9/30 & 10/1_Native American Interactions in the Middle Colonies and Establishing the Southern Colonies

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT use secondary sources to describe the development of democratic practices in the Middle Colonies and the establishment of the Southern Colonies.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• How did settlers in the Middle Colonies interact with Native Americans?
• What democratic practices existed in the Middle Colonies?
• How were the Southern Colonies established?

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AGENDA

• S7. Middle Colonies: Native American Interactions
• How did settlers in the Middle Colonies interact with Native Americans?
• S8. Middle Colonies: Government and Democracy
• What democratic practices existed in the Middle Colonies?
• S9. Southern Colonies: Settlement
• How were the Southern Colonies established?

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S7. Middle Colonies: Native American Interactions

• IMAGE ANALYSIS: 

William Penn Gets a Land Grant from Charles II

• William Penn gets a land grant from Charles II. By the time his father died in 1670, William Penn the Younger had adopted the Quaker beliefs wholeheartedly and had made peace with his father and his father's friends, Charles II, and James, Duke of York. 
• Although he disagreed with Charles on many issues, Penn refused to abandon his personal friendship with the king. Because the Quakers were increasingly being persecuted, however, Penn asked Charles for a grant of land on which he could found a colony where Quakers might freely exercise their religion. 
• Using as an excuse a debt owed to the estate of Penn's father and arguing privately to the King that by so doing, he could rid the land of a troublesome group of citizens, Charles granted Penn the land between New York and Lord Baltimore's Maryland grant. 
• Unlike earlier charters, though, the land grant did not stretch from sea to sea but ended at the Delaware River. 
• One interesting note about this painting is Penn's wearing a hat in the king's presence. Quakers refused to uncover their heads before superiors on the belief that only God was their superior.

• THINK-PAIR SHARE: 
• Consider the title of Section 7: Native American Interactions. How does this image relate to the title of this section and the focus question?

• GUIDED READING: 
• S7. Middle Colonies: Native American Interactions

• THINK PAIR SHARE: 
• respond to the FOCUS QUESTION FOR THIS SECTION (pg 52)
• How did settlers in the Middle Colonies interact with Native Americans?

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S8. Middle Colonies: Government and Democracy

• WHOLE CLASS:
• video: Jewish Pioneers (5:00)

• PARTNERS:
• read aloud S8. Middle Colonies: Government and Democracy

• THINK PAIR SHARE:
• respond to the FOCUS QUESTION FOR THIS SECTION (pg 52)
• What democratic practices existed in the Middle Colonies?

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S9. Southern Colonies: Settlement

• WHOLE CLASS:
• video: Maryland - The Proprietary Colonies (2:45)
• video: Building Jamestown (2:50)
• video: The Origins of the Carolinas (0:45)
• video: A Royal Charter for Georgia (2:30)

• PARTNERS:
• read aloud S9. Southern Colonies: Settlement
• complete graphic organizer (pg 48)
• COMPARISON CHART: SOUTHERN COLONIES

• THINK-PAIR-SHARE:

• respond to the FOCUS QUESTION FOR THIS SECTION (pg 52)
• How were the Southern Colonies established?

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EXIT TICKET

9/26 & 9/27_The New England and Middle Colonies

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT use primary and secondary sources to analyze life for early settlers and compare/contrast life in the New England and Middle colonies.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• S2. How did the geography of the New England Colonies affect how people lived?
• S3. How did the colonists in the New England colonies interact with Native Americans?
• S4. What democratic practices were formed in colonial New England?
• S5. What were the important politics and religions of the settlers of the Middle Colonies
• S6. How did the geography of the Middle Colonies affect life in the region?

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Agenda

• S2. New England Colonies: Geography and Trade 
• discuss responses to Cause / Effect Chart (pg 45)
• S3. New England Colonies: Native American Interactions
• video: The Pequot War (2:00)
• Pequot War
• King Phillip's War
• discussion: mapping the New England Colonies and the Middle Colonies
• S4. New England Colonies: Government and Democracy
• S5. Middle Colonies: Settlement
• S6. Middle Colonies: Geography and Trade

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Whole Class:

• video: The Pequot War (2:00)
• guided reading: S3. New England Colonies: Native American Interactions

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Partners:

• read aloud S4. New England Colonies: Government and Democracy
• complete Problem / Solution Chart (pg. 46)
• Use the chart to analyze the political problems of the New England Colonies and their solutions.

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Whole Class

• video: The Middle Colonies (4:00)
• read S5. Middle Colonies: Settlement
• What were the important politics and religions of the settlers of the Middle Colonies?
• video: William Penn (3:20)

GREASES --- MIDDLE COLONIES

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Partners:

• read S6. Middle Colonies: Geography and Trade
• add any information found in Section 6 to your MIDDLE COLONIES --- GREASES chart

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 EXIT TICKET: 

9/25 & 9/26 New England Colonies: Native American Interactions

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT analyze the relationship of between colonists and Native Americans in the New England colonies.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• S2. How did the geography of the New England Colonies affect how people lived?
• S3. How did the colonists in the New England colonies interact with Native Americans?

