Mrs. Smith Colonies of America
(Lesson 1)
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 ,3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, fights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the information provided about American colonies and early forms of government, LWDAT critically analyze and describe why the colonies decided to go to war with Great Britain.
b) Given the demonstration, LWDAT discuss mercantilism and how it is helpful to the mother country
Affective:
a) LWDAT to give proper attention and respect to their peers who are participating in the demonstration.
3. Content:
Concept- Students will be learning about the early American colonies. We will discuss why the British government worked and what the Divine Right of Kings, then we will talk about the colonists and why colonies were set up by the major countries. Then, there will be a short demonstration on mercantilism and we will discuss how that economic system helped the mother country, but hurt other countries and the colony. Next, I will teach my students about the Stamp Act, Tea Act, and Intolerable Acts and why these acts upset the colonists. Then, we will take a look at the Declaration of Independence; and discuss why this document was risky for colonists to sign the document and why this document was good for them to sign. Lastly, we will discuss the Articles of the Confederation and how this government is different from today’s government.
Key Vocabulary-
Divine Right of Kings- rule by the will of God
Mayflower Compact- an agreement that was signed by the men aboard the Mayflower that said the colonists would obey any laws that were agreed upon for the general good of the colony. This established the notion of self-government in the American colonies.
Mercantilism- an economic system in which colonies exist to benefit the mother country, so this was the system used by imperialists.
Taxation without Representation- the taxpayer, colonist, had no say in the making of their taxes.
The Declaration of Independence- was a document written and signed by male representatives of the colonies. This document called the British King a tyrant, listed the wrongs that were committed against the colonists, and announced that the colonies were free and independent.
Articles of Confederation- first type of government that the colonies created that gave most of the power to rule to the states and a limited amount of power to the central government.
Task Analysis
- key vocabulary in the students’ notebooks
- make a KWL chart about why colonists came to
America
- read to them a short segment about the colonies and
we will finish the chart
- discuss mercantilism and short demonstration on how
it works
- discuss taxation and why colonists were upset; discuss
specific examples such as: Stamp Act, Tea Act, and
Intolerable Acts
- discuss the Declaration of Independence; hand out a
copy of political cartoon
- in partners write their own government; compare their government to the Articles of the Confederation
4. Instructional Aides/ Resources
- whiteboard markers
- handouts/cartoons
- notebooks
- materials for mercantilism demonstration
- timeline
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in pairs
- handouts to help students stay organized
- start homework in class
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the vocabulary on the board
“Good morning class, today we will start learning about why countries supported colonies, why would people want to be a colonist in the Americas and what the phrase, “Taxation without Representation”, means and why this became a popular sentiment. Then, we will look at specific examples of colonists being taxed by Great Britain without being represented and how that caused the colonists to be so angry that they wrote the Declaration of Independence. Last, we will look at the Articles of the Confederation and discuss the difference between this type of government and the present day government.
“I want you all to imagine that you are colonists traveling from Great Britain to the new world. Before you get there, you need to agree upon some basic rules that everyone will follow. I am going to ask each person to think about one example and I will write it on the board, then we will compare our classroom agreement to the Mayflower Compact.”
Formative Check:
*** Write the students’ ideas on the board and quickly discuss Mayflower Compact
“The Mayflower Compact was an agreement created in 1620 before the colonists aboard the Mayflower landed in America. This contract allowed the colonists to be governed by local governments that the colonists created. This is known as self-government and is important because this was the opposite of the divine governments of the mother countries. They were governments that were supposed to create laws that were in the best interest of the colony. Soon colonial assemblies were created in each colony. In the Virginia colony in 1619 the House of Burgesses was created which became the first representative lawmaking assembly. After that, other colonies created similar assemblies that were bicameral, which means that they had two legislating bodies. This was similar to the Parliament in Great Britain.
Bridge:
“ Now, that we have started discussing the colonists, we are going to take out our notebooks and put this vocabulary in our notebooks.”
*** write the definition for the vocab. on the board
6B: Implementation:
” Next, we are going to do a KWL chart. These charts are always very useful because they allow us to write down what we already know about a subject, what we want to learn about that subject, and what we have learned after doing some work.
“Our KWL chart will be on the colonists. I want to everyone to copy this chart in your notebooks and set the chart up the way I am writing it on this board. First, I want everyone to stand up. Now, one at a time, tell me something you already know about the early colonists who came to America. After giving me an example, then you can sit down. I will begin this activity by giving you guys an example,”
***Write trying to escape religious persecution, then write all of the students’ examples
“I am going to write some questions about what I want you guys to learn about colonists and I want you to copy these questions into the “W” section of your chart, your chart should look similar to mine.
*** Where did Puritans settle? What colony promoted religious tolerance? What colony was founded by the Quakers? For what reasons were Virginia, Delaware, and New York created? What groups of colonists left to escape governmental persecution? What company was the first to settle in Virginia for the English? What happened to them? Who did the colonists use to work on the farms (two different groups)?
“Now, I am going to read a short section about colonists and why colonists came to the Americas.”
***Handout a copy of the section and read the section.
Formative Check:
***Discuss the answers to the questions and write in the “L” part of the chart.
Bridge:
“Now that we are done with our KWL charts, we can put our notebooks to the side for a minute. The next thing I want to teach you is mercantilism. This can be a difficult concept, but hopefully through this demonstration, you will be able to understand the concept better.
Formative Check:
” Can anyone remember the definition of mercantilism? This was one of our new vocabulary words, so please do no recite the definition I gave you. Instead put mercantilism into your own words.
Implementation:
“I want everyone to stand up and move quietly and quickly to the left side of the classroom.
***Make sure to give enough wait time.
"Now, you three move to the back center and you represent Spain and everyone else represents Great Britain. Now Great Britain is going to send five colonists off to the Americas. You five people are going to work very hard to grow crops and produce raw materials for your mother country. The colony is going to give Great Britain the raw materials and Great Britain is going to give the colonies the finished goods. However, Spain is going to try to get involved and trade with the colonies. Great Britain says “No because that is Britain’s colony. Now everyone sit down and we are going to quickly discuss what we just did.”
Formative Check:
***Discuss mercantilism and how this system affected the mother country, colonies, and other countries. Why does this system best benefit the mother country more than anyone else?
Bridge:
"Now we are going to move on to taxation. A major cause of the American Revolution was because colonists were very angry about the taxes they had to pay when their interests were not being protected in Great Britain. Does anyone know what the common phrase colonists used that we went over in the beginning of class was? Yes, “Taxation without Representation”.
Implementation:
“People that lived in Great Britain had a Constitution that the Parliament and King had to follow before creating new laws and or taxes. Colonists from Great Britain felt that they retained the citizenship of their original country, in other words the colonists felt that they still belonged to the mother country. Due to that, these colonists felt that they should have some type of representation in Great Britain to look out of colonists’ interests, especially when it came to Parliament deciding on an increase in taxes.
