Settlement+and+Colonization+Assignments

__ This Unit's Big Understanding (Why is this worth understanding?) __

 * People leave their homes, go exploring, and settle in new lands for a variety of reasons. **

__ This Unit's Essential Questions (What questions will guide us?) __
1. How did the reasons for exploration and colonization differ among the European groups? 2. How were the ways the indigenous peoples were treated differ from group to group? 3. How did the early interaction between the three groups (Europeans, Indigenous People, and Africans) influence the course of history? 4. How could the different groups (Europeans, Indigenous People, and Africans) involved in colonization be viewed by historians? 5. What might be the advantages/disadvantages of colonization?

6. What was the Columbian exchange?

If the form doesn't load, click here. Please sign in with your AISD gmail account. media type="custom" key="25317764"
 * __Assignment 13- Modern Slavery Formative Assessment__ **

Follow these steps to begin our investigation of Modern Slavery. =**__Assignment 11- Slavery, by the numbers__**= Use this source to look at some statistics about slavery in the 19th century (1800s). Then complete the sentence for each category (there are six categories). Please write in your notebook or computer notes.
 * __Assignment 12- Modern Slavery Intro (Connections to your lives)__ **
 * 1) Take this test to see how many slaves work for you. (Use Safari or Chrome)
 * 2) Review this video and complete the Venn diagram with your group.
 * 3) How are we connected to modern slavery? What parts of our lives are a result of modern slavery?
 * In table groups, use clothing, electronics, or food to investigate how you are connected to modern slavery.
 * Find **RELIABLE** sites that provide specific information about...
 * the supply chain of food, electronics, or clothing
 * take notes on what you find at each level of the supply chain for food, clothing, or electronics.
 * 1) **Modern Slavery, By the Numbers**. You will now gain knowledge about the numbers involved in modern slavery. Choose **five** statistics that you find interesting/surprising/shocking. Write the statistics and brief explanations in your notes.
 * Here are a few links to get you started. You can also do your own research of **RELIABLE** sites.
 * Global Slavery Index
 * CNN Freedom Project
 * Abolition Media Slavery Statistics

1. I think.... but now I know that...
 * Number of Slaves Transported by Each European Country (Which European country transported the most slaves? How many do you think?)**

2. I think....but now I know that...
 * Number of Slaves Delivered to Each Country/Destination (Which country received the most slaves? How many in total were received?)**

3. I think....but now I know that...
 * Number of Slaves Leaving African Ports (Which African port had the most slaves leaving from there?)**

4. I think...but now I know that...
 * First Employment of Slaves in the Americas (Which job did most slaves have when they arrived in the Americas (North and South)?)**

5. I think...but now I know that...
 * Slave Exports From Africa Over Time: The Atlantic Trade (Which century was slavery at its height, in other words, the most slaves transported?)**

6. I think...but now I know that...
 * Abolition Dates in the New World (Which countries were the first/last to abolish (end) slavery?)**

=**__Assignment 10- //Roots//: Checking sources for historical accuracy__**=

**Part 1**
Is //Roots// a good secondary source for what happened during the slave trade? How do we know if what we are watching in //Roots// actually happened? We will now check to see if //Roots// is a good secondary source by checking the historical accuracy of four scenes from //Roots//. The following links are secondary sources with some primary source info. Please write your answers in your notebook or in your computer notes. Your work will be checked when I return.


 * Scene 1- The Gambia, West Africa-** How was the capture of Kunta Kinte and other Africans similar and different than how slave traders really captured Africans? Click here to check the accuracy of Roots. (Your answer should be about 3-5 sentences long.)


 * Scene 2- The Ship**- Was it a real ship with the same cargo? What were the similarities and differences from the Lord Ligonier in //Roots//? Click here to check the accuracy of the slave ship //Lord Ligonier// (Your answer should be about 3-5 sentences long.)


 * Scene 3- The Middle Passage-** How was the middle passage experience shown in //Roots// the same and different for the Africans in real life? Click here to check how accurate the voyage in Roots was through the middle passage (Your answer should be about 3-5 sentences long.)


 * Scene 4-** **The Slave Auction**- Was it really the way it was shown in //Roots?// Explain the similarities and differences. **Find one** good source to check the historical accuracy of a slave auction. Indicate why you think the source you found is a good and reliable source. (Your answer should be about 3-5 sentences long.)

**Part 2**

 * For** **each scene above**, follow the directions below and write your answers in your notebook or in your computer notes ** . ** Your work will be checked when I return.
 * 1) Please explain why the sources I provided for scenes 1,2, and 3 are good and reliable sources (You might have to go back to those sources and explore them to see why I chose them as good and reliable sources.)
 * 2)  Rate **each** scene for its historical accuracy. ( ** 1=historically inaccurate, totally made up **, ** 3=Historically accurate, it actually happened ** )
 * 3) Based on your ratings and your research, overall how would you grade //Roots// for its historical accuracy?
 * Very Accurate (Great to use to learn about slavery)
 * Somewhat Accurate (Good in some parts but other sources should also be included when learning about slavery)
 * Not Accurate (Should not be used to learn about slavery)
 * 1) After finishing #1,2,3 think of one thing you are still wondering about regarding slavery and the slave trade in the 1700s. If you were given a choice to research something about slavery or the slave trade, what would it be? For example, maybe you would like to research how slave traders bought Africans from African chiefs or what life was like for African slaves in the southern part of the 13 colonies or how African Americans trace their roots, like the author of //Roots,// Alex Haley or maybe you want to learn about Portuguese or Dutch use of slavery.
 * Write the topic title in your notes and find three good and reliable sources about the topic (Wikipedia can be one of the sources).
 * Why did you choose this topic? (Why are you interested in researching it?)

=**__Assignment 9-Class Discussion See, Think, Wonder__**= Directions: Using the image below, discuss information about what you see, think, and wonder.



= = =**__Assignment 8- The 13 Colonies__**= After watching this BrainPop video about the 13 colonies, please write **2-3 sentence** answers for **each** of the following parts. Make a chart in your notes and write out your answers clearly. media type="file" key="13 Colonies.mp4" align="left" width="300" height="300"
 * **CONNECT**: || How are the ideas and information presented about the 13 colonies **CONNECTED** to what you already knew? ||
 * **EXTEND**: || What new ideas did you get that **EXTENDED** or pushed your thinking in new directions? ||
 * **CHALLENGE**: || What is still **CHALLENGING** or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have? ||

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =**__Assignment 7- Roots Diaries__**= As we watch Roots, you must write diaries for the different characters **from their perspective**. For each character you must write about:
 * who you are (background information such as name, age, family)
 * where you are (explain your surroundings/location)
 * what you are doing and what's happening to you
 * how you feel throughout these events

=**__Assignment 6- Empires (Formative Assessment)__**= Click here to access the Formative Assessment presentation.

You will now focus on one empire and gain knowledge about its history and how it connects to the modern world. Use the maps below to answer the following questions for one of the empires (only from 1492-1885). Write the answers in your notes. U.K. (British) Portuguese Spanish French Russian Dutch
 * __ Assignment 5- Dawn of the Empire __ **
 * European Empires (1492-1885): **

 ·   ·   ·   ·   · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;">
 * 1) When did your empire control the most land?
 * 2) What areas/countries/continents of the world did your empire control and what did it control at its **height (**when it had the most land**)**?
 * 3) Which other empires did your empire compete against during colonization?
 * 4) Which empire eventually took over your empire's lands?
 * 5) Fast Forward to modern times. What is the status (i.e. what does it control) of your empire? Use this 2007 map to help you.
 * 6) Name one modern country that your empire used to control and name three things that the former empire left behind.

Look carefully at each map for each year and follow the directions below. You are doing this in order to gain **knowledge (See)** of where and when major European countries settled and colonized different parts of the world to become empires. Then you will do some **critical/creative thinking (Think, Wonder)** based on the knowledge you just gained.
 * __ Assignment 4 ____ -Empires and Colonialism- See, Think, Wonder __**

In your notes, make general statements about what you **see**. (e.g.**//I see that//** the Mordor empire controls most of Eastern Asia.) <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;">· <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;"> <span style="background-color: #f9f9f9; font-family: sans-serif; font-size: 12px; text-align: -webkit-center;"> · <span style="background-color: #f9f9f9; color: #0b0080; font-family: sans-serif; font-size: 12px; text-align: -webkit-center; text-decoration: none;">
 * SEE (Knowledge) **

As you go through the maps, make general statements about what you **think** about what you are seeing on these maps. (e.g. **I think that** the Shire empire was the first true empire to spread all over the world.) Make general statements about what you are **wondering** about or have questions about as you go through the maps. (e.g. **I wonder why** the Smaug empire lost so much of its lands.)
 * THINK, WONDER (Critical/Creative Thinking)**

=__ Assignment 3- Christopher Columbus on Trial __=

**The International Criminal Court, Court Case #1492**- Christopher Columbus on Trial for Crimes Against Humanity 2013

 * THE CHARGE:** Christopher Columbus has been charged with the mistreatment and murder of thousands, perhaps millions, of Arawak (Taino) natives in the New World. He is also being held responsible for initiating The Columbian Exchange, which enslaved millions of Africans and caused the deaths of many Native Americans because of diseases. The International Criminal Court has brought these charges based on its definition of Crimes Against Humanity.


