3) Questions should be written on notebook paper with
answers taped below.
-Homework: 1) Test next week
September 7
-Objective: Each student will compare and contrast early native societies.
-Bellwork: Analyzing Documents - Writing in Complete Sentences – Writer’s
Workshop
-Creating questions from answers
1) In rows, each student will be given 4 choices with the answer given.
(Each student will complete 5 questions)
2) Each student will use their textbooks and/or notes to create a
question based on the answer.
3) Questions should be written on notebook paper with answers taped
below.
*4) Review each question
-Quiz – Early Native Groups
-Homework: 1) Complete Sentences - MONDAY
2) Test-WEDNESDAY
September 10
-Objective: Each student will compare and contrast early
native societies.
-Bellwork: -Collect COMPLETED SENTENCES
-Short Answers for test WEDNESDAY –
next slide
1) Answer in COMPLETE SENTENCES
-Vocabulary BINGO – words on next slide (“BING”)
*Ch. 1 – Write words and be familiar w/ definition
-Homework: 1) Test-WEDNESDAY – have short answers
Short Answers for Test
1. Why were travel and trade difficult for Aztecs
living in Tenochtitlan? How did the Aztecs
overcome that difficulty?
2. What architectural features were characteristic in
Mayan cities?
3. How did the Iroquois become one of the most
powerful Native American peoples in the North
America? Why was this significant?
4. Describe and explain the purpose of at least 2
things typically found in an Anasazi village.
5. What signs did the Mound Builders or Hopewell
leave of its existence?
Short Answers for Test
1. Why were travel and trade difficult for Aztecs
living in Tenochtitlan? How did the Aztecs
overcome that difficulty?
2. What architectural features were characteristic in
Mayan cities?
3. How did the Iroquois become one of the most
powerful Native American peoples in the North
America? Why was this significant?
4. Describe and explain the purpose of at least 2
things typically found in an Anasazi village.
5. What signs did the Mound Builders or Hopewell
leave of its existence?
Terms from Chapter 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Olmec
Bering Land Bridge
Aztec
Maya
Inca
Anasazi
free space
North and Northwest
West and Southwest
totem
pueblos
kivas
Iroquois League
free space
Mound Builders
free space
Terms from Chapter 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Olmec
Bering Land Bridge
Aztec
Maya
Inca
Anasazi
free space
North and Northwest
West and Southwest
totem
pueblos
kivas
Iroquois League
free space
Mound Builders
free space
September 11, 2001 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: In Memoriam: Remembering September 11, 2001
*http://www.youtube.com/watch?v=3jlgZMZRf64
-Question: What is Patriot Day? – On Next Slide
-Patriot’s Pen - Write on this topic: “What I would tell America’s Founding Fathers.”
*Must be between 300-400 words and 5 paragraphs.
1. “Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
2. ”Have You Forgotten” –song by Darryl Worley
3. “God Bless the USA” - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5.
http://www.youtube.com/watch?v=38wx8C7VmB4
September 12 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy.
-Question: 1) CNN STUDENT NEWS – from Friday
2) What is Patriot Day? – On Next Slide
-“Silhouttes” – God Bless America http://www.youtube.com/watch?v=Sw0fT3M-CLs
*PLEASE TAKE THIS TIME TO REMEMBER THE HEROES WHO LOST THEIR LIVES AND THOSE WHO RISKED
THEIR LIVES.
-Create a Priority List -”When the World Stopped Turning” – Alan Jackson -http://www.youtube.com/watch?v=AW8puRqE4Sc
-“I Believe” http://www.youtube.com/watch?v=8oOW-1OwtCA&feature=related
1) List what makes this country a great country.
Patriot’s Pen – “Are You Proud of Your Country?”
-”My Immortal” Evanescence http://www.youtube.com/watch?v=crhXbwiomqU
-“Amazing Grace”
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #55 & #56. http://www.youtube.com/watch?v=38wx8C7VmB4
September 10, 2010 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: -CNN Student News
-Question: What is Patriot Day? – On Next Slide
“Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
-”Have You Forgotten” –song by Darryl Worley
-Patriot’s Pen - Write on this topic: What is a hero?
