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Showing posts from February, 2020

2/27-28 Thursday-Friday

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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

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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 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

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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.

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

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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…

2/4-5 Tuesday-Wednesday

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Guiding Question: What was the character of Andrew Jackson's presidency? 

Objectives: Collaborative: Students will understand Andrew Jackson’s attack on the bank by viewing a political cartoon, reading, and answering questions in their groups with at least 80% accuracy.

Independent: Students will understand the presidency of Andrew Jackson by completing an evidence scavenger hunt with at least 80% accuracy.

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). W.8.2 - Write arguments to support claims with clear reasons and relevant evidence.

Do Now (Voice Level 0) 5 minutes:  See board Whole Group (Voice Level 0) 20 minutes:  Andrew Jackson Notes
Independent (Voice Level 0) 40 minutes: Task 1:Andrew Jackson Scavenger Hunt
Early Finisher?:  - Have you finished all the history work in Go…

2/3 Monday - Adivsory

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