Life after the Conquest

The arrival of the Spanish in the New World brought Christianity and the end of human sacrifice. Five million Indians were baptized in Mexico alone between 1524 and 1536.

It also brought a new system of management.  Haciendas originated from Spanish land grants, made mostly to conquistadors. Laborers, ordinarily Indians, were theoretically free wage earners on haciendas, but in practice their employers, who controlled the local governments, were able to keep them in a state of perpetual indebtedness

Napoleon's invasion of Spain (1807-1808) provided the spark the laborers needed, and while Spain was busy fighting, most of their former colonies declared themselves independent.

In class activities:

• Learned about the hacienda/econmienda system of management
• Discussed the Spanish practice of giving conquered tribes the choice of conversion or death, and thought about what God would say of it
• Painted Spanish crosses
• Reviewed Aztec, Incan, & Mayan cultures 
• Chose one favorite culture and created a pin displaying the culture name and significant symbols
• Played Conquistadors and Natives 

Assignment for next week:

• Go through the notebooks and projects that you completed this year and choose your favorites to bring to presentation day!
• Practice your timeline

Thank you for a fantastic year!

Drama Period B - 4/1/14

This week we blocked the whole show on the stage!  Working out some details of the specific space was very important.
Next week we will need to have everyone with their costumes for a dress rehearsal.
Explorers:
pants and boots (no jeans please!)
any "fluffly" shirt
vest?
hat with a feather or plume?

Sailors:
pants (carpis?)
white or striped knit shirt
belt and sword or dagger (play of course!)
vest?
knit hat?

Revere and Slave:
pants and "riding" boots
button shirt
vest
colonial hat?

Soldiers:
ragged pants
knit or button shirts (torn?)
no shoes or wrapped feet
knit cap and gloves?

Generals/Jefferson:
dress pants
button down or "fluffy" shirt
boots
belt

Lewis and Clark and Sacajawea:
leather? or khaki pants
shirt
leather or "fur" vest

Settlers:
boys, overalls or pants and plain shirt, vest or jacket, bucket or satchel
girls, skirt and plain shirt or dress (plain) headscarf, shawl, or apron

We are also looking for...
tri cornered hats
small stools or "sitting" logs
stick horses (2)
swords/daggers (plastic)
rifles (plastic)
scrolls

Drama Period A - 4/1/14

This week's viewing part was a fun and successful time together!  The hard work the last few weeks really showed up on the screen, thank you to all the kids and all the parents who have been pulling together to make this all happen!!
Each group will receive an email from me to review any edits that we discussed in class.  Please have these taken care of and brought into class for Tuesday!

Mythic Lands

Not all of the efforts of the Conquistadors were successful.  In 1513 Ponce de Leon scoured Florida in search of the legendary Fountain of Youth, taking possession of the land for Spain.  Many years later De Leon returned to plant a colony.  This angered the natives who wounded him severely.  Unfortunately, the Fountain was never found, and De Leon died of his injuries after much suffering.  

Similar to the Fountain of Youth story, the El Dorado myth of a city of gold enticed European explorers including Sir Walter Raleigh, who had just failed to establish an English colony in Virginia. To gain a rich kingdom for his Queen, to extend her power and enrich her treasury was now his greatest object in life.  He found amazing wonders,  faced extreme challenges, and made a map of where he thought El Dorado was, but Raleigh brought back no gold.  His schemes for a conquest of this land were received coldly by the Queen.

In class activities:

• Finished building our Aztec displays
• Learned about the failed efforts of the conquistadors t
• Searched for own El Dorado following false clues 
• Added to our history notebooks
• Drew our ideas of what El Dorado would look like

Optional lesson extension activities

• watch https://www.youtube.com/watch?v=zqs6hrpVmc0

No assignment

History Elective Period B, 3/25/2014

Students continued to discuss their progress with their games and receive feedback and instruction. The class also brainstormed ideas for the end of the year show in the remaining time that they had.

Come prepared to show a completed (not necessarily final) game board with instructions.

