Class Agenda: Monday 6/8/20-Friday 6/12/20
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Class Agenda: Monday 6/1/20-Friday 6/5/20
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Class Agenda: Tuesday 2/26/20- Friday 5/29/20
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Class Agenda: Monday 5/18/20- Friday 5/22/20Standard(s):
Class Agenda: Monday 5/11/20- Friday 5/15/20
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Class Agenda: Monday 5/4/20- Friday 5/8/20
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Class Agenda: Monday 4/27/20- Friday 5/1/20
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Class Agenda: Monday 4/20/20- Friday 4/24/20
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Class Agenda: Wednesday 4/15/20-Thursday 4/16/20
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Class Agenda: Monday 4/13/20
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Class Agenda: Wednesday 4/1/20-Thursday 4/2/20
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Class Agenda: Monday 3/30/20
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Class Agenda: Thursday 3/26/20
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Class Agenda: Wednesday 3/25/20
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Class Agenda: Monday 3/23/20
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Class Agenda: Thursday 3/19/20
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Class Agenda: Wednesday 3/18/20
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Class Agenda: 3/16/20
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Class Agenda: 3/11/20-3/12/20
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Class Agenda: 3/9/20-3/10/20
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Class Agenda: 3/5/20
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Do Now:
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Class Agenda: 3/2/20-3/4/20
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Class Agenda: 2/27/20
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Class Agenda: 2/24/20-2/26/20
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Class Agenda: 2/20/20
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Class Agenda: 2/18/20-2/19/20
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Class Agenda: 2/13/20
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Class Agenda: 2/10/20-2/12/20
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Class Agenda: 2/6/20
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Class Agenda: 2/5/20
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Class Agenda: 2/3/20
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Class Agenda: 1/30/20
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Class Agenda: 1/27/20-1/29/20
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Class Agenda: 1/23/20
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Class Agenda: 1/21/20-1/22/20
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Class Agenda: 1/15/20-1/16/20
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Class Agenda: 12/16/19
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Class Agenda: 12/9/19-12/12/19
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Class Agenda: 12/5/19
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Class Agenda: 12/2/19-12/4/19
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Class Agenda: 11/22/19
Class Agenda: 11/21/19
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Class Agenda: 11/18/19
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Class Agenda: 11/12/19-11/15/19
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Class Agenda: 11/7/19
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Class Agenda: 11/6/19
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Class Agenda: 11/4/19
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Class Agenda: 10/31/19
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Class Agenda: 10/30/19
Class Agenda: 10/28/19
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Class Agenda: 10/25/19
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Class Agenda: 10/21/19
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Class Agenda: 10/17/19
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Class Agenda: 10/14/19
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Class Agenda: 10/9/19-10/10/19
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Class Agenda: 10/7/19
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Class Agenda: 10/3/19
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Class Agenda: 9/30/19-10/2/19
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Class Agenda: 9/26/19
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Class Agenda: 9/23/19-9/25/19
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Class Agenda: 9/18/19-9/19/19
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Class Agenda: 9/12/19-9/16/19
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Class Agenda: 9/9/19-9/11/19
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Class Agenda U.S History: 9/5/19
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Class Agenda U.S History: 9/3/19-9/4/19
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2.Explain U.S. and Allied wartime strategy, including the major battles of Midway,Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
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Lesson Objective(s):
- Students will be able to submit all missing work by Thursday 6/11/20.
- Students will be able to show their understanding of our work this semester by completing the Spring Final Exam on Edulastic.
- Los estudiantes podrán enviar todos los trabajos faltantes antes del jueves 6/11/20.
- Los estudiantes podrán demostrar su comprensión de nuestro trabajo este semestre completando el Examen Final de Primavera en Edulastic.
Activities:
- Spring Final Exam on Edulastic.
- The final will be open on Tuesday 6/9 at 10am and will close at 11am on Wednesday 6/10.
- Students will complete and submit all missing assignments on Google Classroom.
- Make sure that you contact me if you need help on any assignments so we can set up a zoom chat.
- Examen final de primavera en Edulastic.
- La final estará abierta el martes 6/9 a las 10am y cerrará a las 11am el miércoles 6/10.
- Los estudiantes completarán y enviarán todas las tareas faltantes en Google Classroom.
- Asegúrese de ponerse en contacto conmigo si necesita ayuda en cualquier tarea para que podamos configurar un chat de zoom.
- I am closing the WW2 Quiz at 9pm Monday 6/8, if you have not taken it, you must do so before that time. There will be no more extensions.
- All missing work must be turned in by 5pm on Thursday 6/11.
- I am here if you need help, just send me a message and I can arrange meetings for help on assignments.
- We're almost done people! Do your best and make sure that you leave it all on the field so you can go into Summer proud!
- Estoy cerrando la Prueba de la Segunda Guerra Mundial a las 9 p.m. del lunes 6/8, si no la ha tomado, debe hacerlo antes de esa hora. No habrá más extensiones.
- Todos los trabajos faltantes deben entregarse antes de las 5pm del jueves 6/11.
- Estoy aquí si necesita ayuda, solo envíeme un mensaje y puedo organizar reuniones para obtener ayuda sobre las tareas.
- Ya casi terminamos personas! ¡Haz tu mejor esfuerzo y asegúrate de dejarlo todo en el campo para que puedas entrar al verano orgulloso!
Class Agenda: Monday 6/1/20-Friday 6/5/20
Standard(s):
Lesson Objective(s):
- Students will understand what each of them must do in order to receive a passing grade in this class by reviewing their Google Classroom and PowerSchool accounts for missing and incomplete assignments to make up.
- (Optional) Students will be able to understand the nature of guerrilla wars fought in Vietnam, Cuba, and Afghanistan during the Cold War by watching the documentary "People's Century: 1975 War of the Flea" and completing the video guide questions.
- "People's Century: 1975 War of the Flea"
- https://www.youtube.com/watch?v=i-b2fkR9BHk&list=PLuL26fXZ8eTNLLnugg2BTyOZQ7HT-QZk4&index=24&t=181s
- Students will review their Google Classroom and PowerSchool accounts to check for missing and incomplete assignments.
- Students will work on completing and submitting missing assignments.
- (Optional) Students who are not missing assignments can watch the Cold War documentary "People's Century: 1975 War of the Flea" and complete the video guide.
- Los estudiantes revisarán sus cuentas de Google Classroom y PowerSchool para verificar las tareas faltantes o incompletas.
- Los estudiantes trabajarán para completar y enviar las tareas que faltan.
- video_guide__“1975_war_of_the_flea”.gdoc (English)
- video_guide__“1975_war_of_the_flea”__espanol_.gdoc (Spanish)
- All missing work must be turned in by Thursday 6/11 at the latest.
- Todos los trabajos faltantes deben entregarse a más tardar el jueves 6/11.
Class Agenda: Tuesday 2/26/20- Friday 5/29/20
Standard(s):
Lesson Objective(s):
- Students will understand what each of them must do in order to receive a passing grade in this class by reviewing their Google Classroom and PowerSchool accounts for missing and incomplete assignments to make up.
- (Optional) Students will be able to understand the changes in American society in the mid-to-late 1950s that resulted in the civil rights and counter-culture movements by watching the documentary and completing the video guide questions.