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Agenda

• CNN 10
• discuss S2. New England Colonies: Geography and Trade
• read aloud (whole class) paragraphs 1 and 2 of S3. New England Colonies: Native American Interactions
• read aloud (partners) S3. New England Colonies: Native American Interactions

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• Whole Class:

• read aloud

• The Pequot War (2:00)

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• Partners:

• read S3. New England Colonies: Native American Interactions
• respond to S3 Focus Question on pg. 51

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EXIT TICKET: 

• How did the colonists in the New England colonies interact with Native Americans?

9/19 & 9/20

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT analyze and describe the geography of the New England Colonies and its impact on how people lived.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• How did location affect daily life in the New England, Middle, and Southern colonies
• How were the New England Colonies established?
• How did the geography of the New England Colonies affect how people lived?

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Agenda

https://app.discoveryeducation.com/learn/home

• Assessment: Three Cultures Meet
• Introduction: Three Colonial Regions

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• Whole Class:
• Introduction: image analysis

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• Partners:
• read S1 - New England Colonies: Settlement
• complete Outline Map (p44)

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EXIT TICKET: 

• complete Outline Map (p44)
• answer Section 1 Focus Question

Wednesday, 9/18

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT consider the ways in which interaction among European, African, and Native American cultures shaped early American history.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• How did Spain and Portugal divide the “New World” that they found?
• How did Holland and England divide the “New World” that they found?
• How did European colonists meet the need for labor?
• How did the slave trade function?

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Agenda

• CNN 10

• https://app.discoveryeducation.com/learn/home

1. complete Explorers Graphic Organizer (pg. 31-32)
2. respond to all Focus Questions (pg. 37-38)

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9/16 & 9/17_ Triangular Trade

DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT analyze and describe the claiming of American lands by European powers and consider the impact of triangular trade.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
• How did Spain and Portugal divide the “New World” that they found?
• How did Holland and England divide the “New World” that they found?
• How did European colonists meet the need for labor?
• How did the slave trade function?

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Agenda

https://app.discoveryeducation.com/learn/home

• 3.9 Competing for Land: Spain and Portugal
• 3.10 Competing for Land: Holland and England
• 3.11 The Beginning of the Slave Trade
• 3.12 The Slave Trade and Triangular Trade

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1. video Exploring the Coastlines (1:20)
2. read 3.9 Competing for Land: Spain and Portugal
3. respond to Focus Question (pg 37):
• How did Spain and Portugal divide the "New World" that they found?

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1. video The Social Divide in Jamestown (5:10)
2. read 3.10 Competing for Land: Holland and England
3. respond to Focus Question:
• How did Holland and England divide the "New World" that they found?

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1. video The Evolution of Labor Systems (6:10)
2. read Section 3.11 Beginning of the Slave Trade
3. respond to Focus Question:

• How did European colonists meet the need for labor?

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1. video The Triangle of Trade: Slavery Becomes an Industry (1:40)
2. read: Section 3.12 Triangular Trade and the Slave Trade
3. respond to Focus Question:

• How did the slave trade function?

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EXIT TICKET: 

9/12 & 9/13 The Columbian Exchange

• 9/12 & 9/13 The Columbian Exchange
• DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT analyze and describe the impact of European exploration on native peoples in the Americas.
• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
• Essential Question: How did interaction among European, African, and Native American cultures shape early American history?

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• 
  
• Agenda
• 3.5 Henry Hudson and the Northwest Passage
• 3.6 Conquering the American Empires
• 3.7 Native American and European Interactions
• 3.8 The Columbian Exchange

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• Henry Hudson's Explorations video (3:00 min)
• read: Section 3.5 Henry Hudson and the Northwest Passage
• Graphic Organizer: Comparison Chart (pg. 31-32)
• 
  
• 
  
• 
  

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• 
  
• Pizarro in the Empire of Gold (7:00)
• 3.6 Conquering the American Empires
• Graphic Organizer: Change Over Time (pg 33)
• 
  
• 
  
• 
  

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• 
  
• European and Native American Interactions video (3:00 min)
• read: Section 3.7 Native American and European Interactions
• Graphic Organizer: Comparison Chart (pg. 34)
• 
  
• 
  
• 
  

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• Consequences of Colonization (3:00)
• read: Section 3.8 Columbian Exchange
• 
  
• 
  
• 
  
• 
  

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• EXIT TICKET: 
• What was the Columbian Exchange? Describe the positive and negative aspects of the Exchange.

9/11_Early Expeditions of the Americas

• DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT describe the early expeditions of the Americas sponsored by different European powers.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Questions: 
  • What early expeditions explored the Americas?
  • How did the English get more involved in the exploration of the “New World”?

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Agenda

• CNN 10
• 3.4 The Americas and Beyond
• What early expeditions explored the Americas?
• 3.5 Henry Hudson and the Northwest Passage
  • How did the English get more involved in exploration of the “New World”?

