Homework for the Week• Monday 8/19

• Binder• Signed CIS: due Block Day• Email 1 thing you wish I knew about you this first week. If no

email, stop by or leave me a note. • Madeline.Miraglia@mvla.net

• Tuesday 8/20• *Same as Monday

• Block Day 8/21 & 8/22• Finish up colonial image

• Friday 8/23• Cornell Notes pgs 42-45 *Don’t forget to refer to the rubric!

Agenda: Monday 8/19/13

1. Seats

2. Introduction and brief overview of class1. Rules & Class Structure

3. Expectations

4. Activity (if time)

5. Homework:• Binder• Email Me• Signed CIS: due Friday

Agenda: Tuesday 8/20/13

1. Homework Reminder

2. HOT ROC-Why do we study history?

3. Cornell Notes Rubric

4. Read and take notes on section 1.2 (only pages 6&7).

5. Check for understanding activity

6. Checklists and glossary, add the founding ideals

UNIT 1: THE FOUNDING OF THE NATION

Homework Reminder• 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 – signed by Friday

What are the key expectations of US History notes?• Cornell Notes• Always include a summary.

• The summary should include an analysis of the section.• Analysis:

Chapter:Section:

Date:

Question/Main Ideas/Vocab

Notes/Answers/Definitions/Examples/Sentences

Key Terms Academic VocabularyKey PeopleQuestionsDates & EventsAdditional 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.

Vocab, Key Terms, Questions, Dates

Title: Chapter, section, date

Summary/Analysis

Cornell Notes: 1.2 History: The Past and the Stories We Tell About It

• #1 on your notebook checklist• Get a textbook from the bookshelf

• History Alive!

• Cornell Notes on 1.2• Chapter 1• Section 2• *ONLY pages 6&7• Include a summary/analysis

• Compare & contrast notes and summary with your neighbors. *Use the rubric!

Check for Understanding• Identify which of the following items are primary and

secondary sources:

Agenda: Block Day 8/21 & 8/22

1. HOT ROC

2. US History Glossary

3. Colonialism overview & categorization activity

4. Colonial region project

5. Homework1. Get CIS Signed

2. 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

US History Glossary• The Founding Ideals

• Get a textbook• Quietly read section 2.2- you do not have to take notes

• Write your name at the top of your glossary!• Do not lose this document.

• Under the term “Equality” write your own definition and make a connection to history based on your reading of section 2.2 and the example on the glossary.• Be Specific

• With a partner, divide up sections 2.3, 2.4, 2.5, & 2.6, read and fill out the appropriate glossary boxes.

Early Immigrants *Add notes to the bottom of your HOT

ROC

• First colonists land at Jamestown 1607

• Review- What is a pilgrim? What is a Puritan?

• Pilgrims arrive 1620, sign the Mayflower Compact- 1st local government in the colonies

Why Colonization?

• Incentives for Colonization:• Costly European Wars• Religious Strife

• Protestant Reformation

• Countryside Economic Changes• Industry & Scarcity of land

• Results of “Discovery”: • Disease, Slavery, and

Genocide of natives (~ 1-8 million deaths)• Began the gradual

removal of the indigenous Americans

• 500 years of European conquest in the Americas

Colonial Region Project: Activity Overview• Divide into groups of six

• Documents- Please be careful with the documents, do not write on them, I will use them in other classes today and on Friday

• To do today:• As a group, divide up and read each document• 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

Graphic OrganizerDocument 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?

Doc 1

Doc 2

Doc 3

Doc 4

Doc 5

Agenda: Friday 8/23/13

1. Homework: collect CIS

2. HOT ROC

3. Colonial Region Presentations

4. POV Activity (if time allows)

HW: Read and Cornell Notes on p.42-45

HOT ROC:• Identify the social, political, and economic reasons that

the colonists came to America. (make a thesis statement)• *Use directive word sheet

Time to Finish Colonial Region Presentation

• Get back in your group.• Compare/Contrast each visual and choose the image

that most accurately addresses the evaluation criteria:• Advertisement demonstrates clear understanding of the key

features and factors offered by the colonial region• Advertisement addresses BOTH Social/Political AND Economic

factors• Presentation cites specific evidence from ALL FIVE

DOCUMENTS

• Make a larger group with the students who had the same region as your group. Compare/contrast again. The best visual will be presented to the class.

Colonial Region Presentations• As students are presenting their colonial region, take

notes. At the end of each presentation, there will be time allowed to answer the following questions:• What factors would bring people to the Colonies? Is the factor

Social/Political, or Economic?• What type of person might consider immigrating to this Colony?• What American ideals are already being fostered in these

Colonies?

Point of View Activity: Class Discussion

Where would the following individuals want to live? Why?

• Opportunity: Poor farmer who wants his own land to make a better life for himself

• Liberty: Catholic nun who lives in Protestant Germany but wants to be able to worship in the way that she believes God intended

• Equality: Puritan minister who has hidden his practice while living in France and wants to be treated the same as other people

• Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king

• Rights: Prisoner who wants to regain rights he had before he was arrested

HOMEWORK REMINDER: CORNELL NOTES ON PGS 42-45