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!

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

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

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

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

War of 1812, History 1&2, 1-21-14

Often called the Second Revolutionary War, the War of 1812 had roots in the Napoleonic wars.  Both Britain and France were angered that the US was trading with their enemy.  Britain blocked US ports and impressed (kidnapped) sailors into service with the British navy. In addition, the British worked with Native American tribes to halt the westward expansion of the US.  

The war was at a stalemate for two years until the British won against Napoleon in Europe, ending their need for additional soldiers, and freeing them to fight on the American front.  New soldiers arrived, burning the US capital to the ground.  

It had become very expensive to continue this war, and after months of talks both sides agreed to a treaty.  Unfortunately, before news of peace made it back to the US, the battle of New Orleans was fought.  In the end, Canada’s border and the native territories went back to where they were before the war. 

In class activities 1-21-14

• Discussed the origin of "Uncle Sam" and made our own Uncle Sam jumping toys
• Considered the idea of land ownership from the perspective of Tecumseh and the  Native Americans
• Reviewed the major causes of the war of 1812
• Looked at images of "Old Iron Sides" and learned about the USS Constitution.
• Discussed the origin of the Star Spangled Banner.

Optional Lesson Extension Activities:

• PBS has a fantastic video covering the War of 1812 (you will need to scroll down to find all of the pieces)
• Take a trip to visit the USS Constitution in Boston
• Listen to the Star Spangled Banner

Assignment:
No assignment this week

Louisiana Purchase, History 1&2, 1-14-14

Louisiana Purchase 

In October 1802, the Spanish colonial administrator in New Orleans prohibited American crops from being shipped to other nations. Americans believed, incorrectly, that the order had actually come from Napoleon. Fears of French control of the Louisiana Territory grew.

President Jefferson sent envoys to France with a proposal to purchase New Orleans.  They found that with the French army struggling, Napoleon had abandoned his plans for American empire.  He offered to sell the entirety of France's North American possessions.  This was an incredible deal for the United States, costing less than five cents per acre for 828,000 square miles of land.  This deal, now known as the Louisiana Purchase, more than doubled the size of the United States.

Meriwether Lewis and William Clark led an expedition to explore the west soon afterward. The team, also known as the Corps of Discovery, left St. Louis, Missouri in 1804 and returned to the same spot in 1806. Their travels gave the United States government an understanding of what exactly it had purchased.  

In class activities 1/14/14:

• Learned about the connection between Napoleon and Lewis and Clark
• Created a giant map detailing the Louisiana Purchase and Lewis and Clark Expedition
• Added to our history notebooks
• Made leaf rubbings to record our own nature discoveries

Optional Lesson Extension Activities:

• What would you do?  Try this fun online game from National Geographic, and see how you would fare on Lewis and Clark's journey. 
• Print the fun book about Sacagawea including activities.  

There are lots of fantastic books about this period.  You will probably laugh, but my favorite come from the fun point of view of Lewis' dog.

• For older students - The Captain's Dog: My Journey with the Lewis and Clark Tribe by Roland Smith
• For younger students - Seaman's Journal: On the Trail with Lewis and Clark by Patti Reeder Eubank

Assignment:

• Read the last of your timeline cards - we are going to be wrapping up this time period next week!
• Don't forget to practice your timeline.

The French Revolution, History 1&2, 1-7-14

Years of government debt and oppression created an entire class of discontent citizens.  This, combined with failed crops, the Age of Enlightenment’s encouragement to “think for yourself,” and news of the American  Revolution, led to a situation ripe for revolution.  

Groups began to speak out and arm themselves in revolt against their King.  In a search for ammunition, the Storming of the Bastille was the first in a series of victories for the revolutionaries.  

An extremely bloody civil war eventually turned into war with neighboring countries, and many government officials were executed at the guillotine, including the King.

A young general in multiple campaigns named Napoleon Bonaparte returned to Paris to lead a coup against the newly formed government, and name himself the leader of France.

