LCD Screen
William Terson
Maynard
Schneider
Wendy
Sanchez-
Interiano
Trezhur
Ramirez-
Simpson
Hannah
Petersen
Aliana
Flagsberg-Tsai
Mackenzie
Dedrick
Daniel Cunniff
Table
Bradley
Williams
Daniel Vella
Owen
O’Keeffe
Christopher
Moreland
Morgan
Miller-
Trappen
Luis Luna
Herrera
Marcus
Lomsdalen
YuLun Lin
White Board
Liliana
Camacho-
Perez
Jenna
Cagatao
Jenna
Atkinson
Kalvin Goode
Eleanor Gerrior
Arlynda
Huerta
Samantha
Hastings
Gerardo
Galicia
Tinashe Choto
Yujin Chong
Rayna Casildo
Computer
Desk
Bookshelf

LCD Screen
Zhizi Xiao Jessica Wetzel
Heather
Wilson
James Wilcox
William Walter
Haley Walker
Mikaela
Halatyn
Marissa
Freitas
Alyssa Fong
Table
Vanessa
Villavicencio
Fernando
Torres-Tapia
Peter
Snelgrove
Sebastian
Posada
Joseph Phan
Luis Angel
Ortega
Reagan
Mszanowski
Morgan
Matthews
Mia Convery
Athena Bolin
Genesis
Arreola
White Board
Nicolas Lisi
Isabella Kuhn
Elaine Jennings
Reanna
Lancaster
Hanna
Harrison
Natalie Duong
Jodi DeMassa
Diana Cruz
Santiago
Computer
Desk
Bookshelf

• Monday 8/19
•
•
• Binder
Signed CIS: due Friday
Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note.
• Elizabeth.Gabriel@mvla.net
• Include your full name and class period in the subject line of the email!
• *Optional decorated 3x5 card
• Tuesday 8/20
• *Same as Monday
• Block Day 8/21 & 8/22
• *Same as Monday
• Friday 8/23
• Cornell Notes pgs 4245 *Don’t forget to refer to the rubric!

1.
Seats
2.
1.
Introduction and brief overview of class
Rules & Class Structure
3.
4.
5.
Expectations
Activity (if time)
Homework:
•
•
•
•
Binder
Email Me
Signed CIS: due Friday
*Optional decorated 3x5 card

Welcome &
Introduction

Class Schedule
Work
• 1 st Period- AP Psych
• 2 nd Period- AP Psych
• 3 rd Period- Prep
• 4 th Period- AP Psych
• 5 th Period- US History
• 6 th Period- US History
• 7 th Period- Prep
& Help/Makeup
• Make an appointment
• Revisions are encouraged
• Test Corrections
• There will be ½ credit test corrections available.
However, they must be completed in my classroom on specifically designated days. We will talk about this more later.

•
•
•

•
•
•
Texting in class
•
Phone rings in class
•
•
•
Treats to the class
-or-
Phone goes to the

• Quietly, leave your phone in the box by the door.
• One at a time
• If you forgot your phone or do not have one, please tell me.
• You have 5 minutes to use the restroom

http://www.mvla.net/teachers/ElizabethG/Pages/default.aspx
https://sites.google.com/site/mrsgabrielmvhs/

• Binder
• You may share this with another class, but please have dividers for the following:
•
•
•
Handouts
Class Notes/Work
Completed work: this will be returned to you after it’s been graded. Keep this work because the information in class is cumulative and you will want it to study later.
• Bring your agenda planner to school everyday.
• Leave your textbooks at home 
• Vocabulary: See Glossary for terms (also available online)
• ~Weekly vocabulary quizzes will occur
• Definition & a content specific sentence is required for credit.

*Optional: You may take the card home to decorate the back, due by the end of the week.
First Name (your preferred name)
Last Name Email Address
Vocabulary:
Comprehensive
Content
Quarter 1 Critical
Thinking
Quarter 2 Critical
Thinking
Advanced (Correct information)
Basic
(Attempted information)
Far Below Basic
(Did not attempt to answer the question)

• The Founding of the Nation Pre assessment 

1.
2.
3.
4.
5.
6.
Homework Reminder
HOT ROC-Why do we study history?
Cornell Notes Rubric
Read and take notes on section 1.2 (only pages 6&7).
Check for understanding activity
Checklists and glossary, add the founding ideals

• Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note.
• Elizabeth.Gabriel@mvla.net
• Buy a binder.
• CIS
• 3x5 Card

• Cornell Notes
• Always include a summary.
• The summary should include an analysis of the section.
• Analysis:

Chapter:
Section:
Date:
Question/Main
Ideas/Vocab
Notes/Answers/Definitions/Examples/Sentences
Key Terms
Academic
Vocabulary
Key People
Questions
Dates & Events
Additional
Notes
Summary/
Analysis
At the end of each section, use the information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize & analyze the section.

