Unit 1: The Founding of the Nation

Agenda: Tuesday 8/14/12

1. Homework Reminder2. HOT ROC-Why do we study history?3. Cornell Notes Rubric4. Read and take notes on section 1.2 (only pages 6&7). 5. Check for understanding activity6. Checklists and glossary, add the founding ideals

Homework Reminder• 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

• Buy a binder. • Writing Activity• Written opinion – What are the strengths and weaknesses of the

United States?• ¾ - 1 page in clear sentences, with paragraphs and examples if

you’re able to do that.

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:

Chapter:Section:

Date:

Question/Main Ideas/Vocab

Notes/Answers/Definitions/Examples/Sentences

Key Terms Academic VocabularyKey PeopleQuestionsDates & EventsAdditional Notes

Summary At the end of each section, use the information from your notes to write a complete summary for the section. Be sure to begin each summary with a topic sentence & use quality details & proper grammar to summarize & analyze the section.

Vocab, Key Terms, Questions, Dates

Title: Chapter, section, date

Summary/Analysis

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

Check for Understanding• Identify which of the following items are primary and

secondary sources:

Agenda: Block Day 8/15 & 8/16

1. Homework: collect writing prompt2. HOT ROC 3. US History Glossary4. CIS5. 3x5 Cards6. Colonialism overview & categorization activity7. Colonial region project8. Homework

1. Get CIS Signed2. Colony Advertisement

HOT ROC: Why did the colonists come to the Americas?#2 on your notebook checklistDiscuss and record how each term relates to American colonialism. • Age of Discovery• Cash Crops: ex. Rum & Cotton• Columbian Exchange• Disease• Enclosure Movement• Enlightenment• Natural Rights (Locke)• Protestant Reformation• Puritans• Slave Trade

How has Church Doctrine Changed over time?

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.

Course Information Sheet• Read at home, print, and sign your name• Have your parent or guardian do the same

3x5 Cards• Fill out 3x5 Cards: Name, Correct, Attempted, Pass, & Cell

Phone #

Correct

Attempted

Pass

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

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

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• Fill out 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

Graphic OrganizerDocument 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?

Doc 1

Doc 2

Doc 3

Doc 4

Doc 5

Agenda: Friday 8/17/12

1. Homework: collect CIS2. HOT ROC3. Time to finish colony image4. Colonial Region Presentations5. POV Activity (if time allows)6. Start HW questions

HOT ROC: Prioritize the Founding Ideals • Prioritize the 5 ideals in the order of importance to you.• What are things that threaten these ideals?• Would the order of the list be different for the country in

general (instead of you personally)?• Stand up/Sit down activity

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.

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?

Point of View Activity: Class DiscussionWhere 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

Homework: Reading and Questions: Pgs 42-451. According to “due process of law” can a person have their house

seized by the king for no reason?2. Who decides on taxes for British citizens?3. Which document states that British people have due process of

law?4. The English Bill of Rights was created after what event? What are 2

rights given to citizens in the bill of rights?5. True or False – Virginians resented the House of Burgesses because

it’s representatives were selected by the British government.6. What was the Albany Plan and did it succeed?7. Why did Roger Williams found the colony of Rhode Island?8. Would a Jewish person be better off living in colonial Maryland or

colonial New Jersey?9. What idea did the Zenger trial promote?10. What was the Great Awakening? How does it connect to the

American Revolution?