Music Elective Period B, 3/25/2014

The Wind Instruments: Woodwind Family

History, Make, and Playing of the Flute, Oboe, Clarinet, Saxophone, and Bassoon
Observation of other Wind instruments from the Cornet to Bagpipes - Panpipes and Pipe Organ

 Projects

Experiment with blowing and “Reeds”

Assignment:

Work on Idea for own Instrument Invention/Creation
Choose Instrument for Poster
Memorize Psalm 150 Verse; finalize musical dramatization of verse

 

Both Classes’ Instrument Poster assignments will be due at class on 4/8;

Information sheets were sent home this week with each student.They will need to find information on all the following:
Photo or Drawing of Instrument
Where Instrument came from
When Instrument was made
What the Instrument is made of
How the Instrument works/What it sounds like
Interesting Facts about Instrument

 

 

 

Music Elective Period A 3/25/2014

The Wind Instruments: Woodwind Family

History, Make, and Playing of the Flute, Oboe, Clarinet, Saxophone, and Bassoon
Observation of other Wind instruments from the Cornet to Bagpipes - Oboes

 Projects

Experiment with blowing and “Reeds”

 Assignment:

Work on Final Performance Pieces

Work on Idea for own Instrument Invention/Creation
Choose Instrument for Poster
Bring in Kitchen Item for Song
Practice singing “I’ve Been Working on the Railroad” and “Heaven”

Both Classes’ Instrument Poster assignments will be due at class on 4/8;

information sheets were sent home this week with each student. They will need to find information on all the following:
Photo or Drawing of Instrument
Where Instrument came from
When Instrument was made
What the Instrument is made of
How the Instrument works/What it sounds like
Interesting Facts about Instrument

Drama Elective Period B, 3/25/2014

 We are delighted to report that this week we blocked the entire presentation!  So far, the kids have done a great job with memorizing their lines, please encourage your student to study the lines before & after theirs so they know when to come in. And if your lines have just been posted, please work hard to memorize them. We only have 2 weeks until the presentation. Sincere apologies for any issues in getting the script out. If you are still unable to view it, please let us know & we will do our best to address it. There should be lines accompanying the Louisiana Purchase heading. Cassia, Charlie, Jonathan, Annika & Ellie are in this section.

  Please ask your student about their roles and have them bring in any costume pieces and props they have for next week. We need to start incorporating them into the show. We have some explorers that need to look "swash-buckling." Some of the students have dual parts as soldiers and settlers. Soldiers don't necessarily need uniforms because they are re-enacting Valley Forge so presenting the "remnants" of a uniform, with or without shoes (ask your student if they need any) would be much appreciated.  That said, if you have something that looks like a colonial uniform that we can borrow, that would be very helpful. As far as settlers go, we will need some packages & bundles to carry to look legit, so any idea that you have that could be brought in would be great.  If you need clarification on any of this, please let us know. Many thanks for your help ahead of time....

Drama Elective Period A, 3/25/2014

This week in Drama everyone made plans to finalize their "movies."  Most of the groups have finished their shooting as of the end of the class period and all that remains is to edit.  The class expectation is to have all the movies finished, edited and ready for viewing by next week's class so we can incorporate them into our final presentation.  Popcorn will be served and some gluten free cookies. If any parents would like to contribute a snack for our movie event, please let us know.

Aztec Conquest - History A

The Spanish conquest of the Aztec Empire saw the Catholic army of Spain decimate 15 million Aztec people.   During the campaign, Cortés rallied many rivals of the Aztecs, to join him.  These forces arrived in Tenochtitlan on November 8, 1519, where Cortez was welcomed by Moctezuma, leader of the Aztec people. 

Trust between the two leaders was precarious.  Fear and anger eventually led Cortez to take Moctezuma captive in his own palace and use him as a puppet ruler. The people eventually realized what was happening and stoned their own leader as a traitor.  This resulted in a massacre at the Main Temple of Tenochtitlan.  Cortés and his men had to fight their way out of the capital city, however, the Spanish later returned with reinforcements and laid siege to the city, leading to the fall of Tenochtitlan a year later in 1521.

In class activities 3/25/14:

• Learned about the fall of the Aztecs to Cortez
• Built Aztec temples out of clay
• Made clay hearts to remind us of the religious practices of the Aztecs
• Built wooden bridges for our Tenochtitlan models
• Played telephone to discover the difficulties that Cortez faced when using multiple translators
• Added to our history notebooks

Optional lesson extension activities:

Horrible Histories - Angry Aztecs is a funny way to review all that we have learned about the Aztecs.  I couldn't find a single link to the entire show, so forgive the long list of links.  Each video is only a few minutes long.

• https://www.youtube.com/watch?v=2JVmv_aXjsQ
• https://www.youtube.com/watch?v=rBQ-O3cy-fQ
• https://www.youtube.com/watch?v=33aCE3T8jEQ
• https://www.youtube.com/watch?v=oarNOjHHMjc
• https://www.youtube.com/watch?v=gN6-Mwp-oIE
• https://www.youtube.com/watch?v=r5-GLDwfb-o

Assignment:

• Draw a picture of Cortez setting fire to his own ships.  Write a sentence or two explaining why he would do such a thing. (Additional information available here)
• Review your timeline

Drama Period B - 3/18/14

This week we were able to rehearse the first portion of our script!  Thank you to all the parents that have already begun to work on memorizing with their students!!  We did make it a little farther into the piece, you will find the updated script here.  Along with our rehearsals each week we are learning some fun tidbits of added history, make sure you ask your kids about what happened to Magellan ;)  

Please keep working on memorizing!  

