Opener: Review the New World scale and rate your current level of understanding on page #3 of your history folder.
***New World Unit Quiz on Thurs/Fri. Study assignments 4-10, focusing on #'s 4, 9, & 10.
1. Wrap up the #9 European Exploration Policies lesson.
2. Columbian Exchange #10:
A. Read Columbian Exchange on AHON 40-41 and do the Chart skills activity.
B. Watch "The Columbian Exchange: Crash Course in World History." Divide your paper into 4 sections: head the rows "good" and "bad." Label the columns "from New World" and "from Old World." Take notes on the good and bad effects of item transported to the new world and from the new world.
C. Do the Columbian Exchange Document-Based Assessment on page 61, questions 1-3.
Thurs/Fri, Sept 10 & 11
***Open House, Thursday, Sept. 10, 6-8:15 pm
Opener: "Gold, God, Glory.” What do you think this phrase has to do with European exploration? Answer this on the back of #9
1. European Exploration Policies Chart Jigsaw #9: Compare and contrast motivations and results of exploration in the Americas of different European countries. Use the chart to record what you learn about each country and then answer the comparison questions.
(If you are absent, read Ch 2.2 Spain's Empire and fill in the Spain column of the chart below. You'll get the information for the other columns in class when you return.)
Opening Activity: List 5 things that you now know about Columbus.
1. Columbus et al. Mock Trial #7: Go to the TreeOfEd website, New World Unit, Module 4: Scroll down to the "The People v. Columbus, et al":
- Finish taking notes about each groups accusations. Decide which group(s) your think is most responsible for the Taino slaughter and plan to explain why. Back up your reasoning with evidence from the readings.
- Meet with the other students who had the same role as you and make sure that you all have and understand the same evidence.
- A class wide trial/debate will follow.
2. Columbus: Who Dunnit? #8 From your modern day, personal point of view, who is (are) responsible for the slaughter of the Taino Indians? You can pick more than one guilty party. Make sure that you support your answer with evidence from the readings and class debate. Due next class period.
Monday, Sept 7: No School Labor Day
1. Wrap up Centennial "Lame Beaver" chapter book chat. #5
2. Lame Beaver Paragraph HW is due. #6
3. Christopher Columbus intro video
4. Columbus et al. Mock Trial #7: Go to the TreeOfEd website, New World Unit, Module 4: Scroll down to the "The People v. Columbus, et al": Read the Part 1 intro article and then set up your paper with the six boxes as shown on my classroom whiteboard. Read the Part 2 information for each person or group that is accused of the crime and and take notes on your paper. You are preparing for a trial.You will be defending one group (that your teacher assigns to you) and accusing the others of the crime. You need to gather evidence to help you with your defense and accusations. A class wide debate will follow.
1. Yearbook Photo day
2. Centennial "Lame Beaver" chapter book chat. #5
- Each person shares their mini-story with their group, 4 minutes max
- Take notes on the other mini-story presentations
- Goal of mini-story
- Fact about life in the story setting. (ex. Housing, transportation, food, language, etc.)
- Discuss after every story has been shared. Which story
- Was the most interesting
- Had the hardest goal to achieve
- Likely has the biggest impact on the future of the Arapaho tribe
3. Lame Beaver Comparison Paragraph #6, Finish for HW, Due Wed/Thurs
- Compare Lame Beaver’s life to the life of an average person living in America today. What was easier, what was more difficult?
Yearbook photos will be take on Tues/Wed, September 1 & 2
1. Finish reading your Lame Beaver mini-story and answer the goal questions
2. Meet with the other people who read your mini-story and compare/edit answers
3. Chart HW Due!
Examine the painting below and use your #4 HW Native American Culture Regions Chart to answer the culture regions image questions:
- Which two Culture Regions are represented in the painting? How do you know? *Write 2 claim statements with at least 2 supporting detail sentences each.
Thurs/Fri, Aug. 27 & 28
1. Bellwork: What is a culture group?
2. Finish the Centennial novel introduction powerpoint.
3. Read assigned Centennial mini-story from chapter 4 "The Many Coup of Lame Beaver" and answer the goal questions. #5
***If you are interested in reading more of Centennial by James Michener, hard copies and e-books are available on the Amazon.com, Audible.com, Seminole County Public Library, and local bookstores.
4. If finished early, Work on Cultures Chart HW that's due Monday, or read other Lame Beaver mini-stories that were not assigned to you.
1. Due: Syllabus signed by parent. Class supplies/folder decoration past due.
2. Bellwork: Finish up the Native People image from Monday. #3 back (see image below)
3. Textbook checkout: America History of Our Nation. This book stays at home for the remainder of the school year.
4. Centennial novel introduction
5. Beringia Land-bridge #4 back
AHON Ch 1.1 Earliest Americans, Pages 6-7
Read the “Land-Bridge Theory” section and Examine “The First Americans Arrive” map.
Answer MapMaster questions a & b on page 7. Write your answers on the back of #4 Chart
6. HW: Cultures of North America Chart #4. Use the textbook to complete this assignment. Due Monday. (Click to see worksheet)
1. Class supplies (folder, paper, pencil) due for a grade. Folder should be decorated by today.
2. Review course syllabus (signed by parent by Wednesday) and distribute the community service record sheets.
3. Review the New World Unit scale and rate your current knowledge of the topics. #3
4. Native Peoples images #3 back: Identify 5 things in this image. Then make one claim about the people.