“Great Britain tried to levy many different taxes on the colonists; and because the colonists felt this was unfair they did many different things to stop Great Britain from collecting. Does anyone have any ideas about what taxes Great Britain tried to impose and what the colonists did? I am going to hand out a timeline which will have the important taxes, things colonists did to stop the collection, and what all this eventually led to.”
Formative Check:
***Go over the different taxes and what colonists did and answer any questions students have.
Bridge:
“Has anyone heard of the Declaration of Independence? If you have, please raise your hand?”
***Ask for something that each person knows about the Declaration
Implementation:
“The Second Continental Congress created a committee to draft a formal document declaring independence from Great Britain and the tyranny of the British King. Does anyone know what three colonists was part of this committee? Yes, Benjamin Franklin, John Adams, and Thomas Jefferson were the members of the committee. However, Thomas Jefferson was the person that basically came up with the Declaration of Independence. Can anyone guess what day this Declaration was adopted by the Congress, this day is celebrated in one of the months of the summer? Yes, on July 4th 1776 the United States adopted the Declaration of Independence.
“This document had three basic parts (create chart with Declaration of Independence in the middle on the board and write important parts and ideas around the document) which were the theory of government, a list of wrongs committed by the British government and King, and a formal resolution that declared the United States independent.
“The key ideas are that people have natural born rights that include the right to “Life, liberty, and the pursuit of happiness”. The government only gets the ability to govern “from the consent of the governed”. This is usually written in a social contract or compact that gives the power to govern in exchange for protection of people’s natural rights. Lastly, when a government stops doing the job of protecting the rights of citizens, then the citizens have the right “to alter or to abolish” that government.
“Some may wonder what the purpose of the formal Declaration of Independence was for. The colonists wanted to announce to the world that the colonies were now a new and independent nation. Also, the colonies wanted to explain and justify the reasons that they had decided to declare independence.”
Formative Check:
***Hand out the cartoon. Analyze and discuss cartoon. Discuss why it might have been a bad idea to sign the Declaration of Independence. Tell them that John Hancock wrote his name so large because he wanted the King to notice his name and his signing was in direct defiance of the King.
Closure:
“Before we end today, I want you to break up into pairs and create your own governments. On the blank sheet of paper I am handing out, I want you to write both of your names on top and create your government below. Think about how much power are you going to give to the central power, are there going to be powers that only the states have, and are there going to be shared powers? Right down the specific powers each section of your government has; do you have a separate legislature, executive, judicial? You can name your sections anything that you want. Also, think about how the majority of the people are represented; is it direct elections like in the senate or electoral elections like in the presidential? Or do people within the government pick and vote for other people like in the Supreme Court?
Do not copy the government that we have now or any other government because this is meant to be creative. There is no right or wrong answer.
Extending Activity:
“For homework, if you haven’t finished your government please finish that and bring your government into class with you. Next class, we will compare these governments to the very first government of the United States called the Articles of Confederation.
Name: Date:
9th US History R colonialism
(US History and Government Review Book 2008)
The Colonists:
Why They Came pg 27
Religious Reasons Some colonies were founded for religious reasons, but the colonists represented different religions and had different motivations. Massachusetts, for example, was founded by Pilgrims, or Separatists, who had left the Church of England, and Puritans who wanted to reform it. Colonies controlled by the Puritans allowed no religious freedom. Rhode Island, on the other hand, permitted all religions including Judaism. Pennsylvania was founded as a refuge for Quakers; Maryland for Roman Catholics.
Economic Reasons Economic motives were a major factor in the founding of Virginia, Delaware, and New Netherlands (later New York), as well as North and South Carolina. Georgia, the last of the colonies to be founded, was settled by debtors.
Political Reasons Separatists and Puritans came to North America after having fallen into political disfavor because of their objections to the established Church of England and the king who headed it. Quakers, Catholics, French Huguenots, and Jews came to escape religious intolerance and even governmental persecution.
(Telescoping the Times1998)
The American Colonies Emerge pg 3-4
An English Settlement at Jamestown The English did not move quickly to create colonies in the New World. Finally, in 1607, a group of investors called the Virginia Company sent 150 colonists aboard three ships to North America. They built a settlement in Virginia that they called Jamestown in honor of King James I.
Spending all their time looking for gold, the settlers neglected to grow food. Many died, and the colony was nearly abandoned. New settlers began to grow tobacco-a Native American crop now in demand in Europe. Virginia farmers grew wealthy as tobacco growers.
As workers on their farms, the colonists first used indentured servants. In return for passage to America, these workers promised to work on the landowner’s farm. After four to seven years, they would be free. Most indentured servants were the English poor, but some were African. By the late 1600s, there were few indentured servants. The planters had mostly slave labor from Africa. . .
Puritan New England
A different group of people settled farther north. Religious dissenters-Puritans-had argued that the Church of England was too close to Roman Catholic beliefs. They hoped to purify the church with further reforms. One such group, the Pilgrims, planted a colony at Plymouth in 1620.
A large body of Puritans decided to move to the New World. They obtained a charter to create a settlement called the Massachusetts Bay Colony. In 1630, John Winthrop led about 1,000 settlers from England to Boston. They brought the charter them, effectively giving them the right to govern themselves in their colony. In the next ten years, another 20,000 English settlers moved to the Massachusetts Bay Colony.
The Puritans wanted to create a moral society-what Winthrop called “a city upon a hill”-that all people would look up to. About 40 percent of the colony’s men-those who were members of the church and owned land-could vote for local officials, an unusually high portion for the time. Church leaders, although unable to hold elective office, were influential in the colony.
These church leaders tolerated no dissent from their views. A minister named Roger Williams preached that the settlers should buy-not take-land from Native Americans. He also said that government officials should not punish those with different religious views. Facing arrest, he fled in 1636 to Narragansett Bay, where he started the colony of Providence. Also moving there was Anne Hutchinson. She, too, had been forced out of Massachusetts Bay by church leaders because she questioned their authority. . . .
Name: Date:
9th US History R Timeline
1764 Sugar Act put a tax on molasses 3cents/gallon and institutes procedures to make sure that it is collected
Currency Act forbids the issuing of any colonial currency
1765 Stamp Act puts a tax on 15 types of documents including: newspapers, pamphlets, legal documents, etc.
Quartering Act requires colonies to provide housing and provisions for troops
1766 Declaratory Act repealed the Stamp Act, however, Parliament has the right to legislate for the colonies “in all cases whatsoever”
1767 Townshend Revenue Act put an import duty on finished goods, such as: lead, paint, glass, paper, and tea in order to raise money from colonies
1770 Boston Massacre several citizens were killed by British soldiers after being hit with snowballs-tension grew from having to quarter four regiments in order to regulate customs
1773 Tea Act Townshend duties removed except on tea, and the British East India Company has monopoly over sale of tea, allowing price to drop
Boston Tea Party Bostonians dumped 90,000 pounds of tea into the Boston Harbor to protest the Tea Act
· Intolerable Acts 1)closed Port of Boston until East India Comp. repaid
2)King appoints the Massachusetts’ Council>town
meetings need written permission of Governor before occurring>Governor will
appoint judges and sheriffs>sheriffs will select juries
3)Governor can send officials and soldiers accused of
capital crimes out of Mass. for trials
4)Troops not quartered in public buildings>now stay in
private homes
-these were meant to punish Mass. and Boston for the
Tea Party
· 1774 First Continental Congress were representatives of the 12 colonies that
met in Philadelphia and call for a boycott of trade with Britain, adopted a
Declaration of Rights, and agreed to meet again in a year
Friday, October 10, 2008
WWII Different Perspectives Lesson Plan
Mrs. Smith WWII; Perspectives
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 &3- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information provided about people involved in WWII, LWDAT identify and describe different nations and cultural groups involved in the war.
b) Given the stories and information provided about people involved in WWII, LWDAT identify and discuss ways different nations treated specific cultural groups involved in the war and why they were treated that way.