 * THE TASK:** Participate in the trial of Christopher Columbus either as a member of the prosecution team or the defense team. Each team will have roles as attorneys (lawyers) and witnesses. Our classroom will become a courtroom with a special judge!


 * THE FACTS OF THE CASE:** The following are resources the prosecution and defense teams should use in constructing their arguments. Outside research is also allowed. The outcome of the trial is determined by the facts of the case. Your facts will come from the following sources which **you must MLA footnote in your written submissions**.


 * __Sources from Class__ **
 * Assignments/Notes **
 * Assignment 1, Primary Sources (Columbus's journals/letters and Bartolome de las Casas's journals)
 * The Columbian Exchange
 * Assignment 2- Columbus Propaganda Poster (Primary and Secondary Sources)
 * Columbus Day US Celebration News Report from RT News
 * Movie Notes// : Guns, Germs, & Steel //
 * Movie Notes// : 1492 //
 * Other Sources? Make sure to cite them in your written work


 * PREPARING TO PROSECUTE OR DEFEND:** Trial preparation will involve reviewing and organizing information about Columbus, writing a draft from your perspective (prosecution or defense), and using persuasive language techniques learned in Language Arts class. During the trial you will role-play your part employing strong oral presentation skills. Costumes and props will reinforce your character and add a sense of drama.


 * The **prosecution** will try to prove Columbus is guilty.
 * The **defense** will defend Columbus and try to prove he is NOT guilty.
 * **Witnesses** will be used by both sides to help prosecute or defend Columbus.

__**Writing Assignment and Roles**__

How to use MLA Footnotes & Sample Article with Footnotes
 * Prosecution and Defense Lawyers**
 * Opening and Closing Lawyers: Write and submit an opening or closing statement that explains why Columbus is guilty or not guilty of the charges against him:
 * **Summarize** four arguments **without** getting into specific details that persuade others of your perspective about Columbus (guilty or not guilty)
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least **three** sources (see list above) from class and at least **two** other sources (e.g. books or online sources). **MLA footnote** all of these sources.
 * In your sources, you must use a mix of **primary** and **secondary sources**.
 * Questioning/Cross Examination Lawyer: Write and submit a detailed explanation of the four arguments that prove Columbus is guilty or not guilty of the charges.
 * **Detailed** explanation of **four** arguments that prove Columbus guilty or not guilty
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least ** three ** sources (see list above) from class and at least ** two ** other sources (e.g. books or online sources). **MLA f** ** ootnote ** all of these sources.
 * In your sources, you must use a mix of ** primary ** and ** secondary sources **.
 * Witnesses**
 * Write and submit a statement of introduction and a deposition (explanation of why you think Columbus is guilty or not guilty of the charges). This deposition **must** be from your character's perspective only. You also must use information only related to your character's life and experience. For example, Queen Isabella wouldn't talk about modern America in her deposition because she's been dead for over 500 years.
 * The deposition must explain your character's perspective of why Columbus is guilty or not guilty
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least ** three ** sources (see list above) from class and at least ** two ** other sources (e.g. books or online sources). **MLA f** ** ootnote ** all of these sources.
 * In your sources, you must use a mix of ** primary ** and ** secondary sources **.

Lead lawyers organize team and decide which witnesses to call to support their side. Witnesses and who will role play them are chosen. **Fill out handout and submit for approval.**
 * Step 1**

Once you have your character, you have to decide what you are going to say to defend or prosecute Columbus. Make sure you stick to facts that you find in primary and secondary sources. **Fill out handout and submit.**
 * Step 2**

Good primary and secondary sources for additional research: Lawyers need to review witness questions and make sure the questions and answers support your side. Then witnesses and lawyers practice questions and answers and give each other feedback. You are not allowed to lie, but you may exaggerate or embellish facts (it is up to the opposition to question you on these – so be careful or you may end up doing your team more damage than good – particularly if you lie!)
 * Primary Sources
 * Secondary Sources

The aim of a good defense or prosecution is well-crafted questions seeking evidence that support your position in the trial. It is very important that you work together as a team to construct a consistent, organized case that is supported by all your questions. **All answers you give must be supported by proof from your social studies class. You can't just make stuff up!**


 * Step 3**

Both sides need to now come up with cross-examination questions. These are questions you will ask the witnesses from the other side. The cross-examination questions should be clear and should have answers that will support your side. Two cross-examination questions for each of the opposition witnesses will be enough.


 * WHAT HAPPENS AT A TRIAL? Click here for a detailed script and directions.**

Prosecuting and defense attorneys will use facts from history and the testimony of the witnesses to prove the guilt or innocence of Christopher Columbus. The lawyers need to prepare the following: 1. **Opening Statement**: This should be about 2 to 3 minutes long, and will be a preview of the evidence you expect to emerge during your questioning of the witnesses. 2. **Direct Examination**: Lawyers will question their witnesses to gather testimony that supports their version of events. 3. **Cross Examination**: Lawyers will question the witnesses who disagree with their version of events. 4. **Closing Statement**: This should be about 2-3 minutes long and will be a summary of the strongest evidence that emerged during your questioning of the witnesses.

Any lawyer may object to a question. The judge will usually ask the person objecting why he/she is objecting. Then the judge either sustains the objection preventing the evidence from being introduced or overrules the objection allowing the question to be admitted as evidence. The **judge** can **limit** the number of objections if they are **overused** by any lawyer.
 * OBJECTIONS**

Objection sustained means the judge agrees a rule has been broken and doesn't allow question
 * Remember:**

Objection overruled means the judge doesn't agree that a rule has been broken and allows question


 * Reasons for objections:**
 * Leading questions**: Prosecutors must allow their witnesses to tell their own stories; they must not lead their witnesses through the story. Defense attorneys must follow the same rule when questioning their witnesses.


 * Immaterial and irrelevant**: The information is not closely related to the case, and is therefore not important.


 * Non-responsive answer**: The witness is not answering the question asked.


 * Badgering the Witness**: Harassing the witness.


 * Step 5- props and costumes**

Both sides need to decide on props and what to wear at the trial. Both sides should go through the procedure and practice their opening statements, witness direct and cross examinations, and closing statements.

= = =__ Assignment 2- Columbus Propaganda Poster (Knowledge: Formative Assessment) __=
 * GRADING: You will be graded on your skills and techniques and also on your critical/creative thinking. Click here to see the rubric.**


 * Background:** Was Columbus a hero or a villain? Many think about Columbus as if he was a hero but others feel he was a villain because of what he and his men did when they were alive and the effects of Columbus landing in the New World.


 * Directions:** You will create a propaganda poster **to get others to support your opinion (hero? villain?) about Columbus**. You can create a propaganda poster that shows how great he was and why he should be considered a **hero** or you can create a poster that shows how bad he was and why he should be considered a **villain**. Therefore, your poster will be from one perspective. For example, if you were African or a Native American, your poster will probably show the negative effects of Columbus and European colonization of the New World and Africa. Or you could take the perspective of an African American living in the USA and show how you and your ancestors were affected by Columbus' 'discovery'. But if you are European you might show the great things he did or started for Europe (like the effects of the Columbian Exchange).


 * Sources:**
 * Your notes and brain
 * Primary Sources
 * http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtid=3
 * Secondary Sources:
 * http://www.deathandtaxesmag.com/31358/why-do-liberals-hate-columbus-day/
 * http://www.nhregister.com/general-news/20121008/christopher-columbus-hero-or-villain
 * http://www.catholiceducation.org/articles/history/world/wh0024.html
 * http://www.huffingtonpost.com/eric-kasum/columbus-day-a-bad-idea_b_742708.html


 * Examples:** These are some examples of famous propaganda posters from WW2. Can you guess which perspective each shows?

= = =__ Assignment 1 __=
 * Class discussion**: Click this link to see an interesting news story. Now confirm this story by finding **another** source for the story. What did you find? What is the lesson you just learned?

