7th Grade ELA/History

Guiding Questions: How did Hamilton & Jefferson feel about the creation of a National Bank?  Objectives: Collaborative:  Students will understand the conflict between Alexander Hamilton and Thomas Jefferson in regards to the creation of a National Bank  by  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 reading an Achieve article   about   George Washington,   complete all summaries ,  and  score at least 75% on the activity.  Standards: HSS.8.3.4- Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). SL.8.1 -  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

Guiding Question: Who were the members of President Washington's Cabinet?  Objective: Collaborative:  Students will understand Washington's Cabinet by completing a close read with at least 80% accuracy.  Standards: 8.3.4 - Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). ELD B.6 - Read informational texts closely to determine how meaning is made Do Now (Voice Level 0) 2 minutes:  Write today's objective in your own words. What is the activity you will be completing?  Whole Group  (Voice Level 1-2) 40 minutes:  Task 1: Mini-Lecture on Hamilton & Jefferson  Task 2: Presidential Cabinet Close Read  Exit Ticket (Voice Level 0) 5 minutes:  Reflect on your objective. Were you able to meet the objective for today, yes or

Guiding Questions: What were some significant events of Washington's Presidency?  Objectives: Collaborative:  Students will understand George Washington's presidency by reading and completing a timeline activity with a score of at least 3/4 according to the rubric.  Independent:   Students will understand George Washington's presidency by completing a webquest with at least 80% accuracy.  Standards: 8.4 Students analyze the aspirations and ideals of the people of the new nation.  Do Now (Voice Level 0) 5 minutes:  Write today's objectives in your own words. What are the activities you will be completing and how do you know whether or not you completed them?  Whole Group (Voice Level 0) 5 minutes:  Thanksgiving Break (not-so-pop) Quiz  Independent (Voice Level 0) 40 minutes:   Task 1: Complete the Webquest on Washington's Presidency in Google Classroom  Task 2: Play this icivics game. 

Guiding Question: How did George Washington set precedents? Objective: Collaborative:  Students will understand the election of George Washington by completing a close read with at least 80% accuracy.  Standards: 8.4 Students analyze the aspirations and ideals of the people of the new nation.   Do Now (Voice Level 0) 2 minutes:  Objective tracker  Whole Group  (Voice Level 1-2) 30 minutes:  Task 1: Read the source together Task 2: Using the annotation guide, highlight the answers to guiding questions and underline the definitions to key terms  Task 3: Answer questions in your groups.  Thanksgiving Packet Page 1   ;    En Español  Thanksgiving Packet Page 2   ;    En Español  Exit Ticket (Voice Level 0) 5 minutes:  Objective Tracker  Homework:  Thanksgiving Break Packet! Read about Washington's cabinet & answer text-dependent questions.  If you weren't on campus today to receive the two papers, here are the links to digital copie

Guiding Question: What did we learn about the Constitution? Objective: Independent:  Students will demonstrate their knowledge of the Constitution by completing a test with a score of at least 3/4.  Standards: HSS.8.2.3 - Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause. HSS.8.2.6 - Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights HSS.8.3. 6. Describe...how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government.  Do Now (Voice Level 0) 2 minutes:  Take out your study guides!  Whole Grou

Guiding Questions: What did we learn about the Constitution?  Objectives: Collaborative:  Students will review information learned about the Constitution by completing a study guide with at least 80% accuracy.  Independent:   Students will work to increase their lexile levels   by reading an Achieve article   about  elections,   complete all summaries ,  and  score at least 75% on the activity.  Standards: HSS.8.2.3 - Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause. HSS.8.2.6 - Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights HSS.8.3. 6. Describe...how the Constitution pr

Guiding Question: How can we ask for help in alleviating our community's problems? Objective: Independent:  Students will actively participate in the political process by writing letters to their representatives with a score of at least 3/4 according to the rubric.  Standards: HSS.8.3. 6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). Do Now (Voice Level 0) 2 minutes:  Write today's objective in your own words. What is the activity you will be completing?  Whole Group  (Voice Level 1-2) 10 minutes:  What makes an effective letter?  Independent  (Voice Level .5-1) 45 minutes:  Task 1: Fill out letter outline.  - Paragraph 1: Introduction to you.  - Paragraph 2: Why is your issue important to solve?  - Paragraph 3: What should your repr

Guiding Question: What are some problems facing our community and how can we help lessen these problems? Objective: Collaborative:  Students will actively participate in the political process by brainstorming problems facing South Los Angeles and possible solutions with a score of at least 3/4 according to the rubric.  Standards: HSS.8.3. 6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). ELD B.6 - Read informational texts closely to determine how meaning is made Do Now (Voice Level 0) 2 minutes:  Write today's objective in your own words. What is the activity you will be completing?  Whole Group  (Voice Level 1-2) 40 minutes:  Task 1: Read about Maria Belding & how she tried to solve a problem in her community.  Task 2: In your groups, brainstor

Guiding Questions: What are the responsibilities of citizenship?  Objectives: Collaborative:  Students will understand the  opportunities citizens have to participate in their government  by reading 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 reading an Achieve article   about  the three branches of government ,   complete all summaries , and  score at least 75% on the activity.  Standards: HSS.8.3. 6. Describe...how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government.  CCSS.ELA-LITERACY.SL.8.1   Engage effectively in a range of collaborative discussions WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research ELD B.6 - Reading closely literary and informational texts and viewing multim

Guiding Questions: What freedoms does the First Amendment give us?  Objectives: Collaborative:  Students will understand the first amendment to the Constitution by reading, discussing, and completing a CER response with a score of at least 3/4.  Independent:  Students will work to increase their lexile levels  by reading an Achieve article  about  the bill of rights,   complete all summaries , and  score at least 75% on the activity.  Standards: HSS.8.2.6-Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. RH.6-8.4 – Determine the meaning of words and phrases as they are used in a text WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed. Do Now (Voice Level 0) 5 minutes:  Write today's objectives in you