Week of May 9th - 13th
Monday
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 22 – 24
CNN Student News (Essential Question Checks)
Students will receive be in groups of four (4) with each student focusing on a battle: Wilderness, Spotsylvania, Cold Harbor, and Petersburg. Students will then be provided with a piece of information regarding their assigned battle and underline and supporting information connecting to the It Matters Because statement on page 481, “With each side determined to win, the bloodiest months of the Civil War were still to come.” Students will use their information to convince others that their battle was the MAIN reason why it was considered so bloody. Students will then decide, as a group, which battle BEST supports the It Matters Because prompt.
Reading/Homework: Pages 481 - 487
Standards: None
Tuesday
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 22 – 27
Essential Question 8-2: None
Students will reconvene in their groups as I provide a brief PPT on the battles, leading to the end of the American Civil War. As a class, we will decide which battle BEST supports the It Matters Because statement from the group’s convincing arguments.
Then, we will begin an interactive slideshow of events that transpired during the Reconstruction Era. Throughout the slideshow, students will be asked to engage in interpretations of maps, charts, primary sources, ETC to enhance their understanding of the Reconstruction Era.
Reading/Homework: Pages 481 – 487, 494 – 513
Standards: 8.1.26, 8.1.27, 8.3.1
Wednesday
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 25 – 27
Essential Question 8-2: None
Students will continue the interactive slideshow of events that transpired during the Reconstruction Era. Throughout the slideshow, students will be asked to engage in interpretations of maps, charts, primary sources, ETC to enhance their understanding of the Reconstruction Era.
Reading/Homework: Pages 494 – 513
Standards: 8.1.26, 8.1.27, 8.3.1
Thursday (Incentive Day)
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 8-3: None
Students will learn about how photography influenced the reaction to war. Students will also become familiar with how (in some cases) making duplicates of photos could be quite cumbersome. Instead of relying on digital technology, there were individuals who specialized in hand-drawing the photos. Students will become this person as each will receive a selected photo from Matthew Brady's Collection. Using the photo, students will construct a duplicate (using shadows, shading, scale references, etc).
Reading/Homework: None
Standards: None
Friday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Students will retrieve their review guide objectives and core vocabulary sheets for a brief Q/A over any areas of clarification/understanding.
Then, students will receive the crossword challenge activity pertaining to information on test nine. While students are working on the crossword challenge, I will be checking student responses on their review guides and vocab sheets.
The final 10 minutes will be utilized for going over the responses for the crossword challenge.
Reading/Homework: Study for Test Nine
Standards: Test Nine
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 22 – 24
CNN Student News (Essential Question Checks)
Students will receive be in groups of four (4) with each student focusing on a battle: Wilderness, Spotsylvania, Cold Harbor, and Petersburg. Students will then be provided with a piece of information regarding their assigned battle and underline and supporting information connecting to the It Matters Because statement on page 481, “With each side determined to win, the bloodiest months of the Civil War were still to come.” Students will use their information to convince others that their battle was the MAIN reason why it was considered so bloody. Students will then decide, as a group, which battle BEST supports the It Matters Because prompt.
Reading/Homework: Pages 481 - 487
Standards: None
Tuesday
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 22 – 27
Essential Question 8-2: None
Students will reconvene in their groups as I provide a brief PPT on the battles, leading to the end of the American Civil War. As a class, we will decide which battle BEST supports the It Matters Because statement from the group’s convincing arguments.
Then, we will begin an interactive slideshow of events that transpired during the Reconstruction Era. Throughout the slideshow, students will be asked to engage in interpretations of maps, charts, primary sources, ETC to enhance their understanding of the Reconstruction Era.
Reading/Homework: Pages 481 – 487, 494 – 513
Standards: 8.1.26, 8.1.27, 8.3.1
Wednesday
Academic Vocabulary: Resistance, total war
Review Guide Objective(s): 25 – 27
Essential Question 8-2: None
Students will continue the interactive slideshow of events that transpired during the Reconstruction Era. Throughout the slideshow, students will be asked to engage in interpretations of maps, charts, primary sources, ETC to enhance their understanding of the Reconstruction Era.
Reading/Homework: Pages 494 – 513
Standards: 8.1.26, 8.1.27, 8.3.1
Thursday (Incentive Day)
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 8-3: None
Students will learn about how photography influenced the reaction to war. Students will also become familiar with how (in some cases) making duplicates of photos could be quite cumbersome. Instead of relying on digital technology, there were individuals who specialized in hand-drawing the photos. Students will become this person as each will receive a selected photo from Matthew Brady's Collection. Using the photo, students will construct a duplicate (using shadows, shading, scale references, etc).
Reading/Homework: None
Standards: None
Friday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Students will retrieve their review guide objectives and core vocabulary sheets for a brief Q/A over any areas of clarification/understanding.
Then, students will receive the crossword challenge activity pertaining to information on test nine. While students are working on the crossword challenge, I will be checking student responses on their review guides and vocab sheets.
The final 10 minutes will be utilized for going over the responses for the crossword challenge.
Reading/Homework: Study for Test Nine
Standards: Test Nine
Week of May 2nd - 6th
Monday
Academic Vocabulary: habeas corpus, draft, bounty, greenbacks
Review Guide Objective(s): 13, 15 – 17
CNN Student News
SCENARIO DAY! Students will be paired up into partners and provided with a stack of numbers (1-5). Five will be highest/most effective. Students will be provided with various scenarios and (with their partners) decided on the overall effectiveness.
Scenario #1 – Many Copperheads were Midwesterners that sympathized with the South and opposed abolition. They believed the war was not necessary and called for its end. Lincoln saw the Copperheads as a threat to support the war effort. To silence them, he suspended the right of habeas corpus, a constitutional protection against unlawful imprisonment. How effective do you think Lincoln’s actions were at this time?
Scenario #2 – In March 1863, war critics erupted again when Congress approved a draft/conscription, or forced military service. For $300, men were allowed to buy their way out of the service. In July 1863, riots broke out when African-Americans were brought to New York City to replace striking Irish dock workers. The city happened to be holding a war draft at the same time. People attacked African Americans and draft offices, killing more than 100 people. The northern Democrats nominated former General George McClellan for president in 1864. How effective do you think General George McClellan will be as president?
Scenario #3 – Women were the backbone of civilian life. One woman brought strength and comfort to countless wounded Union soldiers. Volunteer Clara Barton organized the collection of medicine and supplies for delivery to the battlefield. At the field hospitals, the “angel of the battlefield” soothed the wounded and dying and assisted doctors as bullets flew around her. Barton’s work formed the basis for the American Red Cross.
In the South, Sally Tompkins established a small hospital in Richmond, Virginia. By the end of the war, it had grown into a major army hospital. Jefferson Davis recognized her value to the war effort by making her a captain in the Confederate army. How effective do you think Davis’ decision was during this time?
Reading/Homework: Read pages 466 – 467, 469 – 471
Standards: 8.1.27, 8.1.31, 8.2.1
Tuesday
Academic Vocabulary: habeas corpus, draft, bounty, greenbacks, entrenched, flank
Review Guide Objective(s): 13, 15 – 17, 20
Before students respond to Essential Question 7-1, we will finish up the scenarios from Monday’s class. Students will turn to page 464 and read the “It Matters Because” statement. As a concluding activity, we will recall the challenges and hardships identified in the all of the scenarios.
Essential Question 7-1 (following the scenario activity): Students will read the quote of a soldier from Chancellorsville below. “I saw the body of a man killed the previous day this morning and a horrible sight it was. Such sights do not affect me as they once did. I cannot describe the change nor do I know when it took effect, yet. I know that there is a change for I look on the carcass of a man with pretty much such feelings as I would do were it a horse or hog.” -Young Henry Grave
Why do you think "such sights do not affect me as they once did."?
There will be a brief, interactive PPT over Chancellorsville and Fredericksburg. Students will receive a "Chain of Events" handout. Using pages 477 - 479, students will write three facts about each day during the Battle of Gettysburg.
Reading/Homework: Read pages 474 – 475, 477 – 479
Standards: 8.1.25
Wednesday
Review Guide Objective(s): 20
Core Vocabulary: None
Essential Question 7-2: Students will view an animated image of a seesaw. Students will then generate a statement why “the balance of victories seemed to seesaw between North and South”. Following the essential question, students will examine the SmartBoard Interactive and students will approach the board and write down battles (recall) and indicate if it was a Union or Confederate.
Using Tuesday’s handout, students will engage in an interactive PPT over Gettysburg. Students will watch a DVD clip of Pickett's Charge from the final day of battle.
Throughout the video, students will be asked to decide whether "Meade" and "Lee" was more effective during this battle. This will be the start of Thursday’s class.
Reading/Homework: Read pages 477 – 479
Standards: 8.1.25
Thursday
Review Guide Objective(s): 20
Core Vocabulary: None
Essential Question 7-3: Examine page 479 and focus on the information pertaining to Gettysburg. Defend why the Battle of Gettysburg was considered a major turning point in the war.
Students will find "Meade" and "Lee" on opposite sides of the room. Students will locate to the side who (in their opinion) was more effective during this battle. Brief discussion will follow along with the implementation of "The Gettysburg Address" on page 480 and tell reasons why this short Address was one of the most famous speeches in U.S. history.
However, students will also realize that reactions to Lincoln’s Gettysburg Address were mixed. One newspaper, The Republican, wrote “His little speech is a perfect gem; deep in feeling, compact in thought and expression, and tasteful…in every word and comma.” However, students will take the role of criticizing the Address---supporting the mixed emotion component. Using a provided copy of the Gettysburg Address, students will draw lines from the document citing criticism in the margin. Students will be challenged to generate at least three (3) forms of criticism. Students will also know that questioning is also a form of criticism.
Reading/Homework: Read pages 478 – 480
Standards: 8.1.25
Friday
Review Guide Objective(s): 20, 22 – 24
Core Vocabulary: resistance, total war
Students will retrieve their Gettysburg Address (with criticisms) and a brief debate/discussion will occur for about 30 minutes.
Students will then read aloud the first paragraph on page 481 “The Union Closes In”. Once the paragraph has been read, students will embark on a test practice handout, where students will circle the correct answer and then underline and label where in the text supports the answer. The text and questions will pertain to the final stages of the Civil War, which will be covered in extensive detail on Monday. (The test practice activity serves as an introductory activity for Monday’s content.)
Reading/Homework: Read pages 478 – 480
Standards: 8.1.25
Academic Vocabulary: habeas corpus, draft, bounty, greenbacks
Review Guide Objective(s): 13, 15 – 17
CNN Student News
SCENARIO DAY! Students will be paired up into partners and provided with a stack of numbers (1-5). Five will be highest/most effective. Students will be provided with various scenarios and (with their partners) decided on the overall effectiveness.
Scenario #1 – Many Copperheads were Midwesterners that sympathized with the South and opposed abolition. They believed the war was not necessary and called for its end. Lincoln saw the Copperheads as a threat to support the war effort. To silence them, he suspended the right of habeas corpus, a constitutional protection against unlawful imprisonment. How effective do you think Lincoln’s actions were at this time?
Scenario #2 – In March 1863, war critics erupted again when Congress approved a draft/conscription, or forced military service. For $300, men were allowed to buy their way out of the service. In July 1863, riots broke out when African-Americans were brought to New York City to replace striking Irish dock workers. The city happened to be holding a war draft at the same time. People attacked African Americans and draft offices, killing more than 100 people. The northern Democrats nominated former General George McClellan for president in 1864. How effective do you think General George McClellan will be as president?
Scenario #3 – Women were the backbone of civilian life. One woman brought strength and comfort to countless wounded Union soldiers. Volunteer Clara Barton organized the collection of medicine and supplies for delivery to the battlefield. At the field hospitals, the “angel of the battlefield” soothed the wounded and dying and assisted doctors as bullets flew around her. Barton’s work formed the basis for the American Red Cross.
In the South, Sally Tompkins established a small hospital in Richmond, Virginia. By the end of the war, it had grown into a major army hospital. Jefferson Davis recognized her value to the war effort by making her a captain in the Confederate army. How effective do you think Davis’ decision was during this time?
Reading/Homework: Read pages 466 – 467, 469 – 471
Standards: 8.1.27, 8.1.31, 8.2.1
Tuesday
Academic Vocabulary: habeas corpus, draft, bounty, greenbacks, entrenched, flank
Review Guide Objective(s): 13, 15 – 17, 20
Before students respond to Essential Question 7-1, we will finish up the scenarios from Monday’s class. Students will turn to page 464 and read the “It Matters Because” statement. As a concluding activity, we will recall the challenges and hardships identified in the all of the scenarios.
Essential Question 7-1 (following the scenario activity): Students will read the quote of a soldier from Chancellorsville below. “I saw the body of a man killed the previous day this morning and a horrible sight it was. Such sights do not affect me as they once did. I cannot describe the change nor do I know when it took effect, yet. I know that there is a change for I look on the carcass of a man with pretty much such feelings as I would do were it a horse or hog.” -Young Henry Grave
Why do you think "such sights do not affect me as they once did."?
There will be a brief, interactive PPT over Chancellorsville and Fredericksburg. Students will receive a "Chain of Events" handout. Using pages 477 - 479, students will write three facts about each day during the Battle of Gettysburg.
Reading/Homework: Read pages 474 – 475, 477 – 479
Standards: 8.1.25
Wednesday
Review Guide Objective(s): 20
Core Vocabulary: None
Essential Question 7-2: Students will view an animated image of a seesaw. Students will then generate a statement why “the balance of victories seemed to seesaw between North and South”. Following the essential question, students will examine the SmartBoard Interactive and students will approach the board and write down battles (recall) and indicate if it was a Union or Confederate.
Using Tuesday’s handout, students will engage in an interactive PPT over Gettysburg. Students will watch a DVD clip of Pickett's Charge from the final day of battle.
Throughout the video, students will be asked to decide whether "Meade" and "Lee" was more effective during this battle. This will be the start of Thursday’s class.
Reading/Homework: Read pages 477 – 479
Standards: 8.1.25
Thursday
Review Guide Objective(s): 20
Core Vocabulary: None
Essential Question 7-3: Examine page 479 and focus on the information pertaining to Gettysburg. Defend why the Battle of Gettysburg was considered a major turning point in the war.
Students will find "Meade" and "Lee" on opposite sides of the room. Students will locate to the side who (in their opinion) was more effective during this battle. Brief discussion will follow along with the implementation of "The Gettysburg Address" on page 480 and tell reasons why this short Address was one of the most famous speeches in U.S. history.
However, students will also realize that reactions to Lincoln’s Gettysburg Address were mixed. One newspaper, The Republican, wrote “His little speech is a perfect gem; deep in feeling, compact in thought and expression, and tasteful…in every word and comma.” However, students will take the role of criticizing the Address---supporting the mixed emotion component. Using a provided copy of the Gettysburg Address, students will draw lines from the document citing criticism in the margin. Students will be challenged to generate at least three (3) forms of criticism. Students will also know that questioning is also a form of criticism.
Reading/Homework: Read pages 478 – 480
Standards: 8.1.25
Friday
Review Guide Objective(s): 20, 22 – 24
Core Vocabulary: resistance, total war
Students will retrieve their Gettysburg Address (with criticisms) and a brief debate/discussion will occur for about 30 minutes.
Students will then read aloud the first paragraph on page 481 “The Union Closes In”. Once the paragraph has been read, students will embark on a test practice handout, where students will circle the correct answer and then underline and label where in the text supports the answer. The text and questions will pertain to the final stages of the Civil War, which will be covered in extensive detail on Monday. (The test practice activity serves as an introductory activity for Monday’s content.)
Reading/Homework: Read pages 478 – 480
Standards: 8.1.25
Week of April 25th - 29th
Monday
Academic Vocabulary: None
Review Guide Objective(s): None
CNN Student News
Students will be assigned a partner to complete (in 25 minutes) a reader's response activity over the Seven Days' Battles and Second Battle of Bull Run. Students will be interpreting and answering higher ordered questions by examining information from another secondary source. After 25 minutes, we will review the information as an entire class (inserting additional information/clarifying any misunderstandings, etc). The activity will be worth 14 points and will be collected at the beginning of Tuesday’s class.
Reading/Homework: Pages 461 – 462
Standards: 8.1.25
Tuesday
Academic Vocabulary: None
Review Guide Objective(s): 11
Essential Question 6-1: Recall the results from Seven Days’ Battles, Second Battle of Bull Run, Fredericksburg, and Chancellorsville. From these battles, Lincoln said, “My God, My God…What will the country say!” Describe what you think the country (Union) will say as a result of these battles.
The Battle of Antietam will be presented in a "silent film" format. Following the slideshow (PPT of pictures and facts, students will see a mock textbook heading “Robert E. Lee Strikes Victory at Antietam”. Students will be asked to generate a paragraph of what the text might say if this was the situation/result at Antietam. A few responses will be shared for a participation credit. (5 points)
Reading/Homework: Read pages 462 – 464
Standards: 8.1.25
Wednesday
Review Guide Objective(s): 12
Core Vocabulary: None
Essential Question 6-2: Examine the caption under the picture of Lincoln on page 464. Predict what you think the “clear message” is about the future of slavery.
Students will be focusing on the Emancipation Proclamation today. I will read aloud the introduction on page 529. Once completed, students pretend to be a northerner during this time and will evaluate the four (4) opinions that were held in response to such action by President Lincoln. Students will read the opinion and decide which one closely aligns with their view(s) on the situation and then report to a designated area of the room.
In their designated area, I will read/present a quote from the Emancipation: “…all persons held as slaves within any state…in rebellion against the United States, shall be then, thenceforward and forever free.”
Once completed, I will present to students a reality check on the Proclamation focusing on the results of the speech.
Reading/Homework: Read pages 463 – 464
Standards: 8.1.25
Thursday
Review Guide Objective(s): 7 – 8
Core Vocabulary: enlist
Essential Question 6-3: Read the Primary Source from Abraham Lincoln on page 464. After reading the quote aloud, explain why you would agree or disagree with Lincoln’s judgement about his place in history.
We will examine one of Matthew Brady’s photographs below. What do you smell? What do you taste in your mouth? What do you feel on your skin? What do you hear?
Today, students will engage in an interactive PowerPoint focusing on the general characteristics of Civil War soldiers, camp life, and weaponry. Various high ordered questions will be embedded throughout supporting the content. As a concluding activity, students will complete a comprehension activity over the information.
Reading/Homework: Read pages 455 – 457, 468 - 469
Standards: 8.1.25, 8.3.1
Friday
Review Guide Objectives: 19
Core Vocabulary: None
No Quiz!
Students will be introduced that The 54th Massachusetts is one of the first African-American regiments organized in the North. They are often referred to as “heroic.” On their own sheet of paper, students generate their own definition of “heroic” at the top. Then, students will watch a video clip of the regiment in Glory. As they watch the video clip, students will view what is ACTUALLY going on (tactics, expressions, attitude, body language, ETC). Below their definition, students will list as many examples as they can in which the video clip supports their idea of “heroic.” (Students will also utilize pages 476 – 477 to cite supporting examples to their notion of “heroic”.
Reading/Homework: Read pages 476-477
Standards: 8.1.25
Academic Vocabulary: None
Review Guide Objective(s): None
CNN Student News
Students will be assigned a partner to complete (in 25 minutes) a reader's response activity over the Seven Days' Battles and Second Battle of Bull Run. Students will be interpreting and answering higher ordered questions by examining information from another secondary source. After 25 minutes, we will review the information as an entire class (inserting additional information/clarifying any misunderstandings, etc). The activity will be worth 14 points and will be collected at the beginning of Tuesday’s class.
Reading/Homework: Pages 461 – 462
Standards: 8.1.25
Tuesday
Academic Vocabulary: None
Review Guide Objective(s): 11
Essential Question 6-1: Recall the results from Seven Days’ Battles, Second Battle of Bull Run, Fredericksburg, and Chancellorsville. From these battles, Lincoln said, “My God, My God…What will the country say!” Describe what you think the country (Union) will say as a result of these battles.
The Battle of Antietam will be presented in a "silent film" format. Following the slideshow (PPT of pictures and facts, students will see a mock textbook heading “Robert E. Lee Strikes Victory at Antietam”. Students will be asked to generate a paragraph of what the text might say if this was the situation/result at Antietam. A few responses will be shared for a participation credit. (5 points)
Reading/Homework: Read pages 462 – 464
Standards: 8.1.25
Wednesday
Review Guide Objective(s): 12
Core Vocabulary: None
Essential Question 6-2: Examine the caption under the picture of Lincoln on page 464. Predict what you think the “clear message” is about the future of slavery.
Students will be focusing on the Emancipation Proclamation today. I will read aloud the introduction on page 529. Once completed, students pretend to be a northerner during this time and will evaluate the four (4) opinions that were held in response to such action by President Lincoln. Students will read the opinion and decide which one closely aligns with their view(s) on the situation and then report to a designated area of the room.
In their designated area, I will read/present a quote from the Emancipation: “…all persons held as slaves within any state…in rebellion against the United States, shall be then, thenceforward and forever free.”
Once completed, I will present to students a reality check on the Proclamation focusing on the results of the speech.
Reading/Homework: Read pages 463 – 464
Standards: 8.1.25
Thursday
Review Guide Objective(s): 7 – 8
Core Vocabulary: enlist
Essential Question 6-3: Read the Primary Source from Abraham Lincoln on page 464. After reading the quote aloud, explain why you would agree or disagree with Lincoln’s judgement about his place in history.
We will examine one of Matthew Brady’s photographs below. What do you smell? What do you taste in your mouth? What do you feel on your skin? What do you hear?
Today, students will engage in an interactive PowerPoint focusing on the general characteristics of Civil War soldiers, camp life, and weaponry. Various high ordered questions will be embedded throughout supporting the content. As a concluding activity, students will complete a comprehension activity over the information.
Reading/Homework: Read pages 455 – 457, 468 - 469
Standards: 8.1.25, 8.3.1
Friday
Review Guide Objectives: 19
Core Vocabulary: None
No Quiz!
Students will be introduced that The 54th Massachusetts is one of the first African-American regiments organized in the North. They are often referred to as “heroic.” On their own sheet of paper, students generate their own definition of “heroic” at the top. Then, students will watch a video clip of the regiment in Glory. As they watch the video clip, students will view what is ACTUALLY going on (tactics, expressions, attitude, body language, ETC). Below their definition, students will list as many examples as they can in which the video clip supports their idea of “heroic.” (Students will also utilize pages 476 – 477 to cite supporting examples to their notion of “heroic”.
Reading/Homework: Read pages 476-477
Standards: 8.1.25
Week of April 18th - 22nd
Monday
Academic Vocabulary: border states
Review Guide Objectives: 2 – 6
CNN Student News
Students will be presented with information (pie charts, bar graphs, text) to generate an interactive T-chart contrasting the Union and Confederate States of America through resources and strategies. Students will write the “It Matters Because…” statement from page 452 at the center of their paper and draw a line from the following words/phrases: strengths, weaknesses, and strategies. From the line, students will be creating their own graphic visual by writing the strength, weaknesses, and strategies of each side. (Students will also be introduced to the X-Y Coordinate Plan for the Civil War---introducing Generals of Interest. There will be an interactive discussion (using the X-Y Coordinate map) with reference to the foldable.)
Reading/Homework: Pages 452-455
Standards: 8.1.25, 8.3.1
Tuesday
Academic Vocabulary: None
Review Guide Objectives: 9
Essential Question 5-1: Following the reenactment, turn to page 459. Examine the two paragraphs at the top of the page. Locate the two (2) words used to describe Lincoln following the First Battle at Bull Run. Why were these two (2) used to describe Lincoln this way?
Students will then be divided (Union or Confederate forces along with their commanders). Once roles have been assigned, students will go outside for a re-enactment of the First Battle of Bull Run to examine battle strategy/tactics. As a concluding activity, students will discuss the given information on their foldable and write down if the battle was a Union or Confederate Victory.
Reading/Homework: Pages 458-459
Standards: 8.1.25
Wednesday
Review Guide Objectives: None
Core Vocabulary: tributaries, ironclads
Essential Question 5-2: Innovation is defined as a new idea or way of doing something. How does the photograph of the ironclads support the idea of innovation?
Students will review the reenactment of the First Battle of Bull Run by viewing a series of images (9) will come up on the screen. Students will be asked to state a “connection” statement relating the image to the First Battle of Bull Run.
Students will then be informed that we are going to focus on the West. (referencing the X-Y Coordinate Plan).
