Final Week

Monday

1.Brain stretch-Why were the Articles of Confederation Created?

2. Brain Pop-Articles of Confederation

3. A.O.C.- T-Chart of strengths and weaknesses

4. State based problem scenarios under the A.O.C.

Homework-Articles of Confederation Reading Comprehension

Tuesday

1.Brain stretch–See-Think-Wonder-Shay’s Rebellion

2. A.O.C. Case studies

Wednesday

  1. Brain Stretch-If you were a Patriot leader after the revolutionary war, what would the top 5 issues be you would want to address?
  2. Creating a Government Assignment- Students will analyze the failures of the AOC government and create their own framework for a better government.  They will work through 10 guiding questions and have two parts: a written portion to turn in and then a class presentation of their government.

Thursday

  1. Brain Stretch-Flow How have you incorporated CDV’s into your government?
  2. Creating a Government Assignment- Students will analyze the failures of the AOC government and create their own framework for a better government.  They will work through 10 guiding questions and have two parts: a written portion to turn in and then a class presentation of their government.

(Next Monday)

  1. Brain Stretch-Predict how you think the U.S. government changed, to overcome the weaknesses of the AOC govt.
  2. Chapter 9-History Alive-“A More Perfect Union” Vocabulary

 

3. “Just Right Government” Note taker

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Marking Period 2

Essential Question-When is it appropriate to break away from a government?

Objectives: To create a: comicbook, informational pamphlet, newspaper, or play concerning the events of the American Revolution.

To identify and examine how Core Democratic Values might be protected or violate by the use of Nanotechnology and Genetically Modified Foods in our society.

Monday

1.BrainStretch-BrainPop-Events leading to American Revolution

2.Review expectations for American Revolution Project

3.Finish final drafts of the American Revolution Project

Tuesday

1.BrainStretch-K-W-L-U.S.History

2.Station Rotation Study Guide Review

3. Class Jeopardy Review competition-American Revolution

Homework Study Guide Review

Wednesday–Veteran’s Day

1.BrainStretch-Why should we thank and respect our veterans?  Are there any family members who have vets that would like to come in and speak about their experiences?

2. VEterans Day letters sent to Operation Gratitude

Thursday

1.BrainStretch-Identify and analyze the Strengths and Weaknesses of the Patriots vs.The Red coats

2. America-The Story of US-“Revolutionary War”

Homework-CDV-Scenario application

Friday

1.BrainStretch-List out and explain the 10 CDV’s definitions

2. Pro and Con TreeMap of Nano tech in society and the effects on our CDV’s

Marking Period 2

 

Essential Question: How did the U.S.A. become a country?

Objectives: Identify the key events, ideas and interactions that made up the American Revolution.

Analyze and interpret the Declaration of Independence.

Monday

  1. Brain Stretch-Write a 30 second speech summary after viewing School House Rock’s-“Fireworks”
  2. Finish extract-react analysis of the Dec. of Ind. by analyzing the list of grievances and the conclusion paragraph.
  3. Introduce the American Revolution project and the various choices students will have.  Brain storm->Outline->Draft

Tuesday

  1. Brain Stretch-Concept Map everything you know about the American Revolution.
  2. Continue outlining and drafting American Revolution Projects.
  3. Homework-EdHelper Reading Comprehension

Wednesday

  1. Brain Stretch-Identify and set goals for what you need to do in order to finish the Revolution Project
  2. Finish edits, revisions, and publish the final drafts.

Thursday

  1. Brain Stretch-5 question formative quiz
  2. Station Rotations, analyzing Cobblestone magazine and all of he events that make up the American Revolutionary Period.
  3. Unit Study Guides
  4. Homework-Complete study guides

Marking Period 2

Essential Question:Why do we celebrate the 4th of July?

Objective: To identify and examine the key people, events and ideas that factored into the American Revolution.

To examine and paraphrase the Declaration of Independence.

Monday

  1. Brain Stretch–Document Analysis-Paul Revere’s depiction of the Boston Massacre.
  2. Finish Guided notes and topical overview of units covered thus far.  From Jamestown to Lexington and Concord.
  3. History Alive-Interactive Student Notebooks-Chapter 5-“Toward Independence”

Tuesday

  1. Brain Stretch–Document Analysis-British perspective of the Boston Massacre.
  2. Finish Chapter 5
  3. Quiz over the American Revolution
  4. Homework-Early Colonial Government

Wednesday

  1. Brain Stretch-Storyboard of the American Revolution
  2. Cobblestone Magazine article jigsaw.  Students will rotate around the room and identify, examine and summarize key events of the American Revolution.
  3. Introduce the American Revolution project.

