Unit 2: The Age of Colonization
Essential Standards![]()
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Overview & Vocabulary![]()
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Unit 2 Activities:
8/01: Why are Europeans colonizing the New World? What motivated the English to colonize the New World?
1. I will hand out initial overviewhat notes for the unit as well as a vocabulary sheet for the new unit.
2. Students will watch a video about the reasons for English colonization with me, as a whole class, and take notes.
3. Students will define the vocabulary sheet. This is HW if they do not finish it in class.
1. I will hand out initial overviewhat notes for the unit as well as a vocabulary sheet for the new unit.
2. Students will watch a video about the reasons for English colonization with me, as a whole class, and take notes.
3. Students will define the vocabulary sheet. This is HW if they do not finish it in class.
8/02: Who were conquistadors? How did they treat the native people that they encountered?
1. We read aloud definitions and two excerpts about Spanish conquistadors and colonization from a sheet of paper provided.
2. We watched a BrainPop video about conquistadors and filled in an outline for notes.
3. Finally, students completed an exit ticket where they answered two key questions from the lesson and turned in their index card with their answers.
1. We read aloud definitions and two excerpts about Spanish conquistadors and colonization from a sheet of paper provided.
2. We watched a BrainPop video about conquistadors and filled in an outline for notes.
3. Finally, students completed an exit ticket where they answered two key questions from the lesson and turned in their index card with their answers.
8/03: Who were the Aztecs? What do we know about their culture, art, history and society? Why did the empire fall to the conquistadors?
1. Period 3 SS: Students will work on a Discovery Eudcation Board about the Aztec Empire. They will need to login using the following info:
username: wcp (student number)
password: student number
2. Period 8 SS: I will work with students to go through the Discovery Education Board about the Aztec Empire. We will discuss it as we navigate the board.
1. Period 3 SS: Students will work on a Discovery Eudcation Board about the Aztec Empire. They will need to login using the following info:
username: wcp (student number)
password: student number
2. Period 8 SS: I will work with students to go through the Discovery Education Board about the Aztec Empire. We will discuss it as we navigate the board.
8/04: Why is it important to work hard and persevere?
1. Ms. Ray-Nobles gave a lesson on grit today in our classes.
1. Ms. Ray-Nobles gave a lesson on grit today in our classes.
8/07: Where did the Spanish & Portuguese establish colonies in the New World? What is the geography of the Caribbean & South America?
1. Students shared their current events from this past Friday, in class today.
2. Students then worked in pairs to label a map of South America today as well as a map of the Caribbean, using research tools. These maps help students to better understand the geography of the areas that the Spanish, English and Portuguese colonized. The maps were homework tonight if not completed in class.
3. P3 students: We also read a passage about exploration and colonization and summarized the article as a class.
** My notes to be uploaded**
1. Students shared their current events from this past Friday, in class today.
2. Students then worked in pairs to label a map of South America today as well as a map of the Caribbean, using research tools. These maps help students to better understand the geography of the areas that the Spanish, English and Portuguese colonized. The maps were homework tonight if not completed in class.
3. P3 students: We also read a passage about exploration and colonization and summarized the article as a class.
** My notes to be uploaded**
8/08: What was the Encomienda System? Why did the Spanish conquistadors use this system in the areas that they colonized?
Period 3 Social Studies:
1. Students will read a passage about the Encomienda System in the age of colonization and annotate while reading.
2. Then, we will read the passage aloud as a class, discussing the key points
3. Students will complete a graphic organizer (last page of the above attached file) to illustrate their understanding of the reading. This should be turned in by the end of class.
4. HW: write a response to the following question... How did the Encomienda System affect Spanish colonization of the New World?
