Jamestown Colony
Unit 10 The Changing World
Chapter 31 Expansion Into the Americas
1500 A.D. - 1700 A.D.
World
History
Jamestown Colony
Unit 10 The Changing World
Chapter 31 Expansion Into the Americas
1500 A.D. - 1700 A.D.
Last Updated 12/26/2009 12/23/2009 12/21/2009 12/20/2009 12/19/2009 12/17/2009 12/16/2009 12/15/2009 12/14/2009 12/13/2009 12/9/2009 12/6/2009 1/13/2008 1/5/2008 1/2/2008 12/30/2007 12/29/2007 10/20/2007 9/30/2007 9/26/2007 3/23/2006 11/25/2005 11/7/2005
Created 9/11/2005
Previous: The Age of
Discovery Next:
Political Revolutions
| Day 1 | ||
| Topic Map: Europeans Explore and Settle a New World | ||
| Objective
Identify colonies in the Americas. Identify Native Americans who lost control of their traditional lands. |
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| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 AD. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
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Classwork-Homework
History
of Colonial America 1497-1763 Authentic
Sources of European Contact With Native Americans Verrazzano; George Waymouth, explorer; Father Pierre Briard; Raliegh Gilbert, colonist Kids are to write a newscast about explorers meeting Wabanaki Indians (Maine)  Atlas
of World History
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| Resources |
| Day 2 | ||
| Topic Map: Three Worlds Meet: Europeans, Africans, and Native Americans | ||
| Objective
Identify foods that were introduced in Europe from the New World. Realize that colonization changed the lives of millions of people. Locate areas of the New World that imported slaves. Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed agricultural production, manufacturing, and the uses of labor. |
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| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 AD. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
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Classwork-Homework Atlas of World
History
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| Resources |
| Day 3 |
| Topic 31-1 Portugal |
| Objective Describe what happened to the Native Americans who lived in Brazil. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
Classwork-Homework Terms
to LearnColonizes: to establish a colony Captaincies: area of Brazil divided by the King of Portugal and given to Portuguese families Bandeirantes: slave hunter, later became a fortune hunter People
to Know Cabral: claimed Brazil for Portugal
Brazilian Slavery: An
Inconvient Portugese History Part 1 Start at 2:19 8:02
|
| Resources |
| Day 4 |
| Topic 31-2 Spain |
| Objective Describe the role the Roman Catholic Church played in the Spanish colonies. Understand the history of the Caribbean through the study of time lines and reported accounts by authors. Explain the reasoning of the diminishing of the Native American peoples and their enslavement. Recognize Caribbean freedom fighters and their effects of struggles and resistance of the slaves and the Native American population. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
| Classwork/ Homework Terms
to Learn Viceroyalties: districts: New Spain: Mexico New Castile: Peru Viceroy: person who represented the king Peninsulares: Spainards born in Spain Mestizos: people of mixed European and Native American ancestry
|
| Resources |
| Day 5 |
| Topic 31-3 England: Sir Francis Drake |
| Objective List "Native Americans." Understand the interaction between the early settlers of Jamestown and the native Americans. Explain how the hard times experienced by Jamestown settlers were the result of the peculiar mix of people who emigrated to Virginia, their inappropriate expectations, and their difficulties in adapting. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
| Classwork/ Homework Terms
to Learn Balance of Trade: sell more products to other countries than you buy Indentured Servants: people who sold themselves into survitude for 3-7 years for passage to the new world Burgesses: colonists elected to make laws
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| Resources |
| Day 6 |
| Topic England: Roanoke, The Lost Colony |
| Objective
Explain the story of the "Lost Colony." |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. |
Classwork/ Homework
Anticipatory SetWho has ever heard of The Lost Colony? Why do you think it’s called “The Lost Colony?” What might have happened there? Is it possible for a colony to become “lost?”
|
| Resources |
| Day 7 |
| Topic Jamestown Colony |
| Objective
Describe the Jamestown colony. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. |
| Classwork/ Homework
King James I
He describes his interest in colonizing the New
World and the settlement at Jamestown, Virginia.