Affective:
a) LWDAT to give proper attention and respect to their peers who are reading their stories during the group activity.
3. Content:
Concept- Students will learn about the major nations involved
in the WWII and how America became involved by reading stories about soldiers, Japanese- Americans, African Americas, and Jewish Germans immigrants. Afterwards they will discuss with their groups about one cultural group being treated a certain way by the nation they live in. Before discussing as a class I will show a short section from Pearl Harbor (when Japan is attacking Pearl Harbor and a short part about how American sailors tried to defend themselves) and ask students for their reactions Then, as a class students will fill out an organizer for each country and culture on the board.
Key Vocabulary-
Concentration Camp
Culture
Discrimination
Ghetto
Task Analysis- Students will be given a handout that has
three stories about different people.
- Each student will read their part and as a group discuss how that person was treated or was treating others differently.
- Each group will focus on the one cultural group that they are assigned. They will discuss that group and fill out the attached study guide.
- As a class each group will present their cultural group and all students will fill out an organizer.
4. Instructional Aides/ Resources
- whiteboard pen
- handouts
- study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in cooperative learning groups
- choices for homework to help students with different
learning styles
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the important names of cultural groups, the pact, and dates on board.
“Good evening class, as you know we have been working on WWII and what happened after Pearl Harbor to get the United States involved in the war. As we all learned WWII began in 1941 with Axis powers taking over Allied territories and Allied Nations; however, after the attack on Pearl Harbor on December 7th, 1941, the government began to prepare the United States to join the Allies. By April of 1942, the United States was bombing Tokyo, Japan.
I want everyone to follow along as I read a scenario and please write your answers at the bottom of the sheet. Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed. Now I want you to answer the questions below and put down your pen or pencil when you’re done.
Formative Check: Answers to the questions to see the sensitivity
towards the problem of anger and revenge.
**these are my questions**
How do you feel about the situation after listening to your parents?
Are you angrier because the United States was not involved in the war?
Why?
Who’s fault is this attack?
Why do you blame them?
“Now, count off from one to three, please remember your numbers because you’ll need it in a minute. Group one sit here, group two over here and group three, right there. We are going to look at five stories about people who lived during the civil war. One will be about a child that was a Japanese- Americans another will be an adult Jewish German immigrant, an African Americans. Whoever’s number was one will read number one to the group, and number two will read number two, and so on. These are very short and should only take two minutes to read. Then I will let you know when it is time to discuss your story to your group. I will be walking around to make sure that there are no questions. I also want to pick up your sheets to see what you wrote down, but don’t be worried because this can’t be graded when this is your opinion.
**time two minutes, then give them time to discuss the stories and what they learned.
Formative Check:
**I will be walking around answering questions and keeping them on task
Bridge:
“ Now that you have discussed each story with your group, I want each group to focus on one particular cultural group.
6B: Implementation:
” Group one will focus on Jewish Germans, group two will work on Japanese- Americans, and group three will work on African Americans. First, as a group discuss your cultural group and how they were treated according to the different stories you read. Then, fill out the study guide that I provided for you.
Formative Check:
**Discussions students have together and their study guides. I will be walking around to hear their answers and discussions. I will also be walking around to answer any questions.
**Make sure to give the group adequate amount of time to work together**
Bridge:
“I think that we’ve had enough time to discuss everything and fill out our study guides. Before we move on, I want to show you a short clip from Pearl Harbor. I need to warn people that there may be some parts that are a little bloody because I am showing the attack. If need be, you may put down your head at any time that you don’t feel as though you can watch the material.
Implementation:
“I will handout a blank sheet of paper. On the board we are going to create an organizer and I want you to copy it down on the paper. This organizer will help us see the characteristics of some of the groups and cultures we have seen in the stories.
Formative Check:
** Ask for volunteers from each group to help with the organizer
Closure:
“Before we end today, I want each person in your group to say one thing about how different cultural groups that are considered Americans were treated after the United States entered WWII".
Extending Activity:
“For homework, look at the vocabulary sheet and define each vocabulary word in your own words. Then, either draw a picture that will remind you of the word or write a sentence using the word correctly.
“Also, either write a one to two page story about one of the people you learned about today. Or you could pretend you are one of the people and write a one to two page story about your experiences with persecution.
Name: Date:
SS Grade 8 WWII-cultural understanding
Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed.
Now, I want you to answer the questions below and put down your pen or pencil when you’re finished.
1. How do you feel about the situation after listening to your parents?
2. Are you angrier because the United States was not involved in the war?
3. Why?
4. Who’s fault is this attack?
5. Why do you blame them?
Name: Date:
SS Grade 8 WWII stories
Margot Jacoby age 95, Jewish German immigrant>
We were very important people in Berlin. My husband was a celebrated copyright lawyer. Our milieu was the world of art: actors, singers, painters, writers. Berlin, in those days before Hitler, was the most stimulating. We were wealthy, spoiled. I had a cook, a house maid, a personal servant, a governess. I came from a well- off family and married into a well- off family. When we fled, we were penniless.
I was a singer, a good one. I had a big contract for an opera house in Kiel. Salome. When Hitler came to power in ’33, it was the end of my German career. In small script, at the very end of the contract, was written: “Are you of pure Aryan blood?” I tore it up into pieces and threw it away.
My husband and I were separated by the war. He went to America and I didn’t see him for seven years. For seven years, he lived in New York a beggar- no money, no food, in a furnished room. He was a poor broken man.
2. Fanny Christina Hill age 24, African American women>
That was a dollar an hour. It was better than anything else because you had hours to work by and you had benefits and you come home at night with your family. It made me live better. We always say that Lincoln took the bale off of the Negroes. Well, my sister always said- that’s why you can’t interview her because she’s so radical- “Hitler was the one that got us out of the white folks’ kitchen.”
(She recalls the discrimination faced by black workers at North American Aircraft.) But they had to fight. They fought hand, tooth, and nail to get in there. And the first five or six Negroes who went in there, they were educated, but they started them off as janitors. After they once got their foot in the door and was there for three months- you work for three months before they say you’re hired- then they had to start fighting all over again to get off of that broom and get something decent. They always managed to give the worst one to the Negro. The only reason why the women fared better was they just couldn’t quite give the woman as tough a job that they gave the men. But sometimes they did. There were some departments, they didn’t even allow a black person to walk through there let alone work in there. Some of the white people did not want to work with the Negro. But they did everything they could to keep you separated. They just did not like for a Negro and a white person to get together and talk.
