August 17-21, 2015

 

 

 

 

 

Monday

Due Dates: 

Monday- Constitution Quiz (Portfolio)

              Primary Source Sheet (in class)

Tuesday- Civil War Video Sheet (in class)

Wednesday- Causes & Effect (Portfolio)

                   Short Answer Essay (Portfolio)

Thursday- MAJOR TEST

                Portfolio Due (4 minor grades)

                + 10 points on test (copy paper)

Focus of Lesson

 (Student-Friendly Objective)

Examine the experiences of Native Americans, slaves, and Chinese immigrants during the expansion and growth of the United States.

(U.S. History – 1B, 7A)

(Economics – 3A)

(U.S. Government – 5B)

Choose a statement that best suggests the positive and negative aspects of growing larger as a nation.

(U.S. History – 1B, 7A)

(Economics – 3A)

(U.S. Government – 5B)

Determine the meaning of the following terms: experience, manifest destiny, civil disobedience, and abolitionist.

(CC – Craft and Structure – 4)

Determine the central ideas or information of a primary or secondary source.

(CC – Key Ideas and Details – 2)

Eagle Challenge

(3-5 minutes)

When trying to accomplish a goal, what do you do in an obstacle is in your way? 

Are there times when that approach might be wrong?

Learning Tasks/Activities

 

 

 

Mini-Lesson 1 (Vocabulary)

 

TSW display a term on the SMART Board.  TSW view a sentence using the term as well as a visual representation of the term.  TTW question students about possible term meanings.  TSW suggest a term meaning.  TTW display the correct term meaning on the SMART Board.

 

Mini-Lesson 2 (Primary/Secondary Sources)

 

TSW examine primary and secondary sources about the experiences of Native Americans, slaves, and Chinese immigrants.  TSW complete a graphic organizer while examining the primary and secondary sources.

 

Mini-Lesson 3 (Suggest the Statement)

 

TTW display statements on the SMART Board.  TSW select a statement that best describes the positive and negative aspects of growing larger as a nation.  TSW provide an explanation for answer choice.

 

Mini-Lesson 4 (Lecture)

 

TSW view a short presentation (An Expanding Nation and Its Consequences).  TSW complete notes and answer questions.

 

 

 

 

Assessment

Formative: informal (questioning) formal (suggest the statement) formal (exit slip)

Resources

Primary and Secondary Sources, SMART Board, computer, projector

Closure

Exit Slip:

-Why did the United States pursue expansion?

-How did the desire to expand impact Native Americans, slaves, and Chinese immigrants?

 

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Identify the issues surrounding the start of the Civil War.

(U.S. History - 1C, 2B, 7A)

(Economics – 3C)

(U.S. Government – 5B)

Determine the meaning of the following term(s): civil war.

(Craft and Structure – 4)

Determine the central ideas or information of a primary or secondary source.

(CC – Key Ideas and Details – 2)

 

Eagle Challenge

(3-5 minutes)

What were some of the differences between the North and the South?

Learning task/Activities

 

 

Mini-Lesson 1 (Vocabulary)

 

TSW display a term on the SMART Board.  TSW view a sentence using the term as well as a visual representation of the term.  TTW question students about possible term meanings.  TSW suggest a term meaning.  TTW display the correct term meaning on the SMART Board.

 

Mini-Lesson 2 (Lecture)

 

TSW view a short presentation (Civil War Starts).  TSW complete notes and answer questions.

 

Mini-Lesson 3 (America: The Story of Us)

 

TSW view “Civil War” (America: The Story of Us).  TSW complete a viewing guide.

 

 

      Assessment

Formative: informal (questioning), formal (exit slip)

     Resources

SMART Board, computer, projector, America: The Story of Us, viewing guide, lecture notes

 

 

Closure

Exit Slip

 

How did differences between the North and South contribute to the start of the Civil War?

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

Identify the advantages and disadvantages of the Union and Confederate forces.

(U.S. History - 7A)

(Economics – 3C)

(U.S. Government – 5B)

Suggest how the advantages and disadvantages impacted the outcome of the war.

(U.S. History - 7A)

(Economics – 3C)

(U.S. Government – 5B)

Determine the central ideas or information of a primary or secondary source.

(CC – Key Ideas and Details – 2)

Eagle Challenge

(3-5 minutes)

What were the characteristics of the North States?  Which one do you think would have an advantage during the Civil War?

Learning Tasks/Activities

 

 

Mini-Lesson 1 (Lecture)

 

TSW view a short presentation (The Civil War).  TSW analyze primary and secondary sources during the presentation.  TSW complete notes and answer questions.

 

Mini-Lesson 2 (Review)

 

TTW lead a review of key concepts.  TSW write answers on a mini-whiteboard.  TTW correct misconceptions about key concepts.

 

 

Assessment

Formative – informal (questioning), formal (exit slip)

 

 

Resources

SMART Board, projector, computer, mini-whiteboards, markers, note handouts

 

 

Closure

Review

 

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

 

Unit Test (Nation’s Beginnings)

Eagle Challenge

(3-5 minutes)

TSW study for the Unit Test

 

Learning Tasks/Activities

Mini-Lesson 1 (Unit Test)

 

TSW complete a Unit Test (Beginnings)

 

 

Assessment

Summative Assessment (Unit Test), Pre-Assessment (KWL)

Resources

Unit Test (Scantron, Test Packet)

 

 

Closure

TSW complete a KWL chart for the Gilded Age.

TSW write what they know about the Gilded Age; TSW also develop 5 questions about the Gilded Age.  TSW complete the KWL chart at the end of the unit.

Friday

Gilded Age Unit Begins

Focus of Lesson

 (Student-Friendly Objective)

TSW complete a Pre-Test (Gilded Age)

Examine the Reconstruction Era.

(U.S. History – 1B, 4A)

(Economics – 3A, 3C)

(U.S. Government – 5C)

Select a statement that best describes the immediate and long-term effects of Reconstruction.

(U.S. History – 1B, 4A)

(Economics – 3A, 3C)

(U.S. Government – 5C)

Determine the meaning of the following term(s): de jure segregation, era.

(CC – Craft and Structure – 4)

Eagle Challenge

(3-5 minutes)

Can something look more valuable than it is worth?  Explain.

Learning Tasks/Activities

 Mini-Lesson 1 (Pre-Test)

 

TSW complete a Pre-Test (Gilded Age).

 

Mini-Lesson 2 (Vocabulary)

 

TSW display a term on the SMART Board.  TSW view a sentence using the term as well as a visual representation of the term.  TTW question students about possible term meanings.  TSW suggest a term meaning.  TTW display the correct term meaning on the SMART Board.

 

Mini-Lesson 3 (Pre-Reading)

 

TSW complete an anticipation guide.  TSW answer questions that will prepare them for the reading assignment.

 

Mini-Lesson 4 (Examine the Reconstruction Era)

 

 

 

 

 

Assessment

Pre-Assessment (Gilded Age Pre-Test)

Formative: informal (questioning) formal (closure/exit slip)

 

 

 

 

Closure

Exit Slip:

-What were some of the positive outcomes of Reconstruction?

-In your opinion, was Reconstruction a success?  Explain.