LCD Screen

1. LCD Screen 5th Period Closet Arlynda Huerta Kalvin Goode Wendy Sanchez-Interiano Aliana Flagsberg-Tsai Samantha Hastings Eleanor Gerrior Trezhur Ramirez-Simpson William Terson Mackenzie Dedrick Windows Gerardo Galicia Daniel Cunniff Hannah Petersen Maynard Schneider White Board Tinashe Choto Owen O’Keeffe Liliana Camacho-Perez Luis Luna Herrera Jenna Cagatao Bradley Williams Christopher Moreland Marcus Lomsdalen Yujin Chong Computer Desk Daniel Vella YuLun Lin Jenna Atkinson Rayna Casildo Morgan Miller-Trappen Bookshelf Table White Board

2. LCD Screen 6th Period Closet Nicolas Lisi Zhizi Xiao Isabella Kuhn Jessica Wetzel Mikaela Halatyn Reanna Lancaster Elaine Jennings William Walter Heather Wilson Marissa Freitas Windows Hanna Harrison Alyssa Fong Haley Walker James Wilcox White Board Natalie Duong Peter Snelgrove Mia Convery Luis Angel Ortega Athena Bolin Vanessa Villavicencio Sebastian Posada Reagan Mszanowski Jodi DeMassa Computer Desk Fernando Torres-Tapia Morgan Matthews Genesis Arreola Diana Cruz Santiago Joseph Phan Bookshelf Table White Board

3. Homework for the Week • Monday 8/19 • Binder • Signed CIS: due Friday • Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. • Elizabeth.Gabriel@mvla.net • Include your full name and class period in the subject line of the email! • *Optional decorated 3x5 card • Tuesday 8/20 • *Same as Monday • Block Day 8/21 & 8/22 • *Same as Monday • Friday 8/23 • Cornell Notes pgs 42-45 *Don’t forget to refer to the rubric!

4. Agenda: Monday 8/19/13 • Seats • Introduction and brief overview of class • Rules & Class Structure • Expectations • Activity (if time) • Homework: • Binder • Email Me • Signed CIS: due Friday • *Optional decorated 3x5 card

5. Mrs. Gabriel’s Class Welcome & Introduction

6. Class Schedule & Help/Makeup Work • 1st Period- AP Psych • 2nd Period- AP Psych • 3rd Period- Prep • 4th Period- AP Psych • 5th Period- US History • 6th Period- US History • 7th Period- Prep • Make an appointment • Revisions are encouraged • Test Corrections • There will be ½ credit test corrections available. However, they must be completed in my classroom on specifically designated days. We will talk about this more later.

7. Food? • Food and drinks are okay as long as you clean up after yourself!

8. Attendance/Participation • “on time, one at a time” • Participation and class work is essential for success in this course. • If you are tardy or absent, you obviously cannot participate. • RESPECT!

9. Cell Phones& Music? • Texting in class • Phone goes to the office • Phone rings in class • Treats to the class • -or- • Phone goes to the office • Your headphones should never be in your ears. Once in awhile we will have quiet work time, I will explicitly give you permission to listen to music on such rare occasions.

10. Bathroom Policy • Quietly, leave your phone in the box by the door. • One at a time • If you forgot your phone or do not have one, please tell me. • You have 5 minutes to use the restroom

11. Course Information Sheet

12. Help, Homework, Miscellaneous? http://www.mvla.net/teachers/ElizabethG/Pages/default.aspx https://sites.google.com/site/mrsgabrielmvhs/

13. Organizational Tips • Binder • You may share this with another class, but please have dividers for the following: • Handouts • Class Notes/Work • Completed work: this will be returned to you after it’s been graded. Keep this work because the information in class is cumulative and you will want it to study later. • Bring your agenda planner to school everyday. • Leave your textbooks at home  • Vocabulary: See Glossary for terms (also available online) • ~Weekly vocabulary quizzes will occur • Definition & a content specific sentence is required for credit.

14. 3x5 Cards: *Optional: You may take the card home to decorate the back, due by the end of the week.