Ironclad Day! Students will enjoy watching me play with my favorite toys: The Monitor and Virginia. Once that is completed, students will watch a small clip of what the ironclads looked like and how effective they were during battle. http://www.youtube.com/watch?v=exM2YuGoWIE
Reading/Homework: Pages 458 – 459
Standards: 8.1.25
Thursday
Review Guide Objectives: 10, 21
Core Vocabulary: Casualties
Essential Question 5-3: Once completed, students will be asked “Which side do you think was winning the war at this point? Support your thoughts. Example: At this point, I believe the (North/South) is winning because ….”
Students (with a partner) on one side of the room will be assigned either: Tennessee Assault (Ft. Henry and Fort Donelson) and Shiloh –OR – New Orleans and Vicksburg. Students will receive a T-chart (one side representing the Union and the other representing the Confederates). As students read about their battle, they are going to generate a list of adjectives that DESCRIBE each battle for each perspective. Students will be reminded what an adjective is…describing something.
Once that is completed, students are going to swap with other groups from the other side of the room (who had another battle). Using the textbook, students will read about the other battle and use the other group's generated T-chart to understand the battle. (There is no written requirement to this part of the activity. Students will simply attempt to “connect” the adjectives to the content through discussion.) This will continue into Friday until each group has read about each battle and used the supplemental T-chart.
I will collect the handout and students will retrieve them on Tuesday.
Reading/Homework: Pages 459 – 461, 479 – 480
Standards: 8.1.25,
Friday
Review Guide Objectives: 10, 21
Core Vocabulary: Casualties
Students will continue to read about each battle and use the supplemental T-chart. After completion, we will analyze each battle (as a class) by utilizing the review guide (objectives 10, 21).
Following the activity, there will be a brief review and weekly quiz (pp. 452 – 455, 458 – 459)
Reading/Homework: None
Standards: 8.1.25
Academic Vocabulary: border states
Review Guide Objectives: 2 – 6
CNN Student News
Students will be presented with information (pie charts, bar graphs, text) to generate an interactive T-chart contrasting the Union and Confederate States of America through resources and strategies. Students will write the “It Matters Because…” statement from page 452 at the center of their paper and draw a line from the following words/phrases: strengths, weaknesses, and strategies. From the line, students will be creating their own graphic visual by writing the strength, weaknesses, and strategies of each side. (Students will also be introduced to the X-Y Coordinate Plan for the Civil War---introducing Generals of Interest. There will be an interactive discussion (using the X-Y Coordinate map) with reference to the foldable.)
Reading/Homework: Pages 452-455
Standards: 8.1.25, 8.3.1
Tuesday
Academic Vocabulary: None
Review Guide Objectives: 9
Essential Question 5-1: Following the reenactment, turn to page 459. Examine the two paragraphs at the top of the page. Locate the two (2) words used to describe Lincoln following the First Battle at Bull Run. Why were these two (2) used to describe Lincoln this way?
Students will then be divided (Union or Confederate forces along with their commanders). Once roles have been assigned, students will go outside for a re-enactment of the First Battle of Bull Run to examine battle strategy/tactics. As a concluding activity, students will discuss the given information on their foldable and write down if the battle was a Union or Confederate Victory.
Reading/Homework: Pages 458-459
Standards: 8.1.25
Wednesday
Review Guide Objectives: None
Core Vocabulary: tributaries, ironclads
Essential Question 5-2: Innovation is defined as a new idea or way of doing something. How does the photograph of the ironclads support the idea of innovation?
Students will review the reenactment of the First Battle of Bull Run by viewing a series of images (9) will come up on the screen. Students will be asked to state a “connection” statement relating the image to the First Battle of Bull Run.
Students will then be informed that we are going to focus on the West. (referencing the X-Y Coordinate Plan).
Ironclad Day! Students will enjoy watching me play with my favorite toys: The Monitor and Virginia. Once that is completed, students will watch a small clip of what the ironclads looked like and how effective they were during battle. http://www.youtube.com/watch?v=exM2YuGoWIE
Reading/Homework: Pages 458 – 459
Standards: 8.1.25
Thursday
Review Guide Objectives: 10, 21
Core Vocabulary: Casualties
Essential Question 5-3: Once completed, students will be asked “Which side do you think was winning the war at this point? Support your thoughts. Example: At this point, I believe the (North/South) is winning because ….”
Students (with a partner) on one side of the room will be assigned either: Tennessee Assault (Ft. Henry and Fort Donelson) and Shiloh –OR – New Orleans and Vicksburg. Students will receive a T-chart (one side representing the Union and the other representing the Confederates). As students read about their battle, they are going to generate a list of adjectives that DESCRIBE each battle for each perspective. Students will be reminded what an adjective is…describing something.
Once that is completed, students are going to swap with other groups from the other side of the room (who had another battle). Using the textbook, students will read about the other battle and use the other group's generated T-chart to understand the battle. (There is no written requirement to this part of the activity. Students will simply attempt to “connect” the adjectives to the content through discussion.) This will continue into Friday until each group has read about each battle and used the supplemental T-chart.
I will collect the handout and students will retrieve them on Tuesday.
Reading/Homework: Pages 459 – 461, 479 – 480
Standards: 8.1.25,
Friday
Review Guide Objectives: 10, 21
Core Vocabulary: Casualties
Students will continue to read about each battle and use the supplemental T-chart. After completion, we will analyze each battle (as a class) by utilizing the review guide (objectives 10, 21).
Following the activity, there will be a brief review and weekly quiz (pp. 452 – 455, 458 – 459)
Reading/Homework: None
Standards: 8.1.25
Week of April 11th - 15th
Lesson Plans for the Week of April 11th
Monday
Academic Vocabulary: arsenal, martyr, state’s rights
Review Guide Objectives: 16 – 18
CNN Student News
As a class, we will review the activity from Friday’s class. (Students will examine the “It Matters Because…” statement on page 433. Students will read the section entitled, “Birth of the Republican Party” and (mentally) located information supporting how slavery would cause for the disappearance of compromise within the political party system.) Together, students will engage in a graphic organizer (via PowerPoint) on “Political Parties Undergo Change”.
Students will be divided into groups. Each student will get a puzzle piece. Students will put a title at the top: Dred Scott, Lincoln-Douglas Debates, Harper’s Ferry, and Election of 1860. Students will complete a 20/20 Hindsight Activity for their assigned event.
Students will then write down “How this event fits into the South breaking apart?”
The requirement is completion of the 20/20 Activity and two reasons answering the above question.
Reading/Homework: Pages 433 - 439
Standards: 8.1.24, 8.1.29
Tuesday
Academic Vocabulary: arsenal, martyr, state’s rights
Review Guide Objectives: 16 – 20
Essential Question 4-1: The “It Matter’s Because” statement on page 433 reads As feelings over slavery intensified, the chance for compromise disappeared. Think about this statement today. Rewrite this statement replacing the word slavery. Provide one (1) supporting detail of your choice.
Students will work on and complete the Monday’s activity.
Once completed, students as a class will engage in a “big question” discussion:
Dred Scott Case: Defend Dred Scott’s right to freedom.
Lincoln-Douglas Debates: Despite his loss in the election, how did Lincoln become the leader of the Republican Party?
Harper’s Ferry: Compare/contrast the views held by Lincoln and Brown regarding slavery.
Election of 1860: Examine the map on page 495. Identify the region Lincoln was strong in during the election 1860.
Reading/Homework: Pages 433 - 442
Standards: 8.1.24, 8.1.29
Wednesday
Review Guide Objectives: Completed
Core Vocabulary: Completed
Essential Question 4-2: Examine the cartoon on page 442. What is the cartoon suggesting will happen when the southern state secede from the Union.
Review Guides and Vocabulary Checked Today (15 points)
Students will have the first 15 minutes of class to review/ask questions pertaining to test eight material. Then, as students work on the Crossword Challenge, I will be checking the review guides and vocabulary.
Reading/Homework: Student for Test Eight Standards: Test Eight
Thursday
Review Guide Objectives:
Core Vocabulary:
Essential Question 4-3: “Test Eight”
We will take the first 10 minutes to review the answers from the crossword challenge. Then, students will take test eight.
When finished, students will begin working on the next review guide and vocabulary.
Reading/Homework: None
Standards: None
Friday
Review Guide Objectives: 1
Core Vocabulary: None
Students will put their heads down as I read an excerpt from another text “Americans Choose Sides”. Students will then go on a station tour of the room. Students will be divided into group and visiting various stations to locate/decode information about the attack at Fort Sumter. Once completed, students will over their information decoded from the stations regarding Fort Sumter.
Reading/Homework: Page 443
Standards: 8.1.24, 8.1.29
Monday
Academic Vocabulary: arsenal, martyr, state’s rights
Review Guide Objectives: 16 – 18
CNN Student News
As a class, we will review the activity from Friday’s class. (Students will examine the “It Matters Because…” statement on page 433. Students will read the section entitled, “Birth of the Republican Party” and (mentally) located information supporting how slavery would cause for the disappearance of compromise within the political party system.) Together, students will engage in a graphic organizer (via PowerPoint) on “Political Parties Undergo Change”.
Students will be divided into groups. Each student will get a puzzle piece. Students will put a title at the top: Dred Scott, Lincoln-Douglas Debates, Harper’s Ferry, and Election of 1860. Students will complete a 20/20 Hindsight Activity for their assigned event.
Students will then write down “How this event fits into the South breaking apart?”
The requirement is completion of the 20/20 Activity and two reasons answering the above question.
Reading/Homework: Pages 433 - 439
Standards: 8.1.24, 8.1.29
Tuesday
Academic Vocabulary: arsenal, martyr, state’s rights
Review Guide Objectives: 16 – 20
Essential Question 4-1: The “It Matter’s Because” statement on page 433 reads As feelings over slavery intensified, the chance for compromise disappeared. Think about this statement today. Rewrite this statement replacing the word slavery. Provide one (1) supporting detail of your choice.
Students will work on and complete the Monday’s activity.
Once completed, students as a class will engage in a “big question” discussion:
Dred Scott Case: Defend Dred Scott’s right to freedom.
Lincoln-Douglas Debates: Despite his loss in the election, how did Lincoln become the leader of the Republican Party?
Harper’s Ferry: Compare/contrast the views held by Lincoln and Brown regarding slavery.
Election of 1860: Examine the map on page 495. Identify the region Lincoln was strong in during the election 1860.
Reading/Homework: Pages 433 - 442
Standards: 8.1.24, 8.1.29
Wednesday
Review Guide Objectives: Completed
Core Vocabulary: Completed
Essential Question 4-2: Examine the cartoon on page 442. What is the cartoon suggesting will happen when the southern state secede from the Union.
Review Guides and Vocabulary Checked Today (15 points)
Students will have the first 15 minutes of class to review/ask questions pertaining to test eight material. Then, as students work on the Crossword Challenge, I will be checking the review guides and vocabulary.
Reading/Homework: Student for Test Eight Standards: Test Eight
Thursday
Review Guide Objectives:
Core Vocabulary:
Essential Question 4-3: “Test Eight”
We will take the first 10 minutes to review the answers from the crossword challenge. Then, students will take test eight.
When finished, students will begin working on the next review guide and vocabulary.
Reading/Homework: None
Standards: None
Friday
Review Guide Objectives: 1
Core Vocabulary: None
Students will put their heads down as I read an excerpt from another text “Americans Choose Sides”. Students will then go on a station tour of the room. Students will be divided into group and visiting various stations to locate/decode information about the attack at Fort Sumter. Once completed, students will over their information decoded from the stations regarding Fort Sumter.
Reading/Homework: Page 443
Standards: 8.1.24, 8.1.29
Week of April 4th - 8th
Monday
Academic Vocabulary: None
Review Guide Objectives: 11
CNN Student News
Students will be assigned to read pages 428-429. Once students have completed the reading exercise, they will find five (5) areas of the room marked A, B, C, D, and F. Students will be asked to evaluate the (overall potential effectiveness) of the Wilmot Proviso. Students will report to the area of the room which reflects their marking. Students will be encouraged to discuss their “standing” with others who share the same thoughts. Together, students will share support responses and write an explanation as to WHY they feel this away about the Wilmot Proviso. As a class, we will take time to visit each evaluation mark and identify the views/responses.
Once completed, students will report back to their seats. They will put their heads down as I read part of the “The New Compromise”. After reading, students will be informed that tomorrow, they will partner up and be faced with the responsibility of designing a plan to allow for a compromise between the North and the South peacefully.
Reading/Homework: 428 – 429
Standards: 8.1.24, 8.3.1
Tuesday
Review Guide Objectives: 12 - 14
Core Vocabulary: fugitive, seceding
Essential Question 3-1: Recall the information from yesterday pertaining to a compromise handling runaway slaves and the question of California becoming a state. (I will likely read the introduction again from yesterday.) With your partner, generate a plan to allow that focuses on a compromise between the North and South over the handling of runaway slaves and California’s statehood.
Then, a slide will be presented to showcase the Compromise of 1850—the actual compromise created. Students will see how close their plan matched with the actual compromise. Students will be asked if they AGREE, DISAGEE, or are NEUTRAL to this plan.
Students will be informed that “Bias is defined as a statistical sampling or testing error caused by systematically favoring some outcomes over others.” Part of the Compromise of 1850 is the Fugitive Slave Act. Support how the Fugitive Slave Act is an example of bias. (Students read page 431 “The Fugitive Slave Act” to identify supporting details that the Fugitive Slave Act is bias.
Reading/Homework: Read pages 430-431
Standards: 8.1.24, 8.3.1
Wednesday
Review Guide Objectives: 14 – 15
Core Vocabulary: border ruffians
Essential Question 3-2: Read the notecard on your desk along with the associated phrase/action. You will demonstrate this after a certain passage has been read (“The Fugitive Slave Act”).
Once the passage has been read and you have reacted, state if you were from the North or South and why you reacted this way.
Students will be introduced to the Kansas-Nebraska Act by receiving a handout explaining how the Act created a division of views in the nation. Using the information presented to them, they will be writing their own Facebook post (on a template) to state their stance on the passage of the Act along with supporting evidence and the idea of popular sovereignty. If students do not finish it in class, it will be completed at home.
Reading/Homework: Read pages 431-432, complete Facebook activity
Standards: 8.1.24, 8.3.1
Thursday
Review Guide Objectives: 14 – 15
Core Vocabulary: border ruffians
Essential Question 3-3: On a separate sheet of paper, write down two (2) serious questions you would like to ask a student campaigning for a class officer and/or student council position.
***Students will engage in a U.S. Capital Review
Students will be introduced to the Kansas-Nebraska by having the classroom sectioned off “Kansas” and “Nebraska”. Students will then engage in a vote which will decide whether or not Kansas will become a slave state or free. (The voting results will be “rigged” to showcase the fraud taking place, thus igniting “Bleeding Kansas”.) Students will also reenact the events in what was known as “Bleeding Kansas”.
Reading/Homework: Read pages 431-432
Standards: 8.1.24, 8.3.1
Friday
Review Guide Objectives:
Core Vocabulary:
Brief review and U.S. Capital Test (50 points)
When finished, students will examine the “It Matters Because…” statement on page 433. Students will read the section entitled, “Birth of the Republican Party” and (mentally) located information supporting how slavery would cause for the disappearance of compromise within the political party system.
Reading/Homework: Read pages 431-432
Standards: 8.1.24, 8.3.1
Academic Vocabulary: None
Review Guide Objectives: 11
CNN Student News
Students will be assigned to read pages 428-429. Once students have completed the reading exercise, they will find five (5) areas of the room marked A, B, C, D, and F. Students will be asked to evaluate the (overall potential effectiveness) of the Wilmot Proviso. Students will report to the area of the room which reflects their marking. Students will be encouraged to discuss their “standing” with others who share the same thoughts. Together, students will share support responses and write an explanation as to WHY they feel this away about the Wilmot Proviso. As a class, we will take time to visit each evaluation mark and identify the views/responses.
Once completed, students will report back to their seats. They will put their heads down as I read part of the “The New Compromise”. After reading, students will be informed that tomorrow, they will partner up and be faced with the responsibility of designing a plan to allow for a compromise between the North and the South peacefully.
Reading/Homework: 428 – 429
Standards: 8.1.24, 8.3.1
Tuesday
Review Guide Objectives: 12 - 14
Core Vocabulary: fugitive, seceding
Essential Question 3-1: Recall the information from yesterday pertaining to a compromise handling runaway slaves and the question of California becoming a state. (I will likely read the introduction again from yesterday.) With your partner, generate a plan to allow that focuses on a compromise between the North and South over the handling of runaway slaves and California’s statehood.
Then, a slide will be presented to showcase the Compromise of 1850—the actual compromise created. Students will see how close their plan matched with the actual compromise. Students will be asked if they AGREE, DISAGEE, or are NEUTRAL to this plan.
Students will be informed that “Bias is defined as a statistical sampling or testing error caused by systematically favoring some outcomes over others.” Part of the Compromise of 1850 is the Fugitive Slave Act. Support how the Fugitive Slave Act is an example of bias. (Students read page 431 “The Fugitive Slave Act” to identify supporting details that the Fugitive Slave Act is bias.
Reading/Homework: Read pages 430-431
Standards: 8.1.24, 8.3.1
Wednesday
Review Guide Objectives: 14 – 15
Core Vocabulary: border ruffians
Essential Question 3-2: Read the notecard on your desk along with the associated phrase/action. You will demonstrate this after a certain passage has been read (“The Fugitive Slave Act”).
Once the passage has been read and you have reacted, state if you were from the North or South and why you reacted this way.
Students will be introduced to the Kansas-Nebraska Act by receiving a handout explaining how the Act created a division of views in the nation. Using the information presented to them, they will be writing their own Facebook post (on a template) to state their stance on the passage of the Act along with supporting evidence and the idea of popular sovereignty. If students do not finish it in class, it will be completed at home.
Reading/Homework: Read pages 431-432, complete Facebook activity
Standards: 8.1.24, 8.3.1
Thursday
Review Guide Objectives: 14 – 15
Core Vocabulary: border ruffians
Essential Question 3-3: On a separate sheet of paper, write down two (2) serious questions you would like to ask a student campaigning for a class officer and/or student council position.
***Students will engage in a U.S. Capital Review
Students will be introduced to the Kansas-Nebraska by having the classroom sectioned off “Kansas” and “Nebraska”. Students will then engage in a vote which will decide whether or not Kansas will become a slave state or free. (The voting results will be “rigged” to showcase the fraud taking place, thus igniting “Bleeding Kansas”.) Students will also reenact the events in what was known as “Bleeding Kansas”.
Reading/Homework: Read pages 431-432
Standards: 8.1.24, 8.3.1
Friday
Review Guide Objectives:
Core Vocabulary:
Brief review and U.S. Capital Test (50 points)
When finished, students will examine the “It Matters Because…” statement on page 433. Students will read the section entitled, “Birth of the Republican Party” and (mentally) located information supporting how slavery would cause for the disappearance of compromise within the political party system.
Reading/Homework: Read pages 431-432
Standards: 8.1.24, 8.3.1
Week of March 28th - April 1st
Monday
Academic Vocabulary: prejudice, discrimination, revival, Utopias, temperance, civil disobedience
Review Guide Objectives: 1, 5
CNN Student News
Introductory Prompt: Students will recall the "connection" that Great Britain had to the American Industrial Revolution.
Students will engage in a brief run-through of the American Industrial Revolution (pp. 376-381). We will point out names, general ideas/concepts relating to communication, transportation, and manufacturing.
Students will be introduced to the "Brain Chain" activity. Students will be provided with various concepts, terms, and ideas in one column and an adjective in another. The goal will be for students to use the text to "link" each concept with the respective adjective. (This activity will also enhance vocabulary through the adjectives used. Dictionaries and thesauruses will be available.)
Reading/Homework: 382 – 386, 404 – 407
Standards: 8.1.20, 8.1.21, 8.1.23, 8.2.5, 8.3.1, 8.3.8, 8.4.10
Tuesday
Review Guide Objectives: 2 – 5
Core Vocabulary: Yeomen, overseer, spirituals, slave codes, revival, Utopias, temperance, civil disobedience
Essential Question 2-1: Read the section heading on page 404. Another word for “reform” is “change”. Think about what prompts a push for change in a society. Describe a change or reform would you like to see in today’s society that would improve our way of life? (Ideas must be socially acceptable.)
Students will be finishing the "Brain Chain" activity. As a concluding activity in class, students will complete Students will engage in an interactive PowerPoint with embedded question prompts (asking for personal perspectives/opinions, chart analysis, and categorizing) on cotton plantations and slavery. Students will receive a handout with the respective PowerPoint slides that contain the writing activities. The material will go up to Nat Turner's Rebellion.
Reading/Homework: 387 – 397, 404 – 407
Standards: 8.1.23, 8.2.5, 8.3.1, 8.3.1, 8.3.5, 8.3.6, 8.3.7, 8.3.8, 8.4.4, 8.4.5,
Wednesday
Review Guide Objectives: 3 – 4, 6 – 10
Core Vocabulary: Yeomen, overseer, spirituals, slave codes, abolitionist, suffrage, coeducation
Essential Question 2-2: Examine the slideshow of the Eli Whitney’s Cotton Gin. Tell how this invention would affect the existence of slavery. (Students will also view the related bar graph and animated cotton production map.)
Students will continue and finish the interactive PowerPoint with embedded question prompts (asking for personal perspectives/opinions, chart analysis, and categorizing) on cotton plantations and slavery. Students will receive a handout with the respective PowerPoint slides that contain the writing activities. The material will go up to Nat Turner's Rebellion.
Students will engage in an interactive PowerPoint over the Underground Railroad and experience a runaway slave simulation. The interactive will also include the push for women's rights. Embedded questions and decision-based scenario prompts will be included. This will set the stage for our impromptu skit challenge.
Reading/Homework: Pages 391 – 397, 408 – 419
Standards: 8.1.21, 8.1.22, 8.1.23, 8.1.31, 8.3.5, 8.3.6, 8.3.8
Thursday
Review Guide Objectives: 7
Core Vocabulary: None
Essential Question 2-3: A “Big Idea” during this time period was that, “Antislavery literature and the annexation of new lands intensified the debate over slavery.” Tell why literature and land might intensify the debate over slavery.
Students will utilize a provided (text) handout that includes an excerpt from the book, “Uncle Tom’s Cabin”, along with embedded cause/effect relationships. Students will take 20 minutes complete a handout identifying the causes and effects of the piece of literature by citing in the provided text.
Once students have completed the activity, we will take 10 minutes to review the material covered on the handout for 10 points in credit.
Reading/Homework: Pages 410 and provided handout
Standards: 8.1.22, 8.1.23
Friday
Review Guide Objectives: 7
Core Vocabulary: None
Brief review and weekly quiz (pages 387 – 397, 408 – 419)
Students will then watch a clip from “Uncle Tom’s Cabin.” Students will think about what Lincoln said to Harriet Beecher Stowe that, “So this is the little lady who started this great war.” Using their desk as a gauge (left side “disagree”, middle “neutral”, and right side “agree”), students will take a small piece of paper to place where their views are on the accuracy of this comment. They will then indicate that on their piece of activity paper and write why they hold such views.
Reading/Homework: Pages 410
Standards: 8.1.22, 8.1.23
Academic Vocabulary: prejudice, discrimination, revival, Utopias, temperance, civil disobedience
Review Guide Objectives: 1, 5
CNN Student News
Introductory Prompt: Students will recall the "connection" that Great Britain had to the American Industrial Revolution.
Students will engage in a brief run-through of the American Industrial Revolution (pp. 376-381). We will point out names, general ideas/concepts relating to communication, transportation, and manufacturing.
Students will be introduced to the "Brain Chain" activity. Students will be provided with various concepts, terms, and ideas in one column and an adjective in another. The goal will be for students to use the text to "link" each concept with the respective adjective. (This activity will also enhance vocabulary through the adjectives used. Dictionaries and thesauruses will be available.)
Reading/Homework: 382 – 386, 404 – 407
Standards: 8.1.20, 8.1.21, 8.1.23, 8.2.5, 8.3.1, 8.3.8, 8.4.10
Tuesday
Review Guide Objectives: 2 – 5
Core Vocabulary: Yeomen, overseer, spirituals, slave codes, revival, Utopias, temperance, civil disobedience
Essential Question 2-1: Read the section heading on page 404. Another word for “reform” is “change”. Think about what prompts a push for change in a society. Describe a change or reform would you like to see in today’s society that would improve our way of life? (Ideas must be socially acceptable.)
Students will be finishing the "Brain Chain" activity. As a concluding activity in class, students will complete Students will engage in an interactive PowerPoint with embedded question prompts (asking for personal perspectives/opinions, chart analysis, and categorizing) on cotton plantations and slavery. Students will receive a handout with the respective PowerPoint slides that contain the writing activities. The material will go up to Nat Turner's Rebellion.
