shcs lesson plan – social studies department · shcs lesson plan – social studies department...

SHCS Lesson Plan – Social Studies Department

Teacher: Mr. Richardson Course: US History 1 Unit: 6

Week of: Janurary 25-29 Periods: 3,4 and 6 Level: C Essential Question (for current Unit)

Common Core Writing Standards: Social Studies Department 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. (Example: essays, debating bullet points) 3. Write narrative to develop real or imagined experiences or events using effective techniques, well-chosen details and well-

structured event sequences.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example: research paper)

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary source documents)

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Language Objective:

FRAMEWORK: What do you require your student to know?

OBJECTIVE: Use an action verb that can be measured: S.W.B.A.T.

Example: Analyze the roles and policies of various Civil War leaders. (US1.39)

Example: Identify leadership qualities of Ulysses S. Grant in a written open response essay.

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G)

A. the purchase of Florida in 1819 B. the concept of Manifest Destiny and its relationship to westward expansion C. the acquisition of the Oregon Territory in 1846 D. the search for gold in California

• Students will analyze and respond to primary source documents relating to Western Expansion

• Students will explore ideas of popular history and narrative by learning about clashing historical perspectives and writing paragraph long-responses.

Weekly Open Response Question: Rubric

Standard Open Response Rubric

Prior Knowledge: Future Learning:

DAY PLAN ELL/Sped Accommodations

M

Period 4: Review for Test, watch ‘Age of Jackson: Crash Course’ https://www.youtube.com/watch?v=beN4qE-e5O8 ----Lunch break---- Growth of Nationalism & Andrew Jackson Unit Test Period 6: Westward Expansion Lecture

-Translated texts -Visual cues (powerpoint)

T Period 4: Westward Expansion Lecture Period 6: Florida Cabinet Meeting Simulation: students will be assigned cabinet roles and advise the President of how to respond to Andrew Jackson’s actions in Florida after a debriefing. After this discussion and completing corresponding worksheet, the class will be asked to reflect on what actually happened with an Exit Slip

• Exit Slip: Do you agree with James Monroe’s response? Explain your answer

-Translated texts -Visual cues (powerpoint) -Group work -Hands On Learning (simulation

W Period 3: Westward Expansion Lecture Period 4: Florida Cabinet Meeting Simulation Period 6: Manifest Destiny from a Native American Perspective

• Students will take part in a simulation to give them an understanding of how displaced Native American groups felt when forced to leave their land

• Discussion Questions o Why might one group want to remove another from a territory? o What do you think was the point of this exercise? o Can you think of an experience in history that was similar to this?

• Student Response: Have students draw a representation of a pioneer and a Native American and show their different perspectives on the advantages and disadvantages of westward expansion.

-Hand on Learning (moving around/simulation) -Translated texts -Visual cues (powerpoint) -ELL Accommodations (drawing as part of response)

S Period 4: Manifest Destiny from a Native American Perspective Period 6: Oregon Trail Computer Game: Students will go to the computer lab and play, either individually or in pairs, The Oregon Trial. Afterwards students will explore to the ideas of popular history and narrative as presented in the game by writing a paragraph response. Classroom discussion afterwards

-Translated texts

F Period 3: Manifest Destiny from a Native American Perspective ----Lunch break---- Oregon Trail Game Period 6: Quiz

-Hand on Learning (moving around/simulation) -ELL Accommodations (drawing as part of response) -Translated text

Pros Reflections/modifications Cons

THIS PAGE IS NOT FOR USE



Week of: February 1-5 Periods: 3,4 and 6 Level: C Essential Question (for current Unit)








Language Objective:






A. the purchase of Florida in 1819 B. the concept of Manifest Destiny and its relationship to westward expansion C. the acquisition of the Oregon Territory in 1846 D. the search for gold in California E. the annexation of Texas in 1845

• Students will answer document-based questions to gain a better understanding of the motivations American settlers had for westward expansion





DAY PLAN ELL/Sped

Accommodations M

Period 4: Positive Delta: Since it’s a new quarter students will be given time to dicuss what they like about the class and what they would like changed. ----Lunch break---- Oregon Trail Computer Game: Students will go to the computer lab and play, either individually or in pairs, The Oregon Trial. Afterwards students will explore to the ideas of popular history and narrative as presented in the game by writing a paragraph response. Classroom discussion afterwards Period 6: Oregon Trail Game Period 3: Westward Expansion Lecture

-Translated texts -Visual cues (powerpoint and video games)

T Period 4: Manifest Destiny from a Native American Perspective; Quiz • Students will take part in a simulation to give them an understanding of how

displaced Native American groups felt when forced to leave their land • Discussion Questions

o Why might one group want to remove another from a territory? o What do you think was the point of this exercise? o Can you think of an experience in history that was similar to this?

