August 26

August 18, 2010

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 DemarcationA. The transer of plants, animals, and diseases from Europe to the Americas._____2. Treaty of TordesillasB. This imaginary line divided the Atlantic Ocean. Spain could claim all land west of it._____3. Columbian ExchangeC. To go all the way around the globe_____4. caravelD. Ships that used triangular sails allowing them to sail against the wind._____5. circumnavigateE. This moved the imaginary line established by Pope Alexander VI of Spain 800 miles further west giving Portugal more opportunity to claim lands._____6. astrolabeF. 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) conquistadors8) encomienda system 9)plantations

-Homework: 1) Vocab. Identification Words - Completed

Clicker Questions 8th HistoryFrancisco Pizarro took over the Aztec capital of Tenochtitlan around 1520.Juan Ponce de Leon discovered the Mississippi River in 1541.Alvar Nunez Cabeza de Vaca and Panfilo de Narvaez faced many issues and only de Vaca and three men survived their journeys.Francisco Vasquez de Coronado wanted to find the legendary Seven Cities of Gold.Hernan Cortes may be credited with starting the beginning of the fall of the Aztec empire.

AnswersHenry the NavigatorBartholomeu DiasFerdinand MagellanAmerigo VespucciChristopher ColumbusVasco da GamaLeif ErikksonVasco Nunez de BalboaB E A D C F

Names for QuizHernan CortesFrancisco Vasquez de CoronadoHernando de SotoJuan Ponce de LeonFrancisco PizarroAlvar Nunez Cabeza de VacaLeif EriksonHenry the NavigatorBartolomeu DiasVasco Nunez de BalboaChristopher ColumbusAmerigo VespucciFerdinand MagellanVasco de GamaNames for QuizHernan CortesFrancisco Vasquez de CoronadoHernando de SotoJuan Ponce de LeonFrancisco PizarroAlvar Nunez Cabeza de VacaLeif EriksonHenry the NavigatorBartolomeu DiasVasco Nunez de BalboaChristopher ColumbusAmerigo VespucciFerdinand MagellanVasco de GamaClicker Questions 8th History1.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?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?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 HistoryI 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?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?

Quiz7.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?My greatest accomplishment in the Americas was the discovery of the Mississippi River in 1541. Who am I?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?

Quiz10.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?

Quiz12.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 TermsA.astrolabeB.caravelsC.Line of DemarcationD.Treaty of TordesillasE.circumnavigateF.Columbian ExchangeG.conquistadorsH.encomienda systemI.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 & Tell1) Who was Bartolome de Las Casas?2) How did he want to go about converting the Native Americans3) 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. 50August 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 slide1) Begin Presentations Vote on best presentations and GIVE EXAMPLES

-Homework: NONE

Debate Rubric____/2Main issues are identified and explained____/3Debate is written in script form____/3Treatment of Native Americans included and complete.____/3Presentation of debate is rehearsed (not just reading information____/2Presentation of information shows mastery*Audience easily able to tell which person is which*Information is complete and accurate____/2On-task the entire time

____/15TOTAL Debate Rubric____/2Main issues are identified and explained____/3Debate is written in script form____/3Treatment of Native Americans included and complete.____/3Presentation of debate is rehearsed (not just reading information____/2Presentation of information shows mastery*Audience easily able to tell which person is which*Information is complete and accurate____/2On-task the entire time

____/15TOTAL October 3-Objective: Each student will analyze how the encomienda system affected native groups

-Bellwork: Turn & Tell1) 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 stations1) 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 minute4) Discuss and collect at the end

-Homework: 1) NONE

Questions on Documents*Using complete sentences, answer these questions:

What do you expect this document to be stating? Explain why?

What is the main idea of the document?

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 IsabellaIsabellas religious beliefs were the main motivation for many decisions she made, including her support of Columbuss voyages of explorationPossible Answers: Isabellas support of Columbuss voyages to the Americas because it set in motion events that changed the world. Isabellas ascension to the throne of CastileAnswers will vary.

Biography - MalintzinMalintzin spoke Nahuatl, Maya, and eventually SpanishMalintzin 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 ambushAnswers will vary

Biography - EstevanicoEstevanicos group first landed in what is now Tampa Bay, FL. Then they were shipwrecked off the coast of Texas.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.These will vary.

Biography Henry HudsonPossible Answer: Hudson traveled farther north than any other explorer and mapped out many unexplored parts of North America.Possible Answer: Hudson was disappointed but probably felt like he was close to the discovery he was seeking and must keep going.Answers will vary

Leif EriksonThere were many boats and explorers on the expedition. They explored several different areas of America.The descriptions lack specific information about the landforms and location of the places they explored.

