BELL RINGER 09/11Bell Ringers for the Week of 09/10 to 09/14

NAME CLASS PERIOD

09/10

09/11

09/12

09/13

09/14

SUBSTITUTE

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

How would a European country show it’s power in the 1700s?

Take out your chapter 3 foldable or index cards for me to check.

Monday:

Tuesday:

Wednesday:

Thursday:

Friday:

Chapter 3 Key Terms

Jamestown DBQ Source Analysis

Finish European Colonial Starts

English Colonial Beginnings

Chapter 3 Assessment

THIS WEEK IN YOUR ACADEMIC JOURNAL:

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

Mercantilism:

How might this economic theory lead to competition between European powers in the New World?

SS.8.A.2.5: Discuss the impact of colonial settlement on Native American populations.

NATIVE AMERICANS WERE ENSLAVED TO

HARVEST SUGAR CANE

SUGAR BECAME A MAJOR EXPORT TO

EUROPE FROM NORTH AMERICA

DISEASES AND CONSTANT LABOR

KILLED MANY

Basedonwhatwealreadyknow,whatwouldbeanissuewithNa5veAmericansasslavesforEuropeans?

Howwouldwedefineslavery?SLAVERY:theprac5ceofonepersonlegallyowninganother

EUROPEANS BEGAN LOOKING TO OTHER

LOCATIONS FOR SLAVES

GROWN ON PLANTATIONS

SS.8.A.2.7: Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.

WHY DID EUROPEAN PLANTATIONS LOOK TO AFRICA FOR SLAVES?

FAR FROM HOME, HARDER TO RUN AWAY

NATIVE AMERICANS COULD EASILY RUN AWAY AND DISAPPEAR

SERVITUDE PASSED DOWN TO FUTURE GENERATIONS

MANY SLAVES HAD FARMING EXPERIENCE

ALREADY HAD IMMUNITY FROM DISEASES

TRIANGULAR TRADE

NORTH AND SOUTH AMERICAN COLONIES

AFRICAWEST INDIES

SS.8.A.2.7: Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.

SLAVES CAME FROM ALL OVER WESTERN AFRICA AND FORMED NEW CULTURES BASED ON DIFFERENT BACKGROUNDS BUT COMMON EXPERIENCES

RELIGION MOST WERE COVERTED TO CHRISTIANISY, BUT KEPT AFRICAN BELIEFS

SONG, DANCE, AND STORYTELLING

SPIRITUAL: A RELIGIOUS FOLK SONG USED TO TEACH

IMPORTANCE OF FAMILY FAMILY WAS THE CENTRAL UNIT OF SOCIETY

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

SS.8.A.2.5: Discuss the impact of colonial settlement on Native American populations.

SS.8.A.2.7: Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.

How can you show me that you know the following:

BELL RINGER 09/12Bell Ringers for the Week of 09/10 to 09/14

NAME CLASS PERIOD

09/10

09/11

09/12

09/13

09/14

SUBSTITUTE

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

What would be some of the challenges colonists would face in starting a new colony?

BRITISH DECIDE THEY WANT TO START

COLONIES

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

SIR WALTER RALEIGH STARTS ROANOKE IN

1587

COLONY RUNS OUT OF SUPPLIES, RALEIGH

RETURNS TO RESUPPLYCOLONY HAS DISAPPEARED

TAKES 20 YEARS BEFORE ENGLAND

TRIES AGAIN

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

GOAL: MAKE A PROFIT (FURS AND TIMBER)

SETTLE ON A PENINSULA IN PRESENT

DAY VIRGINIA

THE LONDON COMPANY ASKS TO START A

COLONY

Whatarethebenefitsofchoosingapeninsulaforacolony?

MISTAKES ARE MADE

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

SWAMPLAND MEANS MOSQUITOS CARRYING

DISEASES

SURROUNDED BY HOSTILE NATIVE

AMERICANS

CRAFTSMEN AND GENTLEMEN ARE

BROUGHT OVER, WHO HAVE NO SKILLS IN STARTING A COLONY

BELL RINGER 09/12Bell Ringers for the Week of 09/10 to 09/14

NAME CLASS PERIOD

09/10

09/11

09/12

09/13

09/14

SUBSTITUTE

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

Why did the colony of Jamestown start poorly?

MISTAKES ARE MADE

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

SWAMPLAND MEANS MOSQUITOS CARRYING

DISEASES

SURROUNDED BY HOSTILE NATIVE

AMERICANS

CRAFTSMEN AND GENTLEMEN ARE

BROUGHT OVER, WHO HAVE NO SKILLS IN STARTING A COLONY

SUPPLIES RUN LOW; POPULATION IS DYING

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

BUILDING UP THE COLONY, PARTNERING

WITH NATIVES (POWHATANS)

UNITY BREAKS DOWN

1609: “STARVING TIME”

JOHN SMITH TAKES OVER

60 OF THE ORIGINAL 500 SURVIVE

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

JOHN ROLFE BRINGS TOBACCO SEEDS TO

GROW AS A CASH CROP

60 OF THE ORIGINAL 500 SURVIVE

JAMESTOWN MAKES MONEY, AND IS SUCCESSFUL

BY THE END OF NEXT WEEK, I WILL BE ABLE TO: 1. EXPLAIN THE PROBLEMS THE ENGLISH HAD STARTING

COLONIES USING TEXTUAL EVIDENCE FROM PRIMARY AND SECONDARY SOURCES.