Use the following **primary sources** to **confirm** and **add** more pro/con information about Christopher Columbus. Continue filling in your Pro/Con chart with relevant information for each side. Use the key words to search in each document.


 * 1) Columbus's Journals/Letters, 1492-1494 (k**ey words**: natives, gold, servants, Christ, Christian)
 * Make sure to check all of his journals/letters
 * Take notes in your chart on
 * what his attitude was about the natives he met (Pro or Con or both)
 * what was his attitude about gold
 * 1) Bartolome de las Casas, 1542 (**key words**: massacre, slaughter, soldiers, land)
 * Make sure to read the whole source
 * Take notes in your chart on
 * what he saw and how he felt about what he saw (Pro or Con or both)


 * 2012**

__Assignment 9- Colonialism Around the World__

 * Note: This project is divided into two parts . Each part will have its own due date, will have separate directions, and will be graded separately.**
 * Background:** As we have been studying, European empires conquered many parts of the world after Columbus landed in the New World. These European empires sent out explorers that competed with each other to conquer and claim new lands. Then as the empires settled these new lands, Europeans migrated to these conquered lands and started new lives and set up new societies outside of Europe. Your task is to investigate a modern country that was once a colony of one of the major European empires (see list below).

= Part 1- The Past =
 * Former British Colonies**
 * India, Australia, Canada, New Zealand, Jamaica, Belize
 * Former French Colonies**
 * Senegal, Madagascar, Canada, Vietnam, Algeria, Ivory Coast, Haiti,
 * Former Dutch Colonies**
 * Sri Lanka, Indonesia, Philippines, South Africa, Aruba
 * Former Spanish Colonies**
 * Argentina, Cuba, Mexico, Philippines, Chile, Urguay, Venezuela
 * Former Portuguese Colonies**
 * Brazil, Angola, Mozambique, Sri Lanka

**Directions:**

 * Summarize**: Explain the history of the country from pre-conquest (just before explorers showed up) to mid-colonization. Use the the questions below to guide you in your summary. Your summary should stop before the country became independent. Summarize...
 * when and where (provide dates and location/geographical information)
 * who the people involved were (who are they, where did they came from, what did they want)
 * what happened when these people interacted (was there violence? co-operation?)
 * what were the major events
 * why and how did major events happen
 * Apply and Analyze**: Apply what you learned from class and analyze, **from multiple perspectives**, the lives of different people in this country before it was a colony, while it was being conquered, and when it became a colony. Use these questions to guide you:
 * How did lives differ among different people?
 * Why did these difference exist?
 * How did the interactions between these people affect the country during colonization? (resources, diseases, culture, customs)
 * Was there resistance to colonization? Why or why not? Was it successful/a failure? Explain


 * Create:** You will decide how to present your information. Think of quality work instead of how long the project should be. You must hand a copy of your presentation on the due date. Some presentation ideas are...
 * iMovie
 * Keynote/PowerPoint
 * a skit
 * a song/rap
 * a comic
 * other ideas?
 * Sources:** Please cite your sources using MLA formatting. A separate sheet must be handed in with all sources on the presentation day.
 * Rubric**: [[file:Colonialism Part 1 Rubric.pdf]]


 * Presentation Due Dates:**
 * **B Block- Tues. Jan. 22** ||  || **E block- Wed. Jan 23** ||   || **F block- Wed. Jan 23** ||
 * Fyad & Mallika- Mexico ||  || Amani & Etienne- Belize ||   || Sarah & Arogya- French Can. ||
 * Nayeera & Miraaj- Brazil ||  || Erika- Vietnam ||   || Maria & Patrick- Indonesia ||
 * Mannat & Fred- Argentina ||  || Baber & Gabriel- South Africa ||   || Haeun & Tom- Jamaica ||
 * Shubham- Australia ||  || Eric & Annabeth- French Can. ||   || Ade- Algeria ||
 * Micah & Shihab- Philippines ||  || Olivia & Ricks- Indonesia ||   || Tahmid & Anisha- Brazil ||
 * MiHyun & Jakob- French Can. ||  || Nitya & Jalen- Mexico ||   || Anwar & Jun- Australia ||
 * Cedar & Diksha- Cuba ||  || Morgan & Nisha- Brazil ||   || Amer & Kevin- Mexico ||
 * Sidd & Rudaba- India ||  || Gregor & Freds- Australia ||   || Minjee- South Africa ||
 * ||  || Mina & Nafisa- Chile ||   ||   ||
 * ||  || Aurorita & Julia- Sri Lanka ||   ||   ||

= Part 2- The Modern Country =
 * Task:** Independently, you will investigate and evaluate the modern country you presented in Part 1. The two areas you will investigate are the country's indigenous people today and the status of the country compared to other countries in today's world. These are the requirements for this part:
 * typed, 1-2 pages, 1.5 line spacing, 12 pt font, times, arial
 * title and heading
 * MLA footnotes
 * submitted to Turnitin
 * Rubric:** ​[[file:Colonialism Part 2.pdf]]

**Directions:**

 * Evaluate the Current Status of Indigenous People:** Investigate what has happened to its indigenous population you wrote about. Use the sources below and these guiding questions to help you **evaluate** what has happened to your country's indigenous population:
 * 1) What is life like now for the indigenous people in terms of living (economic) conditions, health, culture, environment, education, & human rights? (Choose only two or three areas to write about.)
 * 2) How have the indigenous people assimilated into the culture of the modern country?


 * Critique the Modern Country**: You will now **judge** whether colonization of this country hurt or helped (or both) the country. Using the information from part 1, now present your **own** perspective. When making your opinion, make sure you support your opinion with evidence. Use the following resources and guiding questions to guide you in your critique.
 * 1) What was the effect of colonialism on the country?
 * 2) Why do you think colonialism hurt or helped (or both) the country?
 * 3) What evidence do you have to prove your claims in question 2?


 * Sources:**
 * List of Indigenous Peoples Around the World
 * State of the World's Indigenous People (Published by the United Nations)
 * [[file:THE INDIGENOUS WORLD 2011.pdf|The Indigenous World]]
 * Human Development Index (compares countries life expectancy, literacy, education, standards of living, and quality of life)
 * CIA World Factbook
 * If It Were My Home

__Assignment 8__
As we have studied, Africans were forced to migrate to North and South America while European settlers migrated to North and South America looking for new opportunities for a better life. Once European settlers set up villages, towns, cities, and governments in these colonized lands, their interactions with the indigenous population (Native Americans) changed many lives. Click on each one to help you get started. **Please write your answer on your wiki page.**
 * Directions**: Using the phrases below, you will independently explain some of these interactions between American settlers and Native Americans in North America. Write a paragraph (at least 6 sentences in total) that explains what all the phrases mean and give an example from US history that illustrates each phrase.
 * forced migration/relocation
 * forced assimilation
 * cultural genocide
 * Manifest Destiny

__Assignment 7__
U.K. (British) Portuguese Spanish French Russian Dutch
 * European Empires (1492-1898):**

1. How were the **indigenous** (natives already there) people affected by that empire's colonization of their land? (2-3 sentences) 2. What type of slavery was part of the colonization? (African?, local people?) Explain. (2-3 sentences) 3. Was there resistance to the colonization? Explain. (2-3 sentences)
 * Directions:** After getting your empire, investigate the effects of that empire's colonization on certain people and land. Give info about the following using the 5Ws and H. Use the sources below to help you. Write your answers in your notes.
 * hint: search the history of a modern country that was colonized by that empire
 * Sources:**
 * European Empires General Info**
 * Revolutions and Rebellions**

**The International Criminal Court**- Christopher Columbus on Trial for Crimes Against Humanity 2012

 * THE CHARGE:** Christopher Columbus has been charged with the mistreatment and murder of thousands, perhaps millions, of Arawak (Taino) natives in Hispaniola. He is also being held responsible for initiating Triangular Trade (aka the Columbian Exchange), which enslaved millions of Africans and caused the deaths of many Native Americans because of diseases.
 * THE TASK:** Participate in the trial of Christopher Columbus either as a member of the prosecution team, the defense team, or the jury. Each team will have roles as attorneys (lawyers), witnesses, and jurors. Our classroom will become a courtroom with a special judge!


 * THE FACTS OF THE CASE:** The following are resources the prosecution and defense teams should use in constructing their arguments. Outside research is also allowed. The outcome of the trial is determined by the facts of the case. Your facts will come from the following sources which **you must footnote in all your written submissions**.