- Los estudiantes entenderán lo que cada uno de ellos debe hacer para recibir una calificación aprobatoria en esta clase al revisar sus cuentas de Google Classroom y PowerSchool para las tareas faltantes e incompletas para compensar.
- (Opcional) Los estudiantes podrán comprender los cambios en la sociedad estadounidense a mediados y finales de la década de 1950 que dieron lugar a los movimientos de derechos civiles y contracultura al ver el documental y completar las preguntas de la guía de video.
- "The Century, America's Time: 1953-1960 Happy Days"
- https://www.youtube.com/watch?v=b_D4fWogbZM
- Students will review their Google Classroom and PowerSchool accounts to check for missing and incomplete assignments.
- Students will work on completing and submitting missing assignments.
- (Optional) Students who are not missing assignments can watch the Cold War documentary "The Century, America's Time: 1953-1960 Happy Days" and complete the video guide.
- Los estudiantes revisarán sus cuentas de Google Classroom y PowerSchool para verificar las tareas faltantes o incompletas.
- Los estudiantes trabajarán para completar y enviar las tareas que faltan.
- (Opcional) Los estudiantes a quienes no les faltan tareas pueden ver el documental de la Guerra Fría "The Century, America's Time: 1953-1960 Happy Days" y completar la guía de video.
- “the_century_america’s_time__1953-1960_happy_days”_video_guide_.gdoc (English)
- guía_de_video__22the_century_americas_time__1953-1960_happy_days_22.gdoc (Spanish)
- Final grades are due by 6/12/20! So make sure you are passing by completing missing work.
- ¡Las calificaciones finales deben presentarse antes del 6/12/20! Así que asegúrese de pasar completando el trabajo perdido.
Class Agenda: Monday 5/18/20- Friday 5/22/20Standard(s):
- 11.9: Students analyze U.S. foreign policy since WW2.
- Students will be able to show their learning about WW2 by completing the WW2 quiz on Google Classroom.
- Students will be able to understand the beginnings of the Cold War and its impacts on U.S. foreign policy and domestic policy by reading Ch.38 sections 2&3 and completing the study guide.
- Students will also watch the documentary "The Century, America's Time: 1946-1952 The Best Years" and complete the video guide questions.
- Los estudiantes podrán mostrar su aprendizaje sobre WW2 completando el cuestionario WW2 en Google Classroom.
- Los estudiantes podrán comprender los comienzos de la Guerra Fría y sus impactos en la política exterior y la política interna de los Estados Unidos al leer las secciones 2 y 3 del Capítulo 38 y completar la guía de estudio.
- Los estudiantes también verán el documental "The Century, America's Time: 1946-1952 The Best Years" y completarán las preguntas de la guía de video.
- Ch.38 sections 2 and 3 text located on Google Classroom.
- "The Century, America's Time: 1946-1952 The Best Years" www.youtube.com/watch?v=4VdXTw4q6y8&has_verified=1
- Students will take the WW2Quiz on Google classroom by Monday 5/18 at 9pm.
- Students will read Ch.38 sections 2 and 3 and complete the study guide questions as they read in complete sentences.
- Los estudiantes tomarán la clase WW2Quiz en Google a Lunes
- Los estudiantes leerán el Capítulo 38 secciones 2 y 3 y completarán las preguntas de la guía de estudio mientras leen oraciones completas.
- study_guide__ch38.2_3.gdoc (English)
- guía_de_estudio__ch.38.2_3.gdoc (Spanish)
- Students will complete the video guide questions as they watch the Cold War documentary "The Century, America's Time: 1946-1952 The Best Years".
- Los estudiantes completarán las preguntas de la guía de video mientras ven el documental de la Guerra Fría "The Century, America's Time: 1946-1952 The Best Years".
- “the_century_america’s_time__1946-1952_the_best_years”_video_guide.gdoc (English)
- “the_century_america’s_time__1946-1952_the_best_years”__espanol_.gdoc (Spanish)
Class Agenda: Monday 5/11/20- Friday 5/15/20
Standard(s):
- 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
- 11.7.2: Explain U.S. and Allied wartime strategy, including the major battles of Midway,Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
- 11.7.1: Examine los orígenes de la participación estadounidense en la guerra, con énfasis en los eventos que precipitaron el ataque a Pearl Harbor.
- 11.7.2: Explique la estrategia de guerra estadounidense y aliada, incluidas las principales batallas de Midway, Normandía, Iwo Jima, Okinawa y la Batalla de las Ardenas.
- Students will be able to understand the U.S. war strategy in the WW2 Pacific Theater, with an emphasis on the Battle of Midway and be able to complete the study guide for Ch.36.4 and the video guide for the documentary "Battle 360: Vengeance at Midway".
- Los estudiantes podrán comprender la estrategia de guerra de los EE. UU. En el WW2 Pacific Theatre, con énfasis en la Batalla de Midway y podrán completar la guía de estudio para Ch.36.4 y la guía de video para el documental "Battle 360: Vengeance at Midway ".
- Ch. 36.4 War in the Pacific text.
- Video documentary "Battle 360: Vengeance at Midway".
- Ch. 36.4 Guerra en el texto del Pacífico.
- Video documental "Battle 360: Vengeance at Midway".
- Students will complete the Ch.36.4 study guide as they read through the Ch.36 section 4 text.
- Los estudiantes completarán la guía de estudio del capítulo 36.4 mientras leen el texto del capítulo 4 del capítulo 36.
- study_guide__ch.36.4.pdf (English)
- guía_de_estudio__capítulo_36.4.pdf (Spanish)
- Students will watch the WW2 documentary "Battle 360: Vengeance at Midway"
- Los estudiantes verán el documental de la Segunda Guerra Mundial "Battle 360: Vengeance at Midway"
- https://www.youtube.com/watch?v=C4dya7mMSLE&t=39s
- Students will complete the video guide as they watch the documentary, they will complete the video guide questions.
- Los estudiantes completarán la guía de video mientras miran el documental, completarán las preguntas de la guía de video.
- “battle_360-vengeance_at_midway”_video_guide_.pdf (English)
- “battle_360-vengeance_at_midway”_video_guide__espanol_.pdf (Spanish)
- Thursday 5/14 our regula Zoom class from 1-2pm.
- WW2 Quiz Monday 5/18 on Edulastic.
Class Agenda: Monday 5/4/20- Friday 5/8/20
Standard(s):
- 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
- 11.7.2: Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
- 11.7.1: Examine los orígenes de la participación estadounidense en la guerra, con énfasis en los eventos que precipitaron el ataque a Pearl Harbor.
- 11.7.2: Explique la estrategia de guerra estadounidense y aliada, incluidas las principales batallas de Midway, Normandía, Iwo Jima, Okinawa y la Batalla de las Ardenas.
- Students will be able to understand the rise of totalitarian governments in Europe and Asia, and how their quest for empire led to the start of WW2 by reading Ch.34.1 and completing the Ch.34.1 study guide.
- Students will be able to understand the events that led to the U.S. entering the war and the effects of the war on the American home front by watch the documentary "The Century, America's Time: 1941-1945 Home Front" and completing the video guide questions.
- Los estudiantes podrán comprender el surgimiento de gobiernos totalitarios en Europa y Asia, y cómo su búsqueda del imperio condujo al comienzo de la Segunda Guerra Mundial al leer el Capítulo 34.1 y completar la guía de estudio del Capítulo 34.1.
