Desperate Crossing: We Are Telling the Stories

https://www.imdb.com/title/tt0493146/

Many of us know what it is like to have to move to a new place. In this activity we are going to find out what it was like for the Pilgrims to have to leave England for Holland and then ultimately for North America. Just as you had many difficult emotions with the changes you experienced, the Pilgrims had them as well. They also had even more difficulty and danger than most of us. 

As we watch this video we will try to place ourselves in the shoes of the Pilgrms and try to identify how we might have felt if we too had to make a desperate crossing. 

EQ: Why did the settlers on the Mayflower come to the Americas?

Engage: 

• Solicit stories from students who remember moving to Noel. 
• How did you feel about moving?
• What were the first days like after you came to Noel?
• How are things now?

Explore:

• The students will watch Desperate Crossing: The Untold Story of the Mayflower.
• Vocabulary: magistrate, manifest, seditious, theology, habeas corpus, tolerant
• Vocabulary: define, draw and use in a sentence

Explain:

• Why the Separatists moved from England to Holland?
• Why the Separatists moved from Holland to the Americas?
• Why the other colonists moved from England to the Americas?
• How did they feel about moving?
• How were the first days after the move?

Evaluate: 

• Journaling Activity
  
• Write journal entries as if they were a Pilgrim during the video. Answer the Explain questions while journaling.
• Create a journal to transcribe the entries written during Desperate Crossing
  
• Use India ink and dip pens to transcribe their entries from their notes to their created journals.
  

Extend:

• Examine the Mayflower Compact, what does it create for the colonists?

The Battle of Algiers (1966) Film Review

No war in anger was ever won. This saying describes the 1966 French film “The Battle of Algiers”. The Battle of Algiers was directed by Gilo Pontecorvo. Fun fact the only real actor was Jean Martin. Jean Martin played as Coloniel Matthieu, Brahim Haggiag played as Ali La Pointe, and Fusia El Kader played as Halima.

The Battle of Algiers is about two different nations and one land both people want. The Battle of Algiers is an interpretation of the eight year long war going on in Algiers. In The Battle of Algiers the French want to keep Algiers but the FLN want Algiers to be free again.

The most memorable part of the film for me was that the FLN stood up for their country and they wanted to keep Algiers away from the French.

I noticed that the director of the film made the film look like a documentary but the director states not one inch of that film is a documentary it is all staged. I also noticed that even the smallest role in the film made the biggest difference to the story line.

In all I did like the film, but it was confusing to me because of the language difference. You should watch this movie. I give this movie a 4 out of 5 star rating.  

By Felicity

Purpose and Form of Government (2.1) Assessment

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Evaluate:

• Read the Review carefully.
• Assessment 

Purpose and Form of Government (2.1) Day 3

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Explore:

• To Rule with an Iron Fist (7) Read the passage and create a chart similar to the Types of Government graphic organizer. Fill out the chart for the section on Monarchy.
• Other Forms of Authoritarian Rule (8) Read the passage and fill out the chart for the sections on Oligarchy, Dictatorship, and Totalitarian State.
• Direct vs. Indirect Democracy (9) Read the passage and fill out the chart for the sections direct Democracy and Indirect Democracy.
• By the People, for the People (10) Read the passage and fill out the chart for the sections Unitary Government, Confederate Government, and Federal Government.
• Types of Government (11) Read the passage and fill out the chart for the sections Presidential Government and Parliamentary Government. 

Elaborate:

• Governments and Freedom: Investigation (3) Read the map and answer the questions. 

Evaluate:

• Read the Review carefully.
• Assessment 

The Conquistador Emoji Project

Imagine your shock when arrive at your destination, the city you plan to conquer only to realize that is the cleanest, most beautiful city you or any of your fellow conquistadors have ever experienced. 

You arrived from one of the most powerful nations on earth, having sailed from one of the largest and most prosperous cities in Europe, only to find that it pales in comparison to the city you thought would be primitive, not unlike the people you plan to enslave. 

How would you feel?

After reading the article on Common-Place.org, put yourself in the place of a Spanish conquistador seeing Tenotichlan for the first time. You will write about your experience, but not using words.

The pictures above are Aztec script symbols. They use the symbols to share their information. We do something similar with emojis. If using symbols to tell a story was good enough for the Aztecs, it is certainly good enough for you. 

Your assignment is to write your story using emojis not words as a conquistador first entering Tenochtitlan. 

Essential Question:

• How did Tenochtitlan compare to European cities?

Engage:

• Hernan Cortes video History Channel (3:07)

Explore:

• Early Cities of the Americas Common-Place.org
• Aztec script symbols
• Vocabulary: conquistador, ambassador, whitewash 

Explain:

• What did the conquistadors see when they first entered Tenochtitlan?
• What were the European cities like?

Evaluate:

• Emoji Project Handout
• Explain what the conquistadors saw when they first visited Tenochtitlan using emojis.

