1. Q.O.D.-What was the Quartering Act?  Why might it have bothered colonists?  Write a minimum of 3 to 4 sentences.

2. Students and/or teacher read the Townshend Acts on pages 68-69. Also, they watched a short clip on this.

3. Students added to the various historical acts section under the Townshend Acts.

4. Students worked on What If Statement #1. This was added to their table of contents.  What if C. Townshend had never created the Townshend Acts?  How might the colonists reacted differently. Please write 4 to 5 sentences.

5. Students worked on their News and Views articles.

1. Q.O.D.-What was the Stamp Act?  Why did it bother the colonists so much?  How could Britain have made the situation better?  See page 67 if need be.

2. Teacher and/or students read The Quartering Act on page 68.

3. Students watched a short clip on The Quartering Act.

4. Teacher discussed the Q.O.D. after collecting it.

5. Student worked on their News and Views project.

1. Q.O.D.-Pick 2 of the things that the Proclamation of 1763 consisted of:

A. Settlers must stay East of the line and Native Americans must stay West of  it B Settlers must stay to the West of the line and Native Americans must stay to the East of it C. Settlers who were West of the Appalachians D. The imaginary line was not drawn to protect settlers from Native Americans

2. Students read page 67 of their textbooks

3. Students made a chart with six sections which were labeled as follows: Stamp Act, The Quartering Act, The Townshend Acts, The Boston Massacre, The Boston Tea Party, and The Intolerable Acts

4. Students watched a short clip on The Stamp Act. Then, they wrote 4 facts about the it. They need to focus on 4 things. One, what is it? Two, why it bother colonists? What was their reaction to it?  Free (Anything that was interesting to you)

5. Students started working on their newspaper article

1. Q.O.D.-How did George Washington first rise to fame?  Did his social status surprise you? Why or why not? See page 64 if need be.

2. Students finished Mind Map #1

3. Students and/or teacher read page 65. They watched a short clip on this. Then, they summarized this event.

4. Teacher and/or students read page 66. After which, they saw a short clip on it.

5. Teacher explained the News and Views assignment for tomorrow.

1. Q.O.D.-What might have made a colonist want to be a Patriot?  Provide a minimum of 3 to 4 sentences.

2. Students finished philosophical chairs activity #1

3. Students and/or teacher read page 64

4. Students started working on Mind Map #1

1. Q.O.D-Who were the Patriots?  What did they want?  Who were the Loyalists?  What did they want?

2. In My Defense Paragraph #1

3. Philosophical Chairs Activity #1

1. Most students finished their Chp. 4 Test

2. Students made a T-chart in their journals.  On one side it said Patriots and on the other side it said Loyalists. Students were responsible for writing down 4 reasons for why people would have wanted to remain loyal to Britain or not.

3. Students watched a short clip on Loyalist and Patriots.

4. Teacher explained the In My Defense paragraph assignment.  Also, the teacher talked about how this assignment will be tied into a philosophical chairs activity tomorrow.

1. Students read page 57.  They added the Education in the Colonies Chart to their journals.  They divided the paper into thirds.  The following sections were found: Southern Colonies, Middle Colonies, and New England. Students were responsible for writing 4 bullets for each section.

2. Teacher modeled sample scores for short answer questions on a chapter test.

3. Students started Chp. 4 test.

1. Q.O.D-By reading page 59, tell me how people enjoyed leisure time?  In what ways is this similar to modern times?  How is it different?  Please write 4 to 5 sentences.

2. Students read page 57. They made a page in their table of contents titled Education in the Colonies Chart. The paper was divided into 3 columns: Southern Colonies, Middle Colonies, and New England.  Each section must have 4 facts.

3. Students read page 60.  They will divide their paper into 3 columns: breakfast lunch, and dinner. Students will list 3 items for each of the three meals. The title of this page in their table of contents is Colonial Menu.

4. Students read page 58.They made a page in their table of contents titled Venn Diagram on Men and Women.  Students needed 3 ways that life during colonial times for men was different and 3 ways that life was not similar for women.  Also, they needed to list 3 things that men and women had in common in colonial times.

1. Q.O.D.-What was the 1st Great Awakening?  Why did it occur? How might "religion" have been different at this point in time in America's history? See page 56 if need be.

2. Students worked on flyer for a revival during the 1st Great Awakening.

1. Q.O.D-What was the Atlantic Slave Trade? Why was it so disastrous for the people involved?  See page 55 if need be.

2. Students finished and handed in Cornell Notes #2

3. Students and/or teacher read about The First Great Awakening on page 56

4. Teacher showed students a short clip on The First Great Awakening.

5. Teacher explained the assignment requirements for the flyer for a revival during The First Great Awakening. 

1. Q.O.D.-What do you know about slavery in America?  Describe, to the best of your ability, the conditions by which slaves lived under in colonial America?

2. Some of this period was used to finish a writing assignment from English.

3. Teacher read a few diary entries that were handed in.

4. Students watched a short clip on the Atlantic Slave Trade.

5. Students worked on Cornell Notes #2. The E.Q. is What was life like for Africans and/or how did the Atlantic Slave Trade fit into this equation?

1. Q.O.D.-Pick a social group to talk about. You may be either: rich, middle class, poor, or slaves/indentured servants. Describe what life was like for a particular group. Write a minimum of 3 to 4 sentences.  See page 54 if you need to.

2. Teacher modeled what a 1, 2, 3, and 4 is for the Q.O.D.

3. Students began working on their 1/2 page diary entry as one of the social groups.  This is due tomorrow.

1. Q.O.D.-What was the Magna Carta?  Why was this document significant to the people of England?  Write 3 to 4 sentences.  See page 52 if need be.

2. Teacher read page 52. Students watched a short clip on the English Bill of Rights

3. Students added Social Classes Chart page to their table of contents.  On this page, they divided it into 4 parts: rich, middle class, poor, and slaves/indentured servants.  4 bullets were placed in each section.  Each students was assigned one of the 4 areas from which they had to report on.  Then, we watched a short Prezi presentation on this. In an activity where they had to move around silently, they had to find information from other people on the other 4 sections.

4. Teacher discussed differences between unstructured and structured writing.

1. Q.O.D.-Would you want to live in a city or a farm during the colonial period of U.S.?  Why?

2. Students did Cornell Notes #1.  Please see the teacher for the proper format as each teacher seems to do these a little differently.

3. Students watched 3 short clips which were: a Simpson parody of the Salem Witch Trials, a clip on crime and punishment during colonial times, and a rap battle on the Magna Carta.