Reading/Homework: 387 – 397, 404 – 407
Standards: 8.1.23, 8.2.5, 8.3.1, 8.3.1, 8.3.5, 8.3.6, 8.3.7, 8.3.8, 8.4.4, 8.4.5,
Wednesday
Review Guide Objectives: 3 – 4, 6 – 10
Core Vocabulary: Yeomen, overseer, spirituals, slave codes, abolitionist, suffrage, coeducation
Essential Question 2-2: Examine the slideshow of the Eli Whitney’s Cotton Gin. Tell how this invention would affect the existence of slavery. (Students will also view the related bar graph and animated cotton production map.)
Students will continue and finish the interactive PowerPoint with embedded question prompts (asking for personal perspectives/opinions, chart analysis, and categorizing) on cotton plantations and slavery. Students will receive a handout with the respective PowerPoint slides that contain the writing activities. The material will go up to Nat Turner's Rebellion.
Students will engage in an interactive PowerPoint over the Underground Railroad and experience a runaway slave simulation. The interactive will also include the push for women's rights. Embedded questions and decision-based scenario prompts will be included. This will set the stage for our impromptu skit challenge.
Reading/Homework: Pages 391 – 397, 408 – 419
Standards: 8.1.21, 8.1.22, 8.1.23, 8.1.31, 8.3.5, 8.3.6, 8.3.8
Thursday
Review Guide Objectives: 7
Core Vocabulary: None
Essential Question 2-3: A “Big Idea” during this time period was that, “Antislavery literature and the annexation of new lands intensified the debate over slavery.” Tell why literature and land might intensify the debate over slavery.
Students will utilize a provided (text) handout that includes an excerpt from the book, “Uncle Tom’s Cabin”, along with embedded cause/effect relationships. Students will take 20 minutes complete a handout identifying the causes and effects of the piece of literature by citing in the provided text.
Once students have completed the activity, we will take 10 minutes to review the material covered on the handout for 10 points in credit.
Reading/Homework: Pages 410 and provided handout
Standards: 8.1.22, 8.1.23
Friday
Review Guide Objectives: 7
Core Vocabulary: None
Brief review and weekly quiz (pages 387 – 397, 408 – 419)
Students will then watch a clip from “Uncle Tom’s Cabin.” Students will think about what Lincoln said to Harriet Beecher Stowe that, “So this is the little lady who started this great war.” Using their desk as a gauge (left side “disagree”, middle “neutral”, and right side “agree”), students will take a small piece of paper to place where their views are on the accuracy of this comment. They will then indicate that on their piece of activity paper and write why they hold such views.
Reading/Homework: Pages 410
Standards: 8.1.22, 8.1.23
Week of March 14th - 18th
Monday
CNN Student News
Academic Vocabulary: None
Review Guide Objectives: 17, 23 – 24
Students will examine an illustration by John Gast depicting “Manifest Destiny”. From the illustration, a few minutes will be spent predicting what some of the motives/beliefs are with “Manifest Destiny”.
Students will then embark on an interactive PPT interpreting quotes from John O’Sullivan who coined the phrase Manifest Destiny and the Mexican American War.
Students have an interactive PPT over The Mexican-American War (continuing) with the conclusion leading up to the Treaty of Guadalupe Hidalgo).
Reading/Homework: Pages 360 - 364
Standards: 8.1.19, 8.3.2
Tuesday
Review Guide Objectives: Complete
Core Vocabulary: Complete
Essential Question 1-1: President Polk said to Congress, “Mexico has passed the boundary of the United States, has invaded our territory, and shed American blood upon the American soil…The two nations are now at war.” If President Polk never made such a statement, predict what might be the ending have been.
In pairs, students will then be posed with three culminating questions which are located on the back of the Manipulative from Tuesday’s class:
1. What do you think Americans liked about the idea of Manifest Destiny?
2. How did the Mexican-American War support the idea of Manifest Destiny?
3. What is your sense of modern-day perspectives on Manifest Destiny?
As a concluding activity, a brief cartoon will be distributed called From Sea to Shining Sea. In partners, students will read/interpret the cartoon to determine WHAT ULTIMATE MESSAGE IS BEING EXPRESSED THROUGH THIS CARTOON?
Once discussions have been complete on the idea of “Manifest Destiny” applied through the three questions, students will view another element: The California Gold Rush. Students will be informed that this period was also known as the “Gold Fever” in America. Students will be asked to think about a “fever” and what other symptoms simultaneously impact the human body (sweating, chills, sore throat, ETC). After watching this brief video from the “History of Us”, students will discuss what they felt (personally) with this type of “fever” impacting the United States.
Reading/Homework: Pages 360 – 364, Review Guide Objectives and Core Vocabulary Complete
Standards: 8.1.19, 8.3.2
Wednesday (Job Shadowing Day)
Review Guide Objectives:
Core Vocabulary:
Essential Question 1-2: (“Job Shadow Day”)
Reading/Homework:
Standards:
Thursday
Review Guide Objectives: Complete
Core Vocabulary: Complete
Essential Question 1-3: Recall the definition of Manifest Destiny. Would you agree that the California Gold Rush supports the concept of Manifest Destiny? Support your thoughts.
While the review guides/core vocabulary is being checked, students will be engaging in a review activity with a partner. Students will record “Jacksonian Democracy” and “Manifest Destiny” vertically on a two-column sheet. For each letter of the central name/idea, students will think of a connecting person, place, thing, or idea that shares a letter. Students will write the “connection” to the central theme on the two-column paper. Papers will be collected to be redistributed on Friday as “quick” review prior to the test.
Reading/Homework: Study for Test Seven
Standards: Test Seven Standards
Friday
Review Guide Objectives: None
Core Vocabulary: None
The first 10 minutes of class will be used to share student responses from yesterday’s review in class. Then, students will take test seven. When they complete the test, they will pick up test eight material.
Reading/Homework: Test Seven Standards
Standards: Test Seven Standards
CNN Student News
Academic Vocabulary: None
Review Guide Objectives: 17, 23 – 24
Students will examine an illustration by John Gast depicting “Manifest Destiny”. From the illustration, a few minutes will be spent predicting what some of the motives/beliefs are with “Manifest Destiny”.
Students will then embark on an interactive PPT interpreting quotes from John O’Sullivan who coined the phrase Manifest Destiny and the Mexican American War.
Students have an interactive PPT over The Mexican-American War (continuing) with the conclusion leading up to the Treaty of Guadalupe Hidalgo).
Reading/Homework: Pages 360 - 364
Standards: 8.1.19, 8.3.2
Tuesday
Review Guide Objectives: Complete
Core Vocabulary: Complete
Essential Question 1-1: President Polk said to Congress, “Mexico has passed the boundary of the United States, has invaded our territory, and shed American blood upon the American soil…The two nations are now at war.” If President Polk never made such a statement, predict what might be the ending have been.
In pairs, students will then be posed with three culminating questions which are located on the back of the Manipulative from Tuesday’s class:
1. What do you think Americans liked about the idea of Manifest Destiny?
2. How did the Mexican-American War support the idea of Manifest Destiny?
3. What is your sense of modern-day perspectives on Manifest Destiny?
As a concluding activity, a brief cartoon will be distributed called From Sea to Shining Sea. In partners, students will read/interpret the cartoon to determine WHAT ULTIMATE MESSAGE IS BEING EXPRESSED THROUGH THIS CARTOON?
Once discussions have been complete on the idea of “Manifest Destiny” applied through the three questions, students will view another element: The California Gold Rush. Students will be informed that this period was also known as the “Gold Fever” in America. Students will be asked to think about a “fever” and what other symptoms simultaneously impact the human body (sweating, chills, sore throat, ETC). After watching this brief video from the “History of Us”, students will discuss what they felt (personally) with this type of “fever” impacting the United States.
Reading/Homework: Pages 360 – 364, Review Guide Objectives and Core Vocabulary Complete
Standards: 8.1.19, 8.3.2
Wednesday (Job Shadowing Day)
Review Guide Objectives:
Core Vocabulary:
Essential Question 1-2: (“Job Shadow Day”)
Reading/Homework:
Standards:
Thursday
Review Guide Objectives: Complete
Core Vocabulary: Complete
Essential Question 1-3: Recall the definition of Manifest Destiny. Would you agree that the California Gold Rush supports the concept of Manifest Destiny? Support your thoughts.
While the review guides/core vocabulary is being checked, students will be engaging in a review activity with a partner. Students will record “Jacksonian Democracy” and “Manifest Destiny” vertically on a two-column sheet. For each letter of the central name/idea, students will think of a connecting person, place, thing, or idea that shares a letter. Students will write the “connection” to the central theme on the two-column paper. Papers will be collected to be redistributed on Friday as “quick” review prior to the test.
Reading/Homework: Study for Test Seven
Standards: Test Seven Standards
Friday
Review Guide Objectives: None
Core Vocabulary: None
The first 10 minutes of class will be used to share student responses from yesterday’s review in class. Then, students will take test seven. When they complete the test, they will pick up test eight material.
Reading/Homework: Test Seven Standards
Standards: Test Seven Standards
Week of March 7th - 11th
Monday
CNN Student News
Review Guide Objectives: 10 – 13
Core Vocabulary: None
Students will retrieve their information collected from last week’s problem solving activity over the Trail of Tears (with their partner). Partners will then pair up with another to share their alternative plans. They will recognize the objective(s), compare and contrast the two (2) plans, and generate a “compromise” between them. The compromise will then be place on a footprint outline (to show the “moving forward” as a Nation). We will then share most, if not all, of the alternative plans. Footprints will be collected for credit.
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
Tuesday
Review Guide Objectives: 22, 25
Core Vocabulary: joint occupation, mountain men, emigrants, prairie schooners
Brief Capital Review
Essential Question None
Student will be directed to the main idea concept hanging in the center of the room: Thousands of pioneers moved west, adding their struggles and triumphs to the American story.” They will note the terms “struggles” and “triumphs” as some clarification may be needed on what the term “triumph” means.
Students will be assigned to one of the following “aspects” around the room: Oregon, New Mexico, and Utah. Once in their large groups, students will be split into two more subgroups---one for the “struggles” and one for the “triumphs”. Groups with the “struggle” will have a red piece of construction paper and the groups with the “triumphs” will have yellow. Students will use their assigned pages to write down all of the “struggles” or “triumphs” for their particular aspect
Reading/Homework: Pages 349 – 351 (Starting with “Mountain Men in Oregon” ending with “Along the Oregon Trail”, 360 – 361 (“The New Mexico Territory”), and 367 – 369 (“A Religious Refuge in Utah”).
Standards: 8.1.18, 8.1.19, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.3.9,
Wednesday
Review Guide Objectives: 22, 25
Core Vocabulary: joint occupation, mountain men, emigrants, prairie schooners
Essential Question: None
Students are going to receive their “struggle” or “triumph” papers back to recall their (finished) work from yesterday. While students are working, they will receive a paper clip to pierce through the top of their paper to hang on the string connecting the “aspect” (Oregon, New Mexico, or Utah) to the main idea.
Once completed, students will have the opportunity to move about the room learning about each of the aspects---focusing on the struggles and triumphs. After about 15 minutes, students will reconvene to their seats to attempt in making a conclusion to which “aspect” had the greatest “struggle” AND “triumphs” going west.
Following the activity, students will engage in a brief interactive PPT showcasing the Oregon, Santa Fe, and Mormon Trails along with some fun trivia of the journey to the west.
The “struggle” and “triumph” activity will be collected for 10 points.
Reading/Homework: Pages 349 – 351 (Starting with “Mountain Men in Oregon” ending with “Along the Oregon Trail”, 360 – 361 (“The New Mexico Territory”), and 367 – 369 (“A Religious Refuge in Utah”). Standards: 8.1.18, 8.1.19, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.3.9,
Thursday
Review Guide Objectives: 18 – 21
Core Vocabulary: Tejanos, decree, annex
Brief Review on U.S. Capitals
Essential Question: None
Students will receive a handout (Character Classification Manipulative) with the following names on it: Stephen Austin, Antonio Lopez de Santa Anna, Sam Houston, William Travis, Davey Crockett, and Jim Bowie. Students will take 20 minutes to read pages 355-357 to locate the names. Students will be required to write down/take note of what role that individual had in the Texas Revolution.
Students will have an interactive PPT over pages 355-357 (up to the Battle of San Jacinto). Some student might finish and/or add information to their manipulative during the interactive PPT.
Reading/Homework: Pages 355 – 357
Standards: 8.1.28, 8.1.29, 8.3.2, 8.3.5
CNN Student News
Review Guide Objectives: 10 – 13
Core Vocabulary: None
Students will retrieve their information collected from last week’s problem solving activity over the Trail of Tears (with their partner). Partners will then pair up with another to share their alternative plans. They will recognize the objective(s), compare and contrast the two (2) plans, and generate a “compromise” between them. The compromise will then be place on a footprint outline (to show the “moving forward” as a Nation). We will then share most, if not all, of the alternative plans. Footprints will be collected for credit.
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
Tuesday
Review Guide Objectives: 22, 25
Core Vocabulary: joint occupation, mountain men, emigrants, prairie schooners
Brief Capital Review
Essential Question None
Student will be directed to the main idea concept hanging in the center of the room: Thousands of pioneers moved west, adding their struggles and triumphs to the American story.” They will note the terms “struggles” and “triumphs” as some clarification may be needed on what the term “triumph” means.
Students will be assigned to one of the following “aspects” around the room: Oregon, New Mexico, and Utah. Once in their large groups, students will be split into two more subgroups---one for the “struggles” and one for the “triumphs”. Groups with the “struggle” will have a red piece of construction paper and the groups with the “triumphs” will have yellow. Students will use their assigned pages to write down all of the “struggles” or “triumphs” for their particular aspect
Reading/Homework: Pages 349 – 351 (Starting with “Mountain Men in Oregon” ending with “Along the Oregon Trail”, 360 – 361 (“The New Mexico Territory”), and 367 – 369 (“A Religious Refuge in Utah”).
Standards: 8.1.18, 8.1.19, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.3.9,
Wednesday
Review Guide Objectives: 22, 25
Core Vocabulary: joint occupation, mountain men, emigrants, prairie schooners
Essential Question: None
Students are going to receive their “struggle” or “triumph” papers back to recall their (finished) work from yesterday. While students are working, they will receive a paper clip to pierce through the top of their paper to hang on the string connecting the “aspect” (Oregon, New Mexico, or Utah) to the main idea.
Once completed, students will have the opportunity to move about the room learning about each of the aspects---focusing on the struggles and triumphs. After about 15 minutes, students will reconvene to their seats to attempt in making a conclusion to which “aspect” had the greatest “struggle” AND “triumphs” going west.
Following the activity, students will engage in a brief interactive PPT showcasing the Oregon, Santa Fe, and Mormon Trails along with some fun trivia of the journey to the west.
The “struggle” and “triumph” activity will be collected for 10 points.
Reading/Homework: Pages 349 – 351 (Starting with “Mountain Men in Oregon” ending with “Along the Oregon Trail”, 360 – 361 (“The New Mexico Territory”), and 367 – 369 (“A Religious Refuge in Utah”). Standards: 8.1.18, 8.1.19, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.3.9,
Thursday
Review Guide Objectives: 18 – 21
Core Vocabulary: Tejanos, decree, annex
Brief Review on U.S. Capitals
Essential Question: None
Students will receive a handout (Character Classification Manipulative) with the following names on it: Stephen Austin, Antonio Lopez de Santa Anna, Sam Houston, William Travis, Davey Crockett, and Jim Bowie. Students will take 20 minutes to read pages 355-357 to locate the names. Students will be required to write down/take note of what role that individual had in the Texas Revolution.
Students will have an interactive PPT over pages 355-357 (up to the Battle of San Jacinto). Some student might finish and/or add information to their manipulative during the interactive PPT.
Reading/Homework: Pages 355 – 357
Standards: 8.1.28, 8.1.29, 8.3.2, 8.3.5
Week of February 29th - March 4th
Monday
CNN Student News
Academic Vocabulary: None
Review Guide Objectives: 6
Brief Capital Review
Students will be presented with a brief PowerPoint on how the nation was being divided up: West, South, and Northeast. The interactive presentation will allow students to see the different opinions that existed in ways to making internal improvements, slavery, and tariffs. This will eventually culminate into the “Tariff of Abominations” (abominable snowman connection). Students will be asked to connect how a picture of the abominable snowman “connects” to the issue of tariffs in the south.
Reading/Homework: Page 328
Standards: 8.1.16, 8.3.1
Tuesday
Review Guide Objectives: 6 – 9, 13 – 16
Core Vocabulary: institution
Essential Question 9-1: Examine the cartoon what was created in the 1800s by an unknown author. Generate a paragraph conveying what the cartoon is suggesting about President Andrew Jackson.
There will be a brief introduction/review to cause-effect relationships---including identifying key words, chronological order, and various examples. I will then model the cause-effect process by reading aloud the first paragraph under “The Tariff Debate” with student assistance. We will identify the cause and effect of “Tariffs on European Goods.” Then, students will be assigned to groups of four and will be informed that their group will receive one of two packs: Nullification and the Second Bank of the United States. Each group will be given a pack with six (6) events on it. Students will use their textbooks (pp. 328-329, 336-340) to attempt in placing the events in chronological order.
Once in the correct orders, the group will receive another stack (with the effects of the events). Again, the group will match the effects up to the events. Once approved/completed, the completed product should tell a story as to what happened in the section.
Students will more than likely not complete this activity. (Instead, it is anticipated that they may only complete the first section. In any case, this activity will continue to Wednesday.)
Reading/Homework: Pages 328-329, 336-340 Standards: 8.1.16, 8.1.28, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.7
Wednesday
Review Guide Objectives: 6 – 9, 13 – 16
Core Vocabulary: institution
Essential Question 9-2: Students will turn to page 339 and note the election results for 1836 and 1840. Together, we will point out how this is not a very efficient map because of the title “other” in the map key. I will then display the two maps, but with specified information to reveal what the “other” indicates on the map. Students will then down two generalizations (general statements) of what happened between 1836 and 1840.
Students will meet back into their groups to complete Tuesday’s activity.
As a concluding activity, students will individually complete a culminating handout “Prosperity and Panic” to review the key concepts. Students will be required to circle the correct answer AND underline/identify the answer/supporting text. This will either be collected at the end of class OR first thing on Thursday.
Reading/Homework: Pages 328-329, 336-340, Complete Comprehension Activity
Standards: 8.1.16, 8.1.28, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.7
Thursday
Review Guide Objectives: 10 – 13
CoreVocabulary: None
Essential Question 9-3: Close your eyes. “You hear a knock at the door and it is a government official telling your family to move out because another family wanted to live there. It just so happens that the father of the other family is a town council member.” You run up to your room, pull out your private journal and begin writing. Tell your story. (Following the essential question, students will learn how most of the Native Americans remaining in the eastern United States were forced to move west in the 1820s and 1830s so that white settlers could have the Native Americans’ land.
Students will examine a PowerPoint slide on the steps to “solving problems”. Students will review specific steps in solving problems effectively. Students will be informed that they will be using the information in the PowerPoint regarding the Trail of Tears to complete a problem solving activity (as a class). Students will engage in an interactive PowerPoint over the Trail of Tears.
(Native American music will be played as work through our problem solving activity on the Trail of Tears.) We will also be using “Forced Migration”
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
Friday
Review Guide Objectives: 10 – 13
Core Vocabulary: None
The PowerPoint will continue and conclude over the Trail of Tears with the objective of evaluating the handling of the removal and modeling a counter-proposal to the situation.
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
CNN Student News
Academic Vocabulary: None
Review Guide Objectives: 6
Brief Capital Review
Students will be presented with a brief PowerPoint on how the nation was being divided up: West, South, and Northeast. The interactive presentation will allow students to see the different opinions that existed in ways to making internal improvements, slavery, and tariffs. This will eventually culminate into the “Tariff of Abominations” (abominable snowman connection). Students will be asked to connect how a picture of the abominable snowman “connects” to the issue of tariffs in the south.
Reading/Homework: Page 328
Standards: 8.1.16, 8.3.1
Tuesday
Review Guide Objectives: 6 – 9, 13 – 16
Core Vocabulary: institution
Essential Question 9-1: Examine the cartoon what was created in the 1800s by an unknown author. Generate a paragraph conveying what the cartoon is suggesting about President Andrew Jackson.
There will be a brief introduction/review to cause-effect relationships---including identifying key words, chronological order, and various examples. I will then model the cause-effect process by reading aloud the first paragraph under “The Tariff Debate” with student assistance. We will identify the cause and effect of “Tariffs on European Goods.” Then, students will be assigned to groups of four and will be informed that their group will receive one of two packs: Nullification and the Second Bank of the United States. Each group will be given a pack with six (6) events on it. Students will use their textbooks (pp. 328-329, 336-340) to attempt in placing the events in chronological order.
Once in the correct orders, the group will receive another stack (with the effects of the events). Again, the group will match the effects up to the events. Once approved/completed, the completed product should tell a story as to what happened in the section.
Students will more than likely not complete this activity. (Instead, it is anticipated that they may only complete the first section. In any case, this activity will continue to Wednesday.)
Reading/Homework: Pages 328-329, 336-340 Standards: 8.1.16, 8.1.28, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.7
Wednesday
Review Guide Objectives: 6 – 9, 13 – 16
Core Vocabulary: institution
Essential Question 9-2: Students will turn to page 339 and note the election results for 1836 and 1840. Together, we will point out how this is not a very efficient map because of the title “other” in the map key. I will then display the two maps, but with specified information to reveal what the “other” indicates on the map. Students will then down two generalizations (general statements) of what happened between 1836 and 1840.
Students will meet back into their groups to complete Tuesday’s activity.
As a concluding activity, students will individually complete a culminating handout “Prosperity and Panic” to review the key concepts. Students will be required to circle the correct answer AND underline/identify the answer/supporting text. This will either be collected at the end of class OR first thing on Thursday.
Reading/Homework: Pages 328-329, 336-340, Complete Comprehension Activity
Standards: 8.1.16, 8.1.28, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.7
Thursday
Review Guide Objectives: 10 – 13
CoreVocabulary: None
Essential Question 9-3: Close your eyes. “You hear a knock at the door and it is a government official telling your family to move out because another family wanted to live there. It just so happens that the father of the other family is a town council member.” You run up to your room, pull out your private journal and begin writing. Tell your story. (Following the essential question, students will learn how most of the Native Americans remaining in the eastern United States were forced to move west in the 1820s and 1830s so that white settlers could have the Native Americans’ land.
Students will examine a PowerPoint slide on the steps to “solving problems”. Students will review specific steps in solving problems effectively. Students will be informed that they will be using the information in the PowerPoint regarding the Trail of Tears to complete a problem solving activity (as a class). Students will engage in an interactive PowerPoint over the Trail of Tears.
(Native American music will be played as work through our problem solving activity on the Trail of Tears.) We will also be using “Forced Migration”
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
Friday
Review Guide Objectives: 10 – 13
Core Vocabulary: None
The PowerPoint will continue and conclude over the Trail of Tears with the objective of evaluating the handling of the removal and modeling a counter-proposal to the situation.
Reading/Homework: Read pages 330 - 335
Standards: 8.1.16, 8.1.17
Week of February 22nd - 26th
Monday
<CNN Student News (moved to Thursday)
Academic Vocabulary: Completed
Review Guide Objectives: Completed
Today, students will have their review guides/core vocabulary checked for credit (15 points). While the review guides/core vocabulary is being checked, students will be engaging in a review activity with a partner. Students record “Jefferson”, “Madison”, and “Growth” vertically on a three-column sheet. For each letter of the central name/idea, students will think of a connecting person, place, thing, or idea that shares a letter. Students will write the “connection” to the central theme. The last 10 minutes of class will be used to share student responses.
Reading/Homework: Study for Test Six
Standards: Test Six
Tuesday
Review Guide Objectives: None
Core Vocabulary: None
Essential Question 8-1: Examine “The Election of 1824” map on page 325 and take note of the legend and pie graphs. Generate three (3) true statements regarding the election of 1824.
*Brief Review on U.S. Capitals
After a brief (5-10 minute) review, test six will be administered to students. Once finished, students will complete Essential Question 6-1 and preview pages 324 – 369.
Reading/Homework: Complete Essential Question 8-1
Standards: Test Six
Wednesday
Review Guide Objectives: 1 – 3
Core Vocabulary: Plurality, Facilitate, Mudslinging
*Brief Review on U.S. Capitals
Essential Question 6-2: Examine “The Election of 1824” on page 325. You will note that there is something called an Electoral Vote. The Electoral Vote comes from an Electoral College, which is a compromise. Some of the Founding Fathers wanted the president to be elected by the popular vote (the people), and others wanted the president to be elected by Congress. To find the number of electoral votes for a state, add the number of representatives (determined by the state’s population) to the number of (2) senators. Do you believe this is a compromise? Support your thoughts.
