August 18, 2010
August 14***Find your assigned seat as shown on next slide.
-Bellwork: Complete the graphic organizer skip a slide (IN
COMPLETE SENTENCES)1) Share w/ shoulder partner2) Share w/ class3)
Discuss Notebook Assignment & Grading*Show sample Notebook
Rubric
-Hip-Hop History Creating Some Beats about Summer History skip a
slide*Play some music
-Check out books BOOK COVERED BY TUESDAY *Put Packing Tape &
Number on Spine of Book books stay in cabinets-Every book left
under desk is 30 seconds for class after bell*Wednesday night
school if not completed.
-Homework: 1) Books Covered by TUESDAY 2) 3-ring binder or
spiral notebook
Seating Chart Larsen & MatthewCassidy & DeanMadison
& KassandraDestanie, Sophie, SageHunter & JaymeJanice &
AmandaFront of RoomSummer HistoryCreating a Rap about SummerMost of
you probably had a good time away from school, whether it was an
awesome vacation, hanging out at the swimming pool, or just roaming
the streets creating trouble. In order to understand your summer
history, you will be writing a rap (Its only the 1st day so you
dont have to perform it, but volunteers would be awesome) much like
youve just heard. Here is the information I want you to include
(does it look familiar):
The highlights of your summerAny milestones or important things
that took place. EX. I got my 1st job.A really happy or sad
experienceEX. My grandpa passed away.Any events that you may have
remembered being in the news.EX. Casey Anthony Trial
Have Fun, Be Creative, and Remember: We are remembering
history.August 15-Objective: Each student will be able to
effectively navigate their book to find key information
-Bellwork: -Write 3 measurable goals1) Video:
http://www.youtube.com/watch?v=TI9M3R3CtyY 2) Write in front cover
of notebook3) Discuss w/ class
-Check out Books Use Google Doc to track***Make sure to get book
numbers on books - Students
-Book Treasure Hunt W.S. History is treasure Homework: 1) Book
Treasure Hunt W.S. Completed 2) Clicker Quiz TOMORROW over book
info
August 16-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: -Grade Book Treasure Hunt
-If you were there p. 38*Read p. 38 and answer the question in
your notebook.-USE COMPLETE SENTENCES
-Cluster Web European Exploration1) Each student receives a
cluster web handout2) Explain next two slides3) Begin Work Must
finish _____
-Homework: 1) Explorer Cluster Web
Explorers p. 38-45Leif ErikssonHenry the NavigatorBartolomeu
DiasVasco da GamaChristopher ColumbusAmerigo VespucciVasco Nunez de
BalboaFerdinand Magellan
Cluster Web RequirementsWho was the person & who did they
sail for?Where did they exploreWhy did they explore?When did they
explore?What did they accomplish?Summary Sentence = Results of
Exploration
August 19-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: Complete 1st Explorer as a group
-Cluster Web European Exploration SHOULD BE A QUIET ACTIVITY 1)
Each student receives a cluster web2) Group students groups of 23)
Group finds info about their assigned explorer and completes CW4)
Create Informational Posters a. Each group receives different
colored paper & markerb. Use the cluster web to make a poster
about your explorer
-Homework: 1) NONE
August 20-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
Bellwork: In your notebook, write your answer in complete
sentences:*What made your explorers story so significant?
-Cluster Web European Exploration SHOULD BE A QUIET ACTIVITY 1)
Create Informational Posters a. Each group receives different
colored paper & markerb. Use the cluster web to make a poster
about your explorer2) Groups will travel to 7 different stations to
complete cluster web.
-Homework: 1) Quiz TOMORROW
Cluster Web RequirementsWho was the person & who did they
sail for?Why did they explore?When did they explore?What did they
explore?Significant accomplishments (more than 1)Results of
Exploration
August 21-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: Write 1 complete sentence that explains the
significance of each explorer. next slide
Finish reviewing the 8 Explorers*Discuss the key significance of
each explorer in group*Have each group look in book to complete
Cluster Web
-Quiz 8 European Explorers skip slides
-Quizlet - Vocabulary Identification Words
-Homework: NONE
BellworkExplorersLeif ErikssonCluster Web RequirementsWho was
the person & who did they sail for?Why did they explore?When
did they explore?What did they explore?Significant accomplishments
(more than 1)Results of Exploration/Conquering
Explorers p. 38-45Leif Eriksson p. 38Henry the Navigator p.