3. Ben Yorita, Japanese- American>
Our parents couldn’t vote, so we simply weren’t interested in politics because there was nothing we could do about it if we were. There were two reasons we were living in the ghettos: Birds of a feather flock together, and we had all the traditional aspects of Japanese life- Japanese restaurants, baths, and so forth; and discrimination forced us together. The dominant society prevented us from going elsewhere.
Right after Pearl Harbor we had no idea what was going to happen, but toward the end of December we started hearing rumors and talk of the evacuation started. We could tell from what we read in the newspapers and the propaganda they were printing- guys like Henry McLemore, who said he hated all Japs and that we should be rounded up, gave us the idea of how strong feeling were against us. We were told we had a month to get rid of our property or do whatever we wanted to with it. That was a rough time for my brother, who was running a printshop my parents owned. We were still in debt on it and we didn’t know what to do with all the equipment. The machines were old but still workable, and we had English type and Japanese type. Japanese characters had to be set by hand and were very hard to replace. Finally, the whole works was sold, and since nobody would buy the Japanese type, we had to sell it as junk lead. The whole thing was very sad. By the way, it was the first time we had ever had a refrigerator and it had to be sold after only a few months.
Name: Date:
SS Grade 8 Study Guide
Jewish German immigrant
How did Jacoby’s life change after Hitler took power in Germany?
What was her career?
How did that change after Hitler took power?
What was said at the bottom of Jacoby’s contract that upset her?
Why would this upset her?
What was her husband’s job in Germany?
How did that change when he had to flee to the United States?
How do you think that affected his self esteem?
Name: Date:
SS Grade 8 Study Guide
African American
What type of job did Hill get after the United States entered the war?
How much did this job pay? Did this better her situation?
Was there still discrimination in her work place? If so name one example.
Did educated African Americans still have to fight for jobs? If so what type of job did they start at?
How were women treated differently?
Is this fair to treat African Americans differently from the rest?
Why or why not?
Name: Date:
SS Grade 8 Study Guide
Japanese- American
How did Americans treat Japanese and Japanese Americans after Peral Harbor?
Why would Americans not trust Japanese- Americans?
What was written about the Japanese?
What did Yorita’s family lose?
Why wouldn’t anyone want to buy Japanese characters?
How were “ghettos” like concentration camps?
Name: Date:
SS Grade 8 Vocabulary
1. Concentration Camp
2. Culture
3. Discrimination
4. Ghetto
Name: Date:
SS Grade 8 Homework WWII
Write a one to two page story about one of the people you learned about today.
Or
Pretend you are one of the people and write a one to two page story about your experiences with persecution and or discrimination.
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 &3- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information provided about people involved in WWII, LWDAT identify and describe different nations and cultural groups involved in the war.
b) Given the stories and information provided about people involved in WWII, LWDAT identify and discuss ways different nations treated specific cultural groups involved in the war and why they were treated that way.
Affective:
a) LWDAT to give proper attention and respect to their peers who are reading their stories during the group activity.
3. Content:
Concept- Students will learn about the major nations involved
in the WWII and how America became involved by reading stories about soldiers, Japanese- Americans, African Americas, and Jewish Germans immigrants. Afterwards they will discuss with their groups about one cultural group being treated a certain way by the nation they live in. Before discussing as a class I will show a short section from Pearl Harbor (when Japan is attacking Pearl Harbor and a short part about how American sailors tried to defend themselves) and ask students for their reactions Then, as a class students will fill out an organizer for each country and culture on the board.
Key Vocabulary-
Concentration Camp
Culture
Discrimination
Ghetto
Task Analysis- Students will be given a handout that has
three stories about different people.
- Each student will read their part and as a group discuss how that person was treated or was treating others differently.
- Each group will focus on the one cultural group that they are assigned. They will discuss that group and fill out the attached study guide.
- As a class each group will present their cultural group and all students will fill out an organizer.
4. Instructional Aides/ Resources
- whiteboard pen
- handouts
- study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in cooperative learning groups
- choices for homework to help students with different
learning styles
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the important names of cultural groups, the pact, and dates on board.
“Good evening class, as you know we have been working on WWII and what happened after Pearl Harbor to get the United States involved in the war. As we all learned WWII began in 1941 with Axis powers taking over Allied territories and Allied Nations; however, after the attack on Pearl Harbor on December 7th, 1941, the government began to prepare the United States to join the Allies. By April of 1942, the United States was bombing Tokyo, Japan.
I want everyone to follow along as I read a scenario and please write your answers at the bottom of the sheet. Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed. Now I want you to answer the questions below and put down your pen or pencil when you’re done.
Formative Check: Answers to the questions to see the sensitivity
towards the problem of anger and revenge.
**these are my questions**
How do you feel about the situation after listening to your parents?
Are you angrier because the United States was not involved in the war?
Why?
Who’s fault is this attack?
Why do you blame them?
“Now, count off from one to three, please remember your numbers because you’ll need it in a minute. Group one sit here, group two over here and group three, right there. We are going to look at five stories about people who lived during the civil war. One will be about a child that was a Japanese- Americans another will be an adult Jewish German immigrant, an African Americans. Whoever’s number was one will read number one to the group, and number two will read number two, and so on. These are very short and should only take two minutes to read. Then I will let you know when it is time to discuss your story to your group. I will be walking around to make sure that there are no questions. I also want to pick up your sheets to see what you wrote down, but don’t be worried because this can’t be graded when this is your opinion.
**time two minutes, then give them time to discuss the stories and what they learned.
Formative Check:
**I will be walking around answering questions and keeping them on task
Bridge:
“ Now that you have discussed each story with your group, I want each group to focus on one particular cultural group.
6B: Implementation:
” Group one will focus on Jewish Germans, group two will work on Japanese- Americans, and group three will work on African Americans. First, as a group discuss your cultural group and how they were treated according to the different stories you read. Then, fill out the study guide that I provided for you.
Formative Check:
**Discussions students have together and their study guides. I will be walking around to hear their answers and discussions. I will also be walking around to answer any questions.
**Make sure to give the group adequate amount of time to work together**
Bridge:
“I think that we’ve had enough time to discuss everything and fill out our study guides. Before we move on, I want to show you a short clip from Pearl Harbor. I need to warn people that there may be some parts that are a little bloody because I am showing the attack. If need be, you may put down your head at any time that you don’t feel as though you can watch the material.
Implementation:
“I will handout a blank sheet of paper. On the board we are going to create an organizer and I want you to copy it down on the paper. This organizer will help us see the characteristics of some of the groups and cultures we have seen in the stories.
Formative Check:
** Ask for volunteers from each group to help with the organizer
Closure:
“Before we end today, I want each person in your group to say one thing about how different cultural groups that are considered Americans were treated after the United States entered WWII".
Extending Activity:
“For homework, look at the vocabulary sheet and define each vocabulary word in your own words. Then, either draw a picture that will remind you of the word or write a sentence using the word correctly.