Primary Source Slave SpiritualsHome 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 EarthComing for to carry me home A band of angels coming after me Tell all my friends Im coming too But still my soul feels heavenly bound

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 Gods will for them without referring directly to their own situation.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 SpiritualsPossible answer: Both spirituals might have provided some relief from the harsh work, and both expressed feelings and hopes of slaves.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 slide1) Write down events and dates of events (5 dates and 5 events)2) Discuss

-Homework: NONE

Identification Vocabulary Terms10)Protestant ReformationProtestantsSpanish ArmadaNorthwest PassageCharterMiddle PassageAfrican Diaspora

Events in Europe Timeline & ExplanationMexico Wins Independence 1450*Event*Result 1517*Event*Result 1534*Event*Result 1558*Event*Result 1588*Event*ResultOctober 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 slide1) 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. 54-57European ExplorationExplorers Names & Years SailedReason for VoyageTrip DetailsDid they find a Northwest Passage?Englishp. 541.John Cabot 1497 & 982.Sir Walter Raleig 15843.John White - 15871.2.3.

Francep. 54-576Dutchp. 54 & 571.Henry Hudson16102.3.1.2.3.Search for the Northwest Passage p. 54-57European ExplorationExplorers Names & Years SailedReason for VoyageTrip DetailsDid they find a Northwest Passage?Englishp. 541.John Cabot 1497 & 982.Henry Hudson16103.Sir Walter Raleig 15844.John White - 15871.2.3.4.Francep. 54-576Dutchp. 54 & 572Spanishp. 541October 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. 561) 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 slide3) Once finished, share and edit each others 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. 561) Recreate the map on p. 562) 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 explorers 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 Quiz1) conquistadors2) encomienda system3) plantations4) astrolabe5) caravels6) Line of Demarcation7) Treaty of Tordesillas8) circumnavigate9) Columbian Exchange10) Protestant ReformationProtestantsSpanish ArmadaNorthwest PassageCharterMiddle PassageAfrican Diaspora

Vocabulary Identification Quiza. official document that gives a person the right to establish a colony.b. Spanish soldier and explorer who led military expeditionsc. large farm that specialized in one plant.d. used stars to chart ship locatione. ships that used triangular sailsf. 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 Demarcationi. 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 Churchm. reformers who protested against Catholic Churchn. 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 Oceanp. travel around the world

Short Answer ReviewExplain 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)Briefly describe the Protestant Reformation. How did it begin?What was the Middle Passage?In whose honor was America named?What was the Spanish Armada? What happened between the Spanish Armada and the English?What would finding a Northwest Passage have allowed sailors to do? What is the name of one explorer who searched for it?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 ReviewExplain 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)Briefly describe the Protestant Reformation. How did it begin?What was the Middle Passage?In whose honor was America named?What was the Spanish Armada? What happened between the Spanish Armada and the English?What would finding a Northwest Passage have allowed sailors to do? What is the name of one explorer who searched for it?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. 58-59The Slave Trade p. 59-61October 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. 61October 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 ColoniesColonyYearWhy FoundedSuccessesFailuresJamestown1.2.3.1.2.3.Virginia1.2.3.1.2.Maryland1.2.3.1.2.Carolinas1.2.1.2.Georgia1.2.1.2.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 time1) Help students create a chart2) Begin with example of 1st Southern Colony3) 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 SLIDE1) Help students create a chart2) Begin with example of 1st Southern Colony3) Pass out Map of Colonies Handout

-Clicker Quiz - Southern Colonies

-Homework: NONESample of JamestownColonyYearWhy FoundedSuccessesFailuresJamestownMay 14, 1607A joint-stock company wanted a settlement in the Americastreaty w/ Native Amer.John Smith colonists worked hardmany men lacked skillsunprepareddisease

ColonyYearWhy FoundedSuccessesFailuresJamestownMay 14, 1607A joint-stock company wanted a settlement in the Americastreaty w/ Native Amer.John Smith colonists worked hardmany men lacked skillsunprepareddisease

Virginia1624The Crown took over. England could not protect. Could grow tobacco there.lots of farmsmade money from land saleslavescouldnt protect colonyslave rebellions Bacons RebellionMaryland1634Lord Baltimore asked for charter and it served as a refuge for Eng. Cath.wealthy landownerslearned lessons from JamestownToleration Actreligious conflictsgrowing #s of ProtestantsCarolinas1663new start for people in debt. The king gave land to supporters.outlawed slaverymany people lived herehard to governlimited land grantsGeorgia1732Created a charter and shield other colonies from Spanish Floridadebtors could make a new startsmaller farms help eliminate slaveryno big plantationsupset because no slaves.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 slide1) S.W.A.P. p. 74 Labor in Virginia and Expansion of Slavery2) Fill in Venn Diagram with words and phrases from reading and prior knowledge. Compare and contrast.