Students will receive a newspaper clipping announcing “John Quincy Adams” as president of the United States. The clipping will also expose the controversy in the election. Students will use the clipping to identifying supporting evidence that a “corrupt bargain” was made in this election.
Students will then be exposed to an interactive map (from connect-ed) over the Election of 1828. We examine the unique situation in New York, electoral v. population vote, and the winner. This will be the foundation for Friday’s class.
Reading/Homework: Pages 324-326
Standards: 8.1.16, 8.3.1
Thursday
Review Guide Objectives: None
Core Vocabulary: None
Essential Question 6-3: None
Students will be spending part of the morning with the high school guidance department to discuss course offerings next year along with diploma tracks. Students will also be visiting the Whitewater Technical Career Center in Connersville. Therefore, classes will be reduced down to 10-15 sessions. As a result, students will be reviewing their state capitals.
Reading/Homework: None
Standards: None
Friday
Review Guide Objectives: 4 – 5
Core Vocabulary: Bureaucracy, Spoils System, Nominating Conventions
There will NOT be a weekly quiz this week.
Students will examine how images and pictures help one to understand history. Examples will be provided such as the barbed-wire fence symbolic of the Monroe Doctrine. Students will work in pairs to examine nine (9) images relating to Andrew Jackson. Students will utilize pages 327-328 (with all information and graphics fair game).
Students will number their own sheet of paper (1-9) and for each image, generate one statement connecting the image’s meaning to Jackson.
Students will engage in an interactive PowerPoint over pages 326-327 (focusing on the different regions that existed during the early 1800s along with the tariff of abominations).
Reading/Homework: Pages 327-328
Standards: 8.1.16, 8.3.1
<CNN Student News (moved to Thursday)
Academic Vocabulary: Completed
Review Guide Objectives: Completed
Today, students will have their review guides/core vocabulary checked for credit (15 points). While the review guides/core vocabulary is being checked, students will be engaging in a review activity with a partner. Students record “Jefferson”, “Madison”, and “Growth” vertically on a three-column sheet. For each letter of the central name/idea, students will think of a connecting person, place, thing, or idea that shares a letter. Students will write the “connection” to the central theme. The last 10 minutes of class will be used to share student responses.
Reading/Homework: Study for Test Six
Standards: Test Six
Tuesday
Review Guide Objectives: None
Core Vocabulary: None
Essential Question 8-1: Examine “The Election of 1824” map on page 325 and take note of the legend and pie graphs. Generate three (3) true statements regarding the election of 1824.
*Brief Review on U.S. Capitals
After a brief (5-10 minute) review, test six will be administered to students. Once finished, students will complete Essential Question 6-1 and preview pages 324 – 369.
Reading/Homework: Complete Essential Question 8-1
Standards: Test Six
Wednesday
Review Guide Objectives: 1 – 3
Core Vocabulary: Plurality, Facilitate, Mudslinging
*Brief Review on U.S. Capitals
Essential Question 6-2: Examine “The Election of 1824” on page 325. You will note that there is something called an Electoral Vote. The Electoral Vote comes from an Electoral College, which is a compromise. Some of the Founding Fathers wanted the president to be elected by the popular vote (the people), and others wanted the president to be elected by Congress. To find the number of electoral votes for a state, add the number of representatives (determined by the state’s population) to the number of (2) senators. Do you believe this is a compromise? Support your thoughts.
Students will receive a newspaper clipping announcing “John Quincy Adams” as president of the United States. The clipping will also expose the controversy in the election. Students will use the clipping to identifying supporting evidence that a “corrupt bargain” was made in this election.
Students will then be exposed to an interactive map (from connect-ed) over the Election of 1828. We examine the unique situation in New York, electoral v. population vote, and the winner. This will be the foundation for Friday’s class.
Reading/Homework: Pages 324-326
Standards: 8.1.16, 8.3.1
Thursday
Review Guide Objectives: None
Core Vocabulary: None
Essential Question 6-3: None
Students will be spending part of the morning with the high school guidance department to discuss course offerings next year along with diploma tracks. Students will also be visiting the Whitewater Technical Career Center in Connersville. Therefore, classes will be reduced down to 10-15 sessions. As a result, students will be reviewing their state capitals.
Reading/Homework: None
Standards: None
Friday
Review Guide Objectives: 4 – 5
Core Vocabulary: Bureaucracy, Spoils System, Nominating Conventions
There will NOT be a weekly quiz this week.
Students will examine how images and pictures help one to understand history. Examples will be provided such as the barbed-wire fence symbolic of the Monroe Doctrine. Students will work in pairs to examine nine (9) images relating to Andrew Jackson. Students will utilize pages 327-328 (with all information and graphics fair game).
Students will number their own sheet of paper (1-9) and for each image, generate one statement connecting the image’s meaning to Jackson.
Students will engage in an interactive PowerPoint over pages 326-327 (focusing on the different regions that existed during the early 1800s along with the tariff of abominations).
Reading/Homework: Pages 327-328
Standards: 8.1.16, 8.3.1
Week of February 15th - 19th
Monday (Presidents Day – Non School)
Review Guide Objective(s): None
Core Vocabulary: None
Reading/Homework: None
Content Standard(s): None
Tuesday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 7-1: On a scale of 1-5 (5 being the highest), judge what you think is the value of the state of Indiana to our country. Support your answer.
Students will be informed that during this time, Indiana is admitted into the Union and is now a state.
In fact, this year (2016) marks the 200th birthday of the state. Students will be using a provided handout with information pertaining to Indiana (history, civics, governments, economics, and discretionary symbols) to generate a 2-sided commemorative coin. A rubric will be provided for the final assessment. Students will begin their work today. However, it will be due at the end of Monday’s class.
Reading/Homework: Finish Commemorative Coin
Content Standard(s): Indiana
Wednesday
Review Guide Objective(s): 20 - 22
Core Vocabulary: census, turnpike, canal, locks, sectionalism, monopoly, interstate commerce, ceded
*Review State Capitals*
Essential Question 7-2: “It is not easy to be a pioneer – but oh, it is fascinating! I would not trade one moment, even the worst moment, for all the riches in the world.” Elizabeth Blackwell Examine the 4-slide show about Pioneer Life. Elizabeth centers “pioneer” on the idea of “fascinating.” From the images, tell why being a pioneer would be fascinating. Support your thoughts.
There will be a brief PPT over “Growing Nationalism” and “Era of Good Feelings” on pages 302-307.
Students will watch a brief DVD focusing on the National Road and Erie Canal. Then, students will engage/pretend to be on the Erie Canal (experiencing what happens when they encounter a low bridge). Students will also experience a simulation on how a canal works (regarding the challenge of elevation).
Reading/Homework: Read pages 302 – 311
Content Standard(s): 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.7, 8.3.8, 8.4.5
Thursday
Review Guide Objective(s): 23
Core Vocabulary: Finished
*Review State Capitals*
Essential Question 7-3: Do you agree with the fact that many Americans (during this time in history) believed that America was in an “Era of Good Feelings”? Support your response.
Students will go out into the hallway to simulate a tug-of-war competition to reflect the Missouri Compromise (the balancing of free and slave states). Then, students will return to the classroom to view the map on page 304 to see how the Compromise worked in America.
Students will receive a newspaper clipping announcing “John Quincy Adams” as president of the United States. The clipping will also expose the controversy in the election.
Reading/Homework: Pages 311 - 312
Content Standard(s): 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.8
Friday
Students will be complete the crossword puzzle focusing on the content from test six. (We will go over it together along with identifying area(s) of concern on the review guide. (Review guides are due on Tuesday, the day of the test.)
Reading/Homework: Complete Test Six Review Guide and Prepare for the Unit Test
Standards: Test Six Standards
Review Guide Objective(s): None
Core Vocabulary: None
Reading/Homework: None
Content Standard(s): None
Tuesday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 7-1: On a scale of 1-5 (5 being the highest), judge what you think is the value of the state of Indiana to our country. Support your answer.
Students will be informed that during this time, Indiana is admitted into the Union and is now a state.
In fact, this year (2016) marks the 200th birthday of the state. Students will be using a provided handout with information pertaining to Indiana (history, civics, governments, economics, and discretionary symbols) to generate a 2-sided commemorative coin. A rubric will be provided for the final assessment. Students will begin their work today. However, it will be due at the end of Monday’s class.
Reading/Homework: Finish Commemorative Coin
Content Standard(s): Indiana
Wednesday
Review Guide Objective(s): 20 - 22
Core Vocabulary: census, turnpike, canal, locks, sectionalism, monopoly, interstate commerce, ceded
*Review State Capitals*
Essential Question 7-2: “It is not easy to be a pioneer – but oh, it is fascinating! I would not trade one moment, even the worst moment, for all the riches in the world.” Elizabeth Blackwell Examine the 4-slide show about Pioneer Life. Elizabeth centers “pioneer” on the idea of “fascinating.” From the images, tell why being a pioneer would be fascinating. Support your thoughts.
There will be a brief PPT over “Growing Nationalism” and “Era of Good Feelings” on pages 302-307.
Students will watch a brief DVD focusing on the National Road and Erie Canal. Then, students will engage/pretend to be on the Erie Canal (experiencing what happens when they encounter a low bridge). Students will also experience a simulation on how a canal works (regarding the challenge of elevation).
Reading/Homework: Read pages 302 – 311
Content Standard(s): 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.7, 8.3.8, 8.4.5
Thursday
Review Guide Objective(s): 23
Core Vocabulary: Finished
*Review State Capitals*
Essential Question 7-3: Do you agree with the fact that many Americans (during this time in history) believed that America was in an “Era of Good Feelings”? Support your response.
Students will go out into the hallway to simulate a tug-of-war competition to reflect the Missouri Compromise (the balancing of free and slave states). Then, students will return to the classroom to view the map on page 304 to see how the Compromise worked in America.
Students will receive a newspaper clipping announcing “John Quincy Adams” as president of the United States. The clipping will also expose the controversy in the election.
Reading/Homework: Pages 311 - 312
Content Standard(s): 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.8
Friday
Students will be complete the crossword puzzle focusing on the content from test six. (We will go over it together along with identifying area(s) of concern on the review guide. (Review guides are due on Tuesday, the day of the test.)
Reading/Homework: Complete Test Six Review Guide and Prepare for the Unit Test
Standards: Test Six Standards
Week of February 8th - 12th
Monday
CNN Student News
Academic Vocabulary: underestimated, frigates
Review Guide Objectives: 15 – 17
Students will retrieve their Qwizdom remotes to engage in an interactive of the War of 1812. Students will engage in the first phase of the War of 1812. Throughout the interactive PowerPoint, students will be using their Qwizdom remotes to interpret chronological order, maps, and other decision-based scenarios.
Reading/Homework: Read pages 285 – 286
Standards: 8.1.14, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Tuesday
Core Vocabulary: underestimated, frigates
Review Guide Objectives: 17 – 19
Essential Question 6-1: Interpret “The War of 1812” map on page 287. Tell why the battle sites of the war were at those locations.
*Brief Review on U.S. Capitals
Students will continue their interactive PowerPoint on the War of 1812. Today, we will examine the second phase of the war. Embedded into this phase, students will watch a clip from a documentary from the History Channel, The Star-Spangled Banner, which showcases the history and the coming of our National Anthem. There will be an interrupted film activity to accompany the information. (basic comprehension questions)
Reading/Homework: Read pages 286 – 287
Standards: 8.1.14, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Wednesday
Core Vocabulary: ceded
Review Guide Objectives: 17 – 19, 24
Essential Question 6-2: Tell why having a “National Anthem” would be essential to a country.
*Brief Review on U.S. Capitals
We will conclude the DVD from the History Channel. After completion, students will share their responses from the interrupted film activity. Students will then be asked a concluding question of “What do you think the motive (reason) for Francis Scott Key to write such a poem?” We will examine the lyrics to the “Star-Spangled Banner” to identify uncertain/unfamiliar words and infer the story the poem tells and why we refrain from singing ALL four verses.
We will use our renewed sense of national pride into our next activity pertaining to the U.S. with foreign affairs.
Students will locate the “It Matters Because” statement on page 302. As a class, we will skim pages 302 – 315 to how nation nations “growing” and “prospering” will take border control, treaties, agreements, and transportation improvements within the nations. (This will serve as a pre-reading/prediction indicator.)
Students will be asked to think about a food buffet and how one chooses food based on what they like and enjoy. Students will enter the classroom (with a restaurant theme) where they will receive a menu of different types of questions. Before the assignment is given, students will be informed about the different types of questions presented on the menu and that they have the opportunity to select which portion (question pod) appeals to them. Their assignment will be to read pages 298-301 and “digest” the information by answering the questions of their choice (from the question pod). Students will complete the remainder of the activity for homework.
Reading/Homework: Read pages 286 – 287, 313 – 315
Standards: 8.1.14, 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Thursday
Review Guide Objectives: 24
Core Vocabulary: ceded
*Brief Review on the U.S. Capitals
Essential Question 6-3: Turn to page 313 and read the first (brief paragraph) at the top. From your work on the comprehension menu, describe the “relationship” with the powers of the Europe.
Students will engage class discussion emphasizing student responses from the Comprehension Menu. Comprehension menus will be collected for nine points.
Reading/Homework: 313 – 315
Standards: 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.8
Friday
Review Guide Objectives: None
Core Vocabulary: None
There will be a brief review and weekly quiz over pages 285 – 287, 313 – 315
Students will be informed that during this time, Indiana is admitted into the Union and is now a state.
In fact, this year (2016) marks the 200th birthday of the state. Students will be using a provided handout with information pertaining to Indiana (history, civics, governments, economics, and discretionary symbols) to generate a 2-sided commemorative coin. A rubric will be provided for the final assessment. Students will begin their work today. However, it will be due at the end of Monday’s class.
Reading/Homework: None
Standards: Indiana
CNN Student News
Academic Vocabulary: underestimated, frigates
Review Guide Objectives: 15 – 17
Students will retrieve their Qwizdom remotes to engage in an interactive of the War of 1812. Students will engage in the first phase of the War of 1812. Throughout the interactive PowerPoint, students will be using their Qwizdom remotes to interpret chronological order, maps, and other decision-based scenarios.
Reading/Homework: Read pages 285 – 286
Standards: 8.1.14, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Tuesday
Core Vocabulary: underestimated, frigates
Review Guide Objectives: 17 – 19
Essential Question 6-1: Interpret “The War of 1812” map on page 287. Tell why the battle sites of the war were at those locations.
*Brief Review on U.S. Capitals
Students will continue their interactive PowerPoint on the War of 1812. Today, we will examine the second phase of the war. Embedded into this phase, students will watch a clip from a documentary from the History Channel, The Star-Spangled Banner, which showcases the history and the coming of our National Anthem. There will be an interrupted film activity to accompany the information. (basic comprehension questions)
Reading/Homework: Read pages 286 – 287
Standards: 8.1.14, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Wednesday
Core Vocabulary: ceded
Review Guide Objectives: 17 – 19, 24
Essential Question 6-2: Tell why having a “National Anthem” would be essential to a country.
*Brief Review on U.S. Capitals
We will conclude the DVD from the History Channel. After completion, students will share their responses from the interrupted film activity. Students will then be asked a concluding question of “What do you think the motive (reason) for Francis Scott Key to write such a poem?” We will examine the lyrics to the “Star-Spangled Banner” to identify uncertain/unfamiliar words and infer the story the poem tells and why we refrain from singing ALL four verses.
We will use our renewed sense of national pride into our next activity pertaining to the U.S. with foreign affairs.
Students will locate the “It Matters Because” statement on page 302. As a class, we will skim pages 302 – 315 to how nation nations “growing” and “prospering” will take border control, treaties, agreements, and transportation improvements within the nations. (This will serve as a pre-reading/prediction indicator.)
Students will be asked to think about a food buffet and how one chooses food based on what they like and enjoy. Students will enter the classroom (with a restaurant theme) where they will receive a menu of different types of questions. Before the assignment is given, students will be informed about the different types of questions presented on the menu and that they have the opportunity to select which portion (question pod) appeals to them. Their assignment will be to read pages 298-301 and “digest” the information by answering the questions of their choice (from the question pod). Students will complete the remainder of the activity for homework.
Reading/Homework: Read pages 286 – 287, 313 – 315
Standards: 8.1.14, 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.7, 8.3.8
Thursday
Review Guide Objectives: 24
Core Vocabulary: ceded
*Brief Review on the U.S. Capitals
Essential Question 6-3: Turn to page 313 and read the first (brief paragraph) at the top. From your work on the comprehension menu, describe the “relationship” with the powers of the Europe.
Students will engage class discussion emphasizing student responses from the Comprehension Menu. Comprehension menus will be collected for nine points.
Reading/Homework: 313 – 315
Standards: 8.1.17, 8.1.31, 8.3.2, 8.3.6, 8.3.8
Friday
Review Guide Objectives: None
Core Vocabulary: None
There will be a brief review and weekly quiz over pages 285 – 287, 313 – 315
Students will be informed that during this time, Indiana is admitted into the Union and is now a state.
In fact, this year (2016) marks the 200th birthday of the state. Students will be using a provided handout with information pertaining to Indiana (history, civics, governments, economics, and discretionary symbols) to generate a 2-sided commemorative coin. A rubric will be provided for the final assessment. Students will begin their work today. However, it will be due at the end of Monday’s class.
Reading/Homework: None
Standards: Indiana
Week of February 1st - 5th
Monday
CNN Student News
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Students will retrieve their Lewis and Clark activity from Friday’s class and complete the remainder of the activity in class. (Students examine the five themes of geography: location, place, human-environment interaction, movement, and region. Using the five themes of geography, students will embark on a series of questions pertaining to the Lewis and Clark Expedition. The activity will expose students to map associations, weather conditions, plant, animals, and people/culture out west.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Tuesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 5-1: Examine the map on page 276 to follow along with the interactive illustration of Zebulon Pike. Do you agree that rock structure (Pike’s Peak) in Colorado be named after the western explorer? Support your thoughts.
Students will retrieve their Lewis and Clark Geography Theme Activity. Students will share their responses to the tasks/questions; there will be a map of the Expedition projected on the dry erase board. I will provide simple discussions for selected students to highlight areas of importance along the route by using dry erase markers. There will also be a final slide for students to view the effects/results of the Lewis and Clark Expedition. As a concluding activity, students will embark on small, fun trivia exercise of the expedition.
Students will turn in their Lewis and Clark Activities for credit.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Wednesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 5-2: Turn to page 276. Read the subtitle and (as a class) turn it into a simple question. Now that we have generated a purpose to read, read the section to seek out/answer the question. Make sure you restate the question in your response.
Students are going to be assigned into groups of three. Together, they are going to role-play being part of the Lewis and Clark Corps of Discovery. Each group will be faced with a challenge of their choice: determining a river route/attempting to reaching its source OR finding a safe, secure location for a winter fort. Together, groups will examine their decision-based scenario and weigh out the factors/consequences to the situation. All of this will lead to the ultimate decision/vote in their group. To do this, students will select the labeled envelop corresponding with their vote to see their outcome.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Thursday
Review Guide Objectives: 11 – 14
Core Vocabulary: Neutral Rights, Embargo, Restrictions, Nationalism
Essential Question 5-3: Read the “It Matters Because” statement on page 278. Identify one (1) possibly “tension” within AND beyond the country.
Students will receive a problem solving handout. Students will use the textbook to identify the response to the problem (What was the reaction?) and determine if it was successful or not. Using this knowledge, students will conclude by generating three reasons to support OR oppose war with Great Britain. (Students will have 10 minutes to work out the first “problem solving” situation. We will then go over it together (using pages 280 - 284). Students will then take the rest of class to complete the activity.) We will go over responses and weigh out the pros/cons of going to war with Britain. Reading/Homework: Pages 280 - 284.
Standards: 8.1.14, 8.1.15, 8.1.17, 8.1.30
Friday
Review Guide Objectives: 11 – 14
Core Vocabulary: Neutral Rights, Embargo, Restrictions, Nationalism
Brief Review (by examining the review guide objectives so far) and Weekly Quiz over pages 272 - 277
After the quiz, students will be introduced to the state capital test, which will be administered in March. We will begin reviewing the capitals.
Reading/Homework: None
Standards: None
CNN Student News
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Students will retrieve their Lewis and Clark activity from Friday’s class and complete the remainder of the activity in class. (Students examine the five themes of geography: location, place, human-environment interaction, movement, and region. Using the five themes of geography, students will embark on a series of questions pertaining to the Lewis and Clark Expedition. The activity will expose students to map associations, weather conditions, plant, animals, and people/culture out west.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Tuesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 5-1: Examine the map on page 276 to follow along with the interactive illustration of Zebulon Pike. Do you agree that rock structure (Pike’s Peak) in Colorado be named after the western explorer? Support your thoughts.
Students will retrieve their Lewis and Clark Geography Theme Activity. Students will share their responses to the tasks/questions; there will be a map of the Expedition projected on the dry erase board. I will provide simple discussions for selected students to highlight areas of importance along the route by using dry erase markers. There will also be a final slide for students to view the effects/results of the Lewis and Clark Expedition. As a concluding activity, students will embark on small, fun trivia exercise of the expedition.
Students will turn in their Lewis and Clark Activities for credit.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Wednesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 5-2: Turn to page 276. Read the subtitle and (as a class) turn it into a simple question. Now that we have generated a purpose to read, read the section to seek out/answer the question. Make sure you restate the question in your response.
Students are going to be assigned into groups of three. Together, they are going to role-play being part of the Lewis and Clark Corps of Discovery. Each group will be faced with a challenge of their choice: determining a river route/attempting to reaching its source OR finding a safe, secure location for a winter fort. Together, groups will examine their decision-based scenario and weigh out the factors/consequences to the situation. All of this will lead to the ultimate decision/vote in their group. To do this, students will select the labeled envelop corresponding with their vote to see their outcome.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Thursday
Review Guide Objectives: 11 – 14
Core Vocabulary: Neutral Rights, Embargo, Restrictions, Nationalism
Essential Question 5-3: Read the “It Matters Because” statement on page 278. Identify one (1) possibly “tension” within AND beyond the country.
Students will receive a problem solving handout. Students will use the textbook to identify the response to the problem (What was the reaction?) and determine if it was successful or not. Using this knowledge, students will conclude by generating three reasons to support OR oppose war with Great Britain. (Students will have 10 minutes to work out the first “problem solving” situation. We will then go over it together (using pages 280 - 284). Students will then take the rest of class to complete the activity.) We will go over responses and weigh out the pros/cons of going to war with Britain. Reading/Homework: Pages 280 - 284.
Standards: 8.1.14, 8.1.15, 8.1.17, 8.1.30
Friday
Review Guide Objectives: 11 – 14
Core Vocabulary: Neutral Rights, Embargo, Restrictions, Nationalism
Brief Review (by examining the review guide objectives so far) and Weekly Quiz over pages 272 - 277
After the quiz, students will be introduced to the state capital test, which will be administered in March. We will begin reviewing the capitals.
Reading/Homework: None
Standards: None
Week of January 25th - 29th
Monday
CNN Student News
Academic Vocabulary: Customs Duty, Jurisdiction
'Review Guide Objectives: 1 – 5
Students will take a few minutes work on and complete the report card. After 15 minutes, a class discussion will be held for pairs to share their evaluation and support/defend their views. The activity will be worth 12 points.
Once completed, there will be an interactive PowerPoint (using Qwizdom remotes) on the Marbury v. Madison case.
Reading/Homework: 268 - 271
Standards: 8.1.9, 8.1.13, 8.3.1
Tuesday
Review Guide Objectives: 4
Core Vocabulary: jurisdiction,
Essential Question 4-1: Renaissance is defined as the period of European history between the 14th and 17th centuries when there was a new interest in science and in ancient art and literature especially in Italy; a situation or period of time when there is a new interest in something that has not been popular in a long time; a period of new growth or activity.
Examine the slideshow of Jefferson’s home, Monticello. Identify at least two (2) examples that support the idea of Jefferson as a “Renaissance man.”
Students will be asked to examine page 271 and examine the three (3) Supreme Court Cases : MCCulloch v. Maryland, Gibbons v. Ogden, Worchester v. Georgia. On the smart board, students will find a triangle with each “point” representing a court case. In the area of each point, students will work together (in a neighboring partner) to sketch out an illustration demonstrating their understanding of each one. A few groups will be selected to present and draw their illustrations on the whiteboard. Once all court cases have been covered, students will (once again) read the paragraph with the court cases to locate the sentences that link all three together. The statement will be written on the smart board for students to see.
