WELCOME TO AMERICAN HISTORY!
Students will seek to understand our history, like a historian, by interacting & uncovering it. Through the use of primary sources, overarching themes, and collaboration students will uncover America's past, and look to it's future.
UNITS OF STUDY
2013-2014 Syllabus
1. Introduction & Overview (U.S. is not made up of a single story) - The Danger of a Single Story
2. Native American History
3. The Colonial Period
4. You Say You Want a Revolution
5. Establishing a New Nation
6. Leading to Civil War & its Aftermath
7. Reconstructing a New America
8. Push West Young Man
9. Industrializing America
10. Progressive Reform-the need for change
11. A Growing Global POWERHOUSE
12. WWII & The Cold War Era
13. Egalitarian America
14. America & the World - looking to the next generation
LINKS
The British are Coming!
John Adams - Boston Massacre Trial
John Adams - Meeting King George III
Humanities - Why We Need Them
Seizing the Inca of Peru
Learning Questionnaire
iWitness - WWII seen in Modern Times
Anti-Suffrage Movement Illustrations - Circa 1900Kristallnacht (WWII)
PBS.org - America Revealed
ROLE OF WOMEN 1920s
Triangle Shirtwaist Fire ~ 1911
Harper's Weekly - Casting Ballot Cartoon - 1876
Harper's Weekly - The Ignorant Vote - 1876
Great Women
Mapping Activity - Mini Unit
2. Native American History
3. The Colonial Period
4. You Say You Want a Revolution
5. Establishing a New Nation
6. Leading to Civil War & its Aftermath
7. Reconstructing a New America
8. Push West Young Man
9. Industrializing America
10. Progressive Reform-the need for change
11. A Growing Global POWERHOUSE
12. WWII & The Cold War Era
13. Egalitarian America
14. America & the World - looking to the next generation
LINKS
The British are Coming!
John Adams - Boston Massacre Trial
John Adams - Meeting King George III
Humanities - Why We Need Them
Seizing the Inca of Peru
Learning Questionnaire
iWitness - WWII seen in Modern Times
Anti-Suffrage Movement Illustrations - Circa 1900Kristallnacht (WWII)
PBS.org - America Revealed
ROLE OF WOMEN 1920s
Triangle Shirtwaist Fire ~ 1911
Harper's Weekly - Casting Ballot Cartoon - 1876
Harper's Weekly - The Ignorant Vote - 1876
Great Women
Mapping Activity - Mini Unit
AGENDA (most recent post first)
12/12/13 THURSDAY
1)
2)
3)
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12/11/13 WEDNESDAY
1) Entrance Slip
2) Atomic Cafe
3) Project Time
4) Writing
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12/10/13 TUESDAY
1) Recap
2) Atomic Cafe
3) Finish Project
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12/9/13 MONDAY
1) Watch Youtube clip to provide students with some background
-pay close attention to the words spoken @ 5:00min to the end{6:30min}. ("Even when we are unarmed...")
- this will eventually lead us to Dropping the A-Bomb
2) Listen/read along to- FDR DECLARATION OF WAR (DEC 8, 1941)
-After listening and following along with FDR's speech: HIGHLIGHT words/sentences that show the TONE of the Speech (COLLECT)
-Answer the 1 question at the bottom of the page
3) Groups should finish up their projects.
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12/4/13 WEDNESDAY
1) Analyzing Perspectives/P.O.V. of Political Cartoons/Propaganda Poster - 15min
2) VIDEO: "The Century: America's Time" - 3 min.
3) PROJECT TIME! - ~60 min.
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12/3/13 TUESDAY
1) Causes of WWII - Check In
2) Test Remediation
3) "The Century: America's Time"
4) Project Time
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12/2/13 MONDAY
1) 1930s Quiz Remediation
2) Test Remediation
3) Project - Story Book
4) 1930s-WWII
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11/26/13 TUESDAY
1) 1930s Review / Quiz
2) Test Remediation
3) Project - Story Book
4) Pep Band @ 2:10-2:30pm
HAVE A GREAT BREAK! REFLECT ON WHAT WE DO HAVE & BE THANKFUL!
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11/25/13 MONDAY
1) Reflection
2) Bank Run
3) 1930's Notes
4) Project (Check for 1 more slide)
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12/12/13 THURSDAY
1)
2)
3)
-----------------------------------------------------------------------------------------------------------------------------------------------------
12/11/13 WEDNESDAY
1) Entrance Slip
2) Atomic Cafe
3) Project Time
4) Writing
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
12/10/13 TUESDAY
1) Recap
2) Atomic Cafe
3) Finish Project
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
12/9/13 MONDAY
1) Watch Youtube clip to provide students with some background
-pay close attention to the words spoken @ 5:00min to the end{6:30min}. ("Even when we are unarmed...")
- this will eventually lead us to Dropping the A-Bomb
2) Listen/read along to- FDR DECLARATION OF WAR (DEC 8, 1941)
-After listening and following along with FDR's speech: HIGHLIGHT words/sentences that show the TONE of the Speech (COLLECT)
-Answer the 1 question at the bottom of the page
3) Groups should finish up their projects.
-----------------------------------------------------------------------------------------------------------------------------
12/4/13 WEDNESDAY
1) Analyzing Perspectives/P.O.V. of Political Cartoons/Propaganda Poster - 15min
2) VIDEO: "The Century: America's Time" - 3 min.
3) PROJECT TIME! - ~60 min.
-----------------------------------------------------------------------------------------------------------------------------
12/3/13 TUESDAY
1) Causes of WWII - Check In
2) Test Remediation
3) "The Century: America's Time"
4) Project Time
-------------------------------------------------------------------------------------------------------------------------------
12/2/13 MONDAY
1) 1930s Quiz Remediation
2) Test Remediation
3) Project - Story Book
4) 1930s-WWII
-----------------------------------------------------------------------------------------------------------
11/26/13 TUESDAY
1) 1930s Review / Quiz
2) Test Remediation
3) Project - Story Book
4) Pep Band @ 2:10-2:30pm
HAVE A GREAT BREAK! REFLECT ON WHAT WE DO HAVE & BE THANKFUL!
------------------------------------------------------------------------------------------------------------
11/25/13 MONDAY
1) Reflection
2) Bank Run
3) 1930's Notes
4) Project (Check for 1 more slide)
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11/22/13 FRIDAY
1) U.M.C. REVIEW - Q/A
2) LOW CLASS ACTIVITY
3) TRIANGLE FIRE - YOUTUBE CLIP
4) DEPRESSION NOTES
5) GROUP WORK TIME
Objective:
Students will be able to:
Compare and contrast women w/in all social classes to see how they've developed over time by analyzing primary docs.
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11/21/13 THURSDAY
1) U.M.C. Point of View Doc.
2) GROUP PROJECT TIME
TRIANGLE FIRE - YOUTUBE CLIP
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11/20/13 WEDNESDAY
1) 3RD PRIMARY DOC/CRITICAL THINKING Qs
2) TRIANGLE FIRE - YOUTUBE CLIP
3) GREAT WOMEN
4) Project Work Time
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11/19/13 TUESDAY
1) REVIEW P.O.V.
2) GROUP ROLES/EXPECTATIONS
3) PRIMARY DOCS: SOCIAL CLASS/P.O.V. OF WOMEN
4) GROUP WORK ON KID STORY
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11/18/13 MONDAY
1) Review NOTES - STUDENTS LEAD (WORDS ON THE BOARD)
2) P.O.V. Activity / Practice
3) This Side of Paradise
4) Group Roles/Expectations... IDEAS
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--11/15/13 FRIDAY
1) Turn In Understanding P.O.V.
