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Friday Extension Assignment

If you are already finished with your essay, have revised it and sent it to me in google docs.  Please continue on with learning more about the history of slavery while doing this activity on the UnderGround RailRoad.

http://teacher.scholastic.com/activities/bhistory/underground_railroad/

 

You can also find extra social studies games on the left hand side of my blog.  In years past, students have really liked the games on –>  http://www.icivics.org

 

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. Finish Type 2 essay on slavery and update Table of Contents

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

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

Marking Period 1 Week 5 and 6

Essential Question: What are the foundations and principles for our American society?

Objectives: To assess understanding of our Core Democratic Values.

To examine the Age of exploration and European nation’s desires to settle North America.

To identify, analyze and examine the events, ideas and people that played a role in the American revolution.

Monday

1. Threshold-Study for your assessment

2. Unit 1 summative assessment

3.

Tuesday

1. Threshold-K-W-L- Topic: Age of Exploration

2. U.S. History pre-test

3.Interactive Student Notebooks- “Age of Exploration”

Wednesday

  1. STW-Ancient Map
  2. Continue working on Chapter 2 packets

Thursday

  1. Summarize the Age of Exploration in a 30 second speech.
  2. Story of All of Us New World.

Marking Period 1 Week 4

Essential Question: What are the fundamental values of our country?

Objective: To identify and apply core democratic values to various situations past and present.

To examine the “Age of Exploration” and it’s impact on future British colonies that become the United States.

Monday

1. Threshold: See-Think-Wonder- public opinion poll graph on whether nanotechnology would help or hurt our society.

2.  Introduce and begin our CDV newspaper project where students will have to write 4 newspaper stories applying and highlighting CDV knowledge:

  • One non-fiction news story reported out how a CDV was protected or violated
  • One realistic fiction story on how a CDV was protected or violated
  • One story relating how nanotechnology could protect or violate a CDV
  • One miscellaneous section that would be in a normal newspaper incorporating how a CDV was protected or violated (crossword puzzle, classifieds, etc.

Tuesday and Wednesday

  1. Create a plan for what you have to do in order to finish your newspaper project.
  2. 2. Finish rough drafts –> Proofread/revise–> Begin final drafts

Thursday

  1. Summarize each of the Core Democratic Values

2. Students will rotate around the room  to various stations and analyze situations and apply CDV claims to them and justify their positions on their matrix handouts.

3.CDV Jeopardy Review

Homework-Study Guide

Friday

  1. Study for your unit test

2. CDV Summative Assessment

Marking Period 1 Week 3

Monday

  1. Warm up-What does the term “values” mean in a social behavior context?

2. CDV pre-test to get a baseline of knowledge about our core democratic values.

3. Students will take notes on a brace map thinking map breaking down the core democratic values into examples of each definition being respected or violated.

Tuesday

1. See-Think-Wonder- Analyzing a political cartoon satirizing core Democratic values.

2. Students will finish their brace map thinking map notes.

3. We will use whiteboards for students to use and respond to CDV review trivia that’s displayed through a powerpoint presentation.

 

Homework-CDV Vocabulary work and student created CDV stories of their own.

Wednesday

1. If a dictator took over our nation and only gave us 3 CDV’s to keep, which ones would you keep and why?

2. CDV table matrix- Students will fill in a matrix of options (the CDV being protected, violated, and how it connects to our rights, etc.) and further their analysis of our core democratic values.

3.

Thursday

1. Threshold- If given a choice between absolute freedom or absolute security, which would you choose and why?

2. Watch the discovery Education video- “Future Fright”-An America without a bill of rights” and have students identify situations where CDV’s are violated and justify why they took note of that particular example.

Homework-CDVs and the news.

Friday

1. Threshold: See-Think-Wonder- public opinion poll graph on whether nanotechnology would help or hurt our society.

2.  Introduce and begin our CDV newspaper project where students will have to write 4 newspaper stories applying and highlighting CDV knowledge:

  • One non-fiction news story reported out how a CDV was protected or violated
  • One realistic fiction story on how a CDV was protected or violated
  • One miscellaneous section that would be in a normal newspaper incorporating how a CDV was protected or violated (crossword puzzle, classifieds, etc.

Marking Period 1 Week 2

Essential Question: Why is an education so important for people in our 21at century society?

Objectives: To identify and examine the social and economic benefits of a college education in the “Promise” district.

To examine the timeline of events that occurred on 9/11/2001.

Monday

  1. Brain Stretch-KWL- 9/11 terrorist attacks
  2. Tree Map categorization of stereotypes and judgment
  3. Article analysis and reflection–“The myth of race”
  4. Type 1-John Collins Writing- What effects are their on people and the community when stereotyping occurs?
  5. 9/11 by the numbers- who did it affect and how?
  6. Begin 9/11-Zero Hour flow maps

Tuesday

  1. Brain Stretch-What is one thing you learned from studying 9/11/2001 yesterday?
  2. Finish 9/11-Zero Hour reflection questions
  3. Finish 9/11-Zero Hour summary
  4. Homework-September 11th Edhelper reading comprehension

Wednesday

1. Brain Stretch-What are your career goals?  Explain why you chose this career pathway.

2. “Why care?”-  A 2 day analysis of education systems around the world and numerous statistics on the value of education socially and economically. Analysis will include examining graphs, charts, personal goals and numerous video clips highlighting the differences in educational systems.

Thursday

(See Above)

Friday

1.Brain Stretch-K-W-L- US History

2. CDV Pre-test

3. CDV Tree Map-Students will take down notes on the constitutional core democratic values that we have in our country.  After they take their notes, students will apply their knowledge in scenario based questioning.