- Los estudiantes podrán comprender los eventos que llevaron a los EE. UU. A entrar en la guerra y los efectos de la guerra en el frente interno estadounidense al ver el documental "The Century, America's Time: 1941-1945 Home Front" y completar las preguntas de la guía de video .
- CH.34 Text, section 1.
- Students will complete the guiding questions on the Ch.34.1 study guide as they read through section 1 of Ch.34 on the origins of WW2.
- Guiding questions must be answered in complete sentences, study guide is due by Wednesday 9pm.
- Los estudiantes completarán las preguntas guía en la guía de estudio del Capítulo 34.1 mientras leen la sección 1 del Capítulo 34 sobre los orígenes de la Segunda Guerra Mundial.
- Las preguntas orientadoras deben responderse en oraciones completas, la guía de estudio debe presentarse antes del miércoles a las 9 p.m.
- ch.34.1_study_guide_.gdoc (English)
- ch.34.1_study_guide__espanol_.gdoc (Spanish)
- Students are to participate in our weekly Zoom class Thursday from 1-2pm.
- Students will watch the documentary "The Century, America's Time: 1941-1945 Home Front" and complete the video guide questions while watching.
- Los estudiantes deben participar en nuestra clase de Zoom semanal los jueves de 1-2pm.
- Los estudiantes verán el documental "The Century, America's Time: 1941-1945 Home Front" y completarán las preguntas de la guía de video mientras ven.
- “the_century_america’s_time_1941-1945__homefront”_video_guide.pdf (English)
- “the_century_america’s_time_1941-1945__homefront”_video_guide__espanol_.pdf (Spanish)
- Video guide due Friday by 9pm.
- Video guía para el viernes a las 9pm.
- Mr. Pouget's office hours Zoom is 3-4pm on Thursday.
- El horario de atención del Sr. Pouget Zoom es de 3 a 4 pm el jueves.
Class Agenda: Monday 4/27/20- Friday 5/1/20
Standard(s):
- 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
- 11.6: Los estudiantes analizan las diferentes explicaciones para la Gran Depresión y cómo el New Deal cambió fundamentalmente el papel del gobierno federal.
- Students will be able to understand the causes and effect of the Great Depression, as well as the ways that the New Deal changed the role of government in the United states by watching a documentary on the great Depression and New Deal and answering the video guide questions.
- Student will then be able to use what they have learned to write a paragraph response to a critical thinking quick write prompt.
- Los estudiantes podrán comprender las causas y el efecto de la Gran Depresión, así como las formas en que el New Deal cambió el papel del gobierno en los Estados Unidos al ver un documental sobre la Gran Depresión y el New Deal y responder las preguntas de la guía de video. .
- Luego, el estudiante podrá usar lo que ha aprendido para escribir una respuesta de párrafo a un mensaje de escritura rápida de pensamiento crítico.
- "The Century, America's Time: 1929-1936 Stormy Weather"
- https://www.youtube.com/watch?v=zSfzFWU5LbY&t=8s
- Students will watch the documentary "The Century, America's Time: 1929-1936 Stormy Weather" and complete the video guide questions in complete sentences.
- Los estudiantes verán el documental "The Century, America's Time: 1929-1936 Stormy Weather" y completarán las preguntas de la guía de video en oraciones completas.
- the_century__america’s_time-1929-1936__stormy_weather_video_guide.pdf
- the_century__america’s_time-1929-1936__stormy_weather_video_guide__espanol_.pdf
- Students will then complete the quick write response that follows in a 3-4 sentence paragraph.
- Luego, los estudiantes completarán la respuesta de escritura rápida que sigue en un párrafo de 3-4 oraciones.
- Week-15 grades due, all make up work must be turned in before Friday 5/1 to count for this progress report.
Class Agenda: Monday 4/20/20- Friday 4/24/20
Standard(s):
- 11.4.5: Analyze the political, economic, and social ramifications of World War I on the homefront.
- 11.4.5: Analice las ramificaciones políticas, económicas y sociales de la Primera Guerra Mundial en el hogar.
- Students will be able to understand the effects of WWI on the homefront in the United States as well as the changes in America's role as a world power after WWI.
- Students will be able to complete the video guide questions as they watch the WWI documentary "The Century, America's Time: 1914-1919 Shell Shock".
- Students will be able to analyze a political cartoon from the WWI era by recording their observations and writing a brief response interpreting the artist's message in paragraph form.
- Los estudiantes podrán comprender los efectos de la Primera Guerra Mundial en los Estados Unidos, así como los cambios en el papel de Estados Unidos como potencia mundial después de la Primera Guerra Mundial.
- Los estudiantes podrán completar las preguntas de la guía de video mientras ven el documental de la Primera Guerra Mundial "The Century, America's Time: 1914-1919 Shell Shock".
- Los estudiantes podrán analizar una caricatura política de la era de la Primera Guerra Mundial al registrar sus observaciones y escribir una breve respuesta interpretando el mensaje del artista en forma de párrafo.
Input:
- WWI documentary "The Century, America's Time: 1914-1919 Shell Shock".
- Documental de la Primera Guerra Mundial "The Century, America's Time: 1914-1919 Shell Shock".
- Students will complete the video guide questions as they watch all 3 parts of the documentary.
- Los estudiantes completarán las preguntas de la guía de video mientras miran las 3 partes del documental.
- “1914-1919__shell_shock”_video_guide_.gdoc (English)
- “the_century_america’s_time-_1914-1919__shell_shock”_video_guide__espanol_.gdoc (Spanish)
- Submit on Google Classroom by 9pm on Wednesday 4/22.
- Students will analyze and interpret a WWI era political cartoon, describing the content of the cartoon and an interpretation of its message.
- Presentar en Google Classroom antes de las 9 p.m.el miércoles 4/22.
- Los estudiantes analizarán e interpretarán una caricatura política de la era de la Primera Guerra Mundial, describiendo el contenido de la caricatura y una interpretación de su mensaje.
- political_cartoon_analysis.gdoc (English)
- análisis_político_de_dibujos_animados.gdoc (Spanish)
- Submit this assignment on Google Classroom by 9pm on Friday 4/24.
- Envía esta tarea en Google Classroom antes de las 9 p.m.el viernes 4/24.
- U.S. History class on Zoom every Thursday from 1-2pm.
- Clase de historia de EE. UU. En Zoom todos los jueves de 1 a 2 p.m.
Class Agenda: Wednesday 4/15/20-Thursday 4/16/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
- 11.1.4: Examine los efectos de la Guerra Civil y la Reconstrucción y de la revolución industrial, incluidos los cambios demográficos y el surgimiento a fines del siglo XIX de los Estados Unidos como potencia mundial.
- Students will be able to answer the central historical question "Did Lincoln free the slaves, or did the slaves free themselves?" by analyzing 2 primary source documents, answering the guiding questions, and completing the graphic organizer.
- Los estudiantes podrán responder la pregunta histórica central "¿Lincoln liberó a los esclavos o los esclavos se liberaron a sí mismos?" analizando 2 documentos fuente primarios, respondiendo las preguntas orientadoras y completando el organizador gráfico.
- Students will log into GoogleClassroom and select the assignment under Classwork titled "Emancipation Proclamation".
- Students will read the background information to help them understand the historical context of the documents.
- Students will then read documents A and B and answer the guiding questions for each in complete sentences.