In Class Activities:

• Discussed the influence of the American Revolution and Enlightenment on the French people
• Evaluated the 3 tiers of French society
• Learned about Marie Antoinette, King Louis XVI, and Napoleon
• Heard about the invention of the guillotine
• Felted our own tricolour flags
• Added to our History Notebooks

Optional Extension Activities:

• A fun music video quickly reviewing the French Revolution through Napoleon.  This topic is impossible to cover without mention of the very bloody nature of the French Revolution.  Therefore, there is a bit of (cartoon) violence in this video that you should be aware of.
• Crash Course World History has an episode devoted to the French Revolution.  This one is best for older students as it goes into greater depth.
• Storming of the Bastille online puzzle

Assignment:

• Read cards 28&29 covering the Louisiana Purchase and Lewis and Clark Expedition
• Review your timeline!

The Constitution, History Levels 1&2, 12-3-13

The Constitution 
The Constitution was written in 1787 by a group of 55 men that we now call the Founding Fathers or Framers.  They were worried about the way that the country was going with the loose federal control granted in the Articles of Confederation, but rather than re-write the Articles, they created a new Constitution.

These were the elite of American society.  Many were rich, and some of the framers are still very famous, including George Washington, Ben Franklin, and Alexander Hamilton.  

During the hot summer of 1787 the Founding Fathers met in Independence Hall, Philadelphia, Pennsylvania. The process of coming up with a document that they could all agree to was not easy.  They had a lot of arguments, but in the end, they agreed to the words in the Constitution.

After the Framers wrote the Constitution, they needed the approval of the states.  It took some time, but all of the states eventually signed, and a new government was created.  The first order of business was to elect the nation’s first president, and George Washington was unanimously chosen by the electors.

In class activities 12-3-13:

• Enjoyed portions of "Shh! We're Writing the Constitution" by Jean Fritz. {affiliate link}
• Practiced active listening skills by "taking notes" on the book using clay
• Created our own Constitution out of clay
• Discussed the difficulties that the states had in deciding whether to relinquish control to a federal government

Optional lesson extension activities:

• Finish listening to "Shh! We're Writing the Constitution"  - Free Audiobook with photos from the book available here.
• Test your knowledge.  Try to identify the founding fathers based on historical clues.
• Watch a crash course on our Constution, and learn not only about how American government was founded, but how it works today.

Assignment:

There is no preparation needed for our Christmas event next week or for class on January 7th.  Enjoy your holidays!

American Revolution, History Levels 1&2, 11/19/13

Most of the battles of the American Revolution did not go well for the colonists. Colonial soldiers were hungry, poorly clothed, and ill-equipped, but they did not give up. Inspired by Thomas Paine’s Common Sense and the bold General George Washington, they endured the awful events of Valley Forge and even did battle on Christmas day.

Although the war was between the colonies and Great Britain, other countries got involved as well. The French were a major ally to the colonies and there were German and Spanish soldiers who fought in the war also.

The final battle was won by the Americans at Yorktown, and a peace agreement was drafted. In the end, about 7,200 Americans died in battle during the Revolution. In addition, 10,000 died from disease or exposure, and another 8,500 died in British prisons.

When Treaty of Paris was finally signed in 1783 a few remaining British troops continued to cause problems, but the war was over. The colonies were independent!

In class activities 11-19-13:

Created our own wooden Brittish soldiers

Read George Washington and the General's Dog by Frank Murphy

Learned about Benjamin Franklin's role in the war

Discussed the courage required to be a soldier at the time of the Revolution

Worked on our Class Notebooks

Optional lesson extension activities:

• Take a look at this fun way to learn more about the American Revolution from Mission US. What will you choose to do?
• The American Revolution Center has a fantastic interactive timeline available. It is full of clickable images of artifacts from the time, and lots of great details about the war.

Assignment: 

• Read history cards #25-27 covering the beginning of the War of Independence
• Review your timeline.

Note to parents - I need to correct myself. In class today I was talking to the children about the colonies acting independently and not being truly "The United States" until they agreed to the Constitution. This was not entirely accurate and may have confused them. Although the Colonies were very independent under the Articles of Confederation (each state governed itself and only minimally agreed to a very weak central government), the name United States first came into use in the Declaration of Independence. The colonies were not fully united, but they were in fact a new nation.