Jamestown
4:58
The
True Story of Pocahontas 6:13
Powhatan and Pocahontas 1:05
|
Resources
 Life at
Jamestown
Jamestown Time Line
Jamestown Questions and Answers in color |
| Day 8 |
| Topic Plymouth Colony |
| Objective
Tell the story of Plymouth. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. |
| Classwork/ Homework
Puritans 1523
Mayflower True Story Desperate Crosings Part 1 11:00 There are 13
parts
The
Pilgrims 6:41
Voyage of the Mayflower
II 1957 8:17
Mayflower Compact
1:15
Puritan
Family of Early New England 10:28
The Plimouth Plantation
5:36 old encyclopedia film
Early
Settlers of New England (Salem 1626-1629 5:54 old
encyclopedia film
Jerky Turkey
7:30
The English Colonies article, graphic organizer, and questions
Hard Times in Virginia article, graphic organizer, and questions
Headlines About Plymouth page 5 |
| Resources |
| Day |
| Topic New York |
| Objective
Learn about the history of English control of New York. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. |
| Classwork/ Homework
NYC: THE BEGINNING: The English Period New York City: The Beginning Part 3 10:01 1664-1741: slavery in New York New York City: The Beginning Part 4 8:07 1741-1765 : fires in city, reign of terror on slaves, war with France road to revolution
|
| Resources |
| Day 9 |
| Topic 31-4 The Netherlands |
| Objective List the Dutch colonies in the Americas. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
| Classwork/ Homework Terms
to Learn Boers: Dutch settlers of South Africa
|
| Resources
South Africa: A Short
History 3:27
Sa Voor
1652 7:47 in Dutch
1652
Van Riebeeck 6:35 in Dutch
1679
Van der Sel 9:14 in Dutch |
| Day 10 |
| Topic 31-5 France |
| Objective Name the first French colony in the Americas. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
| Classwork/ Homework
People to Know Champlain: explorer founded French colony of Quebec in 1608 Rene Robert Cavelier, Sieur de La Salle: claimed the Mississippi River valley for France first Frenchman to travel overland to the Gulf of Mexico
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| Resources |
| Day 11 |
| Topic Samuel de Champlain |
| Objective Discuss Champlain’s explorations of New France. Read aloud or have students read silently Champlain’s description of his first encounter with Lake Champlain. List the physical characteristics of the lake. List the animals and plants he identifies. Discuss the descriptive words he uses to describe his impressions of the lake. Identify the accomplishments of significant explorers such as Rene Robert Cavelier. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
Classwork/ Homework
Dead Reckoning: Champlain in America 7:22 PBS film due out in the
Fall of 2009
Samuel
de Champlain Reaches the LakeLesson 1 Champlain's Journey to the Lake Lesson 2 Battle With the Iroquois Lesson 3: Champlain and the Silent One Lesson 4: Personal Travel Log Lesson 5: A Woman's Letter |
Resources
The French in Texas Research the explorations of Rene Robert
Cavelier Sieur de La Salle
La Salle Scavenger Hunt |
| Day 12 |
| Topic 31-6 The Influence of Empires |
| Objective List the new foods introduced to western Europe. Name crops grown in Germany and Ireland. Understand the origins of various “New” and “Old World” fruits, vegetables, and grains and to learn how the voyage of Columbus facilitated the exchange of these foods across continents. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.1a Identify physical characteristics of places both local and global. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
Classwork-Homework
Section 31-6 The Influence
of Empires pp. 499-500
Columbian Exchange Diagram
Spanish Influence in the United States
|
| TEC |
| Resources |
| Day |
| Topic |
| Objective |
| State Goals |
| Classwork/ Homework |
