US History Friday November 2, 2012 A day // Monday November 5, 2012 B Day

Learning Goal

Explore the abolitionist movement through primary source document interpretations. Complete a debate/ role play to learn about the movement

Essential Questions: How are social changes and differing opinions influencing the unites states in the 19th century? What problems are facing american society? How do people address these problems?

Agenda 

1. Warm Up: Announcements Grades Due next week November 8, 2012. Homework Check: Write an autobiography of an abolitionist.

2. Debate/ Role Play Ending Slavery: American Anti-Slavery Society Choices

3. Read Excerpts from Slavery and Defiance chapter of voices of a people’s history

As Time Allows Clips from Slave Catchers Slave Resisters

Extension

Check Grade book. Grades Due November 8, 2012

 

US History A day October 31, 2012 B day November 1, 2012

Learning Goal

Explore the abolitionist movement through primary source document interpretations

Essential Questions: How are social changes and differing opinions influencing the unites states in the 19th century? What problems are facing american society? How do people address these problems?

Agenda 

1. Warm Up: Grade Reports

2. Prezi Presentation , Debreif from Role Play and Introduction to the essential question for the unit

3. Write an autobiography of an abolitionist.

As Time Allows Clips from Slave Catchers Slave Resisters

Extension

Finish Autobiography of an Abolitionist writing to prepare for debate next class.

Rethinking Mexican- American War Project was due last week!

 

US History B Day October 30, 2012

Learning Goal

Explore the abolitionist movement through primary source document interpretations

Essential Questions: How are social changes and differing opinions influencing the unites states in the 19th century? What problems are facing american society? How do people address these problems?

Agenda (70 Min)

  • Abolitionist Tea Party (10 min learn role) (20 min Mixer) (10 min debrief)
  • Explore supplemental readings which include primary source documents, Preview chapter 9 of US History Textbook, and use the role play debrief to answer the Essential Question. Use evidence to support your argument.
  • If time allows: Brainstorm // Write an autobiography of an abolitionist

Extension

HW: Complete the Essential Question

Rethinking Mexican- American War Project is due last week!

Brainstorm for Autobiography of an Abolitionist writing.

 

US History A day Monday October 29, 2012

Learning Goal

Explore the abolitionist movement through primary source document interpretation and speech from Frederick Douglas’ perspective.

Relate the struggle to overcome obstacles, fight for freedom, or identify a time when they refused to accept someone’s control over their life.

Agenda (70 Min)

  • (Warm Up) Moving Lines Speed Share Brainstorm to prep for Journal
  • (15) FInish Empathy Poem/ Narrative/ Journal: Relate the struggle to overcome obstacles, fight for freedom, or identify a time when they refused to accept someone’s control over their life. Finish this draft for HW
  • Abolitionist Tea Party (10 min learn role) (20 min Mixer) (10 min debrief)
  • 35 Write an autobiography of an abolitionist

Extension

 

Rethinking Mexican- American War Project is due last week!

Finish Journal/ Poem Response

Finish Autobiography of an abolitionist

 

US History October 25, 2012 A day

Learning Goal

Explore the abolitionist movement through primary source document interpretation and speech from Frederick Douglas’ perspective.

Relate the struggle to overcome obstacles, fight for freedom, or identify a time when they refused to accept someone’s control over their life.

Agenda (70 Min)

  • (3 min) Warm-up Quote Response
  • (7 min) Listen to a Speech // Project Collection
  • (20) Short Class Debrief and Reading of Narrative of the Life of Frederick Douglass 
  • (15) Analysis Question Debrief
  • (15) Moving Lines Speed Share Brainstorm to prep for Journal
  • (10) Start Journal or Poem Draft: Relate the struggle to overcome obstacles, fight for freedom, or identify a time when they refused to accept someone’s control over their life. Finish this draft for HW

    Extension

Rethinking Mexican- American War Project is due today!

Complete Journal/ Poem Response

Sheltered US History October 23- 31, 2012

Learning Goals

Vocabulary Review. Describe new vocabulary words through student directed and created common-craft-style video

Agenda (Please note most of the class in on a field trip)

  1. Create Sample Common Craft Video for  the vocabulary word Resources
  2. Create Study Flash Cards
  3. Play Vocab Bingo on Halloween Oct. 31, 2012

Extension/ HW

  1. Finish Page about the 13 colonies for student made US History Book

US History A day October 23, 2012 // B Day October 24, 2012

Learning Goals

Describe the changes the developed from the era of manifest destiny and westward expansion through multiple perspectives, primary source documents, and media as they relate to the Mexican American War.

Write a letter from a chosen perspective to answer the essential question: Is the United States war with Mexico justified? Why or Why Not?

Agenda: 

Extension
HW Work on Rethinking the Mexican American War Project that is Due on Friday October 26, 2012

US History October 22 (B-Day)

Learning Goals

Explain the changes brought by  westward expansion through multiple perspectives, primary source documents, and media. Begin to explore how westward expansion impacted other groups during the Mexican American War.

Agenda: 

Extension
HW Work on Rethinking the Mexican American War Project that is Due on Friday October 26, 2012
We will be in the computer lab to work on this project next class.

US History A day October 19, 2012

Learning Goals

Explain the changes brought by  westward expansion through multiple perspectives, primary source documents, and media. Begin to explore how westward expansion impacted other groups during the Mexican American War.

Agenda: 65 Min Assembly Schedule

Extension
Work on Rethinking the Mexican American War Project

Sheltered US History October 17- 19, 2012

Learning Goals

Assessment for Chapter 3 the Thirteen Colonies, Students knowledge will be assessed by participating in a class directed and made video and through a student made page for a US History Book.

Agenda

  1. Finish Video for Chapter 3
  2. Finish Book page for Chapter 3
  3. Begin Chapter 4 Picture Walk

Extension/ HW

  1. Finish Page about the 13 colonies for student made US History Book