2) Complete The NEW WOMAN
3) 1920s - FLAPPERS
11/14/13 THURSDAY
1) Review yesterday
2) Finish Notes
3) THE NEW WOMAN
4) 1920s - FLAPPERS
5) Putting it all together - TEMPERANCE MOVEMENT
11/13/13 WEDNESDAY
1) Review Test - Remediation
2) IMAGES TO YOUR NOTES
3) THE NEW WOMAN
4) 1920s - FLAPPERS
5) Putting it all together - TEMPERANCE MOVEMENT
6) Novel: This Side of Paradise - Looking at the Role of Women w/ Different P.O.V.s
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11/12/13 TUESDAY
1) NOTES/P.
2) Reflection
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11/11/13 (VETERANS DAY)
1) Summative Assessment
2) Reflection
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11/7/13 THURSDAY (Late Start)
1) Our Objective is To Answer the Question: "North or South: Who Killed Reconstruction?"
2) Finish Graphic Organizer for Seminar
3) Rubric
--------------------------------------------------------------------------------------------
11/6/13 WEDNESDAY (Shortened Blk)
1) DBQ Docs
2) Graphic Organizer
3) State Claims - put together documents
4) HOMEWORK: WORK ON GRAPHIC ORGANIZER - CLAIM & SUPPORT
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11/5/13 TUESDAY
1) RECAP - Mapping Activity (purpose: rebuilding the nation... is a mess)
2) Notes Con't (guided note sheet)
3) DBQ: "NORTH or SOUTH: WHO KILLED RECONSTRUCTION?"
4) Analyze documents w/in small group
----------------------------------------------------------------------------------------------
11/4/13 MONDAY
1) Objective: to understand Reconstruction
2) NOTES - RECONSTRUCTION
3) CONTENT ACCURACY
4) REBUILDING ACTIVITY
-----------------------------------------------------------------------------------------------
11/1/13 FRIDAY
1) Go over & Remediation of Critical Qs
2) Skill: Inference
3) Laptop Notes
4) Civil War & RECONSTRUCTION
5) Visuals w/ Notes
------------------------------------------------------------------------------------------------
10/31/13 THURSDAY
1) Jourdan Anderson Letter Tone Review
2) Jourdan Anderson Questions
3) Black Codes - Notes
4) Heading Towards Reconstruction
--------------------------------------------------------------------------------------------------
10/30/13 WEDNESDAY
1) TONE Review - Humor
2) CLOSE Reading of Slave Letter
3) TONE W/S - Mocking
4) Black Codes Notes - John Jones/IL Black Laws
5) Cert. of Freedom
--------------------------------------------------------------------------------------------------
10/29/13 TUESDAY
1) Seminar (review materials for 2 minutes)
2) READING Slave Letter (emphasis on TONE)
3) TONE w/s
4) Black Codes
5) Cert. of Freedom
----------------------------------------------------------------------------------------------------
10/28/13 MONDAY
1) Close Reading: Former Slave to Former Master - TONE
2) TONE W/S
3) Seminar Prep (use the Slave Letter)
4) SEMINAR
5) Study for Assessment
------------------------------------------------------------------------------------------------------
10/25/13 FRIDAY
1) 12 Years A Slave (connection to Jess's Q)
2) DBQ Review
3) CLOSE READING: Slave letter to former master - TONE
------------------------------------------------------------------------------------------------------
10/24/13 THURSDAY
1) DBQ Questions
2) DBQ Documents
3) Slave Letter to Former Master - TONE
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10/23/13 WEDNESDAY
1) Team Posters
2) DBQ - Questions
3) DBQ - Documents
4) Slave Letter to Former Master - Tone
---------------------------------------------------------------------------------------------------------
10/22/13 TUESDAY
1) Team Poster (finish causes) - need bullet notes
2) Slavery Notes
3) MAP
4) DBQ
--------------------------------------------------------------------------------------------------------
10/21/13 MONDAY
1) Reading Paragraph w/ Critical Thinking Qs
2) Review Objective
3) Finish Causes of the Civil War
4) MAP
5) Group Poster per Cause w/ visual
------------------------------------------------------------------------------------------------------
10/18/13 FRIDAY
1) Entrance Slip (team)
2) Notes - discussion
3) Linking the causes to Civil War (Student Questions)
4) MAP
5) Poster/Team Project (TIMED)
--------------------------------------------------------------------------------------------------------
10/17/13 THURSDAY
1) Entrance Slip (team)
2) Review
3) GWFA w/ Questions
4) Team Discussions (notes)
5) Whole Group Discussion (Connecting the Causes of the Civil War)
---------------------------------------------------------------------------------------------------------
10/16/13 WEDNESDAY
1) Review (QFT) EXIT SLIP
2) Teams - review three questions
3) Finish Research
4) Notes/Graphic Organizer - using Team Questions - ADD TO Q & CHECK OFF
---------------------------------------------------------------------------------------------------------
10/15/13 TUESDAY
1) Review (Tone - continue w/ the Civil War)
2) Groups (Team Names)
3) Q.F.T. Strategy (P.P.)
4) Research (Laptops)
-----------------------------------------------------------------------------------------------------------
10/11/13 FRIDAY
10/10/13 THURSDAY
10/9/13 WEDNESDAY
10/8/13 TUESDAY
10/7/13 MONDAY
10/4/13 FRIDAY
10/3/13 THURSDAY
FRIDAY: DBQ + School House Rock video of how a Bill becomes a Law & Bill of Rights
---------------------------------------------------------------------------
10/1/13 TUESDAY
9/30/13 MONDAY
9/27/13 FRIDAY (PEP ASSEMBLY)
9/26/13 THURSDAY
9/25/13 WEDNESDAY
9/24/13 TUESDAY
9/23/13 MONDAY
9/20/13 FRIDAY
9/19/13 THURSDAY
-------------------------------------------------------------
9/18/13 WEDNESDAY
-------------------------------------------------------
9/17/13 TUESDAY
9/16/13 MONDAY
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9/13/13 FRIDAY
9/12/13 THURSDAY (LATE START)
9/11/13 WEDNESDAY
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9/10/13 TUESDAY
9/9/13 MONDAY
----------------------------------------------------------------------
9/6/13 FRIDAY
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9/5/13 THURSDAY (LATE START)
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9/4/13 WEDNESDAY
9/3/13 TUESDAY (Welcome Back from Labor Day Weekend)
-----------------------------------------------------
8/30/13 FRIDAY
4. Small Group Activity: The English Colonies (Reading Like a Historian Slip)
5. Small Group Activity/Whole Group: List characteristics of a Puritan
5. Exit Slip: Define "Push" & "Pull" Factors for the Great Migration; Was the English Civil War a push or pull factor for colonizing the New World? Describe the Puritan Ethic?
8/29/13 THURSDAY (OPEN HOUSE)
4. Students will complete their small group annotations
5. Students will instruct the other groups of their sections
6. Students will be able to connect all three sections in order to create an accurate summary
8/28/13 WEDNESDAY
1. Entrance Slip - review questions from yesterday's lesson (Pizarro seizing the Inca)
2. Whole Group: Review class objectives for the next few days:
4. Students will then be in 3 rotations: all annotating different sections of: the Conquest of the Mainland.
8/27/13 TUESDAY
8/26/13 MONDAY
(2) Arrowheads (what does this say about the culture, way of life, etc.)- IL Point Guide
(3) PBS clips: When Worlds Collide - significance of Columbian Exchange: Health/Diet, Crops/Wealth in Europe
8/23/13 FRIDAY
8/22/13 THURSDAY
8/21/13 WEDNESDAY
8/20/13 TUESDAY - WELCOME BACK!
3) 4) Put it together: Role of Women
https://www.youtube.com/watch?v=3svvCj4yhYc
-----------------------------------------------------------------------------------------
11/12/13 TUESDAY
1) NOTES/P.
