Massacre at Mystic: The Pequot Wars

https://en.wikipedia.org/wiki/Pequot_War#/media/File:Pequot_war.jpg

The Pequot Wars started with the death of one man and ended with making use of the word Pequot a crime. We often put the Puritans on a pedestal, due mainly to the pride many Americans have with being remotely descended from a passenger on the Mayflower as well as politicians constantly referring to them when they talk about our Judeo-Christian culture.

Essential Question: Is violence inevitable between indigenous peoples and colonists?

Engage:

•  Read Mending Wall by Robert Frost
• Good fences make good neighbors, but what if your neighbors don't believe in fences?

Explore:

•  Watch the video Massacre at Mystic 
• Vocabulary: wampum, concessions, subjugated, diplomatic

Explain:

•  What was the relationship between the Pequot and Puritans before the massacre? After?
• What differences in ideas about land and property caused so much trouble?
• Why did some Native Americans fight with the Puritans against the Pequots?
• How much responsibility do you place on the Puritans actions leading to the massacre?
• How did the massacre change the colonies going forward?

Evaluate:

•  Class Discussion questions during the watching. 

 Extend:

• Read p. 118 of Lies My Teacher Told Me by James Loewn
• Read about the Pequot War

Colonial House: How Does the Show Compare to Jamestown Colony?

This letter below is an actual letter written in 1623 by Richard Frethorne and indentured servant in Jamestown Colony.

Loving and kind father and mother:

My most humble duty remembered to you, hoping in God of your good health. This is to let you understand that I, your child, am in a most heavy case because of the nature of the country, which causes much sickness. When we are sick there is nothing to comfort us. Since I came out of the ship, I never ate anything but peas and loblollie (that is, water gruel). As for deer or venison, I never saw any since I came into this land. There is indeed some fowl. But we are not allowed to go and get it. We must work hard both early and late for a mess of water gruel and a mouthful of bread and beef.

We live in fear of the enemy every hour; we are but 32 to fight against 3,000 if they should come. And the nearest help that we have is 10 miles from us. When the rogues overcame this place the last time they slew 80 persons.

I have nothing to comfort me. I have nothing at all—no, not a shirt to my back but two rags, nor no clothes but one poor suit, nor but one pair of shoes, one pair of stockings, and one cap. My cloak was stolen by one of my own fellows. And to his dying hour, he would not tell me what he did with it. Some of my fellows saw him take butter and beef out of a ship, which my cloak, I doubt not, paid for.

I am not a quarter as strong as I was in England, and all is for want of victuals. I tell you that I have eaten more in one day in your home than I have here in a week. You have given more than my day's allowance to a beggar at the door.

If you love me you will redeem me suddenly, for which I do entreat and beg, And if you cannot get the merchants to redeem me for some little money, then for God's sake get a gathering or ask some good folks to lay out some little sum of money in meal and cheese and butter and beef. The answer of this letter will be life or death to me.

Your loving son,
Richard Frethorne
Virginia 3rd April, 1623

http://www.sitesalive.com/hl/tg/private/hltgReasons.htm

Essential Question: How was the Colonial House experience different from Jamestown?

Engage:

• Jamestown was founded in 1607
• 80% of the settlers died in the first few months
• In 1619 the first slaves from Africa to an English colony were sold by a Dutch trader. 
• https://en.wikipedia.org/wiki/Jamestown,_Virginia

Explore:

• Read the Richard Frethorne letter
• Read the Wikipedia Page entry on the settlement of Jamestown, Virginia from 1607-1609 Arrival and Beginning through 1609-1610 Starving Time and Third Supply.
• Watch Colonial House

Explain:

• How does the letter compare to the television show?
• Does this letter change your opinion about colonizing the Americas?

Evaluate:

• You are a Jamestown colonist. Write a letter home describing the conditions you are living with. 

Film Study: Wizard of Oz (1939)

https://en.wikipedia.org/wiki/The_Wizard_of_Oz_(1939_film)#/media/File:WIZARD_OF_OZ_ORIGINAL_POSTER_1939.jpg

Our next movie is The Wizard of Oz. It stars Judy Garland, who was married to the director of An American in Paris, Vincente Minelli. Are there other ties to movies we have already watched?