Reading/Homework: Read page 271
Standards: 8.1.9, 8.1.13, 8.3.1
Wednesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 4-2: In the 1800s, pioneers moved westward seeking new land. Thomas Jefferson sent two major expeditions to explore the area west of the Mississippi River. You are on one of the expeditions. On the night before leaving on the expedition, write a journal entry addressing the following:
Then, students will pair up with a partner and be introduced to the five themes of geography: location, place, human-environment interaction, movement, and region. Using the five themes of geography, students will embark on a series of questions pertaining to the Lewis and Clark Expedition. The activity will expose students to map associations, weather conditions, plant, animals, and people/culture out west. This activity will continue into Monday’s class.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Thursday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 4-3: Watch and listen to the “Louisiana Purchase and Westward Expansion” video clip. Identify one similarity and one difference between the two expeditions.
Students will put down their heads (with western-themed music playing in the background) as I read a brief introduction to the Louisiana Purchase.
Students will retrieve their Lewis and Clark activity from Friday’s class. They will have 15-20 minutes to finish the activity and a class interactive discussion will follow. Along with sharing responses to the tasks/questions, there will be a map of the Expedition projected on the dry erase board. I will provide simple discussions for selected students to highlight areas of importance along the route by using dry erase markers.
There will also be a final slide for students to view the effects/results of the Lewis and Clark Expedition. Students will be asked to turn to page 276. Together, we will examine the subtitle to introduce a simple reading strategy: turning the subtitle into a question. Students will then seek out (with a purpose to read) the answer to the question. (Ex. “A Federalist Plan to Secede” might be changed into “Why did the Federalists have a plan to secede?”) As a class, we will seek out the answer in the text.
Students will turn in their Lewis and Clark Activities for credit.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Friday
Brief Review (by examining the review guide objectives so far) and Weekly Quiz over pages 270 - 277
Review Guide Objectives: None
Core Vocabulary: None
After the quiz, students will be introduced to the state capital test, which will be administered in March. We will begin reviewing the capitals.
Reading/Homework: None
Standards: None
CNN Student News
Academic Vocabulary: Customs Duty, Jurisdiction
'Review Guide Objectives: 1 – 5
Students will take a few minutes work on and complete the report card. After 15 minutes, a class discussion will be held for pairs to share their evaluation and support/defend their views. The activity will be worth 12 points.
Once completed, there will be an interactive PowerPoint (using Qwizdom remotes) on the Marbury v. Madison case.
Reading/Homework: 268 - 271
Standards: 8.1.9, 8.1.13, 8.3.1
Tuesday
Review Guide Objectives: 4
Core Vocabulary: jurisdiction,
Essential Question 4-1: Renaissance is defined as the period of European history between the 14th and 17th centuries when there was a new interest in science and in ancient art and literature especially in Italy; a situation or period of time when there is a new interest in something that has not been popular in a long time; a period of new growth or activity.
Examine the slideshow of Jefferson’s home, Monticello. Identify at least two (2) examples that support the idea of Jefferson as a “Renaissance man.”
Students will be asked to examine page 271 and examine the three (3) Supreme Court Cases : MCCulloch v. Maryland, Gibbons v. Ogden, Worchester v. Georgia. On the smart board, students will find a triangle with each “point” representing a court case. In the area of each point, students will work together (in a neighboring partner) to sketch out an illustration demonstrating their understanding of each one. A few groups will be selected to present and draw their illustrations on the whiteboard. Once all court cases have been covered, students will (once again) read the paragraph with the court cases to locate the sentences that link all three together. The statement will be written on the smart board for students to see.
Reading/Homework: Read page 271
Standards: 8.1.9, 8.1.13, 8.3.1
Wednesday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 4-2: In the 1800s, pioneers moved westward seeking new land. Thomas Jefferson sent two major expeditions to explore the area west of the Mississippi River. You are on one of the expeditions. On the night before leaving on the expedition, write a journal entry addressing the following:
- What challenges might you face?
- What things might help you succeed?
- What are your feelings/emotions about the expedition?
- What do you think you will learn?
Then, students will pair up with a partner and be introduced to the five themes of geography: location, place, human-environment interaction, movement, and region. Using the five themes of geography, students will embark on a series of questions pertaining to the Lewis and Clark Expedition. The activity will expose students to map associations, weather conditions, plant, animals, and people/culture out west. This activity will continue into Monday’s class.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Thursday
Review Guide Objectives: 5 – 10
Core Vocabulary: None
Essential Question 4-3: Watch and listen to the “Louisiana Purchase and Westward Expansion” video clip. Identify one similarity and one difference between the two expeditions.
Students will put down their heads (with western-themed music playing in the background) as I read a brief introduction to the Louisiana Purchase.
Students will retrieve their Lewis and Clark activity from Friday’s class. They will have 15-20 minutes to finish the activity and a class interactive discussion will follow. Along with sharing responses to the tasks/questions, there will be a map of the Expedition projected on the dry erase board. I will provide simple discussions for selected students to highlight areas of importance along the route by using dry erase markers.
There will also be a final slide for students to view the effects/results of the Lewis and Clark Expedition. Students will be asked to turn to page 276. Together, we will examine the subtitle to introduce a simple reading strategy: turning the subtitle into a question. Students will then seek out (with a purpose to read) the answer to the question. (Ex. “A Federalist Plan to Secede” might be changed into “Why did the Federalists have a plan to secede?”) As a class, we will seek out the answer in the text.
Students will turn in their Lewis and Clark Activities for credit.
Reading/Homework: Pages 272 - 277
Standards: 8.1.12, 8.1.30, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.8
Friday
Brief Review (by examining the review guide objectives so far) and Weekly Quiz over pages 270 - 277
Review Guide Objectives: None
Core Vocabulary: None
After the quiz, students will be introduced to the state capital test, which will be administered in March. We will begin reviewing the capitals.
Reading/Homework: None
Standards: None
Week of January 18th - 22nd
Monday
Brief Current Events
Academic Vocabulary: None
Review Guide Objectives: None
A part of class will focus on the life and legacy of Martin Luther King Jr. A small video will be shown to students emphasizing his “I Have A Dream” speech made in Washington, D.C. We will then use a famous of his, “Life’s most persistent and urgent question is, What are you doing for others?” Students will think about what they are currently doing for others to support King’s challenge. Perhaps, some will have goal in achieve something to do for others in 2016. Students will write this on a strip of (red, white, or blue) paper to be linked up into a chain to be on display in the classroom. This will serve as a daily reminder to be challenged on making what was written down to maintain/becoming a reality.
Reading/Homework: None
Standards: None
Tuesday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Students will examine “The First Political Party System” Smartboard Interactive and place the party platform ideas under the correct political party (Democratic-Republicans and Federalist).
Essential Question 3 – 1: Turn to page 259 and read the first paragraph under “John Adams as President.” Recall what we have already learned about Adams and examine the two (2) subtitles below: “The XYZ Affair” and “Alien and Sedition Acts.” Identify one statement from each subtitle in the text (p. 259) that supports why Adams “time in office…was troubled.”
Students will be finishing up the Interactive PowerPoint on the Adams’ Presidency. As a concluding activity, students will be provided with a handout “The Federalist in Charge”. This comprehension activity will require students to (1) read the text; (2) answering the comprehension questions; and (3) underline the supporting information; and (4) label the relevant information with the question number.
Once students are completed with the activity, we will review the handout and turn it in for credit. This will replace the weekly quiz.
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Wednesday
Academic Vocabulary: Completed
Review Guide Objectives: Completed
Essential Question 3 – 2: “A good general makes a good president.” Think about that statement and mentally compare/contrast the presidencies of Washington and Adams. Do you agree or disagree with this statement? Explain your thoughts.
Students will also work on the “Crossword Challenge” by utilizing their review guides, vocabulary sheets, and textbooks. This will be a partner activity. While students are working on their “Crossword Challenge” with their partner, I will be checking their review guides and vocabulary sheets for credit. (10 points).
The final ten minutes of class will be used to review students responses to the “Crossword Challenge.”
Reading/Homework: Study for test five.
Standards: Test five objectives
Thursday
Academic Vocabulary: None
Review Guide Objectives: None
Students will briefly review material before taking test five.
Essential Question 3 – 3: Examine the timeline at the bottom of pages 266-267 and focus on the (American) events at the top. Generate an appropriate name for this timeline from the events happening in America. Support your thoughts.
Reading/Homework: None
Standards: None
Friday
Academic Vocabulary: Customs Duty, Jurisdiction
Review Guide Objectives: 1 – 5
There will be a brief PowerPoint over the Election of 1800 and Thomas Jefferson. The PowerPoint will include decision-based scenarios for students to role play during this time.
Students will then receive a blank report card for Jefferson’s policies. In groups of two, students will read a component of Jefferson’s presidency and provide a letter grade (A, B, C, D, or F) as an evaluation mark. Students must provide “citizen comments” to support their evaluation.
Reading/Homework: 268 - 271
Standards: 8.1.9, 8.1.13, 8.3.1
Brief Current Events
Academic Vocabulary: None
Review Guide Objectives: None
A part of class will focus on the life and legacy of Martin Luther King Jr. A small video will be shown to students emphasizing his “I Have A Dream” speech made in Washington, D.C. We will then use a famous of his, “Life’s most persistent and urgent question is, What are you doing for others?” Students will think about what they are currently doing for others to support King’s challenge. Perhaps, some will have goal in achieve something to do for others in 2016. Students will write this on a strip of (red, white, or blue) paper to be linked up into a chain to be on display in the classroom. This will serve as a daily reminder to be challenged on making what was written down to maintain/becoming a reality.
Reading/Homework: None
Standards: None
Tuesday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Students will examine “The First Political Party System” Smartboard Interactive and place the party platform ideas under the correct political party (Democratic-Republicans and Federalist).
Essential Question 3 – 1: Turn to page 259 and read the first paragraph under “John Adams as President.” Recall what we have already learned about Adams and examine the two (2) subtitles below: “The XYZ Affair” and “Alien and Sedition Acts.” Identify one statement from each subtitle in the text (p. 259) that supports why Adams “time in office…was troubled.”
Students will be finishing up the Interactive PowerPoint on the Adams’ Presidency. As a concluding activity, students will be provided with a handout “The Federalist in Charge”. This comprehension activity will require students to (1) read the text; (2) answering the comprehension questions; and (3) underline the supporting information; and (4) label the relevant information with the question number.
Once students are completed with the activity, we will review the handout and turn it in for credit. This will replace the weekly quiz.
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Wednesday
Academic Vocabulary: Completed
Review Guide Objectives: Completed
Essential Question 3 – 2: “A good general makes a good president.” Think about that statement and mentally compare/contrast the presidencies of Washington and Adams. Do you agree or disagree with this statement? Explain your thoughts.
Students will also work on the “Crossword Challenge” by utilizing their review guides, vocabulary sheets, and textbooks. This will be a partner activity. While students are working on their “Crossword Challenge” with their partner, I will be checking their review guides and vocabulary sheets for credit. (10 points).
The final ten minutes of class will be used to review students responses to the “Crossword Challenge.”
Reading/Homework: Study for test five.
Standards: Test five objectives
Thursday
Academic Vocabulary: None
Review Guide Objectives: None
Students will briefly review material before taking test five.
Essential Question 3 – 3: Examine the timeline at the bottom of pages 266-267 and focus on the (American) events at the top. Generate an appropriate name for this timeline from the events happening in America. Support your thoughts.
Reading/Homework: None
Standards: None
Friday
Academic Vocabulary: Customs Duty, Jurisdiction
Review Guide Objectives: 1 – 5
There will be a brief PowerPoint over the Election of 1800 and Thomas Jefferson. The PowerPoint will include decision-based scenarios for students to role play during this time.
Students will then receive a blank report card for Jefferson’s policies. In groups of two, students will read a component of Jefferson’s presidency and provide a letter grade (A, B, C, D, or F) as an evaluation mark. Students must provide “citizen comments” to support their evaluation.
Reading/Homework: 268 - 271
Standards: 8.1.9, 8.1.13, 8.3.1
Week of January 11th - 15th
Monday
Brief Current Events
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Students will examine “The Big Idea” for today, “The United States faced significant foreign and domestic challenges under Washington.” One the board, students will find a t-chart. The first column labeled “foreign” and the second column labeled “domestic.” As a class, we will locate the definition of domestic because many will likely not know this term. Then, in partners, students will list as many “challenges” as we can that Washington might face during his presidency by using pages 252 - 255. Not only will students list the challenges, but they will be classifying them to either be “domestic” or foreign”.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Tuesday
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Essential Question 2 – 1: George Washington once said, “To be prepared for war is one of the most effective means of preserving peace.” Explain why George Washington might be correct in this assumption.
Each student will receive a small slip of paper with a word/name on it. There will be three (3) areas/themes of the room marked: “Rebellion”, “ West”, and “Europe.” Without saying anything, students will recall Monday’s material and decide where their word/name “fits” into the category. (There will be two copies for each word/name.) Once students have located their right “fit”, the larger group will then divide into two groups (with each student having a different word/name). On a small poster board, students will collaborate to generate a paragraph (summary) connecting the theme to the word/name. Students will finish this for the end of class.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Wednesday
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Essential Question 2 – 2 (Conclusion of Class): Read about Washington’s Farewell Address on page 255. He warns against the implementation of political parties and to stand clear of situations with other countries. Imagine that you are the current president of the United States. Besides, the two Washington mentioned, what one (1) main advice would you give the nation if you were retiring today?
There will be a brief recap on the events of George Washington. (Interactive PowerPoint and Smart Board: Little Turtle and the Treaty of Greenville, Native American Campaigns)
As a concluding activity, students will engage in an on-line fill-in-the-blank challenge of the material.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Thursday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Essential Question 2 – 3: Washington’s Farewell Address is considered a significant historical document. Using the provided list of adjectives, select one that would reflect an “award category” for Washington to receive for his presidency. (For example, the adjective “courageous” might be the “most courageous” award.) Support your thoughts.
The following main idea will be presented to the students: “The rise of political parties created competition in the election 1796.” Tell what these political parties are “competing” for in 1796.
Students will be engaging in an interactive PowerPoint on the Adams’ Presidency using Qwizdom remotes. During the presentation, students will be engaged by answering various types of questions (ranking, opinions, multiple choice/perspective, and role playing).
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Friday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Students will be finishing up the Interactive PowerPoint on the Adams’ Presidency. As a concluding activity, students will be provided with a handout “The Federalist in Charge”. This comprehension activity will require students to (1) read the text; (2) answering the comprehension questions; and (3) underline the supporting information; and (4) label the relevant information with the question number.
Once students are completed with the activity, we will review the handout and turn it in for credit. This will replace the weekly quiz.
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Brief Current Events
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Students will examine “The Big Idea” for today, “The United States faced significant foreign and domestic challenges under Washington.” One the board, students will find a t-chart. The first column labeled “foreign” and the second column labeled “domestic.” As a class, we will locate the definition of domestic because many will likely not know this term. Then, in partners, students will list as many “challenges” as we can that Washington might face during his presidency by using pages 252 - 255. Not only will students list the challenges, but they will be classifying them to either be “domestic” or foreign”.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Tuesday
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Essential Question 2 – 1: George Washington once said, “To be prepared for war is one of the most effective means of preserving peace.” Explain why George Washington might be correct in this assumption.
Each student will receive a small slip of paper with a word/name on it. There will be three (3) areas/themes of the room marked: “Rebellion”, “ West”, and “Europe.” Without saying anything, students will recall Monday’s material and decide where their word/name “fits” into the category. (There will be two copies for each word/name.) Once students have located their right “fit”, the larger group will then divide into two groups (with each student having a different word/name). On a small poster board, students will collaborate to generate a paragraph (summary) connecting the theme to the word/name. Students will finish this for the end of class.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Wednesday
Academic Vocabulary: Maintain, Impressment
Review Guide Objectives: 7 – 13
Essential Question 2 – 2 (Conclusion of Class): Read about Washington’s Farewell Address on page 255. He warns against the implementation of political parties and to stand clear of situations with other countries. Imagine that you are the current president of the United States. Besides, the two Washington mentioned, what one (1) main advice would you give the nation if you were retiring today?
There will be a brief recap on the events of George Washington. (Interactive PowerPoint and Smart Board: Little Turtle and the Treaty of Greenville, Native American Campaigns)
As a concluding activity, students will engage in an on-line fill-in-the-blank challenge of the material.
Reading/Homework: Pages 252 - 255
Standards: 8.1.7
Thursday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Essential Question 2 – 3: Washington’s Farewell Address is considered a significant historical document. Using the provided list of adjectives, select one that would reflect an “award category” for Washington to receive for his presidency. (For example, the adjective “courageous” might be the “most courageous” award.) Support your thoughts.
The following main idea will be presented to the students: “The rise of political parties created competition in the election 1796.” Tell what these political parties are “competing” for in 1796.
Students will be engaging in an interactive PowerPoint on the Adams’ Presidency using Qwizdom remotes. During the presentation, students will be engaged by answering various types of questions (ranking, opinions, multiple choice/perspective, and role playing).
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Friday
Academic Vocabulary: Partisan, Distinct, Caucus, Aliens, Sedition, Nullify
Review Guide Objectives: 14 – 18
Students will be finishing up the Interactive PowerPoint on the Adams’ Presidency. As a concluding activity, students will be provided with a handout “The Federalist in Charge”. This comprehension activity will require students to (1) read the text; (2) answering the comprehension questions; and (3) underline the supporting information; and (4) label the relevant information with the question number.
Once students are completed with the activity, we will review the handout and turn it in for credit. This will replace the weekly quiz.
Reading/Homework: Pages 256 – 261
Standards: 8.1.8, 8.1.9, 8.3.2, 8.3.6, 8.3.8
Week of January 4th - 8th
Lesson Plans for the Week of January 4th
Monday
Brief Current Events
Academic Vocabulary: None
Review Guide Objectives: None
Students will receive test four back from prior to break. There will be a brief “welcome back” with a scope and sequence of the month of January. We will move into a brief current events segment.
Students will be asked to turn to page 220 and locate the Preamble to the Constitution. For trivial reasons, student will know that the Preamble is only 52 words long, but has influence beyond the eye can see. Students will examine a slide that will also showcase the Preamble that actually breaks it down into six (6) parts. Students will be asked to use their own sheet of paper to think about what each part means. Students will then write their thoughts down. Dictionaries will be encourages on words they do not know/are familiar with in context. This activity will be the “exit slip” for today’s clas.
Reading/Homework: None
Standards: 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Tuesday
Academic Vocabulary: Precedents
Review Guide Objective: None
Essential Question 1-1: Americans had high expectations for their new nation.” Pretend that you are one who has “high expectations” for this country. Describe what you would like to see from the first president that “fits” with your expectations.
I will read a brief story (with student heads down/or eyes closed) which tells how George Washington had been elected as the first president of the United States (under the Constitution).
We will then refresh our ideas of what is meant by making “inferences” in text. We will look at the definition along with providing some examples of making inferences in everyday life.
Students will then receive a handout on an account of George Washington as told from the U.S. people. Students will read the small piece of text and answer the five (5) questions requiring them to make inferences. We will read the text out loud and then (perhaps) do the first one together (depending on how well students grasp the understanding).
Reading/Homework: Complete inference activity and read pages 246.
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Wednesday
Academic Vocabulary: Precedent, Cabinet
Review Guide Objective(s): 1 and 2
Essential Question 1-2: As the first president, George Washington said that, “No slips…will pass unnoticed.” Recall yesterday’s class. Explain this quote in your own words.
Students will engage in a brief PowerPoint over pages 235-237 along with using their inference activity to enhance the material. (The inferences will be collected for credit at the end of class.) We will be using the Smartboard Interactives: First Cabinet and U.S. Supreme Court.
As a recap, students will listen to a RAP song about George Washington’s life and presidency.
Reading/Homework: Read pages 246-248
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Thursday
Academic Vocabulary: Bonds, Accumulate
Review Guide Objective(s): 3 – 6
Essential Question 1-3: The secretary of treasury, Alexander Hamilton, thought that the average citizen had no interest in public affairs. In fact, he is quoted by saying, “A reliance on pure patriotism has been the source of many of our problems.” Interpret what you think Hamilton means in this statement.
Students will complete an inventory sheet regarding how the nation will pay off all war debts. This will be done with a partner. Using the inventory, a class discussion will follow showcasing which responses reflect Alexander Hamilton or Thomas Jefferson. This will allow students to see how America (especially Alexander Hamilton) attempted to pay off the national debts.
The class discussion will follow regarding the debt situation plaguing the country during Washington’s presidency. Smart Board Interactive: Alexander Hamilton, Protective Tariffs, and Debt Activity.
Reading/Homework: Pages 249-251
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Friday
Academic Vocabulary: Bonds, Speculators
Review Guide Objectives: 2, 3, 4
We will wrap up the content over debt plaguing our country by eventually using the “elastic clause” from the Constitution along with the rubber band analogy.
Then, we will do a weekly review for our quiz (over pages 246-251).
As a preview to next week, Trouble in the New Nation, students will receive an enlarged paragraph with missing words/pieces of information. Using their slips of paper with the missing word(s), students will use the surrounding context to determine the best choice. Textbooks will not be permitted. Students will see how well they did towards the end of class as the answers are reveals.
Reading/Homework: Pages 246-251
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Monday
Brief Current Events
Academic Vocabulary: None
Review Guide Objectives: None
Students will receive test four back from prior to break. There will be a brief “welcome back” with a scope and sequence of the month of January. We will move into a brief current events segment.
Students will be asked to turn to page 220 and locate the Preamble to the Constitution. For trivial reasons, student will know that the Preamble is only 52 words long, but has influence beyond the eye can see. Students will examine a slide that will also showcase the Preamble that actually breaks it down into six (6) parts. Students will be asked to use their own sheet of paper to think about what each part means. Students will then write their thoughts down. Dictionaries will be encourages on words they do not know/are familiar with in context. This activity will be the “exit slip” for today’s clas.
Reading/Homework: None
Standards: 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Tuesday
Academic Vocabulary: Precedents
Review Guide Objective: None
Essential Question 1-1: Americans had high expectations for their new nation.” Pretend that you are one who has “high expectations” for this country. Describe what you would like to see from the first president that “fits” with your expectations.
I will read a brief story (with student heads down/or eyes closed) which tells how George Washington had been elected as the first president of the United States (under the Constitution).
We will then refresh our ideas of what is meant by making “inferences” in text. We will look at the definition along with providing some examples of making inferences in everyday life.
Students will then receive a handout on an account of George Washington as told from the U.S. people. Students will read the small piece of text and answer the five (5) questions requiring them to make inferences. We will read the text out loud and then (perhaps) do the first one together (depending on how well students grasp the understanding).
Reading/Homework: Complete inference activity and read pages 246.
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Wednesday
Academic Vocabulary: Precedent, Cabinet
Review Guide Objective(s): 1 and 2
Essential Question 1-2: As the first president, George Washington said that, “No slips…will pass unnoticed.” Recall yesterday’s class. Explain this quote in your own words.
Students will engage in a brief PowerPoint over pages 235-237 along with using their inference activity to enhance the material. (The inferences will be collected for credit at the end of class.) We will be using the Smartboard Interactives: First Cabinet and U.S. Supreme Court.
As a recap, students will listen to a RAP song about George Washington’s life and presidency.
Reading/Homework: Read pages 246-248
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Thursday
Academic Vocabulary: Bonds, Accumulate
Review Guide Objective(s): 3 – 6
Essential Question 1-3: The secretary of treasury, Alexander Hamilton, thought that the average citizen had no interest in public affairs. In fact, he is quoted by saying, “A reliance on pure patriotism has been the source of many of our problems.” Interpret what you think Hamilton means in this statement.
Students will complete an inventory sheet regarding how the nation will pay off all war debts. This will be done with a partner. Using the inventory, a class discussion will follow showcasing which responses reflect Alexander Hamilton or Thomas Jefferson. This will allow students to see how America (especially Alexander Hamilton) attempted to pay off the national debts.
The class discussion will follow regarding the debt situation plaguing the country during Washington’s presidency. Smart Board Interactive: Alexander Hamilton, Protective Tariffs, and Debt Activity.
Reading/Homework: Pages 249-251
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Friday
Academic Vocabulary: Bonds, Speculators
Review Guide Objectives: 2, 3, 4
We will wrap up the content over debt plaguing our country by eventually using the “elastic clause” from the Constitution along with the rubber band analogy.