2) Reflection
------------------------------------------------------------------------------------------
11/11/13 (VETERANS DAY)
1) Summative Assessment
2) Reflection
--------------------------------------------------------------------------------------------
11/7/13 THURSDAY (Late Start)
1) Our Objective is To Answer the Question: "North or South: Who Killed Reconstruction?"
2) Finish Graphic Organizer for Seminar
3) Rubric
--------------------------------------------------------------------------------------------
11/6/13 WEDNESDAY (Shortened Blk)
1) DBQ Docs
2) Graphic Organizer
3) State Claims - put together documents
4) HOMEWORK: WORK ON GRAPHIC ORGANIZER - CLAIM & SUPPORT
---------------------------------------------------------------------------------------------
11/5/13 TUESDAY
1) RECAP - Mapping Activity (purpose: rebuilding the nation... is a mess)
2) Notes Con't (guided note sheet)
3) DBQ: "NORTH or SOUTH: WHO KILLED RECONSTRUCTION?"
4) Analyze documents w/in small group
----------------------------------------------------------------------------------------------
11/4/13 MONDAY
1) Objective: to understand Reconstruction
2) NOTES - RECONSTRUCTION
3) CONTENT ACCURACY
4) REBUILDING ACTIVITY
-----------------------------------------------------------------------------------------------
11/1/13 FRIDAY
1) Go over & Remediation of Critical Qs
2) Skill: Inference
3) Laptop Notes
4) Civil War & RECONSTRUCTION
5) Visuals w/ Notes
------------------------------------------------------------------------------------------------
10/31/13 THURSDAY
1) Jourdan Anderson Letter Tone Review
2) Jourdan Anderson Questions
3) Black Codes - Notes
4) Heading Towards Reconstruction
--------------------------------------------------------------------------------------------------
10/30/13 WEDNESDAY
1) TONE Review - Humor
2) CLOSE Reading of Slave Letter
3) TONE W/S - Mocking
4) Black Codes Notes - John Jones/IL Black Laws
5) Cert. of Freedom
--------------------------------------------------------------------------------------------------
10/29/13 TUESDAY
1) Seminar (review materials for 2 minutes)
2) READING Slave Letter (emphasis on TONE)
3) TONE w/s
4) Black Codes
5) Cert. of Freedom
----------------------------------------------------------------------------------------------------
10/28/13 MONDAY
1) Close Reading: Former Slave to Former Master - TONE
2) TONE W/S
3) Seminar Prep (use the Slave Letter)
4) SEMINAR
5) Study for Assessment
------------------------------------------------------------------------------------------------------
10/25/13 FRIDAY
1) 12 Years A Slave (connection to Jess's Q)
2) DBQ Review
3) CLOSE READING: Slave letter to former master - TONE
------------------------------------------------------------------------------------------------------
10/24/13 THURSDAY
1) DBQ Questions
2) DBQ Documents
3) Slave Letter to Former Master - TONE
-------------------------------------------------------------------------------------------------------
10/23/13 WEDNESDAY
1) Team Posters
2) DBQ - Questions
3) DBQ - Documents
4) Slave Letter to Former Master - Tone
---------------------------------------------------------------------------------------------------------
10/22/13 TUESDAY
1) Team Poster (finish causes) - need bullet notes
2) Slavery Notes
3) MAP
4) DBQ
--------------------------------------------------------------------------------------------------------
10/21/13 MONDAY
1) Reading Paragraph w/ Critical Thinking Qs
2) Review Objective
3) Finish Causes of the Civil War
4) MAP
5) Group Poster per Cause w/ visual
------------------------------------------------------------------------------------------------------
10/18/13 FRIDAY
1) Entrance Slip (team)
2) Notes - discussion
3) Linking the causes to Civil War (Student Questions)
4) MAP
5) Poster/Team Project (TIMED)
--------------------------------------------------------------------------------------------------------
10/17/13 THURSDAY
1) Entrance Slip (team)
2) Review
3) GWFA w/ Questions
4) Team Discussions (notes)
5) Whole Group Discussion (Connecting the Causes of the Civil War)
---------------------------------------------------------------------------------------------------------
10/16/13 WEDNESDAY
1) Review (QFT) EXIT SLIP
2) Teams - review three questions
3) Finish Research
4) Notes/Graphic Organizer - using Team Questions - ADD TO Q & CHECK OFF
---------------------------------------------------------------------------------------------------------
10/15/13 TUESDAY
1) Review (Tone - continue w/ the Civil War)
2) Groups (Team Names)
3) Q.F.T. Strategy (P.P.)
4) Research (Laptops)
-----------------------------------------------------------------------------------------------------------
10/11/13 FRIDAY
10/10/13 THURSDAY
10/9/13 WEDNESDAY
10/8/13 TUESDAY
10/7/13 MONDAY
10/4/13 FRIDAY
10/3/13 THURSDAY
FRIDAY: DBQ + School House Rock video of how a Bill becomes a Law & Bill of Rights
---------------------------------------------------------------------------
10/1/13 TUESDAY
9/30/13 MONDAY
9/27/13 FRIDAY (PEP ASSEMBLY)
9/26/13 THURSDAY
9/25/13 WEDNESDAY
9/24/13 TUESDAY
9/23/13 MONDAY
9/20/13 FRIDAY
9/19/13 THURSDAY
-------------------------------------------------------------
9/18/13 WEDNESDAY
-------------------------------------------------------
9/17/13 TUESDAY
9/16/13 MONDAY
--------------------------------------------------------------------------
9/13/13 FRIDAY
9/12/13 THURSDAY (LATE START)
9/11/13 WEDNESDAY
---------------------------------------------------------------------------
9/10/13 TUESDAY
9/9/13 MONDAY
----------------------------------------------------------------------
9/6/13 FRIDAY
-----------------------------------------------------------------------------------
9/5/13 THURSDAY (LATE START)
-------------------------------------------------------------------------------------
9/4/13 WEDNESDAY
9/3/13 TUESDAY (Welcome Back from Labor Day Weekend)
-----------------------------------------------------
8/30/13 FRIDAY
4. Small Group Activity: The English Colonies (Reading Like a Historian Slip)
5. Small Group Activity/Whole Group: List characteristics of a Puritan
5. Exit Slip: Define "Push" & "Pull" Factors for the Great Migration; Was the English Civil War a push or pull factor for colonizing the New World? Describe the Puritan Ethic?
8/29/13 THURSDAY (OPEN HOUSE)
4. Students will complete their small group annotations
5. Students will instruct the other groups of their sections
6. Students will be able to connect all three sections in order to create an accurate summary
8/28/13 WEDNESDAY
1. Entrance Slip - review questions from yesterday's lesson (Pizarro seizing the Inca)
2. Whole Group: Review class objectives for the next few days:
4. Students will then be in 3 rotations: all annotating different sections of: the Conquest of the Mainland.
8/27/13 TUESDAY
8/26/13 MONDAY
(2) Arrowheads (what does this say about the culture, way of life, etc.)- IL Point Guide
(3) PBS clips: When Worlds Collide - significance of Columbian Exchange: Health/Diet, Crops/Wealth in Europe
8/23/13 FRIDAY
8/22/13 THURSDAY
8/21/13 WEDNESDAY
8/20/13 TUESDAY - WELCOME BACK!
1) Review Test - Remediation
2) IMAGES TO YOUR NOTES
3) THE NEW WOMAN
4) 1920s - FLAPPERS
5) Putting it all together - TEMPERANCE MOVEMENT
6) Novel: This Side of Paradise - Looking at the Role of Women w/ Different P.O.V.s
-----------------------------------------------------------------------------------------
11/12/13 TUESDAY
1) NOTES/P.
