Chapter 3 the 13 English Colonies

Chapter 3 – The 13 English Colonies

Chapter 3 pages in the textbook- 62-94

September 28, 2015

Objective: Today, I will be able to write a high school level introductory paragraph for the DBQ essay.

Bell Work:

Answer the following questions about the sugar trade:

When did the Sugar Trade take place?
What took place during the sugar trade? What happened?
Who/Whom benefited from the sugar trade? Who suffered?
What are the lasting effects of the sugar trade? WHO CARES? SO WHAT?

Vocabulary- thesis statement, supporting details, land/climate, demand, capital, slavery, complementary goods and power/ mercantilism

Agenda:

I DO – Introduce lesson/ review bell work

WE DO - Bell Work/ Review common board configuration

YOU DO-

Answer Bell Work Questions

In pairs, briefly explain how the following events or subjects were significant in the success of the Sugar Trade.

Land/Climate
Documents 1-2 / Consumer Demand
Documents 3-5 / Capital
Documents 6-7 / Slavery
Documents 8-10 / Complementary Goods
Document 11 / Mercantilism/ International Power/ Colonialism
Document 12

Now decide, which 3 events were the most significant.
Introductory Paragraph
Background information ( Bell Work)
Thesis
Must be at least 5-6 sentences

Thesis- Do’s:

-Makes a claim and justifies with evidence.

Examples

Weak Thesis Statement: Abraham Lincoln was an influential president.

Reason: This sentence makes a claim, but it stops short of telling us “because why.”

Stronger Thesis Statement: Abraham Lincoln’s Emancipation Proclamation was the most

Influential part of his presidency.

Reason: This statement is better because it focuses on what was most influential during

Lincoln’s term of service; however, it doesn’t explain WHY or provide any evidence to support the claim.

Even Stronger Thesis Statement: The most influential part of Abraham Lincoln’s presidency was the Emancipation Proclamation. By establishing the abolition of slavery as a Union objective in the Civil War, the Proclamation did three important things: it committed the Union to a common goal, it helped the Union gain foreign support, and it provided the legal framework for the eventual freeing of 4 million African American slaves in the United States.

Reason: This student identifies the Emancipation Proclamation is the key factor in Lincoln’s influential presidency and then goes on to give three clear and specific reasons for WHY, all of which can be argued and supported. It offers a road map (outline) for the reader

Thesis- Do Nots:

Announce your thesis: “In this essay, I am going to tell you about Harvard and why you should go there.”

Confuse your reader: Just make sure that the topic and point are clear.

Cannot be a fact: Doesn’t allow you to prove anything because it’s already factual.

Don’t be vague: Words like “good,” “bad,” “right,” and “wrong,” don’t convey specific meaning.

Cannot be a question: “Don’t you think animal testing is inhumane?”

Essential Question: What drove the Sugar Trade?

Higher Level Question - There is an old saying “Never put all of your eggs in one basket” Why do you think the British took the capital gained during the Sugar Trade and invested in the industry and machines? Contextualization

Homework: Learning Log

AVID Strategy- WICOR

WRITING, INQUIRY, COLLABORATION, ORANIZATION and READING

Students fulfilled all requirements of WICOR

ESE/ 504 Plans

Students are working in pairs

Teacher offers one-on-one when needed

Extra time allotted per individual IEP

Check for comprehension

Preferential seating

Teacher Notes

Sugar was originally known to Europe as a rare and costly spice, but the growth of sugarcane production, first in the Mediterranean and then in the Atlantic, made sugar ever more available. Between the middle of the seventeenth century and the middle of the nineteenth, sugar was transformed from a luxury to a widely consumed commodity in Great Britain and the United States. By the late nineteenth century it was a thoroughly common article of diet, even a necessity, for all classes.

In the sixteenth and seventeenth centuries, European powers established sugar colonies in the West Indies and along the Atlantic coast of South America. The first British sugar island was Barbados, followed by St. Kitts, Nevis, Antigua and Jamaica. In the nineteenth century, Grenada and Trinidad were added to the empire. Sugar dominated production on the islands: there were always some other crops grown, but after the plantation system was in full swing the planters frequently preferred importing provisions to producing them locally so as to have the maximum amount of land planted with sugar cane.

The trade in sugar was important to Britain’s development as a trading nation and as an empire. Throughout the eighteenth century, sugar from the colonies was England’s most important import. It was the driving force in a network of trade that spanned the Atlantic, touching three continents. Historians debate whether and how much the capital accumulation made possible by the sugar industry was instrumental in financing the industrial revolution. However, expanded networks of trade, such as those in which sugar was a force, certainly played a role in stimulating industrialization.