Period 8 Social Studies:
1. We will watch the following video about the Encomienda System: https://www.youtube.com/watch?v=BxMGtsGmwVg
2. While watching, students will fill out a diagram comparing the Encomienda System with the Feudal System.
3. We will go over our diagrams as class.
4. Next, we will read a passage about the system (end of attached scanned document)
5. Write a response to the following question... How is the Encomienda System like the Feudal System?
6. HW: Map labeling if not done already
Period 3 Social Studies:
1. Students will read a passage about the Encomienda System in the age of colonization and annotate while reading.
2. Then, we will read the passage aloud as a class, discussing the key points
3. Students will complete a graphic organizer (last page of the above attached file) to illustrate their understanding of the reading. This should be turned in by the end of class.
4. HW: write a response to the following question... How did the Encomienda System affect Spanish colonization of the New World?
Period 8 Social Studies:
1. We will watch the following video about the Encomienda System: https://www.youtube.com/watch?v=BxMGtsGmwVg
2. While watching, students will fill out a diagram comparing the Encomienda System with the Feudal System.
3. We will go over our diagrams as class.
4. Next, we will read a passage about the system (end of attached scanned document)
5. Write a response to the following question... How is the Encomienda System like the Feudal System?
6. HW: Map labeling if not done already
8/09: Who were the Inca? What do we know about their culture, art, religion and government?
1. Students will work on two skills today: analyzing and forming arguments by providing evidence. Their job will be to walk around the classroom to read 6 different sources of information about the Inca Empire. After reading each one, they will scan their "myths" worksheet and match the source to the correct statement. Students will then need to prove whether the statement is a fact or a myth by providing evidence from the source. I will provide the answers to the students near the end of class. (This activity is copyrighted and the license does not allow distribution of the activity online)
2. After this, students will complete an exit ticket before leaving class. The three questions that they will answer are in this image from the board
1. Students will work on two skills today: analyzing and forming arguments by providing evidence. Their job will be to walk around the classroom to read 6 different sources of information about the Inca Empire. After reading each one, they will scan their "myths" worksheet and match the source to the correct statement. Students will then need to prove whether the statement is a fact or a myth by providing evidence from the source. I will provide the answers to the students near the end of class. (This activity is copyrighted and the license does not allow distribution of the activity online)
2. After this, students will complete an exit ticket before leaving class. The three questions that they will answer are in this image from the board
8/10: What made the Inca Empire unique? What do we know about the exchange of goods, Spanish and Portuguese colonization and the slave trade?
1. Students will watch a BrainPop video about the Inca as a class. We will discuss the new things we learned about the Inca from the video.
2. Then, students will do independent reading from my teacher's edition of National Geographic World History: Great Civilizations. These sections cover topics that we have discussed in class and will help reinforce the content covered thus far in the unit.
- Section 2.5: The Columbian Exchange
- Section 3.1 The Spanish Conquest
- Section 3.2 Portugal's Empire
- Section 3.3 The Atlantic Slave Trade
3. Students will answer a set of questions from the reading that follow various levels of Bloom's taxonomy. This is HW if not completed in class.
4. HW Period 3: Students will answer comprehension questions from each section of the reading for homework.
1. Students will watch a BrainPop video about the Inca as a class. We will discuss the new things we learned about the Inca from the video.
2. Then, students will do independent reading from my teacher's edition of National Geographic World History: Great Civilizations. These sections cover topics that we have discussed in class and will help reinforce the content covered thus far in the unit.
- Section 2.5: The Columbian Exchange
- Section 3.1 The Spanish Conquest
- Section 3.2 Portugal's Empire
- Section 3.3 The Atlantic Slave Trade
3. Students will answer a set of questions from the reading that follow various levels of Bloom's taxonomy. This is HW if not completed in class.
4. HW Period 3: Students will answer comprehension questions from each section of the reading for homework.
8/11: What is The Lost Colony? What clues did the colonists leave? What do you think happened to the colonists?
Period 3 SS:
1. We will watch a video that provides and overview of The Lost Colony and explains why it is a mystery.
2. Students will choose roles within their table groups based on the directions given.
3. Students will work in their table groups (of 4 to 5) to read and discuss 5 pieces of evidence, or clues, that the colonists who disappeared left behind.