- Students will then complete the graphic organizer on the last page to help them answer the central historical question "Did Lincoln free the slaves, or did the slaves free themselves?".
- Los estudiantes iniciarán sesión en GoogleClassroom y seleccionarán la tarea bajo Trabajo de clase titulada "Proclamación de emancipación".
- Los estudiantes leerán la información de antecedentes para ayudarlos a comprender el contexto histórico de los documentos.
- Luego, los estudiantes leerán los documentos A y B y responderán las preguntas guía para cada uno en oraciones completas.
- Luego, los estudiantes completarán el organizador gráfico en la última página para ayudarlos a responder la pregunta histórica central "¿Lincoln liberó a los esclavos o los esclavos se liberaron a sí mismos?".
- emancipation_proclamation_lesson_.docx (English)
- emancipation_proclamation__espanol_.docx (Spanish)
- Write your answer to the central historical question and submit your work on GoogleClassroom.
- Escriba su respuesta a la pregunta histórica central y envíe su trabajo en Google Classroom.
Class Agenda: Monday 4/13/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
- 11.1.4: Examine los efectos de la Guerra Civil y la Reconstrucción y de la revolución industrial, incluidos los cambios demográficos y el surgimiento a fines del siglo XIX de los Estados Unidos como potencia mundial.
- Students will be able to analyze primary source documents and answer the guiding questions about the controversial abolitionist John Brown and form their own opinion about whether he was a hero or a fanatic.
- Los estudiantes podrán analizar los documentos fuente primarios y responder las preguntas orientadoras sobre el controvertido abolicionista John Brown y formar su propia opinión sobre si fue un héroe o un fanático.
- Is killing people justified if you believe that you are fighting for the right cause?
- ¿Está justificado matar gente si crees que estás luchando por la causa correcta?
Activities:
- john_brown_lesson_.docx (English)
- john_brown__espanol_.docx (Spanish)
- Preview the timeline and PowerPoint on John Brown to help you understand his historical context.
- Read documents A and B (C is optional).
- Answer the guiding questions for document A and B in complete sentences.
- Remember to check in with Mr. Pouget on Wednesday on zoom from 11am-12pm for help.
- Obtenga una vista previa de la línea de tiempo y PowerPoint en John Brown para ayudarlo a comprender su contexto histórico.
- Lea los documentos A y B (C es opcional).
- Responda las preguntas guía para el documento A y B en oraciones completas.
- Recuerde consultar con el Sr. Pouget el miércoles en zoom de 11 a.m. a 12 p.m. para obtener ayuda.
Class Agenda: Wednesday 4/1/20-Thursday 4/2/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
- 11.1.4: Examine los efectos de la Guerra Civil y la Reconstrucción y de la revolución industrial, incluidos los cambios demográficos y el surgimiento a fines del siglo XIX de los Estados Unidos como potencia mundial.
- Students will be able to understand the causes of the Texan Revolution by analyzing primary source documents and answering the guiding questions, then writing a paragraph explaining the causes of the Texan Revolution.
- Los estudiantes podrán comprender las causas de la Revolución Texana analizando los documentos fuente primarios y respondiendo las preguntas orientadoras, y luego escribiendo un párrafo explicando las causas de la Revolución Texana.
- How many of the defenders of the Alamo survived the attack by Santa Ana?
- ¿Cuántos de los defensores del Álamo sobrevivieron al ataque de Santa Ana?
- Texan Revolution PowerPoint, and primary source documents.
- Texan Revolution PowerPoint, y documentos fuente primarios.
- texas_revolution_student_materials.docx(English)
- texan_revolution__espanol_.docx(Spanish)
- Study the PowerPoint on the Texan Revolution.
- Use documents A and B to complete the guiding questions for A and B, then using only documents A and B write a thesis to answer the central question "Why did Texans rebel against the Mexican government?".
- Next using documents C,D, and E answer the guiding questions for documents C,D, and E and then using documents C,D, and E, write a new thesis to answer the central question "Why did Texans rebel against the Mexican government?"
- Remember to download the document, so that you can type in it.
- Estudie el PowerPoint sobre la Revolución Texana.
- Use los documentos A y B para completar las preguntas guía para A y B, luego use solo los documentos A y B para escribir una tesis para responder a la pregunta central "¿Por qué los tejanos se rebelaron contra el gobierno mexicano?".
- Luego, usando los documentos C, D y E, responda las preguntas guía para los documentos C, D y E y luego, usando los documentos C, D y E, escriba una nueva tesis para responder a la pregunta central "¿Por qué los tejanos se rebelaron contra el gobierno mexicano?"
- Recuerde descargar el documento para poder escribirlo.
- Submit your completed assignment on GoogleClassroom by 9pm Thursday.
- Envíe su tarea completada en GoogleClassroom antes de las 9pm del jueves.
Class Agenda: Monday 3/30/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
- 11.1.4: Examine los efectos de la Guerra Civil y la Reconstrucción y de la revolución industrial, incluidos los cambios demográficos y el surgimiento a fines del siglo XIX de los Estados Unidos como potencia mundial.
- Students will be able to understand the Nat Turner Rebellion and form an opinion about Nat Turner and his actions by analyzing 3 primary source documents and answering the guiding questions for each document.
- Los estudiantes podrán comprender la rebelión de Nat Turner y formarse una opinión sobre Nat Turner y sus acciones analizando 3 documentos fuente principales y respondiendo las preguntas orientadoras para cada documento.
- Given what you know about slavery in the early United States, do you think that you would have openly supported a slave rebellion if you lived during that time in history?
- Dado lo que sabe sobre la esclavitud en los primeros Estados Unidos, ¿cree que habría apoyado abiertamente una rebelión de esclavos si hubiera vivido durante ese tiempo en la historia?
- Students will read each of the documents about the Nat Turner Rebellion and answer the guiding questions for each of the documents in complete sentences.
- Los estudiantes leerán cada uno de los documentos sobre la rebelión de Nat Turner y responderán las preguntas guía para cada uno de los documentos en oraciones completas.
- nat_turner_student_materials_0.docx (English)
- nat_turner_rebellion__espanol_.docx (Spanish)
- Quick write- Was Nat Turner "noble", or a "fanatic"? Explain your answer.
- Escritura rápida: ¿Nat Turner era "noble" o "fanático"? Explica tu respuesta.
Class Agenda: Thursday 3/26/20
Standard(s):
- 11.2: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
- 11.2: Los estudiantes analizan la relación entre el auge de la industrialización, la migración rural a urbana a gran escala y la inmigración masiva desde el sur y el este de Europa.
- Students will be able to show their understanding of the Ch.15.1/2 content by taking the Ch.15.1/2 quiz on GoogleClassroom.
- Los estudiantes podrán mostrar su comprensión del contenido de Ch.15.1 / 2 al tomar el cuestionario Ch.15.1 / 2 en Google Classroom.
- How long did it usually take poor immigrants to get processed on Ellis Island before being allowed to enter the U.S.?
- ¿Cuánto tiempo les tomó a los inmigrantes pobres ser procesados en la Isla Ellis antes de que se les permitiera ingresar a los Estados Unidos?
- Ch.15 Text.
- Students will review their study guides to prepare for the quiz.
- Students will use their completed study guides to take the Ch.15.1/2 quiz on GoogleClassroom.
- Los estudiantes revisarán sus guías de estudio para prepararse para el cuestionario.