Unit 2 Wiki Assignment 1- Triangular Trade (The Columbian Exchange) Unit 2 Wiki Assignment 2- Columbus Propaganda Poster Unit 2 Wiki Assignment 3- Empires and Colonialism Unit 2 Wiki Assignment 4- Slavery Facts and Figures Unit 2 Wiki Assignment 5- Diaries from Multiple Perspectives in Roots
 * __Sources from Class__ **
 * Wiki Assignments **

⁃ Claiming Furniture (like claiming land) activity ⁃ Columbus Day News Stories (two perspectives, links are in Unit 2 Wiki Assign 2) activity ⁃ //Guns, Germs, & Steel// Headlines activity ⁃ Slavery in America- See...Think...Wonder activity
 * Classwork/Class Activities: **

// ⁃ Guns, Germs, & Steel // // ⁃ 1492 // // ⁃ Roots //
 * Class Notes from Movies: **

Do you want to use any other activities or assignments? Make sure to cite them in your footnotes.


 * PREPARING TO PROSECUTE OR DEFEND:** Trial preparation will involve reviewing and organizing information about Columbus, writing a draft from your perspective (prosecution or defense), and using persuasive language techniques (Ethos, Pathos, Logos). During the trial you will role-play your part employing strong oral presentation skills. Costumes and props will reinforce your character and add a sense of drama.
 * The **prosecution** will try to prove Columbus is guilty.
 * The **defense** will defend Columbus and try to prove he is NOT guilty.
 * **Witnesses** will be used by both sides to help prosecute or defend Columbus.

__**Roles, Duties, and Expectations**__ >> additional research). **Footnote** these sources. >> additional research). **Footnote** these sources. Sample Research Paper with Footnotes
 * Prosecution and Defense Lawyers**
 * Opening and Closing Lawyers: Write and submit an opening or closing statement that explains why Columbus is guilty or not guilty of the charges against him:
 * Summarize four arguments without getting into specific details
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least **four** sources from class. **Footnote** these sources.
 * Writing clearly shows 2 of 3 Aristotle's Appeals (Ethos, Pathos, Logos). **Footnote** the two appeals you use.
 * Written work uses at least **one primary** source and **one secondary** source that is not from class (do
 * Questioning/Cross Examination Lawyer: Write and submit a detailed explanation of the four arguments that prove Columbus is guilty or not guilty of the charges.
 * **Detailed** explanation of **four** arguments that prove Columbus guilty or not guilty
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least **four** sources from class. **Footnote** these sources.
 * Writing clearly shows 2 of 3 Aristotle's Appeals (Ethos, Pathos, Logos). **Footnote** the two appeals you use.
 * Written work uses at least **one primary** source and **one secondary** source that is not from class (do
 * Footnotes Info**

>> additional research). **Footnote** these sources. Sample Research Paper with Footnotes
 * Witnesses**
 * Write and submit a statement of introduction (just like in Mr. Birdwell's class) and a deposition (explanation of why you think Columbus is guilty or not guilty of the charges). This deposition **must** be from your character's perspective, **not**your personal opinion.
 * The deposition must explain your character's perspective of why Columbus is guilty or not guilty
 * 1-2 pages long, 1.5 line spacing, 12 pt font, Times New Roman or Cambria
 * Use at least **four** sources from class. **Footnote** these sources.
 * Writing clearly shows 2 of 3 Aristotle's Appeals (Ethos, Pathos, Logos). **Footnote** the appeals you use.
 * Written work uses at least **one primary source** and **one secondary** source that is not from class (do
 * Footnotes Info**

Lead lawyers organize team and decide which witnesses to call to support their side. Witnesses and who will role play them are chosen. **Fill out handout and submit for approval.**
 * Step 1**

Once you have your character, you have to decide what you are going to say to defend or prosecute Columbus. Make sure you stick to facts that you find in primary and secondary sources. **Fill out handout and submit.** Good primary and secondary sources for additional research: > Lawyers need to review witness questions and make sure the questions and answers support your side. Then witnesses and lawyers practice questions and answers and give each other feedback. You are not allowed to lie, but you may exaggerate or embellish facts (it is up to the opposition to question you on these – so be careful or you may end up doing your team more damage than good – particularly if you lie!) The aim of a good defense or prosecution is well-crafted questions seeking evidence that support your position in the trial. It is very important that you work together as a team to construct a consistent, organized case that is supported by all your questions. **All answers you give must be supported by proof from your social studies class. You can't just make stuff up!**
 * Step 2**
 * Primary Sources
 * Secondary Sources

Both sides need to now come up with cross-examination questions. These are questions you will ask the witnesses from the other side. The cross-examination questions should be clear and should have answers that will support your side. Two cross-examination questions for each of the opposition witnesses will be enough.
 * Step 3**

Prosecuting and defense attorneys will use facts from history and the testimony of the witnesses to prove the guilt or innocence of Christopher Columbus. The lawyers need to prepare the following: 1. Opening Statement: This should be about 2 to 3 minutes long, and will be a preview of the evidence you expect to emerge during your questioning of the witnesses. 2. Direct Examination: Lawyers will question their witnesses to gather testimony that supports their version of events. 3. Cross Examination: Lawyers will question the witnesses who disagree with their version of events. 4. Closing Statement: This should be about 2-3 minutes long and will be a summary of the strongest evidence that emerged during your questioning of the witnesses.
 * WHAT HAPPENS AT A TRIAL?**
 * Here are some helpful video resources for lawyers:**
 * <span class="wiki_link_ext">@Columbus Trial Courtroom Resources
 * Cool courtroom scenes from famous movies

Any lawyer may object to a question. The judge will usually ask the person objecting why he/she is objecting. Then the judge either sustains the objection preventing the evidence from being introduced or overrules the objection allowing the question to be admitted as evidence. The **judge** can **limit** the number of objections if they are **overused** by any lawyer.
 * OBJECTIONS**

Objection sustained means the judge agrees a rule has been broken and doesn't allow question Objection overruled means the judge doesn't agree that a rule has been broken and allows question
 * Remember:**

Leading questions: Prosecutors must allow their witnesses to tell their own stories; they must not lead their witnesses through the story. Defense attorneys must follow the same rule when questioning their witnesses. Immaterial and irrelevant: The information is not closely related to the case, and is therefore not important. Non-responsive answer: The witness is not answering the question asked.
 * Reasons for objections:**

Both sides need to decide on props and what to wear at the trial. Both sides should go through the procedure and practice their opening statements, witness direct and cross examinations, and closing statements.
 * Step 5- props and costumes**

[|Rubric for the Columbus Trial.pdf]
 * GRADING:**
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="Rubric for the Columbus Trial.pdf" link="file:tabbara/Rubric for the Columbus Trial.pdf"]] ||
 * Rubric for the Columbus Trial.pdf ||

__Assignment 5- Diaries from Multiple Perspectives__

 * Sources:**
 * //Roots// notes and movie
 * Assignment 3 (see below)
 * Assignment 4 (see below)
 * General knowledge from class

Total points for each diary entry: 10
 * Directions:** Using your own knowledge, your notes from the movie //Roots//, and assignments 3 and 4 (see below), write diary entries **from the perspective of the person named** in the title. Some sources, will not be used for some diary entries. For each entry, you must....
 * explain your thoughts and feelings about what is happening to you and around you
 * express realistic emotions and opinions about what is happening
 * write 7-10 sentences for each entry.
 * Assessment:**
 * You explain your thoughts and feelings about what is happening to you and around you--> 1 or 2 or 3 or 4 points
 * You express realistic emotions and opinions about what is happening--> 1 or 2 or 3 points
 * You wrote 7-10 sentences for the diary entry--> 0 or 1 point
 * spelling and grammar--> 1 or 2 points


 * Diary- Kunta Kinte (born in 1750) **

1. Entry One- May 1763, an ordinary day in his life

Choose #2 or #3, don't do both. 2. Entry Two- August 1765, the end of manhood training

3. Entry Three- Dec. 1767, first month on the slave ship


 * Diary- Mr. Slater OR Captain Davies (the Captain of the Slave Ship) (choose one) **