4. Students will pause after taking turns reading each clue and take notes on the clues that they have heard on this worksheet.
5. Students will then discuss all clues and formulate a group hypothesis about what they think happened to the colonists. We will share our hypotheses as a class.
Period 8 SS:
1. We will watch a video that provides an overview of The Lost Colony and explains why it is a mystery.
2. I will read an overview paragraph provided in my directions sheet (First page of the document attached).
3. Students will answer a reflection question after watching the video and hearing the details in the paragraph.
4. Students will read a passage and answer comprehension questions about The Lost Colony.
Period 3 SS:
1. We will watch a video that provides and overview of The Lost Colony and explains why it is a mystery.
2. Students will choose roles within their table groups based on the directions given.
3. Students will work in their table groups (of 4 to 5) to read and discuss 5 pieces of evidence, or clues, that the colonists who disappeared left behind.
4. Students will pause after taking turns reading each clue and take notes on the clues that they have heard on this worksheet.
5. Students will then discuss all clues and formulate a group hypothesis about what they think happened to the colonists. We will share our hypotheses as a class.
Period 8 SS:
1. We will watch a video that provides an overview of The Lost Colony and explains why it is a mystery.
2. I will read an overview paragraph provided in my directions sheet (First page of the document attached).
3. Students will answer a reflection question after watching the video and hearing the details in the paragraph.
4. Students will read a passage and answer comprehension questions about The Lost Colony.
8/14: What is Mercantilism? Why did Europeans use this economic system during the Age of Colonization?
1. Students will click on this link to a Discovery Education Board about mercantilism.
2. Students will be prompted to login to Discovery Education using their WCPSS login: username: wcp# & password: #
3. Students will complete the items on the board by placing their answers on a Google Doc or on paper. All Google Docs will need to be shared with me ([email protected])
** This will be HW if not completed in class.
1. Students will click on this link to a Discovery Education Board about mercantilism.
2. Students will be prompted to login to Discovery Education using their WCPSS login: username: wcp# & password: #
3. Students will complete the items on the board by placing their answers on a Google Doc or on paper. All Google Docs will need to be shared with me ([email protected])
** This will be HW if not completed in class.
8/15: What is Mercantilism? Why did Europeans use this economic system during the Age of Colonization?
1. Students will continue to work on their mercantilism DE Board using this link. All boards should be shared with me - or, if done on paper, they should turn this into the red tray today. If they finish this early, they should begin working on a 13 Colonies map worksheet based on the 13 colonies BrainPop video we will watch together tomorrow. * BrainPop username: wcecaryms password: brainpop
1. Students will continue to work on their mercantilism DE Board using this link. All boards should be shared with me - or, if done on paper, they should turn this into the red tray today. If they finish this early, they should begin working on a 13 Colonies map worksheet based on the 13 colonies BrainPop video we will watch together tomorrow. * BrainPop username: wcecaryms password: brainpop
8/16: What were the 13 original colonies?
1. Students will watch a BrainPop video about the 13 colonies as a class.
2. Then, they will complete a 13 colonies map labeling activity.
3. Students will be introduced to a mini project that they will begin in class today. Students will need to bring their device tomorrow and Friday if they have one. Students will be provided with a print out of the research notes sheet in class. The directions sheet also indicates their assigned topics.
4. Here is the template that students will use for the brochure. Students will need to make a copy of the brochure before working on it.
5. All brochures will need to be shared with me to my email: [email protected]
1. Students will watch a BrainPop video about the 13 colonies as a class.
2. Then, they will complete a 13 colonies map labeling activity.
3. Students will be introduced to a mini project that they will begin in class today. Students will need to bring their device tomorrow and Friday if they have one. Students will be provided with a print out of the research notes sheet in class. The directions sheet also indicates their assigned topics.
4. Here is the template that students will use for the brochure. Students will need to make a copy of the brochure before working on it.
5. All brochures will need to be shared with me to my email: [email protected]
8/17: 13 original colonies mini project
* Students will have lab time today to work on their brochures.
