Posts

Showing posts from 2019

12/5-6 Thursday-Friday

Image
Guiding Question: How did the Federalist Party use their power to attack their enemies? 

Objectives: Collaborative: Students will evaluate the Alien & Sedition Acts by reading, annotating, and giving and receiving feedback on parts of a CEAS paragraph. 

Independent: Students will understand the XYZ Affair by reading and responding to questions with at least 80% accuracy.

Standards:
8.3.4 - Analyze the conflicts between the Federalists & Democratic-Republicans (e.g. Alien & Sedition Acts) W.8.1 - Write arguments to support claims with clear reasons and relevant evidence

Do Now (Voice Level 0) 5 minutes:  What does the term “Alien” mean? What do you think when you hear the word “alien”? Whole Group (Voice Level 0) 10 minutes:  Alien & Sedition Acts Notes Independent (Voice Level 0) 45 minutes: Task 1:XYZ Affair Close Read in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom? FINAL grades are due in 2 weeks!  - Play an iCivics game  - Wo…

12/3-4 Tuesday-Wednesday

Image
Guiding Question: Under what conditions did John Adams become President? 

Objectives: Collaborative: Students will compare the Election of 1796 with modern Presidential Elections by reading, annotating, and completing a CEAS with at least a 3 out of 4. 
Independent: Students will understand John Adams's presidency by completing a webquest with at least 80% accuracy.
Standards:
8.4 - Students understand the aspirations and ideals of the people of the new nation RH.6-8.2 - Determine the central ideas or information of a primary or secondary source

Do Now (Voice Level 0) 5 minutes:  What challenges do you think John Adams will face as the second President?
Whole Group (Voice Level 0) 10 minutes:  Election of 1796 Notes
Independent (Voice Level 0) 45 minutes: Task 1:John Adams Webquest in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom?  - Play an iCivics game  - Work on homework for another class - Read a NewsELA, CNN, or Achieve article  - Practic…

12/2 Monday

Image
Guiding Question: What advice did President Washington give in his Farewell Address? 

Objectives: Collaborative: Students will understand Washington’s Farewell Address by reading, responding to questions, and writing their own farewell address. 
Standards: 8.4.2 - Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’s Fourth of July 1821 Address). RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.2 - Provide an objective summary of the text.
Do Now (Voice Level 0) 5 minutes:  Why do you think Presidents give speeches or write letters to the public? Whole Group (Voice Level 0) 5 minutes:  Washington's Farewell Address Notes

Collaborative (Voice Level .5) 45 minutes:
- Washington's Farewell Address 

Exit Ticket (Voice Level 0) 5 minutes:  On board
Homework:  Use this opportunity to complete missing assignments! We only have 3 weeks left in the semester. If you rece…

11/21-22 Thursday-Friday

Image
Guiding Question: What was the significance of the Whiskey Rebellion? 

Objectives: Collaborative: Students will understand the significance of the Whiskey Rebellion by reading, annotating, and answering questions with at least 80% accuracy.

Independent: Students will understand the American tradition of celebrating Thanksgiving by watching a video and reading articles with at least 80% accuracy.
Standards:
8.4 - Students understand the aspirations and ideals of the people of the new nation RH.6-8.2 - Determine the central ideas or information of a primary or secondary source

Do Now (Voice Level 0) 5 minutes:  What are two things you remember about George Washington as President? Whole Group (Voice Level 0) 10 minutes:  Whiskey Rebellion Notes Independent (Voice Level 0) 45 minutes: Task 1:George Washington Webquest in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom?  - Play an iCivics game  - Work on homework for another class - Read a NewsELA, CN…

11/19-20 Tuesday-Wednesday

Image
Guiding Question: What conflict existed within Washington's cabinet? 

Objectives: Collaborative: Students will understand the debate between Hamilton & Jefferson by analyzing their argument over a national bank. 
Independent: Students will learn about Washington’s Cabinet by completing a webquest. 

Standards:
8.4 - Students understand the aspirations and ideals of the people of the new nation RH.6-8.2 - Determine the central ideas or information of a primary or secondary source

Do Now (Voice Level 0) 5 minutes:  Why should a President have a cabinet, or a group of people to give them advice?  Whole Group (Voice Level 0) 10 minutes:  Washington's Cabinet Notes
Independent (Voice Level 0) 45 minutes: Task 1:Washington's Cabinet Webquest in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom?  - Play an iCivics game  - Work on homework for another class - Read a NewsELA, CNN, or Achieve article  - Practice your typing  - Read a book
Collaborative…

11/14-15 Thursday-Friday

Image
Guiding Question: What precedents did Washington set? 

