ENGLISH COLONIZATION

UNIT PLAN  

Daniel Lobo December 7, 2012

HGSE T213

Ms. Rachel Otty

                     

     

  Lobo 2  TABLE OF CONTENTS

Course Information: U.S./World History I 3

Unit Information: English Colonization 9

Course Essential Questions and Learning Goals 10

Unit Schedule and Daily Learning Objectives 13

(see attached spreadsheet)

Annotated Resource Library 14

Lesson 1: Pocahontas—Myth or Reality? 22

Lesson 2: How to Use Quotes 30

Lesson 3: The Salem Witch Trials 39

Formative Assessments 46

Summative Assessment: DBQ 55

Appendices 60

  Lobo 3  Course Information: World/U.S. History 1

Basic Course Information Course Title: World/U.S. History 1 School: The O’Bryant School of Mathematics and Science1 Unit Title: English Colonization Intended Grade Level: 9th Grade2 Academic Track: Untracked/heterogeneous Class Length: 55 minutes, 5 days a week Curriculum Scope: (see below)

                                                                                                               1 The O’Bryant is the lowest performing of Boston’s three exam high schools, located in the community of Roxbury. 2 Though the class is intended for 9th graders, there are several students in my section who are repeating the class.

  Lobo 4  Semester 1

Unit 1—The World

Before 1492 (4 weeks—Sept.)

Unit 2—Spanish Colonization (5 weeks—Oct./Nov.)

Unit 3—English Colonization (4 weeks—Nov./Dec.)

Midyear Review + Exams (1 week)

Ess

entia

l Q

uest

ions

WHY EUROPE? Why was it the Europeans who became colonizers rather than explorers from Asia, Africa or the Middle East?

Who or what is responsible for the depopulation of Hispaniola?

Were the good relations between the English colonists and Native Americans myth or reality?

Und

erst

andi

ng

-Other regions, esp. China, had better economies/technology/ natural resources -Europe’s LACK of these things was the motivation to explore and conquer whereas China stopped exploring because they didn’t need anything from the outside world. -Geography matters

-Colonization: use of force to dominate people, land, resources -Disease, use of force, religion led to destruction of Taino culture. -Columbus’ role is significant but degree is debatable—other factors: King and Queen, disease -Role of individual in society -Role of jury, evidence in a trial (and parallels to history)

-Attitudes and motivations of colonists determined relations w/ Native Americans -Violent: VA colonists due to greed; MA Puritans due to intolerant religious views (predestination) -Peaceful: PA Quakers and RI colonists due to intolerant religious views (inner light + separation of Church and State), New Netherlands (Dutch) due to diversity of colony

Con

tent

-15th century trade networks—spread of goods, religion, ideas and people -Zheng He’s voyages + China’s dominance -Crusades: cause and effect—gold, God, glory -Europe’s recovery during the Renaissance

-Spanish motives for exploration -1492: events, short and long term effects—Columbian Exchange, slave trade -Spanish Empire—Aztecs and Incas

-English motives for colonization—Jamestown, gold; Mass., religion -Protestant Reformation -Characteristics of key colonies, especially relations with Native Americans: MA, RI, PA, VA, MD -NE, Middle, Southern geography, economy, society

Tim

elin

e Pr

ojec

t

  Lobo 5  Sk

ills

-Mental mapping -Annotation and note-taking -Key points/Round Ups -Discussion norms

-Document analysis -Recognize and analyze multiple POV -Use evidence to support oral arguments

-Embed evidence (esp. quotes) -Paragraph structure -Thesis template -Parenthetical citations -Intro DBQ + revisions

Ass

essm

ents

Annotated map of 15th century trade networks that answers the essential question

Mock Trial of Christopher Columbus

In-class DBQ Essay—Conflict and Cooperation Midterm Exam (Jan.)

  Lobo 6  Semester 2

Unit 4—The American

Revolution (6 weeks—late Jan. to

early March)

Unit 5—The New Nation (4 weeks—March/April)

Unit 6—Global Revolutions

(5 weeks—May/June)

Final Review

and Exams

Ess

entia

l Q

uest

ions

Did the American colonists have the right to declare independence from Great Britain?

How revolutionary was the American Revolution?

Which revolution was the most revolutionary?

Und

erst

andi

ng

-Enlightenment ideas (esp. social contract, natural rights) provided argument for independence -American POV: Britain broke the social contract by violating natural rights -British POV: Britain upheld social contract by providing defense and order -Role of govt., taxes, relationship between people and rulers

-Americans win the war due to strategy, geography, and alliances + participation of many disenfranchised groups -Revolution can be seen as both radical and conservative -Constitution established democratic principles (Bill of Rights, checks and balances) AND unequal citizenship—restricted by race, gender and class

-All revolutions are connected through cause and effect: Amer. Rev. created financial crisis and inspiration for French Rev led to rise of Napoleon led to Haitian Rev and Latin Amer. Rev led to Louisiana Purchase and political divisions in US led to War of 1812—rematch between Amer. and Britain with Native Amer. allies -Other revolutions were more radical than Amer. Rev in terms of equality and methods, but Amer. Rev produced the only semi-democratic govt.

Fina

l Pro

ject

(has

nev

er h

appe

ned

yet!)

  Lobo 7  C

onte

nt

-Causes and events of Amer. Revolution from British and American POV: trade, taxes, troops, rights -Debates over independence -Declaration of Independence -Influence of Enlightenment ideas

-Role of women, African Americans, Native Americans, poor whites -Factors in winning war: geography strategy, alliances—Trenton, Saratoga, Yorktown -Weaknesses in Articles of Confederation -Constitutional Debates and Compromises + Debates over ratification -Features of Constitution and Bill of Rights

-Causes, events, leaders and results of French, Haitian and Latin Amer. Revs. -Rise and fall of Napoleon + Congress of Vienna -US in context of French Rev—Washington, Adams, Jefferson; formation of political parties, neutrality Louisiana Purchase, War of 1812

Skill

s

-Present oral and written arguments to support an overall thesis -Use evidence persuasively -Anticipate and respond to counterarguments

-Research process—hypothesis, notes, thesis, outline, drafting, works cited, revision and editing

-Research process continued

Ass

essm

ents

Formal Debate—British v. Americans—Essential Question

Research paper steps—How revolutionary was the American Revolution?

Research paper—Final draft Final exam

  Lobo 8  Student Information Number of Students: 21 students Special Needs: There are currently two students designated with IEPs in my section. Thoh their learning disabilities differ slightly, both students require extra time to complete work, extra time to process information, clarified directions, directions in small steps, verbal prompts, check-ins, monitoring, and graphic organizers, as stipulated by their IEPs. English Language Learners: There are five students designated as English Language Learners in my class. These five students vary in the severity of their LEP level. The school has awarded each student a number on a scale of one to five, one meaning very limited in English proficiency, and five meaning near full English proficiency has designated each. Two of my students have been designated as a five on this scale, two have been designated as a three, and one has been designated as a one. Student Performance Data: I was unable to obtain previous MCAS scores, although I’m not sure how relevant this information would have been given that the results would not have been in the subject of History. Student Demographic Information: The class is made up of 52% girls and 48% boys. Most of the class is African-American, Asian or Latino, with African-American students comprising the majority. Languages spoken at home include: Spanish, Chinese, Vietnamese, Cape Verdean Creole, Arabic and English. Given that the O’Bryant is 100% free and reduced lunch, I assume that most of the stuedets come from low-income households.

  Lobo 9  Unit Information: English Colonization

Unit Length and Sequence Unit Length: 4 weeks (November 20-December 21) Unit Sequence:

Monday Tuesday Wednesday Thursday Friday Week 1

Unit 2 Test Unit 3 Introduction

HALF DAY: Decline of Spain/Rise of England

NO SCHOOL NO SCHOOL

Week 2

Jamestown: Motives, Tobacco/indentured servants

Jamestown: Relationship w/ Indians

Jamestown: Pocahontas—myth or reality?

