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lessons
*Social Studies
Mr. Cordova
4th and 5th periods
*
LESSON 1:
Intro to Historical Thinking/Geography of North
Learning Activity
Summarizer
Carolina
A - Vocab
Rewrite Key Vocabulary from booklet p. 4
into your own words
Analogy for each term
B–
Historical
Thinking
CNacirema
D – NC
regions and
tribes
Culminatin
g
Assignment
Read the booklet pp. 5 - 7
$2.00 summary
($0.10/word) for the 5
parts of Historical Thinking
Cartoon summary
Read pp. 8 – 10 of the booklet, answer
discussion questions
Close Reading of pp. 18 – 20 of the booklet
Create one graphic
organizer for all NC regions
and tribes
Write a paragraph answer to the Essential Question: How do
geographical and physical features determine a person’s way of life?
*
LESSON 2: Intro to Historical Thinking/Geography of North
Learning Activity
A–
Columbian
Exchange
B –Columbus
Readings
Summarizer Carolina
Read and answer discussion questions on Columbian
Exchange
Map
Read ONE of the three excerpts on Columbus and
analyze using the five parts of historical thinking.
Cartoon summary
C – European Close Reading of the booklet pp. 11 – 17 (Introduction $2.00 summary
motivation
and Religious Motivations)
($0.10/word) for each
section
D – Lost
Read p. 21 of the booklet, write a 100-word short
Cartoon summary
Colony
story using plot elements
E – Colony
Selection
Simulation
Read handout, meet with your group, and as a group
select the colonists needed to successfully found a
colony in the New World.
F – Triangle
Trade
Culminating
Assignment
Read handout and answer discussion questions
One word summary –
Select one word to
summarize the activity,
then explain why you
chose that word
Map
Using the information in the activities above, create a graphic organizer
comparing/contrasting Native and European attitudes towards nature, religious
beliefs, and actions towards outsiders. Then use this graphic organizer to reach a
*
LESSON 3:
Intro to Historical Thinking/Geography of North
Learning Activity
Summarizer
Carolina
A –13 Colonies
Read 13 Colonies handout
Complete graphic organizer
B – Tuscarora
War
Read Tuscarora War handout and
answer discussion questions
$2.00 summary ($0.10/word)
C – Blackbeard
Read the pirates handout
D – Bacon,
Cary, and
Culpeper
Rebellions,
Regulator
Movement
Culminating
Assignment
Read rebellions handout
• Read Cary and Culpeper rebellions
with a partner or small group
Wanted Poster of one famous N.C.
pirate
One word summary – Select one word
to summarize each rebellion, then
explain why you chose that word
Using the information in the activities above, answer the Essential Question:
How did human and environmental interaction affect the quality of life
within the three colonial regions?
*
LESSON 4:
Road to Revolution
Learning Activity
Summarizer
Read pp. 22 – 25 on the French and
Indian War and answer discussion
questions.
Read Tax Acts handout
Complete graphic organizer (bar
graph comparing/contrasting
English/French populations)
Summarize the main idea for each
tax act.
C – Boston
Massacre,
Boston and
Edenton Tea
Parties
D – Declaration
of
Independence
Read the Boston Massacre and Boston
and Edenton Tea Parties handout and
answer discussion questions.
-
Read Declaration of Independence
handout and answer discussion
questions
-
Culminating
Assignment
Using the information in the activities above, create a cause and effect
graphic organizer. Then use this graphic organizer to answer the Essential
Question: How did the different major events before the Revolutionary War
contribute to that conflict?
A –French and
Indian War
B – Tax Acts
*
LESSON 5: The Revolutionary War
Learning Activity
A –Vocabulary
Summarizer
Read vocabulary list on Revolutionary War
handout and rewrite into your own words.
B –Women and Close Read of Women and Minorities in the
Minorities
Revolutionary War
Analogy - ___ is like ___ because ___.
C– Important
Events
Stations activity – for each station, read the
station information A - H
D – Important
Battles
Stations activity – for each station, read the
E –Founding
Documents
Read pp. 28 – 30 in the Unit 1 Booklet on
various founding documents and answer D.Q.
Create a graphic organizer (timeline) of
the important events, write a one sentence
summary per event.
Add the important battles to the graphic
organizer (timeline) of the important
events. Write a one sentence summary per
battle.