We will be covering the Constitution in detail next week, and I will make sure to clarify this to the children. If the kids have questions in the mean time, feel free to refer to this resource

Colonial Discontent - History Levels 1&2, 11-5-13

No Taxation Without Representation

The American Revolution didn't begin with a battle, but in the minds of the people.  After the 7 Years War England's control of trade centers around the world was secure.  Managing that empire, however, became problematic.  Without the threat of the French, British protection was no longer needed by the colonists.

In addition, Britain's debt had nearly doubled during the long war with France and the people of England were very vocal against additional local taxes.  They were already the most heavily taxed people in all of Europe.  To remedy the problem, Britain focused on increasing the 1-way flow of money from the colonies to England (mercantilism) through compulsory purchases and taxes.

The colonists attempted to reconcile with England, but were ready for independence.

In class activities 11-5-13:

• Assembled our own Boston Tea Party comic books
• Discussed the words boycott, taxation, and representation
• Discussed the global reach of the British kingdom and its new concerns
• Built our own lanterns to place at the base of our liberty pole
• Reviewed the Townsend Act, Stamp Act, etc.
  

Optional lesson extension activities:

• Schoolhouse Rock - No More Kings (note - this isn't completely historically accurate, but it is still lots of fun)
• The Stamp Act required that all legal documents and many other paper materials in the American colonies be embossed with a British stamp.  Give your child 5 minutes to gather as many paper items as they can from around your home.  Ask them if they think they would need to pay a lot of money in taxes.
• Assemble a puzzle of the Boston Tea Party online.  (more games linked at the bottom of the page)

Assignment: 

• Read history cards #19-21 covering the beginning of the War of Independence
• Review your timeline.

7 Years War - History Levels 1&2, 10/29/13

French and Indian War

France and Britain went to war several times over territory and trade.  The French and Indian War (also known as the 7 Years War) broke out in 1754 when British colonists, led by militia colonel George Washington, tried to prevent the building of French forts in PA.  Fighting spread to Europe in 1756, becoming the first truly global war as battles erupted throughout West Africa and India.  Native Americans were significant participants primarily on the side of the French.

In the end, the Treaty of Paris, signed in 1763, gave Britain control of nearly all of Canada, Florida, and the French areas east of the Mississippi River. The peace treaty also limited French presence in the Caribbean, and India.

The Native Americans were the biggest losers of the 7 Years War. The greatly reduced French presence on the continent meant that the natives could no longer play the French and British against one another to protect themselves from encroaching colonists. 

The Death of General Wolfe
Benjamin West
1770
oil on canvas
National Gallery of Canada
Public Domain

In class activities 10/29/13:

• Assembled a tee-pee then listened to the story of the French & Indian War while inside
• Discussed the difference between the Native American and European understanding of land ownership
• Mapped the various battle locations around the world
• Made tiny bows and arrows
• Discussed the consequences of  English colonists no longer needing the protection of the British against the French 
• Added to our history notebooks
  

Optional Lesson Extension Activities:

• Think of one question you have about the French and Indian war, and see if you can find the answer in this video:  http://education-portal.com/academy/lesson/the-french-and-indian-war-causes-effects-summary.html
• Explore an interactive timeline of the French and Indian War online.  
• Make your own George Washington shadow puppets and act out the battles of the 7 Years War.

Assignment: 

• Read history cards #17 & 18 covering the colonists growing discontent with England
• Practice your timeline!

13 Colonies - History Levels 1&2

The Massachusetts Bay Colony grew in numbers like no colony previously had.  As a result of this great growth, there became a need for more land which led to the Connecticut Colony.  In addition, settlers from England continued to flood the country creating new colonies.

Disagreement was not tolerated in these Puritan colonies.  This caused a split and founded the Rhode Island colony. Roger Williams preached that the church should be separate from the government.  In the fall of 1635 he was banished, and after many weeks of traveling he purchased land from the natives (whom he called the true owners of the land, rather than England) and founded the town of Providence, RI.  

Eventually the settlements were split into 13 different colonies. The first Great Awakening swept through the new world de-emphasizing church rules and focusing instead on the need for a personal relationship with Jesus.  Preachers like Jonathan Edwards and George Whitfield taught many that salvation comes from God alone, and oversaw many conversions.  This change unified the colonies and created a bold spirit of willingness to confront authority.  