Student Response: Have students draw a representation of a pioneer and a Native American and show their different perspectives on the advantages and disadvantages of westward expansion. Period 6: Manifest Destiny from a Native American Perspective; Quiz Period 3: Oregon Trail Game

-Hands on Learning (native american simulation) -Visual Cues

W Period 3: Manifest Destiny from a Native American Perspective Period 4: The Great Plains and the Southwest Lecture Period 6: The Great Plains and the Southwest Lecture

•

-Translated texts -Visual Cues

S Period 4: Texas Independence SHEG: Students will answer document-based questions to gain a better understanding of the motivations American settlers had for westward expansion Period 6: Texas Independence SHEG

-Translated texts

F Period 3: Quiz ----Lunch break---- The Great Plains and the Southwest Lecture Period 6: Alamo and Popular Memory Document Walk: Students will discuss how the Alamo is remembered throughout populat media and whether it’s historically accurate. Students will be given a document organizer and will respond from primary and secondary sources on the Alamo (from the past and present) in order to form their opinions













Language Objective:






A. the annexation of Texas in 1845 B. the territorial acquisitions resulting from the Mexican War

• Students will answer document-based questions to gain a better understanding of the motivations American settlers had for westward expansion






M

Period 4: Quiz ----Lunch break---- Alamo Document Walk: Students work through differing views of the Alamo. Students will be given a document organizer and will respond from primary and secondary sources on the Alamo (from the past and present) in order to form their opinions of who was more justified—the Texans or Mexican government? Period 6: Alamo Document Walk Period 3: Quiz

-Hand on Learning (moving around/simulation) -Translated texts

T Period 4: Black History Month Lesson

• Short Discussion of why we should celebrate Black History Month • Short presentation on the origins of black history month • Document walk: students will respond to quotes and texts with a graphic organizer

in order to see how words and works from the past speak to the “miseducation of the negro”

o Reflection discussion: discussion about the document walk and further black history resources

Period 6: Black History Month Lesson Period 3: Black History Month Lesson

-Hands on Learning (native american simulation) -Visual Cues

W Period 3: The Great Plains and the Southwest Lecture Period 4: Mexican American War Lecture Period 6: Quiz

-Translated texts -Visual Cues

S Period 4: Texas War of Independence SHEG Period 6: Mexican American War Lecture

-Translated texts

F Period 3: Quiz ----Lunch break---- Texas Independence SHEG Period 6: Mexican American War of SHEG













Language Objective:






A. the annexation of Texas in 1845 B. the territorial acquisitions resulting from the Mexican War

• Students will construct a historical narrative using primary source documents

• Students will write a thorough intro for a research paper and collect sources





M

Period 4: Go over last slides, new rules, and collect notes ----Lunch break---- Research Paper: Thesis and Background DUE FRIDAY

• Go over research paper examples o What’s convincing/good about the good research essay? o What’s wrong with the bad one?

• Hand out Introduction and Source Graphic organizer • Go over where to find sources

Period 6: Research Paper: Thesis and Background Period 3: Research Paper: Thesis and Background

-Scaffolding -Individual Attention

T Period 4: Chopped Lesson: The Mexican American War • Students will watch a small clip from the TV series CHOPPED: chefs compete to

create unique dishes with random mystery ingredients • Students will break into groups and will be given 30 min construct stories using

mystery documents and key terms—winning team receives a prize o Appetizer: Create a story about the cause the Mexican-American War

• Reflection: Tell students that this is what historians do—string together primary sources to create their own stories. Ask them to respond to what they learned

Period 6: Chopped Lesson: The Mexican American War Period 3: The Great Plains and the Southwest Lecture

- Hands on learning

- Engaging (connecting learning to media [TV])

- Translated texts - Visual cues

W Period 3: Texas Independence Document Walk Period 4: Work on Research Papers Period 6: Work on Research Papers

-Translated texts -Hands on learning

S Period 4: Chp 10, Sec 2 quiz Remaining time used to work on research papers Period 6: Chp 10, Sec 2 quiz Remaining time used to work on research papers

-Translated texts

F THESIS AND BACKGROUND DUE Period 3: Chp 7, Sec 3 quiz ----Lunch break---- Chopped Lesson: The Mexican American War Period 6: Civil Disobedience Close Reading



shcs lesson plan – social studies department · shcs lesson plan – social studies department...

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