• #1 on your notebook checklist
• Get a textbook from the bookshelf
• History Alive!
• Cornell Notes on 1.2
• Chapter 1
• Section 2
• *ONLY pages 6&7
• Include a summary/analysis
• Compare & contrast notes and summary with your neighbors. *Use the rubric!

• Identify which of the following items are primary and secondary sources:

1.
2.
3.
HOT ROC
US History Glossary
Colonialism overview & categorization activity
4.
Colonial region project
5.
1.
2.
Homework
Get CIS Signed
Colony Advertisement

HOT ROC: Why did the colonists come to the
Americas?
#2 in your checklist.
What role did these play in American colonialism?
• Age of Discovery / Age of Exploration
• Columbian Exchange
• Slave Trade

• The Founding Ideals
• Get a textbook
• Quietly read section 2.2- you do not have to take notes
• Write your name at the top of your glossary!
• Do not lose this document. 
• Under the term “Equality” write your own definition and make a connection to history based on your reading of section 2.2 and the example on the glossary.
• Be Specific
• With a partner, divide up sections 2.3, 2.4, 2.5, & 2.6, read and fill out the appropriate glossary boxes.

*Add notes to the bottom of your HOT ROC
•
•
• First colonists land at
Jamestown 1607
Review- What is a pilgrim? What is a Puritan?
Pilgrims arrive
1620, sign the
Mayflower
Compact1 st local government in the colonies

• Incentives for
Colonization:
• Costly European Wars
• Religious Strife
• Protestant
Reformation
• Countryside Economic
Changes
• Industry & Scarcity of land
• Results of
“Discovery”:
• Disease, Slavery, and
Genocide of natives (~ 1-
8 million deaths)
• Began the gradual removal of the indigenous Americans
• 500 years of European conquest in the Americas

Activity Overview
•
•
•
Divide into groups of six
• Documents- Please be careful with the documents, do not write on them,
I will use them in other classes today and on Friday
To do today:
•
•
As a group, divide up and read each document
Create and complete the graphic organizer as you read and report out the documents to your group members
• Use the graphic organizer to help summarize/analyze your colonial region
Homework (you may start in class if you finish the graphic organizer early)
•
•
Create an advertisement for the colonial region
• 8.5 x 11 printer paper
Evaluation Criteria
• Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region
•
• Advertisement addresses BOTH Social/Political AND Economic factors
Presentation cites specific evidence from ALL FIVE DOCUMENTS
• CIS signature

Doc 2
Doc 3
Doc 4
Doc 5
Document What factors would bring people to the Colonies? Is the factor Social/Political, or Economic?
What type of person might consider immigrating to this Colony?
Doc 1
What American ideals are already being fostered in these Colonies?

1.
2.
3.
4.
5.
Homework: collect CIS
HOT ROC
Time to finish colony image
Colonial Region Presentations
POV Activity (if time allows)
HW: Read and Cornell Notes on p.42-45

• Identify the social, political, and economic reasons that the colonists came to America. (make a thesis statement)
• *Use directive word sheet

• Get back in your group.
• Compare/Contrast each visual and choose the image that most accurately addresses the evaluation criteria:
• Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region
• Advertisement addresses BOTH Social/Political AND Economic factors
• Presentation cites specific evidence from ALL FIVE
DOCUMENTS
• Make a larger group with the students who had the same region as your group. Compare/contrast again. The best visual will be presented to the class.

• As students are presenting their colonial region, take notes. At the end of each presentation, there will be time allowed to answer the following questions:
•
What factors would bring people to the Colonies? Is the factor
Social/Political, or Economic?
• What type of person might consider immigrating to this Colony?
• What American ideals are already being fostered in these
Colonies?

Where would the following individuals want to live? Why?
• Opportunity: Poor farmer who wants his own land to make a better life for himself
• Liberty: Catholic nun who lives in Protestant Germany but wants to be able to worship in the way that she believes God intended
• Equality: Puritan minister who has hidden his practice while living in France and wants to be treated the same as other people
• Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king
• Rights: Prisoner who wants to regain rights he had before he was arrested

HOMEWORK REMINDER: CORNELL
NOTES ON PGS 42-45