2) Reflection
------------------------------------------------------------------------------------------
11/11/13 (VETERANS DAY)
1) Summative Assessment
2) Reflection
--------------------------------------------------------------------------------------------
11/7/13 THURSDAY (Late Start)
1) Our Objective is To Answer the Question: "North or South: Who Killed Reconstruction?"
2) Finish Graphic Organizer for Seminar
3) Rubric
--------------------------------------------------------------------------------------------
11/6/13 WEDNESDAY (Shortened Blk)
1) DBQ Docs
2) Graphic Organizer
3) State Claims - put together documents
4) HOMEWORK: WORK ON GRAPHIC ORGANIZER - CLAIM & SUPPORT
---------------------------------------------------------------------------------------------
11/5/13 TUESDAY
1) RECAP - Mapping Activity (purpose: rebuilding the nation... is a mess)
2) Notes Con't (guided note sheet)
3) DBQ: "NORTH or SOUTH: WHO KILLED RECONSTRUCTION?"
4) Analyze documents w/in small group
----------------------------------------------------------------------------------------------
11/4/13 MONDAY
1) Objective: to understand Reconstruction
2) NOTES - RECONSTRUCTION
3) CONTENT ACCURACY
4) REBUILDING ACTIVITY
-----------------------------------------------------------------------------------------------
11/1/13 FRIDAY
1) Go over & Remediation of Critical Qs
2) Skill: Inference
3) Laptop Notes
4) Civil War & RECONSTRUCTION
5) Visuals w/ Notes
------------------------------------------------------------------------------------------------
10/31/13 THURSDAY
1) Jourdan Anderson Letter Tone Review
2) Jourdan Anderson Questions
3) Black Codes - Notes
4) Heading Towards Reconstruction
--------------------------------------------------------------------------------------------------
10/30/13 WEDNESDAY
1) TONE Review - Humor
2) CLOSE Reading of Slave Letter
3) TONE W/S - Mocking
4) Black Codes Notes - John Jones/IL Black Laws
5) Cert. of Freedom
--------------------------------------------------------------------------------------------------
10/29/13 TUESDAY
1) Seminar (review materials for 2 minutes)
2) READING Slave Letter (emphasis on TONE)
3) TONE w/s
4) Black Codes
5) Cert. of Freedom
----------------------------------------------------------------------------------------------------
10/28/13 MONDAY
1) Close Reading: Former Slave to Former Master - TONE
2) TONE W/S
3) Seminar Prep (use the Slave Letter)
4) SEMINAR
5) Study for Assessment
------------------------------------------------------------------------------------------------------
10/25/13 FRIDAY
1) 12 Years A Slave (connection to Jess's Q)
2) DBQ Review
3) CLOSE READING: Slave letter to former master - TONE
------------------------------------------------------------------------------------------------------
10/24/13 THURSDAY
1) DBQ Questions
2) DBQ Documents
3) Slave Letter to Former Master - TONE
-------------------------------------------------------------------------------------------------------
10/23/13 WEDNESDAY
1) Team Posters
2) DBQ - Questions
3) DBQ - Documents
4) Slave Letter to Former Master - Tone
---------------------------------------------------------------------------------------------------------
10/22/13 TUESDAY
1) Team Poster (finish causes) - need bullet notes
2) Slavery Notes
3) MAP
4) DBQ
--------------------------------------------------------------------------------------------------------
10/21/13 MONDAY
1) Reading Paragraph w/ Critical Thinking Qs
2) Review Objective
3) Finish Causes of the Civil War
4) MAP
5) Group Poster per Cause w/ visual
------------------------------------------------------------------------------------------------------
10/18/13 FRIDAY
1) Entrance Slip (team)
2) Notes - discussion
3) Linking the causes to Civil War (Student Questions)
4) MAP
5) Poster/Team Project (TIMED)
--------------------------------------------------------------------------------------------------------
10/17/13 THURSDAY
1) Entrance Slip (team)
2) Review
3) GWFA w/ Questions
4) Team Discussions (notes)
5) Whole Group Discussion (Connecting the Causes of the Civil War)
---------------------------------------------------------------------------------------------------------
10/16/13 WEDNESDAY
1) Review (QFT) EXIT SLIP
2) Teams - review three questions
3) Finish Research
4) Notes/Graphic Organizer - using Team Questions - ADD TO Q & CHECK OFF
---------------------------------------------------------------------------------------------------------
10/15/13 TUESDAY
1) Review (Tone - continue w/ the Civil War)
2) Groups (Team Names)
3) Q.F.T. Strategy (P.P.)
4) Research (Laptops)
-----------------------------------------------------------------------------------------------------------
10/11/13 FRIDAY
- WORD SORT
- Analyze both Primary Documents
- TONE IT UP! Summary of both Compare & Contrast
- GWFA (1796) Comprehension Questions
10/10/13 THURSDAY
- Entrance Slip - Words
- Content Review
- Continue Reading T.J.I.A. (1801) - I.D. words/phrases for TONE
- Whole Group: Bring all our words together (back board)
10/9/13 WEDNESDAY
- Review Content
- Review Tone
- Primary Doc (Thomas Jefferson's Address)
- Graphic Organizer - independent
- Student Review of Objectives
10/8/13 TUESDAY
- Entrance Slip (Tone/Attitude, Content)
- Continue Notes/Background (War of 1812 - Westward Expansion/Nationalism)
- Tone Notes Review
- Primary Doc - (Independent Practice)
- Sentence, Paragraph - Practice
- Exit Slip
10/7/13 MONDAY
- Objectives: Students will analyze an author's purpose/tone; Students will apply their knowledge of tone to their own writing
- Notes/Background
- Tone Examples
- Tone using Primary Docs
- Exit Slip
10/4/13 FRIDAY
- Objectives:
- Students will be able to identify effective details within their small group
- Students will be able to blend those details to make an accurate summary
- Students will be able to further their comprehension of the Constitution
- Bill of Rights (Summary)-Green sheet
- Small Group - decide what your main details are and combine/modify all of your summaries to make 1 summary.
- Bill of Rights - Youtube
- I'm Just A Bill - Youtube
10/3/13 THURSDAY
- Objectives:
- Students will be able to identify effective details within their small group
- Students will be able to blend those details to make an accurate summary
- Students will be able to further their comprehension of the Constitution
- Agenda
- Pass back Tests
- Constitution Article (Comprehension Questions)
- Bill of Rights (Summary)-Green sheet
- Small Group - decide what your main details are and combine/modify all of your summaries to make 1 summary.
FRIDAY: DBQ + School House Rock video of how a Bill becomes a Law & Bill of Rights
- ---------------------------------------------------------------------------
- Agenda
- Continue VOCAB SWAT
- Celebration Assessment (Celebration of your Knowledge!)
- The Constitution Extended
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10/1/13 TUESDAY
- Agendas/Review Objectives
- Pass Back Study Guides
- COMPROMISE NOTES -"Congress shall pass no laws restricting an establishment of religion..."
- Review Constitution (Skill focus on Assessment)
- VOCAB SWATTER (review questions from Study Guide)
9/30/13 MONDAY
- Objectives/Purpose
- Groups
- Review for Assessment
- T Chart Notes: Declaration of Independence v. The Constitution
- Background for the Constitution
9/27/13 FRIDAY (PEP ASSEMBLY)
- New Seating Chart
- Entrance Slip
- Organize Notes
- Review Activity... main points, vocab
9/26/13 THURSDAY
- Entrance Slip
- Review - during and right after the war... Articles of Confederation (BIG PROBLEMS)
- Small Group - reading and highlighting detail
- Cause & Effect Activity (if time)
- Exit Slip
9/25/13 WEDNESDAY
- Review
- War for Independence Notes
- Magnet Summary - working on details to summarize article
- Cause Effect Relationships
9/24/13 TUESDAY
- Review Weekly Objective/expectations (skills)
- RECAP Magnet Summary
- LIBERTY: The American Revolution (PBS Activity)
- Notes con't.