-Economy of Colonies Three Tab Books FoldableGraphic Organizer on next slide*Southern Colonies Economies

-Homework: NONE

Labor in Virginia p. 74Economies of the Southern Colonies p. 77October 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 FoldableGraphic Organizer on next slide*Southern Colonies Economies

-Southern Colonies Clicker Quiz

-Begin New England Colonies next slide*Chart

-Homework: NONE

New England ColoniesColonyYearWhy FoundedSuccessesFailuresPlymouthp. 79-80Massachusetts Bay bottom p. 80October 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) Connecticut2) Massachusetts3) New Hampshire4) 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 ColoniesThe New England ColoniesPilgrimsPuritansDescribe these people and tell where they moved.p. 78p. 80Relationships with Native Americans p. 79p. 80Work and Livlihoodp. 80p. 80Treatment of Women

Politics and Religionp. 80

p. 81-82Education in the Colonies*This is for both Pilgrims and Puritans.p. 84p. 84October 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. 83October 29-Objective: To understand some of the early successes and failures of New England Colonies.

-Bellwork: -Clicker Quiz New England Colonies (15 min.)

-Vocabulary Words and Studying (15 min)*Quizlet1) Anne Hutchinson2) John Winthrop 3) Pilgrims4) Puritans5) immigrants 6) Mayflower Compact7) Squanto8) Peter Stuyvesant9) Quakers10) William Penn11) staple crops

-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 Quizlet1) Anne Hutchinson2) John Winthrop 3) Pilgrims4) Puritans5) immigrants 6) Mayflower Compact7) Squanto8) Peter Stuyvesant9) Quakers10) William Penn11) staple crops

-Discuss Middle Colonies Look at Map in Notes

-Middle Colonies skip slides

-Homework: 1) Vocab. Quiz - TOMORROWChapter 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 cropsChapter 3 Vocabulary TermsA. 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 EnglandC. 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 demandF. 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-governmentI. Puritan leader who angered other Puritans by claiming that peoples 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 ColoniesColonyYearWhy FoundedSuccessesFailuresNew Netherlands & New Amsterdam(renamed New York and New York City)p. 85-86New Jerseyp. 86Pennsylvania & Delawarep. 86November 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. 87November 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 slides10 Colonies groups of 2

-Homework: NONE

Colonial Poster ProjectYou 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_____/2Student is on-task at all times_____/3Economy of the colony is complete_____/2Religion of the colony is included_____/3At least 3 hand-drawn color pictures_____/5Map included of your colonies location_____/2Information is easy to read_____/6Successes and failures are included_____/2Year and why the colony was founded is included

_____/25TOTAL

Colonial Poster Project - Rubric_____/2Student is on-task at all times_____/3Economy of the colony is complete_____/2Religion of the colony is included_____/3At least 3 hand-drawn color pictures_____/5Map included of your colonies location_____/2Information is easy to read_____/6Successes and failures are included_____/2Year and why the colony was founded is included

_____/25TOTAL

November 7-Objective: To persuade other Europeans to settle in your colony.

-Bellwork: Discuss Election

-Finish Colonial Poster Project

Video1) Presidential Acceptance Speech2) Concession Speech

-Homework: Poster must be ready to present TOMORROW!


-Bellwork: Finish Posters1) 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


-Bellwork: -Colonial Poster Gallery Walk*Students should answer questions from posters.*Vote on best and most persuasive poster at the end.

-CNN Student News Veterans 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 - Quizlet12) English Bill of Rights13) triangular trade14) Great Awakening15) Jonathan Edwards 16) Enlightenment17) Pontiac

Notes Colonial Governments next slideEnglish Bill of Rights skip a slide

Notes - English Trade Laws skip two slides

-Homework: NONE

Sect. 4 Notes Life in the English ColoniesColonial GovernmentsA. Govt in Americas established by British royal charter.1. British king had ultimate authority over colonies.2. Privy council royal council who set English colonial policiesB. Colonial Governors and Legislatures1. Governors appointed by British king ruled colonies.2. Virginias assembly 1619 1st colonial legislature in North America. Two houses:a. 1st House Council of State chosen by governors advisory council and London Companyb. 2nd House House of Burgesses members chosen by colonists3. Middle Colonies town meetings; Southern Colonies county