Period B Drama - 3/11/14

We were so excited to begin our blocking of the first few scenes!  We will be continuing to work through this each week and we are also working on getting finished up the second half of our show...please stay tuned.  Each student should have a printed copy of the script at home and to bring to class each week.  Please be working with them on memorizing lines!  If you need a copy the document is here, if you cannot print a copy, please let me know and i will make one for your child.

Period A Drama - 3/11/14

In class we learned about the planning and some execution techniques for shooting the first segments of the final presentation they have been working on!  This week they are working hard to get time to get together and shoot the footage they will need for editing next week.  Parents, please know that any planning of times outside the classroom is only temporary until all parents have agreed!  I will do my very best to keep you all informed as soon as possible after the end of co-op on Tuesdays.
I am very excited to see all the work coming together, I am sure each of the students is as well.

Fall of the Inca - History A

Parents: Please thank your children for their excellent behavior today.  I lost my voice, and they had work very hard to be quiet in order to hear me and complete their projects.  They did a fantastic job!

On November 16, 1532, Spanish conquistador Francisco Pizarro lured the Incan emperor, Atahualpa, into a trap. With fewer than 200 men against several thousand Inca, Pizarro placed his cannons on a rooftop and hid his horsemen and soldiers in buildings around the square. When Atahualpa arrived, Pizarro sent a priest out to meet with him with a Bible. After leafing through it and not recognizing its words (the Inca had no written language), Atahualpa disdainfully threw the book on the ground. 

Angry at this sacrilege, the priest called on the Spanish to attack. Instantly the square was packed with horsemen and footmen, slaughtering natives and fighting their way to the royal litter.  Pizarro's men captured Atahualpa and used him to control the Incan empire, forcing his people to pay a ransom.  The gold delivered filled a room to over 8 feet high.  The Spanish went back on their word, and rather than release Atahualpa after the ransom was paid, they forced him to convert to Christianity before eventually killing him.  

Fighting between the Spanish and the Inca continued, but Pizarro's bold victory over Atahualpa effectively marked the end of the Inca Empire.

In-class activities 3/11/14:

• Assembled display boxes for our Aztec and Inca miniatures
• Painted Inca Warriors
• Watched "Conquest of the Incas" 
• Added to our history notebooks

Optional lesson extension activities:

• Stop by the library and find a biography of Pizarro.  We enjoyed Pizarro and the Incas (Stories from History) by Dr. Nicholas Saunders
• Make your own incan mask using these fun instructions.

Assignment:

• Find a Bible verse about greed and copy it in your nicest handwriting.  Write a sentence or two about how this applies to the Inca's willingness to pay Atahualpa's ransom or Pizarro's behavior.
• Practice your timeline

Incan Empire - History Period A for 3/4/2014

At first, the Incans were simply a small tribe that lived in the city of Cuzco. They worshiped their leader, the High Inca, and the Sun. Around 1430 C.E, a neighboring tribe attacked the Incas, but the Incas won. That was the beginning of the Incan Empire.

The size of the Incan Empire grew over the next 100 years. They were able to build a vast empire by demanding loyalty from conquered people. The Incans had one of the most highly developed governments of all time. At the height of their power, the Incan Empire was 2,500 miles long, 500 miles wide, and home to 12 million people. These people called themselves the people of Tavantinsuyu which means “the Four Quarters of the World.” 

In class activities:

• Built our own incan walls using stones as tools
• Learned about the differences between the Maya and Inca
• Made quipu detailing our age and birthorder
• Studied Llama and had a special opportunity to pat a mom and baby alpaca
• Learned about Incan communication and ran our own slow motion relay race

Optional Lesson Extension Activities:

• Pretend you are an Inca.  Try your skill at this online game.  
• Disney made a fun movie LOOSELY based on the High Inca.  Take a look.

Assignment:

• Write a sentence or two explaining who used the Incan roads (for additional information go to http://incas.mrdonn.org/roads.html  - be sure to click the roadrunner link at the bottom of the page also)
• Review your timeline

Drama Period A - 3/4/14

Progress is coming along in all the groups!  We are working towards next week when we will begin to schedule our first round of video shooting.  The teams are settling into working together and finding the way that works best to stay in contact all week long.  Some have made plans to chat and video chat this coming week, I am not sure the times each has set for this week, so please make sure the kids remind all members of the group so as many as possible can be involved!
Please remember that in class on Tuesday we will need to hear/see all the work you have set into place to be ready to shoot!  All dialogue/narration written and approved by Mrs. Baggs, props and costume lists (items you have and those you need)  actors, scenes to shoot, shoot location.

