Posts

Showing posts from March, 2019

3/28-29 Thursday - Friday

Image
Guiding Question: What was the significance of the Election of 1860? 

Objectives: Collaborative: Students will learn about the Election of 1860 by reading and responding to questions with at least 80% accuracy.


Independent: Students will learn about Abraham Lincoln by completing a webquest with at least 80% accuracy


Standards:
8.10 - Students analyze the multiple causes, key events, and complex consequences of the Civil War. 
Do Now (Voice Level 0) 5 minutes: 

How do the North and South feel about each other in 1860? What is one thing they disagree on? Whole Group (Voice Level 0) 10 minutes:  Election of 1860 Notes 
Independent (Voice Level 0) 45 minutes: Task 1:Abraham Lincoln Webquest - Google Classroom
Early Finisher?:  - Have you finished all the 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 (Voice Level .5) 45 minutes: Task 1: Election of 1860 

Early F…

3/26-27 Tuesday-Wednesday

Image
Guiding Question: What lengths did John Brown go to in order to put an end to slavery? 

Objectives: Collaborative: Students will understand the Kansas-Nebraska Act, Bleeding Kansas, and Congress’ Response by reading and responding to questions with at least 80% accuracy.


Independent: Students will understand John Brown’s raid on Harper’s Ferry by reading and answering questions 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and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
Do Now (Voice Level 0) 5 minutes: 
What would you do to stop slavery from spreading? Whole Group (Voice Level 0) 10 minutes:  John Brown Notes
Independent (Voice Level 0) 45 minutes: Task 1:John Brown's Raid on Harper's Ferry - Google Classroom
Ear…

3/22-25 Friday-Monday

Image
Guiding Question: What was the significance of the Dred Scott decision? 

Objectives: Collaborative:  Students will understand the Dred Scott decision by reading and responding to questions with at least 80% accuracy.

Independent: Students will learn about Dred Scott and his court cases 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).
Do Now (Voice Level 0) 5 minutes: 
Which area of the country do most abolitionists (people who are against slavery) live? Which area of the country do slave owners live? How do you know this? Whole Group (Voice Level 0) 10 minutes:  Dred Scott Notes
Independent (Voice Level 0) 45 minutes: Task 1:Dred Scott - Google Classr…

3/20-21 Wednesday-Thursday

Image
Guiding Question: Did slave rebellions do more harm or good for slaves in the South? 

Objectives: Collaborative: Students will evaluate the impact of slave rebellions by reading and responding to a CEAS prompt with a score of at least 8 points of of 10.

Independent: Students will investigate slave rebellions 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).
Do Now (Voice Level 0) 5 minutes:  What do you already know about slavery in the south?

Whole Group (Voice Level 0) 10 minutes:  Rebellion Notes Whole Class Collaborative (Voice Level .5) 90 minutes:
Task 1: Read sources on slave rebellions 
Task 2: Respond to the CEAS prompt 


Early Finisher?:  - Comp…

3/18-19 Monday-Tuesday

Image
Guiding Question: What was the character of American slavery? 

Objectives: Collaborative: Students will understand the experience of Solomon Northup by reading portions of 12 Years a Slave and answering text dependent questions with at least 80% accuracy.

Independent: Students will learn about slavery in the South 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).
Do Now (Voice Level 0) 5 minutes:  What do you already know about slavery in the south?

Whole Group (Voice Level 0) 10 minutes:  The South Notes
Independent (Voice Level 0) 45 minutes: Task 1:Slavery in the South - Google Classroom
Early Finisher?:  - Have you finished all the history work in G…

3/12-13 Tuesday-Wednesday

Image
Guiding Question: What lengths did Abolitionists go through to help fugitive slaves? 

Objectives: Collaborative: Students will understand the Underground Railroad by reading a primary source and answering questions with at least 80% accuracy.

Independent: Students will learn about the experience of Frederick Douglass through slavery and escape by reading and answering questions with at least 80% accruacy.

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:  What do you already know about the Underground Railroad?

If you don't know anything about the Underground Railroad, make a prediction. Based only on its name and what we are currently learning about in class, what do you think it is?
Whole Group (Voice Level 0) 10 minutes:  Underground Railroad Notes

3/8-11 Friday-Monday

Image
Guiding Question: To what extent were African Americans in the North free? 


Objectives: (Whole Class) Collaborative: Students will analyze the experience of free African Americans in the North by competing their document investigation and writing a CEAS with a score of at least 8 points out of 10.

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:  Based on what we've already learned: what restrictions did free black Americans have in the North? What were some things they were not able to do?
Whole Group (Voice Level 0) 10 minutes:  Notes
Collaborative (Voice Level .5) 90 minutes: Task 1: Free Blacks in the North DBQ Day 2 
- Doc D 
- CEAS response 


Early Finisher?:  - Homework assignment in Google Classroom  - Have you finished all the history work in Google …

3/6-7 Wednesday-Thursday

Image
Guiding Question: To what extent were African Americans in the North free? 

Objectives: Collaborative: Students will learn about the experiences of free African Americans in the North by reading, completing RAFTS annotations, and answering guiding questions with at least 80% accuracy.

Independent: Students will learn about the abolition movement by watching a video, 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:  What are some reasons why the abolition movement needed money in our Uncle Augustus & Aunt Fanny lesson? What were abolitionists trying to do?
Whole Group (Voice Level 0) 10 minutes:  Abolition Movement Notes
Independent (Voice Level 0) 45 minutes: Task 1:Abolition Webquest
Early Fin…

3/4-5 Monday-Tuesday

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

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

Independent: Students will learn about the women's rights movement 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: 
How can money be used to fix problems in the community? Whole Group (Voice Level 0) 10 minutes:  Women's Rights Movement Notes
Independent (Voice Level 0) 45 minutes: Task 1:Women's Rights Movement Webquest
Early Finisher?:  - Have you finished all the history work in Google Classroom?   - Play an iCivics game  - Work on homework for another class - Read a N…