Colonial House

Colonial House is a television show created by PBS to examine what life would be like in Plymouth Colony circa 1628. 17 people were chosen to be on the reality show, living the life of a settler in a re-created Plymouth Plantation.

Imagine you have been selected to participate in Colonial House. Write journal entries describing about your living conditions. Are you a freeman, indentured servant, or even the Governor? What kinds of things do you do day by day? Are you having trouble keeping the rules? 

Essential Question: What would it be like to live in an early American colony?

 

Engage:

• Colonial House Mythconceptions Quiz Whole Class

Explore:

• Watch Colonial House episodes

Explain: 

• What is your role in the colony?
• What events took place during the episode?
• What are your daily chores?
• Are you a rule breaker or a rule follower?

Evaluate:

• Write a journal entry for each episode watched. 
• Create a postcard as if you are participating in the show.

Expectations 

• Postcard will be due Tuesday, September 26
• Journal entries will be due at the end of class daily.

Mapping Canada

For this activity, we will be making a couple maps of Canada. We are going to be creating a political, physical, and climate map. First, let's watch this EPCOT video from the Canada Pavilion:

Oh Canada Video from EPCOT's Canada Pavilion

Now that you get a feel for the 'flavor' of Canada, let's do a little learning about the country. You will label the capitals, provinces and territories and then color the climate zones of Canada and create a key which will let me know what the colors represent.

EQ:

• What are the major climate areas of Canada?
• What are the provinces, territories and capitals of Canada?

Engage:

•  O Canada EPCOT video (14:57)

Explore:

• Political Map of Canada
• Climate Map of North America

Explain:

• Where are the provinces and territories in Canada?
• Where are the capital cities in Canada? 
• What/Where are the physical landforms of Canada
• What climate zones do you find in Canada?

Evaluate:

• Label the capitals of Canada.
• Color and label the climate zones.
• Checklist to use

Expectations:

• Map will have name on it
• Map will be colored neatly
• Map will be labeled correctly
• Map will be due for full credit Thursday, September 28

Geography Now Canada Video for Day 2

Constitution Study

EQ: How does the Constitution reflect American ideals?

 Engage:

• Is it Constitutional? 

Explore:

• We the People Schoolhouse Rock Preamble
• Seven Articles of the Constitution
• Hip Hughes Seven Articles of the Constitution videos
• What Does the Constitution Say?

Explain:

• Preamble Discussion 
• What Does the Constitution Say Part 2 Acitivity 
• Principles of the Constitution Comparison Chart (Printed) Pages 4-9
• Copy of the class notes

Evaluate:

• Branches of US Government worksheet (Printed) no digital copies
• Checks and Balances Worksheet (Printed) no digital copies

Government Vocabulary

EQ:  

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

Engage:

• 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. 

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. monarchy
22. totalitarian

Test

 Personality Test

Desperate Crossing

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: 

• Comprehension questions worksheet.
• Mayflower Compact comprehension questions.
• Journaling Activity
  
• Write journal entries as if they were a Pilgrim during the video. 
• 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?

Expectations:

• Watch video and answer questions
• Worksheet is due Monday for full credit

Immigration Celebration

The United States is a nation of immigrants. The country was founded mainly by Englishmen who were part of the European colonization effort of the 15-17th centuries. After the US was formed immigration continued to be an important part of its world identity as memorialized by the Statue of Liberty.

https://www.youtube.com/watch?v=YE1xZ6aAPmw

While you may argue otherwise, the Statue of Liberty mainly celebrates European immigration as we saw it happen at Ellis Island. Below is a video outlining what it was like to come through Ellis Island as an immigrant.

https://www.youtube.com/watch?v=bDNKHWzQiz8

Unfortunately for many of you, the Statue of Liberty may not capture the spirit of immigration from your ancestors, especially if your ancestors didn't come from Europe. I have done some research to see if I can find other memorials or monuments in the United States that celebrate the immigration of those who were not from Europe and they are indeed difficult to find. 

This is your opportunity to remedy that!

You are tasked with the responsibility to create a monument that celebrates the immigration of your ancestors. You should research where they came from, why they came, and what symbols would be culturally appropriate to use as part of the monument. 

If your ancestors, like mine, did come through Ellis Island and are represented very well by the Statue of Liberty you can still participate. Create a new monument celebrating your ancestors too. This is an opportunity for you to make it more specific to your original culture. For example I could choose my Scots Irish ancestry to celebrate or my German/Jewish ancestry. 