4. Entry One- August 1767, on the ship on the way to Africa

5. Entry Two- Dec. 1767, first month on the ship back to America (person must be different from #4)

Copy this table and paste it on your wiki page. Then write your entries in the proper cells.
 * = **Who** ||= **Date** ||< **Diary Entry** ||
 * = Kunte Kinte ||= May 1763 ||< 1. ||
 * = Kunte Kinte ||= Aug. 1765 ||< 2. ||
 * = Kunte Kinte ||= Dec. 1767 ||< 3. ||
 * = Mr. Slater or Capt. Davies ||= Aug. 1767 ||< 4. ||
 * = Mr. Slater or Capt. Davies ||= Dec. 1767 ||< 5. ||
 * = **Sample** **(Kadi Touray)** ||= Aug. 1765 ||< My family and I are still on our way to Kerewan but I'm not sure how much farther we still have to go. Luckily, we accidentally met a local villager named Kunte Kinte who told me that it's one day to Kerewan. The interesting thing is how we met this young man. He knocked Fanta over and spilled our water and knocked over our millet as he was chasing a bird for his manhood training. He obviously needs to learn to run faster because I easily caught up to him and dragged him back to apologize to Fanta for knocking her over. After he clumsily put our stuff back, he bid us farewell and took off again after his bird. I did notice that Fanta gave our visitor a strange look. Perhaps she has been struck by the love arrow. If we do meet Kunte Kinte again, I will make sure he is the right man for my beloved daughter. ||

__Assignment 4-Slavery Facts and Figures__
Source: Slavery Facts and Figures

Using the source above, answer the following questions in your notes.
 * 1) **Look carefully** at the information in each category (there are 7). For **each**category:
 * **clearly** explain, in your own words, what info the category is presenting
 * **clearly** explain one interesting/surprising fact
 * 1) In the //Number of Slaves Leaving African Ports// category, what parts of Africa (use compass directions) were most ports located. Why do you think this part of Africa was most used by Europeans?
 * 2) What are the sources for all this slavery information? Be clear and specific in your answer.
 * 3) As you explore the sources section, find a site/link about slavery that you think is interesting. Explain what interesting/surprising slavery info you found.
 * 4) **Clearly** explain **one** new thought/reaction/opinion about slavery you now have after finishing questions 1-4.

__Assignment 3-Empires and Colonialism__
Source 1: Atlas of Colonialism Source 2:

Using the source above, answer the following questions for your empire (only from 1492-1898). Write the answers in your notes.


 * 1) When did your empire control the most land?
 * 2) What areas/countries/continents of the world did your empire control and what did it control at its height?
 * 3) What other empires did your empire compete against during colonization?
 * 4) Which empire eventually took over your empire's lands?
 * 5) Fast Forward to 2012. What is the status of your empire?

__Assignment 2- Columbus Propaganda Poster__

 * Background:** Was Columbus a hero or a villain? Many think about Columbus as if he was a hero but others feel he was a villain because of what he and his men did when they were alive and the effects of Columbus landing in the New World.


 * Directions:** You and a partner will create two propaganda posters **to get others to support your opinion**. One partner will create a propaganda poster that shows how great he was and why he should be considered a **hero**. The other partner's poster will show how bad he was and why he should be considered a **villain**. Therefore, each poster will be from a certain perspective. For example, if you were African or a Native American, your poster will probably show the negative effects of Columbus and European colonization of the New World and Africa. Or you could take the perspective of an African American living in the USA and show how you and your ancestors were affected by Columbus' 'discovery'. But if you are European you might show the great things he did or started for Europe (like the effects of the Columbian Exchange).


 * Examples:** These are some examples of famous propaganda posters from WW2. Can you guess which perspective each shows?


 * external image us_propaganda-30.jpg ||
 * external image us_propaganda-30.jpg ||


 * external image ww2-hitler_propaganda4-ww2shots.jpg ||
 * external image ww2-hitler_propaganda4-ww2shots.jpg ||


 * Your poster must clearly show what you think of Columbus through your words and through original drawings**

- You must show at least 4 accurate facts that support your opinion

- Your poster must also clearly show from which perspective your poster is (Native American, European, African, Supporters of Columbus (like Queen Isabella), or witnesses like Bartolome de las Casas)

- Your poster must be colorful, easy to read from 2 meters (6ft) away, and be of middle school quality

- Your name and block must be on the poster

- Check the rubric below to see how you will be graded
 * Additional Resources to help you**
 * []
 * []
 * News Story 1: ** Columbus Day? True Legacy-Cruelty and Slavery**
 * News Story 2: ** Columbus Day- A Time To Celebrate**

|| = = =__Assignment 1__= Directions: Look **carefully** at the two diagrams below about the Triangular Trade (also known as the Columbian Exchange) that started after Columbus landed in the New World then answer the questions below.
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="Rubric_CC _Prpgnd_Pstr.pdf" link="file:tabbara/Rubric_CC _Prpgnd_Pstr.pdf"]] ||
 * Rubric_CC _Prpgnd_Pstr.pdf ||
 * || [[image:http://abolition.e2bn.org/library/0711/0000/0006/1009514mid_360.jpg width="612" height="448" caption="TRIANGULAR TRADE"]] ||
 * TRIANGULAR TRADE ||  ||
 * TRIANGULAR TRADE ||


 * [[image:tabbara/The_Columbian_Exchange.jpg caption="The_Columbian_Exchange.jpg"]] ||
 * The_Columbian_Exchange.jpg ||

__**Questions**__ Please write your **detailed** and **specific** answers in your __**notebook**__. Your answers must be in complete sentences.
 * 1) In your own words, what was Triangular Trade (Columbian Exchange)?
 * 2) Name two fruits, two grains, two animals, and two diseases that came to the Americas during Triangular Trade (Columbian Exchange).
 * 3) Name three items that went to Europe during Triangular Trade (Columbian Exchange).
 * 4) Which part of the trade do you think was the worst for Africans? Why do you think so?
 * 5) Who do you think benefited more during Triangular Trade (Columbian Exchange), the Europeans, the Native Americans, or the Africans? Why?
 * 6) Fast forward to the present day. What do you think are some of the effects of the Triangular Trade (Columbian Exchange) in our modern world?

__2011__

__The Thirteen Colonies Video__
=__Perspectives on the Thirteen Colonies__= After watching the BrainPop video, you now have a basic idea of the events in development of the thirteen colonies. You now must do research about these events and write about these events from your **assigned** **perspective**. You will use **three different online tools** to write your perspective. You will sign up to these as a group (**don't make individual accounts**). You will then embed these tools on to your project page for others to see.

ZooBurst (DIARY)---> Sign up your group with a username and password that you will all remember. With this tool you have to show...
 * Information about your life (where you are from, who you are, what your job is, etc.)
 * Information about how the colonies are developing (historical facts) and how your life is affected by these developments
 * Information about how you think people in the future should remember you and what they should think of you and your situation
 * Pictures/images related to the information you give

Toonlet (COMIC)---> Sign up your group with a username and password that you will all remember. With this tool you have to show...
 * Information about your interaction with the other groups of people
 * Information about the colonies and how they have affected you so far
 * Information about how you think people in the future should remember you and what they should think of you and your situation
 * Pictures/images related to the information you give

Fakebook(FACEBOOK CLONE)---> Sign up your group with a username and password that you will all remember. With this tool you have to show...
 * an important person related to the history of the thirteen colonies from your perspective. Include date of birth and job.
 * friends of this person.
 * wall posts that show...
 * Information about your discussions with your friends who share similar opinions.
 * Information about the colonies and how they have affected you so far.
 * Information about how you think people in the future should remember you and what they should think of you and your situation

=__Resources__=
 * Use these resources to learn more about the thirteen colonies from your perspective. You will be expected to use these resources on your own.**

__**Slave Perspective**__
 * <span class="wiki_link_ext">Slavery and the Making of America Episode 1 Questions -->
 * Details
 * [[file:Slavery and Making Comprehen Quest .pdf|Download]]
 * 72 KB
 * <span class="wiki_link_ext">Slavery and the Making of America Episode 1- The Downward Spiral Information
 * Timeline
 * Primary Sources
 * Video provided in class
 * Library books in class
 * __**The Thirteen Colonies Video (above)**__

__**Native American Perspective**__
 * We Shall Remain Episode 1, After the Mayflower Information and comprehension questions
 * Timeline
 * Primary Sources
 * Video provided in class
 * Library books in class
 * __**The Thirteen Colonies Video (above)**__

__**Colonists Perspective**__
 * America: The Story of Us Comprehension Questions--->
 * Details
 * [[file:StoryOfUsEp1Quest.pdf|Download]]
 * 194 KB
 * America: The Story of Us, Episode 1 Information
 * Timeline
 * Primary Sources
 * Video provided in class
 * Library books in class
 * __**The Thirteen Colonies Video (above)**__

=__Directions__=

__Step 1__
Start watching the video that is about your perspective and answer the comprehension questions (found above under "Resources") in your notebook. Focus on the events that happened from **1600 to 1700**. Each group member must write answers in his/her notebook. (individual grade, 5 points)

__Step 2__
Use the other resources to learn more about your perspective **from the years 1600-1700**. The more you know about your perspective, the easier all the assignments will be. Each group member must keep track of new information s/he finds from the other resources in his/her notebook. Divide the other resources up among the members of your group. (individual grade, 5 points)

__Step 3__
Use all the information you have collected to present your perspective about the thirteen colonies **from the years 1600-1700**. Each group will utilize all three online tools (ZooBurst, Toonlet, and Fakebook) to make creative presentations. They will be embedded on your groups' Wiki project page. Your presentations are expected to include information about the colonies and the bullets for each online tool. Your group can divide up the years so different people focus on **different events from 1600-1700**. For example, two people can focus on 1600-1630, two people on 1630-1660, etc.

