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Showing posts from February, 2019

2/28 - 3/1 Thursday-Friday

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Guiding Question: In what ways were Americans trying to reform the country? 

Objectives: Collaborative: Students will identify the importance of three reform movements by reading, completing a graphic organizer, and responding to a prompt with at least 80% accuracy.

Independent: Students will learn about the experience of immigrants in the North by reading and answering questions 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.  W.8.2 - Write arguments to support claims with clear reasons and relevant evidence.

Do Now (Voice Level 0) 5 minutes:  If you notice something is wrong at school or in  your community, what can you do to stop it? Whole Group (Voice Level 0) 10 minutes:  Reform Movements Notes
Independent (Voice Level 0) 45 minutes: Task 1:Immigration, Urban Problems, & Reforming Society
Early Finisher?:  - Have you finished all the histor…

2/26-27 Tuesday-Wednesday

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Guiding Question: How did industrialization affect the North?


Objectives: Collaborative: Students will learn about industrialization in the North by watching Mill Times by David Macaulay and completing a viewing guide with at least 80% accuracy. 

Standards: 8.6.1. Discuss the influence of industrialization and technological developments on the North 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:  What do you think its like to work in a factory?
Whole Group (Voice Level 0) 100 minutes:  1. Mill Work Notes
2. Mill Times w/ Viewing Guide 
3. Work to answer TDQs with group 
Exit Ticket (Voice Level 0) 5 minutes:  On board
Homework:  None

2/22-25 Friday-Monday

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Guiding Question: How did technology change life in nineteenth century America?  

Objectives: Independent: Students will exhibit their understanding of Unit 5 standards by completing a test with at least 80% accuracy.

Collaborative: Students will explore technological developments in the North and South during the nineteenth century by completing a webquest with at least 80% accuracy.


Standards: 8.6.1 Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).

Do Now (Voice Level 0) 5 minutes: 
What was one positive and one negative outcome of Westward Expansion? Whole Group (Voice Level 0 - 1) 90 minutes: Task 1 (Independent): Unit 5 Exam 
Task 2 (Direct): Unit 6 Introduction
Task 3 (Collaborative): Technological Developments Webquest
Click here! 

Early Finisher?
- Work on Achieve for Advisory
- Play an…

2/20-21 Wednesday-Thursday

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Guiding Question: What was life like for women in the West?  

Objectives: Collaborative: Students will learn about women in the west by reading three sources, completing text dependent questions, and writing a news article with at least 80% accuracy.

Standards:
8.8.3 Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

Do Now (Voice Level 0) 5 minutes: 

What do you think life for women and girls is like during the 1800s in America? Do you think they are able to do the same things that women today are able to do? Why or why  not? Whole Group (Voice Level 0) 5 minutes: 
West Notes Collaborative (Voice Level .5) 90 minutes:
Task 1: Read about Women in the West & Respond to TDQs 
Task 2: Write Women in the West News Article 

Early Finisher? Grab a laptop and complete the study guide for our mini test next class. 

Exit Ticket (Voice Level…

2/15-19 Friday - Tuesday

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Guiding Question: What does the Westward Expansion period tell us about America and the American people?  

Objectives: Collaborative: Students will engage in a Socratic Seminar on Westward Expansion by completing a preparation sheet, and participating in a discussion with their peers with at least 12 points.

Standards:
8.8.6 - Describe the Texas War for Independence & the Mexican-American war.
W.8.2 - Write arguments to support claims

Do Now (Voice Level 0) 5 minutes: 
What are three things you’ve learned about “Westward Expansion” so far? Whole Group (Voice Level 0) 5 minutes:  Expectations for today
Collaborative (Voice Level .5) 90 minutes:
Task 1: Socratic Seminar Prep
Task 2: Socratic Seminar

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

Homework:  None

2/13-14 Wednesday-Thursday

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Guiding Question: Was the United States justified in going to war with Mexico?  