Make your monument with the following guidelines:

• Identify where your ancestors immigrated from 
• Incorporate symbols appropriate for their original country
• Create a plaque that celebrates immigration. It doesn't need to be a poem like on the Statue of Liberty, but it does need to reflect your intent for the monument. 
• Create a drawing of your monument or create a model of your monument. If you make a drawing, make it very detailed and include the words on the plaque. 
• Show the pride you have in your family and the gratefulness you have for the sacrifices they made to immigrate. 

Essential Question:

•  How would you memorialize your immigrant ancestors?

Engage:

•  Immigrants at Ellis Island (4:27) 

Explore:

•  Statue of Liberty History (1:40) 
• Other monuments and memorials to immigrants
• Talk to family members about how their ancestors came to the US

Explain:

• Where did your ancestors emigrate from?
• Why did they come to the United States?
• What symbols should be used to celebrate their coming to the US?
• Do you feel represented by the monuments you researched?

Evaluate:

• Create a monument that honors your ancestors journey to the US
• Immigration Worksheet

Expectations:

• Find your information ASAP
• You will have today and tomorrow to work on it in class
• Project is due Monday for full credit.

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 provided on the worksheet, 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 words and emojis as a conquistador first entering Tenochtitlan. 

1. Read the story.
2. Write a story as though you are a conquistador traveling with Cortes into Tenochtitlan for the first time, describe what you are seeing.
3. Use the Emoji Keyboard to rewrite your story using emoji.
4. Copy the story and the emojis and paste it into an email and send it to me.
5. email address: william.chamberlain@mcdonaldr1.net

Essential Question:

• How did Tenochtitlan compare to European cities?

Engage:

• Hernan Cortes video History Channel (3:07)

Explore:

• 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.
• EmojiKeyboard.io

Extend:

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

Expectations: 

• Assignment is due Wednesday, September 13 for full credit. After you will receive only half credit.

United States Geography Physical Map

https://app.discoveryeducation.com/learn/player/637fed70-e77c-4878-b364-732be518e7c3

EQ: What are the major physical features of the United States?

 

Engage:

• Students will be given them 60 seconds to identify as many physical geography features found in the US.

Explore:

• Physical Map of the US Discovery Education
• Physical Geography video Discovery Education (28:41)

Explain:

• Where are the Rocky Mountains, the Appalachian Mountains, Sierra Nevada, and Cascade Range?
• Where is the Ozark Plateau, Colorado Plateau, Sonoran Desert, the Great Plains and the Coastal Plain?
• Where is the Atlantic and Pacific Ocean?
• Where is the Gulf of Mexico?
• Where is the Mississippi River and the Rio Grande?
• Where are the Great Lakes: Michigan, Huron, Superior, Erie, Ontario?

Evaluate:

• Label and Color a physical map of the United States identifying the physical features listed above. 
• Physical Geography Map Checklist 

Expectations:

• You will have a maximum of 4 days in class to work on the assignment
• Map due date for full credit is Tuesday, September 12. You will receive half credit after that date.
• While working you may talk quietly and go to supply table for supplies.
• When finished place map on tray (even though it won't fit in it)
• At the end of class, turn in map to tray even if it is not finished. 
• After the last day of classroom work time you will need to take the map home to finish.

Conquest of the Americas: 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

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

Engage:

• Can you name which countries colonized the Americas?

Explore:

• Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share activity w/ whiteboard markers
• Conquest of America: Southeast video (44:00)

Explain:

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

Evaluate: 

• Discussion Questions Worksheet

Extend:

• Castillo de San Marcos 
• Videos from Castillo de San Marcos

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The worksheet will be due Monday, September 11. You will receive half credit after that date.
• When finished place the worksheet in the tray.

Landform Map of the US and Canada

   

Whatt Where GIF from Whatt GIFs

 EQ: How has location influenced life in the United States and Canada?

Engage:

• History of the Cajuns Discovery Ed

Explore:

• Physical Features of the US and Canada
• Political Map of the US and Canada
• Climate of the US and Canada
• Vegetation and Biomes of the US and Canada
• Population Density of the US and Canada
• Economic Activity of the US and Canada
• Religious and Ethnic Groups of the US and Canada

Explain:

• What are the provinces and territories of Canada?
• What are the main climates of the US and Canada
• Where are most of the people living in the US and Canada? Why?
• What are the major economic activities in the US and Canada?
• What are the major religious and ethnic groups in the US and Canada?

Expectations:

• Pay attention to the lecture
• Follow along on Discovery Education
• Contribute to the discussion in class

Conquest of the Americas: The 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:

• Vocabulary
• Students will define the vocabulary word using their own words on worksheet

Explore:

• Conquest of America: Southwest video  (44:51) Youtube 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: 

• Discussion Questions Worksheet Whole group discussion

Extend:

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

 Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The worksheet will be due Thursday, September 7. You will receive half credit after that date.
• When finished place the worksheet in the tray.