Extend:

• What Happened to the Aztecs? History Channel (2:26) 

Conquest of America: Southeast

https://commons.wikimedia.org/wiki/File:Flindians1723.JPG

St. Augustine is the oldest continuously inhabited European settlement in the continental borders of the US.  Why did the Spanish set up colonies in what is now Florida? What were they looking for and did they find it? Why did France later set up a colony and what happened to it? These are the questions we will be answering with this lesson.

Essential Question: What countries colonized the land that is now Florida?

Engage:

• Can you name which countries colonized the Americas?
• Anecdotes from my trip to St. Augustine over the summer. 

https://commons.wikimedia.org/wiki/File:Castillo_de_San_Marcos.jpg

Explore:

• Conquest of America: Southeast video 
• Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share Activity

Explain:

• Why did France colonize Florida?
• What are some good vocabulary learning practices?

Evaluate:

• Vocabulary 
• Discussion Questions Worksheet

Extend:

• Castillo de San Marcos  the history of this fort is very interesting. What famous Native American leader's wife spent time in jail here? Another interesting fact is that the moat around the fort was dry until it was decided to create a field to play a popular game, which caused them to fill it with water. Can you guess the game?
• Videos from Castillo de San Marcos
• History of Florida Wikipedia

Purpose and Form of Government (1.2) Vocabulary Day 2

Engage:

• Use white board markers to draw a picture of what the word social studies means to you.
• Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 
3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 

1. democracy
2. unitary
3. parliamentary
4. federal
5. authoritarian
6. direct democracy
7. executive
8. confederate
9. authority
10. preamble
11. sovereign
12. oligarchy
13. legislative
14. state
15. government
16. dictatorship
17. executive branch
18. public policy
19. representative democracy
20. presidential
21. totalitarian
22. monarchy

Hero of History: Columbus or De Las Casas?

https://en.wikipedia.org/wiki/Bartolom%C3%A9_de_las_Casas#/media/File:Bartolomedelascasas.jpg

https://en.wikipedia.org/wiki/Christopher_Columbus#/media/File:Portrait_of_a_Man,_Said_to_be_Christopher_Columbus.jpg

You will be researching both Christopher Columbus and Bartolomé de las Casas as their stories intersect through the 'discovery' and occupation of the Americas. As you learn about both of these men, how does this affect your feelings about Columbus Day being celebrated as a National Holiday?

Essential Question: Who should be the 'Hero of History', Christopher Columbus or Bartolomé de las Casas?

Engage: 

• Monday, October 14 is Columbus Day, a national holiday. 
• History Channel Columbus Day video 

Explore:

• Bartolomé de las Casas
  
• Christopher Columbus
• Extracts from the journal of Christopher Columbus
• Viggo Mortensen reads Bartolome de las Casas in Spanish and English
• A History of the Life and Voyages of Christopher Columbus by Washington Irving
• A History of the Life and Voyages of Christopher Columbus Wikipedia
• Columbus Day: The Oatmeal

Explain:

• Are my sources reliable? 
• Is there corroboration between my sources?
• Who is more believable as a storyteller?
• Since de las Casas is responsible for the only surviving journal information from Columbus' voyages, how reliable are those journals knowing de las Casas' prejudices?
• Which one, in your opinion, is most moral? Why?
• Is it appropriate for us to judge either Columbus or de las Casas today?
• Who would you choose as your 'Hero of History'?

Evaluate:

• Create a poster for Columbus Day or de las Casas Day, whichever you believe is most deserving.
• On the poster draw and color a portrait of the person you choose.
• Identify the date to celebrate on the poster
• Include 3-5 facts explaining why the day should be celebrated.

 Extend:

• Chapter 2 of Lies My Teacher Told Me by James W. Loewen. I have a copy you can use.
• Howard Zinn's A People's History of the United States. I have a copy if you wish to peruse it.
• Abolish Columbus Day Zinn Education Project

We the People Art Project

https://commons.wikimedia.org/wiki/File:Constitution_We_the_People.jpg

EQ: Who are the people in We the People?

Engage:

• When written in the Constitution 'We the People' referred mostly to white men who owned property. What does it mean today?

Explore:

• Lead the class in a discussion of what 'We the People looks like today. Who are 'the people' today? 
• How did the 13 Amendment Abolition of slavery change it?
• How did the 19 Amendment Women's suffrage change it?

Evaluate:

• Create a picture of what 'We the People meant in 1787 and what it means today. How will you show the changes in meaning?

Conquest of America: Southwest

https://commons.wikimedia.org/wiki/File:Coronado-Remington.jpg

Francisco Coronado heard a story about the Cities of Cibola, the Seven Cities of Gold, from a friar named Estevan. He decided he would mount an expedition to find these cities. What did Coronado plan to do when he found these cities? Did he eventually find them? What controversy surrounds the expedition?

Essential Question:   Why did Coronado explore the southwest part of North America?

