We're going to back up and do some intensive review and study guide (final exam) prep on the last unit before going any further with the current one. On the far left side of a blank sheet of paper, trace the map of the colonies from p.57 in the textbook, including the OUTLINEs of each colony and label each with the colony name. Also, use p.32 to mark and label Jamestown and Plymouth. Next, using colored pencil, lightly color in the southern colonies in one color (Georgia, the Carolinas, Virginia, and Maryland). Shade in the middle colonies in another color (Delaware, Pennsylvania, New Jersey, and New York). Do likewise (new color) for the norther colonies ("New England") (the remaining 4). We will log in details about each of the three regions onto this page from our UCWP; so, use your three map shading colors to divide the page into three sections -- a top 1/3, middle 1/3, and bottom 1/3, outlining each box in the corresponding color. Now, transfer (rewrite) the following items from the UCWP into the correct region box on the map/color page: Chesapeake, Jamestown, Virginia Company, New England, Plymouth, Pilgrims, Mayflower Compact, Puritans, Massachusetts Bay Company, The Great Migration, "What the Crash Course Team..."gender equality info, Regional differences..., "While there are some useful, general trends..." info about reasons for colonization in different regions, and under "Key Dates," the dates and related info for 1607, 1620, the added item of 1630, and 1643.
Next step is to add "picture notes" to all of the items transferred onto the map/color page as well as to the remaining items back on the UCWP. These are just quick, easy, simple sketches that create a useful memory trick for remembering the meaning AND importance of each note item. For example, next to the term "Exploration," I might draw a boat, a Hersheys' kiss (chocolate from Americas) and a cross (Christianity from Europe), and a circle/slash "No" sign over the words "human rights" to indicate that those rights were often violated. The many students who are visual learners will benefit from studying with pictures alongside the written information, and ALL students benefit from the PROCESS of deciding what silly pictures to use -- it requires understanding the information (!) as well as spending time with the information.
We will continue this in class tomorrow.
Next step is to add "picture notes" to all of the items transferred onto the map/color page as well as to the remaining items back on the UCWP. These are just quick, easy, simple sketches that create a useful memory trick for remembering the meaning AND importance of each note item. For example, next to the term "Exploration," I might draw a boat, a Hersheys' kiss (chocolate from Americas) and a cross (Christianity from Europe), and a circle/slash "No" sign over the words "human rights" to indicate that those rights were often violated. The many students who are visual learners will benefit from studying with pictures alongside the written information, and ALL students benefit from the PROCESS of deciding what silly pictures to use -- it requires understanding the information (!) as well as spending time with the information.
We will continue this in class tomorrow.