Objectives: Collaborative: Students will evaluate the precedents established by George Washington by reading, annotating, and constructing a CEAS response. 

Independent: Students will learn about the presidency of George Washington by completing a webquest. 


Standards:
8.4 - Students understand the aspirations and ideals of the people of the new nation RH.6-8.2 - Determine the central ideas or information of a primary or secondary source

Do Now (Voice Level 0) 5 minutes: 
On board
Whole Group (Voice Level 0) 10 minutes:  Washington's Precedents Notes Independent (Voice Level 0) 45 minutes: Task 1:Washington Webquest in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom?  - Work on homework for another class - Read a NewsELA, CNN, or Achieve article  - Practice your typing  - Read a book
Collaborative (Voice Level .5) 45 minutes:
Washington's Precedents annotations & CEAS Exit Ticket (Voice Lev…

11/13 Sub Plan

Instructions for Work with Substitute: 
Step 1: Open these slides for complete instructions & notes You need to complete the Do Now and Notes before moving on to Step 2.
Step 2: Complete the assignments in Google Classroom
Step 3: Complete the Exit Ticket
Early Finisher?  - All missing assignments are due NEXT WEEK -- make sure you're getting the assignments done! - Play a typing game  - Complete Achieve articles  - Watch CNN10  - Work on homework for another class - Study for the makeup 13 Colonies test
- Complete any missing work on Google Classroom

11/12-13 Tuesday-Wednesday

Image
Guiding Question: What was the significance of Washington's Presidency? 

Objectives: Collaborative: Students will learn about Washington's election & inauguration by reading and answering text-dependent questions with at least 80% accuracy.

Independent: Students will identify the five most significant events of Washington's Presidency by reading, creating a timeline, and responding to questions with at least 80% accuracy.

Standards:
8.4 - Students understand the aspirations and ideals of the people of the new nation RH.6-8.2 - Determine the central ideas or information of a primary or secondary source

Do Now (Voice Level 0) 5 minutes: 
What do you already know about George Washington?
Whole Group (Voice Level 0) 10 minutes:  Washington's Presidency Notes Independent (Voice Level 0) 45 minutes: Task 1:Washington Timeline in Google Classroom
Early Finisher?:  - Have you finished all your history work in Google Classroom?  - Work on homework for another class - Read a NewsELA, CNN,…

11/5-8 Tuesday-Friday

Image
Guiding Question: What is the history of impeachment and should our current president be impeached? 

Objectives: Collaborative: Students will understand the history of impeachment by doing research and creating a presentation.
Standards: RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.2 - Provide an objective summary of the text.
Do Now (Voice Level 0) 5 minutes:  On board Whole Group (Voice Level 0) 5 minutes:  Notes

Collaborative (Voice Level 1):
- History of Presidential Impeachment Research Packet
- The Impeachment Inquiry of President Trump Packet 
- The Constitution in Action: Impeachment Slides Presentation

Exit Ticket (Voice Level 0) 5 minutes:  On board

Homework: 

Advisory Links 11/5

11/4 Monday

Image
Guiding Question: What is the impeachment process? 

Objectives: Collaborative: Students will understand the impeachment process by watching a video, reading, and answering questions with at least 80% accuracy.
Standards: RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.2 - Provide an objective summary of the text.
Do Now (Voice Level 0) 10 minutes:  What do you think of when you see or hear the word "impeachment"? Whole Group (Voice Level 0) 5 minutes:  Impeachment Video Notes

Collaborative (Voice Level .5) 45 minutes:
The Impeachment Process TDQs 

Exit Ticket (Voice Level 0) 5 minutes:  On board
Homework:  Finish Impeachment assignment

10/31-11/1 Thursday-Friday

Image
Guiding Question: What rights and responsibilities do we have as citizens? 

Objectives: Collaborative: Students will understand the rights & responsibilities of citizenship by reading and completing an assignment with at least 80% accuracy. 
Independent: Students will understand the significance of the First Amendment by reading, watching a video, and responding to questions with at least 80% accuracy.

Standards:
8.3.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
RH.6-8.2 - Determine the central ideas or information of a primary or secondary sourceW.8.1 - Write arguments to support claims with clear reasons and relevant evidence
Do Now (Voice Level 0) 5 minutes:  What are some things that "good citizens" do?  Whole Group (Voice Level 0) 10 minutes:  Citizenship Notes Independent (Voice Level 0) …