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Showing posts from August, 2018

8/31 - 9/4 Friday-Tuesday

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Guiding Question:   What was the character of the Middle & Southern colonies?  Objectives: Collaborative:  Students will understand the Middle and Southern colonies by reading and annotating in groups and completing a Venn diagram with at least 80% accuracy.  Independent:  Students will understand the 13 colonies by completing a webquest with at least 80% accuracy.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CC.RH.6-8.2 -  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Do Now (Voice Level 0) 5 minutes:  Make a prediction: Do you think the 13 colonies are going to be more similar or more different? Why? Whole Group (Voice Level 0) 5 minutes:  Introduction to Middle & Southern Colonies. Independent (Voice Level 0) 45 minutes:   Task 1:  13 Colonies Webquest in Google Cla

8/29-30 Wednesday-Thursday

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Guiding Question:   What was the character of the New England colonies?  Objectives: Collaborative:  Students will understand the New England Colonies by reading collaboratively and writing a story with a score of at least 3/4 according to the rubric.  Independent:  Students will argue why many early settlers of Jamestown died by completing a HiCCEAS paragraph with a score of at least 3/4 according to the rubric. Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CCRA.RH.6-8.1 -  Cite specific textual evidence to support analysis of primary and secondary sources. Do Now (Voice Level 0) 5 minutes:  What do you know about immigration? Is it  an easy or a hard process? What are some challenges that immigrants face?  Whole Group (Voice Level 0) 5 minutes:  Introduction to New England Colonies Independent (Voice Level 0) 45 minutes:   Task 1:   HELPFUL HINTS AVAILABLE HERE . Write your What Killed the

8/27-28 Monday-Tuesday

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Guiding Question:   What killed the settlers of Jamestown?  Objectives: Collaborative:  Students will understand why so many early Jamestown settlers died by analyzing sources and answering text-dependent questions with at least 80% accuracy.  Independent:  Students will understand Jamestown by completing a webquest with at least 80% accuracy. Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  1. What is one skill you might need to survive in wilderness?  2. What is one challenge you think the settlers of Jamestown might have?  Whole Group (Voice Level 0) 5 minutes:  Jamestown Continued Independent (Voice Level 0) 45 minutes:   Task 1: Roanoke & Jamestown Webquest in Google Classroom Task 2: Have you completed the other two assignments in Goog

8/23-24 Thursday-Friday

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Guiding Question:   What motivated the settlement of Jamestwon?  Objectives: Collaborative:  Students will understand what motivated the settlement of Jamestown by reading and answering questions with at least 80% accuracy.  Independent:  Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability.  OR Students will understand European colonization by completing a webquest with at least 80% accuracy.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  What would it take to get you to move to a place that no one you know had ever been to before?  Whole Group (Voice Level 0) 10 minutes:  Jamestown Introduction Independent (Voice Level 0) 40 minutes:   Task 1:  Continue your iReady diagnostic

8/22 Wednesday

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Guiding Question:   Why was being an early settler of the Americas dangerous?  Objectives: Collaborative:  Students will be introduced to Jamestown by reading, answering discussion questions, and beginning a HiCCEAS outline with at least 80% accuracy.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 4 minutes:  Pop-Quiz:  1. Who were the first people to live in North America?  2. What three European countries colonized North America? Whole Group (Voice Level 0) 10 minutes:  - Introduction to Jamestown Collaborative (Voice Level .5) 40 minutes: - Group Read of Article - HiCCEAS paragraph outline work time Homework:  European Colonization Webquest in Google Classroom. This is due by Friday at 11:59 p.m. You do not need to finish your HiCCEAS outlin

8/20-21 Monday-Tuesday

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Guiding Question:   What motivated European nations to settle in North America?  Objectives: Collaborative:  Students will understand European Colonization by reading, completing a jigsaw chart and a travel poster with a score of at least 3/4 according to the rubric.  Independent:  Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  How would you react if one day someone who spoke a language you had never heard before & looked like no one you had ever met showed up to your house?  Whole Group (Voice Level 0) 10 minutes:  - Introduction to European Colonization Independent (Voice Level 0) 40 minutes:   -  Continue your iReady

8/16-17 Thursday-Friday

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Guiding Question:   How has the depiction of Native Americans changed over time?  Objectives: Collaborative: Students will understand how the depiction of Native Americans has changed over time by reading, discussing, and completing a HiCCEAS paragraph with a score of at least 3/4 according to the rubric.  Independent: Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  RH.6-8.1 -  Cite specific textual evidence to support analysis of primary and secondary sources. Do Now (Voice Level 0) 5 minutes:  Do you think everything written in a history book is 100% true? Why or why not?  Whole Group (Voice Level 0) 10 minutes:  - Historiography intro - iReady diagnostic intro  Independent (Voice Level 0) 40 minutes:   - Start your iReady diagnostic test, your username and password

8/14-15 Tuesday-Wednesday

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Guiding Question:   In what ways did Native American culture differ by region?  Objectives: Collaborative: Students will create and analyze a map of the United States and various Native American tribes by identifying the location of tribes, key landmarks, and answering guiding questions with at least 80% accuracy.  Independent: Students will investigate the earliest americans by reading and answering questions with at least 80% accuracy.  Standards: CA HSS  8.1 – Students understand the major events preceding the founding of the nation and relate their significant to the development of American constitutional democracy. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  In your notebook, answer the following question: What do you already know about Native Americans? What is one thing you want to know about Native Americans?  Whole Group (Voice Level 0) 10

8/10-13 Friday-Monday

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Guiding Question:   What are historical thinking skills and why are they important?  Objectives: Collaborative: By the end of the period, SWBAT understand the historical thinking skills of continuity & change and corroboration by working in groups to complete an assignment with at least 80% accuracy.  Independent: By the end of the period, SWBAT demonstrate their prior knowledge of key historical skills by completing a diagnostic test to the best of their ability.  Standards: CCRA.R.1 - Read closely to determine what the text says explicitly and make logical inferences from it. Do Now (Voice Level 0) 5 minutes:  In your notebook, respond to the following prompt: What do you think you need to know in order to be successful in a history class? What do you need to be able to do ?  Whole Group (Voice Level 0) 10 minutes:  Historical Thinking Skills introduction Independent (Voice Level 0) 45 minutes:   History diagnostic   - P

8/8-9 Wednesday-Thursday

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Guiding Question:  Who is Ms. Cobb and what are her expectations for this class?  Objectives:  Collaborative: By the end of the period, SWBAT understand Ms. Cobb's rules and procedures by completing a scavenger hunt of the syllabus with at least 80% accuracy.  By the end of the period, students will better understand their classmates by completing an interview and presenting to their peers.  Do Now (Voice Level 0) 5 Minutes:  On your notecard complete the following:  - On the blank side, write your first and last name and anything you prefer to be called in class (i.e. Mike instead of Michael)  - On the lined side, write down your favorite subject, what college you will be attending in Fall of 2023, and one interesting thing about you OR something you feel like I should know.  Whole Group (Voice Level 0): 60 min  Intro to Ms. Cobb & this class  Collaborative (Voice Level 1) 45 Minutes:  Syllabus Scavenger Hunt Classmate Interview