9/23/13 MONDAY
- MAP Testing - Finish READING/LANGUAGE MAP Test
- When students finish their tests - pass out the ENTRANCE SLIPS to complete - for question #3 they can write it on the back.
- After the entrance slip - students should complete their Magnet Summary from Friday
- IF time students will then Read the Cartoon History of the U.S. - When students finish they will continue to investigate "Creating a Nation" rallying support for the Nation.
- OBJECTIVES:
- Students will be able to effectively fill out a magnet summary sheet
- Students will be able to write a 1 sentence summary of a given passage utilizing the keywords/key events they've narrowed down.
9/20/13 FRIDAY
- Skills:
- Identify Main Idea
- Identify key terms/words that connect with the Main Idea
- Write
- Finish Declaration of Independence Notes
- Answer the Essential Questions
- According to the Founding Papas, why is government formed?
- According to the Founding Papas, what is the function of government?
- Declaration of Independence Clip
9/19/13 THURSDAY
- Agenda
- Review Socratic Seminar
- Declaration of Independence - notes / discussion
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9/18/13 WEDNESDAY
- Agenda
- Review Essential Questions
- Review Objectives & Expectations within Socratic Seminar (afterwards student walks class through each and asks them if they have completed these/Can do them...)
- Students reenacted the Boston Massacre and asked critical questions about the event which ultimately lead the colonists to publish propaganda against the British and fueled the flames towards Independence.
- Students then conducted a Socratic Seminar - using their notes and their position: were the Colonists justified in breaking ties with Great Britain OR should they have remained under her rule.
-------------------------------------------------------
9/17/13 TUESDAY
- Read over 1765 & 1774
- Main Idea - graphic organizer
- Socratic Seminar
9/16/13 MONDAY
- Essential Questions for the week:
- What grievances did the Colonists form against the Crown/Parliament? (Students will be able to identify the grievances and steps towards Independence/Declaration/Constitution)
- Should the Colonists remain under British rule?
- Laptops - copy Agenda & Create an account for Talking Dead
- NEXT, Read the following articles:
- 1765
- 1774
- Next, pick a side:
- do you believe that the Colonists were justified in breaking ties with Great Britain
- do you believe that the Colonists should remain under British rule
- Then, highlight evidence from the article to support your side/argument
- Type that evidence into your google doc. - make sure you share it with me.
- Create a Google Doc and title it: Socratic Seminar 9/16... then share it with me, Justin Allison
- Grievances Notes Finished
- Students will Review Notes for Seminar
- FOR TUESDAY Unless time allows.....
- OUTLINE & RUBRIC (evidence/documents-reference notes) for Socratic Seminar
- Socratic Seminar: focus on the essential q: who were major players in race to empire; what grievances did the colonists form against the Crown/Parliament, thus building cause for Independence.
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9/13/13 FRIDAY
- Agenda
- Review Notes - Entrance Slip
- Document
- Grievances
- Binders - Sections: entrance slips, Note sheets, articles/readings, (GET FOLDERS - CUT IN 1/2)
- Boston Massacre - Trials to come
9/12/13 THURSDAY (LATE START)
- Agenda
- Finish Notes from yesterday
- Organize Notes - Highlight Essential Questions w/in notes
- Activity - Acts
- Review Important Notes: Americans fought a war against French/Indians - Scalping...
9/11/13 WEDNESDAY
- Entrance Slip - Review of our two Essential Questions
- Reread-all together, Trapped! RLH: Main Idea/Key Details
- Review of Notes - Splitting into Parts, "Class I need your help" Activity
- Mapping of Territories (MAP)
- French & Indian War! (First steps toward Revolution)
- RECAP & Exit Slip!
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9/10/13 TUESDAY
- Entrance Slip - then draw it on the board for review...
- 2 Essential Questions/Focus - Review back of the board
- Whole Group Reading - Understanding the Fur Trade (Skill: reading for info/RLH)
- Break in Pairs to answer the questions with the article
- Whole Group: review (last 20 min.)
9/9/13 MONDAY
- Entrance Slip - whole group-The Reenactment - What Does this tell us about the Puritans in Salem? (5 minute)
- Look at all entrance slips & RLH Doc Q&A: Puritans/Salem Witch Trial (~ 10 min.)
- SOCRACTIC SEMINAR Circle Grouping - making connections from PURITANS GUIDING Q Sheet & SALEM WITCH TRIAL Sheet (~20 min.)
- Organize Folder/Binder
- K.W.L. RACE TO EMPIRE: French & Indian War (...wait, who's fighting who?)
- 2 essential questions for this week:
- who was involved in the American Race for Empire?
- what impact did this race for Empire have on American Colonists? (Tea, Taxes, & Revolution... oh my!)
- In other words, what grievances do the colonists have against the English Crown?
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9/6/13 FRIDAY
- Entrance Slip
- D.B.Q. - go over documents in group
- Summarizing - in your own words
- Objective: (Students will be able to write an effective summary by using their primary documents)
- Last 20 min. - Help the Village of Salem
- Moving towards The French & Indian War (...wait, who's fighting who?)
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9/5/13 THURSDAY (LATE START)
- Entrance Slip
- Organization of Folders & Binders - Tabs; Writer's Notebook
- Salem Witch Trial D.B.Q. - Model with a few Documents - finish and discuss R.L.H. groups
- Mr. Allison's Reenactment with Student involvement - 3 Witches lurk in the classroom!
- Video Clip
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9/4/13 WEDNESDAY
- Entrance Slip - 3 questions
- Finish the activity from Tuesday-Read & annotate - Doc. A or Doc. B
- Video: The Crucible (start at 31:50 minutes & end at 1:01) (~30 min)
- fill out movie guide
- R.L.H. - SALEM WITCH TRIAL: (8 groups of 2)
- Fill out Sourcing guide/Questions
9/3/13 TUESDAY (Welcome Back from Labor Day Weekend)
- Entrance Slip - 5 questions (to see retention & background knowledge of new concept {the Puritans}
- Objects: Students will analyze primary documents to further their understanding of the Puritans. Students will be able to connect the Puritan ethic with the Salem Witch Trials
- Review Notes from Friday - Continue guided note sheet
- Video: The Crucible (John Proctor's Confession) - lead into Puritans
- Mr. A - Model Sourcing - HELLFIRE Article - annotate using RLH
- Tomorrow: continue Reading like a Historian - Doc. A & Doc. B, answer sourcing guide; watch The Crucible
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8/30/13 FRIDAY
- Entrance Slip - 3 questions
- Whole Group Objectives
- Students will be able to further their understanding of Colonization
- Students will be able to i.d. the goals for colonizing the New World
- Essential Question: What caused the English Civil War?
- Essential Question: What is the Puritan Ethic?
4. Small Group Activity: The English Colonies (Reading Like a Historian Slip)
5. Small Group Activity/Whole Group: List characteristics of a Puritan
5. Exit Slip: Define "Push" & "Pull" Factors for the Great Migration; Was the English Civil War a push or pull factor for colonizing the New World? Describe the Puritan Ethic?
