Exploration to Colonization Study Guide - Quiz Friday!
1. Definitions for vocabulary (Colony, Proprietary colony, Royal colony, Corporate colony, Mercantilism, Columbian Exchange/Triangular Trade, Old World, New World, Navigation Acts)
2. Reasons for exploration (G3)
3. Reasons for establishment of colonies (specifically the first colonies of Jamestown, Plymouth, and Roanoke)
4. Benefits and drawbacks of the Columbian Exchange for the Old World and the New World.
5. Reasons for colonial establishment (Virginia, Pennsylvania, North Carolina, Georgia, New York)
1. Definitions for vocabulary (Colony, Proprietary colony, Royal colony, Corporate colony, Mercantilism, Columbian Exchange/Triangular Trade, Old World, New World, Navigation Acts)
2. Reasons for exploration (G3)
3. Reasons for establishment of colonies (specifically the first colonies of Jamestown, Plymouth, and Roanoke)
4. Benefits and drawbacks of the Columbian Exchange for the Old World and the New World.
5. Reasons for colonial establishment (Virginia, Pennsylvania, North Carolina, Georgia, New York)
Monday, September 25, 2017
Your largest objective today is to FINISH your vocabulary for Exploration & Colonization. Remember to follow the directions for each term. Columbian Exchange/Triangular Trade and Old World vs New World should be illustrations to EXPLAIN the definition through labels. The terms in the right hand box should be completed in the similar fashion to the terms from Immigration. You should have the term, definition as it connects to exploration/colonization, and a choice of illustration, personal connection, or example. Remember, personal examples are difficult in this unit. Consider the options.
All of these terms should be in your vocabulary notebook. I will be checking for completion and accuracy of vocabulary IN A NOTEBOOK on Friday, September 29th. You must have a notebook by this date. If you don't have one, or can't get one, I need to know TODAY.
Vocabulary Link
Exploration & Colonization - Why did Europeans explore? What did they find? Why did Europeans colonize? Who colonized first?
Video Introduction
Tuesday, September 26, 2017
Remember the expectations for behavior:
1. You are working on YOUR OWN. No partner or table work.
2. No music while you are working today. No exceptions.
3. If you CHOOSE not to work in class today, you will be BOUNCED tomorrow when I return.
Expectations for Work (See CHECKLIST for steps you can check off as you go to monitor progress)
1. In Schoology.....watch the PlayPosit video called "History vs Columbus." There are NO questions in this PlayPosit, just reflection times.
DURING THE VIDEO: Create a t-chart that is labeled POSITIVE & NEGATIVE. Throughout the video, take note of character traits of Columbus that are either positive or negative based on his actions and words. This t-chart should be completed on the BACK of the SCIM-C Graphic Organizer.
2. UNDER the t-chart.....Summarize Columbus's CHARACTER in ADJECTIVES. Describe the type of person he is in FOUR adjectives that can be supported by evidence from the text.
3. Use the passage FIRST ENCOUNTERS to continue investigating Christopher Columbus. As you READ through the document, provide annotations that explain your thoughts, make connections to his character, and understand his actions. You should use a variety of annotating tools in Adobe Reader (you may need to download this app from Self Service). You can use highlighting, underlining, draw images, use stickies, or any number of personally chosen annotations. Remember: annotations are MORE than just underlining and highlighting. You need to EXPLAIN your thinking as you read. What questions do you have? What opinions do you have about Columbus? Do you think the text is truth or myth?
See my example of annotations for the first page HERE. You DO NOT need to annotate the first page in your document, however, you may COPY my annotations on your document for your reference.
4. Reconsider your adjectives you chose for Columbus's character. Do you have any adjectives you wish to change based on the textbook description? If so, change them in your list and tell WHY you changed them underneath. You DO NOT have to change your adjectives. This is a CHOICE based on what you learned from what you read.
5. Complete the SCIM-C Graphic Organizer for the Columbus Textbook Account (the first ROW only). Answer each of the questions at the top of the column for the textbook account. You DO NOT have to answer in complete sentences. You may write on the back if you need more room. Be sure to put your name on the paper!!
4. Turn in your SCIM-C Graphic Organizer into the basket at the front of the room. Be sure your name is on your paper!!!
Wednesday, September 27, 2017
Warm Up: At your table, use the white boards and dry erase markers to create a list of character traits that you would typically associate with a hero on one side and a villain on the other side (a t-chart is fine, or you can just make two lists)
Discussion: What makes a hero? What makes a villain? Name some unquestionable heroes. Name some unquestionable villains.