-Mini DBQ: Using Quotes in writing -Plymouth: Motives

Plymouth: Relationships w/ Wampanoag’s, Thanksgiving

Week 3

Plymouth: Compare 500 Nations, images, textbook

Mass Bay Colony: Protestant Reformation, Colony motives, City Upon a Hill

Mass Bay Colony: Conflicts

Mass Bay Colony: Relationships Wampanoags

Middle Colonies: New Netherlands, Pennsylvania

Week 4

Middle Colonies: Source analysis

Southern Colonies: Chesapeake colonies, Georgia/Carolinas

Southern Colonies: Bacon’s Rebellion, primary source

Overall geographic, demographic, and economic characteristics of each region, annotated maps

DBQ

Week 5

DBQ DBQ DBQ—write in class

Unit 2 Test Last Day! (cushion room)

  Lobo 10  Sequence of Lessons:

• Decline of Spain/Rise of England o Pirates o Spanish Armada

• Jamestown o Motives, purpose, founders of colony o Relationship with Powhatan Indians o Pocahontas: Myth or Reality o Tobacco and indentured servants o Mini DBQ – learning how to use quotes in writing

• Plymouth o Motives, purpose, founders of colony o Relationships with Wampanoag Indians o Thanksgiving – Myth or Reality o Compare 500 Nations, images, textbook account

• Mass. Bay Colony - Puritans o Protestant Reformation – Luther, Calvin, predestination, Puritan migration,

Puritan beliefs o Mass. Bay Colony – motives, purpose, founders, characteristics o Conflicts in Colony – witch hunts, Roger Williams, Anne Hutchinson,

Key concept – cooperation v. separation of church and state o Relationship with Wampanoag Indians: King Philips War – causes, results (500

Nations) • Middle Colonies

o New Netherlands Founders/purpose/characteristics

o Pennsylvania Quaker beliefs Founder/purpose/characteristics

• Southern colonies o Development of Chesapeake colonies – Maryland, VA o Bacon’s Rebellion: transformation from servitude to slavery o Georgia, Carolinas (this can be brief)

• Overall geographic, demographic, and economic characteristics of each region o Annotated Map of 13 colonies

• DBQ project o Work through steps in class:

1) Understanding the prompt 2) Reading, analyzing, grouping documents 3) Creating a thesis and outline 4) Drafting a body paragraph with a topic sentence, a quote, citation, and explanation of quote

o Write DBQ in class as an open notes timed assessment • Unit Test

  Lobo 11  Unit Essential Questions I. Are the good relations between English colonists and Native Americans myth or reality?

a. This is the overarching essential question for the unit, intended to challenge any assumptions students may have about the history of English colonization. The strength of this question is derived from its vagueness. In answering it, students provide different, yet still accurate, responses depending on which group of English colonists they are referring to. Such a process is valuable not only because it can catalyze debate among students, but also because it forces students to avoid generalizing when making certain claims. In order to strengthen their argument for whether the positive relations between colonists and Native Americans was myth or reality, they will have to be specific about who they are referring to. This would be a valuable skill for students going forward.

II. What influences human behavior?

a. Where as the first Essential Question more so gets at the ‘what’ of what really happened between the English colonists and the Native Americans, this question gets at the ‘why’. This question is intended to get students to students to make the connection between the ideological differences of the colonists and the differences between their treatments of the Native Americans. Through understanding how the colonists’ ideologies influenced their treatment of the Native Americans, students will be able to extrapolate this idea to other conflicts that they encounter in their schoolwork or in their lives. Understanding conflict is achieved through understanding motivations, which are often crafted through personal ideologies. I believe this would be an extremely valuable concept for students to realize.

Unit Learning Goals I. Students will understand that the attitudes and motivations of colonists determined their relations with the Native Americans.

a. This learning goal addresses Essential Question II. Students will understand what influences human behavior by first understanding how the different motivations of English colonists determined how they interacted with Native Americans. To achieve this, students will learn about the motivations of the Jamestown, Mass Bay, Plymouth, Middle and Southern colonies. In addition, they will learn how each of these colonies, with their differing motivations, interacted with Native American tribes in their respective areas. In the process, students will understand why certain motivations matched certain actions and behaviors.

II. Students will understand why the Virginia and Massachusetts colonies had violent relations with the Native Americans in those respective areas.

a. This learning goal addresses Essential Questions I and II. Students will learn how the greed and economic motivations of the Virginia colonists influenced the way they viewed and treated the Native Americans. Likewise, they will learn how the Massachusetts puritans’ intolerant religious views and ideas of predestination influenced they way they viewed and treated the Native Americans. Thus, they will learn whether the good relations between colonists and Native Americans are myth or reality, while beginning to see the connection between ideology and human behavior.

  Lobo 12  III. Students will understand why the Pennsylvania, Rhode Island and New Netherland colonies maintained more peaceful relations with the Native Americans in those respective areas.

a. This learning goal also addresses Essential Question I and II. Students will learn how the Pennsylvania Quakers and the Rhode Island colonists were more peaceful with the Native Americans due to their tolerant religious views (inner light/separation of Church and State). The Dutch in the New Netherlands were also much more peaceful with the Native Americans given the diversity of their colony. As mentioned in the previous learning goal, this learning will provide students with another possible answer for the first Essential Question while concurrently poising students to realize the connection between ideology and human behavior in order to answer Essential Question II.

IV. Students will understand how to construct a well-written essay response to a DBQ.

a. This skills-based learning goal also addresses Essential Question I and II. Students will learn the various components of writing that go into writing an effective response to a DBQ. This will include lessons on embedding evidence in writing through quotations, paragraph and thesis structure, and parenthetical citations. Given that the teaching of these skills will be intertwined with the content of the unit, students will still gain insight pertaining to the Essential Questions in pursuit of this learning goal.

  Lobo 13  

UNIT SCHEDULE AND DAILY LEARNING OBJECTIVES

(SEE ATTACHED SPREADSHEET)

  Lobo 14  English Colonization: Annotated Resource Library

Introduction: Unit Title: English Colonization Essential Questions: Are the good relations between English colonists and Native Americans myth or reality? How do we define power? How does one gain or lose power? Length: 4 weeks School: The O’Bryant Grade: 9th Student Population: Inclusion class of 20 students, 10% with IEPs Guiding Massachusetts Frameworks: WHI: 1-14 Major Topics: The Protestant Reformation; Founding of the Southern, Middle and New England Colonies; Slavery in North America; Development of the North American Colonies Resources: Classroom Textbooks 1. Holt: American Nation, 2005

• This is a rather large high school level textbook.  • Although my mentor teacher does not particularly care for this textbook given its general

lack of detail, I will be using chapters 2 and 3 to provide students with some broad background information about England’s challenging of Spain for colonial supremacy, the Jamestown colony, as well as the Pilgrims and the Mass Bay Colony.  

• Students keep this textbook at home because we don’t use it very often. Rarely, they will read and summarize short segments of the book to give them background information for what we discuss in class. I will most likely continue to use the textbook in this manner.  

• Students who appreciate a more traditional form of learning may benefit from the use of this textbook.  

 2. McDougal Littell: The Americans, 1999

• This is also a rather large high school level textbook. • Sections of this textbook will be photocopied for students as supplemental readings.

According to my mentor teacher, this textbook provides higher-level content and better coverage of historical events than does American Nation. Students will read segments regarding King Philip’s War, New Netherland and the Quaker Pennsylvania colonies from this textbook.

• As stated, students will receive photocopies of the relevant sections of this textbook. As with the readings from American Nation, they will read and summarize short segments of the book to give them background information for what we discuss in class.

• Again, students who appreciate a more traditional form of learning may benefit from the use of this textbook.  

Primary Sources 3. Martin Luther’s Letter to the Archbishop of Mainz, 1517

  Lobo 15  • From: The Works of Martin Luther. Ed. and trans. Adolph Spaeth, L.D. Reed, Henry

Eyster Jacobs, et al. Philadelphia: A. J. Holman Company, 1915, Vol. 1, pp. 25-28. • Can be found at http://www.fordham.edu/halsall/source/lutherltr-indulgences.asp • This one page primary source can be used to provide context and lay the groundwork for

the Protestant Reformation. That being said, the letter is fairly dense in terms of both vocabulary and colloquial terminology of the time. Thus, the presentation of this letter would have to be scaffolded significantly.

• This source can be used to teach students how the Catholic Church’s use of indulgences contributed to the rising discontent with the Church and eventually, the Protestant Reformation. Through an analysis of this primary source, students will work towards building the necessary skills for the DBQ essay at the end of the unit.

• I would probably read and analyze this source together with the class via a document camera. Afterwards, I would present student with the following questions: given what we know about the Catholic Church at the time from the last unit, what might their motivations to use indulgences be? What do you think the Archbishop’s response was to this letter? Students would have several minutes to write a response to these questions before engaging in a class discussion.

• This resource may be particularly engaging for Christian students who are interested in learning about the history of their faith.

4. A Jamestown settler describes life in Virginia, 1622

• Can be found at http://www.gilderlehrman.org/history-by-era/early-settlements/resources/jamestown-settler-describes-life-virginia-1622

• This one page primary source provides a vivid account of what life for early American colonists was like. The language actually appears to be quite manageable. A brief explanation of the Old-English style of writing and spelling might be useful for students though.

• This letter provides a brief but vivid overview of the motivations and experiences of early American colonists, especially their struggles with death and disease. The economic motivations alluded to in the source could provide an interesting contrast to the motivation of the Puritans in New England. The source could also start a conversation about the Colonists’ views of the Native Americans, which is mentioned in the source.

• Given the appropriate reading level of this source, students can read and analyze this source for homework, using the “10 Questions” for analysis that they began using in the last unit (See Appendix A). After a discussion of the source, students will learn about political, social, religious, and economic practices of the Southern Colonies.