39Bartolomeu Dias p. 40Vasco da Gama p. 40Christopher Columbus p.
42-43Amerigo Vespucci p. 44Vasco Nunez de Balboa p. 44Ferdinand
Magellan p. 44
QuizI 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?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?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?
Quiz4) 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?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
am I?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?
QuizI 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?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?August 22-Objective: To
analyze the impact of the Columbian Exchange on the Americas.
-Bellwork: After the video and in your notebook (in complete
sentences), write down an appropriate title for the video segment.
http://app.discoveryeducation.com/search?Ntt=Christopher+Columbus
Read Journal of Christopher Columbus1) Consider these
questionsa. How would you title this section?b. Based on the
information, how would you think of Christopher Columbus at this
time?c. How would you describe Columbuss attitude toward the
islanders?d. How did Columbus communicate with the islanders? Do
you think they understood each other well? Why or why not?
-Vocabulary Identification Notecards Quizlet next slide
-Homework: Finish Notecards
Identification Vocabulary TermsastrolabecaravelsLine of
DemarcationTreaty of TordesillascircumnavigateColumbian
Exchange
August 23-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: Christopher Columbus
finish Vocab. Notecards Quizlet
-The Columbian Exchange. p. 45 Answer these questions in your
notebook:1) What was the Columbian Exchange? with shoulder
partner2) What items were brought from the Americas? with person
behind you3) What items were brought from Europe? on your own4)
Recreate the diagram on p. 45
-Creating picture stories Directions = next 2 slides-Homework:
1) Cluster Web of Spanish Conquistadors/Explorers
Creating a Word/Picture Story-Creating a picture story
Directions on next slide1) Assign 2 groupsa. S.W.A.P. Hernan Cortes
on p. 46-47 & complete first word/picture storyb. S.W.A.P.
Francisco Pizzarro on p. 47 & complete word/picture story.2)
Assign each table a new topic next slide3) Each member in group
should add info to Postera. Each member should write and/or draw
their info. b. When finished, group members should be completing
the cluster web of 6 Spanish conquistadors/explorers4) The first
person should be last person as well, and they will try to tell
story in front of class from the details.
Creating a Picture Story-Topics1. Hernan Cortes & Aztecs2.
Francisco Pizarro & Incas3. Spanish Settlements & how they
ruled New Spain4. Juan Ponce De Leon & expeditions5. Hernando
De Soto & & expedition6. Story of Alvar Nunez Cabeza de
Vaca & followers including Estevanico7. Francisco Vasquez de
Coronado & goals8. encomienda system and the Spanish system
Cluster Web Requirements Spanish SettlementWho was involved?Why
did they conquer/explore?When did they conquer/explore?What did
they conquer/explore?Significant accomplishments (more than
1)Results of Conquer/Exploration
Cluster Web Requirements Spanish SettlementWho was involved?Why
did they conquer/explore?When did they conquer/explore?What did
they conquer/explore?Significant accomplishments (more than
1)Results of Conquer/Exploration
Key People Spanish SettlementHernan CortesFrancisco Pizarro Juan
Ponce de LeonHernando de SotoAlvar Nunez Cabeza de Vaca &
Panfilo de NarvaezFrancisco Vasquez de Coronado
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) Picture Stories Completed
August 28-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: In 4 sentences or less, share the story of your
topic.
-Finish Creating a Picture Story Project-Cluster Web Spanish
Conquistadors/Explorers
-Homework: 1) Picture Stories Completed
August 29-Objective: To understand the early European explorers
and why they would make such dangerous voyages.
-Bellwork: Share stories in class
-Clicker Quiz Spanish Conquistadors/Explorers*Grade in Class
-Vocabulary Identification Quizlet 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 30-Objective: Each student will analyze how the
encomienda system affected native groups
-Bellwork: Finish & 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. 50September 3-Objective: Each student will
analyze how the encomienda system affected native groups
-Bellwork: Primary Document Bartolome de Las Casas - See Next
Slide
-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 skip a slide1)
Begin Presentations Vote on best presentations and GIVE
EXAMPLES
-Homework: NONE
Bellwork-Analyzing Documents Bartolome de Las Casasa. 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 Americansb. S.W.A.P. p. 51 Brief Account of the
Devastation of the Indies1) How did Las Casas view of the treatment
of Native American groups differ from the views of other
Spaniards?2) How would you retitle this excerpt?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 September 4-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
-Put students into groups of 3 and discuss reading groups
-Homework: NONE
September 5-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.
