7th Grade ELA/History

Guiding Question: How were America and Mexico changed by the Mexican-American War? Objectives: Collaborative:  Students will describe the Mexican-American war by collaboratively reading a secondary source and participating in a "Save the Last Word for Me" with a score of at least 3/4 according to the rubric.  Independent:  Students will work to increase their Lexile levels by determining the central ideas of an Achieve article about the California Gold Rush, completing the first four tabs, and scoring at least 75% on the activity.  Standards: 8.8.6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions

Guiding Question: Was the United States justified in going to war with Mexico? Objectives: Collaborative:  Students will learn about the Mexican-American War by collaboratively reading primary and secondary sources and completing guiding questions with at least 80% accuracy.  Independent:  Students will work to increase their Lexile levels by determining the central ideas of an Achieve article about a Navajo woman, completing the first four tabs, and scoring at least 75% on the activity.  Standards: 8.8.6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELD A.1 - Exchanging informatio

Guiding Questions:  Was the United States justified in going to war with Mexico?  Objective:  Collaborative:  Students will be introduced to the Mexican-American War by examining a map, reading a background essay, and answering guiding questions with at least 80% accuracy.  Standards:  8.8. 6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELD A.1 - Exchanging information and ideas with others. Do Now (Voice Level 1) 5 Minutes:  Rewrite today's objective on your tracker.  Whole Group (Voice Level 1) 5 Minutes:  Mexican-American War Intro Collabora

Guiding Question: How did the Texan Revolution impact Westward Expansion? Objectives: Collaborative:  Students will learn about the Texas War for Independence by reading a source collaboratively in their groups and participating in a snowball discussion with a score of at least 3/4 according to the rubric.  Independent:  Students will watch a video about the Texas War for Independence and answer guiding questions with at least 80% accuracy.  Standards: 8.8. 6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELD A.1 - Exchanging information and ideas with others. Do Now (Voi

Guiding Question: Was Indian Removal Justified? What was the Oregon Trail?  Objectives: Collaborative:  Students will engage in a collaborative discussion of Jackson's policy of Indian Removal by participating in a socratic seminar and scoring at least 12 points.  Independent:  Students will understand American movement westward by watching videos and reading about the Oregon Trail and answering guiding questions with at least 80% accuracy.  Standards: 8.8. 2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. SL.1 - Engage effectively in a range of collaborative discussions, building on the ideas of others and expressing their ideas clearly ELD A.1 - Exchanging informa

Guiding Questions:  How was Indian Removal Justified?  What was the experience of the Cherokee on the Trail of Tears?  Objectives:  Collaborative:  Students will reinforce prior knowledge of the Indian Removal Act through the collaborative investigation of two primary sources, completing at least three rows of their Socratic Seminar Prep sheet, and generating at least 1 question.  Standards:  8.8. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). RH.6-8.2 - Determine the central ideas or information of a primary or secondary source  ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed. Do Now (Voice Level 1) 5 Minutes:  Rewrite today's objective on your tracker.  Whole Group (Voic

Guiding Question: What was Jackson's Indian Removal Policy? Objectives: Collaborative:  Students will learn about Andrew Jackson's policy of indian removal by reading a secondary source collaboratively, completing at least 3 rows of their Socratic Seminar Preparation handout, and generating at least one question. Independent:  Students will work to increase their Lexile levels by determining the central ideas of an Achieve article about the 1824 election, completing the first four tabs, and scoring at least 75% on the activity.  Standards: 8.8. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to sup

Guiding Question: What were some of Jackson's controversial actions as president? Objectives: Collaborative:  Students will understand the actions of Andrew Jackson as president by investigating his veto of the National Bank through the analysis of primary and secondary sources, annotating, and completing a say-mean-matter chart with at least 80% accuracy.  Independent:  Students will understand the actions of Andrew Jackson as president by completing a scavenger hunt of their text and cite specific textual evidence with at least 80% accuracy.  Standards: 8.8. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or spe