Objectives: Collaborative: Students will continue work on the Mexican-American War DBQ by reading primary and secondary sources, completing RAFTS annotations, and writing a CEAS to answer the essential question with a score of at least 8 points out of 10.

Standards:
8.8.6 - Describe the Texas War for Independence & the Mexican-American war.
W.8.2 - Write arguments to support claims

Do Now (Voice Level 0) 5 minutes:  What are two things we have already learned about the Mexican-American war? If you were not here last class: what is one thing you have learned about the relationship between Mexico and the U.S. (think about the Texas Revolution, Manifest Destiny.) Whole Group (Voice Level 0) 5 minutes:  Westward Expansion Notes
Collaborative (Voice Level .5) 90 minutes:
Task 1: Document A group read & RAFTS annotations 
Task 2: Document B group read & RAFTS annotations 
Task 3: Construct CEAS response

Exit…

2/11-12 Monday-Tuesday

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Guiding Question: Was the United States justified in going to war with Mexico? 

Objectives: Collaborative: Students will begin work on the Mexican-American War DBQ by reading secondary sources and responding to questions with at least 80% accuracy.

Independent: Students will understand the Mexican-American War by completing a webquest with at least 80% accuracy.

Standards:
8.8.6 - Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. W.8.2 - Write arguments to support claims with clear reasons and relevant evidence.

Do Now (Voice Level 0) 5 minutes:  Based on what we have learned about Texas and Manifest Destiny, do you think the United States respects the country of Mexico in the 1800s? Why or why not? Feel free to look at your notes on the Texas Revolution & Manifest Destiny from the last two classes. Whole Group (Voi…

2/7-8 Thursday-Friday

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Guiding Question: What drove Americans to expand westward? 

Objectives: Collaborative: Students will understand the 19th century belief in “Manifest Destiny” by completing a close reading packet and writing an analytical paragraph with a score of at least 8 points out of 10.
Standards:
8.8.2 - Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
W.8.2 - Write arguments to support claims

Do Now (Voice Level 0) 5 minutes: 
Do you believe certain things are destined to happen? In other words, do you think there are there events that will happen no matter what anyone does? Why or why not? Whole Group (Voice Level 0) 10 minutes:  Westward Expansion Notes Collaborative (Voice Level .5) 90 minutes:
Task 1: Manifest D…

2/5-6 Tuesday-Wednesday

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Guiding Question: Which side was justified in the fight for Texas? 

Objectives: Collaborative: Students will determine which side was justified in the Texas Revolution by critically reading and writing a CEAS with at least 8 points out of 10.

Independent: Students will understand the Texas Revolution by completing a webquest with at least 80% accuracy.

Standards:
8.8.6 - Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. W.8.2 - Write arguments to support claims with clear reasons and relevant evidence.

Do Now (Voice Level 0) 5 minutes:  Should we allow people to immigrate to and live in other countries freely? Why or why not? Whole Group (Voice Level 0) 5 minutes:  Texas Revolution Notes
Independent (Voice Level 0) 45 minutes: Task 1:Texas Revolution Webquest
Early Finisher?:  - Have you finished all the history work in Goog…

2/1-4 Friday-Monday

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Guiding Question: Was Indian Removal justified? 

Objectives: Collaborative: Students will engage in a Socratic Seminar on Indian Removal by critically reading, completing a preparation sheet, and participating in a discussion with their peers.
Standards:
8.8.1 Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
Do Now (Voice Level 0) 5 minutes:  Take out your Socratic Seminar prep sheet. In your notebook, write down a question you will ask your peers during the Socratic Seminar about Indian Removal. Whole Group (Voice Level 0) 10 minutes:  Going over the Socratic Seminar
Collaborative (Voice Level .5) 90 minutes:
Task 1: Socratic Seminar 
Task 2: America the Story of Us: Westward 

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


Homework:  Oregon Trail Webquest (Google Classroom)