Sugar was an exorbitantly successful commodity. Although the market was extremely volatile, with regular swings from scarcity to glut throughout the plantation era, production and consumption increased steadily throughout the period this exhibit covers

Tuesday, September 29, 2015

Title – Beginning Chapter 3… The 13 British Colonies

Objective:Today I will preview Chapter three, The Thirteen British Colonies. To preview the chapter we will, unpack the standards, read the headings and vocabulary and analyze the pictures of the unit.

Bell work: What is your learning style?

Learning Styles Assessment

Read each statement and select the appropriate number response as it applies to you.

Often (3) Sometimes (2) Seldom/Never (1)

Visual Modality

______I remember information better if I write it down.

______Looking at the person helps keep me focused.

______I need a quiet place to get my work done.

______When I take a test, I can see the textbook page in my head.

______I need to write down directions, not just take them verbally.

______Music or background noise distracts my attention from the task at

hand.

______I don’t always get the meaning of a joke.

______I doodle and draw pictures on the margins of my notebook pages.

______I have trouble following lectures.

______I react very strongly to colors.

______Total

Auditory Modality

______My papers and notebooks always seem messy.

______When I read, I need to use my index finger to track my place on the

line.

______I do not follow written directions well.

______If I hear something, I will remember it.

______Writing has always been difficult for me.

______I often misread words from the text-(i.e.,“them” for “then”).

______I would rather listen and learn than read and learn.

______I’m not very good at interpreting an individual’s body language.

______Pages with small print or poor quality copies are difficult for me to

read.

______My eyes tire quickly, even though my vision check-up is always fine.

______Total

Kinesthetic/Tactile Modality

______I start a project before reading the directions.

______I hate to sit at a desk for long periods of time.

______I prefer first to see something done and then to do it myself.

______I use the trial and error approach to problem-solving.

______I like to read my textbook while riding an exercise bike.

______I take frequent study breaks.

______I have a difficult time giving step-by-step instructions.

______I enjoy sports and do well at several different types of sports.

______I use my hands when describing things.

______I have to rewrite or type my class notes to reinforce the

material.

______Total

Total the score for each section. A score of 21 points or more in a modality indicates

a strength in that area. The highest of the 3 scores indicates the most efficient method

of information intake. The second highest score indicates the modality which boosts

the primary strength. For example, a score of 23 in visual modality indicates a strong

visual learner. Such a learner benefits from the text, from filmstrips, charts, graphs,

etc. If the second highest score is auditory, then the individual would benefit from

audio tapes, lectures, etc. If you are strong kinesthetically, then taking notes and

rewriting class notes will reinforce information.

Benchmark:

SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history.

Essential Question: Essential Question- What is the main idea of chapter 3. Support your answer with evidence from the standards, headings, vocabulary and pictures.

Vocabulary: Charter, John Smith, Representative Government, Pilgrim Squanto, John Winthrop, toleration, Roger Williams, Anne Hutchinson, Thomas Hooker, John Wheelwright, town meeting, Metacom, Proprietary Colony, Royal Colony, William Penn, Backcountry, Nathaniel Bacon, Lord Baltimore, James Oglethorpe, debtor, plantation, borderland, Junipero, presidio, pueblo

Agenda:

I do: Review Bell Work

We do: Preview the Chapter, Read all of the Red and Blue Words

You do: Define all of the Vocabulary Words for the entire Chapter in Pairs

Summarizing Activity (Ticket Out): What is the common theme through-out Chapter 2, 3 and the DBQ?? Answer Colonies, Europe, Power

Homework: Learning Log

Accommodations – All 504, ESE and ESOL Plans are being followed.

Students are:

Extra Time, alternative setting if requested, Help with notes and organization, daily agendas, Medical Concerns

Wednesday September 30, 2015

Objective: Today, I will revisit the Jamestown Colony and complete an interactive activity in my notebook

Bell work: Who, What, When, Why Where---Jamestown

Benchmark:

Essential Question: What saved the Jamestown Colony?

Vocabulary: Charter, John Smith, Representative Government

Agenda:

I do: Review Chapter 3 Vocabulary

We do: Review Interactive Activity instructions

You do: Complete Interactive Activity in your notebook

Summarizing Activity: What roles did Capt. John Smith, John Rolfe, Pocahontas and Chief Powhatan play in the Jamestown Colony?