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

BELL RINGER 09/14Bell Ringers for the Week of 09/10 to 09/14

NAME CLASS PERIOD

09/10

09/11

09/12

09/13

09/14

SUBSTITUTE

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

Chapter 3 AssessmentTurn in your Bell Ringers in your class folder and get your iPad from the cart.

QUIZIZZ.COM/JOINGAME CODE: 858487

LAST NAME, FIRST NAME CLASS PERIODYOU HAVE 10 MINUTES TO COMPLETE YOUR QUIZ.

WHEN YOU FINISH, CLEAR YOUR SAFARI HISTORY SO THE NEXT CLASS ISN’T TAKING THEIR QUIZ IN YOUR NAME.

NOW WOULD BE A GOOD TIME TO CATCH UP ON MISSING WORK FOR ME OR ANOTHER CLASS, TAKE AN AR TEST, READ, OR STUDY FOR AN UPCOMING

TEST. OR EVEN START YOUR NEXT DBQ!

JAMESTOWN DBQ

BELL RINGER 09/18Bell Ringers for the Week of 09/17 to 09/21

NAME CLASS PERIOD

09/17

09/18

09/19

09/20

09/21

NO SCHOOL

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

WRITE THE QUESTION OR TASK TO COMPLETEYOUR ANSWER

Of the amendments that make up the Bill of Rights, which do you think is the most important?Use the copies of the Bill of Rights at your tables to refresh your memory.

Monday:

Tuesday:

Wednesday:

Thursday:

Friday:

NO SCHOOL

Jamestown DBQ Source Analysis

Constitution Day: Bill of Rights Analysis

Jamestown DBQ Source Analysis

Jamestown DBQ Rough Draft

THIS WEEK IN YOUR ACADEMIC JOURNAL:

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE BRITISH, FRENCH, SPANISH, AND DUTCH IN THEIR STRUGGLE

FOR COLONIZATION OF NORTH AMERICA.

CONSTITUTION DAY1.

FIND YOUR PARTNER(S).

2. WITH YOUR PARTNER, READ THE

SCENARIO OUT LOUD AT YOUR TABLE.

3. ON YOUR FOLDABLE, DECIDE:

1. WHICH RIGHT IS BEING VIOLATED 2. WHICH AMENDMENT OFFERS PROTECTION AGAINST SUCH A

VIOLATION?

BY THE END OF TODAY, I WILL BE ABLE TO:

1. IDENTIFY THE RIGHTS OFFERED IN THE FIRST 10 AMENDMENTS TO

THE CONSTITUTION.

2. ANALYZE SCENARIOS THAT VIOLATE AN AMENDMENT TO THE

BILL OF RIGHTS.

4. WHEN TIME IS CALLED, MOVE TO

THE NEXT TABLE AND REPEAT.

SCENARIO 1Jenny, an eighteen year old college student, is arrested for stealing a classmate’s designer sweater and selling it on eBay. When Jenny appears before the judge, she asks for a lawyer to help defend her. The judge tells Jenny that if she is smart enough to be in college, she knows enough to defend herself. Besides, she is not charged with a felony, so the stakes are not very high.

3. ON YOUR FOLDABLE, DECIDE:

1. WHICH RIGHT IS BEING VIOLATED 2. WHICH AMENDMENT OFFERS PROTECTION

AGAINST SUCH A VIOLATION?

BY THE END OF TODAY, I WILL BE ABLE TO:

1. IDENTIFY THE RIGHTS OFFERED IN THE FIRST 10 AMENDMENTS TO THE

CONSTITUTION.

2. ANALYZE SCENARIOS THAT VIOLATE AN AMENDMENT TO THE BILL OF RIGHTS.

CONSTITUTION DAY1.

FIND YOUR PARTNER(S).

2. WITH YOUR PARTNER, READ THE

SCENARIO OUT LOUD AT YOUR TABLE.

3. ON YOUR FOLDABLE, DECIDE:

1. WHICH RIGHT IS BEING VIOLATED 2. WHICH AMENDMENT OFFERS PROTECTION AGAINST SUCH A

VIOLATION?

BY THE END OF TODAY, I WILL BE ABLE TO:

1. IDENTIFY THE RIGHTS OFFERED IN THE FIRST 10 AMENDMENTS TO

THE CONSTITUTION.

2. ANALYZE SCENARIOS THAT VIOLATE AN AMENDMENT TO THE

BILL OF RIGHTS.

4. WHEN TIME IS CALLED, MOVE TO

THE NEXT TABLE AND REPEAT.

CONSTITUTION DAY REFLECTION

CHOOSE ONE OF THE AMENDMENTS FROM THE BILL OF RIGHTS. WHAT WOULD LIFE BE LIKE TODAY IF WE NO LONGER HAD

THAT AMENDMENT?