8/29/13 THURSDAY (OPEN HOUSE)
- Entrance Slip - 3 review questions
- Whole Group: Review class objectives
- Students will be able to describe the term Colonization (to establish colonies for resources, religion, trade/markets, $)
- Students will be able to identify the main goal(s) for colonizing the New World, specifically the Americas
- Students will be able to connect the goal(s) of colonizing with the overall effects
4. Students will complete their small group annotations
5. Students will instruct the other groups of their sections
6. Students will be able to connect all three sections in order to create an accurate summary
8/28/13 WEDNESDAY
1. Entrance Slip - review questions from yesterday's lesson (Pizarro seizing the Inca)
2. Whole Group: Review class objectives for the next few days:
- Students will be able to describe the term Colonization (to establish colonies for resources, religion, trade/markets, $)
- Students will be able to site locations settled by the Spanish, & French
- Students will be able to identify the main goal(s) for colonizing the New World, specifically the Americas
- Students will be able to connect the goal(s) of colonizing with the overall effects
4. Students will then be in 3 rotations: all annotating different sections of: the Conquest of the Mainland.
- COLONIZING MAP
- Exit Slip - Define the Term COLONIZATION
8/27/13 TUESDAY
- Whole Group: Students will review the class objectives: Analyze & question the painting Pizarro Seizing the Inca
- Finish the rotations from yesterday (see Monday's agenda)
- Organize Notebook/Binder & Writers Notebook
- Guns, Germs, & Steel DVD - Conquest.
- Q: What is the role of Weapons & Disease (episode 2)
8/26/13 MONDAY
- WRITING SAMPLE (in writer's notebook): Students, REFLECT on our activity from FRIDAY: What was the COLUMBIAN EXCHANGE and what was the significance? Use your knowledge - think about the activity
- Whole group, the days' agenda and goals: (1)Students will be able to independently discuss the effects of the "Columbian Exchange and give specific examples of those effects. (2) Students will be able to list the three major Indigenous Empires of the Americas and the aims of the Conquistadors.
- Rotations - Students will be divided into rotations:
(2) Arrowheads (what does this say about the culture, way of life, etc.)- IL Point Guide
(3) PBS clips: When Worlds Collide - significance of Columbian Exchange: Health/Diet, Crops/Wealth in Europe
- PBS DVD: Guns, Germs, & Steel - The Rise & Fall of the Incas (1500s)
- Whole Group: Class discussion: 1) significance of studying Indigenous Peoples of the Americas, (2) Students will Review their written summary and "modify/edit" after the days' activities to enhance their knowledge.
8/23/13 FRIDAY
- Review of daily class agenda & Goal: through participate and guided reading, students will list items swapped from the "Columbian Exchange."
- "I Can Statements" - Students independently decided how well they can perform a task via written language.
- Review of Wednesday's notes: Cristobal Columbo (Christopher Columbus) & the year 1492.
- Whole Group: students discussed what it meant to "read like an historian." We discussed Reading Strategies and Annotating as a means to strengthen reading comprehension. Click HERE for the "Reading Like An Historian Check Sheet."
- Columbian Exchange Activity: Students were divided into 3 groups: 1) The OLD World, (2) The NEW World, & (3) The Historians. Each group was given a reading sample to read aloud within their small groups. The were then tasked with figuring out what life was like for their hemisphere, listing crops, animals, diseases. After about 10 minutes they had to "act" as their group would have acted. Then the OLD world European students "sailed" across the room and landed in the same location as Columbus had. The Old World Group witnessed a completely different life style. Each group "exchanged" their Crops, animals, and diseases they had carried with them. They then took prisoners and sailed back to the OLD world. The Historian group filled in the gap of what the OLD World was in search of and the NEW World vast resources.
8/22/13 THURSDAY
- Quick overview of class agenda
- Whole Class: discussed importance of MAP Testing (Reading MAP Test)
- MAP Testing - we went to the LRC to conduct our Reading MAP Test. Copies were made for case managers and to use for American History
- Students were to print off results for instructor & case manager to view - students will also be analyzing their results compared with last years' results.
8/21/13 WEDNESDAY
- Navigating the Text - understanding the parts of our text book; knowing where to locate items, etc...
- Writer's Notebook
- Reading Strategies overview
- Class Discussion: what do they know (KWL strategy)
8/20/13 TUESDAY - WELCOME BACK!
- Over view of Course
- Syllabus
- Getting to know you activity
- T.E.D. - The Danger of the Single Story: students analyzed the danger of the single story and how it relates/impacts history. This connects greatly to our knowledge & understanding of our past, present, and future.
3) 4) Put it together: Role of Women
https://www.youtube.com/watch?v=3svvCj4yhYc
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11/12/13 TUESDAY
1) NOTES/P.
2) Reflection
------------------------------------------------------------------------------------------
11/11/13 (VETERANS DAY)
1) Summative Assessment
2) Reflection
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11/7/13 THURSDAY (Late Start)
1) Our Objective is To Answer the Question: "North or South: Who Killed Reconstruction?"
2) Finish Graphic Organizer for Seminar
3) Rubric
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11/6/13 WEDNESDAY (Shortened Blk)
1) DBQ Docs
2) Graphic Organizer
3) State Claims - put together documents
4) HOMEWORK: WORK ON GRAPHIC ORGANIZER - CLAIM & SUPPORT
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11/5/13 TUESDAY
1) RECAP - Mapping Activity (purpose: rebuilding the nation... is a mess)
2) Notes Con't (guided note sheet)
3) DBQ: "NORTH or SOUTH: WHO KILLED RECONSTRUCTION?"
4) Analyze documents w/in small group
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11/4/13 MONDAY
1) Objective: to understand Reconstruction
2) NOTES - RECONSTRUCTION
3) CONTENT ACCURACY
4) REBUILDING ACTIVITY
-----------------------------------------------------------------------------------------------
11/1/13 FRIDAY
1) Go over & Remediation of Critical Qs
2) Skill: Inference
3) Laptop Notes
4) Civil War & RECONSTRUCTION
5) Visuals w/ Notes
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10/31/13 THURSDAY
1) Jourdan Anderson Letter Tone Review
2) Jourdan Anderson Questions
3) Black Codes - Notes
4) Heading Towards Reconstruction
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10/30/13 WEDNESDAY
1) TONE Review - Humor
2) CLOSE Reading of Slave Letter
3) TONE W/S - Mocking
4) Black Codes Notes - John Jones/IL Black Laws
5) Cert. of Freedom
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10/29/13 TUESDAY
1) Seminar (review materials for 2 minutes)
2) READING Slave Letter (emphasis on TONE)
3) TONE w/s
4) Black Codes
5) Cert. of Freedom
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10/28/13 MONDAY
1) Close Reading: Former Slave to Former Master - TONE
2) TONE W/S
3) Seminar Prep (use the Slave Letter)
4) SEMINAR
5) Study for Assessment
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10/25/13 FRIDAY
1) 12 Years A Slave (connection to Jess's Q)
2) DBQ Review
3) CLOSE READING: Slave letter to former master - TONE
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10/24/13 THURSDAY
1) DBQ Questions
2) DBQ Documents
3) Slave Letter to Former Master - TONE
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10/23/13 WEDNESDAY
1) Team Posters
2) DBQ - Questions
3) DBQ - Documents
4) Slave Letter to Former Master - Tone
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10/22/13 TUESDAY
1) Team Poster (finish causes) - need bullet notes
2) Slavery Notes
3) MAP
4) DBQ
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10/21/13 MONDAY
1) Reading Paragraph w/ Critical Thinking Qs
2) Review Objective
3) Finish Causes of the Civil War
4) MAP
5) Group Poster per Cause w/ visual
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10/18/13 FRIDAY
1) Entrance Slip (team)
2) Notes - discussion
3) Linking the causes to Civil War (Student Questions)
4) MAP
5) Poster/Team Project (TIMED)
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10/17/13 THURSDAY
1) Entrance Slip (team)
2) Review
3) GWFA w/ Questions
4) Team Discussions (notes)
5) Whole Group Discussion (Connecting the Causes of the Civil War)
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10/16/13 WEDNESDAY
1) Review (QFT) EXIT SLIP
2) Teams - review three questions
3) Finish Research
4) Notes/Graphic Organizer - using Team Questions - ADD TO Q & CHECK OFF
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10/15/13 TUESDAY
1) Review (Tone - continue w/ the Civil War)
2) Groups (Team Names)
3) Q.F.T. Strategy (P.P.)