Then, we will do a weekly review for our quiz (over pages 246-251).
As a preview to next week, Trouble in the New Nation, students will receive an enlarged paragraph with missing words/pieces of information. Using their slips of paper with the missing word(s), students will use the surrounding context to determine the best choice. Textbooks will not be permitted. Students will see how well they did towards the end of class as the answers are reveals.
Reading/Homework: Pages 246-251
Standards: 8.1.7, 8.1.18, 8.3.1, 8.4.3, 8.4.7, 8.4.9
Week of December 14th-18th
Monday
Review Guide Objectives: Completed
Core Vocabulary: Completed
CNN Newsmakers/current events discussion
Students will be assigned with one other person and will be faced with the following challenge:
Marceline, is an Iraqi woman, and she will be living with a family in Liberty, Indiana. As you know, the country of Iraq is extremely different from the United States---beginning with its national government. As many of you might know, the United States attempted to “rebuild” Iraq by developing a new constitution. Of course, Marceline is not familiar with our national government and would like to know more about it. Because it is totally fluent in English, language will be a bit difficult. Using the provided construction paper and markers, work with your partner to construct a basic visual on how our national government is structured and functions. Be sure to include the following:
Reading/Homework: Review for test four.
Standards: None
Tuesday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Essential Question 10-1: Turn to page 220 and read the “Preamble” to the Constitution. For any words that you do not know, examine the surrounding text and recall the goals of a republic government. In your own words, write one sentence that best summarizes the introduction to the U.S. Constitution.
Students will retrieve their visuals from Monday’s Class. There will be a few minutes utilized to share/critique each other’s visuals. As a conclusion, we will all come together as a class as students will direct me in generating a “class visual” for Marceline to interpret on the Smart Board.
As a review, students will then work on a “Crossword Challenge” activity as a review for test four. While students work on the crossword challenge, their review guides and core vocabulary sheets will be checked for credit.
At the end of class, we will go over the crossword challenge, which will serve as another tool to prepare for Wednesday’s exam.
Reading: Study for Test Four
Standard(s): Test Four Standards
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 10-2: Recall that amend means “to change.” As you know, there are 27 amendments to the U.S. Constitution. Think about today’s society---the structure, the behavior, the needs, ETC. Decide on what amendment that should be a reality in today’s society---to support the greater good of the people. State the proposed amendment that you would like to see. Why do you hold such belief(s)?
Students will take test four. Once students are finished with the text, they will respond to Essential Question 10-2 and begin working on test five review guide and core vocabulary.
Reading/Homework: None
Standards: Test Four Standards
Thursday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 10-3: None for today.
Students be presented with the Preamble to the U.S. Constitution, but altered to “fit” to the classroom. We will then recall the three branches of government and their respective responsibilities. Students will then be assigned to be either part of the judicial branch (five students) or the legislative branch. The “umbrella” task will be for students (over the next few days) to simulate how the branches work together in government and apply the system of “checks and balances”.
I will serve as President of the Classroom and will deliver as per (Article II; Section III) the State of the Classroom Address, which is based from the three main goals I have for the class from the syllabus.
The legislative branch will be challenged to develop three (3) bills for the classroom, which support the three goals from the State of the Classroom Address. When developing the bills, students will use certain criteria to guide them (laws must be fair, possible to follow, easily understood, and changeable). At the same time, the judicial branch will use the same criteria to develop a “philosophy”.
After about 30 minutes, the legislative branch will present their bills to the judicial branch and they will “interpret them” to see if it fits their philosophy. I will guide the judicial branch; the legislative branch will listen to see how their bills are received by the judicial branch as they determine their “constitutionality”.
Reading/Homework: None
Standards: None
Friday
Review Guide Objective(s): None
Core Vocabulary: None
Students will continue the Classroom Constitution Simulation. The “legislative branch” will observe the dialogue the justices of the Supreme Court to see how the bills/laws are being worked through. The judicial branch will receive the proposed bills from BOTH houses of Congress. Using the proposal handout, the Supreme Court will evaluate each of the bills and decide of THREE will support the goals of the class (by using their philosophy sheet)
Once the bills pass the judicial branch, the bills will be sent to the president (Mr. Gutzwiller) to be approved (signed) or vetoed.
Students will reflect with the question of “How difficult of a process is it to write and evaluate laws “FOR THE PEOPLE”?
Reading/Homework: None
Standards: Standards: None
Review Guide Objectives: Completed
Core Vocabulary: Completed
CNN Newsmakers/current events discussion
Students will be assigned with one other person and will be faced with the following challenge:
Marceline, is an Iraqi woman, and she will be living with a family in Liberty, Indiana. As you know, the country of Iraq is extremely different from the United States---beginning with its national government. As many of you might know, the United States attempted to “rebuild” Iraq by developing a new constitution. Of course, Marceline is not familiar with our national government and would like to know more about it. Because it is totally fluent in English, language will be a bit difficult. Using the provided construction paper and markers, work with your partner to construct a basic visual on how our national government is structured and functions. Be sure to include the following:
- < >Checks and Balances
- Legislative Branch
- Judicial Branch
- Executive Branch
- Bill of Rights
- < >
Reading/Homework: Review for test four.
Standards: None
Tuesday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Essential Question 10-1: Turn to page 220 and read the “Preamble” to the Constitution. For any words that you do not know, examine the surrounding text and recall the goals of a republic government. In your own words, write one sentence that best summarizes the introduction to the U.S. Constitution.
Students will retrieve their visuals from Monday’s Class. There will be a few minutes utilized to share/critique each other’s visuals. As a conclusion, we will all come together as a class as students will direct me in generating a “class visual” for Marceline to interpret on the Smart Board.
As a review, students will then work on a “Crossword Challenge” activity as a review for test four. While students work on the crossword challenge, their review guides and core vocabulary sheets will be checked for credit.
At the end of class, we will go over the crossword challenge, which will serve as another tool to prepare for Wednesday’s exam.
Reading: Study for Test Four
Standard(s): Test Four Standards
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 10-2: Recall that amend means “to change.” As you know, there are 27 amendments to the U.S. Constitution. Think about today’s society---the structure, the behavior, the needs, ETC. Decide on what amendment that should be a reality in today’s society---to support the greater good of the people. State the proposed amendment that you would like to see. Why do you hold such belief(s)?
Students will take test four. Once students are finished with the text, they will respond to Essential Question 10-2 and begin working on test five review guide and core vocabulary.
Reading/Homework: None
Standards: Test Four Standards
Thursday
Review Guide Objective(s): None
Core Vocabulary: None
Essential Question 10-3: None for today.
Students be presented with the Preamble to the U.S. Constitution, but altered to “fit” to the classroom. We will then recall the three branches of government and their respective responsibilities. Students will then be assigned to be either part of the judicial branch (five students) or the legislative branch. The “umbrella” task will be for students (over the next few days) to simulate how the branches work together in government and apply the system of “checks and balances”.
I will serve as President of the Classroom and will deliver as per (Article II; Section III) the State of the Classroom Address, which is based from the three main goals I have for the class from the syllabus.
The legislative branch will be challenged to develop three (3) bills for the classroom, which support the three goals from the State of the Classroom Address. When developing the bills, students will use certain criteria to guide them (laws must be fair, possible to follow, easily understood, and changeable). At the same time, the judicial branch will use the same criteria to develop a “philosophy”.
After about 30 minutes, the legislative branch will present their bills to the judicial branch and they will “interpret them” to see if it fits their philosophy. I will guide the judicial branch; the legislative branch will listen to see how their bills are received by the judicial branch as they determine their “constitutionality”.
Reading/Homework: None
Standards: None
Friday
Review Guide Objective(s): None
Core Vocabulary: None
Students will continue the Classroom Constitution Simulation. The “legislative branch” will observe the dialogue the justices of the Supreme Court to see how the bills/laws are being worked through. The judicial branch will receive the proposed bills from BOTH houses of Congress. Using the proposal handout, the Supreme Court will evaluate each of the bills and decide of THREE will support the goals of the class (by using their philosophy sheet)
Once the bills pass the judicial branch, the bills will be sent to the president (Mr. Gutzwiller) to be approved (signed) or vetoed.
Students will reflect with the question of “How difficult of a process is it to write and evaluate laws “FOR THE PEOPLE”?
Reading/Homework: None
Standards: Standards: None
Week of December 7th - 11th
Lesson Plans for the Week of December 7th
Monday
Review Guide Objectives: 24
Core Vocabulary: Amendment
CNN Newsmakers/current events discussion
Students will then be presented with “Generalization” chart to see the states ratifying the Constitution and how the idea of Bill of Rights came into existence. We will be using the chart (and with a partner) complete the questions. Once completed, we will discuss the possible responses to the questions.
Reading/Homework: 198 - 199
Standards: Standards: 8.1.6
Tuesday
Review Guide Objective(s): 25
Core Vocabulary: enumerated powers, reserved powers, concurrent powers, contract
Students will do a final review of the U.S. State Identification. (1/2 of the class)
Essential Question 9-1: Tell why being an informed citizen is an important responsibility in a republic.
Students will turn to pages 206-209 and note that the U.S. government contains seven (7) main principles. Students will be paired up with one or two other students and be presented with one of the principles. On a provided sheet of construction paper and marker, students will read their assigned principal and write down one or two MAIN concepts that they believe other students should know about that particular principle. The principle must be clearly written at the top with the one or two main concepts below.
Reading: Pages 206 – 209
Standard(s): 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 9-2: Argue why being able to amend (change) the Constitution is important.
Students will take the U.S. Identification Exam. (They will complete the Essential Question after they finish the exam.)
Reading/Homework: None
Standards: None
Thursday
Review Guide Objective(s): 25
Core Vocabulary: enumerated powers, reserved powers, concurrent powers, contract, implied powers
Students will have ½ of the class to complete their “principles” activity from Tuesday with their partner(s). Once all groups have completed their work, they will notice an indoor tree in the middle of the room (representing our republic government). Attached to the tree will be seven strings (one for each principle). As I given each group a piece of the string, they will share what power they have along with the main concepts. Once completed, students will think about why each principle is important to the stability of our nation.
For Essential Question 9-3, students will be asked, Out of the seven principles, select one that you believe is the “root” of all of the others. Support your thoughts.
Reading: Pages 206 – 209, 211
Standard(s): 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Friday
Review Guide Objective(s): 26
Core Vocabulary: administrate, judicial review, due process
Review and Weekly Quiz (pp. 198-199, 206-209)
Students will be asked the question, How can the Constitution deal with modern problems that the Framers could never have imagined? (Students will recall their responses to E.Q. 9-2.) Students will refer to page 210 to see the process of amending the Constitution.
Then, as a review students will recall the three main branches of government (pp. 212 – 213) to examine (again) the main branches and its responsibilities. We will spend the remainder of the time finishing up and revising the review guides.
Reading/Homework: Read pages 210-214
Standards: Standards: 8.1.30, 8.2.3, 8.2.5, 8.2.6, 8.2.7, 8.2.8, 8.2.9, 8.2.10, 8.3.2, 8.3.6, 8.3.8
Monday
Review Guide Objectives: 24
Core Vocabulary: Amendment
CNN Newsmakers/current events discussion
Students will then be presented with “Generalization” chart to see the states ratifying the Constitution and how the idea of Bill of Rights came into existence. We will be using the chart (and with a partner) complete the questions. Once completed, we will discuss the possible responses to the questions.
Reading/Homework: 198 - 199
Standards: Standards: 8.1.6
Tuesday
Review Guide Objective(s): 25
Core Vocabulary: enumerated powers, reserved powers, concurrent powers, contract
Students will do a final review of the U.S. State Identification. (1/2 of the class)
Essential Question 9-1: Tell why being an informed citizen is an important responsibility in a republic.
Students will turn to pages 206-209 and note that the U.S. government contains seven (7) main principles. Students will be paired up with one or two other students and be presented with one of the principles. On a provided sheet of construction paper and marker, students will read their assigned principal and write down one or two MAIN concepts that they believe other students should know about that particular principle. The principle must be clearly written at the top with the one or two main concepts below.
Reading: Pages 206 – 209
Standard(s): 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 9-2: Argue why being able to amend (change) the Constitution is important.
Students will take the U.S. Identification Exam. (They will complete the Essential Question after they finish the exam.)
Reading/Homework: None
Standards: None
Thursday
Review Guide Objective(s): 25
Core Vocabulary: enumerated powers, reserved powers, concurrent powers, contract, implied powers
Students will have ½ of the class to complete their “principles” activity from Tuesday with their partner(s). Once all groups have completed their work, they will notice an indoor tree in the middle of the room (representing our republic government). Attached to the tree will be seven strings (one for each principle). As I given each group a piece of the string, they will share what power they have along with the main concepts. Once completed, students will think about why each principle is important to the stability of our nation.
For Essential Question 9-3, students will be asked, Out of the seven principles, select one that you believe is the “root” of all of the others. Support your thoughts.
Reading: Pages 206 – 209, 211
Standard(s): 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.2.10, 8.3.1, 8.4.3, 8.4.6
Friday
Review Guide Objective(s): 26
Core Vocabulary: administrate, judicial review, due process
Review and Weekly Quiz (pp. 198-199, 206-209)
Students will be asked the question, How can the Constitution deal with modern problems that the Framers could never have imagined? (Students will recall their responses to E.Q. 9-2.) Students will refer to page 210 to see the process of amending the Constitution.
Then, as a review students will recall the three main branches of government (pp. 212 – 213) to examine (again) the main branches and its responsibilities. We will spend the remainder of the time finishing up and revising the review guides.
Reading/Homework: Read pages 210-214
Standards: Standards: 8.1.30, 8.2.3, 8.2.5, 8.2.6, 8.2.7, 8.2.8, 8.2.9, 8.2.10, 8.3.2, 8.3.6, 8.3.8
Week of November 30th - December 4th
Monday
Review Guide Objectives: 12 – 19
Core Vocabulary: Manumission, convention, amend, proportional,
CNN Newsmakers/current events discussion
Students will retrieve Wednesday’s note-taking assignment. Then (as a class), we will go over the material by utilizing the Smartboard Interactives (Framers of the Constitution and Contributors to the Constitutional Convention). Students will then use pages 190-191 to complete the “Key Decisions” section of the note-taking handout. As a discussion prompt, students will be asked, “Do you think the Great Compromise shared power equally between large and small states? Support your thoughts.”
Reading/Homework: Pages 185-189
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Tuesday
Review Guide Objective(s): 22 – 23
Core Vocabulary: Federalism
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 8-1: Read the “Three-Fifths Compromise” section on page 190. How did regional differences and the issue of slavery divide the Constitutional Convention?
Students will examine an interactive Smartboard Biography of Montesquieu to review the Great Compromise and the three branches of government. We will then examine the chart on page 196 that showcases shared powers (federalism). As students examine the chart, a class discussion will require students to think about WHY federalism is necessary in our government.
We will be utilizing a Smartboard Interactive (Categorizing: Three Branches of Government). Students will have the opportunity to use page 197 and volunteer to write details about each branch on the Smartboard. Students will be listening to three rap songs: each over a specific branch of government.
Reading: Pages 195-197
Standard(s): 8.1.6
Wednesday
Review Guide Objective(s):24
Core Vocabulary: Amendment
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 8-2: Turn to page 198 and follow along as I read a brief passage to you. Predict what might be the cause of the “arguments” during the debate and adoption of the Constitution.
Students will be informed with the account that the constitution needed to be ratified by the states before becoming official, which was a difficult thing to do.
Students will be informed that the proposed Constitution now has to be approved by the states.
Students are going to pair up to design and create a t-shirt that reflects the (assigned) view of a Federalist or Antifederalist. Students will use textbook page 198, a separate handout, and a shirt design website to develop their own shirt supporting the assigned views! (Students will have a brief tutorial on how to navigate the design website.
T-Shirt must have:
Prior to designing on the website, develop a rough draft on a sheet of paper.
Reading/Homework: Page 198
Standards: 8.1.6
Thursday
Review Guide Objective(s):24
Core Vocabulary: Amendment
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Students will finish up with their shirt designs by printing them to view.
Essential Question 8-3: In order to for all states to approve the Constitution, there was a promise to have a bill of rights to PROTECT individual freedoms. Examine the list of individual freedoms covered in our bill of rights. If you had the ability to “amend” or add to the bill of rights, tell what it would be and why.
Reading/Homework: Page 198
Standards: 8.1.6
Friday
Review Guide Objective(s): 24
Core Vocabulary: Amendment
Review and Weekly Quiz (pp. 185-189, 195-198)
Students will then be presented with “Generalization” chart to see the states ratifying the Constitution and how the idea of Bill of Rights came into existence. We will be using the chart (and with a partner) complete the questions. Once completed, we will discuss the possible responses to the questions.
Reading/Homework: 198 - 199
Standards: Standards: 8.1.6
Review Guide Objectives: 12 – 19
Core Vocabulary: Manumission, convention, amend, proportional,
CNN Newsmakers/current events discussion
Students will retrieve Wednesday’s note-taking assignment. Then (as a class), we will go over the material by utilizing the Smartboard Interactives (Framers of the Constitution and Contributors to the Constitutional Convention). Students will then use pages 190-191 to complete the “Key Decisions” section of the note-taking handout. As a discussion prompt, students will be asked, “Do you think the Great Compromise shared power equally between large and small states? Support your thoughts.”
Reading/Homework: Pages 185-189
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Tuesday
Review Guide Objective(s): 22 – 23
Core Vocabulary: Federalism
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 8-1: Read the “Three-Fifths Compromise” section on page 190. How did regional differences and the issue of slavery divide the Constitutional Convention?
Students will examine an interactive Smartboard Biography of Montesquieu to review the Great Compromise and the three branches of government. We will then examine the chart on page 196 that showcases shared powers (federalism). As students examine the chart, a class discussion will require students to think about WHY federalism is necessary in our government.
We will be utilizing a Smartboard Interactive (Categorizing: Three Branches of Government). Students will have the opportunity to use page 197 and volunteer to write details about each branch on the Smartboard. Students will be listening to three rap songs: each over a specific branch of government.
Reading: Pages 195-197
Standard(s): 8.1.6
Wednesday
Review Guide Objective(s):24
Core Vocabulary: Amendment
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 8-2: Turn to page 198 and follow along as I read a brief passage to you. Predict what might be the cause of the “arguments” during the debate and adoption of the Constitution.
Students will be informed with the account that the constitution needed to be ratified by the states before becoming official, which was a difficult thing to do.
Students will be informed that the proposed Constitution now has to be approved by the states.
Students are going to pair up to design and create a t-shirt that reflects the (assigned) view of a Federalist or Antifederalist. Students will use textbook page 198, a separate handout, and a shirt design website to develop their own shirt supporting the assigned views! (Students will have a brief tutorial on how to navigate the design website.
T-Shirt must have:
- a front and back side (1 points)
- at least one relevant image (2 point)
- your assign view CLEARLY marked on either side (2 point)
- supportive words/statements on your assigned view(5 points)
Prior to designing on the website, develop a rough draft on a sheet of paper.
Reading/Homework: Page 198
Standards: 8.1.6
Thursday
Review Guide Objective(s):24
Core Vocabulary: Amendment
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Students will finish up with their shirt designs by printing them to view.
Essential Question 8-3: In order to for all states to approve the Constitution, there was a promise to have a bill of rights to PROTECT individual freedoms. Examine the list of individual freedoms covered in our bill of rights. If you had the ability to “amend” or add to the bill of rights, tell what it would be and why.
Reading/Homework: Page 198
Standards: 8.1.6
Friday
Review Guide Objective(s): 24
Core Vocabulary: Amendment
Review and Weekly Quiz (pp. 185-189, 195-198)
Students will then be presented with “Generalization” chart to see the states ratifying the Constitution and how the idea of Bill of Rights came into existence. We will be using the chart (and with a partner) complete the questions. Once completed, we will discuss the possible responses to the questions.
Reading/Homework: 198 - 199
Standards: Standards: 8.1.6
Week of November 23rd - 25th
. Monday
Review Guide Objectives: 7 – 10
Core Vocabulary: Ordinance, Clause
CNN Newsmakers – ½ of the class will focus on ISIS and the recent attacks on France. This session will incorporate videos and Q/A sheets (with maps) for students to understand how ISIS came about, how it functions/funded, and how other countries (including the United States) is responding.
Then, students will retrieve their “Northwest Salad” bowls with the six (6) details over pages 179-181. A series of questions will be presented on the screen over the information. Students will read the question and pull the detail/salad ingredient that answers/supports the question. The group that consumes (uses up) all of their details first will win a small prize.
Reading/Homework: Pages 179 – 181
Standards: Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
TUESDAY
Review Guide Objectives: 12
Core Vocabulary: Depression
Brief State Review Competition
Essential Question 7-1: Turn to pages 182-183 and read “Relations with Britain.” State the supporting information to why the British were unwilling to talk with John Adams.
Students will engage in a perspective identification activity over Shays’s Rebellion. They will be assigned to identify pieces of textual information which supports their assigned view (supporting Shays or the government). Then, students will use a piece of scrap paper to complete the following “I support ___________ because _____________________________. (Students will state their position and two (2) supporting reasons.
As a discussion prompt, students will be asked Thomas Jefferson once said, "I hold it that a little rebellion now and then is a good thing." Defend why Jefferson might be correct in this statement.
Students will be introduced to the quote, “The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants.”
Using this quote, students will see a “tree” on the smartboard screen titled “Shays’s Rebellion”. Students will volunteer to come up to the board and write information on a branch that connects the rebellion to the quote. This activity will also lead into a concluding thought of why many Americans believe that “Shays’s Rebellion was final proof that the national government needed to be changed.
Reading/Homework: Pages 184-185
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Wednesday
Review Guide Objectives: 12 – 19
Core Vocabulary: Manumission, convention, amend, proportional,
Brief State Review Competition
Essential Question 7-1: Close your eyes as I read you a challenge American leaders are being faced with when developing a national government (“Slavery in the New Republic” on pages 185-186). Tell how the question of slavery would make the discussions between the leaders more difficult.
Students will pretend that they were selected to be on a new committee to draft a new form of government. (As this happens, the shades will be pulled, the door will be closed, and lights will be dimmed to show how secretive this committee will be. There will also be a small table with artifacts on it symbolizing the Convention. ) This is the Constitutional Convention.
Students will put their heads down as I read the "Constitutional Convention" on page 187. As I read, students will be required to think about how they feel taking part in this major point in American history.
Students will be presented with the following prompt: The delegates to the Constitutional Convention did not allow any outsiders, such as journalists, inside. As a result, historians rely on the careful notes that delegate James Madison took to know what took place during the convention.
Students will take the role of an official note taker at the Constitutional Convention. Students will make a booklet to record their findings in for the Constitutional Convention. The title will be “Constitutional Convention Clues.” There will be three sections in it. The first section will require students to locate the names of the key delegates in the Convention. Students will use pages 187-189 to find information on the following: George Washington, Ben Franklin, James Wilson, Gouverneur Morris, James Madison, Edmond Randolph, and William Paterson.
The second section will require students to write down the “Agenda” of the Convention. This would include general rules, guidelines, and proposals.
Reading/Homework: Pages 185-189
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Review Guide Objectives: 7 – 10
Core Vocabulary: Ordinance, Clause
CNN Newsmakers – ½ of the class will focus on ISIS and the recent attacks on France. This session will incorporate videos and Q/A sheets (with maps) for students to understand how ISIS came about, how it functions/funded, and how other countries (including the United States) is responding.
Then, students will retrieve their “Northwest Salad” bowls with the six (6) details over pages 179-181. A series of questions will be presented on the screen over the information. Students will read the question and pull the detail/salad ingredient that answers/supports the question. The group that consumes (uses up) all of their details first will win a small prize.
Reading/Homework: Pages 179 – 181
Standards: Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
TUESDAY
Review Guide Objectives: 12
Core Vocabulary: Depression
Brief State Review Competition
Essential Question 7-1: Turn to pages 182-183 and read “Relations with Britain.” State the supporting information to why the British were unwilling to talk with John Adams.
Students will engage in a perspective identification activity over Shays’s Rebellion. They will be assigned to identify pieces of textual information which supports their assigned view (supporting Shays or the government). Then, students will use a piece of scrap paper to complete the following “I support ___________ because _____________________________. (Students will state their position and two (2) supporting reasons.
As a discussion prompt, students will be asked Thomas Jefferson once said, "I hold it that a little rebellion now and then is a good thing." Defend why Jefferson might be correct in this statement.
Students will be introduced to the quote, “The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants.”