English Bill of Rights p. 91Sect. 4 Notes English Trade LawsEnglish Trade LawsA. England founded American colonies = gain money from trade.B. Mercantilism-creating & maintaining wealth through controlled trade. C. Navigation Acts to enforce mercantilism1. Navigation Act of 1660 a. forbade colonists from trading w/ any country other than England.b. must use English ships only2. 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 #501) Interactive Computer Triangular Trade Map of Triangular Trade2) Draw in things traded and lines according to map

-Homework: 1) NONE

Triangular Trade map p. 92November 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 organizerCompare 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. EnlightenmentGreat AwakeningEnlightenmentWhat?Who?What were ideas of John Locke?What?Who?Who did it draw?What ideas did it promote?Other?Write at least 3 sentences explaining how the Enlightenment was similar and different to the Great Awakening?Great Awakening vs. EnlightenmentGreat AwakeningEnlightenmentWhat?Who?What were ideas of John Locke?What?Who?Who did it draw?What ideas did it promote?Other?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 Trade2) Enlightenment v. Great Awakening - Handouts

-S.W.A.P. p. 95 French & Indian War*Describe the main events of King Philips War in 4 sentences or less and using page 95 and these terms: *King Philips War *Wampanoag*Metacomet *killing *1676.

-Native American Allies chart next slide

-Homework: NONE

Native American Allies p. 95Native AmericansFrenchEnglishWanted what?Allies?Who did Native Americans trust more?Why?FRENCH AND INDIAN WAR - NOTESAnswer this question as you take notes: How did the rivalry of Britain and France lead to war in North America?War EruptsA. Fight for Power in the Ohio River Valley p. 961. British 2. French B. Native American InvolvementFrench respected Natives by:a. Tradingb. Leaving Native land untouched2. British Cleared Native land for: Farming Settling landAnswer this question as you take notes: How did lack of unity and mistakes lead to British defeats early in the war?C. George WashingtonA bold young leader2. Took 150 men into the Ohio River Valley3. Built Fort Necessity Small temporary fort for protection from French and Indians4. Washington came under attack by the British. His lost in 1754 started the French and Indian War

FRENCH AND INDIAN WAR - NOTESD. Turning Point of the War1. 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 Treatya. 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 mid-1700s 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

Pontiacs Rebellion graphic organizer

CNN Student News if time

-Homework: NONE

Pontiacs Rebellion May 1763 p. 97November 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 mid-1700s 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. 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 Act5) Stamp Act6) Stamp Act Congress7)Townshend Acts

-Vocabulary Quizlet p. 9018) Stamp Act of 176519) Boston Massacre20) Boston Tea Party21) Intolerable Acts

-Homework: 1) Matching Vocabulary Quiz - WEDNESDAY

TURMOIL OVER TAXATION ***The French and Indian War plunges England deep into debtI.Sugar Act of 17641. Tax on molasses, requested by Greenville and approved by parliament2. Molasses was a valuable item in the triangular trade3. Replaced a previous high tax driving merchants out of business

TURMOIL OVER TAXATIONII.Stamp Act of 1765A. Stamp Act1. Taxes placed on legal documents: wills, diplomas, marriage papers, newspapers, almanacs, playing cards, and dice

All items must have a stamp showing the tax had been paid

TURMOIL OVER TAXATIONB. Protesting the Stamp Act1. Stone public officials2. 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 TAXATIONC. Uniting in Peaceful Protest1.Stamp Act begins to unite colonies2. Stamp Act Congress 1765a. Delegations from 9 of 13 Colonies meets in New York b. Congress signs a Petitionc. ignored by Parliament3. Colonies begin to boycott British goods-Parliament Repeal the Stamp Act

TURMOIL OVER TAXATIOND. The Townshend Acts1. Taxed goods: glass, paper, paint, lead, and tea2. Colonists continue to oppose taxes from British Parliament3. Writ of Assistance documents allowing the British officers to search ships cargo without giving a reason

Matching Vocab. QuizPilgrimsPuritansIntolerable ActsQuakersJohn WinthropPontiacstaple cropscash cropsBoston MassacreStamp ActBoston Tea Party

Matching Vocab. QuizThese were actually named the Coercive Acts by the British. The acts had 5 effects on the colonists.A crop that is continually needed.An incident in which British soldiers fired into a crowd of colonists, killing 5 people.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.Protestant sect also known as the Society of Friends whose members believed that salvation was available to all people.Leader of the Massachusetts Bay Colony who led Puritan colonists to Massachusetts to establish an ideal Christian community.Immigrant Separatist group that left England to escape persecution.Ottawa chief who united the Great Lakes Indians to try and halt the advance of European settlements. He incited a rebellion named after himself.a crop continuously in demand; a crop not necessarily needed.This act required colonists to pay for an official stamp, or seal, when they bought paper items.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. 9818) Stamp Act of 176519) Boston Massacre20) Boston Tea Party21) 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 governments actions?2) What words or phrases indicate the authors point of view?

