Mrs. Moore - American History 2013 - 2014
e-mail: [email protected]
Textbook Website: http://glencoe.mcgraw-hill.com/sites/0078652774/
Lessons for August 19 - September 6, 2013 Early Americans Unit
Week of September 9-13
Monday September 9:
BELL RINGER:
“Incidentally, the long-held idea that spices were used to mask rotting food doesn't stand up to
much scrutiny. The only people who could afford most spices were the ones least likely to have
bad meat, and anyway spices were too valuable to be used as a mask.”
― Bill Bryson, At Home: A Short History of Private Life
1.
2.
3.
4.
Restate the QUOTE.
Example: Gerald White Johnson, an American author, once said, “…..”
Tell what you think the quote MEANS.
Elaborate on what you think the quote MEANS.
Tell what you think is the MESSAGE for students of history.
LESSON:
1 minute conversation about the spice trade.
Notes/Drawings: Why did the Europeans risk so much to find a new route to Asia?
Tuesday September 10:
BELL RINGER: Read the following information about Marco Polo and Christopher Columbus.
1. What do you think was the purpose of Marco Polo's trip and the travel journal he wrote:
Travels?
2. What do you think he thought about the Chinese?
3. Why do you think Columbus was so interested in Polo's Travels?
LESSON:
Review notes from yesterday with drawing of an explorer ready to go!
Christopher Columbus article from www.history.com - the good and the bad.
BrainPOP video with fill in the blank of Christopher Columbus.
Wednesday September 11:
BELL RINGER: Timeline: http://www.history.com/videos/911-timeline#911-timeline
(timeline of events in NYC only)
8:46 AM 9:03 AM 9:59 AM 10:28 AM 5:20 PM 7:45 PM 10:56 PM -
Lesson: Video - Terrorism and the United States.
Write down 20 words that you see, hear, feel or think about while watching the terrorism
video. After the video, we will make a wordle of the class words. The more students that use
the same word, the larger the word will appear in the wordle.
HOMEWORK: 9-11 One sentence memory on 3 x 5 index card. Ask a parent or other adult (25
years or older) to describe their memory of 9-11 - where were they? what did they do? how did
they feel?
2nd period wordle:
3rd period wordle:
5th period wordle:
6th period wordle:
Thursday September 12: Pep Rally Today!
Bell Ringer: Make sure you have all the blanks filled in for BrainPOP Columbus - use the answer
key on the overhead.
Lesson: Short Video: http://www.history.com/topics/christopher-columbus/videos#columbusquest-for-gold
Add information to the T-chart on the back of the fill in the blank sheet with the positive and
negative traits of Columbus and the positive and negative effects of his discovery of the New
World.
Group/Partner Work: Read article about Columbus and fill in the chart with EVIDENCE from
BrainPOP, the Video or the Article.
Friday September 13:
Bell Ringer: Draw the Columbus Coat of Arms:
As a reward for his successful voyage of discovery, the Spanish sovereigns granted Columbus
the right to a coat of arms. According to the blazon specified in letters patent dated May 20,
1493, Columbus was to bear in the first and the second quarters the royal charges of Castile
and Léon—the castle and the lion—but with different tinctures or colors. In the third quarter
would be islands in a wavy sea, and in the fourth, the customary arms of his family.
The earliest graphic representation of Columbus' arms is found in his Book of Privileges and
shows the significant modifications Columbus ordered by his own authority. In addition to the
royal charges that were authorized in the top quarters, Columbus adopted the royal colors as
well, added a continent among the islands in the third quarter, and for the fourth quarter
borrowed five anchors in fess from the blazon of the Admiral of Castille. Columbus' bold
usurpation of the royal arms, as well as his choice of additional symbols, help to define his
personality and his sense of the significance of his service to the Spanish monarchs.
http://www.loc.gov/exhibits/1492/columbus.html
Lesson: Continue with T Chart of Positive and Negative Traits, Actions and Effects of Actions.
Add notes from the Columbian Exchange BrainPOP video.
Was Columbus a hero or a villain? Prepare Prewriting for essay.
Introduction - State the topic - hero or villain - controversy
Paragraph 1: Two pieces of evidence that he was a hero
Paragraph 2: Two pieces of evidence that he was a villain
Paragraph 3: Two pieces of evidence that the effects were positive
Paragraph 4: Two pieces of evidence that the effects were negative
Conclusion: Tell what you think - based upon the evidence - hero or villain?
Week of September 16-20
Constitution Week
Monday September 16:
Bell Ringer: James Madison Quote.
"A well-instructed people alone can be permanently a free people"
ESSAY - Was Columbus a hero or a villain? Use prewriting plan. Turn in essay with plan and
evidence.
Tuesday September 17:
Bell Ringer: 5 facts about James Madison - Father of the Constitution. Use information from the
James Madison book on the overhead. (Part of the Presidents book series).
Constitution Activities in Groups - STARS of 5 important parts, stickers, chains, strips, and A-Z of
Constitution.
Wednesday September 18:
Bell Ringer: The Bill of Rights. Restate each in your own words.
1. Columbus Essays - finish from Monday, Complete 2-1 and 2-2 questions on own.
2. Last 15 minutes: Finish Constitution Activities.
Constitution A-Z Due on MONDAY if you do not finish it in your group today.
Thursday September 19:
Bell Ringer:
Checks and Balances. Draw the general diagram - the arrows are the most important showing
the check and balances each branch has on the other branches.
European Explorers: Draw Map and take Notes on the explorers.
Friday September 20:
Bell Ringer: "Scene at the Signing of the Constitution of the United States"
by artist Howard Chandler Christy.
List 5 historical facts the artist needed to know before creating this painting.
Lesson: Exploring the New World.
1.
2.
3.
4.
Read together about the Spanish explorers.
Underline the main points and discuss the main idea of the text.
Draw a picture that portrays the main idea of the text.
In groups, read the text you are given and underline and discuss the main idea of the
text - (Spanish Rule, Church Divided, Northwest Passage, The French, The Dutch, or The
English)
5. Write the main idea on the back of the passage.
6. Prepare a picture that portrays the main idea of the text.
7. Prepare a presentation to teach the class the main idea.
Week of September 23-27
Monday September 23:
Bell Ringer:
One of the Jamestown colonists explained that the colonists often avoided work when
"our people were fed out of the common store, and labored jointly together."
Once the colonists could farm their own land, they had greater success.
Lesson: Group Presentation - listen and learn from each group and draw the main idea picture
they present.
Tuesday September 24:
Bell Ringer:
Read this information about Roanoke. Then, look in your book and answer these two questions:
1. What was the name of the baby girl that was born?
2. What was the only thing left of the Lost Colony that gave a clue to what happened?
3. Now, watch this short video and then tell what you think happened to the colonists?
http://www.history.com/videos/mystery-roanoke#mystery-roanoke
Lesson:
Finish 2-1 and 2-2 questions.
Fill in the blank and short answer questions from The European Explorers map and notes and
book.