4) Research (Laptops)
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10/11/13 FRIDAY
- WORD SORT
- Analyze both Primary Documents
- TONE IT UP! Summary of both Compare & Contrast
- GWFA (1796) Comprehension Questions
10/10/13 THURSDAY
- Entrance Slip - Words
- Content Review
- Continue Reading T.J.I.A. (1801) - I.D. words/phrases for TONE
- Whole Group: Bring all our words together (back board)
10/9/13 WEDNESDAY
- Review Content
- Review Tone
- Primary Doc (Thomas Jefferson's Address)
- Graphic Organizer - independent
- Student Review of Objectives
10/8/13 TUESDAY
- Entrance Slip (Tone/Attitude, Content)
- Continue Notes/Background (War of 1812 - Westward Expansion/Nationalism)
- Tone Notes Review
- Primary Doc - (Independent Practice)
- Sentence, Paragraph - Practice
- Exit Slip
10/7/13 MONDAY
- Objectives: Students will analyze an author's purpose/tone; Students will apply their knowledge of tone to their own writing
- Notes/Background
- Tone Examples
- Tone using Primary Docs
- Exit Slip
10/4/13 FRIDAY
- Objectives:
- Students will be able to identify effective details within their small group
- Students will be able to blend those details to make an accurate summary
- Students will be able to further their comprehension of the Constitution
- Bill of Rights (Summary)-Green sheet
- Small Group - decide what your main details are and combine/modify all of your summaries to make 1 summary.
- Bill of Rights - Youtube
- I'm Just A Bill - Youtube
10/3/13 THURSDAY
- Objectives:
- Students will be able to identify effective details within their small group
- Students will be able to blend those details to make an accurate summary
- Students will be able to further their comprehension of the Constitution
- Agenda
- Pass back Tests
- Constitution Article (Comprehension Questions)
- Bill of Rights (Summary)-Green sheet
- Small Group - decide what your main details are and combine/modify all of your summaries to make 1 summary.
FRIDAY: DBQ + School House Rock video of how a Bill becomes a Law & Bill of Rights
- ---------------------------------------------------------------------------
- Agenda
- Continue VOCAB SWAT
- Celebration Assessment (Celebration of your Knowledge!)
- The Constitution Extended
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10/1/13 TUESDAY
- Agendas/Review Objectives
- Pass Back Study Guides
- COMPROMISE NOTES -"Congress shall pass no laws restricting an establishment of religion..."
- Review Constitution (Skill focus on Assessment)
- VOCAB SWATTER (review questions from Study Guide)
9/30/13 MONDAY
- Objectives/Purpose
- Groups
- Review for Assessment
- T Chart Notes: Declaration of Independence v. The Constitution
- Background for the Constitution
9/27/13 FRIDAY (PEP ASSEMBLY)
- New Seating Chart
- Entrance Slip
- Organize Notes
- Review Activity... main points, vocab
9/26/13 THURSDAY
- Entrance Slip
- Review - during and right after the war... Articles of Confederation (BIG PROBLEMS)
- Small Group - reading and highlighting detail
- Cause & Effect Activity (if time)
- Exit Slip
9/25/13 WEDNESDAY
- Review
- War for Independence Notes
- Magnet Summary - working on details to summarize article
- Cause Effect Relationships
9/24/13 TUESDAY
- Review Weekly Objective/expectations (skills)
- RECAP Magnet Summary
- LIBERTY: The American Revolution (PBS Activity)
- Notes con't.
9/23/13 MONDAY
- MAP Testing - Finish READING/LANGUAGE MAP Test
- When students finish their tests - pass out the ENTRANCE SLIPS to complete - for question #3 they can write it on the back.
- After the entrance slip - students should complete their Magnet Summary from Friday
- IF time students will then Read the Cartoon History of the U.S. - When students finish they will continue to investigate "Creating a Nation" rallying support for the Nation.
- OBJECTIVES:
- Students will be able to effectively fill out a magnet summary sheet
- Students will be able to write a 1 sentence summary of a given passage utilizing the keywords/key events they've narrowed down.
9/20/13 FRIDAY
- Skills:
- Identify Main Idea
- Identify key terms/words that connect with the Main Idea
- Write
- Finish Declaration of Independence Notes
- Answer the Essential Questions
- According to the Founding Papas, why is government formed?
- According to the Founding Papas, what is the function of government?
- Declaration of Independence Clip
9/19/13 THURSDAY
- Agenda
- Review Socratic Seminar
- Declaration of Independence - notes / discussion
-------------------------------------------------------------
9/18/13 WEDNESDAY
- Agenda
- Review Essential Questions
- Review Objectives & Expectations within Socratic Seminar (afterwards student walks class through each and asks them if they have completed these/Can do them...)
- Students reenacted the Boston Massacre and asked critical questions about the event which ultimately lead the colonists to publish propaganda against the British and fueled the flames towards Independence.
- Students then conducted a Socratic Seminar - using their notes and their position: were the Colonists justified in breaking ties with Great Britain OR should they have remained under her rule.
-------------------------------------------------------
9/17/13 TUESDAY
- Read over 1765 & 1774
- Main Idea - graphic organizer
- Socratic Seminar
9/16/13 MONDAY
- Essential Questions for the week:
- What grievances did the Colonists form against the Crown/Parliament? (Students will be able to identify the grievances and steps towards Independence/Declaration/Constitution)
- Should the Colonists remain under British rule?
- Laptops - copy Agenda & Create an account for Talking Dead
- NEXT, Read the following articles:
- 1765
- 1774
- Next, pick a side:
- do you believe that the Colonists were justified in breaking ties with Great Britain
- do you believe that the Colonists should remain under British rule
- Then, highlight evidence from the article to support your side/argument
- Type that evidence into your google doc. - make sure you share it with me.
- Create a Google Doc and title it: Socratic Seminar 9/16... then share it with me, Justin Allison
- Grievances Notes Finished
- Students will Review Notes for Seminar
- FOR TUESDAY Unless time allows.....
- OUTLINE & RUBRIC (evidence/documents-reference notes) for Socratic Seminar
- Socratic Seminar: focus on the essential q: who were major players in race to empire; what grievances did the colonists form against the Crown/Parliament, thus building cause for Independence.
--------------------------------------------------------------------------
9/13/13 FRIDAY
- Agenda
- Review Notes - Entrance Slip
- Document
- Grievances
- Binders - Sections: entrance slips, Note sheets, articles/readings, (GET FOLDERS - CUT IN 1/2)
- Boston Massacre - Trials to come
9/12/13 THURSDAY (LATE START)
- Agenda
- Finish Notes from yesterday
- Organize Notes - Highlight Essential Questions w/in notes
- Activity - Acts
- Review Important Notes: Americans fought a war against French/Indians - Scalping...
9/11/13 WEDNESDAY
- Entrance Slip - Review of our two Essential Questions
- Reread-all together, Trapped! RLH: Main Idea/Key Details
- Review of Notes - Splitting into Parts, "Class I need your help" Activity
- Mapping of Territories (MAP)
- French & Indian War! (First steps toward Revolution)
- RECAP & Exit Slip!
---------------------------------------------------------------------------
9/10/13 TUESDAY
- Entrance Slip - then draw it on the board for review...
- 2 Essential Questions/Focus - Review back of the board
- Whole Group Reading - Understanding the Fur Trade (Skill: reading for info/RLH)
- Break in Pairs to answer the questions with the article
- Whole Group: review (last 20 min.)