-Road to Revolution Timeline: 8) Boston Massacre9) Boston Tea Party10) Intolerable Acts

-Act it Out Boston Massacre

-Homework: 1) Vocab Quiz TOMORROW

TURMOIL OVER TAXATIONIII. Boston MassacreA. British soldiers sent to calm protests in port citiesB. Quartering Act1. British soldiers could stay in colonial homes2. Colonists would have to share food/homeC. Boston Residents1. Felt Britain was bullying them2. Began insulting and beating British soldiers on street.

TURMOIL OVER TAXATIOND. A Bloody Night1. 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 crowda. 5 Boston residents dieb. Referred to as the Boston Massacre4. 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. 102The Boston Tea Party & Intolerable ActsIV. Boston Tea PartyA. Townshend Acts repealed but tax on tea kept.B. Colonists boycott tea-Britain knows colonists are smuggling tea.C. British East India Company1. 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 colonistsD. Boston Tea Party1. 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 ActsV. Intolerable Acts p. 102-103A. Parliament decides to punish BostonB. Spring 1774 Coercive Acts or Intolerable ActsC. Effects1.2. 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 tradein Mass. Bay Colony-Test Chapter 3 TOMORROW

-Homework: Chapter 3 Test TOMORROW

Short AnswersDescribe what is meant by the term triangular trade.How was the Great Awakening similar and/or different to the Enlightenment?What made the Pilgrims decide to immigrate to America?Use these terms as you explain the conflicts in the colonies: Stamp Act, Boston Massacre, and Boston Tea Party

Short AnswersDescribe what is meant by the term triangular trade.How was the Great Awakening similar and/or different to the Enlightenment?What made the Pilgrims decide to immigrate to America?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 tradein 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 Adams2) Crispus Attucks3) Patrick Henry4) Pocahantas5) American Colonial Poetry6) 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: NONEBiography-Samuel AdamsSamuel 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 Adams patriotism.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.Answers will varyBiography-Crispus AttucksPossible Answer: Attucks had taken a stand against the British on behalf of all the colonists. He had risked his life for freedom.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.Answers will vary.Biography-Patrick HenryHenry 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 didnt need to be taxed to pay for the protection of the English government.Possible response: I think Henrys speeches were his greatest accomplishment. He was able to persuade many colonists to the cause for freedom.Answers will vary.Biography-PocahantasPocahantas helped make peace by befriending th settlers. She also married a colonist. Her bravery in begging for John Smiths life made her well-received in English society.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 didnt understand.Answers will vary.Primary Source Journal of Sarah KnightAnswers 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.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.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 PoetryShe 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.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. 112Complete the sentences below.

Rights demanded by First Continental Congress1. Encouraged colonists to continue2. Meanwhile, they drafted the3. The First Continental Congress did not seek a 4. Its goal was toThe Revolution BeginsFirst Continental CongressA. October 17741. colonial leaders discuss issues w/ Great Britain.2. wanted King George to correct problemsII. Shot Heard Round the WorldA. Congress planned to meet again in 1775.B. Ride of Paul Revere Son of Liberty spy1. 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 BeginsC. Battles at Lexington and Concord1. Lexingtona. April 19, 1775 70 minutemen v. Britainb. Though ordered not to shoot, a shot rung out. *shot heard round the world.c. 8 minutemen were killed and 10 wounded2. Concorda. 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 Quizlet1) First Continental Congress 2) Patriots3) minutemen4) Redcoats5) Second Continental Congress 6) Continental Army7) George Washington 8) Battle of Bunker Hill

-Homework: Finish Vocab. Ch. 4 Section 1 - Quizlet

Second Continental Congress p. 114Complete the sentences below.