__**Step 4**__
After changing perspectives, your group will now do research on one important person and two important events in the 13 colonies during the years **1700-1750**. Use the resources above to do research. (individual grade, 5 points)

__**Step 5**__
Create a presentation in ZooBurst, Toonlet, FakeBook, OR **another approved method** for each person or event. Each perspective must create a **different** presentation. For each presentation, you must provide information about the person or event's...
 * Who, What, Where, When, Why & How
 * Score sheet--->
 * Details
 * [[file:Thirteen Colonies1700-1750 Score Sheet.pdf|Download]]
 * 32 KB

__Step 6__

 * Directions:** Answer the question below and use all the resources from all the blocks (B,F,H) to write a detailed answer. Your answer must be a complete paragraph with a topic sentence, supporting details, and a conclusion. Your details must include **specific examples of people and events to support and prove your opinion**.


 * //How should we view (i.e. what should we think about) each one of these three groups that were involved in our study of the colonization of the USA? Give specific examples of events or people to prove your opinion.// **

For example, should we think about the Colonists as evil people or adventurous people? Should we look back at the Native Americans as a great example of how people can always fight for their rights even though they eventually lost so much? Should we view what happened to the African slaves as a necessary evil because their work eventually made America rich?

You must use at least one reference from each perspective and show it in your references. This is how you should format your references:
 * References**

Perspective, tool, date, block (Native Americans, Zooburst, 1600-1700, Block B)


 * Requirements**
 * a **typed** and properly constructed paragraph with a topic sentence, supporting details, and a conclusion
 * 12 pt font (Cambria, Times New Roman, Arial)
 * Proper heading that includes name, block, date
 * Reference page OR after your paragraph (if there's room)
 * Rubric**
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="Step 6 Rubric.pdf" link="file:Step 6 Rubric.pdf"]][[file:Step 6 Rubric.pdf|Step 6 Rubric.pdf]]
 * Details
 * [[file:Step 6 Rubric.pdf|Download]]
 * 102 KB

__Assignment 10- Reflection__
__**Step 1**__
 * Unit Survey:** Survey has ended


 * __Step 2__**
 * Directions:** Whether you think Christopher Columbus is a hero or villain, or guilty or not guilty of crimes against humanity, what is known is that when he landed in the New World in 1492, the world changed forever. Please answer the following reflection questions __**on your wiki page**__ clearly and with details.
 * 1) Did your views of Columbus change during our study of Columbus? Why or Why not?
 * 2) What is the most persuasive argument that supports your current perspective about Columbus?
 * 3) Do you think it's important to learn different perspectives about people who we think are heroes? Why or Why not?
 * 4) How do you think you will use the idea of perspective as you continue learning history this year and in high school?

__Assignment 9- Christopher Columbus on Trial__
==**The International Criminal Court**- Christopher Columbus on Trial for Crimes Against Humanity 2011==
 * THE CHARGE:** Christopher Columbus has been charged with the mistreatment and murder of thousands, perhaps millions, of Arawak (Taino) natives in Hispaniola. He is also being held responsible for initiating Triangular Trade (aka the Columbian Exchange), which enslaved millions of Africans and caused the deaths of many Native Americans because of diseases.
 * THE TASK:** Participate in the trial of Christopher Columbus either as a member of the prosecution team, the defense team, or the jury. Each team will have roles as attorneys (lawyers), witnesses, and jurors. Our classroom will become a courtroom with a special judge!
 * GRADING:**
 * Details
 * [[file:Rubric for the Columbus Trial.pdf|Download]]
 * 76 KB
 * THE LAW:** The following are resources the prosecution and defense teams should use in constructing their arguments. Outside research is allowed. The outcome of the trial is determined by the facts of the case.

1. Information and assignments from social studies class 2. The Glory Field 3. History Alive! Textbook 4. Additional research including primary and secondary sources
 * PREPARING TO PROSECUTE OR DEFEND:** Trial preparation will involve reviewing and organizing information about Columbus, writing a draft from your team's perspective (prosecution or defense), and using persuasive language techniques (spoken and written). During the trial you will role-play your part employing strong oral presentation skills. Costumes and props will reinforce your character and add a sense of drama.
 * The **prosecution** will try to prove Columbus is guilty.
 * The **defense** will defend Columbus and try to prove he is NOT guilty.

Lead lawyers organize team and decide which witnesses to call to support their side. Witnesses and who will role play them are chosen. **Fill out handout and submit.** Jurors will have a foreman/forewoman (leader of the jury). Fill out handout and then check your answers here.
 * Step 1**

Once you have your character, you have to decide what you are going to say to defend or prosecute Columbus. Make sure you stick to facts that you find in primary and secondary sources. **Fill out handout and submit.** Good primary and secondary sources for additional research: Jurors observe and rate evidence. **Fill out handout and submit.**
 * Step 2**
 * []
 * []
 * [|http://sites.google.com/site/ccrevised/lesson-5#_ftn2] (scroll down to resources on the page)

Jurors use the following two resources for your activity about crimes against humanity and people currently charged with crimes against humanity.
 * Step 3**
 * Wikipedia 'Crimes Against Humanity'
 * ICC Charges of Crimes Against Humanity

Lawyers need to review witness questions and make sure the questions and answers support your side. Then witnesses and lawyers practice questions and answers and give each other feedback. You are not allowed to lie, but you may exaggerate or embellish facts (it is up to the opposition to question you on these – so be careful or you may end up doing your team more damage than good – particularly if you lie!) The aim of a good defense or prosecution is well-crafted questions seeking evidence that support your position in the trial. It is very important that you work together as a team to construct a consistent, organized case that is supported by all your questions. **All answers you give must be supported by proof from social studies and/or language arts. You can't just make stuff up!**

Both sides need to now come up with cross-examination questions. These are questions you will ask the witnesses from the other side. The cross-examination questions should be clear and should have answers that will support your side. Two cross-examination questions for each of the opposition witnesses will be enough. Prosecuting and defense attorneys will use facts from history and the testimony of the witnesses to prove the guilt or innocence of Christopher Columbus. The lawyers need to prepare the following: 1. Opening Statement: This should be about 2 to 3 minutes long, and will be a preview of the evidence you expect to emerge during your questioning of the witnesses. 2. Direct Examination: Lawyers will question their witnesses to gather testimony that supports their version of events. 3. Cross Examination: Lawyers will question the witnesses who disagree with their version of events. 4. Closing Statement: This should be about 2-3 minutes long and will be a summary of the strongest evidence that emerged during your questioning of the witnesses. Any lawyer may object to a question. The judge will usually ask the person objecting why he/she is objecting. Then the judge either sustains the objection preventing the evidence from being introduced or overrules the objection allowing the question to be admitted as evidence. Remember: Objection sustained means the judge agrees a rule has been broken and doesn't allow question Objection overruled means the judge doesn't agree that a rule has been broken and allows question Reasons for objections: Leading questions: Prosecutors must allow their witnesses to tell their own stories; they must not lead their witnesses through the story. Defense attorneys must follow the same rule when questioning their witnesses. Immaterial and irrelevant: The information is not closely related to the case, and is therefore not important. Nonresponsive answer: The witness is not answering the question asked.
 * Step 4**
 * WHAT HAPPENS AT A TRIAL?**
 * Here are some helpful video resources for lawyers:**
 * <span class="wiki_link_ext">How to be a great lawyer!
 * Cool courtroom scenes from famous movies
 * OBJECTIONS**

Both sides and jury need to decide on props and what to wear at the trial. Both sides should go through the procedure and practice their opening statements, witness direct and cross examinations, and closing statements.
 * Step 5**

__Assignment 8: Quiz Primary/Secondary Sources__
Quiz has ended.

__Assignment 7__
Please answer in **complete** and **detailed** sentences **in your notes**. You do not have to write the questions down.
 * Columbus and the Native Americans Reflection Assignment**

1. Name two things that you think you'll always remember about Columbus and the Native Americans. Why do you think you'll remember these things? 2. Choose one question to answer. 3. **Clearly** **explain** one thing you did well as you learned about Columbus and Native Americans. 4. **Clearly** **explain** one thing you think you could have done better as you learned about Columbus and Native Americans. 5. Name **two** competencies that you think you developed and **clearly explain** how you developed these two competencies as you learned about Columbus and Native Americans. (Teamwork, Use of Technology, Communication, Problem Solving, Use of Numbers and Data)
 * What confused you about Columbus and the Native Americans?
 * What part about Columbus and the Native Americans would you like to get more information about?

