Posts

Showing posts from 2020
Image

History Work 3/16-27

Hello scholars!

Here is what you are expected to complete via Google Classroom over the next two weeks. These assignments are simple and should be easy ways to earn a higher grade. If we need to stay closed longer than these two weeks, we will return to doing work that we'd normally do in history class. Lets make sure that we are completing assignments and reaching out to Ms. Cobb (ecobb@laalliance.org) if you need help! 
- Makeup work (Posted on Google Classroom Monday 3/16 and 3/23) - Slavery & American Presidents AIM annotations & questions (Posted on Google Classroom 3/17 for odd classes and 3/18 for even)  - Women's History Month Article & TDQs (Posted 3/19 for odd classes, 3/20 for even)  - The 1619 Project AIM annotations & questions (Posted 3/24 for odd classes, 3/25 for even) 


3/12-13 Thursday-Friday

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and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).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

3/10-11 Tuesday-Wednesday

Image
Guiding Question: What lengths did Abolitionists go through to help fugitives from slavery? 

Objectives: Collaborative: Students will understand the Underground Railroad by reading a primary source, annotating, 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:  Underg…

3/5-6 Thursday-Friday

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, annotating, and answering questions for at least two documents in their DBQ with 80% accuracy.

Independent: Students will learn about the abolition and women's rights movements 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 …

3/3-4 Tuesday-Wednesday

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 urban issues facing the antebellum north by reading sources and answering questions.

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:  Notes
Independent (Voice Level 0) 45 minutes: Task 1:Immigration, Urban Problems, & Reforming Society
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 Achie…

3/2 Monday

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 reading, completing a graphic organizer, and responding to a prompt 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. 
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

Collaborative (Voice Level .5) 45 minutes: Task 1: Read through reform movements packet & complete graphic organizer
Exit Ticket (Voice Level 0) 5 minutes:  On board

Homework:  None

2/27-28 Thursday-Friday

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

Objectives: Independent: Students will learn about life in the factories by watching Mill Times and completing a viewing guide.

Collaborative: Students will explore technological developments in the North and South during the nineteenth century by completing a webquest.

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? Independent (Voice Level 0 - 1) 50 minutes: Task 1: Mill Times in Google Classroom 

Whole Group (Voice Level 0 - 1) 50 minutes: Task 1: Technological Developments Webquest Click here! 

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

Homework:  Mills Change Workers Lives - Pape…

Advisory- Counseling Survey

2/20-21 Thursday-Friday

Image
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 AIM annotations, and writing a CEAS to answer the essential question

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:  Notes
Collaborative (Voice Level .5) 90 minutes:
Task 1: Complete the AIM annotations for each source
Task 2: Complete the CERs 
Task 3: Construct your CEAS response

Early Finisher?: Complete the Mexican American War Webquest in Google Classroom 

Exit Ticket (Voi…

2/13-14 Thursday-Friday

Task 1: Complete your Do Now and Notes in your Notebook 

Task 2: Complete the assignment in Google Classroom 
Task 3: Go back and do your Exit Ticket 
Early Finisher?  - Read a book - Complete Achieve articles - Play an iCivics game  - Practice your typing  - Work on homework for another class 
Positive Sub Report?  - 20 merits  - Homework/Bathroom pass (none of my classes earned this on Monday -- you all had at least one group that was off task, here's your opportunity to earn it now!)  - 10 minutes "free time" at the end of class next week. 

Negative Sub Report?  - Demerits - Detention  - Referral if necessary

2/11-12 Tuesday-Wednesday

Image
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.

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 Google Classroom?   - Play an iCivics …

2/6-7 Thursday-Friday

Image
Guiding Question: Was Indian Removal justified? 

Objectives: Collaborative: Students will complete a performance task on Indian Removal by reading and annotating, completing a preparation sheet, and writing a CEEEEL response.
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).
RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Do Now (Voice Level 0) 5 minutes: 
What do you already know about life for Native Americans in the United States? Where did you learn this information? Whole Group (Voice Level 0) 10 minutes:  Indian Removal Notes
Direct/Collaborative (Voice Level .5) 90 minutes:
Task 1: Read & Annotate using AIM strategy 
Task 2: Complete Performance Task Prep…