“Also, either write a one to two page story about one of the people you learned about today. Or you could pretend you are one of the people and write a one to two page story about your experiences with persecution.
Name: Date:
SS Grade 8 WWII-cultural understanding
Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed.
Now, I want you to answer the questions below and put down your pen or pencil when you’re finished.
1. How do you feel about the situation after listening to your parents?
2. Are you angrier because the United States was not involved in the war?
3. Why?
4. Who’s fault is this attack?
5. Why do you blame them?
Name: Date:
SS Grade 8 WWII stories
Margot Jacoby age 95, Jewish German immigrant>
We were very important people in Berlin. My husband was a celebrated copyright lawyer. Our milieu was the world of art: actors, singers, painters, writers. Berlin, in those days before Hitler, was the most stimulating. We were wealthy, spoiled. I had a cook, a house maid, a personal servant, a governess. I came from a well- off family and married into a well- off family. When we fled, we were penniless.
I was a singer, a good one. I had a big contract for an opera house in Kiel. Salome. When Hitler came to power in ’33, it was the end of my German career. In small script, at the very end of the contract, was written: “Are you of pure Aryan blood?” I tore it up into pieces and threw it away.
My husband and I were separated by the war. He went to America and I didn’t see him for seven years. For seven years, he lived in New York a beggar- no money, no food, in a furnished room. He was a poor broken man.
2. Fanny Christina Hill age 24, African American women>
That was a dollar an hour. It was better than anything else because you had hours to work by and you had benefits and you come home at night with your family. It made me live better. We always say that Lincoln took the bale off of the Negroes. Well, my sister always said- that’s why you can’t interview her because she’s so radical- “Hitler was the one that got us out of the white folks’ kitchen.”
(She recalls the discrimination faced by black workers at North American Aircraft.) But they had to fight. They fought hand, tooth, and nail to get in there. And the first five or six Negroes who went in there, they were educated, but they started them off as janitors. After they once got their foot in the door and was there for three months- you work for three months before they say you’re hired- then they had to start fighting all over again to get off of that broom and get something decent. They always managed to give the worst one to the Negro. The only reason why the women fared better was they just couldn’t quite give the woman as tough a job that they gave the men. But sometimes they did. There were some departments, they didn’t even allow a black person to walk through there let alone work in there. Some of the white people did not want to work with the Negro. But they did everything they could to keep you separated. They just did not like for a Negro and a white person to get together and talk.
3. Ben Yorita, Japanese- American>
Our parents couldn’t vote, so we simply weren’t interested in politics because there was nothing we could do about it if we were. There were two reasons we were living in the ghettos: Birds of a feather flock together, and we had all the traditional aspects of Japanese life- Japanese restaurants, baths, and so forth; and discrimination forced us together. The dominant society prevented us from going elsewhere.
Right after Pearl Harbor we had no idea what was going to happen, but toward the end of December we started hearing rumors and talk of the evacuation started. We could tell from what we read in the newspapers and the propaganda they were printing- guys like Henry McLemore, who said he hated all Japs and that we should be rounded up, gave us the idea of how strong feeling were against us. We were told we had a month to get rid of our property or do whatever we wanted to with it. That was a rough time for my brother, who was running a printshop my parents owned. We were still in debt on it and we didn’t know what to do with all the equipment. The machines were old but still workable, and we had English type and Japanese type. Japanese characters had to be set by hand and were very hard to replace. Finally, the whole works was sold, and since nobody would buy the Japanese type, we had to sell it as junk lead. The whole thing was very sad. By the way, it was the first time we had ever had a refrigerator and it had to be sold after only a few months.
Name: Date:
SS Grade 8 Study Guide
Jewish German immigrant
How did Jacoby’s life change after Hitler took power in Germany?
What was her career?
How did that change after Hitler took power?
What was said at the bottom of Jacoby’s contract that upset her?
Why would this upset her?
What was her husband’s job in Germany?
How did that change when he had to flee to the United States?
How do you think that affected his self esteem?
Name: Date:
SS Grade 8 Study Guide
African American
What type of job did Hill get after the United States entered the war?
How much did this job pay? Did this better her situation?
Was there still discrimination in her work place? If so name one example.
Did educated African Americans still have to fight for jobs? If so what type of job did they start at?
How were women treated differently?
Is this fair to treat African Americans differently from the rest?
Why or why not?
Name: Date:
SS Grade 8 Study Guide
Japanese- American
How did Americans treat Japanese and Japanese Americans after Peral Harbor?
Why would Americans not trust Japanese- Americans?
What was written about the Japanese?
What did Yorita’s family lose?
Why wouldn’t anyone want to buy Japanese characters?
How were “ghettos” like concentration camps?
Name: Date:
SS Grade 8 Vocabulary
1. Concentration Camp
2. Culture
3. Discrimination
4. Ghetto
Name: Date:
SS Grade 8 Homework WWII
Write a one to two page story about one of the people you learned about today.
Or
Pretend you are one of the people and write a one to two page story about your experiences with persecution and or discrimination.
Christopher Columbus Webquest
Mrs. Smith Age of Exploration
Web Quest
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 2 &3- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
The Arts Standard 2- be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles
MS&T Standard 2- access, generate, process, and transfer information using appropriate technologies
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the information discovered from the web quest and the guide sheet, LWDAT to understand the Age of Exploration through Columbus and his crew.
b) Given the information discovered from the web quest and the guide sheet, LWDAT describe Columbus, understand his history, and recognize his mistakes.
c) Given the information discovered from the web quest and the guide sheet, LWDAT understand the Columbus exchange, including good and bad consequences.
d) Given the directions in the introduction and each parts’ assignment directions, LWDAT be more confident with the internet, using the Google search engine, and other internet and computer tools.
Affective:
a) LWDAT give proper respect and work well with their peer who is working with the learner on the web quest and follow up project.
b) LWDAT do equal amount of work as their peer in the web quest and the follow up project.
3. Content:
Concept- Students have just started the unit on the Age of Exploration, and in order to introduce the topic, I have decided to assign a web quest on Christopher Columbus. They will learn a small amount of information about Columbus’ early years. Then, they will learn about his voyages to the Americas and the good and bad consequences of the Columbian exchange.
Key Vocabulary-
King Ferdinand
Queen Isabella
Expulsion
Moors
Task Analysis- Students will be filling out guide sheets pertaining to two different web sites in a web quest with a partner.
- Each group will get as many pictures on Columbus and about his journeys to use in the third part.
- Each group will create a poster board project that has relevant information and is creative
- Each group will present on the due date in a round poster board presentation method.
4. Instructional Aides/ Resources
- computer
- internet
- guide sheets
- instructions for web quest
- pictures found on internet
- white board/ marker
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working with a partner
- visuals available on websites
II. Interactive Phase
6A. Set/ Focusing Event:
***Put three different pictures of Christopher Columbus on the board. Also, write the names Magellan, Columbus, and Vasco de Gama.