Video: A vintage perspective of Columbus
Discussion: In what way is the information presented in this video clip different from that of the video you watched Tuesday? Why do you suppose they are so different? How would the audience influence the video? How did historical investigation influence these videos?
Review: Sample Annotations
SCIM-C Graphic Organizer: Continue working through the Columbus Textbook piece individually. Remember to use the annotations in Adobe Reader to EXPLAIN your thinking. Continue to revise your FOUR adjectives as needed throughout each source selection and video selection. Be sure to JUSTIFY your changes as needed throughout the process.
________________________________________________________________________________________________________
Thursday, September 28, 2017
1. Your annotations for the Columbus Textbook Annotations should be submitted in Schoology TODAY. NO exceptions.
2. Finish completing the SCIM-C ------ The first row for the Columbus Textbook Annotations should be completed TODAY.
3. Choose a PARTNER in class. NO GROUPS OF THREE OR FOUR.
4. Decide who will read each of the two letters that are our next two sources.
You will WORK TOGETHER and share your information.
PDF Versions of Documents: Columbus Letter and de Las Casas Letter
5. Read the letter your chose and ANNOTATE. The same rules for annotation apply for this document. When you have finished ANNOTATING this text, upload to Schoology. You will only upload ONE of these two. Your partner will upload the second document.
6. Answer the SCIM-C questions for the TWO letters. Work TOGETHER with your partner to complete these questions.
By the end of class today, you should have a MINIMUM of TWO rows complete on your SCIM-C graphic organizer with a start on the third row.
Friday, September 28, 2017
1. Analyze the following images and complete the SCIM-C chart rows for the images. Click on the TITLE to see each image. You do NOT have to annotate the images.
Native Interactions Image
Columbus Taking Possession Image
TURN IN SCIM-C AT THE END OF CLASS TODAY FOR PROGRESS MONITORING!!
Monday, October 2, 2017
Warm Up: Get out your FOUR adjectives you have used to describe Columbus. Make any changes necessary at this point after reviewing your sources. Only use the information on your graphic organizer. Remember, you can use your Membeam words for extra credit in your selections.
Class Analysis: Review images together through quadrant viewing. How do we know if these sources are reliable? How do we know if they are primary or secondary? What aspects of the image make it questionable?
1. Read and ANNOTATE las Casas Tells the Native Perspective. Upload annotations into Schoology.
2. Complete the SCIM-C graphic organizer for this document.
3. Final Analysis: Reconsider your adjectives your chose for Christopher Columbus.
Do your adjectives reflect the person that Christopher Columbus was? EXPLAIN your choices of adjectives using evidence from texts or images to support your choices.
You may write your explanations in a t-chart (word/explanation and evidence), paragraph form, bulleted list, or other graphic organizers.
This will be on notebook paper stapled to your SCIM-C graphic organizer.
Use at least TWO separate pieces of evidence in your evidence.
Extra Credit: Use words from your Membeam as your adjectives or in your descriptions.
Tuesday, October 3, 2017
First Thing: Turn in your SCIM-C graphic organizer, t-chart, final character analysis, upload all annotations to Schoology. DUE TODAY!
Crash Course: Columbian Exchange
Watch the PlayPosit Video through Schoology. As you PAUSE in the video, fill in the questions on your sheet. Spelling is not critical at this point. Answer the four extension questions on the same paper (you may use the back as needed)
Political Cartoon Analysis - Why did European countries want to establish colonies in the New World?
Timeline- Establishing Context
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on notebook paper and have 3-5 illustrations that are colored.
TimeToast Link (for reference, not all events are included on our timeline)
Wednesday, October 4, 2017
Warm Up: View the political cartoon on the screen at the front. At your table, answer these questions on your white board.
Who is in the picture? What do the objects represent in the picture? What vocabulary term do you think this represents?
Timeline - Establishing Context
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on printer paper (landscape) and have 3-5 illustrations that are colored. Illustrations will be added LAST after we finish all events.
Class Timeline Reference
_______________________________________________________________________________________________________________________
Thursday, October 5, 2017
Timeline - Establishing Context - complete the timeline using the reference below
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on printer paper (landscape) and have 3-5 illustrations that are colored. Illustrations will be added LAST after we finish all events.