- Los estudiantes usarán sus guías de estudio completas para tomar el cuestionario Ch.15.1 / 2 en Google Classroom.
Exit Ticket:
- What kinds of ideas did many immigrants have about life in America before they arrived?
- ¿Qué tipo de ideas tenían muchos inmigrantes sobre la vida en Estados Unidos antes de llegar?
Class Agenda: Wednesday 3/25/20
Standard(s):
- 11.2: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
- Students will be able to understand the immigrant experience as they leave their home countries and arrive at Ellis Island by watching the documentary "Island of Hope, Island of Tears" and completing the video guide questions as they watch.
- What were the reasons that people from Europe were immigrating in such great number to the U.S. in the late 1800s to the early 1900s?
- "Island of Hope, Island of Tears" https://www.youtube.com/watch?v=qXfXFbdd7eo
- Students will answer the video guide questions as they watch the documentary and submit their work on GoogleClassroom.
- (English) “island_of_hope_island_of_tears”_video_guide_.docx
- (Spanish) “island_of_hope_island_of_tears”_video_guide_espanol.docx
- What were the reasons that immigrants would reach Ellis Island and get deported?
- Remember to make a copy of your doc to submit it online and include your Do Now and Exit Ticket in your submission.
- There will be a quiz on GoogleClassroom on Ch.15.1/2 tomorrow!
Class Agenda: Monday 3/23/20
Standard(s):
- 11.2: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
- Students will be able to understand the factors that led to mass immigration to the United States from Europe in the mid to late 1800s and the experience of those immigrants upon arrival by answering the guiding questions and defining the key terms on the Ch.15.
- What do you think would make you leave your home country to make a life in another country?
- Ch.15 text, sections 1 and 2.
Activities:
- Students will read Ch.15, sections 1 and 2.
- As students read the first 2 sections of Ch15, they will answer the guiding questions and define the key terms on the Ch.15.1/2 study guide.
- Students will submit their work on GoogleClassroom by 9pm either as a GoogleDoc or take a picture of their written work and email it to me.
- Do you thing that the reasons that Europeans immigrated to the U.S. in the 1800s are very different from the reasons that people immigrate here today? Explain.
- Make sure that you submit your Do Now and Exit Ticket on the same document as your study guide.
Class Agenda: Thursday 3/19/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction...
- Student will be able to show their learning about the Civil War and Reconstruction by completing the Civil War and Reconstruction Exam on Edulastic.
- What were the Jim Crow laws? What was their purpose?
Activities:
- Civil War and Reconstruction review on quizlet. https://quizlet.com/_87xcsq?x=1jqt&i=28w9nf
- Students will take the Civil War and Reconstruction Exam on Edulastic.
- Students must first log into the Clever app before they can log into the Edulastic app.
- The exam will open automatically at 11am and will close automatically at 9pm 3/19/20, so students must take the exam during that time.
- What lasting effects did the failure of Reconstruction have? Have your answers ready for next class.
Class Agenda: Wednesday 3/18/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction...
- Students will be able to show their understanding of Congressional Reconstruction and the end of Reconstruction by completing the Ch.11.3&4 quiz on Edulastic.
- Students will prepare for the Civil War and Reconstruction test on Thursday by using their study guides and notes to compile a one-page cheat sheet for the exam.
- What were 2 major issues that led to the Civil War?
Activities:
- Ch.11.3&4 quiz on Edulastic.
- Students access Edulastic by logging into Clever first, and then accessing the Edulastic app.
- After 11am the quiz will be available, students must access and finish the quiz before 9pm when the quiz closes automatically.
- Compile a one-page cheat sheet using your study guides and notes.
- Email me a picture of your cheat sheet.
Class Agenda: 3/16/20
Standard(s):
- 11.1.4: Examine the effects of the Civil War and Reconstruction...
- Students will be able to understand the failures of Reconstruction that led to the Jim Crow South by reading Ch.11 sections 3 and 4, and answering the guiding questions and defining the key terms on the Ch.11.3&4 study guide.
- How did Reconstruction relate to Southern terrorism against newly freed African Americans?
- Students will read Ch.11 sections 3 and 4 located on GoogleClassroom under the classwork tab titled CH.11 Text.
- https://classroom.google.com/w/NDg5NTg4OTQ3OTNa/t/all
- Instructions for submitting assignments on GoogleClassroom:https://www.google.com/search?source=hp&ei=GMprXqK5KYe5tAat_Ze4DQ&q=submitting+assignments+on+google+classroom&oq=submitting+ass&gs_l=psy-ab.1.3.0l10.176835471.176840291..176843054...0.0..0.131.1168.13j1......0....1..gws-wiz.......0i131j0i70i249j0i10.20-v0bY_sgE#kpvalbx=_Qn1uXqWcGNiX-gSjka_gBg35
- Students will use the Ch.11 sections 3 and 4 text to answer the guiding questions and define the key terms to complete the CH.11.3&4 study guide. (English)study_guide__ch.11.3_4.docx (Spanish) guía_de_estudio__ch.11.3_4.docx
- Quick Write: In a short paragraph, answer the following question. "What could the Union have done to make Reconstruction better?" Add your response to the bottom of your study guide answers before you turn it in.
Class Agenda: 3/11/20-3/12/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand Presidential vs. Congressional Reconstruction after the Civil War by answering guiding questions and defining the key terms as they read through Ch.11 sections 1 and 2.
- Students will be able to understand the economic oppression of freedmen and women during Reconstruction and be able to annotate and answer questions about a primary source sharecropping contract.
- What were some of the challenges facing the newly freed African Americans after the Civil War?
- Ch.11 text.
- Primary Source "A Sharecropping Contract (1866)"
- Students will read CH.11.1&2 individually.
- As students read through the sections, they will complete the Ch.11.1&2 study guide including all guiding questions and key terms. study_guide__ch.11.1_2.docx
- As a class we will popcorn read the "A Sharecropping Contract (1866)", and as we read students will underline parts of the contract that outline payments that the tenants will make to the landlord.
- Students will then answer the reflection questions on the back of the handout:
- What payments do the sharecroppers have to make to the landlord under this contract?
- How could this contract be used to keep freed people dependent and poor?
- Class review and debrief.
- Collect all handouts.
Class Agenda: 3/9/20-3/10/20
Standars(s):
Lesson Objective(s):
Do Now:
Input:
Activities:
Closure:
Class Agenda: 3/5/20
Standars(s):
Lesson Objective(s):
Do Now:
Input:
Activities:
Closure:
Class Agenda: 3/2/20-3/4/20
Standars(s):
Lesson Objective(s):
Do Now:
Input:
Activities:
Closure:
Class Agenda: 2/27/20
Standars(s):
Lesson Objective(s):
Do Now:
Input:
Activities:
Closure:
Class Agenda: 2/24/20-2/26/20
Standard(s):
- 11.1.4
- Students will be able to understand the war strategies of the North vs. the South in the Civil War and the role that slavery played in causing and ending the war by completing the Ch.10.1 study guide.
- Students will be able to understand the progression of the Civil War by completing the video guide while we watch the documentary "Divided Union".
- What were the main causes of the Civil War?
- "Divided Union"
- Ch.10.1 text.
- Student will answer the guiding questions and define the key terms on the Ch.10.1 study guide as they read through Ch.10.1.
- Students will answer the video guide questions and participating in discussions as we watch "Divided Union".