“Good morning class, as I said yesterday, we are going to start a new unit today. In this unit we will be working in the time period that is known by many historians as the Age of Exploration. I have three different pictures with the numbers 1, 2 and 3 below the pictures on the board and three names. I want everyone to take out your notebooks and number 1, 2, and 3. Now, put a name of an explorer next to each number that you think corresponds with the picture on the board.”
***Give time for the students to put names by their numbers. Walk around the classroom, look at the answers and help anyone that has questions.
***Write 1, 2, and 3 on the board giving plenty of room for answers to be written below
Formative Check:
“Now, when I call your row up to the board, I want each person to write below the numbers 1, 2, and 3 what name you put in your notebook.
“When we are done, we will discuss why people put the names in different places.
***When they are done, pick popsicles (each one has a different student’s names on) out of the cup and ask about which name they put under which number. Then, allow for some volunteers to do the same.”
Bridge:
“What I am about to tell you, many of you won’t want to believe, however, I am telling the truth. All of these pictures are Christopher Columbus.”
6B: Implementation
“Now, I know that many of you feel that I cheated. However, if you remember the instructions, I never said you had to use every name or that you couldn’t use names more than once.
“In fact, there are many different pictures of what Christopher Columbus might have looked like. This is because during the Age of Exploration, which started in the 1400s, there weren't any type of camera in order to capture his image and he never sat long enough for an artist to make a portrait of him. Also, most artists had patrons; these were people that paid the artists and sometimes even housed or paid for their housing, the patrons were royalty and or people that were considered of the upper class. Columbus was none of these, so there are many different guesses about what he looks like. However, we will never be sure
“Today, we are going to start a web quest in the computer lab. I will explain more in the lab.”
***Walk class to the computer lab.
***Put the students together with predetermined partners, so there are two students working at each computer.
Bridge:
“I have grouped everyone with a partner. I expect everyone to work and put equal effort into the activities that I am going to have you do. “
6B: Implementation:
” There are three parts to the web quest and we will be working in the lab today and tomorrow. If any of you do not finish what has to be done in the lab, then I will work with the lab assistant to allow me a few computers after school.
“The packet that I am handing out is the web quest, guide sheet, and instruction for the follow up project. The information and pictures that you gather during the web quest will be used by you and your partner in the project.
“I want you to work on Part I today, for the rest of the class. Follow the directions that are on the page before each guide sheet to help you get to the right website. Remember to read all the information on the internet site.”
*** While students are working, walk around the lab to monitor how students are doing and answer any questions, when necessary.
Closure:
***End the work on the computers five minutes before the class ends.
“Before leaving today, I want everyone to tell his or her partner two things that you learned about Christopher Columbus that you never knew before.”
***Help lab assistant log the computers out and turn them off, after the students leave.
Extended Activity:
Web Quest
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 2 &3- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
The Arts Standard 2- be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles
MS&T Standard 2- access, generate, process, and transfer information using appropriate technologies
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the information discovered from the web quest and the guide sheet, LWDAT to understand the Age of Exploration through Columbus and his crew.
b) Given the information discovered from the web quest and the guide sheet, LWDAT describe Columbus, understand his history, and recognize his mistakes.
c) Given the information discovered from the web quest and the guide sheet, LWDAT understand the Columbus exchange, including good and bad consequences.
d) Given the directions in the introduction and each parts’ assignment directions, LWDAT be more confident with the internet, using the Google search engine, and other internet and computer tools.
Affective:
a) LWDAT give proper respect and work well with their peer who is working with the learner on the web quest and follow up project.
b) LWDAT do equal amount of work as their peer in the web quest and the follow up project.
3. Content:
Concept- Students have just started the unit on the Age of Exploration, and in order to introduce the topic, I have decided to assign a web quest on Christopher Columbus. They will learn a small amount of information about Columbus’ early years. Then, they will learn about his voyages to the Americas and the good and bad consequences of the Columbian exchange.
Key Vocabulary-
King Ferdinand
Queen Isabella
Expulsion
Moors
Task Analysis- Students will be filling out guide sheets pertaining to two different web sites in a web quest with a partner.
- Each group will get as many pictures on Columbus and about his journeys to use in the third part.
- Each group will create a poster board project that has relevant information and is creative
- Each group will present on the due date in a round poster board presentation method.
4. Instructional Aides/ Resources
- computer
- internet
- guide sheets
- instructions for web quest
- pictures found on internet
- white board/ marker
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working with a partner
- visuals available on websites
II. Interactive Phase
6A. Set/ Focusing Event:
***Put three different pictures of Christopher Columbus on the board. Also, write the names Magellan, Columbus, and Vasco de Gama.
“Good morning class, as I said yesterday, we are going to start a new unit today. In this unit we will be working in the time period that is known by many historians as the Age of Exploration. I have three different pictures with the numbers 1, 2 and 3 below the pictures on the board and three names. I want everyone to take out your notebooks and number 1, 2, and 3. Now, put a name of an explorer next to each number that you think corresponds with the picture on the board.”
***Give time for the students to put names by their numbers. Walk around the classroom, look at the answers and help anyone that has questions.
***Write 1, 2, and 3 on the board giving plenty of room for answers to be written below
Formative Check:
“Now, when I call your row up to the board, I want each person to write below the numbers 1, 2, and 3 what name you put in your notebook.
“When we are done, we will discuss why people put the names in different places.
***When they are done, pick popsicles (each one has a different student’s names on) out of the cup and ask about which name they put under which number. Then, allow for some volunteers to do the same.”
Bridge:
“What I am about to tell you, many of you won’t want to believe, however, I am telling the truth. All of these pictures are Christopher Columbus.”
6B: Implementation
“Now, I know that many of you feel that I cheated. However, if you remember the instructions, I never said you had to use every name or that you couldn’t use names more than once.
“In fact, there are many different pictures of what Christopher Columbus might have looked like. This is because during the Age of Exploration, which started in the 1400s, there weren't any type of camera in order to capture his image and he never sat long enough for an artist to make a portrait of him. Also, most artists had patrons; these were people that paid the artists and sometimes even housed or paid for their housing, the patrons were royalty and or people that were considered of the upper class. Columbus was none of these, so there are many different guesses about what he looks like. However, we will never be sure
“Today, we are going to start a web quest in the computer lab. I will explain more in the lab.”
***Walk class to the computer lab.
***Put the students together with predetermined partners, so there are two students working at each computer.
Bridge:
“I have grouped everyone with a partner. I expect everyone to work and put equal effort into the activities that I am going to have you do. “
6B: Implementation:
” There are three parts to the web quest and we will be working in the lab today and tomorrow. If any of you do not finish what has to be done in the lab, then I will work with the lab assistant to allow me a few computers after school.
“The packet that I am handing out is the web quest, guide sheet, and instruction for the follow up project. The information and pictures that you gather during the web quest will be used by you and your partner in the project.
“I want you to work on Part I today, for the rest of the class. Follow the directions that are on the page before each guide sheet to help you get to the right website. Remember to read all the information on the internet site.”
*** While students are working, walk around the lab to monitor how students are doing and answer any questions, when necessary.