BELL RINGER 09/19

How can you use this information to answer the question: Why did so many colonists die in Jamestown?

SS.8.A.2.1: COMPARE THE

RELATIONSHIPS AMONG THE

BRITISH, FRENCH,

SPANISH, AND DUTCH IN

THEIR STRUGGLE FOR COLONIZATION

OF NORTH AMERICA.

MY LEARNING TARGET BY THIS

WEEK IS:

DESCRIBE THE PROBLEMS ENGLISH

COLONISTS FACED IN STARTING

COLONIES IN NORTH AMERICA.

BY THE END OF THIS WEEK, I

CAN: EXPLAIN THE

PROBLEMS THE ENGLISH HAD

STARTING COLONIES

USING TEXTUAL EVIDENCE

FROM PRIMARY AND

SECONDARY SOURCES.

HOW WILL I SHOW THIS?

USING THE QCE METHOD TO WRITE A 5

PARAGRAPH ESSAY.

QUOTE CITE EXPLAIN OR ELABORATE

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE

BRITISH, FRENCH,

SPANISH, AND DUTCH IN

THEIR STRUGGLE FOR COLONIZATION

OF NORTH AMERICA.

MY LEARNING TARGET BY THIS

WEEK IS:

DESCRIBE THE PROBLEMS ENGLISH

COLONISTS FACED IN STARTING

COLONIES IN NORTH AMERICA.

BY THE END OF THIS WEEK, I

CAN: EXPLAIN THE

PROBLEMS THE ENGLISH HAD

STARTING COLONIES

USING TEXTUAL EVIDENCE

FROM PRIMARY AND

SECONDARY SOURCES.

ON A STICKY NOTE, EXPLAIN 2 REASONS

WHY EARLY JAMESTOWN

STRUGGLED IN SUCCEEDING IN NORTH

AMERICA BASED ON INFORMATION

GATHERED FROM PRIMARY AND

SECONDARY SOURCES.

BELL RINGER 09/20Of the sources you have analyzed thus far, which do you think is most informational for you to use to write your DBQ essay?

SS.8.A.2.1: COMPARE THE

RELATIONSHIPS AMONG THE

BRITISH, FRENCH,

SPANISH, AND DUTCH IN

THEIR STRUGGLE FOR COLONIZATION

OF NORTH AMERICA.

MY LEARNING TARGET BY THIS

WEEK IS:

DESCRIBE THE PROBLEMS ENGLISH

COLONISTS FACED IN STARTING

COLONIES IN NORTH AMERICA.

BY THE END OF THIS WEEK, I

CAN: EXPLAIN THE

PROBLEMS THE ENGLISH HAD

STARTING COLONIES

USING TEXTUAL EVIDENCE

FROM PRIMARY AND

SECONDARY SOURCES.

HOW WILL I SHOW THIS?

USING THE QCE METHOD TO WRITE A 5

PARAGRAPH ESSAY.

SS.8.A.2.1: COMPARE THE RELATIONSHIPS AMONG THE

BRITISH, FRENCH,

SPANISH, AND DUTCH IN

THEIR STRUGGLE FOR COLONIZATION

OF NORTH AMERICA.

MY LEARNING TARGET BY THIS

WEEK IS:

DESCRIBE THE PROBLEMS ENGLISH

COLONISTS FACED IN STARTING

COLONIES IN NORTH AMERICA.

BY THE END OF THIS WEEK, I

CAN: EXPLAIN THE

PROBLEMS THE ENGLISH HAD

STARTING COLONIES

USING TEXTUAL EVIDENCE

FROM PRIMARY AND

SECONDARY SOURCES.

ON A STICKY NOTE, EXPLAIN 2 REASONS

WHY EARLY JAMESTOWN

STRUGGLED IN SUCCEEDING IN NORTH

AMERICA BASED ON INFORMATION

GATHERED FROM PRIMARY AND

SECONDARY SOURCES.

BELL RINGER 09/21What will be the focus of each of your 3 body paragraphs for your DBQ rough draft? (What are the points you will make in your body paragraphs?)

Turn in your Bell Ringers into your class folder on the back table.

Continue working on your DBQ rough draft. It will be due at the beginning of class Monday.

SS.8.A.2.1: COMPARE THE

RELATIONSHIPS AMONG THE

BRITISH, FRENCH,

SPANISH, AND DUTCH IN

THEIR STRUGGLE FOR COLONIZATION

OF NORTH AMERICA.

MY LEARNING TARGET BY THIS

WEEK IS:

DESCRIBE THE PROBLEMS ENGLISH

COLONISTS FACED IN STARTING

COLONIES IN NORTH AMERICA.

BY THE END OF THIS WEEK, I

CAN: EXPLAIN THE

PROBLEMS THE ENGLISH HAD

STARTING COLONIES

USING TEXTUAL EVIDENCE

FROM PRIMARY AND

SECONDARY SOURCES.

HOW WILL I SHOW THIS?

USING THE QCE METHOD TO WRITE A 5

PARAGRAPH ESSAY.