September 6-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
September 9-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
September 10-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*ResultSeptember 11Remembering Patriot
Day-Objective: To reflect on September 11 as a date of great
tragedy and shaping of current American foreign policy.
-Qbellwork: What do you know about September 11, 2001?
-Silhouttes God Bless America
http://www.youtube.com/watch?v=Sw0fT3M-CLs *PLEASE TAKE THIS TIME
TO REMEMBER THE HEROES WHO LOST THEIR LIVES AND THOSE WHO RISKED
THEIR LIVES.
-Create a Priority List - -When the World Stopped Turning Alan
Jackson -http://www.youtube.com/watch?v=AW8puRqE4Sc -I Believe
http://www.youtube.com/watch?v=8oOW-1OwtCA&feature=related 1)
List your top 5-10 priorities as the song is playing.*Be specific
with names if you write family*Examine & briefly write why
these are your priorities.2) What have you done lately to make sure
the main thing is the main thing?3) Share lists in class
Remembering You-Amazing Grace 1) Write what you want your legacy
to be when someday in the far future your days on this earth
end.*What do you want people to remember about you?
-Taps As students leave remembering our fallen heroes. History
on Slide #55 & #56.
http://www.youtube.com/watch?v=38wx8C7VmB4Patriot Day September 11,
2001Patriot DayA. Defined-occurs on September 11 of each year,
designated in memory of the 2,993 killed in the September 11, 2001
attacks. Most Americans refer to the day as "Nine-Eleven (9/11).B.
U.S. House of Representatives Joint Resolution 71 was approved by a
vote of 407-0 on October 25, 2001. It requested that the President
designate September 11 of each year as "Patriot Day." President
George W. Bush signed the resolution into law on December 18, 2001
(as Public Law 107-89). It is a discretionary day of
remembrance.Moment of SilenceOn September 4, 2002, President Bush
used his authority created by the resolution and proclaimed
September 11, 2002 as Patriot Day.On this day, the President
directs that the American flag be flown at half-staff at individual
American homes, at the White House, and on all U.S. government
buildings and establishments, home and abroad. The President also
asks Americans to observe a moment of silence beginning at 8:46
A.M. (Eastern Daylight Time), the time the first plane struck the
North Tower of the World Trade Center on September 11, 2001.
TapsTapsA. This is a famous musical piece, sounded by the U.S.
military nightly to indicate that it is "lights out", and also
during flag ceremonies and funerals, generally on bugle or
trumpet.
Taps A HistoryThe tune is actually a variation of an earlier
bugle call known as the Scott Tattoo which was used in the U.S.
from 1835 until 1860 and was arranged in its present form by the
Union Army Brigadier General Daniel Butterfield, an American Civil
War general who commanded the 3rd Brigade of the 1st Division in
the V Army Corps of the Army of the Potomac while at Harrison's
Landing, Virginia, in July 1862 to replace a previous French bugle
call used to signal "lights out." Butterfield's bugler, Oliver W.
Norton, of Erie, Pennsylvania, was the first to sound the new call.
Within months, Taps was used by both Union and Confederate forces.A
bugler sounds Taps during the funeral of former U.S. Secretary of
Defense Caspar W. Weinberger in Arlington National Cemetery.Taps
concludes many military funerals conducted with honors at Arlington
National Cemetery, as well as hundreds of others around the United
States. The tune is also sounded at many memorial services in
Arlington's Memorial Amphitheater and at gravesites throughout the
cemetery.
Events in Europe Timeline & ExplanationMexico Wins
Independence 1450*Event*Result 1517*Event*Result 1534*Event*Result
1558*Event*Result 1588*Event*ResultSeptember 12-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. 54-575Dutchp. 54 & 571.Henry
Hudson16102.3.1.2.3.September 16-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
September 16-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
September 17-Objective: Each student will understand the
different explorers who made the journey searching for the NW
Passage.
-Bellwork: In a complete sentence, which country (do you think)
was the most successful in trying to colonize the Americas?
Why?