Closure:
***End the work on the computers five minutes before the class ends.
“Before leaving today, I want everyone to tell his or her partner two things that you learned about Christopher Columbus that you never knew before.”
***Help lab assistant log the computers out and turn them off, after the students leave.
Extended Activity:
"Any group that has not finished the first website can get a pass from me to the library or my classroom in order to finish up the webquest. The only requirement is that you must come in and work on the quest together.
DAY 2
6A. Set/ Focusing Event:
“Good morning class, similar to yesterday, we are going to be working in the computer lab. But first, I want everyone to close your eyes.”
***Give wait time for all the students to have their eyes closed.
“Now, I want you to imagine a deep green forest. You peer through the trees, out at the sparkling, beautiful blue waters. You are not expecting to see anything different from other days. However, you notice a strange object gliding across the water and you become curious. First, you run along a well known path to get some of the other people in your tribe. By the time you and your friends return to the spot that you were at, the strange object was still in the water. On the beach you see smaller strange object and odd looking men getting out.
“You and your friends are curious and decide to approach these odd men. As you approach, you hear these strange words that they are saying and notice that the men are wearing strange clothing. Now everyone open your eyes.”
Formative Check:
6A. Set/ Focusing Event:
“Good morning class, similar to yesterday, we are going to be working in the computer lab. But first, I want everyone to close your eyes.”
***Give wait time for all the students to have their eyes closed.
“Now, I want you to imagine a deep green forest. You peer through the trees, out at the sparkling, beautiful blue waters. You are not expecting to see anything different from other days. However, you notice a strange object gliding across the water and you become curious. First, you run along a well known path to get some of the other people in your tribe. By the time you and your friends return to the spot that you were at, the strange object was still in the water. On the beach you see smaller strange object and odd looking men getting out.
“You and your friends are curious and decide to approach these odd men. As you approach, you hear these strange words that they are saying and notice that the men are wearing strange clothing. Now everyone open your eyes.”
Formative Check:
Questions:
***Ask the students some questions pertaining to focusing event.
***Ask the students some questions pertaining to focusing event.
Whydo you think that natives of the Americas would not be able to recognize what a ship and row boats were?
Why do you think that the natives were more curious than afraid of the strange things they saw?
How would you feel? Maybe unsafe, afraid, nervous?
What were the differences between what natives wore as “clothing” and what the crewmen wore as clothing?
Bridge:
“Now, everyone get up, bring your things and let’s go to the computer lab. Remember, while working on your web quests, also think about different perspectives.”
6B: Implementation
***Walk class to the computer lab.
***Make sure the students sit together with the same partners, and there are only two students working at each computer.
Bridge:
“This website is more visual. On the website there will be a story that you have to read and take the quiz at the end.”
6B: Implementation:
" Today, you need to go to the second website by following the directions that are in the assignment section of part two. I have two hints that you need to make sure you pay attention to. First, when getting on the website, make sure that you look to the left part of the screen. Under the title of Explorers, click on Columbus and start the story. Also, when there are objects that are highlighted in green, click on the items to get more information about the objects.
Why do you think that the natives were more curious than afraid of the strange things they saw?
How would you feel? Maybe unsafe, afraid, nervous?
What were the differences between what natives wore as “clothing” and what the crewmen wore as clothing?
Bridge:
“Now, everyone get up, bring your things and let’s go to the computer lab. Remember, while working on your web quests, also think about different perspectives.”
6B: Implementation
***Walk class to the computer lab.
***Make sure the students sit together with the same partners, and there are only two students working at each computer.
Bridge:
“This website is more visual. On the website there will be a story that you have to read and take the quiz at the end.”
6B: Implementation:
" Today, you need to go to the second website by following the directions that are in the assignment section of part two. I have two hints that you need to make sure you pay attention to. First, when getting on the website, make sure that you look to the left part of the screen. Under the title of Explorers, click on Columbus and start the story. Also, when there are objects that are highlighted in green, click on the items to get more information about the objects.
“When you are finished with the guide sheet, do not forget that you and your partner need to find pictures of Christopher Columbus, the ships they used, the natives they encountered, things exchanged during the Columbus exchange, a map of Columbus’ journeys, etc. First, look for these pictures on the web sites from the web quest. Then, try to type Christopher Columbus’ name and type pictures in a Google search for more pictures that will be necessary in the third part, where they will be used in a project.
*** While students are working, walk around the lab to monitor how students are doing and answer any questions, when necessary.
Closure:
***End the work on the computers five minutes before the class ends. Have the students log out and shut down the computers.
“Before leaving today, your ticket out the door will be by telling me something new you learned about how the natives of the Americas were treated or about the Columbian exchange.”
***Starting with the left side of the room have the students answer the question.
Extended Activity:
“For homework, if you and your partner have not finished either of the guide sheets or the printed enough pictures, then you need to stay after school. I will make sure that the lab assistant reserves a few computers for your use. Remember both you and your partner must stay after school and work together. You need to hand in Part I and Part II tomorrow.”
***Help lab assistant make sure all the computers are logged off and turned them off, after students leave.
***For the next two days, I will have the students put together a poster board project that they will have to present to the class in a group presentation method explained in Part III. I will give them extra time to finish the project outside of class.
Catching Columbus
Names: Date:
*** While students are working, walk around the lab to monitor how students are doing and answer any questions, when necessary.
Closure:
***End the work on the computers five minutes before the class ends. Have the students log out and shut down the computers.
“Before leaving today, your ticket out the door will be by telling me something new you learned about how the natives of the Americas were treated or about the Columbian exchange.”
***Starting with the left side of the room have the students answer the question.
Extended Activity:
“For homework, if you and your partner have not finished either of the guide sheets or the printed enough pictures, then you need to stay after school. I will make sure that the lab assistant reserves a few computers for your use. Remember both you and your partner must stay after school and work together. You need to hand in Part I and Part II tomorrow.”
***Help lab assistant make sure all the computers are logged off and turned them off, after students leave.
***For the next two days, I will have the students put together a poster board project that they will have to present to the class in a group presentation method explained in Part III. I will give them extra time to finish the project outside of class.
Catching Columbus
Names: Date:
Part I Unit: Age of Exploration WebQuest
We have just started the Age of Exploration unit and this assignment will help you better understand Christopher Columbus. This also will help you understand the consequences of Columbus’ discoveries. I have attached a guide sheet that you need to fill out while working on the web quest with your partner. After you are done with the questions; print out some pictures of Columbus, the ships they used, the natives they encountered, things exchanged during the Columbus exchange, a map of Columbus’ journeys, etc. First, look for these pictures on the web sites that I gave you for your web quest. Then you can type Christopher Columbus’ name and pictures in a Google search to find the pictures. There are three parts to this assignment. You need to follow the assignment directions. If there are any questions feel free to ask me.
The assignment: First turn on the computer. Then use your password to log in. Make sure that you are at http://www.google.com/ and type in www.enchantedlearning.com/explorers in Google’s search space. Then, using your mouse, click on “go”. You need to read the information on this site and with your partner answer the questions on the guide sheet that follows.
