BELL RINGER 09/24Bell Ringers for the Week of 09/24 to 09/28

NAME CLASS PERIOD

09/24

09/25

09/26

09/27

09/28

LocatethestateofGeorgiaandthesurroundingstatesonamap.Whataresomereasonswhypeoplewouldmovetothesestates?Whywouldtheyrefusetomovethere?Thinkaboutclimate,environment,loca?on,etc.

THIS WEEK IN YOUR ACADEMIC JOURNAL:MONDAY Colonial PEGS & Mapping

TUESDAY Colonial PEGS & Mapping

WEDNESDAY Picture DayElevator Pitch Introduction

THURSDAY Elevator Pitch Group Work

FRIDAY Elevator Pitch Group Work

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES. SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES AS LABOR SOURCES. SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

HOW WILL I SHOW THIS?

BY RESEARCHING

THESE COLONIAL

REGIONS AND COMPARING

THEM TO EACH OTHER.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING

INDENTURED SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF

THE COLONIES.

POLITICS (Who are the major colonial

leaders? What is the Government?)

ECONOMICS (natural resources, trading)

GEOGRAPHY (climate, terrain, environment)

SOCIAL (social classes, religions practiced)

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

NEW

EN

GLA

ND

CO

LON

IES

MID

DLE

CO

LON

IES

SOU

THER

N

COLO

NIE

S

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

ON A STICKY NOTE:

WHAT WOULD YOU SAY ARE THE BENEFITS

OF THE SOUTHERN COLONIAL

REGION? WHAT ARE THE

DRAWBACKS?

BELL RINGER 09/25LocatethestateofPennsylvaniaandthesurroundingstatesonamap.Whataresomereasonswhypeoplewouldmovetothesestates?Whywouldtheyrefusetomovethere?Thinkaboutclimate,environment,loca?on,etc.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW

ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES

AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE

ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

HOW WILL I SHOW THIS?

BY RESEARCHING

THESE COLONIAL

REGIONS AND COMPARING

THEM TO EACH OTHER.

POLITICS (Who are the major colonial

leaders? What is the Government?)

ECONOMICS (natural resources, trading)

GEOGRAPHY (climate, terrain, environment)

SOCIAL (social classes, religions practiced)

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

NEW

EN

GLA

ND

CO

LON

IES

MID

DLE

CO

LON

IES

SOU

THER

N

COLO

NIE

S

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

ON A STICKY NOTE:

WHAT WOULD YOU SAY ARE THE BENEFITS

OF THE MIDDLE COLONIAL

REGION? WHAT ARE THE

DRAWBACKS?

BELL RINGER 09/26

LocatethestateofMassachuseBsandthesurroundingstatesonamap.Whataresomereasonswhypeoplewouldmovetothesestates?Whywouldtheyrefusetomovethere?Thinkaboutclimate,environment,loca?on,etc.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW

ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES

AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE

ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

HOW WILL I SHOW THIS?

BY RESEARCHING

THESE COLONIAL

REGIONS AND COMPARING

THEM TO EACH OTHER.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

ON A STICKY NOTE:

WHAT WOULD YOU SAY ARE THE BENEFITS OF THE NEW

ENGLAND COLONIAL

REGION? WHAT ARE THE

DRAWBACKS?

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF

THE COLONIES.

GOAL:Tounderstandhow.me,place,andspaceimpactsglobalinterconnectednessinideasofiden.tyandgovernancethrougha90second“ElevatorPitch”onanEnglishcolonythatincludesatravelposterandajingleorskit.

ROLE:YouworkforacompanylookingtoseDleEnglishci.zensintheNewWorld.Youarean“AdMan.”Yourgoalistocreateatravelposterinfographicthatiden.fiesanEnglishcolonyandhighlightsthecoloniesbestfeatures.Youmusthavereasonsforwhypeopleshouldbemigra.ngtotheNewWorldaswellasa90second“elevatorpitch”toconvinceEnglanderstomovetoyourcolonyorcolonialregion.Thiscanbeintheformofashortjingleorshortskit.