__Assignment 6__
These are some examples of famous propaganda posters. Notice that they do not have much writing but the few words and the pictures that are used are very powerful. **Requirements:** - Your poster must clearly show what you think of Columbus through your words and through **original** drawings - You must show at least 4 accurate facts that support your opinion - Your poster must also clearly show from which perspective your poster is (Native American, European, African, Supporters of Columbus (like Queen Isabella), or witnesses like Bartolome de las Casas) - Your poster must be colorful, easy to read from 2 meters (6ft) away, and be of middle school quality - Your name and block must be on the poster - Check the rubric below to see how you will be graded
 * Background:** Was Columbus a hero or a villain? Many write about Columbus as if he was a hero but others feel he was a villain because of what he and his men did when they were alive and the effects of Columbus landing in the New World.
 * Directions:** You and a partner (or individually, no groups of three) will create two propaganda posters **to get others to support your opinion**. One partner will create a propaganda poster that shows how great he was and why he should be considered a hero. The other partner's poster will show bad he was and why he should be considered a villain. Therefore, each poster will be from a certain perspective. For example, if you were African or a Native American, your poster will probably show the negative effects of Columbus and European colonization of the New World and Africa. Or you could take the perspective of an African American living in the USA (use your knowledge from The Glory Field) and show how you and your ancestors were affected by Columbus' 'discovery'. But if you are European you might show the great things he did or started for Europe (like the effects of the Columbian Exchange).
 * Examples:**
 * Details
 * [[file:Rubric_CC _Prpgnd_Pstr.pdf|Download]]
 * 39 KB

__Assignment 5__
News Story 1: **Columbus Day? True Legacy-Cruelty and Slavery** News Story 2: **Columbus Day- A Time To Celebrate** Directions: The two news stories above show different viewpoints about Christopher Columbus. Carefully read both stories and answer the following questions __**in your notebook**__ using complete and detailed sentences.

=__Assignment 4__= Directions: Look **carefully** at the two diagrams below about the Triangular Trade (also known as the Columbian Exchange) that started after Columbus landed in the New World then answer the questions below.
 * 1) What new information did you learn about Columbus from News Story 1?
 * 2) Who was Bartolome de las Casas (from News Story 1) and why is he still remembered in Central America.
 * 3) Give two ideas from News Story 2 that you disagree with. Give clear proof/evidence to support your opinion.
 * 4) Which news story do you agree with more and why? Please __give specific details__ from the news story in your answer.
 * [[image:http://abolition.e2bn.org/library/0711/0000/0006/1009514mid_360.jpg width="612" height="448" caption="TRIANGULAR TRADE"]] ||
 * TRIANGULAR TRADE ||

__**Questions**__ Please write your **detailed** and **specific** answers in your __**notebook**__ (NOT on your wiki page). Your answers must be in complete sentences. =__Assignment 3__= ** Compare/Contrast Essay: Native American Heritage and Geography **
 * 1) In your own words, what was Triangular Trade (Columbian Exchange)?
 * 2) Name two fruits, two grains, two animals, and two diseases that came to the Americas during Triangular Trade (Columbian Exchange).
 * 3) Name three items that went to Europe during Triangular Trade (Columbian Exchange).
 * 4) Which part of the trade do you think was the worst for Africans? Why do you think so?
 * 5) Who do you think benefited more during Triangular Trade (Columbian Exchange), the Europeans, the Native Americans, or the Africans? Why?
 * 6) Fast forward to the present day. What do you think are some of the effects of the Triangular Trade (Columbian Exchange) in our modern world?

This assignment is focused on using knowledge from inside and outside the classroom to construct a thesis-driven paragraph essay in which you compare and contrast **two** major regions/tribes from North America. This will require you to do research on your own and apply your findings to create an original piece of writing, citing all documents and sources. You will find you have some liberty to choose your own topics, but you must //be sure to// make connections between the natural geography of the regions and the tribes. Your final product should be a well-researched and well-written essay with a clear thesis that is sufficiently supported, and shows that you have understood and utilized the 6+1 writing traits. **Every stage must be checked by Mr. Birdwell, Mr. Maurer, or Mr. Tabbara before you can move on to the next stage.**


 * Stage 1:** Choose two regions you have studied in your English and/or Social Studies class over the last few weeks. You can choose any two regions you like, but you MAY NOT work together on this essay; it’s an individual assignment, not a group effort! Use your HA! textbook to help you with this stage.


 * Region #1:**
 * Region #2:**


 * Stage 2:** After you choose the two regions, do a bit of research and look for a **tribe** within each region on which you will focus. You should choose a tribe that has a large base of information! Get the “ok” from Mr. Birdwell, Mr. Tabbara, or Mr. Maurer before proceeding! You can use the books in class or this [|site] to help you.


 * Tribe from Region #1:**
 * Tribe from Region #2:**


 * Stage 3:** Next, choose a topic that interests you about the tribe or region—eg., social hierarchy, weapons, clothing, food, customs, religion, housing, art, etc. If you have another idea, just suggest it to one of your teachers! **My topic of interest is ......... .**

If you wish to use other outside sources, please see Mr. Birdwell, Mr. Tabbara, or Mr. Maurer for further instruction. Once you find your sources, please take them to your teacher(s) for review.
 * Stage 4: SOURCES**__--__You may use your “History Alive!” textbook and workbook, any of the short stories from LA class, any of the library books at the back of Mr. Birdwell’s or Mr. Tabbara’s room. For websites we encourage you to use…
 * ¨ __ [|NativeWeb Resource Database Internal Search] __
 * ¨ [|Interactive Cultural Regions Map]
 * ¨ [|Tribes and their Regions]


 * Stage 5:** RESEARCH!!


 * Stage 6: Thesis**


 * My __preliminary__ thesis is: ..........................................................**

Below is the format you should follow for your outline. This should be done on a separate piece of paper and attached to this sheet. Your outline will only be approved after a meeting with your teacher.
 * Stage 7: Constructing your outline**


 * __ Paragraph 1 __**
 * Introduce regions, tribes, and topic
 * Thesis Statement: Explain your findings about regions, tribes, and topic. Does your thesis statement pass the “so what?”, test? The “why and how” test?
 * Transition to next paragraph


 * __ Paragraph 2 __**
 * Topic sentence (Identify tribe 1 and discuss its environment and geography)
 * How is its environment/geography linked to your chosen topic?
 * Transition to next paragraph


 * __ Paragraph 3 __**
 * Topic sentence (Identify tribe 2 and discuss its environment and geography)
 * How is its environment/geography linked to your chosen topic?
 * Transition to next paragraph


 * __ Paragraph 4 __**
 * How are the tribes similar and how are they different in your tribes’ development of (your chosen topic)?
 * Add details and specifics about your findings
 * Transition to conclusion


 * __ Paragraph 5 __**
 * Topic sentence which briefly discusses the major similarities and differences between your tribes and their regions
 * Briefly, discuss your findings about your chosen topic
 * Any other details you might wish to present to the reader


 * Stage 8:** Hand in your typed draft thesis and paragraph outline at the __**beginning**__ of class. **Points will be deducted if you have to print __during__ class**. Format as follows:
 * 12 point font
 * Cambria, Arial, or Times New Roman font style
 * 1.5 line spacing

=__Assignment 2__= Now that you are finished with your Native American artifact investigation, I would like you to reflect on this assignment. Please answer the following questions clearly **on your wiki page**.
 * 1) **Explain** one thing that you found most interesting or surprising while doing this assignment?
 * 2) **Explain** one thing you think you did well in this assignment?
 * 3) **Explain** one thing you think you need to improve if you were to do another assignment like this?
 * 4) Why do you think you did this assignment and how did it help you develop one of the competencies?

__Assignment 1__
After reading sections 1.3 and 1.4, you should be able to clearly answer the following questions. If you are unable to answer these questions, please review these two (1.3 & 1.4) sections.
 * 1) What is an environment?
 * 2) What are some features of an environment?
 * 3) How do people adapt to their environments?
 * 4) What is a Native American cultural region?
 * 5) How many Native American cultural regions are there in the United States?
 * 6) How can we determine the cultural region to which a Native American group belongs?
 * 7) How do Native American attitudes toward the environment differ from European attitudes toward the environment?

