Web viewne new word and one new ... ARTIST or OPTIC: Pick Two Primary Sources from the unit and ... write 1 page that sums up your experience with the historical

Sample 5W+4H Notebook for Honors United States History

Note: I don't care if you take notes. You will not receive a grade for rewriting the notes that I post on the wiki or on the screen in class. You may do so, of course, but it will not be counted as a grade. Your entire classwork grade is dependent upon you completing the following. Note: your first version of this that is due will have just one example of each thing due, but as we move through the year, you will be responsible for more. Pay close attention.

Unit 01: European Exploration and Colonization

Who & What: Select and research one new word and one new person each class.

09/08/15

Christopher Columbus: Paragraph about what he accomplished/is known for and how it relates to the overall unit.

Colonialism: Paragraph about what it is and why it is important for understanding the unit. Be specific about how it relates during the timeframe of the unit.

09/09/15

Virginia Company of London:

John Smith:

09/11/15

Olaudah Equiano:

Middle Passage:

09/15/15

Cotton Mather:

Indentured Servitude:

09/16/15

Jonathan Edwards:

The First Great Awakening:

09/18/15

French and Indian War:

Benjamin Franklin:


WHEN : Timeline: Create one or more timelines to show the order of ALL of the events that we cover in the notes and readings for the unit. Priority goes to events mentioned in the SOL framework. This may be portrait or landscape.

European

1,000 C.E

Early to mid-1400s

1492

Vikings explored North Eastern North America

Portuguese explore African coast

Columbus’ first voyage to Americas sponsored by Spanish Monarchy

Native American

40-10,000 ago.First people arrive in North America

African

300-1500s

Mid-1400s

Rise of African Kingdoms.Rulers enslave POWs and Debtors.

Portuguese begin to purchase African Slaves from African Rulers.


How we know: Primary Source: ARTIST or OPTIC: Pick Two Primary Sources from the unit and apply the ARTIST method of analysis. APPARTS SOAPSTone—include sources.

Primary 01: 09/10/15

“What Can You Get By Warre”: Powhatan Exchanges Views With Captain John Smith, 1608"

“Seeing you will not rightly conceive of our words, we strive to make you know our thoughts by our deeds; the vow I made you of my love, both my selfe and my men have kept. As for your promise I find it every day violated by some of your subjects: yet we finding your love and kindnesse, our custome is so far from being ungratefull, that for your sake onely, we have curbed our thirsting desire of revenge; els had they knowne as well the crueltie we use to our enemies, as our true love and courtesie to our friends. And I thinke your judgement sufficient to conceive, as well by the adventures we have undertaken, as by the advantage we have (by our Armes) of yours: that had we intended you any hurt, long ere this we could have effected it.” John Smith

http://historymatters.gmu.edu/d/5838

http://historicjamestowne.org/history/pocahontas/john-smith/

Author Reason To Whom Immediate consequence

Significance over time

Time Period

Captain John Smith

Part of an exchange with Chief Powhatan, he was attempting to make peace so the colonists at Jamestown could trade for important goods.

Chief Powhatan, and then he published it in his 1624 writing The Generall Historie of Virginia., which likely was written for an audience back in England.

He was able to form good enough relations with Powhatan that trade took place between the Native Americans and the colonists.

The colonists at Jamestown wouldn’t have survived without the help of the Native Americans, but once they survived they took over land and engaged in conflict with the Natives.

Sometime between 1608

http://historicjamestowne.org/history/pocahontas/john-smith/

http://historymatters.gmu.edu/d/5838


Where: Place: A map: copied, printed or recreated that shows where the main events of our study have taken place. Write a paragraph that explains the relationships between the parts of the map and how it relates to the SOL. Minimum of 4 places per map. For an A, one map must be small scale, and the other must be large scale.

