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Unit 1: The Founding of the Nation

Unit 1: The Founding of the Nation. Agenda: Tuesday 8/14/12. 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.

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Unit 1: The Founding of the Nation

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  1. Unit 1: The Founding of the Nation

  2. Agenda: Tuesday 8/14/12 • 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

  3. 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.

  4. 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:

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

  6. 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

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

  8. Agenda: Block Day 8/15 & 8/16 • Homework: collect writing prompt • HOT ROC • US History Glossary • CIS • 3x5 Cards • Colonialism overview & categorization activity • Colonial region project • Homework • Get CIS Signed • Colony Advertisement

  9. HOT ROC: Why did the colonists come to the Americas? #2 on your notebook checklist Discuss 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

  10. How has Church Doctrine Changed over time?

  11. 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.

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

  13. 3x5 Cards • Fill out 3x5 Cards: Name, Correct, Attempted, Pass, & Cell Phone # Correct Attempted Pass

  14. 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

  15. 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 Why Colonization?

  16. 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

  17. Graphic Organizer

  18. Agenda: Friday 8/17/12 • Homework: collect CIS • HOT ROC • Time to finish colony image • Colonial Region Presentations • POV Activity (if time allows) • Start HW questions

  19. 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

  20. 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.

  21. 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?

  22. 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

  23. Homework: Reading and Questions: Pgs42-45 • According to “due process of law” can a person have their house seized by the king for no reason? • Who decides on taxes for British citizens? • Which document states that British people have due process of law? • The English Bill of Rights was created after what event? What are 2 rights given to citizens in the bill of rights? • True or False – Virginians resented the House of Burgesses because it’s representatives were selected by the British government. • What was the Albany Plan and did it succeed? • Why did Roger Williams found the colony of Rhode Island? • Would a Jewish person be better off living in colonial Maryland or colonial New Jersey? • What idea did the Zenger trial promote? • What was the Great Awakening? How does it connect to the American Revolution?

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