Using this quote, students will see a “tree” on the smartboard screen titled “Shays’s Rebellion”. Students will volunteer to come up to the board and write information on a branch that connects the rebellion to the quote. This activity will also lead into a concluding thought of why many Americans believe that “Shays’s Rebellion was final proof that the national government needed to be changed.
Reading/Homework: Pages 184-185
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Wednesday
Review Guide Objectives: 12 – 19
Core Vocabulary: Manumission, convention, amend, proportional,
Brief State Review Competition
Essential Question 7-1: Close your eyes as I read you a challenge American leaders are being faced with when developing a national government (“Slavery in the New Republic” on pages 185-186). Tell how the question of slavery would make the discussions between the leaders more difficult.
Students will pretend that they were selected to be on a new committee to draft a new form of government. (As this happens, the shades will be pulled, the door will be closed, and lights will be dimmed to show how secretive this committee will be. There will also be a small table with artifacts on it symbolizing the Convention. ) This is the Constitutional Convention.
Students will put their heads down as I read the "Constitutional Convention" on page 187. As I read, students will be required to think about how they feel taking part in this major point in American history.
Students will be presented with the following prompt: The delegates to the Constitutional Convention did not allow any outsiders, such as journalists, inside. As a result, historians rely on the careful notes that delegate James Madison took to know what took place during the convention.
Students will take the role of an official note taker at the Constitutional Convention. Students will make a booklet to record their findings in for the Constitutional Convention. The title will be “Constitutional Convention Clues.” There will be three sections in it. The first section will require students to locate the names of the key delegates in the Convention. Students will use pages 187-189 to find information on the following: George Washington, Ben Franklin, James Wilson, Gouverneur Morris, James Madison, Edmond Randolph, and William Paterson.
The second section will require students to write down the “Agenda” of the Convention. This would include general rules, guidelines, and proposals.
Reading/Homework: Pages 185-189
Standards: 8.1.6, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.4.1, 8.4.6, 8.4.9
Week of November 16th - 20th
Monday
Review Guide Objective(s): Unit Three/Completed
Core Vocabulary: Completed
Students will take test three. When finished, they will retrieve their unit four review guide and core vocabulary packet. When all students have completed the test, we will engage in CNN Newsmakers/current events discussion (depending on the time in class).
Reading/Homework: None
Standards: Unit Three
Tuesday
Review Guide Objective(s): 1, 20-21
Core Vocabulary: Bicameral
Students will do a brief (5 min) review of the U.S. State Identification.
Students will take a brief pre-test assessment over the Constitution unit (10 questions via the Qwizdom remotes.
Students will then be presented with a slide showcasing population of colonies/states from the Constitution Era. Using the slide, we will address (as a class) the following:
Argue why creating an equal government might be challenging for the young United States.
Select which states might favor government representation based on population. Equal representation?
Essential Question 6-1: Why might a person describe the nation as “troubled” during this time period?
Students will then complete a “concept puzzle” activity. This activity consists of various puzzle pieces on a handout representing various documents that “shaped” the government. For each puzzle piece/document, students will write down what the document stated (possibly connecting how the new government might be formed). We will complete the “concept puzzle” in class on Wednesday.
Reading: Pages 176-177, 194-195, and the INDEX
Standard(s): 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Wednesday
Review Guide Objective(s): 1, 20-21
Core Vocabulary: Bicameral
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 6-2: Read the “If Matters Because” statement on page 176. Tell what your “idea” would be of independent government.
As a class, we will share our thoughts as to how each document might shape the new government.
Reading: Pages 176-177, 194-195, and the INDEX
Standard(s): 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Thursday
Review Guide Objectives: Bicameral, Republic
Core Vocabulary: 2 – 6
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 6-3: Examine the “Capitals of the United States” chart on page 177. Tell what the reasons might be for changing the location so frequently in the early days of the republic.
1. Highlight the definition of “REPUBLIC” in yellow.
2. TRUE or FALSE: Each state created its own government. Circle in the supporting answer.
3. Underline TWO arguments that came about in determining a plan for the national government.
4. Box in the responsibilities of the Congress under the Articles of Confederation.
5. TRUE or FALSE: Each state representation was based on state population. Circle in the supporting answer.
6. Using a red colored pencil, underline who had the power to set taxes.
7. Using a green colored pencil, box in what the Land Ordinance of 1785 did to the land out west.
8. TRUE or FALSE: Slavery was permitted in the Northwest Territory. Using a blue colored pencil, underline the supporting answer.
9. Using an orange colored pencil, circle the adjective used to describe the Articles of Confederation.
10. Using a yellow highlighter, highlight the event that took place resulting in the weakness of the Articles of Confederation.
Reading/Homework: Read pages 177-179
Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Friday
Review Guide Objective(s): 7 – 10
Core Vocabulary: Ordinance, Clause
Students will examine the “Weaknesses of the Articles of Confederation” on page 179. As a class, we are going to “suggest” some ways that those weaknesses could rectified/corrected to making a more effective government.
Students will engage in a brief PowerPoint over the Land Ordinance of 1785 and Northwest Ordinance of 1787. Following the PowerPoint, students will answer three questions (on index cards) in complete sentences:
State how the Land Ordinance of 1785 divided up the western lands.
Summarize how the territories would be governed under the Northwest Ordinance.
Argue how the Northwest Ordinance would be important to the growth of the United States.
We will take the final moments of class to review student responses (and recall the essential question for today).
Students will engage in a brief comprehension check (five fill-in-the-blank questions) over the content from the “Articles of Confederation”.
Reading/Homework: Pages 178 – 181
Standards: Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Review Guide Objective(s): Unit Three/Completed
Core Vocabulary: Completed
Students will take test three. When finished, they will retrieve their unit four review guide and core vocabulary packet. When all students have completed the test, we will engage in CNN Newsmakers/current events discussion (depending on the time in class).
Reading/Homework: None
Standards: Unit Three
Tuesday
Review Guide Objective(s): 1, 20-21
Core Vocabulary: Bicameral
Students will do a brief (5 min) review of the U.S. State Identification.
Students will take a brief pre-test assessment over the Constitution unit (10 questions via the Qwizdom remotes.
Students will then be presented with a slide showcasing population of colonies/states from the Constitution Era. Using the slide, we will address (as a class) the following:
Argue why creating an equal government might be challenging for the young United States.
Select which states might favor government representation based on population. Equal representation?
Essential Question 6-1: Why might a person describe the nation as “troubled” during this time period?
Students will then complete a “concept puzzle” activity. This activity consists of various puzzle pieces on a handout representing various documents that “shaped” the government. For each puzzle piece/document, students will write down what the document stated (possibly connecting how the new government might be formed). We will complete the “concept puzzle” in class on Wednesday.
Reading: Pages 176-177, 194-195, and the INDEX
Standard(s): 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Wednesday
Review Guide Objective(s): 1, 20-21
Core Vocabulary: Bicameral
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 6-2: Read the “If Matters Because” statement on page 176. Tell what your “idea” would be of independent government.
As a class, we will share our thoughts as to how each document might shape the new government.
Reading: Pages 176-177, 194-195, and the INDEX
Standard(s): 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Thursday
Review Guide Objectives: Bicameral, Republic
Core Vocabulary: 2 – 6
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 6-3: Examine the “Capitals of the United States” chart on page 177. Tell what the reasons might be for changing the location so frequently in the early days of the republic.
1. Highlight the definition of “REPUBLIC” in yellow.
2. TRUE or FALSE: Each state created its own government. Circle in the supporting answer.
3. Underline TWO arguments that came about in determining a plan for the national government.
4. Box in the responsibilities of the Congress under the Articles of Confederation.
5. TRUE or FALSE: Each state representation was based on state population. Circle in the supporting answer.
6. Using a red colored pencil, underline who had the power to set taxes.
7. Using a green colored pencil, box in what the Land Ordinance of 1785 did to the land out west.
8. TRUE or FALSE: Slavery was permitted in the Northwest Territory. Using a blue colored pencil, underline the supporting answer.
9. Using an orange colored pencil, circle the adjective used to describe the Articles of Confederation.
10. Using a yellow highlighter, highlight the event that took place resulting in the weakness of the Articles of Confederation.
Reading/Homework: Read pages 177-179
Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Friday
Review Guide Objective(s): 7 – 10
Core Vocabulary: Ordinance, Clause
Students will examine the “Weaknesses of the Articles of Confederation” on page 179. As a class, we are going to “suggest” some ways that those weaknesses could rectified/corrected to making a more effective government.
Students will engage in a brief PowerPoint over the Land Ordinance of 1785 and Northwest Ordinance of 1787. Following the PowerPoint, students will answer three questions (on index cards) in complete sentences:
State how the Land Ordinance of 1785 divided up the western lands.
Summarize how the territories would be governed under the Northwest Ordinance.
Argue how the Northwest Ordinance would be important to the growth of the United States.
We will take the final moments of class to review student responses (and recall the essential question for today).
Students will engage in a brief comprehension check (five fill-in-the-blank questions) over the content from the “Articles of Confederation”.
Reading/Homework: Pages 178 – 181
Standards: Standards: 8.1.5, 8.1.6, 8.1.31, 8.2.5, 8.3.1, 8.3.2, 8.3.6, 8.3.8, 8.4.1, 8.4.6
Week of November 9th - 13th
Monday
Review Guide Objective(s): 26 – 27
Core Vocabulary: Siege
CNN Newsmakers/current events discussion
Students will receive information regarding the Battle of Yorktown. The information will include where certain generals (both British and Continental) and their soldiers/resources are located. Students will become familiar with the geography of the area.
Students will have the remainder of class to devise a plan of action to attack Lord Cornwallis in Yorktown. Students will be using colored pencils or other modes of distinction to illustration battle/troop movements.
Reading/Homework: Read pages 164 – 166
Standards: 8.1.5
Tuesday
Review Guide Objective(s): 26 – 27
Core Vocabulary: Siege, ratify, pursue, ambush
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 5-1: Examine the “Siege of Yorktown” battle map on page 166. Tell me two (2) conclusions you can draw from this map.
Students will retrieve their “Yorktown Battle Plan” and a few students will share their predictions/thoughts as to how the battle will unfold. Then, the actual battle plan will be revealed (via PPT) to see how close they were.
Once completed, students will take note of the three sections in the room: Britain, America, and Both. To introduce the Treaty of Paris, that officially ended the Revolutionary War, I will read off each MAIN component of the treaty. Students will decide which side the component favors by locating to that “area” of the room. After each one, a brief explanation will take place to see how students made their decision.
Reading: Pages 164 – 169
Standard(s): 8.1.5
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 5-2: Close your eyes and imagine this country and your life WITHOUT the influence and role of Veterans. Write down what you see.
Then we will tie the importance of heroism (men and women contributing efforts to establish and maintain our freedom as citizens) to present-day Veterans. In honor of Veterans Day, we will (1) visit the Wall of Honor and (2) watch an interview of a teenage child interviewing her grandfather (a World War II Veteran).
As we conclude class, students will engage in an interactive/reflection analysis of an article regarding the status of Veterans in our country.
Reading/Homework: None
Standards: None
Thursday
Review Guide Objectives:
Core Vocabulary:
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 5-3: Examine the slide on the screen entitled “American Advantages”. Select an advantage of your choice and respond to the relevant question.
1. Better Leadership: Support why we had BETTER LEADERSHIP in America.
2. Foreign Aid: Tell how each of the three, major FOREIGN countries provided AID to America.
3. Knowledge of Land: Compare the KNOWLEDGE of land between American and the British.
4. Motivation: Argue why motivation was such an advantage to American.
Students will engage in a “Test Three Crossword Challenge” by using their core vocabulary, review guide, and textbook. (Unit three material will be evaluated during this time for 15 points.)
Reading/Homework: Completed
Standards: Unit three
Friday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Test Two
Reading/Homework: None
Standards: Standards: None
Review Guide Objective(s): 26 – 27
Core Vocabulary: Siege
CNN Newsmakers/current events discussion
Students will receive information regarding the Battle of Yorktown. The information will include where certain generals (both British and Continental) and their soldiers/resources are located. Students will become familiar with the geography of the area.
Students will have the remainder of class to devise a plan of action to attack Lord Cornwallis in Yorktown. Students will be using colored pencils or other modes of distinction to illustration battle/troop movements.
Reading/Homework: Read pages 164 – 166
Standards: 8.1.5
Tuesday
Review Guide Objective(s): 26 – 27
Core Vocabulary: Siege, ratify, pursue, ambush
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 5-1: Examine the “Siege of Yorktown” battle map on page 166. Tell me two (2) conclusions you can draw from this map.
Students will retrieve their “Yorktown Battle Plan” and a few students will share their predictions/thoughts as to how the battle will unfold. Then, the actual battle plan will be revealed (via PPT) to see how close they were.
Once completed, students will take note of the three sections in the room: Britain, America, and Both. To introduce the Treaty of Paris, that officially ended the Revolutionary War, I will read off each MAIN component of the treaty. Students will decide which side the component favors by locating to that “area” of the room. After each one, a brief explanation will take place to see how students made their decision.
Reading: Pages 164 – 169
Standard(s): 8.1.5
Wednesday
Review Guide Objective(s): None
Core Vocabulary: None
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 5-2: Close your eyes and imagine this country and your life WITHOUT the influence and role of Veterans. Write down what you see.
Then we will tie the importance of heroism (men and women contributing efforts to establish and maintain our freedom as citizens) to present-day Veterans. In honor of Veterans Day, we will (1) visit the Wall of Honor and (2) watch an interview of a teenage child interviewing her grandfather (a World War II Veteran).
As we conclude class, students will engage in an interactive/reflection analysis of an article regarding the status of Veterans in our country.
Reading/Homework: None
Standards: None
Thursday
Review Guide Objectives:
Core Vocabulary:
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 5-3: Examine the slide on the screen entitled “American Advantages”. Select an advantage of your choice and respond to the relevant question.
1. Better Leadership: Support why we had BETTER LEADERSHIP in America.
2. Foreign Aid: Tell how each of the three, major FOREIGN countries provided AID to America.
3. Knowledge of Land: Compare the KNOWLEDGE of land between American and the British.
4. Motivation: Argue why motivation was such an advantage to American.
Students will engage in a “Test Three Crossword Challenge” by using their core vocabulary, review guide, and textbook. (Unit three material will be evaluated during this time for 15 points.)
Reading/Homework: Completed
Standards: Unit three
Friday
Review Guide Objective(s): Completed
Core Vocabulary: Completed
Test Two
Reading/Homework: None
Standards: Standards: None
Week of November 2nd - 6th
Monday
Review Guide Objective(s): 22, 23
Core Vocabulary: aid, sustain
CNN Newsmakers/current events discussion
Students will complete the student-led reenactment of the Battle of Saratoga and connect how the results of Saratoga led to foreign countries getting involved in the war efforts. Students will then be paired with someone else to engage in a “foreign support” activity. Students will be introduced to the fact that the victory at Saratoga led to European countries supporting America: Spain, Germany, Poland, and France. Students will receive an enlarged map of Western European. They will use their textbook atlas (RA2-RA3) to locate the four countries on the map and then use the provided pages to write two (2) contributes that country made to the war effort in the border of that particular county. (Students will be reinforcing their map skills of Western Europe along with classifying how the countries contributed to the Revolutionary War. Pages used: pp.152, 155 (France), pp. 152-153, 162 (Spain), p. 155 (Germany), and p. 155 (Poland)
Reading/Homework: Pages 151-153, 155, 162
Standards: 8.3.1, 8.4.8
Tuesday
Review Guide Objective(s): 22, 23
Core Vocabulary: aid, desert, sustain
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 4-1: Europeans who had recently moved to the United States also joined the patriot cause. For example, almost two-thirds of the Pennsylvania regiments were foreign born. Tell me one (1) advantage and one (2) disadvantage of this situation.
Students will take 15 minutes to complete the “foreign support” exercise along with a brief class discussion (utilizing the Smartboard interactive of Baron Von Steuben and Bernardo de Galvez).
Students will identify (from a list of definitions for challenge) the correct one pertaining to Valley Forge. Students will turn to pages 153-154 as I read “Winter at Valley Forge” to them (with suspenseful music being played). Students will identify supporting information to the question “What challenges did the Continental Army face at Valley Forge? Reading/Homework: Page 132
Students will pair up with a partner. Each pair will receive a sketch of an archeological dig site of Valley Forge. Students will be examining the dig site (along with pieces of evidence/artifacts) to conclude what Valley Forge was like and how the soldiers survived. For each artifact, students will be writing a few sentences suggesting information from Valley Forge. Students will also be utilizing page 132 “Winter at Valley Forge”. Students will begin to work on this in class, but will finish on Wednesday.
Reading: Pages 151-155, 162
Standard(s): 8.3.1, 8.4.8
Wednesday
Review Guide Objective(s): None
Core Vocabulary: desert
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 4-2: You are a soldier in the Continental Army under General George Washington. You are surviving the winter at Valley Forge, Pennsylvania. Your friend, John, is talking about deserting the army at night. Tell me what your response would be to John.
Students will take a few minutes completing and reviewing the material on Valley Forge. As a class, we will review the findings along with utilizing the Smartboard interactives: Winter at Valley Forge and Martha Washington.
Reading/Homework: Pages 153-154
Standard(s): 8.3.1
Thursday
Review Guide Objectives: 24, 25
Core Vocabulary: inflation, blockade, privateer
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 4-3: During the war, Congress and the states printed paper money. Over time, people came to question the value of this paper money, and the amounts required to make purchases rose. Read the section, “Problems in the Economy” on page 156. Tell what happened when people began to question the value of their paper money.
There will be an interactive PPT on John Paul Jones and George Rogers Clark, with a concluding prompt (for discussion) of "Choose whether you think George Rogers Clark or John Paul Jones aided more in the Revolutionary efforts. Support your thoughts. (Students will receive two (2) coins to be place on their desk. One will be towards the top (representing George Rogers Clark) and one will be towards the bottom (representing John Paul Jones). Students will wager how much influence each had in the war by sliding their coin to the right.
We will utilize Smartboard Interactives: John Paul Jones and War in the South, 1778-1781 map.
Reading/Homework: Pages 156, 158-160
Standards: 8.4.8, 8.5.1
Friday
Review Guide Objective(s): 21 – 22
Core Vocabulary: aid
Brief Review and Weekly Quiz (pp. 152 – 160)
Students will have an interactive PowerPoint over the battles in the South along with an outdoor reenactment of Camden. This will also include the actions of Francis Marion and guerrilla warfare.
As a concluding activity, students will read “Guerrilla Warfare” on page 136. Students will think about and share what they feel is another “supportive” nickname for Francis Marion. Why?
Reading/Homework: Pages 160-162
Standards: Standards: 8.1.5
Review Guide Objective(s): 22, 23
Core Vocabulary: aid, sustain
CNN Newsmakers/current events discussion
Students will complete the student-led reenactment of the Battle of Saratoga and connect how the results of Saratoga led to foreign countries getting involved in the war efforts. Students will then be paired with someone else to engage in a “foreign support” activity. Students will be introduced to the fact that the victory at Saratoga led to European countries supporting America: Spain, Germany, Poland, and France. Students will receive an enlarged map of Western European. They will use their textbook atlas (RA2-RA3) to locate the four countries on the map and then use the provided pages to write two (2) contributes that country made to the war effort in the border of that particular county. (Students will be reinforcing their map skills of Western Europe along with classifying how the countries contributed to the Revolutionary War. Pages used: pp.152, 155 (France), pp. 152-153, 162 (Spain), p. 155 (Germany), and p. 155 (Poland)
Reading/Homework: Pages 151-153, 155, 162
Standards: 8.3.1, 8.4.8
Tuesday
Review Guide Objective(s): 22, 23
Core Vocabulary: aid, desert, sustain
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 4-1: Europeans who had recently moved to the United States also joined the patriot cause. For example, almost two-thirds of the Pennsylvania regiments were foreign born. Tell me one (1) advantage and one (2) disadvantage of this situation.
Students will take 15 minutes to complete the “foreign support” exercise along with a brief class discussion (utilizing the Smartboard interactive of Baron Von Steuben and Bernardo de Galvez).
Students will identify (from a list of definitions for challenge) the correct one pertaining to Valley Forge. Students will turn to pages 153-154 as I read “Winter at Valley Forge” to them (with suspenseful music being played). Students will identify supporting information to the question “What challenges did the Continental Army face at Valley Forge? Reading/Homework: Page 132
Students will pair up with a partner. Each pair will receive a sketch of an archeological dig site of Valley Forge. Students will be examining the dig site (along with pieces of evidence/artifacts) to conclude what Valley Forge was like and how the soldiers survived. For each artifact, students will be writing a few sentences suggesting information from Valley Forge. Students will also be utilizing page 132 “Winter at Valley Forge”. Students will begin to work on this in class, but will finish on Wednesday.
Reading: Pages 151-155, 162
Standard(s): 8.3.1, 8.4.8
Wednesday
Review Guide Objective(s): None
Core Vocabulary: desert
Students will do a brief (5 min) review of the U.S. State Identification.
Essential Question 4-2: You are a soldier in the Continental Army under General George Washington. You are surviving the winter at Valley Forge, Pennsylvania. Your friend, John, is talking about deserting the army at night. Tell me what your response would be to John.
Students will take a few minutes completing and reviewing the material on Valley Forge. As a class, we will review the findings along with utilizing the Smartboard interactives: Winter at Valley Forge and Martha Washington.
Reading/Homework: Pages 153-154
Standard(s): 8.3.1
Thursday
Review Guide Objectives: 24, 25
Core Vocabulary: inflation, blockade, privateer
Students will do a brief (5 min) review of the U.S. State Identification Exam.
Essential Question 4-3: During the war, Congress and the states printed paper money. Over time, people came to question the value of this paper money, and the amounts required to make purchases rose. Read the section, “Problems in the Economy” on page 156. Tell what happened when people began to question the value of their paper money.
There will be an interactive PPT on John Paul Jones and George Rogers Clark, with a concluding prompt (for discussion) of "Choose whether you think George Rogers Clark or John Paul Jones aided more in the Revolutionary efforts. Support your thoughts. (Students will receive two (2) coins to be place on their desk. One will be towards the top (representing George Rogers Clark) and one will be towards the bottom (representing John Paul Jones). Students will wager how much influence each had in the war by sliding their coin to the right.
We will utilize Smartboard Interactives: John Paul Jones and War in the South, 1778-1781 map.
Reading/Homework: Pages 156, 158-160
Standards: 8.4.8, 8.5.1
Friday
Review Guide Objective(s): 21 – 22
Core Vocabulary: aid
Brief Review and Weekly Quiz (pp. 152 – 160)
Students will have an interactive PowerPoint over the battles in the South along with an outdoor reenactment of Camden. This will also include the actions of Francis Marion and guerrilla warfare.
As a concluding activity, students will read “Guerrilla Warfare” on page 136. Students will think about and share what they feel is another “supportive” nickname for Francis Marion. Why?
Reading/Homework: Pages 160-162
Standards: Standards: 8.1.5
Week of October 26th - 30th
Monday
CNN Newsmakers/current events discussion
Review Guide Objective(s): 15 – 16
Core Vocabulary: preamble
Students will put their heads down as I read an introduction to the Declaration of Independence.
Students will be informed that parts of the Declaration of Independence are missing! Using clues, each group will find five (5) parts of the Declaration of Independence around the room. (They will be color-coded by groups.) Once students have located the five pieces, they will begin to “piece” the document together WITHOUT using their textbook!
Once the pieces are in the right order, students will complete an interpretation response activity (worth 15 points).
Reading/Homework: Pages 131 – 133
Standards: 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday
Review Guide Objective(s): 15 – 16
Core Vocabulary: preamble
Essential Question 3-1: You sneak into Independence Hall while the delegates complete the official Declaration of Independence. You peek through an opening and you see the same image that is on page 132. Tell me what you are hearing.
Then, students will watch a small clip from the HBO series, John Adams, depicting the challenges the Second Continental Congress faced approving the Declaration of Independence.
Students will retrieve and complete their interpretation response activity from Monday's class.
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday
Review Guide Objective(s): 17 – 20
Core Vocabulary: mercenary, recruit
Students will be introduced to the U.S. State Identification Exam and On-line Review Materials
Essential Question 3-2: Read the “It Matters Because” statement on page 144. From what you have learned about the Patriots and the context of the sentence, tell me what you think the definition of is “cunning”.
Students will embark on a “Supporting the War Effort” activity. Students will be assigned read each paragraph and answer the relevant, higher-ordered question. Once completed, a brief, interactive dialogue will follow BEFORE moving on to the next paragraph. Students will answer the question on their own sheet of paper. (This activity supplements the “chunking” activity we did a few weeks ago. Once completed, students will turn in for credit.