Point of View – In a paragraph or more,
analyze ONE document from the POV of the
British
F – N.C.’s
contributions
Close reading of pp. 31 – 36 of the Unit 1
Create a graphic organizer for the
Booklet, and analyze:
appropriate text structure, identifying:
•Text structures and identify signal words
•Main Ideas with two supporting details
•Previously listed vocabulary words to add to
and then using the graphic organizer to
their lesson vocabulary
write a One Word summary with explanation
Answer the Essential Question: What events proved pivotal to the course of the
Revolutionary War?
Culminating
Assignment
station information 1
- 10
ABC Review
*
LESSON 6: Founding Docs, Government
Learning Activity
Summarizer
C– Articles of
Confederation
Read pp. 49 – 50 of the Unit 1 Booklet, and
answer D.Q.s
D–
Constitutional
Convention
E –Bill of
Rights
Read pp. 37 – 40 in the Unit 1 Booklet
G.O. comparing and contrasting the differences
between the Federalists and Anti-Federalists on
the central ideas of the Federalist Papers.
$2.00 summary ($0.05/word)
Close read pp. 51 – 55 of the Unit 1 Booklet
on the Bill of Rights. Analyze several Bill of
Rights scenarios
Create three of your own scenarios.
F – Three
Branches of
Government
Culminating
Assignment
Read pp. 47 – 48 of the Unit 1 Booklet and
answer discussion questions.
Cartoon
Create a Venn diagram comparing and contrasting the Articles of Confederation government
with the government under the U.S. Constitution (and Bill of Rights).
Using your graphic organizer above, assess which of the two governments, based on their
founding documents (Bill of Rights, etc.) was the better government for the governed and
which was better for the governors. Cite specific evidence from the text to support your
argument(s).
*
A –Vocabulary
B –N.C. in the
New Nation
C– Chief John
Ross’ letter
LESSON 1 (Lesson 7)
Learning Activity
Summarizer
Rewrite the vocabulary on p. 3 of the Unit
2 Booklet: New Republic and Westward
Expansion into your own words.
Read pp. 4 – 5 in the Unit 2 Booklet and
analyze using the 5 parts of Historical
Thinking.
Close Read pp. 32 – 33 in the Unit 2 Booklet
and answer the D.Q.
Analogy - ___ is like ___ because ___.
D – Jacksonian Read pp. 6 – 7 in the Unit 2 Booklet and
Democracy
answer the D.Q.
Rewrite the topic for an average 5th grade
student.
1s tell 2s what arguments Ross is using, then 2s
tell 1s why Ross’s arguments are important.
1s tell 2s what arguments Jackson is using,
then 2s tell 1s why Jackson’s arguments do or
do not violate the 5th Amendment power of
eminent domain.
One Word summary with explanation.
E –War of
1812
Read pp. 8 – 11 in the Unit 2 Booklet and
answer D.Q.
Culminating
Assignment
Answer the Essential Question: How did migration impact the development of the western
United States and North Carolina?
*
A –Manifest
Destiny
LESSON 2 (Lesson 8)
Learning Activity
Summarizer
Read pp. 12 – 13 in the Unit 2 Booklet
Rewrite the three themes of Manifest Destiny
into everyday speech
B –Lewis and
Read pp. 14 – 18 in the Unit 2 Booklet and
Clark
answer the D.Q.s
Expedition
C– Gold Rushes Read the gold rushes packet (NC and CA)
and answer the D.Q.s
D – Oregon
Trail
Culminating
Assignment
Synthesize three unique journal entries from
the same historical time period from multiple
POV.
Synthesize your own social media post
answering the D.Q.s using the provided
vocabulary terms.
Using the following link, play the Oregon
Write a social media-style summary of the
Trail game!
activity, complete with appropriate hashtags.
https://archive.org/details/msdos_Oregon_ Include the logistical, geographical, and human
Trail_The_1990
barriers faced by the pioneers on the trail.
Using the lesson above, make a claim-evidence connection that answers the Essential
Question: Was Manifest Destiny an overall good ideology for the United States to follow?
*
LESSON 3 (Lesson 9)
Learning Activity
Summarizer
A –Indian
Removal Act
Read p. 31 in the New Republic and
Westward Expansion booklet (NRWE).