Class Timeline Reference
Colonial Regions Map
Label the 13 original English colonies. Use this MAP to help you.
Color code the three colonial regions and identify on the map key. Use this MAP to help you.
Create icons for economic industries that were available in the regions and label them map to show these industries in each region. Use this LINK and this LINK to help you.
Label and color all bodies of water and mountain ranges on the map.
Friday, October 6 - Monday, October 9, 2017
Colonization Game
Students will work together in small groups to establish a colony based on parameters provided. Through 8 rounds/scenarios, students will receive gains and losses to their colonies where they must record the outcome.
Goal: Establish a colony that survives and thrives. Have the highest number of surviving settlers at the end of the game.
Tuesday, October 10, 2017
I am out today for my last teacher workshop in this series. Please follow the directions below for assignments to complete for the day.
First & Third:
You will work through the end of the game with Mrs. Mabry and her students. Your responsibility is to FOLLOW DIRECTIONS, record your results as you finish the game, and discuss the time management piece with your colony planners.
Complete the FORMAL ASSESSMENT piece: Four questions on your choice sheet. You should respond to these questions individually on notebook paper. Your responses should be in complete sentences.
Once you have completed the simulation game and formal assessment questions, you will complete the following assignments, both of which are due Friday, October 13th.
First & Third - if you finish the Colonization Game and have time left in class, begin working on the following:
1. Complete and turn in your Colonial Regions Map. Due by Wednesday, October 11th at the end of class (some class time provided).
2. Achieve 3000 - Use Clever to log in to Achieve 3000 and complete the article called The Lost People. This is an article about the Lost Colony of Roanoke. You should complete the before reading poll, annotations for EVERY OTHER PARAGRAPH in the article, activity, after reading poll, and thought question. If you complete this assignment today in class, show Mrs. Steele your score of 88% or higher to get TWO stamps on your calendar. Beyond today, you can show Mrs. Mills this score to get TWO stamps on your calendar.
3. PlayPosit - In Schoology, watch the video called Exploration and Colonization Review. There are several questions throughout the video to help REVIEW for our QUIZ Friday on exploration. You may RETAKE the quiz if you are not happy with your score, but keep in mind there are open ended questions that won't be assessed immediately for feedback.
Fourth & Fifth Periods: Complete the following assignments IN ORDER.
1. Complete and turn in your Colonial Regions Map. Due by Wednesday, October 11th at the beginning of class. No class time!
2. Achieve 3000 - Use Clever to log in to Achieve 3000 and complete the article called The Lost People. This is an article about the Lost Colony of Roanoke. You should complete the before reading poll, annotations for EVERY OTHER PARAGRAPH in the article, activity, after reading poll, and thought question. If you complete this assignment today in class, show Mrs. Steele your score of 88% or higher to get TWO stamps on your calendar. Beyond today, you can show Mrs. Mills this score to get TWO stamps on your calendar.
3. PlayPosit - In Schoology, watch the video called Exploration and Colonization Review. There are several questions throughout the video to help REVIEW for our QUIZ Friday on exploration. You may RETAKE the quiz if you are not happy with your score, but keep in mind there are open ended questions that won't be assessed immediately for feedback.
Wednesday, October 11, 2017
1..Colonization Game Reflection - In Schoology, submit your responses to the 5 reflection questions for the simulation. Your responses should be in complete sentences and submitted as an assignment, NOT A COMMENT.
2. Colonial Regions Map
Label the 13 original English colonies. Use this MAP to help you.
Color code the three colonial regions and identify on the map key. Use this MAP to help you.
Create icons for economic industries that were available in the regions and label them map to show these industries in each region. Use this LINK and this LINK to help you.
Label and color all bodies of water and mountain ranges on the map.
3. Achieve 3000 - The Lost People
Read through the article to determine what archeologists and historians believe happened to the Lost Colony of Roanoke.
Complete the before reading poll, annotations for at least EVERY OTHER paragraph in the article, activity (show me your score for stamps), after reading poll, and thought question.
4. Exploration to Colonization PlayPosit - To review for our quiz, watch the video in Schoology and respond to the questions. The things on the video will be on the quiz.
Thursday, October 12, 2017
America: Story of Us - Rebels
Students will view the first in a series of video documentaries that provide excellent historical background, reenactments, and stories that help translate our classroom learning into visual connections for deeper understanding. Students will complete a series of questions to help keep them on task during the video. We will review the questions/answers and students will keep them as notes.