AUDIENCE:Poten.allyinterested/InterestedEnglishci.zenswan.ngtomovetotheNewWorldtostartanewlife.

SITUATION:Youneedtoiden.fythehighlightsoflivinginanEnglishcolonyoryourchoice,no.ngthecolonialregionandthebenefitsanewcoloniallifewouldbringtomakeyourcompanyprofitintheNewWorld.AsuccessfulproductwillincludethehighlightsofanEnglishcolony(ReasonsforSeDlement,Religion,andGovernment),keycharacteris.csofthecolonialregionthecolonyisin(GeographyandClimate),andotherpoten.alreasonstomove(basedontheresearchyouconduct)inatravelposterformatanda90secondpresenta.onwithajingle/skit.Tomeetthestandardsrequired,yourposterandjingle/skitshouldcomparethecolonyyouhavechosentoanothercolony(SS.8.A.2.2),compare/contrasttheeconomicsystemofthecolonyyouchoseandanothercolony(SS.8.A.2.3),andanypoten.allyinfluen.alkeyfiguresofyourchosencolonyandtheirroleintheeconomic,poli.cal,andsocialdevelopmentofthecolony(SS.8.A.2.4).

PRODUCT:Youwillbecrea.ngadigitalorhandmadeposterwithaslogan,andashortjingle/skittopresentinnomorethan90seconds.

BELL RINGER 09/27ImaginethatyouarelivingincolonialAmerica.Whatcolonialregionwouldyouwanttoliveinandwhy?

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW

ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES

AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE

ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

Sail to Riches in

Virginia Step 1: Review the roles Step 2: Review the information about your colony and colonial region Step 3: Summarize your colony’s best features Step 4: Create a poster highlighting your colony’s best features Step 5: Brainstorm ideas for a musical jingle or skit Step 6: Create a sales presentation Step 7: Rehearse the sales presentation

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND,

MIDDLE, AND SOUTHERN COLONIES.

MY LEARNING TARGET FOR HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL REGIONS AND COMPARE AND CONTRAST THEM.

BELL RINGER 09/28IfyouweretryingtoconvincepeopletomovetoFlorida,whatwouldyousaytothem?

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW

ENGLAND, MIDDLE, AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES

AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE

ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

Sail to Riches in

Virginia Step 1: Review the roles Step 2: Review the information about your colony and colonial region Step 3: Summarize your colony’s best features Step 4: Create a poster highlighting your colony’s best features Step 5: Brainstorm ideas for a musical jingle or skit Step 6: Create a sales presentation Step 7: Rehearse the sales presentation

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND,

MIDDLE, AND SOUTHERN COLONIES.

MY LEARNING TARGET FOR HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL REGIONS AND COMPARE AND CONTRAST THEM.

POLITICS (Who are the major colonial

leaders? What is the Government?)

ECONOMICS (natural resources, trading)

GEOGRAPHY (climate, terrain, environment)

SOCIAL (social classes, religions practiced)

NEW

EN

GLA

ND

CO

LON

IES

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES.M

IDD

LE C

OLO

NIE

SSO

UTH

ERN

CO

LON

IES

BELL RINGER 10/01Bell Ringers for the Week of 10/01 to 10/04

NAME CLASS PERIOD

10/01 Howwouldyoudescribeyourworkethicforyourgroupsofar?Whathaveyoubeensuccessfulin?Whatcouldyouimproveon?

THIS WEEK IN YOUR ACADEMIC JOURNAL:MONDAY Elevator Pitch Group Work

TUESDAY Elevator Pitch Group Work

WEDNESDAY Early ReleaseElevator Pitch Presentations

THURSDAY Chapter 4 Key Terms

FRIDAY Chapter 4 Review Questions

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE, AND SOUTHERN COLONIES. SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE AND SOUTHERN COLONIES INCLUDING INDENTURED SERVANTS AND SLAVES AS LABOR SOURCES. SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL FIGURES ON THE ECONOMIC, POLITICAL, AND SOCIAL DEVELOPMENT OF THE COLONIES.

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

HOW WILL I SHOW THIS?

BY RESEARCHING

THESE COLONIAL

REGIONS AND COMPARING

THEM TO EACH OTHER.

