Objective:
Compare
Students can trace economic patterns in the first English Colonies (VA, MD, Carolinas, GA)
Compare
- English colonial motives (1600s)
- with Spanish (1490s)
Students can trace economic patterns in the first English Colonies (VA, MD, Carolinas, GA)
- Warm Up: Access the Link below and write down the first few slides
- Lecture: The English Colonize the New World Lecture
- Exit: Complete Jamestown Settler Primary Doc. (see Google Classroom)
Required Vocab:
- Beringia, Bering Land Bridge / How did Native Americans get here?
- Migration
- Central and Southern American Indians
- Tribes, Clans... Kinship
- Chief/Council of Elders
- Nomads
- Kinship
- Animism
- The Great Spirit
- Monarchy
- Divine Right of Kings
- Portugal & Spain
- Ferdinand & Isabella
- Christopher Columbus
- Encomienda System
- peninsulare
- mestizo
August 26-28
- Describe the effect of European expansion in the “New World”
Students can define essential elements of Native American culture
Agenda:- Create A Quizlet “US History - Early America: 1491-1607
Monday August 31
Objective:
Review Columbus’ correspondences with Europe
Students can assess the character of Christopher Columbus
Agenda:
Objective:
Review Columbus’ correspondences with Europe
Students can assess the character of Christopher Columbus
Agenda:
- Warm-Up: Visual Literacy: The Landing of Columbus (1492)
- Literacy Activity\\ Columbus reports on his First Voyage \\ Columbus' Journal
- Ferdinand & Isabella (The Spanish King & Queen)
- Warm Up: Columbus Impact (textbook) 2 pages
- Read in Pairs: The Economics of Horses and Buffalo and questions
- Hero or Villain (Debate) Worksheet
- Visual Literacy: Secotan, an Algonquian village, ca. 1585
- Native American property versus Capitalism and Private Property
Jamestown:
- Describe the challenges facings settlers in Jamestown
- Students can assess and explain the choices facing early American settlers regarding geography and survival