Friday, October 13, 2017
1. PlayPosit - Exploration to Colonization
Use this video to review for our quiz today. You will also want to review the study guide at the TOP of this page.
2. Kahoot! Review (If time allows)
3. Quiz - Exploration to Colonization
Once you have finished your quiz, make sure you have turned in the following assignments that are due today:
1. Colonial Review Map (turn in in the basket on my desk)
2. The Lost People - Achieve 3000 article
3. Exploration to Colonization PlayPosit in Schoology
Your largest objective today is to FINISH your vocabulary for Exploration & Colonization. Remember to follow the directions for each term. Columbian Exchange/Triangular Trade and Old World vs New World should be illustrations to EXPLAIN the definition through labels. The terms in the right hand box should be completed in the similar fashion to the terms from Immigration. You should have the term, definition as it connects to exploration/colonization, and a choice of illustration, personal connection, or example. Remember, personal examples are difficult in this unit. Consider the options.
All of these terms should be in your vocabulary notebook. I will be checking for completion and accuracy of vocabulary IN A NOTEBOOK on Friday, September 29th. You must have a notebook by this date. If you don't have one, or can't get one, I need to know TODAY.
Vocabulary Link
Exploration & Colonization - Why did Europeans explore? What did they find? Why did Europeans colonize? Who colonized first?
Video Introduction
Tuesday, September 26, 2017
Remember the expectations for behavior:
1. You are working on YOUR OWN. No partner or table work.
2. No music while you are working today. No exceptions.
3. If you CHOOSE not to work in class today, you will be BOUNCED tomorrow when I return.
Expectations for Work (See CHECKLIST for steps you can check off as you go to monitor progress)
1. In Schoology.....watch the PlayPosit video called "History vs Columbus." There are NO questions in this PlayPosit, just reflection times.
DURING THE VIDEO: Create a t-chart that is labeled POSITIVE & NEGATIVE. Throughout the video, take note of character traits of Columbus that are either positive or negative based on his actions and words. This t-chart should be completed on the BACK of the SCIM-C Graphic Organizer.
2. UNDER the t-chart.....Summarize Columbus's CHARACTER in ADJECTIVES. Describe the type of person he is in FOUR adjectives that can be supported by evidence from the text.
3. Use the passage FIRST ENCOUNTERS to continue investigating Christopher Columbus. As you READ through the document, provide annotations that explain your thoughts, make connections to his character, and understand his actions. You should use a variety of annotating tools in Adobe Reader (you may need to download this app from Self Service). You can use highlighting, underlining, draw images, use stickies, or any number of personally chosen annotations. Remember: annotations are MORE than just underlining and highlighting. You need to EXPLAIN your thinking as you read. What questions do you have? What opinions do you have about Columbus? Do you think the text is truth or myth?
See my example of annotations for the first page HERE. You DO NOT need to annotate the first page in your document, however, you may COPY my annotations on your document for your reference.
4. Reconsider your adjectives you chose for Columbus's character. Do you have any adjectives you wish to change based on the textbook description? If so, change them in your list and tell WHY you changed them underneath. You DO NOT have to change your adjectives. This is a CHOICE based on what you learned from what you read.
5. Complete the SCIM-C Graphic Organizer for the Columbus Textbook Account (the first ROW only). Answer each of the questions at the top of the column for the textbook account. You DO NOT have to answer in complete sentences. You may write on the back if you need more room. Be sure to put your name on the paper!!
4. Turn in your SCIM-C Graphic Organizer into the basket at the front of the room. Be sure your name is on your paper!!!
Wednesday, September 27, 2017
Warm Up: At your table, use the white boards and dry erase markers to create a list of character traits that you would typically associate with a hero on one side and a villain on the other side (a t-chart is fine, or you can just make two lists)
Discussion: What makes a hero? What makes a villain? Name some unquestionable heroes. Name some unquestionable villains.
Video: A vintage perspective of Columbus
Discussion: In what way is the information presented in this video clip different from that of the video you watched Tuesday? Why do you suppose they are so different? How would the audience influence the video? How did historical investigation influence these videos?
Review: Sample Annotations
SCIM-C Graphic Organizer: Continue working through the Columbus Textbook piece individually. Remember to use the annotations in Adobe Reader to EXPLAIN your thinking. Continue to revise your FOUR adjectives as needed throughout each source selection and video selection. Be sure to JUSTIFY your changes as needed throughout the process.