Thursday

  1. Brain Stretch–Identify and brainstorm what you will write about on your project.
  2. Students will brainstorm, outline and draft what stories or writing they will do on the American Revolution project.

Friday–Guest Teacher

  1. Brain Stretch–What does the term revolution mean?  Identify and describe all the revolutions you know about.
  2. History of all of us-“Revolutions”

Marking Period 2

Essential Question: How was the United States created?

Objectives: To identify and examine how the British extended their control over the 13 colonies in North America.

To analyze the key events, ideas and people that made up the American Revolution.

Monday

  1. Brain Stretch-Compare and Contrast the maps of North America, before and after the French-Indian War.
  2. Annotated Map of North America and the importance of the F.I. War.
  3. LANCER Notes-French-Indian War
  4. Flow Map Summaries of the Units covered so far-Age of Exploration, The British Colonies, and American Revolution

Tuesday

  1. Brain Stretch-What ideas, people, places, and events make up the American Revolution?
  2. Quiz over the British Colonies and Age of Exploration
  3. LANCER Notes-Events leading towards the American Exploration
  4. Homework-French-Indian War

Wednesday

  1. Brain Stretch-See-Think-Wonder-Perspectives on the Boston Massacre
  2. Summaries of the Events leading up to the Revolution
  3. Geography Skills-Population distribution analysis of Loyalists vs. Patriots
  4. Chapter 5 Interactive Student Notebook Reading Comprehension

Thursday-

  1. CNN Student news report summaries
  2. How America became a Super Power-Guided Notes

Friday

    1. Brain Stretch-Draw a 4 square storyboard of the American Revolutionary period
    2. Continue examining Chapter 5 in ISN’s
    3. Class Review of ISN’s
    4. America the Story of Us-Rebels, Guided Notes

Marking Period 2 Week 2

Essential Question:  How did the United States become a country?

Objectives: To identify and examine the role of European expansion and settlement in the development of the U.S.A.

To identify and analyze key events, people, places and ideas of the American Revolution.

Monday

  1. Brain Stretch-See-think-Wonder-Infographic map of slavery still existing today on the planet.

2. Guided Notes on clips from “Many Rivers to Cross”-Atlantic Slave Trade

Type 2 Essay-History of Slavery

Tuesday

1.KWL-American Revolution

2. Brain Pop Lancer Notes on the French-Indian War-Students will take notes on the buildup and effects of the
French-Indian War.

3. Students will then analyze key events, people and ideas of the American Revolution in 2-column note format

3. Homework-Life under colonial charters

Wednesday

  1. Brain Stretch- Compare and contrast maps of North America before and after French-Indian War
  2. Begin Chapter 5-Towards Independence in History Alive and students will complete Interactive Student Notebook questions

Thursday

  1. Brain Stretch-Storyboard of American Revolution
  2. Station Rotations on various events of the American Revolution
  3. Homework

Friday

  1. Brain Stretch-CNN 10
  2. Students will begin Early American History Projects

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Marking Period 2 Week 1

Essential Question:  How did the United States become a country?

Objectives: To identify and examine the role of European expansion and settlement in the development of the U.S.A.

To identify and analyze key events, people, places and ideas of the American Revolution.

 

Monday

  1. Brain Stretch- KWL-“British Colonies”-Students will determine what they know, want to know and what they learned at the end of the class.

2. Finish Story of All of Us “New World” guided notes and examination of European exploration of the Americas

3. D.R.T.A (Directed, Reading, Thinking, Activity)-Chapters 3 and 4 covering the British Colonies will be read using this reading strategy.  Within those chapters, the geography, economies and practice of slavery will be covered.

 

Tuesday

  1. Brain Stretch- KWL-“The History of Slavery”-Students will determine what they know, want to know and what they learned at the end of the class.

2.  After the warmup students will view notes, read an article and watch clips that cover the topic of slavery throughout human history as well as how slavery still exists on the planet today.

3. Homework-Reading Comprehension “World History of Slavery”

Wednesday

  1. Brain Stretch-See-think-Wonder-Infographic map of slavery still existing today on the planet.

2. Guided Notes on clips from “Many Rivers to Cross”-Atlantic Slave Trade

Thursday (1/2 day- a.m. schedule)

  1. Brain Stretch- What is one interesting fact that you know about the United States of America?

2. 51 fun facts on America-Students will take notes on various facts and interesting historical events in the U.S.A.

3. Homework-No Homework-conferences

Friday

  1. Brain Stretch- Summarize one of the CNN 10 News Stories

2. Brain Pop Lancer Notes on the French-Indian War-Students will take notes on the buildup and effects of the
French-Indian War.

3. Students will then analyze key events, people and ideas of the American Revolution in 2-column note format.