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Homework for the Week

Homework for the Week. Monday 8/19 Binder Signed CIS: due Block Day Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. Madeline.Miraglia@mvla.net Tuesday 8/20 *Same as Monday Block Day 8/21 & 8/22 Finish up colonial image Friday 8/23

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Homework for the Week

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  1. Homework for the Week • Monday 8/19 • Binder • Signed CIS: due Block Day • Email 1 thing you wish I knew about you this first week. If no email, stop by or leave me a note. • Madeline.Miraglia@mvla.net • Tuesday 8/20 • *Same as Monday • Block Day 8/21 & 8/22 • Finish up colonial image • Friday 8/23 • Cornell Notes pgs 42-45 *Don’t forget to refer to the rubric!

  2. 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

  3. 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

  4. Unit 1: The Founding of the Nation

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

  6. 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:

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

  8. 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!

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

  10. 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

  11. 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

  12. 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.

  13. 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

  14. 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

  15. 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

  16. Graphic Organizer

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

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

  19. 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.

  20. 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?

  21. 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

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

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