Cartoon
B –Economic
motivation for
Indian
Removal &
Trail of Tears;
Andrew
Jackson’s
letter
C– Trail of
Tears
Read pp. 20 – 24 in NRWE and answer
discussion questions.
-
Read pp. 34 – 35 in NRWE, watch the video
clip (Length – 5:24), and answer discussion
questions.
-
*
LESSON 4 (Lesson 10)
Learning Activity
Summarizer
A–Texas and
the MexicanAmerican War
B–Growing
Sectionalism
Read pp. 38 – 40 of the New Republic and
Westward Expansion (NRWE) booklet and
answer the discussion questions.
Read pp. 41 – 43 of the NRWE Booklet and
answer discussion questions.
-
C–Slavery and
Compromises
Read pp. 44 – 50 of the NRWE Booklet and
answer discussion questions.
-
-
*
Learning Activity
Unit 3, Lesson 1 (Lesson 11)
A – Other
Read p. 13 of the Civil War Booklet (CWB)
Causes of
and answer discussion questions. Read
the Civil War Turner, Brown, and Abolitionism packet
and answer discussion questions.
B – Mapping Look at the different territories of the
the Civil War Civil War. (OPTIONAL)
C–Beginning
of the Civil
War
Read pp. 15 – 17 of the CWB and
complete definitions and discussion
questions.
D–
Emancipatio
n
Proclamatio
n
Culminating
Assignment
Read p. 18 of the CWB.
Summarizer
Create a graphic organizer combining these causes
with the prior causes we studied from Unit 2. Include
a claim for how each cause contributed to the
coming Civil War.
Be prepared to identify each state’s location,
territory-wise, on the brightlink projector, in realtime. (OPTIONAL)
Given the material in the activity, make a claim as to
which side had the greatest chance of winning and at
least three different sources of evidence to support
your claim.
Assess the various factors Lincoln had to consider in
issuing the Emancipation Proclamation (e.g. the war,
border states, international response, etc.) either in
a One Word summary or via graphic organizer.
The Essential Question is: How might conflicts in values and beliefs lead to larger problems?
You are to answer this essential question.
*
Learning Activity
Unit 3, Lesson 2 (Lesson 12)
Summarizer
A – The
Underground
Railroad
Observe slideshow on Underground
Railroad site.
Point of View – Create a series of short journal
entries from the point of view of an escapee along
the Underground Railroad and from a bounty hunter
pursuing an escaped slave along the Underground
Railroad.
In a graphic organizer, compare/contrast both
ordinances with the Declaration of Independence.
B – Southern
Secession
Ordinances
C - Battles of
the Civil War
Read two Southern Secession Ordinances
Read pp. 21 – 29 of the CWB and answer
discussion questions.
-
D – Leaders
of the Civil
War
Read and describe each of the various
Civil War leaders on p. 29 of the CWB.
-
Culminating
Assignment
The Essential Question is: How did the Civil War impact the United States, socially,
economically, and politically. Answer the question using a one word summary.
*
Learning Activity
A–
Emancipation
Proclamation
vs.
Gettysburg
Address
B – Aftermath
of Lincoln’s
Assassination
Culminating
Assignment
(Project 3)
Unit 3, Lesson 3 (Lesson 13)
Read pp. 2 – 4 of the Unit 3 Booklet –
Addendum (Addendum).
As a class, we will assemble a list of
unfamiliar terms, and then define them.
Read pp. 5 – 9 of the Addendum.
Summarizer
In a graphic organizer, compare/contrast both
speeches, then make a claim, supported by
evidence, as to which was the more powerful and
effective speech.
Make an inference as to Booth’s goal(s) in
assassinating Lincoln, and then make a claim
regarding the efficacy of that attack. Support both
claims using adequate evidence.
The Essential Question is: How did the Civil War impact the United States, socially,
economically, and politically. Create a diorama answering this question through the lens of
Lincoln’s life, OR create your own project that answers the above essential question (e.g. essay,
fakebook, documentary movie, man-on-the-street interviews, etc.)
*
Learning Activity
Unit 3, Lesson 4 (Lesson 14)
Summarizer
A – Intro to the
Reconstruction
1) Read the definitions on p. 3 of the
Reconstruction Booklet (RB)
2) Read p. 4 of the RB and answer
discussion questions (DQ).