• Students who enjoy a challenge will be particularly engaged with this source. Most of the words in the letter, albeit common, are spelled differently than what is used today. Thus, some students may enjoy deciphering the letter, and maybe even recognizing certain grammatical/spelling patterns.

5. John Winthrop’s “City Upon a Hill” Sermon, 1630

• Can be found at http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/primary/ciudad.html

• This one page primary source reveals the religious motivations of the Puritans in the Northern Colonies. The reading level appears to be appropriate for ninth graders.

• This sermon would provide an interesting juxtaposition against the more economic motivations of the Southern Colonists in Jamestown. Moreover, there is lots of rich language in this sermon that would provide numerous opportunities for analysis. The metaphor of a city upon a hill would obviously be a central aspect of our analysis.

  Lobo 16  • It may actually be best to present this source side-by-side with the letter from the

Jamestown settler, so that students may more easily see the similarities and differences between the motivations and practices of the Puritans and Jamestown colonists. The analysis and discussions of these sources would serve as an introduction to notes on the political and social structures, religious practices, economies, art, and architecture if the colonies during the 17th century.

• Again, students who enjoy deciphering reasonably challenging text may find this source particularly engaging.

6. Map of the New World, with European settlements and American Indian tribes, 1730

• Can be found at http://www.gilderlehrman.org/history-by-era/american-indians/resources/map-new-world-with-european-settlements-and-american-india

• Created by a Dutch mapmaker in 1730, this visual primary source demonstrates the struggle over territory between the Dutch, the English and the American Indians.

• This map can provide an interesting segue into discussing American Indians after learning about the differences between the Northern, Middle and Southern Colonies. Students can visually see one aspect of interaction between the Colonists and the American Indians—territorial conflict. This source will allow students to begin to answer the essential question of this unit.

• This source could work well as a Do Now. Students could silently write down what this source is depicting before discussing their hypotheses in groups. Afterwards, we could have a class discussion that ends with students considering what this map could say about relations between American Indian and Colonists more generally. This would segue into an activity or class lecture that begins to teach students about the American Indian perspective of American Colonization.

• This source will be particularly engaging for the visual learners in the class. It provides a lot to look at and analyze, so students who enjoy a challenge may also find this source particularly interesting.

7. Royal Charter granted to the Royal African Company, 1672

• Can be found at http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/charter_royal_african.htm

• This is the Charter granted to the Royal African Company by King James II in 1672. Given its nature as a legal document, this primary source is rather dense. It would require significant scaffolding to ensure that students gain a complete understanding of what is being presented in it. I would also consider editing it before presenting it to students, as there is a portion of the document where the King offers thanks to a series of specific explorers that students don’t exactly need to know.

• This source could provide an excellent introduction to a discussion regarding the economic motivations of slavery in the colonies. The idea presented in this document of viewing slaves as commodities meant for profit-making could spark a powerful discussion regarding how colonists viewed slaves as truly inferior beings. I think starting off this section of the unit with this source would grab students’ attention and maintain it even when we start getting into details that might feel more removed from them. This source has the power of pathos.

• I would want to analyze this source as a class, allowing students to discuss what they think of the source in a think-pair-share afterwards. We could then break out into a larger class discussion, linking this source either to another source we’ve analyzed, or another reading we’ve done.

  Lobo 17  • This source would be particularly engaging for students who enjoy discussing more

philosophical ideas regarding human nature or fairness and equality. I would have to make sure that these students don’t get lost in the legal jargon of this document, though.

8. John Barbot, "A Description of the Coasts of North and South Guinea," in Thomas Astley and John Churchill, eds., Collection of Voyages and Travels (London, 1732).

• Can be found at http://www.vgskole.net/prosjekt/slavrute/1.htm • Created by John Barbot, an agent for the French Royal African Company, this two-page

account of the transportation of slaves from West Africa provides a fairly graphic introduction to the Trans-Atlantic Slave trade. The reading level appears slightly advanced, but manageable.

• This source can serve to provide students with the African perspective and role in the slave trade, which, I feel, is often less emphasized. The vivid descriptions of how the slaves were treated before and during their transportation to the American colonies and other regions can introduce students more deeply to the social and cultural dynamics surrounding slavery in the 17th century, particular how Colonists viewed African slaves as utterly inferior and unworthy of human treatment. The powerful nature of this piece is sure to engage most students, though I must be careful to not upset those students with closer emotional ties to African and African American histories. This source must be carefully presented to students.

• A discussion of this source could help students work towards being able to answer the second question of this unit: How do we define power? How does one gain or lose power? Given that it is not only the American (or French) colonists who are contributing to the slave trade, students can discuss different forms of power, and the varying motivations behind these forms of power.

• As aforementioned, students with closer ties to African and African-American culture may be particularly engaged with this source.

9. The wedding of Pocahontas with John Rolfe, 1607

• Can be found at http://www.loc.gov/pictures/resource/pga.03343/ • This painting depicts the wedding of Pocahontas and John Rolfe on April 5, 1607. • This source can serve as a more interactive introduction to the portion of this unit where

we talk about Pocahontas and the Powhatan Indians. It can be used to perhaps counter certain assumptions that students may have about Pocahontas, or American Indians more generally, from sources such as the movie Pocahontas.

• This source could be utilized well as a Do Now. Students can spend five minutes analyzing the picture and writing down things that they notice. Some potential guiding questions to help them do this could be: What does this picture reveal about Native American clothing and customs? How does the image portray the Settlers compared to the American Indians? Does anything in the painting surprise you?

• This source would appeal to visual learners. If used in the aforementioned way, it may appeal to those students who enjoy solving puzzles or other types of visual problems. Any students who have seen Pocahontas may find this source engaging as well.

10. Observations on Slave Keeping, Providence Gazette, 1773

• Can be found at http://dl.lib.brown.edu:8080/ImageServer/scrollnav.jsp?filename=1161094344984375.jp2

• This is a fairly dense three-column, one page news article published on December 4, 1773. Not only does it discuss some philosophical thought, but it is also written very

  Lobo 18  much in the colloquial terminology of the time. Thus, some significant scaffolding would need to be done to prevent students from disengaging with the text.

• Condemning the practice of slavery, this article embodies the changing sentiments of some American colonists towards the end of the 18th century. Given that this article was published in the Providence Gazette, students can begin to discuss how the different colonies began developing their own distinct identities over time. In particular, this article can lay some of the early groundwork for students’ learning of the Civil War by alluding to differing regional attitudes regarding slavery.

• Given how dense this article is, I may consider splitting it into chunks and having students review and analyze separate parts of it in groups. Afterwards, students can come together and summarize the part they their group read for the rest of the class. We could then discuss as a class what this article says as a whole, and the potential implications of such sentiments for life in 18th century American colonies. I’m also wondering if we could do more with the portion of the article that discusses John Locke.

• This article could be engaging for students who enjoy a challenge and/or, oddly enough, philosophy. There is a risk that some students will shut down when faced with the difficulty of this text, though. Thus, it may be beneficial to give students some sort of choice over which part of the article they want to read.

Audiovisual Materials 11. Mayflower: Deconstructed Video

• Can be found http://www.history.com/topics/thirteen-colonies/videos#deconstructed-mayflower

• This is a 3 minute interactive video that succinctly presents information about the Mayflower voyage that that often isn’t explained in history textbooks—like the different compartments of the ship and how the ship’s landing in Cape Cod was actually accidental. While there isn’t a ton of information presented in the video given its length, I think this would be an interesting segue from talking about English motivation to found the American colonies, to discussing what life was like for the English once they arrived at the colonies.

• I envision using this video either as a Do Now or as a way to start class. I could assign groups of students responsibility over certain portions of the video (i.e, event A to event B, or minute 1 and minute 2). Those students would have to write down what they think is important information presented during their segment. After the video, I would cold call the groups to have them tell me some important information presented during their segments. This way, there is accountability for students to be paying attention during the video (although, I do think it’s interactive enough that they’ll be paying attention regardless!). We could the transition into discussing life for the New England colonists, perhaps with the Mayflower Compact.

• This video will be engaging for visual learners and for students who dislike boring narrative voices that are often in documentary films. It would allow students who aren’t as strong with primary sources to get a little more excited about the material.

12. The Origins of Slavery: PBS Video

• Can be found at http://www.history.com/videos/origins-of-slavery#origins-of-slavery • This three-minute video provides a brief introduction to the development of slavery in the

colonies. It touches on various topics that can be elaborated and discussed later, including conflicts with the Native Americans, the initial use of slaves as indentured servants, the legalization of slavery, and the establishment of the Royal African Company.

  Lobo 19  • This video can be used to start the portion of the unit concerned with the economic,

political, social and cultural dynamics of slavery in the 17th century. It might be best to show just the first half of the video, up until it mentions the establishment if the Royal African Company, since the end of the video may get closer to the Civil War than we need to be. I’m not sure if there is enough information presented in the video to have the students take notes, but we would definitely have a discussion afterwards. This could be followed up either with an examination of Tom Barbot’s letter, or King Charles’ charter for the Royal African Company.