| Resources |
Assignments
 Art
Activity Lesson Plan
 Tests
 Maps
Resources
 Web Sites
 Field Trips
 Computer
 Book  Games
ppt
Extra Credit |
| DUTCH |
|
Dutch New Amsterdam 1600-1664 |
| JAMESTOWN |
| Evaluating the Impact of
People and Events |
| How
Do We Know What We Know? Word Analysis: George Percey & Capt John Smith |
| Laws
at Jamestown |
| Leadership at Jamestown |
| Living With Indians |
| The Economics of Tobaccoo |
|
Early Jamestown |
|
First
English Settlements in America 23 pages |
|
We're Not Going to Take Ity Anymore: Creating a Colony Just as
early entrepreneurs and religious dissidents did in the 17th
and 18th
centuries, your mission is to create a
colony in North America. |
| Interactive
Jamestown Exhibit |
| Virtual Jamestown |
| Cultures
at Jamestown Europeans, Indians, and Slaves all contributed to the history of
Jamestown. 6 pages. Great pictures. |
| Life at
Jamestown 21 pages |
| Time
Line of Jamestown 11 pages |
| JOHN SMITH |
| John
Smith's Map of the New World |
| John
Smith 2 page biography |
| Life of
JohnSmith |
| The
Adventures of Captain John Smith More
Adventures |
| LA SALLE |
| La Salle Scavenger Hunt |
|
Time Travel Use chronological information to learn about important
events which led to each groups arrival at the Fort St. Louis site and the
fate of La Salle and the colonists. Students will create a timeline for each
group by placing the events in the correct chronological sequence. |
| Fort St Louis Archaeological
Project 13 lessons about Fort St Louis in Texas |
| The French in
Texas |
| French-Spanish
Rivalry in Tejas (Texas), 1685-1690 10 pages |
| La Salle's Last Voyage
3 pages |
| The La Salle Odyssey |
| Fort Crevecoeur
location of the forst. |
| History
of Fort Crevecoeur Fort built by La Salle near Peoria, IL |
| The
Belle History, discovery, and excavation of La Salle's ship |
| Voyage
of Doom La Belle excavation. |
| Wall
Murals Oak Park Library |
| LOST COLONY: ROANOKE |
|
Mysteries of the Lost Colony |
| NATIVE AMERICANS |
| Indian Population
Graph and Questions |
| Map of the Shawneee
Indians |
| Native American Indian
Map |
| Shawnee Indians
Coloring Sheets |
| PILGRIMS |
| Make a Map
Puzzle Page |
| Mayflower
Passenger List Word Search |
| Investigating the First
Thanksgiving |
| Mayflower
Compact Text of the document and names of signers |
| Mayflower Diagram |
| Pilgrim Fact
Cards 13 cards addressing all topics |
| 17th Century Navigation |
| Pilgrim
Clothing |
| POCAHONTAS |
| Pocahontas 1 page
biography |
| POWHATAN |
| Living
With the Indians The story of the everyday life Powhatan Indians. 12 pages. |
| Powhatan's
Challenge and Opechancanough's Action |
| RELIGION |
|
French and English Approaches to Explorations and Colonization in America:
Religious Factors Show
how religion played a key part in the lives and ideas of Europeans in the
early years of their experiences in the “New World.” |
| SLAVERY |
|
History of the Atlantic Slave Trade Analyze primary and secondary
sources to examine the history of the Atlantic Slave Trade. |
| The
Human Market |
| SPANISH COLONIES |
|
Africans in Colonial Florida Learn about the contributions made by
enslaved and free Africans to the development of colonial Florida under
Spanish and British rulers. |
|
The Trial of Don Juan de Onate Give students an understanding of
trial procedures used during the Spanish colonial period. After reading the
accusations against Onate, the students will conduct a trial before the
Audiencia of New Spain. At the conclusion of the lesson students will
compare the system still used in Latin America today with trial procedure
used in the united States. |
| TOBACCOO |
|
Planting Tobaccoo and Other Necessary Foods Plant and cultivate
tobaccoo and other crops |
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