3/26-27 Tuesday-Wednesday

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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and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).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

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: Kansas-Nebraska Act Packet
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

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

Homework: 
None 

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