• This video would be engaging for visual learners, as well as for those students who have more of a vague idea of what happened during the slave trade. It might be exciting for these students to begin to learn about some of the details of this event in history via a more visual presentation.

13. 500 Nations, 2005

• Full set can be found at http://www.youtube.com/playlist?list=PLD40E93DAEBD8595E • This eight-part documentary film series presents American history from the Native

American perspective, beginning from pre-Colombian times through the period of European colonization, to the end of the 19th century. The series presents this history via a range of sources including historical texts, witness accounts and visual sources.

• This documentary will be used during the portion of the unit concerned with the story of Thanksgiving at Plymouth plantation, as well as the Puritans’ relationship with the Wampanoag Indians leading up to King Philip’s War. 500 Nations will productively complicate students’ understandings of these events by providing them with an engaging account of the Native American perspective during these events.

• I would probably show students a relevant portion of Episode 3 of this series, entitled “Invasion of the Coast, First English Settlements. Students would be given comprehension questions that they would have to answer as they watch the film. I would pause the documentary at certain points to make sure students are correctly processing the information being presented. Afterwards, we would have a discussion that links what students learned from the film back to the essential question of the unit.

• This source would benefit students who are interested in the untold stories of Native Americans in American history. Visual learners would also find this source particularly engaging, as there are a variety of methods used to convey certain information.

Non-Fiction Trade Books 14. Morgan, Edmund. American Heroes: profiles of men and women who shaped early America. New York: W.W. Norton & Co., 2009.

• Can be found at http://www.amazon.com/American-Heroes-Profiles-Shaped-America/dp/B005IUM546/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1351650566&sr=1-1-catcorr&keywords=American+heroes+%3A+profiles+of+men+and+women+who+shaped+early+America ($11.18)

• This is a 304-page, high school reading level non-fiction book. It is organized as a series of 17 fairly short essays regarding particular “heroes” in American history.

• There are several chapters in this book dedicated to the Puritans that I would consider using for my unit. The chapters entitled “John Winthrop’s Vision” and “The Puritan’s Puritan: Michael Wigglesworth” look like they would be particularly relevant to the unit (and not just because they’re both Harvard alums). The chapter concerning John Winthrop could serve as a nice complement to his “City on a Hill” sermon that we will be using as a primary source. I would also consider using the chapter entitled “The Contentious Quaker: William Penn” during the portion of the unit on Pennsylvania.

  Lobo 20  • I would probably photocopy chapters of this book for students given that I probably

won’t be able to obtain copies of the book for every student. This book lends itself to this method of use given that it is divided into a series of essays. I would most likely assign the chapter to be read for homework in preparation for the class lesson/discussion regarding the same topic.

• This source would be beneficial for students who enjoy history and non-fiction but don’t particularly enjoy reading textbooks. Because it presents factual information in more of a narrative format, students may find it to be more engaging.

Fiction, Poetry and/or Drama Trade Books 15. Poems on Various Subjects, Religious and Moral, 1773

• Can be found at http://books.google.com/books/about/Poems_on_various_subjects_religious_and.html?id=KLFBAAAAYAAJ

• 149 pages, adult reading level • This book of poems by Phillis Wheatley, and African-American slave, marks the onset of

African-American literature. Grounded in her ideas of Christianity, only one of the poems in this book refers to Wheatley’s experiences as a colonial slave. Nonetheless, I strongly believe that it is important for students to examine Wheatley’s work, it may shatter students’ assumptions that only a particular subpopulation of mankind is relevant in history.

• In order to more easily tie her work into the content of the unit, I would probably introduce students to Wheatley’s “Slavery was a cruel fate”. I would photocopy this poem for students since I probably wouldn’t be able to obtain copies of the book for all students. Given how dense this poem is, I would probably scaffold an in-class analysis of the poem. I’d like this to be as organic of a conversation as possible. I would really just want to give the students a chance to read this source, talk about it appreciate it.

• This source would be extremely beneficial for students who perceive a gap in history literature from the African-American perspective.

Internet- or other web 2.0-specific resources 16. On the Trail of Captain John Smith: A Jamestown Adventure

• Can be found at http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/

• This is an interactive platform, similar to a Web Quest, where students watch short, animated videos about the founding of the Jamestown Colony before completing several fun mini-games.

• This would be a great way to break up some of the many primary sources that we will be examining during the Jamestown portion of the unit. I think this platform does an excellent job of presenting relevant information in a visually appealing and concise way.

• I assigning this as a weekend homework assignment. My mentor teacher usually assigns a “Round Up” for the weekend, where students describe important terms from that week in preparation for a test on Monday. As great as this assignment is, I think this Web Quest would be a more engaging, but equally beneficial alternative. I would probably have students answer a predetermined set of questions in order to check that they completed the online assignment though. It appears that all of my students have home computers, but it would be a good idea to double-check that before incorporating this assignment into my unit.

  Lobo 21  • I think this resource would be beneficial for all students! What student doesn’t like

pictures and games? The games even range from more logic-based puzzles to more coordination-centered action games to appeal to more students that way.

Interactive/experiential activities 17. Field Trip to Plimoth Plantation

• Can be found here http://www.plimoth.org/plan-your-visit/groups/field-trips • This is something that my mentor teacher has done in the past, but not recently. She has

told me that this trip is fantastic. Students have the opportunity to walk through replicas of a 17th century colonial village and Wampanoag Indian site, as well as go aboard a replica of the Mayflower! The tour guides are in colonial settler and Indian dress, making the visit that much more authentic for students.

• I think this field trip would really breathe life into the content for students. Even if students don’t particularly love the material of this unit, seeing the more aesthetic side the history may cause students to engage with the material more. It would also give them some personal experience to draw upon in future history classes, which is great!

Other books or articles 18. Beyond the Bubble: Stanford History Education Group

• Can be found at https://beyondthebubble.stanford.edu/assessments • This website provides several “new age” assessments for different topics in American

history that I might consider adapting for my unit. In particular, there is a sourcing assessment on J. L. G. Ferris’ The First Thanksgiving 1621 that I think students would find interesting. It is brief enough that I could incorporate it into my unit with ease, but I want to make sure it is done purposefully.

  Lobo 22  POCAHONTAS: MYTH OR REALITY?

11/28/12  

STAGE 1: IDENTIFY DESIRED RESULTS (Where are we going?)

What are the Estab l i shed Goal ( s ) o f th i s un i t/pro j e c t/ le s son? • The long-term goal of this lesson is to move students closer to being able to answer the Unit 3 Big Question. The short-term

goal is for them to understand the extent to whicb the Disney story of Pocahontas is myth and/or reality. What wi l l s tudents Unders tand as a r e su l t o f th i s un i t/ pro j e c t/ le s son? (Students will understand that…) : • Students will understand the extent to which Disney’s

depiction of the story of Pocahontas is myth and/or reality.

What Essent ia l Ques t ions wi l l gu ide or fo cus th i s un i t /pro j e c t/ le s son? : • Is Disney’s story of Pocahontas myth or reality?

What wi l l s tudents know?: • Students will know key historical events pertaining

Pocahontas

What wi l l s tudents be ab l e to do? : • Students will be able to draw evidence from multiple sources

and compare them to the Disney depiction of Pocahontas in order to determine the overall validity of the story.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE AND ASSESSMENT

(How will we know we’ve arrived?) What ev idence wi l l show that s tudent unders tand the extent to which Disney’s depiction of the story of Pocahontas is myth and/or reality? Per formance Tasks (Unders tanding Per formances )…: • Students will demonstrate an understanding of the

learning goal by completing a graphic organizer that asks them to compare specific scenes of the movie to readings we have done on the Jamestown settlement and the story of Pocahontas.

• Performance will be judged by general historical accuracy of analysis/effort.

Other Evidence (Ongo ing Assessment ) : • Students will demonstrate achievement of the desired result

through a written response and follow-up discussion to the following question: “Is the Disney story of Pocahontas myth or reality? If it is myth, to what extent is it myth? If it is reality, prove it by showing specific similarities between the Disney account and the historical account.”

STAGE 3: PLANNING THE LEARNING EXPERIENCES AND INSTRUCTION

(How are we going to get there?) What l earn ing exper i ence s and ins t ruc t ion wi l l enab le s tudents to a ch i eve the des i r ed r e su l t s? ((1) Do Now (10 mins):

• Journal Entry on Powhatan Indians’ relationship with Jamestown settlers (from previous day). o Students will silently answer in writing, then discuss, the following question:

-What type of relationship did the Powhatan Indians have with the Jamestown settlers? (Try to avoid using ‘good’ and ‘bad’. Think about how they interacted. How would you describe this interaction?) -Who or what do you think was most responsible for the nature of this relationship? How? Use specific examples from the sources we have learned about so far (textbook readings, tobacco video, primary source).