-Constitution Day Activities1) Discuss The Constitution CNN
Student News2) Bill of Rights Institute
http://billofrightsinstitute.org/ 3) Play Constitution Quiz as
class4) Have students play individual game
-Homework: 1) Vocab. Quiz - TOMORROW
September 18-Objective: Each student will recognize the causes
and effects of the slave trade.
-Bellwork: 1) Grade Maps of NW Passage Explorers2) 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?September 19-Objective: Each student will recognize the
causes and effects of the slave trade.
-Bellwork: Vocabulary Quiz on paper
-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.
59-61September 20-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 Short Answers Pass out & work-Homework: 1) Short
answer review by TUESDAY 2) Ch. 2 Test - TOMORROW
Slave Culture in the Americas p. 61September 23-Objective: Each
student will recognize the causes and effects of the slave
trade.
-Bellwork: Finish Slave Cultures in Americas previous slide
-Chapter 2 Short Answers Pass out & work
-Review for Chapter 2 Test Jeopardy Review-Homework: 1) Short
answer review by TOMORROW 2) Ch. 2 Test BEGIN TOMORROW
September 24-Objective: Each student will recognize the causes
and effects of the slave trade.
-Bellwork:-Review for Chapter 2 Test Jeopardy Review
-Begin Chapter 2 Test Short Answers Only*Use complete
sentences-Homework: 1) Chapter 2 Test - TOMORROW
Chapter 2 Short Answer Questions25. Explain how the Columbian
Exchange dramatically changed the world (HINT: Include goods traded
to the Americas and to Europe, explanation of the Columbian
Exchange, and the negative things traded.)26. In whose honor was
America named?27. What was the encomienda system? Why did the
Spanish Crown establish it? Which man tried to improve the lives of
Native Americans?28. Briefly describe the Protestant Reformation?
How did it begin?29. What would finding the Northwest Passage have
allowed sailors to do? What is the name of one explorer who
searched for it?30. What was the Middle Passage?
Chapter 2 Short Answer Questions25. Explain how the Columbian
Exchange dramatically changed the world (HINT: Include goods traded
to the Americas and to Europe, explanation of the Columbian
Exchange, and the negative things traded.)26. In whose honor was
America named?27. What was the encomienda system? Why did the
Spanish Crown establish it? Which man tried to improve the lives of
Native Americans?28. Briefly describe the Protestant Reformation?
How did it begin?29. What would finding the Northwest Passage have
allowed sailors to do? What is the name of one explorer who
searched for it?30. What was the Middle Passage?
September 25-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
September 26-Objective: To understand some of the early
successes and failures of Southern Colonies.
-Bellwork: Test Corrections
-Create Map of English Colonies Use p. 89*In Ch. 3 -
Notebook
-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.September
27-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 chart on Google2) Begin with example
of 1st Southern Colony3) Be sure to include a map of 13 colonies on
2nd page of Google chart
-Homework: Southern Colonies
September 30-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) Discuss Map of Colonies
Notebook
-Homework: NONESample of JamestownColonyYearWhy
FoundedSuccessesFailuresJamestownMay 14, 1607A joint-stock company
wanted a settlement in the Americastreaty w/ Native Amer.John Smith
colonists worked hardbuilt better housing w/ better rulesmany 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
skillsunprepareddiseaseVirginia1624The Crown took over. England
could not protect. Could grow tobacco there.lots of farmsmade money
from land saleslavescouldnt protect colonyslave rebellions Bacons
Rebel.Maryland1634Lord 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.many people lived herebecame royal colonyhard 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. *Ended up with many slavesOctober 1-Objective:
Each student will produce a Three-tab Book Foldable about the
economy of the colonies.
-Bellwork: -Finish Table 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 2-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 3-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 4-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 7-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 8-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 9-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. 86October 10-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
October 11-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!
November 8-Objective: To persuade other Europeans to settle in
your colony.
-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
November 9-Objective: To persuade other Europeans to settle in
your colony.
-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.
-CNN Student News if time
-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
December 18-Objective: To understand that the D.O.I. while a
great document excluded some important people.
-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
December 19-Objective: To understand that the D.O.I. while a
great document excluded some important people.
-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.
-CNN Student News if time
-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
December 2, 2010-Objective: To understand the goals and outline
of the United States 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
December 6, 2010-Objective: To understand the goals and outline
of the United States Constitution
-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
December 8, 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?
-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
Dec