________________________________________________________________________________________________________
Thursday, September 28, 2017
1. Your annotations for the Columbus Textbook Annotations should be submitted in Schoology TODAY. NO exceptions.
2. Finish completing the SCIM-C ------ The first row for the Columbus Textbook Annotations should be completed TODAY.
3. Choose a PARTNER in class. NO GROUPS OF THREE OR FOUR.
4. Decide who will read each of the two letters that are our next two sources.
You will WORK TOGETHER and share your information.
PDF Versions of Documents: Columbus Letter and de Las Casas Letter
5. Read the letter your chose and ANNOTATE. The same rules for annotation apply for this document. When you have finished ANNOTATING this text, upload to Schoology. You will only upload ONE of these two. Your partner will upload the second document.
6. Answer the SCIM-C questions for the TWO letters. Work TOGETHER with your partner to complete these questions.
By the end of class today, you should have a MINIMUM of TWO rows complete on your SCIM-C graphic organizer with a start on the third row.
Friday, September 28, 2017
1. Analyze the following images and complete the SCIM-C chart rows for the images. Click on the TITLE to see each image. You do NOT have to annotate the images.
Native Interactions Image
Columbus Taking Possession Image
TURN IN SCIM-C AT THE END OF CLASS TODAY FOR PROGRESS MONITORING!!
Monday, October 2, 2017
Warm Up: Get out your FOUR adjectives you have used to describe Columbus. Make any changes necessary at this point after reviewing your sources. Only use the information on your graphic organizer. Remember, you can use your Membeam words for extra credit in your selections.
Class Analysis: Review images together through quadrant viewing. How do we know if these sources are reliable? How do we know if they are primary or secondary? What aspects of the image make it questionable?
1. Read and ANNOTATE las Casas Tells the Native Perspective. Upload annotations into Schoology.
2. Complete the SCIM-C graphic organizer for this document.
3. Final Analysis: Reconsider your adjectives your chose for Christopher Columbus.
Do your adjectives reflect the person that Christopher Columbus was? EXPLAIN your choices of adjectives using evidence from texts or images to support your choices.
You may write your explanations in a t-chart (word/explanation and evidence), paragraph form, bulleted list, or other graphic organizers.
This will be on notebook paper stapled to your SCIM-C graphic organizer.
Use at least TWO separate pieces of evidence in your evidence.
Extra Credit: Use words from your Membeam as your adjectives or in your descriptions.
Tuesday, October 3, 2017
First Thing: Turn in your SCIM-C graphic organizer, t-chart, final character analysis, upload all annotations to Schoology. DUE TODAY!
Crash Course: Columbian Exchange
Watch the PlayPosit Video through Schoology. As you PAUSE in the video, fill in the questions on your sheet. Spelling is not critical at this point. Answer the four extension questions on the same paper (you may use the back as needed)
Political Cartoon Analysis - Why did European countries want to establish colonies in the New World?
Timeline- Establishing Context
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on notebook paper and have 3-5 illustrations that are colored.
TimeToast Link (for reference, not all events are included on our timeline)
Wednesday, October 4, 2017
Warm Up: View the political cartoon on the screen at the front. At your table, answer these questions on your white board.
Who is in the picture? What do the objects represent in the picture? What vocabulary term do you think this represents?
Timeline - Establishing Context
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on printer paper (landscape) and have 3-5 illustrations that are colored. Illustrations will be added LAST after we finish all events.
Class Timeline Reference
_______________________________________________________________________________________________________________________
Thursday, October 5, 2017
Timeline - Establishing Context - complete the timeline using the reference below
How did the New World go from being a place of adventure and exploration to settled and eventually colonized by Europeans?
You will create a timeline to show the events that illustrate the development of the New World as colonies by Europeans.
Your timeline should be created on printer paper (landscape) and have 3-5 illustrations that are colored. Illustrations will be added LAST after we finish all events.
Class Timeline Reference
Colonial Regions Map
Label the 13 original English colonies. Use this MAP to help you.
Color code the three colonial regions and identify on the map key. Use this MAP to help you.
Create icons for economic industries that were available in the regions and label them map to show these industries in each region. Use this LINK and this LINK to help you.
Label and color all bodies of water and mountain ranges on the map.
Friday, October 6 - Monday, October 9, 2017
Colonization Game
Students will work together in small groups to establish a colony based on parameters provided. Through 8 rounds/scenarios, students will receive gains and losses to their colonies where they must record the outcome.