(2) Activity (30-35 mins):

1. Explain activity: “Today we are going to be watching film clips of Pocahontas and comparing them to what you learned about this historical figure last night. By the end of today, we will determine if the story of Pocahontas delivered by Disney is myth or reality.”

a. Pass out graphic organizer for activity We are going to watch different clips from the movie. At the end of each clip, you will have about 3 minutes to fill in that portion of the graphic organizer

  Lobo 23   a. First, summarize what happened in that clip in the appropriate place on the graphic organizer. b. Then, go back to your reading on Pocahontas to see if there is anything that confirms or contradicts that clip. c. This should be done silently. You guys will have plenty of time to discuss your answers afterwards. Movie Clips: 0:00-2:18: Intro 17:14-19:58: Motivation for colonizing, thoughts on Indians 24:00-25:00: Gold 28:00-31:58: Pocahontas meets John Smith 32:00-33:57: First encounter between Indians and settlers 36:20-41:00: Paint with all the colors of the wind 55:30-57:40: Kocoum is killed 1:03:37-1:07:00: Final encounter with Indians 1:09:50-1:11:45: Pocahontas and John Smith say goodbye Post movie clips: 3. Think/pair/share: “Now that we have finished watching all of the clips, take a few minutes to compare your graphic organizers with those of your neighbors.” a. Fill in any information you might have missed from the reading. b. What did you and your partner think about each of the scenes we watched? Were they historically accurate? Why or why not? 4. Class discussion: “I want you all to share some of what you came up with to the class” (3) Journal Entry (10 mins):

• “Now that we have discussed the similarities and differences between the two stories of Pocahontas in detail, it’s time to answer the Big Question for this class”

o Is the Disney story of Pocahontas myth or reality? If it is myth, to what extent is it myth? If it is reality, prove it by showing specific similarities between the Disney account and the historical account.

Model quickly how to use specific evidence in a response • Class discussion regarding responses

(4) Explain HW

• Annotated Timeline on the conflicts at the Jamestown settlement

  Lobo 24  Lesson Graphic Organizer

 Name:______________________________           Date:  _____________    

Pocahontas:  Myth  or  Reality?    

Directions:  You  will  watch  a  series  of  clips  from  the  Disney  movie  Pocahontas.  At  the  end  of  each  clip,  you  will  have  three  minutes  to  summarize  the  scene  on  this  graphic  organizer.  Afterwards,  you  will  look  back  to  the  article  you  read  on  Pocahontas,  or  any  of  our  other  sources,  to  see  if  there  is  any  information  that  confirms  or  contradicts  what  was  presented  in  the  movie  during  the  scene.      Scene   Movie   Reading        1  

       

                 

 

       2  

     

                   

 

       3  

     

                     

 

       4  

     

                   

 

  Lobo 25  

   

       4  

     

                   

 

         5  

     

                     

 

         6  

     

                     

 

  Lobo 26  Homework from previous lesson

Pocahontas  Pocahontas was "the most deare and wel-beloved" daughter of Powhatan, the powerful chief of the Algonquian Indians in the Tidewater region of Virginia. She was born around 1595 to one of Powhatan's many wives. They named her Matoaka, though she is better known as Pocahontas, which means "Little Wanton," a playful, frolicsome little girl. Pocahontas probably saw white men for the first time in May 1607 when Englishmen landed at Jamestown. The one she found most likable was Captain John Smith. He was leading an expedition in December 1607 when he was taken captive by some Indians. Days later, he was brought to the official residence of Powhatan at Werowocomoco, which was 12 miles from Jamestown. According to Smith, he was first welcomed by the great chief and offered a feast. Then he was grabbed and forced to stretch out on two large,

flat stones. Indians stood over him with clubs as though ready to beat him to death if ordered. Suddenly a little Indian girl rushed in and took Smith's "head in her arms and laid her owne upon his to save him from death." The girl, Pocahontas, then pulled him to his feet. Powhatan said that they were now friends, and he adopted Smith as his son, or a subordinate chief. Actually, this mock "execution and salvation" ceremony was traditional with the Indians, and if Smith's story is true, Pocahontas's actions were probably one part of a ritual. At any rate, Pocahontas and Smith soon became friends. Relations with the Indians continued to be generally friendly for the next year, and Pocahontas was a frequent visitor to Jamestown. She delivered messages from her father and accompanied Indians bringing food and furs to trade for hatchets and trinkets. She was a lively young girl, and when the young boys of the colony turned cartwheels, "she would follow and wheele some herself, naked as she was all the fort over." She apparently admired John Smith very much and would also chat with him during her visits. Her lively character made her appearance striking. Several years after their first meeting, Smith described her: "a child of tenne yeares old, which not only for feature, countenance, and proportion much exceedeth any of the rest of his [Powhatan's] people, but for wit, and spirit, the only Nonpariel of his Country." Unfortunately, relations with the Powhatans worsened. Necessary trading still continued, but hostilities became more open. While before she had been allowed to come and go almost at will, Pocahontas's visits to the fort became much less frequent. In October 1609, John Smith was badly injured by a gunpowder explosion and was forced to return to England. When Pocahontas next came to visit the fort, she was told that her friend Smith was dead. Pocahontas apparently married an Indian "pryvate Captayne" named Kocoum in 1610. She lived in Potomac country among Indians, but her relationship with the Englishmen was not over.

  Lobo 27  When an energetic and resourceful member of the Jamestown settlement, Captain Samuel Argall, learned where she was, he successfully devised a plan to kidnap her and hold her for ransom. Argall sent word to Powhatan that he would return his beloved daughter only when the chief had returned to him the English prisoners he held, the arms and tools that the Indians had stolen, and also some corn. After some time Powhatan sent part of the ransom and asked that they treat his daughter well. Argall returned to Jamestown in April 1613 with Pocahontas. She eventually moved to a new settlement, Henrico, which was under the leadership of Sir Thomas Dale. It was here that she began her education in the Christian Faith, and that she met a successful tobacco planter named John Rolfe in July 1613. Pocahontas was allowed relative freedom within the settlement, and she began to enjoy her role in the relations between the colony and her people. After almost a year of captivity, Dale brought 150 armed men and Pocahontas into Powhatan's territory to obtain her entire ransom. Attacked by the Indians, the Englishmen burned many houses, destroyed villages, and killed several Indian men. Pocahontas was finally sent ashore where she was reunited with two of her brothers, whom she told that she was treated well and that she was in love with the Englishman John Rolfe and wanted to marry him. Powhatan gave his consent to this, and the Englishmen departed, delighted at the prospect of the "peace-making" marriage, although they didn't receive the full ransom. John Rolfe was a very religious man who agonized for many weeks over the decision to marry a "strange wife," a "heathen" Indian. He finally decided to marry Pocahontas after she had been converted to Christianity, "for the good of the plantation, the honor of our country, for the glory of God, for mine own salvation...." Pocahontas was baptized, christened Rebecca, and later married John Rolfe on April 5, 1614. A general peace and a spirit of goodwill between the English and the Indians resulted from this marriage. Sir Thomas Dale made an important voyage back to London in the spring of 1616. His purpose was to seek further financial support for the Virginia Company and, to insure spectacular publicity, he brought with him about a dozen Algonquian Indians, including Pocahontas. Her husband and their young son, Thomas, accompanied her. The arrival of Pocahontas in London was well publicized. She was presented to King James I, the royal family, and the rest of the best of London society. Also in London at this time was Captain John Smith, the old friend she had not seen for eight years and whom she believed was dead. According to Smith at their meeting, she was at first too overcome with emotion to speak. After seven months Rolfe decided to return his family to Virginia; in March 1617 they set sail. It was soon apparent, however, that Pocahontas would not survive the voyage home. She was deathly ill from pneumonia or possibly tuberculosis. She was taken ashore and, as she lay dying, she comforted her husband, saying, "all must die. 'Tis enough that the child liveth." She was buried in a churchyard in Gravesend, England. She was 22 years old. Pocahontas played a significant role in American history. As a compassionate little girl she saw to it that the colonists received food from the Indians, so that Jamestown would not suffer the fate of the "Lost Colony" on Roanoke Island. She is said to have intervened to save the lives of individual colonists. In 1616 John Smith wrote that Pocahontas was "the instrument to pursurve this colonie from death, famine, and utter confusion." And Pocahontas not only served as a representative of the Virginia Indians, but also as a vital link between the native Americans and the Englishmen. Whatever her contributions, the romantic aspects of her life will no doubt stand out in Virginia history forever.      *http://apva.org/rediscovery/page.php?page_id=26

  Lobo 28  Lesson PowerPoint Slides

 

  Lobo 29  

  Lobo 30  HOW TO USE QUOTES

11/29/12  

STAGE 1: IDENTIFY DESIRED RESULTS (Where are we going?)

