7th Grade ELA/History

Guiding Question:   What were the strengths & weaknesses of each army in the American Revolution?  Objectives: Collaborative:  Students will determine which army had an advantage in the American Revolution by reading, annotating, and completing a CEEEEL response with a score of at least 3/4 according to the rubric. Independent:  Students will understand key battles of the American Revolution by completing a webquest with at least 80% accuracy. Standards: CA HSS.8.1.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source W.8.1 - Write arguments to support claims with clear reasons and relevant evidence Do Now (Voice Level 0) 5 minutes:  What do we already know about the British army? What have we already learned about the Patriot (colonial) army? Whole Group (Voice Level 0) 10 minutes:  Strenghts & Weaknesses intro Independen

Guiding Question:   What was the purpose of the Declaration of Independence?  Objectives: Collaborative:  Students will understand the philosophy of government expressed in the Declaration of Independence by reading, "translating", and providing an objective summary of the text with at least 80% accuracy. Independent:  Students will work to increase their Lexile levels by completing an Achieve article about the Declaration of Independence, including notes, activity, and a thought question with at least 80% accuracy. Standards: CA HSS.8.1.2 - Understand the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.2 - P rovide an objective summ

Guiding Question:   Who shot first at the Battle of Lexington?  Objectives: Collaborative:  Students will determine who shot first at the Battle of Lexington by reading eyewitness accounts, answering questions, and writing a HiCCEAS paragraph with a score of at least 3/4. Independent:  Students will understand the Battles of Lexington & Concord by reading, watching a video, and answering guiding questions with at least 80% accuracy. Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text Do Now (Voice Level 0) 5 minutes:  How do we know if a source is trustworthy? How do you know whether or not you can believe what you're reading? Whole Group (Voice Level 0) 10 minutes:  Lexington & Concord intro Independent (Voice L

Guiding Question:   What was the Boston Tea Party?  Objectives: Collaborative:  Students will understand the Tea Act and the Boston Tea Party by reading, annotating, and answering guiding questions with at least 80% accuracy. Independent:  Students will work to increase their Lexile levels by completing an Achieve article, including CATCH annotations, the activity, and a thought question response with at least 80% accuracy. Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text Do Now (Voice Level 0) 5 minutes:  What have we learned so far about the relationship between England and the colonies? Is it a good relationship or a bad one? Why? (Key Terms: Sugar Act, Stamp Act, Quartering Act, Townshend Acts, Boston Massacre) Whole Group (Voi

Guiding Question:   To what extent was the Boston Massacre a massacre?  Objectives: Collaborative:  Students will determine if the Boston Massacre was a massacre by reading, answering questions, and discussing with at least 80% accuracy. Independent:  Students will understand the Townshend Acts & Boston Massacre by completing an evidence scavenger hunt with at least 80% accuracy. Standards: 8.1 - Understand the major events preceding the founding of the nation. RI.8.1 -  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Do Now (Voice Level 0) 5 minutes:  What do you think when you hear the word "massacre"? What do you think the "Boston Massacre" is going to be? Whole Group (Voice Level 0) 10 minutes:  Townshend Acts & Boston Massacre Intro Independent (Voice Level 0) 45 minutes:   Task 1: Townshend Act & Bos

Guiding Question:   Why were the colonists upset about taxation?  Objectives: Collaborative:  Students will understand the colonists’ reactions to the Stamp & Quartering Acts by reading, annotating, and answering guiding questions with at least 80% accuracy. Independent:  Students will understand Britain’s need to tax the colonists by investigating the French & Indian War and answering guiding questions with at least 80% accuracy. Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. RI.8.1 -  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Do Now (Voice Level 0) 5 minutes:  What is a tax? What do you think they’re used for?* *If you don’t know, make an educated guess. Whole Group (Voice Level 0) 10 minutes:  Unit 2 Introduction Independen

Guiding Question:   What information should time travelers to the colonies know?  Objectives: Collaborative:  Students will demonstrate their understanding of England's 13 colonies by completing a brochure with a score of at least 3/4 according to the rubric. Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. RI.8.1 -  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Do Now (Voice Level 0) 5 minutes:  What are three things you've learned about England's 13 Colonies in the last few weeks? Whole Group (Voice Level 0) 10 minutes:  Brochure Examples & Expectations Collaborative (Voice Level .5) 90 minutes: If for some reason you were absent, lost your assignments, can't remember a single thing we learned, or would prefer to lo

Guiding Question:   What was life in the colonies like?  Objectives: Collaborative:  Students will understand the effect the Great Awakening had on colonists by reading sources, annotating, and answering guiding questions with at least 80% accuracy.  Independent:  Students will understand life in the colonies by reading multiple sources and answering guiding questions with at least 80% accuracy.  Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. RI.8.1 -  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Do Now (Voice Level 0) 5 minutes:  If you were to time travel to the colonies, what are some things you'd want to see or ask people about? Whole Group (Voice Level 0) 10 minutes:  Map Quiz Take 2 Independent (Voice Level 0) 45 minutes:   Ta

Guiding Question:   What was the character of colonial governments?  Objectives: Collaborative:  Students will understand colonial governments by reading, participating in discussions, and completing summaries with at least 80% accuracy.  Independent:  Students will understand the unique role of colonial government in Salem by completing an evidence scavenger hunt with at least 80% accuracy.  Standards: HSS.8.1 - Understand the major events preceding the founding of the nation  RI.8.1 -  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Do Now (Voice Level 0) 5 minutes:  What do you think the purpose of government is? What does the government of a country or colony do? Whole Group (Voice Level 0) 8 minutes:  13 Colonies Map Quiz Independent (Voice Level 0) 40 minutes:   Task 1:   Salem Witch Trials Scavenger Hunt in Google Classroom Early F