This movie intersects two of our themes this year, musicals and movies from 1939. I wonder if you will think this is the best movie of 1939 like most critics believe. 

Note Taking, Economics and the Bill of Rights

Today we are going to look at note taking as a learning strategy and then apply it to economics and the Bill of Rights. But first lets watch this video on taking notes. Which note taking strategy will you choose to use?

As we watch this video, think about how economics is more than just money. As a student the economy of your time and your attention are much more important. How can you use this to be better able to manage your time and attention better? Maybe a good note taking strategy could help!

Finally, let's look at the First Amendment to the US Constitution. What rights does it guarantee that the federal government, and the states as well, cannot take away from us? How secure do you think these rights are today?

EQ:

• What are some good note taking strategies?
• How do economics affect individual choice?
• What are the Bill of Rights?

Explore:

• Taking Notes Crash Course (8:50)
•  Intro to Economics Crash Course (12:08)
• The Amendments Explained Hip Hughes

Explain:

• How are you going to take notes?
• How are choices limited in an economic system?
• What freedoms are guaranteed by the Bill of Rights?

Evaluate:

•  Write notes over the videos

Colonial House: Journaling With a Dip Pen

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 Plimoth 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?

You will transcribe your journal entries using ink and pen. Watch the video below to get an idea about what it will be like.

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

Engage:

• If you were being transported back in time to an early American colony, what three things would you take with you?
• Use Small Fires Strategy to have students share their three items and explanations.

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. 

Extend:

• Use a dip pen to transcribe the journal entries into a student created journal.
• We will use the dip pens after every two journal entries.

Film Study: An American in Paris (1951)

https://en.wikipedia.org/wiki/File:An_American_in_Paris_poster.jpg

An American in Paris (1951) is a musical that was inspired by the composition An American in Paris by George Gershwin. It is directed by Vincente Minnelli and was written by Alan Jay Lerner. The music, of course, is Gershwin's with his brother Ira supplying the lyrics. Some additional music is by the music director Saul Chaplin.

The movie stars Gene Kelly, Leslie Caron, Oscar Levant, Nina Foch and Georges Guetary. It was a winner of 9 Academy Awards and is listed as number 8 on the AFI's Greatest American Musicals list.   

United States Physical Geography Plan

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

Today we will be looking at the physical features of the US. You will label and color a map of specific landforms. 

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

Engage:

• 60 Second Slam: Assign students into 4 groups. Give them 60 seconds to identify as many physical geography features found in the US. Compare the lists to see which group is the Slam champion.

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 

Student Parent Language Survery

https://docs.google.com/forms/d/e/1FAIpQLSdGGRPb3OuS5tutIxOAAGAV4J-ZhNQ3o9wTCQwFO-WI0gsg9w/viewform

Click here to take the survey.

US Fifty States: Can You Find Them on the Map?

It is rare that you get a real life example of why learning something in class is worthwhile. This isn't the only, or even best reason, to learn where countries are, but it might keep you from being embarrassed as an adult.

If you are unfamiliar, Geography Now is a great resource to learn facts about countries. Unfortunately there is no video on the United States yet, they are working alphabetically down the list, we are lucky a video was created on the 50 states. We will watch this about mid-way through today's lesson. 

The first activity will be for you to label a paper map of the 50 states. Afterwards play the game below and see how well you do. Let me know what your first score is so I can record it.

https://www.sporcle.com/games/Matt/find_the_states

On Thursday we will take an assessment of the 50 states. Make sure you spend some time reviewing, you don't want to end up looking dumb in a Jimmy Kimmel video, do you?

EQ: Can you identify the 50 states?

Engage:

• Can You Name a Country?  Jimmy Kimmel video (3:44)

Explore:

• Geography Now 50 States video (13:01)
• 50 States Map Game 
• Label a map of the 50 states. 

Explain:

•  Where are the 50 states located?

Evaluate:

• Pre-Assessment: 50 States Quiz
• Post-Assessment: 50 States Quiz

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.