We have just started the Age of Exploration unit and this assignment will help you better understand Christopher Columbus. This also will help you understand the consequences of Columbus’ discoveries. I have attached a guide sheet that you need to fill out while working on the web quest with your partner. After you are done with the questions; print out some pictures of Columbus, the ships they used, the natives they encountered, things exchanged during the Columbus exchange, a map of Columbus’ journeys, etc. First, look for these pictures on the web sites that I gave you for your web quest. Then you can type Christopher Columbus’ name and pictures in a Google search to find the pictures. There are three parts to this assignment. You need to follow the assignment directions. If there are any questions feel free to ask me.
The assignment: First turn on the computer. Then use your password to log in. Make sure that you are at http://www.google.com/ and type in www.enchantedlearning.com/explorers in Google’s search space. Then, using your mouse, click on “go”. You need to read the information on this site and with your partner answer the questions on the guide sheet that follows.
Guide sheet: first web site- www.enchantinglearning.com/explorers
What was Christopher Columbus’ first goal when setting out from Spain?
Did he achieve this goal? Why do you think that Columbus did or didn’t achieve his goal?
Instead what did he find?
What were the three ships that Columbus took on his first trip out? And how many crew members were aboard?
5. When did he set sail and from where (state and country) did he set sail from?
6. When did he notice land and where did he end up? Why do you think he did or didn’t notice that he wasn’t in India?
7. How went out to meet the adventurers and what happened to these people? How do you feel about that?
8. What islands did Columbus sail to? And what were him and his men looking for?
What ship did Columbus finally end up returning in and why? What happened to the other ships?
What happened on his second trip and how many ships and men were brought? Why do you think he made a second and third journey?
What happened on his third trip?
What do you think about Columbus?
Did he achieve this goal? Why do you think that Columbus did or didn’t achieve his goal?
Instead what did he find?
What were the three ships that Columbus took on his first trip out? And how many crew members were aboard?
5. When did he set sail and from where (state and country) did he set sail from?
6. When did he notice land and where did he end up? Why do you think he did or didn’t notice that he wasn’t in India?
7. How went out to meet the adventurers and what happened to these people? How do you feel about that?
8. What islands did Columbus sail to? And what were him and his men looking for?
What ship did Columbus finally end up returning in and why? What happened to the other ships?
What happened on his second trip and how many ships and men were brought? Why do you think he made a second and third journey?
What happened on his third trip?
What do you think about Columbus?
Names: Date:
Part II Unit: Age of Exploration Web Quest
The assignment: Similar to yesterday, turn on your computer. Then, use your password to log in. Make sure that you are at http://www.google.com/ and type in www.bbc.co.uk/famouspeople in Google’s search space. Then, using your mouse, click on “go”. Go to the left most side of the site, and under explorers, click on Christopher Columbus. You need to read the story of Columbus on this site and with your partner answer the guide sheet that follows. Remember to click on the objects in the story that are outlined in green.
After you’re done with this site, print some pictures of Christopher Columbus, the ships they used, the natives they encountered, things exchanged during the Columbus exchange, a map of Columbus’ journeys, etc. First, look for these pictures on the web sites from the web quest. Then, try to type Christopher Columbus’ name and type pictures in a Google search for more pictures that will be necessary in the third part, where they will be used in a project.
Guide sheet 2 for Part II of the web quest- www.bbc.co.uk/famouspeople
What was Christopher Columbus’ proper name? And what year was he born?
What was the job of his father? Do you think he understood a son that wanted to be at sea? Why or Why not?
Columbus was interested in the sea, what age was he when he first sailed on a ship?
Where was Columbus from?
Who were the king and queen who agreed to give Columbus money?
Name four things that Columbus promised to give the King and Queen? Why do you think these things were important to the King and Queen?
What was used to plot the direction they sailed (hint have to push on the green spots for some of the answers)?
What did Columbus name the first place he landed?
Why do you think that Columbus called the natives, Indians?
Name three of the new foods that Columbus and his men discovered.
What animal did Columbus bring with him to the Caribbean?
What do you think about the effects of the Columbian exchange? Are they still noticeable today?
What do you think is are good consequences of the Columbian exchange and what are bad consequences?
Now take the Quiz on the website and see how you do.
Part II Unit: Age of Exploration Web Quest
The assignment: Similar to yesterday, turn on your computer. Then, use your password to log in. Make sure that you are at http://www.google.com/ and type in www.bbc.co.uk/famouspeople in Google’s search space. Then, using your mouse, click on “go”. Go to the left most side of the site, and under explorers, click on Christopher Columbus. You need to read the story of Columbus on this site and with your partner answer the guide sheet that follows. Remember to click on the objects in the story that are outlined in green.
After you’re done with this site, print some pictures of Christopher Columbus, the ships they used, the natives they encountered, things exchanged during the Columbus exchange, a map of Columbus’ journeys, etc. First, look for these pictures on the web sites from the web quest. Then, try to type Christopher Columbus’ name and type pictures in a Google search for more pictures that will be necessary in the third part, where they will be used in a project.
Guide sheet 2 for Part II of the web quest- www.bbc.co.uk/famouspeople
What was Christopher Columbus’ proper name? And what year was he born?
What was the job of his father? Do you think he understood a son that wanted to be at sea? Why or Why not?
Columbus was interested in the sea, what age was he when he first sailed on a ship?
Where was Columbus from?
Who were the king and queen who agreed to give Columbus money?
Name four things that Columbus promised to give the King and Queen? Why do you think these things were important to the King and Queen?
What was used to plot the direction they sailed (hint have to push on the green spots for some of the answers)?
What did Columbus name the first place he landed?
Why do you think that Columbus called the natives, Indians?
Name three of the new foods that Columbus and his men discovered.
What animal did Columbus bring with him to the Caribbean?
What do you think about the effects of the Columbian exchange? Are they still noticeable today?
What do you think is are good consequences of the Columbian exchange and what are bad consequences?
Now take the Quiz on the website and see how you do.
Part III (I still need to put together the lesson plans for this next part)
The assignment: Now that you and your partner have learned all about Christopher Columbus, and Columbus’ and his crewmen’s trips to the Americas; you are going to work on a project. I will provide you with a piece of poster board, markers, glue sticks, glitter, etc. and you will have to write relevant information that you discovered about Columbus on the poster board. Use the guide sheets to decide what information is relevant and what information is not so important. Be creative and use the pictures that you printed to bring to life the information you are writing about onto the poster board. You will have two days to work on your project in class. If there is extra work that needs to be done, then you and your partner may come to my classroom during your study hall, after school, or you may take the assignment home to finish.
All projects are due on February 22nd. There will be three turns and every group will have to present. During your turn, you will present the project with your partner by placing your poster board in an area I will designate. Then, I and the rest of the class will look at each project, while you and your partner present the project that you and your partner have created.
All projects are due on February 22nd. There will be three turns and every group will have to present. During your turn, you will present the project with your partner by placing your poster board in an area I will designate. Then, I and the rest of the class will look at each project, while you and your partner present the project that you and your partner have created.
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