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Showing posts from April, 2019

4/30-5/1 Tuesday-Wednesday

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Guiding Question: What was General Sherman's strategy for ending the war? 

Objectives:

Collaborative:Students will understand Sherman's March to the Sea by analyzing sources and responding to questions with at least 80% accuracy. Independent: Students will understand key battles of the Civil War by reading sources and responding to questions 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:  Should armies target civilians? In other words, should armies go after communities or should soldiers only fight other soldiers? Whole Group (Voice Level 0) 10 minutes: 
Sherman's March to the Sea Notes Independent (Voice Level 0) 45 minutes: Task 1:Battles of the Civil War - Google Classroom
Early Finisher?:  - The 15 week grading cycle ends this Friday. Make sure you have all your Google Classroom work done as grades will be updated this weekend!  - Have you completed all…

4/29 Monday

Instructions for Work with Substitute: 
Task 1: Open these slides to complete the Do Now and Notes.  **You will be taking the Battles Quiz on Wednesday** 
Task 2: Use the questions in the slides to highlight or underline the answers in the background essay of the reading packet. (The substitute should have passed this out to you, please politely remind them if they forgot). 
Task 3: Complete the Gettysburg Document Analysis Questions for Doc B, C, & D.(This is a separate paper from the reading packet that should have been passed out to you)  The document analysis questions are due today at the end of class! Please take a look at the helpful hints below. 
Helpful Hints:  For Document D: The first question asks you about 1776 and what happened in that year. Think way back to the American Revolution unit...why do we celebrate the 4th of July? What did the Founding Fathers sign on the 4th of July? When writing your CEEEEL, you may not cite evidence from the background essay. The background…

4/26-29 Friday-Monday

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Guiding Question: Why was Gettysburg a turning point in the Civil War? 

Objectives:
Collaborative:Students will understand why the Battle of Gettysburg was a turning point by reading, annotating, and responding to questions 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) 10 minutes: 
Battles Pop Quiz Whole Group (Voice Level 0) 10 minutes: 
Gettysburg Notes Collaborative (Voice Level .5) 80 minutes: Task 1: Gettysburg Packet 

Early Finisher?:  - Have you finished all the history work in Google Classroom?   View these colorized Civil War photographs - Play an iCivics game  - Work on homework for another class - Read a NewsELA, CNN, or Achieve article  - Read a book
Exit Ticket (Voice Level 0) 5 minutes:  On board

Homework:  None

4/24-25 Wednesday-Thursday

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Guiding Question: What was the strategical significance of the Battles of Shiloh & Vicksburg? 

Objectives:
Collaborative:Students will understand the Siege of Vicksburg by reading two sources and writing a narrative with a score of at least 3 out of 4. Independent: Students will understand the War in the West by reading and answering questions 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: 
Based on what you’ve learned so far, how would you describe Civil War battles? Whole Group (Voice Level 0) 10 minutes: 
War in the West Notes
Independent (Voice Level 0) 45 minutes: Task 1:War in the West - 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…

4/22-23 Monday-Tuesday

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Guiding Question: To what extent did the Emancipation Proclamation free slaves in the United States? 

Objectives:
Collaborative: Students will evaluate Abraham Lincoln's Emancipation Proclamation by reading and answering questions with at least 80% accuracy. Independent: Students will understand the experience of Civil War soldiers 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. 
8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). Do Now (Voice Level 0) 5 minutes:  - Take out your Spring Break homework (Map & Reading Questions)
- Who is the President of the Union? Who is the President of the Confederacy? Does the President of the Unio…

4/11 Thursday

Instructions for Work with Substitute: 
Princeton, Pepperdine, and Stanford,

I am sorry that I had to be out today but I will see you all tomorrow during our all-periods schedule. I will be checking with every student tomorrow individually to make sure you met all expectations for work with the substitute. You are expected to complete everything I have listed for you. Below you will find a list of what you need to complete:

PRINCETON AND PEPPERDINE
- Do Now (Slide 1) - Write your response in your notebook
- Notes - Just like if I was there with you, copy down the highlighted notes
- Union Naval Strategy in Google Classroom- DON'T MOVE ON IN THE GOOGLE SLIDES, you'll come back to that. First complete the short Webquest in Google Classroom 
- War in the East Reading - The substitute should have passed out the War in the East reading & CEAS assignment. Use the slides to highlight or underline the answers. After you have completed that, write your CLAIM, CONTEXT, AND EVIDENCE. …

4/10-11 Wednesday-Thursday

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Guiding Question: What was the significance of the Battles of Bull Run and Antietam? 

Objectives:
Collaborative:Students will understand the significance of First Bull Run and Antietam by reading and writing a CEAS response with at least 8 points out of 10. Independent:Students will understand the Union’s naval strategy 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: 
Make your best guess: How do you know which side has won a battle? Whole Group (Voice Level 0) 10 minutes: 
Battles in the East Notes 
Independent (Voice Level 0) 45 minutes: Task 1:Union Naval Strategy - 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…

4/8-9 Monday-Tuesday

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Guiding Question: What were the advantages and disadvantages of each side of the American Civil War? 

Objectives:
Collaborative: Students will evaluate the advantages and disadvantages of the Union and Confederacy by completing an activity with at least 80% accuracy.
Independent: Students will identify the differences between Union and Confederate soldiers by reading, viewing photographs, and answering questions 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:  What do you think would be the best advantage for a country during war? Why? Need help? Some possible options include: wealth, population, factories, farms, fast transportation. Whole Group (Voice Level 0) 10 minutes: 
Advantages & Disadvantages Notes 
Independent (Voice Level 0) 45 minutes: Task 1:Civil War Soldiers - Google Classroom
Early Finisher?:  - Have you finished all the history work in Google Classr…

4/4-5 Thursday-Friday

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Guiding Question: What was the character of North and South during the antebellum period? 

Objectives: Independent: Students will review Unit 6 by completing an exam with a score of at least 3 out of 4.

Collaborative: Students will review the antebellum period by watching an episode of "America: The Story of Us" and complete a viewing guide 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:  What are three test taking expectations? In other words, what are three things you should or should not do during a test? Whole Group (Voice Level 0) 5 minutes:  Expectations
Independent (Voice Level .5) 40 minutes:  - Unit 6 Test
- Fort Sumter Close Read
Collaborative (Voice Level .5) 45 minutes: - Unit 7 Intro Notes 
- America the Story of Us: Division 

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

Homework:  Fort Sumter Close Read

Advisory Link

4/2-3 Tuesday-Wednesday

Guiding Question: What was the character of North and South during the antebellum period? 

Objectives: Collaborative: Students will review Unit 6 by completing a study guide 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: 
What is one thing you learned about the North in the antebellum period? What is one thing you learned about the South? Whole Group (Voice Level 0) 10 minutes:  Expectations
Collaborative (Voice Level .5) 45 minutes: Task 1: Work on study guide. 
Answers can be found in: 
- Your notes Women in the North Reform Movements in the North Day 1 Reform Movements in the North Day 2 Free Blacks in the North Day 1 Free Blacks in the North Day 2 The Underground Railroad Slavery in the South Nat Turner's Rebellion Dred Scott John Brown Election of 1860
- Readings (You should still have 90% of these, but I'll include links to the three that you turned in below) Mills Ch…