Sail to Riches in

Virginia Step 1: Review the roles Step 2: Review the information about your colony and colonial region Step 3: Summarize your colony’s best features Step 4: Create a poster highlighting your colony’s best features Step 5: Brainstorm ideas for a musical jingle or skit Step 6: Create a sales presentation Step 7: Rehearse the sales presentation

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND,

MIDDLE, AND SOUTHERN COLONIES.

MY LEARNING TARGET FOR HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL REGIONS AND COMPARE AND CONTRAST THEM.

BELL RINGER 10/02Bell Ringers for the Week of 10/01 to 10/04

NAME CLASS PERIOD

10/01

Ifyouweretoworktogetheragainonanotherassessmentinyourgroup,whatwouldyoudodifferently?

10/02

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND, MIDDLE,

AND SOUTHERN COLONIES.

SS.8.A.2.3: DIFFERENTIATE ECONOMIC SYSTEMS OF NEW ENGLAND, MIDDLE

AND SOUTHERN COLONIES INCLUDING INDENTURED

SERVANTS AND SLAVES AS LABOR SOURCES.

SS.8.A.2.4: IDENTIFY THE IMPACT OF KEY COLONIAL

FIGURES ON THE ECONOMIC, POLITICAL,

AND SOCIAL DEVELOPMENT OF THE

COLONIES.

MY LEARNING TARGET FOR

HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL

REGIONS AND COMPARE

AND CONTRAST

THEM.

BY THE END OF TODAY, I CAN: IDENTIFY THE

SOUTHERN COLONIES, NOTING THE POLITICAL, ECONOMIC,

GEOGRAPHIC, AND SOCIAL

ASPECTS OF THE REGION.

HOW WILL I SHOW THIS?

BY RESEARCHING

THESE COLONIAL

REGIONS AND COMPARING

THEM TO EACH OTHER.

Sail to Riches in

Virginia Step 1: Review the roles Step 2: Review the information about your colony and colonial region Step 3: Summarize your colony’s best features Step 4: Create a poster highlighting your colony’s best features Step 5: Brainstorm ideas for a musical jingle or skit Step 6: Create a sales presentation Step 7: Rehearse the sales presentation

SS.8.A.2.2: COMPARE THE CHARACTERISTICS OF THE NEW ENGLAND,

MIDDLE, AND SOUTHERN COLONIES.

MY LEARNING TARGET FOR HISTORY THIS WEEK IS:

IDENTIFY THE 3 COLONIAL REGIONS AND COMPARE AND CONTRAST THEM.

BELL RINGER 10/03Bell Ringers for the Week of 10/01 to 10/04

NAME CLASS PERIOD

10/01

10/02

10/03

Howwouldyouhavegradedtheworkonyourpresenta>on?Whatcouldyouhaveimprovedon?

BELL RINGER 10/04GuessthemeaningofthewordinREDusingcontextclues.

1. Robert and his family did not take their harvest to the market, instead relying on subsistence farming.

2. Sir William’s company relied heavily on the import of savory scones, as he often felt that the shop next door sold an inferior product.

3. While he knew that he would never get paid for the work he was doing now, the apprentice knew that the skills he was learning would ultimately pay off.

4. The militia members stopped their farming and gathered their weapons when they heard the bells chimes that announced war was coming.

5. The alliance held between the various groups of representatives, even though Kevin ate the last cookie at the annual meeting.

• You have the choice to use notecards or a foldable

• Include the following:

• definition (FROM THE TEXT)

• A sentence using the term

• A visual & antonym

• subsistence farming • cash crop • diversity • triangular trade • slave code • representative government • mercantilism • export • import • immigration • epidemic • apprentice • civic virtue • militia • Iroquois Confederacy • alliance

CHAPTER 4 KEY TERMS JIGSAW

BELL RINGER 10/05Bell Ringers for the Week of 10/01 to 10/05

NAME CLASS PERIOD

10/01 Chapter4KeyTerms10/02

10/03

10/04

10/05

TurninyourBellRingersintoyouclassfolderonthebacktable.