15. Activity • The Founding of the Nation Pre assessment 

16. Agenda: Tuesday 8/20/13 • Homework Reminder • HOT ROC-Why do we study history? • Cornell Notes Rubric • Read and take notes on section 1.2 (only pages 6&7). • Check for understanding activity • Checklists and glossary, add the founding ideals

17. Unit 1: The Founding of the Nation

18. Homework Reminder • Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. • Elizabeth.Gabriel@mvla.net • Buy a binder. • CIS • 3x5 Card

19. What are the key expectations of US History notes? • Cornell Notes • Always include a summary. • The summary should include an analysis of the section. • Analysis:

21. Title: Chapter, section, date Vocab, Key Terms, Questions, Dates Summary/Analysis

22. Cornell Notes: 1.2 History: The Past and the Stories We Tell About It • #1 on your notebook checklist • Get a textbook from the bookshelf • History Alive! • Cornell Notes on 1.2 • Chapter 1 • Section 2 • *ONLY pages 6&7 • Include a summary/analysis • Compare & contrast notes and summary with your neighbors. *Use the rubric!

23. Check for Understanding • Identify which of the following items are primary and secondary sources:

25. Agenda: Block Day 8/21 & 8/22 • HOT ROC • US History Glossary • Colonialism overview & categorization activity • Colonial region project • Homework • Get CIS Signed • Colony Advertisement

26. HOT ROC: Why did the colonists come to the Americas? #2 in your checklist. What role did these play in American colonialism? • Age of Discovery / Age of Exploration • Columbian Exchange • Slave Trade

27. US History Glossary • The Founding Ideals • Get a textbook • Quietly read section 2.2- you do not have to take notes • Write your name at the top of your glossary! • Do not lose this document.  • Under the term “Equality” write your own definition and make a connection to history based on your reading of section 2.2 and the example on the glossary. • Be Specific • With a partner, divide up sections 2.3, 2.4, 2.5, & 2.6, read and fill out the appropriate glossary boxes.

28. Early Immigrants *Add notes to the bottom of your HOT ROC • First colonists land at Jamestown 1607 • Review- What is a pilgrim? What is a Puritan? • Pilgrims arrive 1620, sign the Mayflower Compact- 1st local government in the colonies

29. Why Colonization? • Incentives for Colonization: • Costly European Wars • Religious Strife • Protestant Reformation • Countryside Economic Changes • Industry & Scarcity of land • Results of “Discovery”: • Disease, Slavery, and Genocide of natives (~ 1-8 million deaths) • Began the gradual removal of the indigenous Americans • 500 years of European conquest in the Americas

30. Colonial Region Project: Activity Overview • Divide into groups of six • Documents- Please be careful with the documents, do not write on them, I will use them in other classes today and on Friday • To do today: • As a group, divide up and read each document • Create and complete the graphic organizer as you read and report out the documents to your group members • Use the graphic organizer to help summarize/analyze your colonial region • Homework (you may start in class if you finish the graphic organizer early) • Create an advertisement for the colonial region • 8.5 x 11 printer paper • Evaluation Criteria • Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region • Advertisement addresses BOTH Social/Political AND Economic factors • Presentation cites specific evidence from ALL FIVE DOCUMENTS • CIS signature

31. Graphic Organizer

32. Agenda: Friday 8/23/13 • Homework: collect CIS • HOT ROC • Time to finish colony image • Colonial Region Presentations • POV Activity (if time allows) HW: Read and Cornell Notes on p.42-45

33. HOT ROC: • Identify the social, political, and economic reasons that the colonists came to America. (make a thesis statement) • *Use directive word sheet

34. Time to Finish Colonial Region Presentation • Get back in your group. • Compare/Contrast each visual and choose the image that most accurately addresses the evaluation criteria: • Advertisement demonstrates clear understanding of the key features and factors offered by the colonial region • Advertisement addresses BOTH Social/Political AND Economic factors • Presentation cites specific evidence from ALL FIVE DOCUMENTS • Make a larger group with the students who had the same region as your group. Compare/contrast again. The best visual will be presented to the class.

35. Colonial Region Presentations • As students are presenting their colonial region, take notes. At the end of each presentation, there will be time allowed to answer the following questions: • What factors would bring people to the Colonies? Is the factor Social/Political, or Economic? • What type of person might consider immigrating to this Colony? • What American ideals are already being fostered in these Colonies?

36. Point of View Activity: Class Discussion Where would the following individuals want to live? Why? • Opportunity: Poor farmer who wants his own land to make a better life for himself • Liberty: Catholic nun who lives in Protestant Germany but wants to be able to worship in the way that she believes God intended • Equality: Puritan minister who has hidden his practice while living in France and wants to be treated the same as other people • Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king • Rights: Prisoner who wants to regain rights he had before he was arrested

37. Homework Reminder: Cornell Notes on Pgs 42-45