-God Bless the USA - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5.
http://www.youtube.com/watch?v=38wx8C7VmB4
Patriot Day – September 11, 2001
I. Patriot Day
A. Defined-occurs on September 11 of each year,
designated in memory of the 2,993 killed in the
September 11, 2001 attacks. Most Americans
refer to the day as "Nine-Eleven (9/11).
B. U.S. House of Representatives Joint Resolution
71 was approved by a vote of 407-0 on October
25, 2001. It requested that the President
designate September 11 of each year as "Patriot
Day." President George W. Bush signed the
resolution into law on December 18, 2001 (as
Public Law 107-89). It is a discretionary day of
remembrance.
Moment of Silence
On September 4, 2002, President Bush used his
authority created by the resolution and proclaimed
September 11, 2002 as Patriot Day.
On this day, the President directs that the American
flag be flown at half-staff at individual American
homes, at the White House, and on all U.S.
government buildings and establishments, home
and abroad. The President also asks Americans to
observe a moment of silence beginning at 8:46 A.M.
(Eastern Daylight Time), the time the first plane
struck the North Tower of the World Trade Center on
September 11, 2001.
“Taps”
I. Taps
A. This is a famous musical piece, sounded by the
U.S. military nightly to indicate that it is "lights
out", and also during flag ceremonies and
funerals, generally on bugle or trumpet.
“Taps”
–
A
History
The tune is actually a variation of an earlier bugle call known
as the Scott Tattoo which was used in the U.S. from 1835 until
1860 and was arranged in its present form by the Union Army
Brigadier General Daniel Butterfield, an American Civil War
general who commanded the 3rd Brigade of the 1st Division in
the V Army Corps of the Army of the Potomac while at
Harrison's Landing, Virginia, in July 1862 to replace a previous
French bugle call used to signal "lights out." Butterfield's
bugler, Oliver W. Norton, of Erie, Pennsylvania, was the first to
sound the new call. Within months, Taps was used by both
Union and Confederate forces.
A bugler sounds Taps during the funeral of former U.S.
Secretary of Defense Caspar W. Weinberger in Arlington
National Cemetery.
Taps concludes many military funerals conducted with honors
at Arlington National Cemetery, as well as hundreds of others
around the United States. The tune is also sounded at many
memorial services in Arlington's Memorial Amphitheater and
at gravesites throughout the cemetery.
September 12
-Objective: Each student will compare and contrast
early native societies.
-Bellwork: Review for Test
-Chapter 1 Test – Early Native Groups
-CNN Student News – if time
-Homework: 1) NONE
VFW – Patriot’s Pen
I. 300-400 typewritten words
II. You must write your own essay
III. TOPIC:
What I would tell America’s Founding
Fathers?
September 13
-Objective: Each student will write an essay to explain what they would tell
America’s Founding Fathers.
-Bellwork: Go over tests
Watch Video, Read, Watch Video – Discovery Education
1) p. 117 – George Washington 2) p. 169 – Benjamin Franklin
3) p. 187 – James Madison
4) p. 271 – Thomas Jefferson
5) p. 267 – Election of 1800
-Patriot’s Pen – “What I would tell America’s Founding Fathers?”
1) Thesis statement or Main Idea statement
2) Body #1 – 1st idea you would tell
3) Body #2 – 2nd idea you would tell
4) Body #3 – 3rd idea you would tell
5) Conclusion
-Homework: -Patriot’s Pen – Type Essay – 300-400 words
September 14
-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: -Finish grading test & go over.
-Patriot’s Pen Revisions – “What I would tell America’s
Founding Fathers.”
*Type 300-400 word essay – BE SURE THERE ARE 5
PARAGRAPHS.
-Homework: -Patriot’s Pen – Type Essay – 300-400
words