Create an analogous cartoon with the same meaning
and similar symbolism.
B–
Reconstruction
Plans and
Amendments
C – Postwar
South and
Black Codes
Read RB 5 – 9 and answer DQs.
Create a GO comparing/contrasting the three
Reconstruction Plans.
D – Jim Crow
Read p. 13 – 14 of the RB
Answer DQs.
Read RB 11 and answer DQs.
Create your own Reconstruction Plan (RB p. 10)
Create a graphic organizer (GO)
comparing/contrasting the three Reconstruction
Amendments (13th, 14th, 15th)
-
*
Learning Activity
Unit 4, Lesson 1 (Lesson 15)
Summarizer
A – Intro to the
Gilded Age
1) Read the definitions on p. 3 of the
Industrial Revolution and Immigration
Booklet (IRIB)
-
B – Effects of
Industry
Read IRIB 4 – 5 and answer DQs.
-
C – Regulating
Big Business
Read IRIB 6 - 7 and answer DQs.
Create a vertical integration chart of another item
D – Child Labor
Read IRIB 8 – 10 and answer DQs.
-
Culminating
Assignment
The Essential Question is: How did the Industrial Revolution impact American society? Write an
paragraph or longer response that answers this Essential Question.
*
Learning Activity
Unit 4, Lesson 2 (Lesson 16)
Summarizer
A–
Transcontine
ntal Railroads
and Robber
Barons
B – Societal
Reactions to
Immigration
Read the Industrial
Revolution and
Immigration Booklet
(IRIB) pp. 12 – 16 and
answer DQs.
Read IRIB 17 - 18 and
answer DQs.
Read IRIB 21 – 25 and
answer DQs.
As a class, we will do the Transcontinental Railroad Activity.
C – The
Progressive
Movement
Read IRIB 26 – 33 and
answer DQs.
1.
D–
Communism
and
Capitalism
Culminating
Assignment
Read IRIB 19 – 20 and
answer DQs.
1.
Research and Compare/Contrast the Chinese Exclusion Act with
the modern-day Muslim Ban.
Make a claim as to the effectiveness of various progressive
reform techniques, citing evidence to support your claim.
2. Compare/contrast the issues facing the Progressive Movement
with today’s issues.
Make a claim as to which political and economic system(s) is the best
and back up your claim with multiple (2+) sources.
The Essential Question is: How did the Industrial Revolution impact American society? Answer
this question.
*
Unit 5, Lesson 1 (Lesson 17)
Learning Activity
Summarizer
A–
Introductio
n and
Expansionis
m
B – New
Technologie
s
Read the American
Imperialism and WWI
Booklet (AW) pp. 1 –
6 and answer DQs.
ONE WORD SUMMARY for why the U.S. was expanding and
for why the Spanish-American War was a prime example of
such expansionism.
Read AW pp. 7 – 9
-
C – WWI
Read AW pp. 10 – 17
and answer DQs.
Create a graphic organizer that lists the MAIN causes of
WWI, as well as the Spanish-American War, Civil War,
Mexican-American War, War of 1812, and the Revolutionary
War.
Culminating The Essential Questions are:
Assignment 1. How did the expansionistic ideals of the United States’s affect the world?
2. How did WWI impact the U.S., socially, economically, and politically?
Using the information above, answer the two questions as succinctly as possible.
*
Learning Activity
Unit 5, Lesson 2 (Lesson 18)
Summarizer
A–
Introduction
to Roaring
20s & Harlem
Renaissance
B – Women’s
Rights
Movement
Read the Roaring 20s &
Harlem Renaissance
Booklet (RHR) p. 2
Be prepared to recite the vocabulary verbally.
Read RHR 6 – 11 and
answer DQ.
Create a graphic organizer detailing the different techniques women
used to achieve suffrage and rate the effectiveness of each
technique.
C – African
Americans in
the early
1900s
D–
Prohibition
Read RHR 3 – 5 and
answer DQ.
Create a cause and effect graphic organizer showing the correlation
between Jim Crow laws, the Great Migration, and the Harlem
Renaissance.
Read RHR 14– 17 and
answer DQ.
•
•
Culminating
Assignment
The Essential Question is:
1. How did the social, political, and economic changes of the 1920s impact the US and NC?
One word summary of the 18th Amendment.