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1. read: Section 3.4 The Americas and Beyond
2. Graphic Organizer: Comparison Chart (pg. 31-32)

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1. Henry Hudson's Explorations video (3:00 min)
2. read: Section 3.5 Henry Hudson and the Northwest Passage
3. Graphic Organizer: Comparison Chart (pg. 31-32)

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EXIT TICKET: 

How did the English get more involved in the exploration of the “New World”?

9/9 & 9/10_European Exploration

• DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT describe the early explorations of the Americas.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Question: How did interaction among European, African, and Native American cultures shape early American history?

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Agenda

• Introduction - Contact & Exhange
• 3.1 Reaching the Ends of Earth
• 3.2 Tools of Travel
• 3.3 Finding the Americas
• Graphic Organizer: Comparison Chart (pg. 31-32)

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1. video: The Space Race (2:40min)
2. read: Introduction: Contact & Exchange

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1. Portuguese Explorers video (5:30 min)
2. read: Section 3.1 Reaching the Ends of Earth
3. Graphic Organizer: Comparison Chart (pg. 31-32)

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1. video: Navigational Tools (4:45)
2. read: 3.2 Tools of Travel
3. Question #2 (pg 36) What technical innovations led to an increase in exploration?

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1. video: Vasco Nunez de Balboa(1:45)
2. read: 3.3 Finding the Americas
3. Graphic Organizer: Comparison Chart (pg. 31-32)

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EXIT TICKET: 

How did European explorers find the Americas?

9/5 & 9/6_Cultures Meet in America (African & European Peoples)

• DO NOW: in your composition book, copy and annotate the lesson objective.

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• Objective: SWBAT analyze causes and consequences of trade between West Africa and Europe, including the establishment of the slave trade.

• Standard: CA.HSS.8.1 - Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

• Essential Question: In what ways were the cultural traditions of Native Americans, Europeans, and West Africans alike and different?

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Agenda

• Section 8 AN AGE OF IDEAS
• GREASES graphic organizer (ISR pg. 20)
• Section 9 THE REFORMATION AND THE COUNTER-REFORMATION
• Venn Diagram --- Catholic//Protestant (pg. 21)
• Section 10 TWO AFRICAN KINGDOMS
• Section 11 DAHOMEY SOCIETY & CULTURE
• Section 12 ASANTE SOCIETY & CULTURE
• Venn Diagram --- Dahomey//Asante (pg. 22)

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1. video: Gutenberg's Printing Press and the Spread of Ideas (2:40min)
2. video: Renaissance Humanism, Reason, and Art (1:30 min)
3. read: Section 8 AN AGE OF IDEAS
4. complete GREASES graphic organizer (pg. 20)

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1. Criticism of the Church: Martin Luther's Ninety-five Theses video (1:45 min)
2. read: Section 9 THE REFORMATION AND THE COUNTER-REFORMATION
3. Venn Diagram --- Catholic//Protestant (pg. 21)

The painting, Martin Luther (1483-1546) Translating the Bible, Wartburg Castle, 1521 by Eugene Siberdt.

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1. map: West African Kingdoms and Empires Around 1600
2. read: Section 10 TWO AFRICAN KINGDOMS
3. complete Venn Diagram --- Dahomey//Asante (pg. 22)

West African Kingdoms and Empires Around 1600

The Asante and Dahomey kingdoms were major traders in West Africa and major sources of the enslaved people who were shipped to the Americas.

The King of Benin and his retinue, as depicted in a 1686 European print. At the head of the procession are chained leopards, symbols of the Benin state in southwestern Nigeria. The wealth created by the trade in gold, and in slaves who provided the labor for extracting the gold, enabled kings such as this one to build substantial cities and states. The kingdom of Benin reached its height at the time the first Portuguese visited the city in 1486. Because of its proximity to the coast and early contact with Europeans, Benin is one of the best-documented forest kingdoms of Africa.

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1. images: Female Dahomey Soldiers & Voodoo Art
2. video: The Dahomey Mothers, the all-female army trained to kill (2:00 min)
3. read: Section 11 DAHOMEY SOCIETY & CULTURE
4. complete Venn Diagram --- Dahomey//Asante (pg. 22)

Female Dahomey Soldiers

 This painting of the fierce Mino soldiers decorated a wall of the Dahomey royal palace.

Voodoo Art

This statue represents the spirits of the Woman, the Snake, and the Ocean. Enslaved Africans brought their magical religion with them to the Americas, where it blended with other influences.

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1. image: Palace of the King of Asante, 19th Century & The Coming of the Asante Golden Stool
2. video: A History of the Ashanti (6:00 min)
3. read: Section 12 ASANTE SOCIETY & CULTURE
4. complete Venn Diagram --- Dahomey//Asante (pg. 22)

Palace of the King of Asante, 19th Century

The Coming of the Asante Golden Stool

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EXIT TICKET: 

1. What cultural practices did the Dahomey follow?

2.  How was Asante society structured? What cultural practices did they follow?