Goal: Establish a colony that survives and thrives. Have the highest number of surviving settlers at the end of the game.
Tuesday, October 10, 2017
I am out today for my last teacher workshop in this series. Please follow the directions below for assignments to complete for the day.
First & Third:
You will work through the end of the game with Mrs. Mabry and her students. Your responsibility is to FOLLOW DIRECTIONS, record your results as you finish the game, and discuss the time management piece with your colony planners.
Complete the FORMAL ASSESSMENT piece: Four questions on your choice sheet. You should respond to these questions individually on notebook paper. Your responses should be in complete sentences.
Once you have completed the simulation game and formal assessment questions, you will complete the following assignments, both of which are due Friday, October 13th.
First & Third - if you finish the Colonization Game and have time left in class, begin working on the following:
1. Complete and turn in your Colonial Regions Map. Due by Wednesday, October 11th at the end of class (some class time provided).
2. Achieve 3000 - Use Clever to log in to Achieve 3000 and complete the article called The Lost People. This is an article about the Lost Colony of Roanoke. You should complete the before reading poll, annotations for EVERY OTHER PARAGRAPH in the article, activity, after reading poll, and thought question. If you complete this assignment today in class, show Mrs. Steele your score of 88% or higher to get TWO stamps on your calendar. Beyond today, you can show Mrs. Mills this score to get TWO stamps on your calendar.
3. PlayPosit - In Schoology, watch the video called Exploration and Colonization Review. There are several questions throughout the video to help REVIEW for our QUIZ Friday on exploration. You may RETAKE the quiz if you are not happy with your score, but keep in mind there are open ended questions that won't be assessed immediately for feedback.
Fourth & Fifth Periods: Complete the following assignments IN ORDER.
1. Complete and turn in your Colonial Regions Map. Due by Wednesday, October 11th at the beginning of class. No class time!
2. Achieve 3000 - Use Clever to log in to Achieve 3000 and complete the article called The Lost People. This is an article about the Lost Colony of Roanoke. You should complete the before reading poll, annotations for EVERY OTHER PARAGRAPH in the article, activity, after reading poll, and thought question. If you complete this assignment today in class, show Mrs. Steele your score of 88% or higher to get TWO stamps on your calendar. Beyond today, you can show Mrs. Mills this score to get TWO stamps on your calendar.
3. PlayPosit - In Schoology, watch the video called Exploration and Colonization Review. There are several questions throughout the video to help REVIEW for our QUIZ Friday on exploration. You may RETAKE the quiz if you are not happy with your score, but keep in mind there are open ended questions that won't be assessed immediately for feedback.
Wednesday, October 11, 2017
1..Colonization Game Reflection - In Schoology, submit your responses to the 5 reflection questions for the simulation. Your responses should be in complete sentences and submitted as an assignment, NOT A COMMENT.
2. Colonial Regions Map
Label the 13 original English colonies. Use this MAP to help you.
Color code the three colonial regions and identify on the map key. Use this MAP to help you.
Create icons for economic industries that were available in the regions and label them map to show these industries in each region. Use this LINK and this LINK to help you.
Label and color all bodies of water and mountain ranges on the map.
3. Achieve 3000 - The Lost People
Read through the article to determine what archeologists and historians believe happened to the Lost Colony of Roanoke.
Complete the before reading poll, annotations for at least EVERY OTHER paragraph in the article, activity (show me your score for stamps), after reading poll, and thought question.
4. Exploration to Colonization PlayPosit - To review for our quiz, watch the video in Schoology and respond to the questions. The things on the video will be on the quiz.
Thursday, October 12, 2017
America: Story of Us - Rebels
Students will view the first in a series of video documentaries that provide excellent historical background, reenactments, and stories that help translate our classroom learning into visual connections for deeper understanding. Students will complete a series of questions to help keep them on task during the video. We will review the questions/answers and students will keep them as notes.
Friday, October 13, 2017
1. PlayPosit - Exploration to Colonization
Use this video to review for our quiz today. You will also want to review the study guide at the TOP of this page.
2. Kahoot! Review (If time allows)
3. Quiz - Exploration to Colonization
Once you have finished your quiz, make sure you have turned in the following assignments that are due today:
1. Colonial Review Map (turn in in the basket on my desk)
2. The Lost People - Achieve 3000 article
3. Exploration to Colonization PlayPosit in Schoology