What are the Estab l i shed Goal ( s ) o f th i s un i t/pro j e c t/ le s son? • The short-term goal for this lesson is for students to understand how to effectively integrate quotes into their writing. The

long-term goal of this lesson is for students to begin to understand the process of effectively answering a Document Based Question.

What wi l l s tudents Unders tand as a r e su l t o f th i s un i t/ pro j e c t/ le s son? (Students will understand that…) : • Students will understand how to effectively integrate

quotes into their writing. • Misunderstandings about punctuation, citations and

quote introductions should be expected.

What Essent ia l Ques t ions wi l l gu ide or fo cus th i s un i t /pro j e c t/ le s son? : • How do I make my argument stronger?

What wi l l s tudents know?: • Students will know the components of an effective

quote, including introduction, quotations, citation and explanation of the quote.

What wi l l s tudents be ab l e to do? : • Students will be able to effectively quote primary and secondary

sources in their writing in order to strengthen their own claims.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE AND ASSESSMENT (How will we know we’ve arrived?)

What ev idence wi l l show that s tudent unders tand how to effectively integrate quotes into their writing? Per formance Tasks (Unders tanding Per formances )…: • Students will demonstrate the desired understanding

through a class assignment where they will be asked to produce multiple “quote sandwiches” to support specific claims.

• This performance of understanding will be judged by the necessary components of a quote sandwich, which students will learn before beginning the exercise.

Other Evidence (Ongo ing Assessment ) : • Students will demonstrate achievement of the desired results

through a homework assignment where they will be asked to produce three different quote sandwiches to support specific claims.

STAGE 3: PLANNING THE LEARNING EXPERIENCES AND INSTRUCTION (How are we going to get there?)

What l earn ing exper i ence s and ins t ruc t ion wi l l enab le s tudents to a ch i ev e the des i r ed r e su l t s? (1) Do Now (5-10 mins):

• Please take out the following: 1. Pocahontas: Myth or Reality Graphic Organizer from yesterday 2. Annotated Timeline

o If your Pocahontas sheet is incomplete so far, take some time to make sure that you have information in both the ‘Movie’ column and the ‘Reading’ for scenes 1-4. This will be collected and graded at the end of class today.

(2) Mini-Lecture on purpose of quoting (5 mins): Question to class: What is a quote?

• Quotation (quote) = stating something that someone said, in their own words • Paraphrase = stating something that someone said, in your own words

o We are only going to focus on the first one for now Why do we use quotes?

• We use quotes in order to strengthen an argument with evidence. • Quotes strengthen an argument by:

  Lobo 31  o Showing your reader that other people agree with your argument o Showing the reader what parts of your argument are not your ideas

(3) Quote Sandwich (10-15 mins): “So now that we understand what a quote is and why we use them, we’re going to learn the process of how to use quotes in our writing. This will be an extremely important skill not only for the DBQ at the end of the unit, but also for your high school and college career” Read “How to Use Quotes”

• “This is the four step process that you should do every time you use a quote. Example

• “Underneath is an example of what this four step process actually looks like. o If you notice, this section starts with an idea. Why do you think that is?

Quotes should be used as evidence for an argument. The quote that you choose to use in your writing should always link back to your main argument somehow.

o Read first sentence-->three of the four steps in this process are in this single sentence. Who is the author of this quote? How are they introduced? Here are some other ways you can introduce the author of a quote:

• The author stated, “... • The author observed, “... • The author noted, “... • The author pointed out that “... • The author argued that “...

Read the meaning--important part Punctuation Rules

• Go through these step-by-step (4) Quote Practice (10-15 mins):

• In notebooks: Using the journal entry on Pocahontas, students will go back and quote 2 different sources in the format that we have learned.

o Explain that students may cite the title of the reading for secondary sources • Each quote sandwich must support the following claims:

o “The Disney story of Pocahontas is myth” o “The Disney story of Pocahontas is reality”

(5) Explain HW

• Quote sandwich HW

   

             

  Lobo 32  HOW  TO  USE  QUOTES  

 Whether  you  are  arguing  a  case  in  a  courtroom,  debating  with  a  friend,  or  writing  an  essay,  one  of  the  strongest  types  of  evidence  you  can  use  to  prove  your  argument  is  a  DIRECT  QUOTE  from  a  primary  or  secondary  source.          To  use  your  quote  effectively,  you  must  put  it  into  a  QUOTE  SANDWICH:    1. First,  introduce  the  speaker  of  the  quote.      

 2. Second,  write  the  quote.  

 3. Third,  cite  the  source  of  the  quote.        

 4. Last,  discuss  the  meaning  of  the  quote—  explain  how  it  supports  your  claim.    

   

EXAMPLE    My  claim:  Christopher  Columbus  should  not  be  held  responsible  for  the  depopulation  of  the  Tainos  because  he  was  only  following  the  orders  of  the  King  and  Queen.   Here’s  how  I  prove  my  claim  with  a  quote  sandwich:  

In  King  Ferdinand  and  Queen  Isabella’s  agreement  to  sponsor  Columbus,  they  wrote,    “You,  Christopher  Columbus,  are  going  by  our  command,  with  some  of  our  vessels  and  men,  to  discover  and  subdue  some  Islands  and  Continent  in  the  ocean”  (Doc.  1).    If  the  King  and  Queen  were  able  to  command  Columbus,  they  clearly  exercised  more  power  and  authority  than  he  did.  The  ships,  soldiers,  and  even  the  idea  of  conquering  the  islands  all  came  from  the  King  and  Queen.  Therefore,  they  were  the  driving  force  behind  colonization,  not  Columbus.  

1.  SPEAKER  

2.    QUOTE  

3.CITATION  

4.MEANING  MEANING  

  Lobo 33  Punctuation Rules

1. Each quote must start and end with quotation marks.

2. You may not change or rearrange the words of the

author, but you can shorten the quote.

3. If you take out any words or sentences, you must

indicate that by using an ellipsis in the place of the

omitted words.

ellipsis = …

4. The citation goes AFTER the quote, AFTER the

quotation mark, but BEFORE the period.

“You,  Christopher  Columbus,  are  going  by  our  command,  with  some  of  our  vessels  and  men,  to  discover  and  subdue  some  Islands  and  Continent  in  the  ocean”  (Doc.  1).

 

  Lobo 34  Lesson Homework

Name:____________________________________ Date:___________________

Quote Sandwich Practice

Directions: Now that we have learned how to integrate quotes in our writing, you will practice this skill by creating one quote sandwich for each of the following claims (quotes can be pulled from any of the sources we have read so far):

1 The Jamestown settlers were most responsible for the conflict between the settlers and the Powhatan Indians.

2 The Powhatan Indians were most responsible for the conflict between the settlers and the

Powhatan Indians.

3 Non-human factors were most responsible for the conflict between the settlers and the Powhatan Indians.

Format: These quote sandwiches should be size 12 font, Times New Roman, double-spaced. Each quote sandwich should be in the format as the example on the “How to Use Quotes” sheet. You WILL lose points for incorrect formatting.

  Lobo 35  Lesson PowerPoint Slides

  Lobo 36  

  Lobo 37  

  Lobo 38  

  Lobo 39  THE SALEM WITCH TRIALS

12/05/12  

STAGE 1: IDENTIFY DESIRED RESULTS (Where are we going?)

What are the Estab l i shed Goal ( s ) o f th i s un i t/pro j e c t/ l e s son? • The goals of the lesson are for students to understand the causes and events leading up to the Salem Witch Trials, and for

students to realize how and to what extent the events of the Salem Witch trials were influences by Puritan beliefs. What wi l l s tudents Unders tand as a r e su l t o f th i s un i t/ pro j e c t/ le s son? (Students will understand that…) : • Students will understand that economic and religious

factors contributed to the hysteria of the Salem Witch Trials.

What Essent ia l Ques t ions wi l l gu ide or fo cus th i s un i t /pro j e c t/ le s son? : • What caused the Salem Witch Trials of 1692?

What wi l l s tudents know?: • Students will know that there were economic tensions

between Salem Town and Salem village that may have contributed to the hysteria of the Salem Witch Trials.

• Students will also know that Puritan beliefs regarding religion may have contributed to the hysteria.

What wi l l s tudents be ab l e to do? : • Students will able to analyze and synthesize primary source

documents in order to produce an adequate, historically accurate answer to the Essential Question of the lesson.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE AND ASSESSMENT (How will we know we’ve arrived?)

What ev idence wi l l show that s tudent s unders tand that economic and religious factors contributed to the hysteria of the Salem Witch Trials? Per formance Tasks (Unders tanding Per formances )…: • Students will demonstrate the desired understanding

through a well-constructed, one-paragraph response to the lesson’s essential question that includes information from primary source documents.

Other Evidence (Ongo ing Assessment ) : • Students will also demonstrate desired understanding through a

follow-up class discussion regarding the journal question.

STAGE 3: PLANNING THE LEARNING EXPERIENCES AND INSTRUCTION (How are we going to get there?)