In class activities 10/22/13:

• discussed the expansion of the MA Bay colony into multiple colonies
• mapped the 13 colonies
• made our own mini-quilts
• learned about every-day life in the colonies, including trade
• discussed the first great awakening
• added to our history notebooks

Optional lesson extension activities:

• Read the story of Dorothy's hornbook (page 13) from Everyday Life in the Colonies - free online
• Click and drag to label all 13 colonies
• Learn about the various trades in the colonies.

Assignment: Read the next history card # 16.

Puritans, History Levels 1&2, 10/15/13

Puritans in Massachusetts 

In 1630 the Puritans founded the Massachusetts Bay Colony.   Unlike the Pilgrims/Separatists, the Puritans wanted to establish a perfect religious community while still having some loyalty to England.   They were a theocracy (a government led by religious leaders) and were very strict in their beliefs. The Puritan colony grew quickly and, despite their intolerance of other religious groups, soon became the economic and religious center of Massachusetts. 

Unfortunately, a witch craze swept through the small Puritan community of Salem Village in 1692. It began when a group of girls suffered from convulsions and high fevers.  The doctor could find nothing physically wrong with them and suggested their condition might be the result of witchcraft.  This was not uncommon at the time.   The girls confessed that they had listened to magical stories and played fortune-telling games, which were strictly forbidden by the Puritans. With the seed of paranoia planted, a stream of accusations followed for the next few months. By the end of the trials in 1693, 24 people had been killed (19 hanged, and several others died in jail). 

In class activities 10/15/13:

• Reviewed the religious conflicts happening in England
• Added King Charles to our Leaders of England timeline and learned about his dismissal of Parliament
• Discussed the founding and growth of MA Bay Colony
• Held our own mock witch trials
• Cut out paper dolls

Optional lesson extension activities:

• Add to your colonial family paper dolls - patterns can be found at the bottom of the page.  For best results print characters on card stock and clothes on paper.
• Compare your paper dolls to the portraits of the people of the Massachusetts Bay Colony
• Consider visiting the Salem Witch Museum.  (Parents, please be aware that they glamorize the idea of witches, and this may not be an appropriate trip for all families)

Assignments:

In preparation for next week's class please review history cards #13-15, covering the 13 colonies, first great awakening, and colonial trading with England.  

Also, if you child brought their paper dolls home to complete, please ensure that they bring them back to class so that they can be added into their history notebook.

Mayflower Voyage - History levels 1&2, 10/7/13

Pilgrims at Plimoth (Plymouth) 

The religious quarrels between Catholics and Protestants led to serious wars.   In order to escape persecution, a group we now call the Pilgrims moved to the Netherlands then to the Americas. These colonists along with other travelers established a democratic government based on the Mayflower Compact.

Although they planned to land near the Hudson River, the ship encountered storms and so they went back to the Cape and settled at the site of the former Patuxet colony which had been wiped out by illness. Historians estimate that disease killed at least 90 percent of the native population. 

In 1621, Massasoit, the Wampanoag leader, sent Squanto (a former Spanish slave) to meet with the English settlers at the Plymouth colony. He befriended them, and helped them to survive the harsh winter.

In class activities 10/7/13:

• Created pilgrim scenes out of stickers
• Made beaded indian corn
• Discussed the difficulty of the Mayflower voyage
• Learned about Squanto
• Added to our history notebooks

Optional Lesson Extension Activities:

• The kids asked for more cartoons, so here you go!
• Charlie Brown's The Mayflower Voyagers (this is just a clip - check your library for the entire video, it is excellent)
• The Mouse on the Mayflower
• There are lots of fun books at the library on this topic, but my absolute favorite is William Bradford Pilgrim Boy by Bradford Smith.  It captivatingly and accurately dramatizes the life of William Bradford from his childhood all the way through his governing of Plimoth Plantation.
• Another great book is Squanto, Friend of the Pilgrims by Robert Bulla

Assignment: 

• In preparation for our next class please read history cards #10-12 covering MA Bay Colony, Rhode Island, and the Salem Witch Trials.  
• Don't forget to review your timeline

The Reformation - History Levels 1&2, 10/1/13

Tudors & the Church

On October 31, 1517 Martin Luther nailed a copy of his 95 Theses to the door of the Castle Church at Wittenberg as as an invitation to debate. Luther argued that the Bible, not the Pope, was the true source of truth.  The people, tired of church excess, were receptive to him and by the early 1520s, he had attracted a vast following and the printing presses spread his message across Germany. 