- Class debrief.
Class Agenda: 2/20/20
Standard(s):
- 11.1.4
- Students will be able to make a connection between the economics and social classes of the Civil War era and modern Los Angeles.
- Students will draft storyboard to visualize their narrative arc.
- Why was Westward expansion so important to Southern plantation owners?
- Khan Academy video on the economies and social classes of the Civil War Era.
- Students will take notes and participate in class discussions on the social and economic differences in the North and the South leading up to the Civil War while we watch the Khan Academy video.
- Students will use their narrative arcs to draft a storyboard for their LA 2030 projects.
- Collect student work.
Class Agenda: 2/18/20-2/19/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their learning about the causes of the Civil War by completing the Ch.9.2 quiz.
- Why was the Compromise of 1850 so controversial to the North?
- Ch.9 text
- CH.9.2 Jeopardy
- Ch.9.2 quiz on edulastic.
- Class debrief.
Class Agenda: 2/13/20
Standard(s):
Lesson Objective(s):
- Students will get a demo of TwinMotion
- Students will draft storyboard to visualize their narrative arc
- TwinMotion demo and storyboard clips.
- Storyboard and narrative arc handouts.
- Narrative Arc: Have teams complete their Narrative Arc worksheet.
- Storyboard: Have teams visualize their narrative arc on the storyboard template. Tell students they are limited to 5-10 shots/keyframes to convey their narrative arc.
- Preview of next weeks lesson.
Class Agenda: 2/10/20-2/12/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the issues and events that led to the Civil War by reading the Ch.9.2 text and completing the accompanying study guide.
- How did the proslavery South want the new territories to be organized?
- Causes of the Civil War PPT.
- Ch.9.2 text.
- We will finish discussing and taking notes on the Causes of the Civil War Slideshow.
- Students will work in pairs or individually to complete the Ch.9.2 study guide as they read through the text.
- Progress check.
Class Agenda: 2/6/20
Standard(s):
Lesson Objective(s):
- Students will revise their design criteria based on the constraints of a media arts tool (TwinMotion).
- Reintroduce TwinMotion with a video made in TwinMotion.
- Discussion of how it might be used to show progress on their chosen issue of Economic Inequality.
- I will discuss and outline the technical constraints of TwinMotion which includes: Scene must be small context (within a 4 block radius), Only 1 interior space can be modeled, use of only existing assets available in TwinMotion.
- I will introduce the draft analog design project.
- Students will access the analog design draft and pitch forms on Google Classroom.
- Students will make a copy of the Google Doc and compete a one paragraph narrative of their design ideas and a description of those features based on their needs and don't wants.
- Students will then share their ideas within their groups and devise a pitch for their projects on how they might be accomplished.
- Share design narratives, descriptions and pitch with me on Google Docs.
Class Agenda: 2/5/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the issues dividing the North and South that led to the Civil War by taking notes and participating in class discussions.
- How did the issue of slavery relate to the new western territories?
- Causes of the Civil War slideshow.
- Students will take notes and participate in class discussions about the causes of the Civil War.
- Review.
Class Agenda: 2/3/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their learning of westward expansion by completing the Ch.8.2 quiz.
- What were some American motivations for westward expansion?
- Ch.8.2 text and quizlet study set.
- Students will have a short time to review and finish their Ch.8.2 study guides.
- Quizlet live review.
- Westward Expansion Quiz on edulastic.
- Debrief.
Class Agenda: 1/30/20
Standard(s):
Lesson Objective(s):
- Students will collaboratively define criteria for their analog design.
- Students will collaboratively brainstorm design ideas to address their criteria.
- What are the benefits and challenges for urban life today?
- Example of youth activism to address urban challenges: video of Greta Thunberg speaking to the U.N. and list of past challenges met with youth activism.
- Students work individually to complete a "Needs and Don't Wants" sheet to help them define their design criteria.
- Students will then compare lists and compile one list of needs and don't wants for their group.
- Students will discuss design criteria based on their list.
- I will check the lists for each group.
Class Agenda: 1/27/20-1/29/20
Standard(s):
- 11.1.4
- Students will be able to understand the concept of manifest destiny and the impacts of westward expansion on minority groups and U.S. politics by completing the guiding questions and defining the key terms for the section reading.
- What is manifest destiny, and how did it affect American relations with Mexico.
- Ch.8 section 2: Geographical changes.
- Students will work with a partner or individually to complete the Ch.8 section 2 study guide.
- I will check student progress before they leave.
Class Agenda: 1/23/20
Standard(s):
Lesson Objective(s):
- Students will be able to select a topic and form groups and roles for the upcoming Arts Matters LA 2030 project.
- What are some of the major problems that we face in Los Angeles today?
- Class brainstorm.
- Twinmotion preview video.
- U.N. sustainablility definitions.
- Students will choose which current problem in LA that they will focus on as a class through a "Four-corners" activity and debates.
- Student will then be placed in groups of 2-4 students.
- Within their groups students will sign accountability contracts and select what roles in the project that each group member will take on. (Each group will recieve a roles handout)
- Groups will submit their signed contracts and group roles sheet.
Class Agenda: 1/21/20-1/22/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand how manifest destiny led to the Mexican American War and how that war resulted in massive territory gains for the U.S.
- Map analysis: Westward expansion.
- Documentary: "The Mexican American War"
- Documentary and video guide: "American Military History 05: The Mexican American War of 1846-1848.
- Preview of LA 2030 Arts Matter.
Class Agenda: 1/15/20-1/16/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the concept of manifest destiny as American propaganda for westward expansion by completing the SHEG Manifest Destiny document analysis activity.
- Students will be able understand the reasons for the Texan Revolution.
- Political catroon analysis: Manifest Destiny.
- Manifest destiny primary source documents.
- Documentary on the "Texan Revolution".
- Students work in pairs to complete the Manifest Destiny document analysis and questions.
- Students take notes and discuss the Texan Revolution while we watch and discuss the Teexan Revolution documentary.
- Class review.
Class Agenda: 12/16/19
Standard(s):
- 11.1, 11.1.2, 11.1.3
- To assess student learning of semester one content.
- Students will be able to complete the Fall Final Exam to show what they've learned this semester.
- NA
- Study session.
- Fall Final Exam
- Debrief
Class Agenda: 12/9/19-12/12/19
Standard(s):
Lesson Objective(s):
- To prepare students for the Fall Final Exam.
- Can the President declare war on another country?
- The Executive and Judicial Branches slide show presentation. executive_and_judicial_branches_[autosaved].pptx
- Final review quizlet study sets.
- Executive and Judicial presentation while students take notes and participate in class discussions.
- Quizlet live finals review, all units.
- Debrief.
Class Agenda: 12/5/19
Standard(s):
Lesson Objective(s):
- Students will be able to show their learning of the Preamble and Article 1 of the Constitution.
- Students will participate in the Constitutional Pursuit activity to learn about the checks and balances in the 3 branches of government.
- Can Congress override a presidential veto?
- Review of quiz procedures.
- Instructions for Constitutional Pursuit activity.
- Quiz on GoogleClassroom for Ch.7.1/2.
- Students work in pairs to complete the Constitutional Pursuit activity.
- Each student pair will receive one copy of Handout D with the situations and questions, and Handout C which is the answer sheet.
- I will model the first question for the class.