What l earn ing exper i ence s and ins t ruc t ion wi l l enab le s tudents to a ch i ev e the des i r ed r e su l t s? (1) Do Now (5-10 mins):

• Homework Reading Comprehension Quiz on conflicts in the Mass Bay Colony. o Review figures from the reading including William Rogers and Anne Hutchinson, as we are correcting the quiz

as a class. (2) Review Puritans (5 mins): Go through the following slides with students, probing them before revealing each fact.

• Students should be writing these notes down. Pilgrims Where were they? Plymouth, 1620 What were they? Separatists What did they believe? Church of England was too much like Catholic Church, so they wanted to separate and make their own Protestant church.

  Lobo 40   Puritans Where were they? Right here--Boston! Spread throughout New England What did they believe? They wanted to purify the Church of England to be more Protestant. They believed in predestination. (3) Witch Trials video (5-10 mins): http://school.discoveryeducation.com/schooladventures/salemwitchtrials/story/download.html a. Questions afterwards:

• Why do you think the people of Salem believed the girls’ accusations of witchcraft? • Even if the people of Salem truly believed in witchcraft, why would there be so many accusations all at once, all of a

sudden? Transition: “So now that we know of the story and hysteria behind the Salem Witch Trials, we’re going to get at the question of why this gruesome event took place.” (4) Source Rotation (15-20 mins): Primary source documents can be accessed here: http://sheg.stanford.edu/upload/Salem%20Lesson%20Plan.pdf Transition: “Today we’re going to do a good old-fashion source rotation to try to answer the question...what caused the Salem Witch Trials of 1692?” 1. Divide students into groups of 3-4.

• While students are moving into group positions, quickly distribute one source to each group. 2. Students will have three minutes to analyze each source. They will analyze each source by filling out the appropriate portions of the graphic organizer. 3. At the end of the three minutes, students will “rotate” their sources by passing their group’s source clockwise to the next group.

• Repeat this process until each group of students has analyzed each of the four sources. 4. Once students have analyzed all primary sources, have them return to their seats in preparation for the next activity. (5) Journal (10-15 mins): Transition: “We’re going to discuss some of your findings about the Salem Witch Trials as a class. But first, I want you to answer the following questions in your journal” (Questions should be projected on a PPT slide) •What caused the Salem Witch Trials of 1692? •How responsible were Puritans beliefs in what took place during the trials? •Were there other potential factors? How responsible were they? Students will discuss their answers to these questions in pairs for two minutes before coming together to discuss as a class. (6) Explain HW:

• 15 Key Points on “Native Americans Resist Colonial Expansion” reading from the textbook.

  Lobo 41  Lesson Do Now

Name: ________________________________ Date:________________ Quiz 3.5 Unit 3 1. ___________ The primary responsibility of Puritan women was to work in the fields in preparation of the harvest. 2. ___________ Because of the long winters and poor soil in much of New England, many New Englanders turned to business and trade in order to pay for supplies and luxury items from England. 3. ___________ Puritan minister Roger Williams started the colony of Connecticut because he rejected the New England Way in Massachusetts. 4. ___________ Anne Hutchinson was banished from Massachusetts in 1638 after being charged with neglecting her duties as a Puritan woman. 5. ___________ During the Salem Witch Trials, members of the Mass Bay Colony were sentenced to death by hanging, often with little to no evidence.

  Lobo 42  Lesson PowerPoint Slides

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  Lobo 46  FORMATIVE ASSESSMENT #1

SOURCE ROTATION: THE PURITANS

Document 1 1. If any man…shall have or worship any other god, but the lord god, he shall be put to death. (Deuteronomy 13:6, 10. Deuteronomy 17:2, 6. Exodus 22:20)

12. If any man shall conspire and attempt any invasion, insurrection, or public rebellion against our commonwealth [colony], or shall…attempt the alteration and subversion [overthrow] of our…Government fundamentally, he shall be put to death. --Massachusetts General Court, The Blue Laws, 1648

  Lobo 47  Document 2

--The First Seal of Massachusetts Bay Colony (1629), courtesy of the Massachusetts Secretary of the Commonwealth, Public Records Division

  Lobo 48  Document 3

“Surely there is in all children...a stubborness and stoutness [braveness] of mind arising from natural pride, which must, in the first place be broken and beaten down; that so the foundation of their education being laid in humility [humbleness] and tractableness [easily controlled], other virtues may, in their time, be built thereon. For the beating and keeping down of this stubborness parents must provide carefully...that the children's wills and willfulness be restrained and repressed [controlled], and that, in time; lest [to avoid the risk of] sooner than they imagine, the tender springs grow to that stiffness, that they will rather break than bow.” --John Robinson, A Puritan Minister

  Lobo 49  Document 4

“God places a people in this or that country. God either lets men discover a country themselves or, upon hearing that land has been discovered by others, God sends them to it. The settlers can plainly see the influence of God leading them from one country to another. God makes room for a people to live there when he drives those who live there away by a just war. Or, God permits his people to settle on land that is vacant even though it is in an inhabited country. Where there is vacant land, there is liberty for the people who honor God to come and live there even though they neither buy it or get permission to settle there.” --“God’s Promise to His Plantation,” a sermon by Rev. John Cotton, 1630 (Modern English version)

  Lobo 50  Document 5

--Portrait of Puritan Children (David, Joanna and Abigail Mason), 1670

  Lobo 51  Document 6

“The God that holds you over the pit of hell, much as one holds a spider or some loathsome [disgusting] insect over the fire, abhors [hates] you and is dreadfully provoked [annoyed]. His wrath toward you burns like fire; he looks upon you as worthy of nothing else but to be cast [thrown] into the fire.” --Jonathan Edwards, Famous “fire-and-brimstone” preacher, 1734

  Lobo 52  SOURCE ROTATION: THE PURITANS

Directions: For this activity, you will be examining six primary source documents from the Mass Bay Colony in groups. Your group will have three minutes to analyze each of the sources, so work quickly! For each of the sources, fill out the following graphic organizer.

Document One short quote from the source (or description of a detail if it’s an image)

Inference about Puritan beliefs and attitudes

1

2

3

4

5

6

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(To be completed in students’ notebooks after the source rotation activity.)

  Lobo 54  FORMATIVE ASSESSMENT #2

ANNOTATED TIMELINE: PURITANS IN NEW ENGLAND

Name: ________________________________ Date:___________________

ANNOTATED TIMELINE: PURITANS IN NEW ENGLAND

CREATE AN ANNOTATED TIMELINE INCLUDING THE FOLLOWING:

1. TITLE: Puritans in New England

2. EVENTS: Place the following events and dates in chronological order on this timeline: a. Protestant Reformation b. Pilgrims land in Plymouth c. Mass Bay Colony is established d. Anne Hutchinson is banished from Mass Bay e. Salem Witch Trials f. King Philip’s War

3. ANNOTATION: Write 2-3 sentences explaining the details of each event and why it is

significant.

4. THESIS: Write a 1-2 sentence answer to the following question:

• How and why did the beliefs of the Puritans affect the lives of the Mass Bay Colonists and the Native Americans in the area?

FORMAT REQUIREMENTS

1. To earn a 4, you must use some color and illustration to highlight each event. 2. Timelines must be done on blank, white computer paper.

  Lobo 55  SUMMATIVE ASSESSMENT

UNIT DOCUMENT BASED QUESTION (DBQ) (ADAPTED FROM MY MENTOR TEACHER)

What is the DBQ? The DBQ is a special type of essay that comes from Advanced Placement (AP) history courses. Unlike other types of essays, the DBQ asks you to answer a question with evidence from a set of historical documents that are provided to you. Mastering the DBQ will prepare you to write the research paper this spring and move you closer to college-level thinking. Task: The following essay question is based on accompanying documents 1-8. After completing the writing preparation steps, you will write an essay that:

• Provides an appropriate and clearly stated thesis that addresses all parts of the question

and is developed throughout the essay. Supports the thesis with specific evidence and analysis from at least SIX of the

documents. Each paragraph contains two pieces of evidence. Evidence is cited using MLA format and punctuated correctly.

• Includes relevant and accurate historical information from your class notes and readings.

The internet should NOT be consulted for any part of this assignment.

THE PROMPT

Although the Massachusetts and Pennsylvania colonies were both settled by

English people seeking religious freedom, the colonies evolved into two distinct

[very different] societies. What were some of these differences? Why did these

differences in development occur?

Process and Due Dates:

• You will write this essay IN CLASS on _______________. It is due at the end of class.

• You must bring all of your essay preparation materials (outline, notes, document

packet) to class on _______________. If you do not, you will have to write the essay

without them. The preparation steps will be counted towards your grade.

• If you are absent on Wednesday, you will need to make up this essay afterschool on FILL

IN DATE. Essays will not be accepted after 3:00 PM on ___________________.