9/9/13 MONDAY
- Entrance Slip - whole group-The Reenactment - What Does this tell us about the Puritans in Salem? (5 minute)
- Look at all entrance slips & RLH Doc Q&A: Puritans/Salem Witch Trial (~ 10 min.)
- SOCRACTIC SEMINAR Circle Grouping - making connections from PURITANS GUIDING Q Sheet & SALEM WITCH TRIAL Sheet (~20 min.)
- Organize Folder/Binder
- K.W.L. RACE TO EMPIRE: French & Indian War (...wait, who's fighting who?)
- 2 essential questions for this week:
- who was involved in the American Race for Empire?
- what impact did this race for Empire have on American Colonists? (Tea, Taxes, & Revolution... oh my!)
- In other words, what grievances do the colonists have against the English Crown?
----------------------------------------------------------------------
9/6/13 FRIDAY
- Entrance Slip
- D.B.Q. - go over documents in group
- Summarizing - in your own words
- Objective: (Students will be able to write an effective summary by using their primary documents)
- Last 20 min. - Help the Village of Salem
- Moving towards The French & Indian War (...wait, who's fighting who?)
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9/5/13 THURSDAY (LATE START)
- Entrance Slip
- Organization of Folders & Binders - Tabs; Writer's Notebook
- Salem Witch Trial D.B.Q. - Model with a few Documents - finish and discuss R.L.H. groups
- Mr. Allison's Reenactment with Student involvement - 3 Witches lurk in the classroom!
- Video Clip
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9/4/13 WEDNESDAY
- Entrance Slip - 3 questions
- Finish the activity from Tuesday-Read & annotate - Doc. A or Doc. B
- Video: The Crucible (start at 31:50 minutes & end at 1:01) (~30 min)
- fill out movie guide
- R.L.H. - SALEM WITCH TRIAL: (8 groups of 2)
- Fill out Sourcing guide/Questions
9/3/13 TUESDAY (Welcome Back from Labor Day Weekend)
- Entrance Slip - 5 questions (to see retention & background knowledge of new concept {the Puritans}
- Objects: Students will analyze primary documents to further their understanding of the Puritans. Students will be able to connect the Puritan ethic with the Salem Witch Trials
- Review Notes from Friday - Continue guided note sheet
- Video: The Crucible (John Proctor's Confession) - lead into Puritans
- Mr. A - Model Sourcing - HELLFIRE Article - annotate using RLH
- Tomorrow: continue Reading like a Historian - Doc. A & Doc. B, answer sourcing guide; watch The Crucible
-----------------------------------------------------
8/30/13 FRIDAY
- Entrance Slip - 3 questions
- Whole Group Objectives
- Students will be able to further their understanding of Colonization
- Students will be able to i.d. the goals for colonizing the New World
- Essential Question: What caused the English Civil War?
- Essential Question: What is the Puritan Ethic?
4. Small Group Activity: The English Colonies (Reading Like a Historian Slip)
5. Small Group Activity/Whole Group: List characteristics of a Puritan
5. Exit Slip: Define "Push" & "Pull" Factors for the Great Migration; Was the English Civil War a push or pull factor for colonizing the New World? Describe the Puritan Ethic?
8/29/13 THURSDAY (OPEN HOUSE)
- Entrance Slip - 3 review questions
- Whole Group: Review class objectives
- Students will be able to describe the term Colonization (to establish colonies for resources, religion, trade/markets, $)
- Students will be able to identify the main goal(s) for colonizing the New World, specifically the Americas
- Students will be able to connect the goal(s) of colonizing with the overall effects
4. Students will complete their small group annotations
5. Students will instruct the other groups of their sections
6. Students will be able to connect all three sections in order to create an accurate summary
8/28/13 WEDNESDAY
1. Entrance Slip - review questions from yesterday's lesson (Pizarro seizing the Inca)
2. Whole Group: Review class objectives for the next few days:
- Students will be able to describe the term Colonization (to establish colonies for resources, religion, trade/markets, $)
- Students will be able to site locations settled by the Spanish, & French
- Students will be able to identify the main goal(s) for colonizing the New World, specifically the Americas
- Students will be able to connect the goal(s) of colonizing with the overall effects
4. Students will then be in 3 rotations: all annotating different sections of: the Conquest of the Mainland.
- COLONIZING MAP
- Exit Slip - Define the Term COLONIZATION
8/27/13 TUESDAY
- Whole Group: Students will review the class objectives: Analyze & question the painting Pizarro Seizing the Inca
- Finish the rotations from yesterday (see Monday's agenda)
- Organize Notebook/Binder & Writers Notebook
- Guns, Germs, & Steel DVD - Conquest.
- Q: What is the role of Weapons & Disease (episode 2)
8/26/13 MONDAY
- WRITING SAMPLE (in writer's notebook): Students, REFLECT on our activity from FRIDAY: What was the COLUMBIAN EXCHANGE and what was the significance? Use your knowledge - think about the activity
- Whole group, the days' agenda and goals: (1)Students will be able to independently discuss the effects of the "Columbian Exchange and give specific examples of those effects. (2) Students will be able to list the three major Indigenous Empires of the Americas and the aims of the Conquistadors.
- Rotations - Students will be divided into rotations:
(2) Arrowheads (what does this say about the culture, way of life, etc.)- IL Point Guide
(3) PBS clips: When Worlds Collide - significance of Columbian Exchange: Health/Diet, Crops/Wealth in Europe
- PBS DVD: Guns, Germs, & Steel - The Rise & Fall of the Incas (1500s)
- Whole Group: Class discussion: 1) significance of studying Indigenous Peoples of the Americas, (2) Students will Review their written summary and "modify/edit" after the days' activities to enhance their knowledge.
8/23/13 FRIDAY
- Review of daily class agenda & Goal: through participate and guided reading, students will list items swapped from the "Columbian Exchange."
- "I Can Statements" - Students independently decided how well they can perform a task via written language.
- Review of Wednesday's notes: Cristobal Columbo (Christopher Columbus) & the year 1492.
- Whole Group: students discussed what it meant to "read like an historian." We discussed Reading Strategies and Annotating as a means to strengthen reading comprehension. Click HERE for the "Reading Like An Historian Check Sheet."
- Columbian Exchange Activity: Students were divided into 3 groups: 1) The OLD World, (2) The NEW World, & (3) The Historians. Each group was given a reading sample to read aloud within their small groups. The were then tasked with figuring out what life was like for their hemisphere, listing crops, animals, diseases. After about 10 minutes they had to "act" as their group would have acted. Then the OLD world European students "sailed" across the room and landed in the same location as Columbus had. The Old World Group witnessed a completely different life style. Each group "exchanged" their Crops, animals, and diseases they had carried with them. They then took prisoners and sailed back to the OLD world. The Historian group filled in the gap of what the OLD World was in search of and the NEW World vast resources.
8/22/13 THURSDAY
- Quick overview of class agenda
- Whole Class: discussed importance of MAP Testing (Reading MAP Test)
- MAP Testing - we went to the LRC to conduct our Reading MAP Test. Copies were made for case managers and to use for American History
- Students were to print off results for instructor & case manager to view - students will also be analyzing their results compared with last years' results.
8/21/13 WEDNESDAY
- Navigating the Text - understanding the parts of our text book; knowing where to locate items, etc...
- Writer's Notebook
- Reading Strategies overview
- Class Discussion: what do they know (KWL strategy)
8/20/13 TUESDAY - WELCOME BACK!
- Over view of Course
- Syllabus
- Getting to know you activity
- T.E.D. - The Danger of the Single Story: students analyzed the danger of the single story and how it relates/impacts history. This connects greatly to our knowledge & understanding of our past, present, and future.