- Students will then use the copy of the Constitution (provided on GoogleClassroom) to complete as much of the activity as they can within 50 minutes.
- Once the 50 minute are up pairs will exchange their answer sheet with another group and students will score each other's answer sheet.
- Collect handouts.
Class Agenda: 12/2/19-12/4/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the origins of the U.S. Constitution and Bill of Rights and be able to complete the guiding questions and define the key terms for Ch.7.1/2.
- Name 3 powers that Congress had under the Articles of Confederation.
- Ch.7.1/2 text.
- Students will work in pairs to complete the Ch.7.1/2 study guide.
- Debrief.
Class Agenda: 11/22/19
- Movie and club activities day.
Class Agenda: 11/21/19
- Field trip CSULB/CSULA
Standard(s):
- 11.1.3
- Students will be able to complete a graphic organizer chart outlining the compromises made while drafting the U.S. Constitution.
- Why does Congress have 2 houses? What is the difference between the 2?
- Ch.6.3/4 text and study guide debrief.
- Constitutional Compromises Chart will be drawn on the board for students to copy on their own sheet of paper.
- I will model the first row of the chart and we will discuss it as a class.
- Students will work independently or in pairs to complete the remaining 2 rows from the chapter text and their study guides.
- Review as a class.
Class Agenda: 11/18/19
Standard(s):
- 11.1.3
- Students will be able to complete the guiding questions and define the key terms for Ch.6.3/4 from the text reading in pairs.
- What were 2 problems with the Articles of Confederation?
- Ch.6.3/4 text reading.
- Students will work independently or in pairs to complete the Ch.6.3/4 study guide.
- study_guide__ch.6.3-4.gdoc
- Debrief as a class.
Class Agenda: 11/12/19-11/15/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the events leading to the Constitutional Convention and the drafting of the Constitution.
- Students will be able to answer questions and define the key terms for Ch.6.1/2 as well as, the "Making of the Constitution" video guide.
- How does the government fund the armed forces?
- "Making of the Constitution" documentary.
- Ch.6.1/2 text on Google Classroom.
- Students will watch the "Making of the Constitution" documentary and complete the video guide as a class.
- Students will work individually or in pairs to complete the Ch.6.1/2 study guide.
- Class debrief.
Class Agenda: 11/7/19
Standard(s):
Lesson Objective(s):
- Students will show their learning of the American Revolution by taking the Ch.5 exam.
- Put everything away, except for the cheat sheet, a blank sheet of paper and a pen or pencil.
- Test taking procedures.
- Ch.5 Exam.
- Collect exams.
Class Agenda: 11/6/19
Standard(s):
Lesson Objective(s):
- Students will prepare for the Ch.5 exam by finishing their cheat sheet and by using kahoot and quizlet reviews.
- Get a Chromebook and finish cheat sheet for the Ch.5 Exam.
Activity:
- Students will work on their cheat sheet for the exam.
- We will use kahoot.com and quizlet.live to review for the exam.
- Put away Chromebooks and remind students to complete their cheat sheets at home if they didn't complete them in class.
Class Agenda: 11/4/19
Standard(s):
Lesson Objective(s):
- Students will be able to show their learning of Ch.5.3 by completing the 5.3 quiz.
- Why was the Battle of Saratoga significant for the American Revolution?
- Study time, and review of quiz taking procedures.
- Students will take the Ch.5.3 quiz.
- When finished with their quiz, students will use their study guides and the text to work on their cheat sheets for the ch.5 exam.
- Collect study guides and have students put away the Chromebooks.
Class Agenda: 10/31/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the major events of the Revolutionary War and explain their significance.
- What was the significance of the Battle of Yorktown?
- Introduction and explanation of the Battles of the Revolution chart.
- Students will use the Ch.5.3 text to complete the Battle of the Revolution chart.
- battles_of_the_revolution.docx
- A bit of Halloween fun, we will finish the class by watching the first part of Ghostbusters.
- Announcement: Ch.5.3 quiz Monday!
Class Agenda: 10/30/19
- NWEA Testing.
Class Agenda: 10/28/19
Standard(s):
Lesson Objective(s):
- To assess student learning of Ch.5.2.
- To introduce the next section in the text.
- NWEA Testing
- Review quiz taking procedures and remind students to turn in their study guides when finished with the quiz.
- Tell students to begin working on Ch.5.3 study guide after their quiz.
- Students take the Ch.5.2 Quiz.
- Students work on the Ch.5.3 study guide.
- Check student progress and answer questions.
Class Agenda: 10/25/19
Standard(s):
Lesson Objective(s):
- To prepare students for Monday's Ch.5.2 quiz and to determine whether students have missing work to grade before I input grades.
- What was the Boston Tea Party?
- Pass back papers, and remind students about progress reports and the quiz on Monday.
- Students check for missing assignments.
- Students will work on the CH.5.2 study guide to prepare for Monday's quiz.
- Check progress.
Class Agenda: 10/21/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the progression of events at the start of the Revolutionary War leading up to the Declaration of Independence.
- What battles officially started the Revolutionary War?
- Preview the History Channel "The American Revolution: From Rebellion to Revolution" documentary and handout the video guide.
- Students will watch the History Channel "The American Revolution: From Rebellion to Revolution" documentary and complete the video guide. I will stop the video at multiple points to check for understanding.
- Debrief and collect video guides.
Class Agenda: 10/17/19
Standard(s):
Lesson Objective(s):
- To assess student learning of the Ch.5.1 content and to introduce the material for Ch.5.2.
- What popular protest slogan began to spread though the 13 colonies after the Stamp Act was passed?
- Review of quiz taking procedures and strategies.
- Students review for the Ch.5.1 quiz.
- Students take the Ch.5.1 quiz.
- Students work on the Ch.5.2 study guide as they read through Ch.5.2.
- Check student progress.
Class Agenda: 10/14/19
Standard(s):
Lesson Objective(s):
- Students will be able to identify and explain the events leading up to the American Revolution.
- Explain the significance of the Stamp Act passed by Parliament to American revolutionaries.
- Review video guide for the PBS "The American Revolution" documentary.
- Introduce and give directions for the Ch.5.1 Study Guide.
- Students complete the Ch.5.1 study guide as they read through Ch.5.1. (file located on GoogleClassroom)
- Check student progress and announce the Ch.5.1 Quiz for Friday.
Class Agenda: 10/9/19-10/10/19
Standard(s):
Lesson Objective(s):
- Students will be able to identify and explain the events leading up to the American Revolution.
- Why did the American colonists rebel against England?
- PBS documentary "The American Revolution".
Activity:
- Students will complete the video guide questions as they watch the documentary, I will stop the video after each couple of questions for explanation.
- pbs_the_american_revolution_video_guide.docx
- When the documentary is finished, I will review and collect the video guides.
- I will then introduce the study guide for Ch.5.1 and go over the instructions for completing the study guide and where to find the Ch.5 text on GoogleClassroom.
- Students will then work on the Ch.5.1 study guide as they read through the first section of Ch.5.
- Check student progress.
Class Agenda: 10/7/19
Standard(s):
Lesson Objective(s):
- To assess student learning of the origins of American ideals.
- Question: What were the 5 American founding ideals? Explain each briefly.
- Kahoot review of the unit material.
- Go over test instructions and procedures.
- Students will take the unit 1 exam.
- Collect exams and preview next chapter.
