Time to Wrap Up - What did we learn about the early colonies, anyway? September 11, 2014

Today, we did a number of activities intended to draw our work with the early colonies to a close.  There were no graded activities today, but I did check off anything overdue from the three major class assignments I gave you to do.  And in case you're sitting at home bored, you can do your:

HOMEWORK:  Choose ONE of the following to respond to in writing, using FULL sentences and your BEST understanding of paragraph format!

Which colony is more important in our nation's history?

Why should Americans know and understand our colonial history?

If the early colonists could come back to the United States of America today, would they be proud of what they started, or horrified by what we've become?

I'm looking forward to seeing INSIGHTFUL thinking and LENGTHY answers!

Here's another shot of the same information, this time with student illumination!

There's Nothin' Like Discussion: September 10, 2014

Today in class, we used our learning to discuss the different sources we've examined, how they can help us to understand history more clearly, and the benefits and drawbacks of each kind of source.  I put you in groups and gave you control over your small group discussions, and I was pleased with how the vast majority of groups performed.  Of course there are a few of you who *might* want to think about staying a little bit more on task, or speaking up a little more forcefully, but we have all year to improve! ;)

HOMEWORK:  If you are all done with the three source assignments (text review, "New Look" analysis, and primary source readings and questions), you are free tonight!!!  If you need to finish the "New Look" analysis, you have until FRIDAY with no penalty.  The two other assignments WILL be considered late, unless there are special circumstances you need to tell me about.

If you were in my PERIOD 7 class today, many of you came to class without being ready for discussion.  Please make sure that you are using class time well when you have work you need to do!  If you were not in the room for discussion, you have an assignment you need to complete by Friday to get some credit for the class discussion today.  You got a handout with the questions on it, or you can choose ONE from the list below to answer FULLY in writing:

In terms of understanding the early colonies and their importance, rank order the sources – which one was most helpful?  Least helpful?  Make sure to compare your experience to your peers” – meaning, you may or may not all have the same views!

What are the relative strengths and weaknesses of each kind of source – meaning, what does each one do well, and what does each one not do well? 

What kinds of information can you get from each source?  (facts, perspectives, explanations, skill development, context?)

How are textbooks different from books like the “A New Look” series?

Compare the reasons why textbooks are written with the reasons why primary source documents (letters, diaries, autobiographies, etc.) are written. 

Which colony do you think you would choose to live in if you had to?  EXPLAIN your answer!

More About the Good Old Days: September 8 and 9, 2014

Okay, I am posting for two days at once.  I like to think of it less as "being lazy" and more as "being efficient" ;).  On Monday and Tuesday, you will continue to work with our range of sources (text, subject books, primary source readings) to find out how life fared for those brave early colonists who managed to make it through the first few years of struggle in North America.  In addition to learning about the early colonists, I hope you will figure out that different kinds of sources have different messages to share with us, and that you can't count on any one source (no matter how thorough) to show us the whole picture.  Think about the stories you shared with me, and how different people could have very different memories of the same event.  It's not surprising that one source can't contain the whole picture about any topic.  

If you need to use the textbook outside class, I have posted links below to some online versions of the text.  Make SURE you are reading the pages that relate to YOUR assigned colony!  It is pp 85-89 for Jamestown and pp 92-97 for Plymouth.  If you need to use the subject book beyond Wednesday, it will be your job to get that done during a team time or study hall.  The primary source readings and text review handout Primary Source readings and questions also are linked below in case you misplace the copy you got in class.

Creating America - Plymouth Colony pages

Creating America - Jamestown Colony pages

Primary Source readings and questions

Text Review worksheet for Creating America reading

Textbooks and Sources and Worksheets, Oh My! September 5, 2014

Today in class we began reviewing secondary sources and what they have to teach us.  A secondary source is any kind of retelling of events, such as in a textbook or a documentary.  We are going to be looking at several different kinds of primary and secondary sources over the next few days so you can see what they have to offer. Your task is going to be to take notes, observe, analyze, and compare, but we'll take it step by step.

Today I also collected the Hannah Dustin reading and questions and checked how well you fulfilled the directions.  I was very pleasantly surprised by the result!  The majority of you followed the directions, or only missed a few minor details.  If you did not complete the assignment, or need to revise your work, please do that over the weekend and submit it on Monday.

If you need another copy of the homework, look under the day it was assigned.  See you on Monday, ready to go!

Now and Venn (diagrams): September 4, 2014

Do you see what I did there?  Do you? Do you???

Okay, if you don't see it, today in class we watched an exciting video about Jamestown and Plymouth colonies, captured notes on a graphic organizer, and then plotted our learning on a Venn diagram - get it?  Now and then - now and VENN????

Hey, I have to amuse myself somehow!

If you missed class, the handouts and video are linked below.  You can do them outside class and turn them in.  If you missed the homework for tomorrow, which is the reading on Hannah Dustin (or Dunstan), it was given out yesterday and the link is on yesterday's post.

The English Come to America video

Video note guide

Venn diagram - Plymouth and Jamestown

The English Come to America: September 3rd, 2014

Hannah Dustin Reading and Writing Assignment

There's the link to the homework for the next few nights.  The instructions are right on the front page of the reading.  I'm using this to introduce you to a skill, get you thinking about some content, but MOST importantly, to see how well and thoroughly you can follow basic directions!

You have two nights to do this assignment, so make sure you do both parts well.  I strongly suggest that you do a little each night so it's not overwhelming!

Today in class, per 1 and 2 did some brainstorming games around the concept of colonies - we did this in per 5, 6, and 7 yesterday.  Then they began the excitement of learning via video!  Per 5, 6, and 7 examined the Mayflower Compact in class today.  This is a primary source document that can tell us a lot about who came to the New World, why they came, and what challenges they faced once they got here.  Tomorrow these classes will pick up with the video.  Slowly but surely, we are getting back on track and soon all classes will be doing the same work (or at least, until we practice a fire drill or have an assembly!).  During the video, you'll be capturing information about the early colonies in North America as part of your first unit of study.  Do well and there won't be any weekend homework!  Have a great evening!

First-Hand Accounts: September 2nd, 2014

Again, we are catching up from getting out of step last week with Picture Day.  It was a little too easy to slip back into summer mode over the last four days!  I hope everyone has an easier time getting back into the school routine a second time around.

Per 1 and 2 read through a primary source (first hand, original) document today and got a chance to break it down into its pieces.  I challenged you to figure out what purpose this document served, why it might be necessary, and who created it.  Per 5 and 6 wrapped up work on sources and prepared for our primary source document by reviewing their knowledge about the word "colony", then began reading the primary source.  Per 7 got through the knowledge review about "colony" and will be ready to launch the primary source tomorrow.  You have no new homework tonight, but there WILL be an assignment ready for you TOMORROW!  Have a good evening and I'll see you in class tomorrow!