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Showing posts from April, 2018

4/30-5/1 Monday-Tuesday

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Guiding Question: How did the election of Abraham Lincoln lead to Civil War?


Objectives: Collaborative: Students will learn about the election of Abraham Lincoln and the South's secession by collaboratively reading and completing multiple choice-justification questions with at least 80% accuracy. 

Independent: Students will understand Abraham Lincoln by reading & watching sources closely and answering questions with at least 80% accuracy. 


Standards: 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
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 B.6 - Reading closely to determine how meaning is made.
Do Now (Voice Level 0) 5 minutes:  On your objective tracker, dissect the objectives you will be working to complete for today. Be prepared to explain the objectives in your own…

4/26-27 Thursday-Friday

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Guiding Question: What were the effects of the debate over slavery?


Objectives: Collaborative: Students will learn about States Rights and the Kansas-Nebraska Act by reading and completing guiding questions with at least 80% accuracy.

Independent: Students will understand the divergent paths of people in the North and South by watching an episode of America: The Story of Us and completing a viewing guide with at least 80% accuracy. 



Standards: 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
8.9.5 - Analyze the significance of the States' Rights Doctrine, the Missouri Compromise, the Wilmot Proviso, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott c. Sandford decision, and the Lincoln-Douglas Debates. CCRA.R.1 – Read closely to deter…

4/25 Wednesday

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Guiding Question:  How did John Brown try to bring an end to slavery?

Objectives:  Independent: Students will understand the steady attempts to abolish slavery by reading about John Brown's Raid on Harper's Ferry and answer guiding questions with at least 80% accuracy. 

Standards: 
8.9 - Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.


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.
Do Now (Voice Level 0) 2 Minutes:  Write today's objective on your tracker. 
Whole Class (Voice Level 0) 5 Minutes:  John Brown's Raid Introduction 

Whole Class Independent (Voice Level 0) 38 Minutes: 
Step 1: Read the John Brown's Raid Comic answer the guiding questions 

Early Finishers: Watch thisand/or watch this, play Free Rice, read an article on NewsELA 
Exit…

4/23-24 Monday-Tuesday

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Guiding Question: How was the movement to preserve slavery reflected in the Dred Scott v. Sanford decision?

Objectives: Collaborative: Students will analyze the significance of the Dred Scott case by reading collaboratively and answering 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 Dred Scott, completing all summaries, and scoring at least 75% on the activity. 
Standards: 8.9.5. Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). 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 c…

4/20 Link

4/19-20 Thursday-Friday

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Guiding Question: Did slave uprisings do more harm or good in the movement to end slavery?


Objectives: Collaborative: Students will learn about the effectiveness of slave uprisings in the South during the antebellum period by reading, participating in a snowball discussion, and writing a CEREAL paragraph 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 Nat Turner, completing all summaries, and scoring at least 75% on the activity. 


Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferen…

4/18 Wednesday

Guiding Question: What was the experience of American slaves?

Objectives: Collaborative: Students will understand the experience of American slavesby reading and answering text dependent questionswithat least 80% accuracy. 


Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). 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 B.6 - Read closely to determine how meaning is made
Do Now (Voice Level 0) 5 minutes:  - On your objective tracker, dissect the objectives you will be working to complete for today. Be prepared to explain the objectives in your…

PL Link

4/16-17 Monday-Tuesday

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Guiding Question: What was the character of slavery in the South?


Objectives: Collaborative: Students will understand American slavery in the South by reading, responding to questions, and completing storyboards with a score of at least 3/4 according to the rubric. 

Independent: Students will understand the South's dependency on slavery by completing a webquest with at least 80% accuracy. 


Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
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 …

4/12-13 Thursday-Friday

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Guiding Question: What was the character of American slavery?


Objectives: Collaborative: Students will understand the effects of slavery on black Americans by reading about the experience of Solomon Northup and answering guiding questions and citing text evidence with at least 80% accuracy. 

Independent: Students will compare the experience of Free blacks in the North with slaves in the South by creating a "Choose Your Own Adventure" story from the perspective of an abolitionist determined to help African Americans with a score of at least 3/4 according to a rubric. 


Standards:
8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). 8.7.4 - Compare the lives of and opportunities for free blacks in the North w…