Drama Period B - 3/4/14

This week in class we had the opportunity to read through the first set of scenes we will be working with!  It was very exciting to hear the ideas that came from hearing the words.  Please print the entire script at this link...every child should bring it with them to class each tuesday!  Please stay tuned for more next week (if your child does not have lines in this section, they do in the second section, please print anyway!)
Thank you!

Conquest of the Maya - History A

In 1502 Columbus first made contact with the Mayan Indians.   By that point the great cities of the Mayan empire had already been abandoned.  The Maya were organized into a large number of independent states, which the conquistadors subdue one by one, a process which took 170 years.  

Particularly in the early stages, a prime motivating factor for the conquistadors was their interest in gold.  Since the Maya lands were poor in these resources, they held little initial interest for the Spanish, who moved on to other areas. However, with the prospects of new land grants and the acquisition of labor forces, they returned to the Maya region.  The Spanish did not ever fully eliminate the Mayan people.  Many cultural traditions still exist among descendants of the Mayan people today.  

In Class Activities 2/25/14

• Covered our sugar cube pyramids with "stucco," then added moss to make them look abandoned
• Painted Mayan soldier figurines
• Looked at images of the decline of the Mayans and the later Spanish Conquest
• Reviewed the timeline of Mayan events
• Discussed the intentions o the Spanish

Optional Lesson Extension Activities:

• Explore the life of the Maya at Ducksters
• Have your own Mayan feast.  

Assignment:

• Write a sentence or two finishing this sentence:  It took the Spanish ____ years to conquer the Maya because...  (Parents, read the introduction to your child only if they cannot answer on their own)
• Review your timeline

The Maya - History 1&2 - 2/4/14

Mayan civilization existed long before the birth of Jesus.  In the Classic Period, from AD 250 - 900, the Maya created a remarkable civilization full of enormous architecture built entirely without metal tools.  They were an incredible people, skilled in math and astronomy.  Religion affected every area of their lives.  It was the priests who created a complicated system of glyphs to write down their history, and these same priests who studied the stars and created an extraordinarily accurate calendar. For unknown reasons, beginning in AD 800-950 they abandoned their large cities.  The surviving people moved into the jungle where they formed small villages.  Then, suddenly the Maya began building cities again.   By the time that the Spanish arrived, the Maya were again living in the jungles.

In class activities 2/4/14:

• Learned about the history, religion, and architecture of the Mayan people
• Built our own pyramids out of sugar cubes and glue
• Discussed the difficulty of building large structures without metal tools
• played the Mayan ball game Pok-a-tok
• Added true/false cards to our history notebooks

Optional lesson extension activities:

• Learn about the accomplishments of the Maya in this video: http://www.history.com/topics/maya/videos#the-mayans

• Play the Mayan ball game Pok-a-tok online: http://www.ballgame.org/main.asp?section=3

Assignment:

• Write one or two sentences describing the religion of the Mayan people.  (Parents: feel free to use this site for more information)  Don't forget to include your name and bring your paper to class next week.
• Review your timeline

The Spanish - History 1&2, 1-28-14

By the time Spain conquered the last Muslim stronghold in 1492, Spaniards had been at war for hundreds of years.  Their people were not only skilled in battle, but they had developed a culture steeped in the beliefs of the crusades.  They were adventurers, entrepreneurs, and warriors, shaped by centuries of conquest and strict religious faith.  

The Spanish Empire, between 1492 and 1892, expanded across most of Central America, the Caribbean, Mexico, and much of North America.

In class activities 1-28-14:

• Compared images of the crusades and the Spanish Conquest
• Discussed the reasons for Spain's culture of conquest
• Colored maps detailing the region of the Aztec, Inca, and Maya
• Worked on our Conquistador figures
• Built paper boats

Optional lesson extension activities:

• Crash Course history has a short video reviewing the Spanish Empire that I found really informative.  Take a look!
• Check your library for The Spanish Conquest.  Chapter 2 has some great information about the Spanish world.

Assignment:

• Using a dictionary, look up the word Conquistador.  Write one sentence in your own words that starts with "The word Conquistador means..."  (Parents, there will be weekly writing assignments that will progress from simple to more complex. If your child is unable to write the assignment on their own, feel free to act as their scribe.  The point is to make them think, not to assess their handwriting.  All assignments will be added to the students' history notebooks.  Please make sure that your child has included their name.)
• Review your timeline