Class Agenda: 10/3/19
Standard(s):
Lesson Objective(s):
- To prepare students to take the exam on the origins of America's founding ideals and government on Monday.
- Review of quiz taking procedures.
- I will instruct students to begin working on there cheat-sheet for Monday's test after they have finished the quiz.
- Students will get ChromeBooks by rows.
- I will assign the section 2 quiz and students will begin.
- Once students are finished they will work on their cheat-sheets for Monday's test.
- Quizlet Live review for the test on Monday on the Roots of America's Ideals.
- Class review of commonly missed terms.
- Students put away ChromeBooks.
Class Agenda: 9/30/19-10/2/19
Standard(s):
Lesson Objective(s):
- Students will understand the the influence of the Magna Carta, English Bill of Rights, and early colonial institutions on the eventual formation of our American government.
- Students will write down and answer the following question on their own sheet of paper: "What is the difference between saying something that is incorrect and telling a lie?"
- I will lead a class discussion with notes and a PowerPoint Presentation on Colonial rights and growth of self-government.
- colonial_rights_and_growth_of_self_government_ppt.pptx
- Students will use both the section 2 reading of the text on Colonial Rights and the Growth of Self-government as well as the PowerPoint presentation to complete the Colonial Rights and Self-government Chart handout.
- While completing the chart, students will provide the date and impact on America's government or rights for each document, event or institution.
- colonial_rights_and_self_government_chart.docx
- Class review and discussion.
- Students will turn in their completed charts before leaving.
Class Agenda: 9/26/19
Standard(s):
- 11.1
- To assess students understanding of the early colonial roots of American ideals.
- To further students understanding of the colonial roots of American institutions and ideals.
- Review of quiz taking procedures using GoogleClassroom.
- Students will get ChromeBooks by rows leaving them closed until I start the quiz for The Colonial Roots of America's founding Ideals Section 1.
- I will instruct the students to open the ChromeBooks, log into GoogleClassroom and begin the quiz.
- Students are to close their Chromebook and turn in their study guide when finished.
- I will introduce the study guide for the 2nd section of The Colonial Roots of America's Founding Ideals and review the directions for completing the study guide.
- Students will work independently or in pairs to complete the section 2 study guide. colonial_roots_of_america’s_founding_ideals__espanol_.gdoc, https://docs.google.com/document/d/1b5KkXYscPJluwVhoFqVgXd-HiA1MdWfPGfrSIff2QTA/edit?usp=sharing
- Progress check.
Class Agenda: 9/23/19-9/25/19
Standard(s):
- 11.1
- Students will understand the colonial origins of American ideals.
- I will introduce the text reading on the Colonial Origins of American Ideals section 1, posted on Google Classroom.
- I will introduce students to the first section study guide for the colonial roots of American ideals. the_colonial_roots_of_america’s_founding_ideals__section1_study_guide.gdoc , colonial_roots_of_america’s_founding_ideals__espanol_.gdoc
- Students will complete the study guide questions and define the key terms for the section 1 study guide while I assist.
- Students will work in pairs to create an advertisement for the New World, trying to attract British settlers to settle in the American colonies.
- Students will also incorporate the reactions of a Native American and an African slave to seeing their advertisement to settle and seek opportunity denied to them. advertisement_for_the_new_world.docx
- I will check on student progress.
Class Agenda: 9/18/19-9/19/19
Standard(s):
- 11.1
- Students will understand the connections between the Enlightenment thinkers and the founding ideals of the American government.
- Students will understand the influence of specific Enlightenment philosophers on the U.S Bill of Rights.
- Answer the following question on your own sheet of paper using complete sentences: "Why do people form governments at all, when we are naturally free?"
- PowerPoint presentation on the Enlightenment Thinkers while students take Cornell notes and we have a class discussion about each ideal. enlightenment_thinkers.ppt
- Students will receive the Bill of Rights handout.
- Students will analyze and annotate the Bill of Rights underlining and labeling which parts of the Bill of Rights were influenced by an Enlightenment philosopher and label each ammendment with the name of that philosopher. handout--bill_of_rights.doc
- Debrief and class review of the activity.
- I will collect handouts from each student.
Class Agenda: 9/12/19-9/16/19
Standard(s):
- 11.1: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
- Students will understand America's founding ideals.
- Students will learn how to analyze primary source documents in the context of our ideals.
- Answer the following questions on your own sheet of paper using complete sentences: "What is the United States of America supposed to stand for? Do we as a country always live up to our ideals?"
- Introduction to the first chapter History Alive text: "America's Founding Ideals" defining_and_debating_americas_founding_ideals__1_
- Students should read through the sections on our founding ideals.
- Students will complete the primary sources analysis activity that goes with the first chapter. Students will analyze a series of primary source pictures and relate them to one of the founding ideals. The file is too big to upload here, but it is available on Google Classroom.
- As a class we will review the activity.
Class Agenda: 9/9/19-9/11/19
Standards:
- 10.1.2: Trace the development of the Western political ideas of the rule of law.
- Students will understand what makes up a government and how different types of governments will make decisions.
- Write down the following question on your own sheet of paper, and answer it using complete sentences: "What is the best type of government in your opinion and why?
- Students will be put into groups of 5-6 and be given the Creating Your Own Government handout. ws--creating_a_government_activity.doc
- Students will work together to come up with: a name, a flag, a decision making process, rules and consequences, and a method for changing their rules.
- Students will then present their island government as a group to the class.
- Students will then individually answer the debrief questions about their group activity and take notes on the Types of government PowerPoint. types_of_governments.pptx
- Students will be presented with a series of scenarios and will have to decide if the scenario represents either autocratic or democratic decision making.
Class Agenda U.S History: 9/5/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the different elements of media construction in order to better understand media messaging and bias.
- On your own sheet of paper, answer the following question: "What sources of information do you trust to give you information about the world? Name 3 sources that you trust."
- Followed by class discussion. Students are to put their Do Now in their Promise Binder.
- PPT Lecture and class discussion-"Media Analysis" media_analysis_with_additional.pptx
- During lecture students will take Cornell Notes and participate in class discussion.
- Evaluating Sources handout. evaluating_sources.docx (Espanol)evaluating_sources__espanol_.docx
- Students will work either independently or with a partner to complete the Evaluating Sources handout.
- Evaluating Sources Debrief: As a class, we will review the evaluating sources handout and discuss the answers.
- Students will turn in their work by placing it in the appropriate in-basket.
Class Agenda U.S History: 9/3/19-9/4/19
- NWEA Testing.
Standard(s):
- 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students will be able to analyze conflicting accounts of the same event in order to understand the effects of bias on historical sources.
- Question: "Can people witness the same event see different things?"
- Followed by class discussion.
- Lunchroom Fight 1: lunchroom_fight_1.docx
- Followed by debrief and class discussion.
- Lunchroom Fight 2: The evidence-lunchroom_fight_evidence.docx
- Students will read through all of the different accounts of what happened.
- Students will use the evidence to complete the Evidence Context handout-lunchroom_fight_context_handout.docx
- Students will make their final decision about who is to blame for the lunchroom fight and what punishment they would give out if they were the school principal using the Suspension Report. lunchroom_fight_suspension_report.docx
- We will discuss everyone's decisions as a class and students will turn in their work before leaving.
2.Explain U.S. and Allied wartime strategy, including the major battles of Midway,Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.