Create a cause and effect graphic organizer of prohibition and
the rise in organized crime.
Answer the essential question in a complete sentence.
*
Learning Activity
A – Causes of
the Great
Depression
B – Economic
Indicators
C – Impact of
the Great
Depression
and New
Deal’s impact
on the U.S.
Culminating
Assignment
Unit 5, Lesson 3 (Lesson 19)
Summarizer
Read the Great
One word summary with explanation.
Depression and New
Deal (GDND) Booklet 2 –
4 and answer discussion
questions (DQ).
Read GDND 5 – 7 and
answer (DQ).
Read GDND 8 – 12 and
complete the graphic
organizer (GO).
-
Read GDND 13 – 14 and
complete the GO.
The Essential Question is:
1. What caused the Great Depression and how did the New Deal promote change?
Answer the Essential Question as succinctly as possible.
*
Learning Activity
Unit 5, Lesson 4 (Lesson 20)
Summarizer
A – Prior Wars Read the WWII (W2)
Booklet 2 – 3 and
answer DQ and complete
GO.
B – Leaders of Read W2 8 – 10 and
Mnemonic.
WWII
answer DQ, complete
GO, create poster.
C–
Propaganda
Read W2 4 – 5 and
answer DQ.
-
D – WWII
Read W2 6 – 7, 11 – 15
and answer DQ 10 – 33.
-
E – Japanese
and African
Americans
F – Decision
to Drop
Atomic
Bomb/Holoca
ust
Culminating
Assignment
Read W2 15 – 16 and
answer DQ.
One word summary with explanation.
Read W2 17 and write
speech.
-
Watch Holocaust slides.
The Essential Question is:
1. How did WWII affect the United States?
Create a cause-and-effect graphic organizer that answers the Essential Question.
*
A–
Introduction
and
Vocabulary
B – Causes of
the Cold War
Unit 6, Lesson 1 (Lesson 21)
Learning Activity
Summarizer
Read the Cold War
Booklet (CWB) 1 - 2.
Cartoon summary of definitions.
Come up with an
appropriate caption for
the image on p. 1 of the
CWB.
Read CWB 3 – 5 and
answer discussion
questions (DQ).
C–
Containment
Read CWB 9 – 10 and
answer DQ.
Culminating
Assignment
The Essential Question is:
1. How did the end of WWII lead to the Cold War?
Create a cause-and-effect graphic organizer that answers the Essential Question.
*
Unit 6, Lesson 2 (Lesson 22)
Learning Activity
Summarizer
Read the Cold War
Booklet (CWB) 24 – 27
and answer discussion
questions (DQ).
Read CWB 6 – 8 and
answer discussion
questions (DQ).
Cartoon summary.
C – Korean
War
Read CWB 11 – 12 and
answer DQ.
-
D–
McCarthyism
Read CWB 13 – 14 and
answer DQ.
One word summary with explanation.
E– Vietnam
War
Close read CWB 15 – 24
and answer DQ.
-
F– Cuban
Missile Crisis
Close read CWB 28– 32
and answer DQ.
One word summary with explanation.
Culminating
Assignment
The Essential Question is:
1. Which major event in the Cold War had the biggest impact on the United States and the
World?
A – Space
Race
B – Iron
Curtain
One word summary with explanation.
Write an essay (with all the usual requirements) that answers the essential question.
*
Learning Activity
A – Intro and
Vocabulary
Unit 6, Lesson 3 (Lesson 23)
Summarizer
Read the Civil Rights Movement Booklet
(CRM) 1 – 3 and answer discussion
questions (DQ)
Read CRM 4 – 7 and answer DQ.
Cartoon summary of vocabulary.
C – Emmett
Till
Read CRM 12 – 13 and answer DQ.
-
D – I have a
Dream
Close Read CRM 18 and answer DQ.
One word summary with explanation.
E–
Montgomery
Bus Boycott
Read CRM 19 – 23 and answer DQ.
Letter to an absent.
F–
Greensboro
Four
Culminating
Assignment
Read CRM 24 – 25 and answer DQ.
-
B – Ordinary
people during
the CRM
-
The Essential Question is:
1. How did citizens change societal values during the Civil Rights Movement in the United
States and North Carolina?
Answer the Essential Question as succinctly as possible.

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