__Assignment 10__
Directions: Answer the following questions clearly ** in your notebook **.

1. After watching //Roots//, name and **explain** three specific things from the movie that were also explained in any of the sections of the VoiceThread your block made. 2. In your opinion, do you think the movie realistically showed you the lives of Africans and slavery in the colonies. Why or why not?

__**Assignment 9**__

 * Your Life in the Colonies**


 * Task:** You are a teenager living in the colonies. You will tell us about one part of your life in the colonies. You will choose a colonial name and your colony, and you will tell us about what your life is like. You will present your life in the colonies with modern technology using VoiceThread. Follow these steps to tell us about your life.
 * Option:** If you'd like, you can just do a presentation about someone's life in the past. This means you will not present it from that person's perspective. You will just be yourself talking about a person in the past. You will have to modify some of the directions if you choose this option.


 * Directions:** Follow the steps carefully. Each step must be reviewed and approved by Mr. Tabbara. You cannot go on to the next step until your work has been checked and approved.


 * Step 1:** Learn about your life by reading your section carefully and by taking notes on important information (don't just copy). Hint: Each paragraph in your section has important information. Organize your notes by writing a few bullet points for each paragraph.


 * Step 2:** Decide and write down who you are going to be (choose a name from the resources section) and which colony you live in (use your section to decide which colony to live in) and a full date (day, month, year). You can make up the day and month but the year must be set in colonial times.


 * Step 3:** Start writing your script from the perspective of your character. Use the first person perspective and the present tense and tell us about your life using only the information in your section. You script should tell us-
 * who you are and the origin of your name and/or what it means
 * the date (see step 2)
 * what your life is like related to your topic from the **first person** perspective and written in the **present tense**


 * Step 4:** Find at least **five** images that match what you will be talking about. Images must be of/from colonial times. Put all of your images in a folder along with the citation link for each image.


 * Step 5:** With your partner, combine your scripts. Decide who is going to say the different parts of your script. Then match five images to your script and practice reading your scripts. The more your practice, the better you will sound when you record your voices. Your combined script must be handed in for a grade.

Your password will be given out in class. Add your profile picture according to the directions given in class.
 * Step 6:** VoiceThread Click the link to VoiceThread and sign in by copying and pasting the following email address:
 * <span class="wiki_link_ext">Tabbara@guerrillamailblock.com


 * Step 7:** Follow the directions in class and upload your images into the proper section in VoiceThread.


 * Step 8:** Follow the directions in class and change the VoiceThread to your identity. Then record your script over each image you uploaded. Make sure your words match the image that you are showing.


 * Step 9:** Follow the directions in class and cite your sources for each image you used.

Your comments can be video, audio, text (or a combination). You may also use the drawing function **appropriately**.
 * Step 10:** Follow the directions in class and use your **identity** to comment on three other groups' work (two groups chosen for you from your block and one of your choice from any block). For **each group**, your **quality** comments should:
 * be from your perspective as a teenager in 2011 and should compare your life now to the life of those colonial teens you heard in the VoiceThread
 * ask two questions related to their topic about the lives of those colonial teens. Ask them something that was not covered in the VoiceThread


 * Step 11:** Go back to your section and listen to/read your classmates' comments and questions and reply to their questions clearly by still using the teenage perspective from colonial times. Your replies can be video, audio, text (or a combination).

__Assignment 8__

 * Directions:** Individually, read your classmates' perspectives in the discussion tab about slaves and slave traders and comment on their posts (one for the slave perspective and one for the slave trader perspective). Your comments could be about why you agree or disagree with their opinion or comments that support/challenge their opinions. You also must ask **two questions** about their perspective.

__Assignment 7__
Please answer in complete sentences **in your notes**.
 * Chapter 2 Reflection**

1. Name two things that you think you'll always remember from this chapter. Why do you think you'll remember these things? 2. Name one thing that surprised you from this chapter. Why were you surprised? 3. Name one thing that you already knew from this chapter? Where did you learn it? 4. What confused you from this chapter? OR What part would you like to get more information about?

__Assignment 6__
These are some examples of famous propaganda posters. Notice that they do not have much writing but the few words and the pictures that are used are very powerful. **Requirements:** - Your poster must clearly show what you think of Columbus through your words and through **original** drawings - You must show at least 4 accurate facts that support your opinion - Your poster must also clearly show from which perspective your poster is (Native American, European, African, Supporters of Columbus (like Queen Isabella), or witnesses like Bartolome de las Casas) - Your poster must be colorful, easy to read from 2 meters (6ft) away, and be of middle school quality - Your name and block must be on the poster - Check the rubric below to see how you will be graded
 * Background:** Imagine you live around the time of Columbus and you have heard about the 'discovery' he has made of the 'New World' and the impact the Columbian Exchange has had on different peoples around the world. You also have heard that Columbus will soon be put on trial for what he has done. Some people in your village/city support Columbus while others don't. Many people are undecided and don't know if Columbus was a hero or a villain.
 * Directions:** You and a partner (or individually, no groups of three) will create two propaganda posters **to get others to support your opinion**. One partner will create a propaganda poster that shows how great he was and why he should be considered a hero. The other partner's poster will show bad he was and why he should be considered a villain. Therefore, each poster will be from a certain perspective. For example, if you were a Native American, your poster will probably show how bad Columbus was and how he affected you. But if you are European you might show the great things he did or started for Europe (like the Columbian Exchange).
 * Examples:**
 * Details
 * [[file:Rubric_CC _Prpgnd_Pstr.pdf|Download]]
 * 39 KB

__Assignment 5__
News Story 1: **Columbus Day? True Legacy-Cruelty and Slavery** News Story 2: **Columbus Day- A Time To Celebrate** Directions: The two news stories above show different viewpoints about Christopher Columbus. Carefully read both stories and answer the following questions __**in your notebook**__ using complete and detailed sentences.


 * 1) What new information did you learn about Columbus from News Story 1?
 * 2) Name two other __**important**__ people that were mentioned in News Story 1 and explain who they were.
 * 3) Give two ideas from News Story 2 that you thought were convincing or that were good ideas.
 * 4) Which news story do you agree with more and why? Please __give specific details__ from the news story in your answer.

=__Assignment 4__= Now that we have some information about Columbus and what happened after his 'discovery', things like the Columbian Exchange, Spanish conquistadors and settlements, we are ready to judge Columbus. The first step is to look at the Pros and Cons of his 'discovery'. **In your note book** make a T chart like the one below. Make sure you have a **title**. One column will be the Pros (positives) of his 'discovery' and the other column will be the Cons (negatives) of his 'discovery'. List **five** bullet points for Pros and **five** bullet points for Cons.

__Assignment 3__

 * The Columbian Exchange Class Assignment**
 * Due during our next class (NOT for homework) **
 * Objective:** To clearly show your understanding of what the Columbian Exchange was and to show the effects it had on different people.


 * Sources:** Textbook Section 2.2, Assignment 2, and Wiki Resources Slideshow

You will create a poster that __**clearly**__, __**neatly**__, and __**colorfully**__ shows the following: > and your proof (evidence) why you think so
 * an appropriate title
 * the date of when this exchange began
 * a simple, original, and **labeled** map of the world that clearly shows the Old and New World
 * a compass rose
 * the exchange of at least 12 different things between the two worlds (six each way)
 * one impact each of the exchange on Native Americans, Africa, and Europe
 * who you think was impacted the most (Native Americans, Africa, or Europe) by the Columbian Exchange
 * you and your partners name and block
 * Assessment:** You will be graded on the quality of your work (including color, neatness, and organization) and if you followed the directions of the assignment properly.

__Assignment 2__
Look at this diagram about the Columbian Exchange and then answer the questions below this diagram: __**Questions**__ Please write your answers in your __**notebook**__ (NOT on your wiki page).
 * 1) In your own words, what was the Columbian Exchange?
 * 2) Name two fruits, two grains, two animals, and two diseases that came to the Americas during the Columbian Exchange
 * 3) Name three items that went to Europe during the Columbian Exchange.
 * 4) Who do you think benefited more during the Columbian Exchange, the Europeans or the Native Americans? Why?
 * 5) Fast forward to the present day. What do you think are some of the effects of the Columbian Exchange in our modern world?

__**Assignment 1**__
Using your notes from class, please answer the following questions in complete sentences on your wiki page.
 * 1) Why did Native Americans migrate to North and South America?
 * 2) How did they migrate to North and South America?
 * 3) Nowadays, why do you think people migrate? Please explain clearly.