It is interesting that Columbus didn’t even go to North America, but everyone makes a big deal about his voyages. He is also given credit for discovering a place that had already been discovered and was inhabited. Also, most people didn’t think that the world was flat. He explored the Caribbean and Central America, which is where the Spanish set up most of their colonies. Columbus thought that he was going to China to convert them to Christianity and recruit them to fight against Muslims in Jerusalem in addition to searching for access to spices and gold. This also set up the Columbian exchange as goods crossed from this “New Land” back across the Atlantic to Europe and Africa. It later became one of the legs of the triangular trade system.


Puritan Pilgrims arrived in Plymouth in 1620, but Jamestown was settled in 1607. The stories that I heard growing up made me think that the pilgrims were first… what deception! I also see Salem on this map and it reminds me of the Salem Witch Trials which is further evidence that there were strong religious ideas in the northern colonies. Jamestown was more of a business venture, but the Plymouth and Massachusetts Bay colonies were founded by people pursuing freedom from religious persecution. Evidence reveals, however, that they were willing to persecute others for their religious beliefs as was the case in Salem.


How the numbers looked: Facts: Use a pie chart, line graph, or bar chart to communicate some important facts about what we have studied. The facts should show the relationships between at least two variables. Write a brief summary that interprets the data and its relevance to the SOL.

It is interesting that the history of slavery plays such an important role in US. History, but with other places like Brazil and Spanish America the numbers are so much higher, so I wonder how it affected the histories of those places. What effects can be seen in those places today? It was not all just the colonists and early Americans involved in slavery. It was a truly global phenomenon. Do those other places have difficult racial issues realting to rights and government like the US, or were they able to overcome racial differences more easily?

This chart confirms that the majority of the population of immigrants in the American colonies came from western and northern Europe Prior to 1870, aside from the involuntary immigrants from Africa. The countries of England, Scotland, and Wales as well as Northern Ireland eventually become the United Kingdom (U.K.). Etc…


How it connects/Why it matters: Outside Connections: You must find a connection between a concept from this unit and a current event, another subject, another unit, or your personal life and write a paragraph to explain the connection. End your paragraph with a relevant question.

Equal Opportunity Oppression:

Religious Persecution Is a Global Problem

By Jonathan Fox appears in Foreign Affairs August 31st, 2015

“In some corners of the world, Christian persecution is apparently on the rise, fueled, as The Guardian recently put it, “by Islamic extremism and repressive governments.” The report (and others like it) notes that extremists persecute Christians and non-Christians alike, but it leaves the impression that this trend is recent and primarily concerns Christians living in the Muslim world. That is incorrect: religious discrimination is an equal opportunity endeavor.”

This article notes that religious persecution continues to persist in the world. The author comments that in primarily Christian nations the news appears to say that Christians are being persecuted (treated unfairly, harshly, or discriminated against) and targeted specifically, but that there are other reports that show that every other kind of religious group is persecuted in addition to Christians so it is not just one group that is targeted. This makes me think of the Puritans and how they discriminated against witchcraft and other forms of Christianity, like Huguenots, Anglicans, and Catholics in addition to the religious beliefs of the Native Americans, and non-religious people. Yet, they left England because of the treatment that they received there (where the majority were Anglican) which singled them out for their religious beliefs. Even then, the Anglicans discriminated against Catholics and Jews, as well as many other groups, not just the Puritans. It seems like the group that is in power, or has a majority, can make decisions that affect people that are different from them. We have examples of different groups co-existing (in the Middle Colonies) and engaged in conflict (in the Northern Colonies) just like the varying levels of cooperation and conflict that we have in the world today. I wonder, what is the primary factor that allows for some societies to have different people co-exist whereas others engage in conflict?


How it went down/Why it matters: Unit Summary: In your own words, write 1 page that sums up your experience with the historical information covered in this unit. This can be your thoughts and feelings about the unit, how you learned best, what stood in your way from learning, what material was interesting, which was not, and what you might do differently for the next unit. At the end you must ask a thoughtful question that has not been answered

SUMMARY:

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Web viewne new word and one new ... ARTIST or OPTIC: Pick Two Primary Sources from the unit and ... write 1 page that sums up your experience with the historical