For a time King Henry VIII of England wrote against Lutheranism, but Henry’s loyalty to the Roman Catholic Church later gave way to his desire to preserve his Tudor dynasty.  Henry Vlll wanted an heir, but his wife had not given birth to a son, so he asked the Pope to grant him a divorce.  The Pope refused.   In order to get his way, Henry passed a law in 1534 making himself head of the Church of England. This act allowed him to divorce his wife and led to the formation of the Protestant Church of England. The Protestant movement was known as the Reformation. Henry's influence on America included not only the church, but also his descendants Elizabeth, for whom Virginia was named, and James who is honored in the name of Jamestown.

In Class Activities 10/1/13:

• Learned the stories of Martin Luther & Henry VIII
• Made our own wooden hammers 
• Ate gummy worms (Martin Luther's trial was called a diet, and it was held in the town of Worms)
• Created a timeline of the Tudors, discussing each in turn
• Added to our history notebooks

Optional Lesson Extension Activities:

• Learn about the time of the Tudors (don't miss the interactive activities in the lefthand sidebar)
• Watch a video explaining the reformation in very simple language

Parents: 

• I was careful in class to tread lightly in regard to Catholic/Protestant discussions in an attempt to honor the various denominations present.  I highly suggest that you discuss the Reformation with your child this week.  It is important to understand this turning point in history, and this would be a great time to lead your children in a discussion of your own faith. We will be delving more deeply into the topic next week, and your work at home will be appreciated.

Assignment: 

• In preparation for our next class please read history cards # 8 & 9 covering Plymouth Colony.
• Don't forget to review your timeline!

First Colonies - History Summary Levels 1&2, 9/24/13

First Colonies

Explorers were traveling to the New World long before the first settlers arrived.  The village of Roanoke was one of the first attempts to establish a colony in what is now the United States of America, but it was not successful, and the mystery of what happened to the colonists has never been solved.

Twenty years later, the first permanent settlement was named “Jamestown” after King James I of England.  They were not prepared for the job of starting a new colony.  A strong leader named John Smith is credited with keeping the colony alive, despite his many brushes with death.

In class activities 9/24/13:

• Discussed the difference between explorers and settlers
• Created our own colonial button-string toys to help us remember that European children were now arriving in the New World
• Examine the geographic location of Roanoke and Jamestown
• Learned about the story of Jamestown
• Read portions of John Smith Escapes Again! by Rosaln Schanzer
• Discussed the mystery of the Lost Colony of Roanoke
• Added to our history notebooks

Optional Lesson Extension Activities:

• Thinkquest has a fun site dedicated to the Lost Colony of Virginia.  There you will find stories and games.
• Did you know that John Smith was in chains when he arrived in Jamestown?  Learn more through interactive cartoons at National Geographic Kids. 
• If you have (or can borrow) a copy of the movie "Pocahontas," this week would be a perfect time to watch it critically.  Remember, to discuss with your child that the cartoon is only loosely based on the true story.
• Pocahontas was not the indian princess' name.  It was a nickname meaning "playful one."
• Captain John Smith was not the same age as Pocahontas. In fact, she was about 11 or 12 years old, while he was nearly 30. 
• Though Pocahontas and Smith knew one another, no there is no proof that a romantic relationship ever existed between them.  Even Smith's own journal, "The True Travels, Adventures and Observations of Captain John Smith" is silent on the subject.  Pocahontas actually married colonist John Rolfe at age 19.
• John Smith did not convert to Pocahontas' tribe's nature-based spirituality. On the contrary, Pocahontas converted to Christianity, and was baptized before her wedding. 
• Pocahontas died in England.

Assignment: There is no assigned reading from the history cards for next week's class.  Instead, please make sure that you review your timeline.