Engage:

• What would you do to get rich?

Explore:

• Conquest of America: Southwest video 

Explain:

• Was Coronado suitably punished for his role in the death of the 'Turk'?
• Do you think Coronado was a hero or villain? 

Evaluate:

• Vocabulary 
• Discussion Questions Worksheet

Extend:

• Coronado's Wikipedia page 
• Map of Coronado's expedition
• History Channel's page on Coronado

Purpose and Form of Government (1.2) Day 1

https://giphy.com/gifs/clioawards-1-countdown-1oGXIfTqZgO7TcMvno

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Explore:

• Take Me To Your Leader (2) Read the passage  
• A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
• The American Experiment (4) Read the passage.
• What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
• Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 
3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 

Algiers (1938) Movie Review

https://www.imdb.com/title/tt0029855/mediaviewer/rm3536917504

This review was written by Angelica, an 8th grade student in Mr. Chamberlain's Film Class.

The film Algiers come out in 1938. It is directed by John Cromwell. The screenwriter is John Howard Lawson and the Screenplay is by James M. Cain. The film focuses on Pepe le Moko, Ines, and Gaby who are played by Charles Boyer, Hedy Lamarr, and Sigrid Gurie.

Pepe le Moko is a thief who escaped from France with lots of jewels. He has been hiding in a a maze-like impenetrable casbah for two years. The police have failed to capture him during the two years. Having a sly inspector who is is friends with Pepe le Moko hasn't made it any better.

During the time Pepe has been in the casbah he has thought of it more as a prison which he can't get away from. He misses Paris, so when a girl named Inis who is from Paris shows up, he takes an interest in her upsetting his girlfriend Gaby who is from the casbah which he hopes to get away from, resulting in a sort of love triangle.

The films techniques are different than modern times now. It was in black and white and the setting was very dark. The lighting focused on the important things leaving the rest dark.

Overall this film gets a rating of 6.7 out of 10 on IMBD.

I would recommend this film if you like an old fashioned drama/mystery/romance film.

The Silk Road and World Trade: What led to Columbus Re-Discovering the Americas?

Map of the Silk Trade Route

https://commons.wikimedia.org/wiki/File:Silk_route.jpg

Marco Polo's Route

https://en.wikipedia.org/wiki/File:Travels_of_Marco_Polo.svg

Voyages of Zheng He

https://commons.wikimedia.org/wiki/File:Zheng_He.png

The trade routes that we collectively refer to as the Silk Road started as far back as 2,200 years ago. Although the types of trade goods were varied, it is called the Silk Road because of the demand created for silk from China. 

While we may tend to emphasize the economic implications of these trade routes including cities created as stopping points that became wealthy, a much more important trade was taking place throughout this period, the trade of culture. Languages, mathematics, literacy and religion were all shared throughout large areas of the world because of these trade routes. 

Essential Question: What led to the rediscovery of the Americas and its colonization?

Engage: 

• We know that Columbus 'rediscovered' the Americas, but what events led to the need for this exploration?

Explore:

• The Silk road and Ancient Trade: Crash Course World History #9 (10:30)
• Int'l commerce, Snorkeling Camels, and the Indian Ocean Trade: Crash Course World History #18 (10:14) 
• Columbus, de Gama, and Zheng He 15th Century Mariners.: Crash Course World History #21 (10:37) 
• The Renaissance: Was it a Thing?: Crash Course World History #22 (11:32)

Explain:

• Answer 5 of the 9 questions, then find others who have answered the questions you have not and have them explain the answers. Explain your answers to them as well. 
• How did trade drive the sharing of culture?
• Why did Columbus look west for a route to India?

Evaluate:

•  Video review questions. 

American Government: Purpose and Form of Government (1.2)

https://en.wikipedia.org/wiki/Government

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Engage:

• What Should a Government Do? Watch the Hurricane Ike video and do the After a Natural Disaster activity.

Explore:

• Take Me To Your Leader (2) Read the passage and do State: Vocabulary Chart worksheet.
• A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
• The American Experiment (4) Read the passage.
• What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
• Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.
• To Rule with an Iron Fist (7) Read the passage and create a chart similar to the Types of Government graphic organizer. Fill out the chart for the section on Monarchy.
• Other Forms of Authoritarian Rule (8) Read the passage and fill out the chart for the sections on Oligarchy, Dictatorship, and Totalitarian State.
• Direct vs. Indirect Democracy (9) Read the passage and fill out the chart for the sections direct Democracy and Indirect Democracy.
• By the People, for the People (10) Read the passage and fill out the chart for the sections Unitary Government, Confederate Government, and Federal Government.
• Types of Government (11) Read the passage and fill out the chart for the sections Presidential Government and Parliamentary Government. 

Elaborate:

• Governments and Freedom: Investigation (3) Read the map and answer the questions.

Evaluate:

• Read the Review carefully.
• Assessment