Rights demanded by First Continental CongressRights demanded by Second Continental Congress

1. Encouraged colonists to continue1. Although Congress did not openly revolt2. Meanwhile, they drafted the2. They sent word to colonial authorities3. The First Continental Congress did not seek a 3. They also authorized the Massachusetts4. Its goal was to4. As Washington prepared for war 5. On July 5, 1775, the delegates signedDecember 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 PageYou 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 PageRubric (per group member):_____/1Appropriate and creative title_____/3At least 5 sentences of story are included_____/2Article information is precise and factual_____/3At least one hand-drawn and colored picture included (at least 3 pictures on front page_____/1On task at all times_____/10 TOTAL

Group Rubric_____/1Front page is well-organized_____/2Presentation shows understanding of topic_____/2Articles are in order from most important to least and an explanation is given for each article._____/5 TOTAL

_____/15 TOTAL

Colonial Newspaper Front PageRubric (per group member):_____/1Appropriate and creative title_____/3At least 5 sentences of story are included_____/2Article information is precise and factual_____/3At least one hand-drawn and colored picture included (at least 3 pictures on front page_____/1On task at all times_____/10 TOTAL

Group Rubric_____/1Front page is well-organized_____/2Presentation shows understanding of topic_____/2Articles 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 worlds 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 RevolutionBattlesDateKey Leaders (if any)What happenedKey DetailsSignificanceFort TiconderogaBunker HillDorchester HeightsDecember 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 Ticonderoga16) Battle of Bunker Hill17) Thomas Paines Common Sense18) Dorchester Heights19) Declaration of Independence

-Homework: Timeline completed

Describing Key Terms, People, & EventsBattle of Bunker HillGeorge WashingtonminutemenRedcoatsFirst Continental CongressSecond Continental CongressFort TiconderogaDorchester Heights

Loyalists vs. PatriotsLoyalistsPatriotsDefinition - Definition (p. 113,120) -Three Key Details

1.

2.

3.Three Key Details

1.

2.

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 Paines 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) Paines Common Sense19) Declaration of Independence

-Homework: Timeline completed

Notes - Paines Common SensePaines Common SenseA. Common Sense 47 page pamphlet written by Thomas Paine that argued against British rule in the Americas1. written anonymously2. Key points of the pamphleta. changed how colonists viewed the Kingb. talked about economic freedom & right to military defensec. cried out against tyranny govt abuse of power.Notes Independence is DeclaredII. Independence is DeclaredA. A New Philosophy of Govt1. Declaration of Independence = announced the colonies break from Great Britain2. Three Main Ideas written by Thomas Jeffersona. all people possess unalienable rights such as life, liberty, and the pursuit of happinessb. King George had violated the colonists rights by making unfair laws and interfering with the colonists govt.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.The Crisis No. 1 Answer Choicesa. Tyranny is easily conqueredb. These are the times that try mens souls c. Victory will be easy because of the Declaration of Independence d. Freedom is worth fighting for.

a. He uses emotionb. He uses researched informationc. He uses other sources of informationd. 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.


-Homework: NONE

Unfinished Business Women & Minority GroupsUnfinished Business

How did the D.O.I. not address these peoples rights?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


-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 Rights2) British Wrongs3)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


-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 IndependencePreamble Introduction to an official documentNatural Rights Rights that belong to all people from birthBritish WrongsWays in which the British Parliament and King have wronged Colonial AmericansIndependenceDeclare Independence from Britain and outline the Rights you have as United States CitizensShort Answers1) 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 Answers1) 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 Rights2) British Wrongs3)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 Rights2) British Wrongs3)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 IndependencePreamble2 Sentence IntroductionNatural RightsMinimum of 3 Natural Rights in 6 SentencesBritish WrongsMinimum of 5 British Wrongs with 6 SentencesIndependenceDeclare Independence, How will you gain Independence, and What will you do with Independence in 6 sentencesNovember 10, 2010-Objective: To understand that the Declaration of Independence is still applicable today.

-Bellwork: 1) S.W.A.P. p. 1222) 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 slide1) British Wrongs2) Independence

-Homework: NONE

Creating Your Own Declaration of IndependencePreamble2 Sentence IntroductionNatural RightsMinimum of 3 Natural Rights in 6 SentencesBritish WrongsMinimum of 5 British Wrongs with 6 SentencesIndependenceDeclare Independence, How will you gain Independence, and What will you do with Independence in 6 sentencesNovember 11, 2010-Objective: To understand that the Declaration of Independence is still applicable today.

-Bellwork: Write 3 sentences comparing how Thomas Jeffersons 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.


-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 these1) 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. 128-1301) Canada2) 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 battles1) Canada2) 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. 131Who was he?Name two things he brought.What were 3 things he did as commander.Marquis de LafayetteBaron Friedrich von SteubenWho was he?Name two things he did.What did a historian call von Steubens feat?France and Spain p. 131FranceSpain1. Who went to France from the U.S. and why?2. Why did France join the Patriot side?