Homework: Learning Log

Accommodations – All 504, ESE and ESOL Plans are being followed.

Students are:

Extra Time, alternative setting if requested, Help with notes and organization, daily agendas, Medical Concerns

Thursday, October 1, 2015

Objective:I will analyze the differences in religious beliefs and reasons for migration between the Pilgrim and Puritans. In addition, I will be able to understand how the Puritan/ Pilgrims values influence the United States today. – Scale reference

Bell work: Review Jamestown Colony

Answer in pairs

Review Reading Checkpoints

1. What benefits did England hope to get from establishing colonies? Page 66

2. Why did the settlers in Jamestown have difficulties at first? Page 68

3. What were the responsibilities of the House of Burgesses? Page 69

Benchmark:

Essential Question: How were the Pilgrims reasons for coming to America different from the Jamestown Colonists?

Vocabulary: Pilgrim Squanto, John Winthrop, toleration, Roger Williams, Anne Hutchinson, Thomas Hooker, John Wheelright, town meeting, Metacom

Agenda:

I do: Review Bell Work

We do: Review Cornell Note procedures

-Students will draw a line down the middle of their page in their notebook and draw a line across the bottom of the page about 4 lines from the bottom

-Students will read pages 71-76

-As students are reading they will take notes on the right side of their page . Then write corresponding questions on the left side of the page.

-At the bottom, they need to write a summary of what they have learned.

You do: Students will read and take Cornell Notes about the Pilgrims and Puritans pages 71-76

Summarizing Activity (Ticket Out): Compare the reasons that England’s Puritans went to North America with the reasons that the Pilgrims left England?

Homework- Learning Log

Accommodations – All 504, ESE and ESOL Plans are being followed.

Friday, October 2, 2015

Remaining New England Colonies

Objective: What did most of the New England Colonies have in common?

Bell work: What were the difference between the Puritans and the Pilgrims?

THINKING MAP DOUBLE BUBBLE

Benchmark:

Essential Question: Why did Roger Williams and Anne Hutchinson leave the Massachusetts Bay Colony?

Vocabulary: Pilgrim Squanto, John Winthrop, toleration, Roger Williams, Anne Hutchinson, Thomas Hooker, John Wheelwright, town meeting, Metacom

Agenda:

I do: Review the Pilgrims and Puritans

We do: Review Workbook pages 33-35/ Create foldable

You do: Complete Workbook Pages and Complete corresponding colonies in the Foldable

Summarizing Activity(Ticket Out) : How did the lack of religious tolerance affect politics in the Massachusetts Bay Colony?

Homework: Foldable and Learning Log

Accommodations – All 504, ESE and ESOL Plans are being followed.

Scale

LEARNING GOAL: The student will demonstrate knowledge of the causes, course, and consequences of British settlement in theAmerican colonies.
LEVEL 4: I can evaluate the causes, course, and consequences of British settlement in the American colonies by describing the religious and economic events and conditions that led to the colonization of America.In addition, I will be able to express how the American Colonies shaped our nation’s values.
LEVEL 3:Students will:

Evaluate the goals and competition for colonization

Compare and contrast Spanish, French, and English colonization in the New World

Compare and contrast early settlements in the New World: Roanoke, Jamestown, and Plymouth.

Evaluate how Native American populations were impacted by colonial settlement

Compare and contrast colonial regions in regards to location and climate, economy, social life, and political and civic life.

Evaluate colonial life in respect to the different groups that settled in distinct regions

Compare and contrast the colonial experience between large landowners, farmers, artisans, women and Native Americas

Evaluate the goals of mercantilism

Compare and contrast the colonial experience between slaves and indentured servants

Evaluate the experience/perspective of African Americans arriving in the New World

LEVEL 2: Students will:

Define colonization

Describe Spanish, French, and English settlements in the Americas

Identify early English colonies

Understand how colonists and Native Americans interacted

Understand the characteristics of colonial regions

Differentiate the colonial regions gaining understanding of each specific location and climate, economy, social life, and political and civic life.

Describe how colonial life differentiated between large landowners, farmers, artisans, women and Native Americas

Define mercantilism

Understand the triangular trade, slavery, and indentured servitude

Understand slavery and the middle passage

LEVEL 1: With help, a partial understanding of some of the simpler details and process (Level 2 content) and some of the more complex ideas and processes (Level 3).
LEVEL 0: Even with help, no understanding