* Students will have lab time today to work on their brochures.
8/18: 13 original colonies mini project
* Students will have lab time today to work on their brochures.
* Students will have lab time today to work on their brochures.
9/11: What motivated the English to Colonize America?
1. Discussion of 9/11 following CNN 10 Student News. Students will write down 3 facts that they learned while watching the news.
2. Students will reflect about the events of 9/11 on the back of their CNN facts sheet. The following question is written on the board for them to reflect on: "why is it important for Americans to continue to remember and retell the events of 9/11?" Then we will discuss student responses.
3. Students will walk through a Power Point presentation with me about the reasons for English colonization of America and fill in an outline as we go through the presentation. Students will conclude by drawing the Mayflower at the bottom of their outline. They may also draw another image that they feel represents what they learned today.
4. In this presentation there is a link to a video from Brain Pop about the first Thanksgiving in Plymouth. The login info for Brain Pop is - username: wcecaryms and password: brainpop.
1. Discussion of 9/11 following CNN 10 Student News. Students will write down 3 facts that they learned while watching the news.
2. Students will reflect about the events of 9/11 on the back of their CNN facts sheet. The following question is written on the board for them to reflect on: "why is it important for Americans to continue to remember and retell the events of 9/11?" Then we will discuss student responses.
3. Students will walk through a Power Point presentation with me about the reasons for English colonization of America and fill in an outline as we go through the presentation. Students will conclude by drawing the Mayflower at the bottom of their outline. They may also draw another image that they feel represents what they learned today.
4. In this presentation there is a link to a video from Brain Pop about the first Thanksgiving in Plymouth. The login info for Brain Pop is - username: wcecaryms and password: brainpop.
9/12: What were the different views of land ownership from the perspective of Native Americans and Colonists? (P2) Compare the Jamestown and Plymouth colonies (P8)
P2:
1. Students will read read about the different views that native americans and Europeans had of land ownership. They will need to annotate as they read and include a short summary of each paragraph to better comprehend the reading.
2. Then, they will complete the text dependent questions that follow as a table group. We will discuss the correct responses to these as a class.
P8:
1. Students will read two readings.. one is about the colony of Jamestown. The other is about the Plymouth colony. Once students have read these, they will cut out and place the phrases taken from the reading (on a separate matching worksheet sheet) in the correct column on the worksheet provided.
P2:
1. Students will read read about the different views that native americans and Europeans had of land ownership. They will need to annotate as they read and include a short summary of each paragraph to better comprehend the reading.
2. Then, they will complete the text dependent questions that follow as a table group. We will discuss the correct responses to these as a class.
P8:
1. Students will read two readings.. one is about the colony of Jamestown. The other is about the Plymouth colony. Once students have read these, they will cut out and place the phrases taken from the reading (on a separate matching worksheet sheet) in the correct column on the worksheet provided.
9/13: Review of English Colonization in the New World and In Africa
1. Students will go to this Discovery Education Board link and complete all 3 sections of the board by filling out the attached Google Doc.
1. Students will go to this Discovery Education Board link and complete all 3 sections of the board by filling out the attached Google Doc.
9/14: Review of English Colonization in the New World and Africa
1. Students will continue to work on their DE boards today in class. They should complete whatever they do not finish in class for HW. These boards are due before class on Friday - unless the student has been absent.
1. Students will continue to work on their DE boards today in class. They should complete whatever they do not finish in class for HW. These boards are due before class on Friday - unless the student has been absent.
9/15: Age of Colonization Unit 2 Essay Test Assignment
1. Students will work on a unit 2 summative essay that they will also be able to take home to work on over the weekend. Essays are due Monday morning either shared via email or turned in by paper copy. The essay assignment is linked here.
1. Students will work on a unit 2 summative essay that they will also be able to take home to work on over the weekend. Essays are due Monday morning either shared via email or turned in by paper copy. The essay assignment is linked here.