As we review the content, we will utilize the Whiteboard Interactives of “Women of the Revolution”, “The Continental Army”, and “Opposing Sides.”
Reading/Homework: Pages 144 – 147, 149
Standard(s): 8.3.1
Thursday
Review Guide Objectives: 21
Core Vocabulary: None
Essential Question 3-3: Examine the pie graph on page 148. Given this data, why did Patriots think the war would be over quickly?
U.S. State Identification Practice
Students will complete a 5W1H chart on the battle situation in New York. Read the section New York on pages 148-149, students will identify: WHO was involved in the situation? WHERE did the situation take place? WHEN did the situation happen? WHY did the situation happen? HOW did the situation evolve? Students will take 20 minutes to answer the question individually. Once completed, we will review the answers to aid in the class dialogue. (The activity will be worth six (6) points.).
Students will then embark on an interactive PPT over the battles of Trenton and Princeton with embedded higher-ordered questions.
Reading/Homework: Pages 148 - 150
Standards: 8.1.1, 8.1.3, 8.1.4, 8.1.9, 8.1.30
Friday
Review Guide Objective(s): 21 – 22
Core Vocabulary: aid
U.S. State Identification Practice
Review and Weekly Quiz (pp. 130-133, 144-150)
Students will engage in an interactive image activity of Washington Crossing the Delaware, painted in 1851. It has been one of the more popular paintings in American history. (Following the discussion, we will examine the image through “senses”, For example, If you were a soldier on the boat, what would you SEE? HEAR? SMELL? TASTE? FEEL?)
Once completed, students will be embarking on a student-led reenactment of the Battle of Saratoga. Students will be role playing, observing, and answering decision-based scenario questions during this reenactment.
Reading/Homework: Pages 151 – 152
Standards: Standards: 8.1.1, 8.1.3, 8.1.4, 8.1.9, 8.1.30
CNN Newsmakers/current events discussion
Review Guide Objective(s): 15 – 16
Core Vocabulary: preamble
Students will put their heads down as I read an introduction to the Declaration of Independence.
Students will be informed that parts of the Declaration of Independence are missing! Using clues, each group will find five (5) parts of the Declaration of Independence around the room. (They will be color-coded by groups.) Once students have located the five pieces, they will begin to “piece” the document together WITHOUT using their textbook!
Once the pieces are in the right order, students will complete an interpretation response activity (worth 15 points).
Reading/Homework: Pages 131 – 133
Standards: 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday
Review Guide Objective(s): 15 – 16
Core Vocabulary: preamble
Essential Question 3-1: You sneak into Independence Hall while the delegates complete the official Declaration of Independence. You peek through an opening and you see the same image that is on page 132. Tell me what you are hearing.
Then, students will watch a small clip from the HBO series, John Adams, depicting the challenges the Second Continental Congress faced approving the Declaration of Independence.
Students will retrieve and complete their interpretation response activity from Monday's class.
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday
Review Guide Objective(s): 17 – 20
Core Vocabulary: mercenary, recruit
Students will be introduced to the U.S. State Identification Exam and On-line Review Materials
Essential Question 3-2: Read the “It Matters Because” statement on page 144. From what you have learned about the Patriots and the context of the sentence, tell me what you think the definition of is “cunning”.
Students will embark on a “Supporting the War Effort” activity. Students will be assigned read each paragraph and answer the relevant, higher-ordered question. Once completed, a brief, interactive dialogue will follow BEFORE moving on to the next paragraph. Students will answer the question on their own sheet of paper. (This activity supplements the “chunking” activity we did a few weeks ago. Once completed, students will turn in for credit.
As we review the content, we will utilize the Whiteboard Interactives of “Women of the Revolution”, “The Continental Army”, and “Opposing Sides.”
Reading/Homework: Pages 144 – 147, 149
Standard(s): 8.3.1
Thursday
Review Guide Objectives: 21
Core Vocabulary: None
Essential Question 3-3: Examine the pie graph on page 148. Given this data, why did Patriots think the war would be over quickly?
U.S. State Identification Practice
Students will complete a 5W1H chart on the battle situation in New York. Read the section New York on pages 148-149, students will identify: WHO was involved in the situation? WHERE did the situation take place? WHEN did the situation happen? WHY did the situation happen? HOW did the situation evolve? Students will take 20 minutes to answer the question individually. Once completed, we will review the answers to aid in the class dialogue. (The activity will be worth six (6) points.).
Students will then embark on an interactive PPT over the battles of Trenton and Princeton with embedded higher-ordered questions.
Reading/Homework: Pages 148 - 150
Standards: 8.1.1, 8.1.3, 8.1.4, 8.1.9, 8.1.30
Friday
Review Guide Objective(s): 21 – 22
Core Vocabulary: aid
U.S. State Identification Practice
Review and Weekly Quiz (pp. 130-133, 144-150)
Students will engage in an interactive image activity of Washington Crossing the Delaware, painted in 1851. It has been one of the more popular paintings in American history. (Following the discussion, we will examine the image through “senses”, For example, If you were a soldier on the boat, what would you SEE? HEAR? SMELL? TASTE? FEEL?)
Once completed, students will be embarking on a student-led reenactment of the Battle of Saratoga. Students will be role playing, observing, and answering decision-based scenario questions during this reenactment.
Reading/Homework: Pages 151 – 152
Standards: Standards: 8.1.1, 8.1.3, 8.1.4, 8.1.9, 8.1.30
Week of October 19th - 21st
Monday ( ½ in classroom, ½ in computer lab)
No CNN Newsmakers/current events discussion
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Students will examine the a picture and caption of the “Committee of Five.” Students will profile the individuals who drafted the Declaration of Independence. Students will be challenged by, if asked, would have agreed to be part of such a committee in 1776. (This will tie into the “Wall of Honor,” which will be started today---stemming from the Revolutionary War.)
We will spend the second part of class in the computer lab, beginning to construct the honor blocks. However, before we begin, there will be a brief seminar on how to access and develop an honor block by using the Microsoft Program, PowerPoint. Students will have the remainder of class to work on the honor blocks.
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday (entire class in computer lab)
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Essential Question 2-1: Essential Question 2-1: Read the following quote: "Courage is almost a contradiction in terms. It means a strong desire to live taking the form of readiness to die." ~G.K. Chesterton. Support how G.K. Chesterton believes “courage” is a contradiction.
Students will continue to generate their “Wall of Honor” blocks in the computer lab. If students finish early, they may work on (1) their review guide objectives 1 – 16, (2) work on core vocabulary, or (3) prepare for Wednesday’s quiz (over pages 130 – 133 and colony locations).
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday ( ½ in classroom, ½ in computer lab)
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Essential Question 2-2: Students will examine an illustration and primary source caption of “Reaction to the Declaration.” You are a teenage colonist in 1776. After hearing news that the colonies have officially declared their independence from Britain, describe what you would be thinking.
Brief review and weekly quiz (pp. 130-133, colony locations)
Students will finish their “Wall of Honor” blocks in the computer lab. If students finish early, they may work on (1) their review guide objectives 1 – 16, (2) work on core vocabulary, or (3) help construct the “Wall of Honor” in the Atrium.
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
No CNN Newsmakers/current events discussion
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Students will examine the a picture and caption of the “Committee of Five.” Students will profile the individuals who drafted the Declaration of Independence. Students will be challenged by, if asked, would have agreed to be part of such a committee in 1776. (This will tie into the “Wall of Honor,” which will be started today---stemming from the Revolutionary War.)
We will spend the second part of class in the computer lab, beginning to construct the honor blocks. However, before we begin, there will be a brief seminar on how to access and develop an honor block by using the Microsoft Program, PowerPoint. Students will have the remainder of class to work on the honor blocks.
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday (entire class in computer lab)
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Essential Question 2-1: Essential Question 2-1: Read the following quote: "Courage is almost a contradiction in terms. It means a strong desire to live taking the form of readiness to die." ~G.K. Chesterton. Support how G.K. Chesterton believes “courage” is a contradiction.
Students will continue to generate their “Wall of Honor” blocks in the computer lab. If students finish early, they may work on (1) their review guide objectives 1 – 16, (2) work on core vocabulary, or (3) prepare for Wednesday’s quiz (over pages 130 – 133 and colony locations).
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday ( ½ in classroom, ½ in computer lab)
Review Guide Objective(s): 15 – 16
Core Vocabulary: discipline, preamble
Essential Question 2-2: Students will examine an illustration and primary source caption of “Reaction to the Declaration.” You are a teenage colonist in 1776. After hearing news that the colonies have officially declared their independence from Britain, describe what you would be thinking.
Brief review and weekly quiz (pp. 130-133, colony locations)
Students will finish their “Wall of Honor” blocks in the computer lab. If students finish early, they may work on (1) their review guide objectives 1 – 16, (2) work on core vocabulary, or (3) help construct the “Wall of Honor” in the Atrium.
Reading: Pages 131 – 133
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Week of October 12th - 16th
Monday
CNN Newsmakers/current events discussion
Review Guide Objective(s): 11, 12
Core Vocabulary: None
We will begin the five minute “Colony Craze” where we will focus located and spelling five (5) colonies on the Smart Board map.
Students will be assigned to groups (of three or four). Each group will begin to receive a series of papers---each with information (“chunks”) regarding troop movements to Boston. For each piece of information, each group will be probed with a question pertaining to that section. The question might be presented in an “If you were there” prompt, “What if” prompt, comparing/contrasting, description, “Do you agree/disagree?”, and “What would you say/do?” Together as a class, we will discuss each question before moving on to the next “chunk” of information.
We will be using the “Siege of Boston” interactive map on the SmartBoard for student to see troop movements, ETC.
Reading: Page 130
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday
Review Guide Objective(s): 11, 14
Core Vocabulary: discipline
Essential Question 1-1: View the portrait of Thomas Paine along with caption. If you recall, the Enlightenment Era” suggested that science, reason, and knowledge improve society. From what you have read, tell me how you would connect Thomas Paine’s life to the Enlightenment.
Daily “Colonial Craze.”
Students will take a few minutes to complete Monday’s chunking activity.
Students will follow along as I model a read-aloud comprehension strategy on “Paine’s Common Sense”. Strategies include turning the section heading into a question and then reading to find the answer. Once completed, students will be divided into groups of five (5). Each group will receive a high-ordered question from a section of Common Sense. Students will be provided with a piece of butcher block paper to generate their response in the form of constructing an illustration. Students must also provide a brief (verbal) response under the illustration. (Students will read the passage in their group and refer to their question; Students will discuss what the answer to the question is; and (3) The group will develop an illustration and written response to the question. The activity is worth 10 minutes.
Questions are as follows:
1. How does Paine use the idea of “family” to compare the relationship of America and Great Britain?
2. What argument does Paine use to illustrate the geographic inconvenience of being ruled by Great Britain?
3. Identify the reasons why Paine claimed that “Europe and not England” is the parent country of America?
4. Cite “common sense” examples from nature and natural events that Paine uses to argue for American independence.
5. Showcase the how the British Parliament and King might respond to Paine’s pamphlet.
Students will work on this for the remainder of class.
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday
Core Vocabulary: discipline
Review Guide Objective(s): 14
Essential Question 1-2: Pretend that you are a teenage living during the Revolutionary War time period (1776). You hear word of this pamphlet that Thomas Paine published. Describe what would be going through your mind as you found out that it is suggesting to the King that “tis time to part.”
“Colonial Craze” Activity
Students will finish their higher-ordered question responses (10 minutes) Then, each question will be presented on the screen. For each question, students will present their respective answers (by referring to their illustration and written response).
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Thursday (Parent-Teacher Conference: No School)
Core Vocabulary: None
Review Guide Objectives: None
Essential Question 1-3: None
Reading: None
Standard(s): None
Friday
Core Vocabulary: preamble
Review Guide Objective(s): 15
With suspenseful music playing, I will read aloud “Declaring Independence” as students follow along---stopping at “The Declaration of Independence.”
Students will then watch a clip from the HBO series, John Adams, depicting the challenges the Second Continental Congress faced approving the Declaration of Independence.
Reading: Pages 131 – 132
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
CNN Newsmakers/current events discussion
Review Guide Objective(s): 11, 12
Core Vocabulary: None
We will begin the five minute “Colony Craze” where we will focus located and spelling five (5) colonies on the Smart Board map.
Students will be assigned to groups (of three or four). Each group will begin to receive a series of papers---each with information (“chunks”) regarding troop movements to Boston. For each piece of information, each group will be probed with a question pertaining to that section. The question might be presented in an “If you were there” prompt, “What if” prompt, comparing/contrasting, description, “Do you agree/disagree?”, and “What would you say/do?” Together as a class, we will discuss each question before moving on to the next “chunk” of information.
We will be using the “Siege of Boston” interactive map on the SmartBoard for student to see troop movements, ETC.
Reading: Page 130
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Tuesday
Review Guide Objective(s): 11, 14
Core Vocabulary: discipline
Essential Question 1-1: View the portrait of Thomas Paine along with caption. If you recall, the Enlightenment Era” suggested that science, reason, and knowledge improve society. From what you have read, tell me how you would connect Thomas Paine’s life to the Enlightenment.
Daily “Colonial Craze.”
Students will take a few minutes to complete Monday’s chunking activity.
Students will follow along as I model a read-aloud comprehension strategy on “Paine’s Common Sense”. Strategies include turning the section heading into a question and then reading to find the answer. Once completed, students will be divided into groups of five (5). Each group will receive a high-ordered question from a section of Common Sense. Students will be provided with a piece of butcher block paper to generate their response in the form of constructing an illustration. Students must also provide a brief (verbal) response under the illustration. (Students will read the passage in their group and refer to their question; Students will discuss what the answer to the question is; and (3) The group will develop an illustration and written response to the question. The activity is worth 10 minutes.
Questions are as follows:
1. How does Paine use the idea of “family” to compare the relationship of America and Great Britain?
2. What argument does Paine use to illustrate the geographic inconvenience of being ruled by Great Britain?
3. Identify the reasons why Paine claimed that “Europe and not England” is the parent country of America?
4. Cite “common sense” examples from nature and natural events that Paine uses to argue for American independence.
5. Showcase the how the British Parliament and King might respond to Paine’s pamphlet.
Students will work on this for the remainder of class.
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Wednesday
Core Vocabulary: discipline
Review Guide Objective(s): 14
Essential Question 1-2: Pretend that you are a teenage living during the Revolutionary War time period (1776). You hear word of this pamphlet that Thomas Paine published. Describe what would be going through your mind as you found out that it is suggesting to the King that “tis time to part.”
“Colonial Craze” Activity
Students will finish their higher-ordered question responses (10 minutes) Then, each question will be presented on the screen. For each question, students will present their respective answers (by referring to their illustration and written response).
Reading: Pages 130-131
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Thursday (Parent-Teacher Conference: No School)
Core Vocabulary: None
Review Guide Objectives: None
Essential Question 1-3: None
Reading: None
Standard(s): None
Friday
Core Vocabulary: preamble
Review Guide Objective(s): 15
With suspenseful music playing, I will read aloud “Declaring Independence” as students follow along---stopping at “The Declaration of Independence.”
Students will then watch a clip from the HBO series, John Adams, depicting the challenges the Second Continental Congress faced approving the Declaration of Independence.
Reading: Pages 131 – 132
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Week of October 5th-9th
Monday
No Newsmakers/current events discussion
Review Guide Objective(s): 1 – 8
Core Vocabulary: revenue through committees of correspondence
Students will be introduced to the “Wall of Honor” project. First, students will watch a small video clip created by the student council about Veterans Day and the “Wall of Honor.” The objective will be for students to locate information on any servicemen/women they know (family member or friend). They will use this information to generate an “honor block” to be included on the “Wall” in the atrium. Information will be due Monday, October 19th.
Once that is completed, students will engage in “citation of text” activity over the events reenacted last week. Students will examine the chart (that includes the event, definition, and American reaction) and answer the associated questions. However, they must underline where in the text they can support the correct answer along with writing the number of the question. (I will model the first question, and then we will do one together, followed by them working on it independently. Students will have the remainder of class to finish the activity. If they do not finish, they may take it home to finish. Activity will be worth nine (9) points.
Reading: Pages 112-121
Standards: 8.1.4, 8.3.1, 8.3.2, 8.4.1
Tuesday
Review Guide Objective(s): 9 – 10
Core Vocabulary: minutemen
Essential Question 9-1: While at the Continental Congress, Patrick Henry said, “The distinctions between Virginians, Pennsylvanians, New Yorkers, and New Englanders are no more. I am not a Virginia, but an American.” From this quote, tell me what you think Patrick Henry is suggesting to other members of the Congress.
Students will be asked to silently read pages 120-121. Once they are finished (after five minutes), I will be standing in middle of the room with a ball of string wearing a piece of paper saying “First Continental Congress”. Students will be asked to give me a detail of the “First Continental Congress”. When a student raises his/her hand, I will call upon the student by tossing the ball of yarn. He/she will catch it and state the characteristic/detail and toss it back to me (the central point). We will continue this to allow students to see the “human” web concept.
Students will then engage in an interactive on the Midnight Ride of Paul Revere and the Battles of Lexington and Concord. This role playing engagement will be taken up to the “ride” on the eve of the Revolutionary War.
Reading: Pages 120 – 123
Standard(s): 8.1.10, 8.1.28, 8.1.29, 8.1.30
Wednesday
Core Vocabulary: minutemen, petition
Review Guide Objectives: 9 – 10, 13
Essential Question 9-1: Examine the caption and map of Paul Revere’s “Midnight Ride.” If asked by Paul Revere, would you have joined him in alerting the colonists of the British movements? Support your decision.
Classes will continue their engagement on the midnight ride of Paul Revere. Once concluded, students will be asked two questions (as a class discussion): (1) What if Paul Revere had NOT made his famous “midnight ride”? (2) What if Paul Revere and William Dawes were captured before reaching Lexington?
The final activity of class will be students receiving lyrics to a song This Ain’t Working. While students listen to and follow the lyrics, it will serve as a wrap-up of what we have learned since last Friday in class.
Students will be assigned as a colonial (state) delegate to the Second Continental Congress. Once students have their colonial/state delegations, they will read a brief introduction (history) about their respective colony. Using the provided brief history of the colony AND the chart, students will begin to discuss the following:
Reading: Pages 122 – 123, 128 -129
Standard(s): 8.1.5, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.2.1
Thursday
Core Vocabulary: None
Review Guide Objectives: 9
*Review Colonial Maps
Essential Question 9-2: Examine the picture and caption of the Old North Bridge. There is a contest, sponsored by the National Historical Society to rename the bridge. From the information you have learned, tell me what your proposed name for the bridge would be. Support your proposal.
If need be, we will conclude the assigned colony activity from Wednesday.
Students will then watch a (20 minute) clip from HBO’s John Adams to showcase what the Second Continental Congress was like in response to Lexington and Concord. Students will be presented with two target questions relating their colony to the video.
Reading: Pages 122 – 123, 128 -129
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Friday
Core Vocabulary: None
Review Guide Objectives: 10 and 11
Opening Activity Connecting with Thursday’s Content: Students will randomly select a post-it note from the board. They will read the adjective and attempt to argue why that word was selected to describe the atmosphere of Independence Hall.
Students will engage in a reenactment of the Battle of Bunker Hill. Using the animated PowerPoint, students will engage in the Battle of Bunker Hill. To “experience” the struggle of the British carrying heavy supplies up the hill, volunteers will act as soldiers to give a piggy-back ride (of another student) to gain a sense of how difficult the maneuvering was in strategy.
Brief Review and Weekly Quiz (pp. 120-125, 128 – 129)
Reading: Pages 128 – 129, 124 – 125
Standard(s): 8.1.3, 8.1.4, 8.1.9
No Newsmakers/current events discussion
Review Guide Objective(s): 1 – 8
Core Vocabulary: revenue through committees of correspondence
Students will be introduced to the “Wall of Honor” project. First, students will watch a small video clip created by the student council about Veterans Day and the “Wall of Honor.” The objective will be for students to locate information on any servicemen/women they know (family member or friend). They will use this information to generate an “honor block” to be included on the “Wall” in the atrium. Information will be due Monday, October 19th.
Once that is completed, students will engage in “citation of text” activity over the events reenacted last week. Students will examine the chart (that includes the event, definition, and American reaction) and answer the associated questions. However, they must underline where in the text they can support the correct answer along with writing the number of the question. (I will model the first question, and then we will do one together, followed by them working on it independently. Students will have the remainder of class to finish the activity. If they do not finish, they may take it home to finish. Activity will be worth nine (9) points.
Reading: Pages 112-121
Standards: 8.1.4, 8.3.1, 8.3.2, 8.4.1
Tuesday
Review Guide Objective(s): 9 – 10
Core Vocabulary: minutemen
Essential Question 9-1: While at the Continental Congress, Patrick Henry said, “The distinctions between Virginians, Pennsylvanians, New Yorkers, and New Englanders are no more. I am not a Virginia, but an American.” From this quote, tell me what you think Patrick Henry is suggesting to other members of the Congress.
Students will be asked to silently read pages 120-121. Once they are finished (after five minutes), I will be standing in middle of the room with a ball of string wearing a piece of paper saying “First Continental Congress”. Students will be asked to give me a detail of the “First Continental Congress”. When a student raises his/her hand, I will call upon the student by tossing the ball of yarn. He/she will catch it and state the characteristic/detail and toss it back to me (the central point). We will continue this to allow students to see the “human” web concept.
Students will then engage in an interactive on the Midnight Ride of Paul Revere and the Battles of Lexington and Concord. This role playing engagement will be taken up to the “ride” on the eve of the Revolutionary War.
Reading: Pages 120 – 123
Standard(s): 8.1.10, 8.1.28, 8.1.29, 8.1.30
Wednesday
Core Vocabulary: minutemen, petition
Review Guide Objectives: 9 – 10, 13
Essential Question 9-1: Examine the caption and map of Paul Revere’s “Midnight Ride.” If asked by Paul Revere, would you have joined him in alerting the colonists of the British movements? Support your decision.
Classes will continue their engagement on the midnight ride of Paul Revere. Once concluded, students will be asked two questions (as a class discussion): (1) What if Paul Revere had NOT made his famous “midnight ride”? (2) What if Paul Revere and William Dawes were captured before reaching Lexington?
The final activity of class will be students receiving lyrics to a song This Ain’t Working. While students listen to and follow the lyrics, it will serve as a wrap-up of what we have learned since last Friday in class.
Students will be assigned as a colonial (state) delegate to the Second Continental Congress. Once students have their colonial/state delegations, they will read a brief introduction (history) about their respective colony. Using the provided brief history of the colony AND the chart, students will begin to discuss the following:
- Read the brief history on your assigned colony.
- Can you connect the information from what you already know? (founder, beliefs)
- What other information did you discover?
- From your colony’s information, predict what kind of role it might have in the Continental Congress and Revolutionary War. (Think of people, resources, location, etc…)
Reading: Pages 122 – 123, 128 -129
Standard(s): 8.1.5, 8.1.10, 8.1.28, 8.1.29, 8.1.30, 8.2.1
Thursday
Core Vocabulary: None
Review Guide Objectives: 9
*Review Colonial Maps
Essential Question 9-2: Examine the picture and caption of the Old North Bridge. There is a contest, sponsored by the National Historical Society to rename the bridge. From the information you have learned, tell me what your proposed name for the bridge would be. Support your proposal.
If need be, we will conclude the assigned colony activity from Wednesday.
Students will then watch a (20 minute) clip from HBO’s John Adams to showcase what the Second Continental Congress was like in response to Lexington and Concord. Students will be presented with two target questions relating their colony to the video.
- Identify how your colony is reacting/responding to the dialogue at Independence Hall.
- Choose one word that describes the mood/atmosphere at Independence Hall.
Reading: Pages 122 – 123, 128 -129
Standard(s): 8.1.5, 8.1.10, 8.1.29, 8.1.30, 8.2.1
Friday
Core Vocabulary: None
Review Guide Objectives: 10 and 11
Opening Activity Connecting with Thursday’s Content: Students will randomly select a post-it note from the board. They will read the adjective and attempt to argue why that word was selected to describe the atmosphere of Independence Hall.
Students will engage in a reenactment of the Battle of Bunker Hill. Using the animated PowerPoint, students will engage in the Battle of Bunker Hill. To “experience” the struggle of the British carrying heavy supplies up the hill, volunteers will act as soldiers to give a piggy-back ride (of another student) to gain a sense of how difficult the maneuvering was in strategy.
Brief Review and Weekly Quiz (pp. 120-125, 128 – 129)
Reading: Pages 128 – 129, 124 – 125
Standard(s): 8.1.3, 8.1.4, 8.1.9