3. Name 3 ways that French helped the Patriots in the war effort.1. Why did Spain join the Patriot side?

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. 132War at Sea and in the West p. 133War at SeaJohn Paul JonesWar in the WestEntry of Fr. navy into war greatly aided colonists

American troops/navy focused on seizing Br. supply shipscaptured many Br. supply ships

ship named after Ben. Franklins Poor Richards Almanac Bonhomme Richard

captured Br. ship serapisGeorge Rogers Clark led west. campaign *led the Over-Mountain 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 Soldiers Journal next slide

-Vocabulary Building Worksheet Section 3-Homework: 1) Section 3 Worksheet

A Soldiers Journal p. 133Objectives:1. Each student will assume the role of a soldier or a sailor serving with one of these groups:a. George Washingtons army in Northeastb. John Paul Jones forces at seac. George Rogers Clarks troops in the West2. 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 DefeatBritish 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. 154Northwest Territories p. 155November 30, 2010-Objective: To understand the significance of the Northwest Territories

-Bellwork: -Vocabulary Notecards1) constitution 2) suffrage3) Articles of Confedera. 4) ratification5) Land Ordinance of 17856) Northwest Ordinance of 17877) 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 slide1) Draw the ship (as best you can)2) Label the 6 sails as labeled on p. 156-1573) 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. 154StrengthsWeaknesses1.

2.

3.

4.

5.1.

2. U.S. 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. 1886 Goals of the ConstitutionForm a More Perfect Union Establish Justice Insure Domestic Tranquility Provide for the Common Defense Promote the General Welfare Secure the Blessings of LibertyOutline of the U.S. ConstitutionU.S. ConstitutionArticle 1 Legislative BranchArticle 2 Executive BranchArticle 3 Judicial BranchArticle 4 Relations Among the StatesArticle 5 Amending the ConstitutionArticle 6 National SupremacyArticle 7 - RatificationDecember 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


-Bellwork: Notes 6 Goals of the Constitution

-Notes Bill of Rights

-Begin Work on Crossword Puzzle the 26 Amendments

-Homework: NONE

Preamble p. 1886 Goals of the ConstitutionForm a More Perfect Union Establish Justice Insure Domestic Tranquility Provide for the Common Defense Promote the General Welfare Secure the Blessings of LibertyOutline of the U.S. ConstitutionU.S. ConstitutionArticle 1 Legislative BranchArticle 2 Executive BranchArticle 3 Judicial BranchArticle 4 Relations Among the StatesArticle 5 Amending the ConstitutionArticle 6 National SupremacyArticle 7 - RatificationBill of Rights1. Freedoms of Religion, Speech, Press, Assembly, and Petition2. Right to Bear Arms3. Lodging Troops in Private Homes4. Search and Seizures5. Rights of the Accused6. Right to Speedy Trial by Jury7. Jury Trial in Civil Cases8. Bail and Punishment9. Powers Reserved to the People10. 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


-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 govt? What are their roles?

-Tree Branches of Government Project*Break into Groups*Explain Project

-Homework: NONE


-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



-Tree Branches of Government Project*Break into Groups*Work on Project*Be ready to present info & put on tree.

-Homework: NONE



-Tree Branches of Government Project*Present & Take Notes

-Homework: NONE



-Review the Articles*Create life-like examples questions of each article on a notecard.

-Clicker Review if time

-Homework: NONE


-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


-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 Armada1) Pair students up 10-12 groups of 2 to 3 students2) Each one completes the info and shares w/ partner3) Discuss

-Clicker Quiz Review

-Short Answer Review complete the questions

-Homework: Chapter 2 Test - TOMORROW

Protestant ReformationSpanish ArmadaAugust 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 there2) 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 LotusSummary Sentence: This sentence explains the central term in your own words.WhenWhereWhyTermWhoWhatAugust 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 slide1) Students in groups of 62) 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 LotusSummary Sentence: This sentence explains the central term in your own words.WhenWhereWhyTermWhoWhatAugust 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 slides1) Group Work 15 minutes to create questions2) Use computers for notecards3) Review flash cards as a group. 15 minutes

-Race to the Top Flash Cards1) Place all flash cards at front of room2) 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 CardsYou 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.

GroupsNorth and NorthwestWest & SouthwestInuit5) West Native Groups2) Aleut 6) Pueblo3) Dogrib & Montagnais7) Apache & Navajo4) Kwakiutl & Chinook

Early North American Societies Flash CardsYou 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.