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SOURCES

Document 1: John Winthrop, governor of the Massachusetts Bay Colony, from his sermon “A Model of Christian Charity”, 1630 We must consider that we shall be as a city upon a hill. The eyes of all people are upon us, so that if we shall deal falsely with our God in this work we have undertaken, and so cause him to withdraw his present help from us, we shall be made a story and a by-word through the world. Document 2: Massachusetts Bay Colony, The Twelve Good Rules of Puritan Behavior, 1630 Profane [treat disrespectfully] no Divine ordinance [law]. Touch no state [government] matters. Urge no healths. Pick no quarrels [argument]. Encourage no vice [bad behavior]. Repeat no grievances [wrongs]. Reveal no secrets. Maintain no ill opinions. Make no comparisons. Keep no bad company. Make no long meals. Lay no wagers [bets]. Document 3: Seal of the Massachusetts Bay Colony, established in 1630

     Document 4: John Edwards, famous “fire-and-brimstone” preacher, “Sinners in the Hands of an Angry God” sermon, Massachusetts, 1741

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 “The God that holds you over the pit of hell, much as one holds a spider or some loathsome [disgusting] insect over the fire, abhors [hates] you and is dreadfully provoked [annoyed]. His wrath toward you burns like fire; he looks upon you as worthy of nothing else but to be cast [thrown] into the fire.” Document 5: Edward Randolph, English government official, Report on King Philip’s War, Massachusetts, 1685 The loss to the English in the several colonies…is reckoned to amount to 150,000 lbs. [pounds sterling]. There having been about 1200 houses burned, 8000 head of cattle, great and small, killed, and many thousand bushels of wheat, peas and other grain burned...and upward of 3000 Indians men, women, and children destroyed. Document 6: Robert Barclay, a Quaker writer, The Inner Light: A Bright Hope, 1648 God…hath given to every man, whether Jew or Gentile [Christian], Turk or Scythian, Indian or Barbarian, of whatsoever nation, country, or place, a certain day or time of visitation; during which day or time it is possible for them to be saved. Secondly, that for this end [purpose], God hath communicated and given unto every man a measure of the light of his own Son, a measure of grace… Document 7: William Penn, Pennsylvania Charter of Privileges, 1701 Because no people can be truly happy without having civil liberties, the right of freedom of conscience to practice their religious beliefs is guaranteed provided that they believe in one almighty God. They will not be made to do anything against their religious beliefs.    Document 8: Edward Hicks, American artist, Penn’s Treaty with the Delaware Indians, 1682

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 *Adapted from: teacherweb.com/PA/.../gilroy/DocumentBasedQuestionRubric.doc

Characteristic Advanced

10 9 8

Proficient

7 6 5

Basic

4 3 2

Below Basic

1 Thesis Clear, well

developed thesis Contains a clear thesis with limited development

Lacks a thesis, or thesis may be confused or underdeveloped

No thesis

Understanding of the Question

Understands complexity of the question; deals with all parts of the question in depth

Limited or lack of understanding of complexity; may deal with one part of the question in some depth, or in a more general way

Ignores complexity; may deal with one part of the question, or all elements of the question in a superficial way

May simply paraphrase or restate the question

Analysis Provides effective analysis of the question; some imbalance permissible

Limited analysis, mostly describes

Weak or inappropriate analysis

No analysis

Documentary Evidence

Effectively uses a substantial number of documents (6+). Documents supplement analysis and are balanced with outside information

Effectively uses some of documents (4+); may only restate information found in documents

Poor use of documents with only brief citation or paraphrase; not enough documents used to support analysis

Almost no use of or inappropriate attempts to use documents

Supportive Information

Supports thesis with substantial, relevant information. Outside information is balanced with use of documents in the analysis of the question

Supports thesis with some factual information

Lacks supporting information, or information given is minimal

Incompetent, inappropriate responses

Grammar and Structure

May contain insignificant errors

May contain minor errors that do not detract from overall essay

May contain major errors

Contains many major or minor errors

Organization and Writing Style

Well organized and well written

Clearly organized and written, but not exceptional

Weak organization and writing

Disorganized and poorly written

 

Unit 3 Document Based Question Rubric  

SCORE ______ / 70 GRADE ______

 

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Appendix A

Source Analysis: 10 Questions

SOURCE’S TITLE: _______________________________________________ 1. AUTHOR: Who was the author? What was his/her occupation or position in society? (The author was _____________, who was a ____________.) 2. PLACE AND TIME: When and where was the source created or published? 3. CONTEXT: What was going on at the time that the source was created? (At the time that the source was created, ______________ was occurring. The source was created after ___________________, and before _____________________.) 4. AUDIENCE: Who was the author’s intended audience? (The author created this source for _______________________ to read/hear/see.) 5. PURPOSE: What was the author’s purpose or motivation? (The author was trying to convince/persuade/educate/sell/defend/argue ________________.) Level 2 – Cross-checking (Corroboration) 6. SUMMARY: In 3-5 sentences, summarize the main claims made by the author. (The author says __________________________.) 7. SIMILARITIES: Is any information in this source confirmed by any other sources? (The author’s statements about ______________ are confirmed by ____________.) 8. DIFFERENCES: Is any information in this source contradicted by another source? Are any key facts omitted (left out) fron this source? What new information does this source provide? (The author’s statements about _______________ are contradicted by _________________. The author fails to mention ______________. The author’s statements about _________________ are new information that has not been mentioned in any source so far.) 9. RELIABILITY: Based on your answers to questions 1-8, how reliable is this source?

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(I believe this source is very/somewhat/not very reliable because ________________________) 10. BIG QUESTION: What connections do you see to the Big Question? (After reading this source, I can infer that___________. This source provides evidence that ________________. I’m wondering about ________________.)

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Appendix B

World/U.S. History 1

UNIT 3: English Colonization

Essential Question: Are the good relations between English colonists and Native Americans myth or reality? How do we define power? How does one gain or lose power? End of Unit Assessment:

1) DBQ essay – explain how/why MA and PA developed into distinct colonies, esp. in relations with Native Americans

2) Unit Test

Skills:

• Integrating textual evidence into writing (quote sandwich) o Introducing quote o Using correct quotation punctuation o Citing quote o Explaining/analyzing quote

• Constructing paragraphs with a claim, multiple pieces of evidence, and analysis

• Scaffolded DBQ essay – analyzing docs, thesis, outline, drafting, citations

Content (from 9th grade pacing guide):

A. The Protestant Reformation 1. Describe origins and effects of the Protestant Reformation

a. the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther and John Calvin

b. the spread of Protestantism across Europe, including the reasons and consequences of England’s break with the Catholic Church

c. the weakening of a uniform Christian faith d. the consolidation of royal power (WHI.30A-D)

2. Explain how religious conflict in England led to the settlement of the Pilgrims and Puritans in New England.

B. Founding of the Southern, Middle and New England Colonies

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1. Explain the origins of the early English settlements (i.e., Virginia), the New England colonies, Middle and Southern colonies. Describe their early political and social structures, religious practices, economies, art, and architecture during the 17th century

C. Slavery in North America 1. Describe the economic, political, social, and cultural dynamics of slavery in 17th and 18th century North America

D. Development of North American Colonies 1. Describe how the political and social structures, religious practices, economies, art, and architecture evolved in the New England colonies, Middle and Southern Colonies during the 18th century

Sequence of Lessons (4 weeks):

• Decline of Spain/Rise of England o Pirates o Spanish Armada

• Jamestown o Motives, purpose, founders of colony o Relationship with Powhatan Indians o Pocahontas: Myth or Reality o Tobacco and indentured servants o Mini DBQ – learning how to use quotes in writing

• Plymouth o Motives, purpose, founders of colony o Relationships with Wampanoag Indians o Thanksgiving – Myth or Reality o Compare 500 Nations, images, textbook account

• Mass. Bay Colony - Puritans o Protestant Reformation – Luther, Calvin, predestination, Puritan migration,

Puritan beliefs o Mass. Bay Colony – motives, purpose, founders, characteristics o Conflicts in Colony – witch hunts, Roger Williams, Anne Hutchinson,

Key concept – cooperation v. separation of church and state o Relationship with Wampanoag Indians: King Philips War – causes, results (500

Nations) • Middle Colonies

o New Netherlands Founders/purpose/characteristics

o Pennsylvania Quaker beliefs Founder/purpose/characteristics

• Southern colonies o Development of Chesapeake colonies – Maryland, VA

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o Bacon’s Rebellion: transformation from servitude to slavery o Georgia, Carolinas (this can be brief)

• Overall geographic, demographic, and economic characteristics of each region o Annotated Map of 13 colonies

• DBQ project o Work through steps in class: 1) understanding the prompt 2)reading, analyzing,

grouping documents 3) creating a thesis and outline 4) drafting a body paragraph with a topic sentence, a quote, citation, and explanation of quote

o Write DBQ in class as an open notes timed assessment • Unit Test