GroupsGreat PlainsNortheast & Southeast8) Blackfoot & Arapahoe10) Cherokee, Creek, and9) Pawnee Seminole11) Algonquian12) Iroquois

Early North American Societies Flash CardsGroupsA. North and NorthwestB. West & SouthwestInuit5) West Native Groups2) Aleut 6) Pueblo3) Dogrib & Montagnais7) Apache & Navajo4) Kwakiutl & Chinook

C. Great PlainsD. Northeast & Southeast8) Blackfoot & Arapahoe10) Cherokee, Creek, and9) Pawnee Seminole11) Algonquian12) 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 slides1) Group Work 15 minutes to create questions2) Use computers for notecards3) Review flash cards as a group. 15 minutes

-Race to the Top Flash Cards1) Place all flash cards at front of room2) Each group will go one at a time to front to answer.3) When all notecards found game is over

-Homework: 1) NONE

Venn DiagramNorth & NorthwestGreat PlainsNortheast & SoutheastWest & SouthwestAugust 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 Dwelling1) With your shoulder partner, use your computer to research Anasazi dwellings2) 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 presentationb. 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 FrameIntroduction w/ pictures and Questions 10 minutesGrab computers 5 minutes Pueblos purpose is listed and explained 10 minutesKey features of pueblo are given 5 minutesBlueprint in neat, organized, and clear 5 minutesBlueprint shows research on kiva 20 minutes7) Blueprint is creative and protection from 20 minutesenemies 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_____/5Key info included_____/1pueblos_____/1kivas_____/1ladders_____/1windows_____/1 security+1 Bonus for any extra explanations_____/5Key Info is linked to picture(s)_____/2Neat & Readable Info_____/2Presentation shows grasp of info_____/2On task the entire time

_____/16 TOTAL

Anasazi Dwelling - Rubric_____/5Key info included_____/1pueblos_____/1kivas_____/1ladders_____/1windows_____/1 security+1 Bonus for any extra explanations_____/5Key Info is linked to picture(s)_____/2Neat & Readable Info_____/2Presentation shows grasp of info_____/2On task the entire time

_____/16 TOTAL

Venn DiagramNorth & NorthwestGreat PlainsNortheast & SoutheastWest & SouthwestAugust 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 groupsa. Trade cards with another groupb. Review flash cards as a group. 5 minutesc. Race-to-the-Top 1 game1) Place all flash cards at front of room2) Each group will go one at a time to front to answer.3) When all notecards found game is overd. 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. 14September 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 Handouts1) 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 minute3) Discuss and collect at the end

-Homework: 1) All questions answered primary and secondary documents

Askia the GreatHe 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 AfricaHe believed Islamic laws were important and should be followed.Answers will vary.

AristotleHe 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.Possible Answer: the people thought that both Aristotle and Socrates had been disloyal to the city of Athens.Epitaphs will vary.

The Creation of Animals Popul VuhThe 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.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 AeneidHe asks for a piece of land on the coast where the Trojans can settle.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 lines 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 BoccaccioPeople normally died three days after the tumors appeared, the disease was incurable and could be caught easily.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 VinciPossible answer: Yes, this painting seems realistic. The shadows give the painting depth, making the woman appear real.Possible answer: The woman seems sad.

Biography-Huayna CapacPossible answer: Huayna Capac conquered neighboring lands and expanded the empire. He built important roads, palaces, and temples.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.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 answers1) 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 Writers Workshop

-Creating questions from answers1) 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 slide1) 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 TestWhy were travel and trade difficult for Aztecs living in Tenochtitlan? How did the Aztecs overcome that difficulty?What architectural features were characteristic in Mayan cities?How did the Iroquois become one of the most powerful Native American peoples in the North America? Why was this significant?Describe and explain the purpose of at least 2 things typically found in an Anasazi village.What signs did the Mound Builders or Hopewell leave of its existence?

Short Answers for TestWhy were travel and trade difficult for Aztecs living in Tenochtitlan? How did the Aztecs overcome that difficulty?What architectural features were characteristic in Mayan cities?How did the Iroquois become one of the most powerful Native American peoples in the North America? Why was this significant?Describe and explain the purpose of at least 2 things typically found in an Anasazi village.What signs did the Mound Builders or Hopewell leave of its existence?

Terms from Chapter 1OlmecBering Land BridgeAztecMayaIncaAnasazifree spaceNorth and NorthwestWest and Southwest totem pueblos kivas Iroquois League free space Mound Builders free space

Terms from Chapter 1OlmecBering Land BridgeAztecMayaIncaAnasazifree spaceNorth and NorthwestWest 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

-Patriots Pen - Write on this topic: What I would tell Americas Founding Fathers.*Must be between 300-400 words and 5 paragraphs.Do you remember 9/11? Video http://www.youtube.com/watch?v=XrwT61aQYA8Have You Forgotten song by Darryl WorleyGod 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 Ame