AIG Social Studies.

AIG Social Studies

Agenda LESSON 0: Rules, Procedures, and Expectations
Learning Activity Summarizer A Interactive Lecture on Rules and Procedures Different Words – Rewrite for a younger student B Observe power point on class activities Key Word – Create an acrostic for two class activities Culminating Assignment Select three situations below and create complete rules and procedures for each. Situation Your Role Other people involved 1. Grand opening of a new mall Mall Owner Potential new customers 2. Swimming pool during summer Lifeguard Swimmers of all experience levels 3. A zombie apocalypse, located here at Carrington Survivor Zombies, and a few human survivors 4. Presidential debate Moderator Presidential candidates, media, audience 5. New colony in America in the year 1500 Colonial Governor Colonists, a variety of Native American tribes

Agenda – AIG LESSON 1: Intro to Historical Thinking/ Geography of North Carolina
Learning Activity Summarizer A - Vocab Rewrite Key Vocabulary from booklet p. 4 into your own words Analogy for each term B – Historical Thinking Close Reading of the booklet pp $2.00 summary ($0.05/word) C - Nacirema Read pp. 8 – 10 of the booklet, analyze using historical thinking, answer discussion questions Cartoon summary D – NC regions and tribes Close Reading of pp. 17 – 20 of the booklet, create compare/contrast graphic organizers for all NC regions and tribes One mnemonic for NC regions and one for tribes Culminating Assignment Link the terms and concepts you have learned in this lesson together by creating a unified graphic organizer that answers the Essential Question: How do geographical and physical features determine a person’s way of life?

Agenda – AIG LESSON 2: Intro to Historical Thinking/ Geography of North Carolina
Learning Activity Summarizer A –Columbus Readings Read the three excerpts on Columbus and analyze using the five parts of historical thinking. Cartoon summary for each excerpt. B – European motivation Close Reading of the booklet pp. 11 – 16 and answer questions on p. 11 $2.00 summary ($0.05/word) OR Graphic Organizer of Explorers C – Lost Colony Read p. 23 of the booklet, write a 100-word short story using plot elements Cartoon summary D – 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. One word summary – Select one word to summarize the activity, then explain why you chose that word Culminating Assignment 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 conclusion as to the source of conflict between the two peoples in the context of the Essential Question: How did European exploration cause changes in the New World?

Agenda – AIG LESSON 3: Intro to Historical Thinking/Geography of North Carolina
Learning Activity Summarizer A –13 Colonies Read 13 Colonies handout Complete graphic organizer B – Tuscarora War Read Tuscarora War handout and answer discussion questions Key Word (acrostic): Tuscarora C – Blackbeard Read the pirates handout Wanted Poster of one famous N.C. pirate AND one of a former teacher D – Bacon, Cary, and Culpeper Rebellions, Regulator Movement Read rebellions handout perform in-class skit of the Bacon rebellion Read Cary and Culpeper rebellions with a partner or small group One word summary – Select one word to summarize each rebellion, then explain why you chose that word Culminating Assignment Using the information in the activities above, create a graphic organizer of human and environmental interaction during this time period. Then use this graphic organizer to answer the Essential Question: How did human and environmental interaction affect the quality of life within the three colonial regions?

Agenda – AIG LESSON 4: Road to Revolution
Learning Activity Summarizer A –French and Indian War Read pp. 22 – 25 on the French and Indian War and answer discussion questions. Complete graphic organizer (bar graph comparing/contrasting English/French populations) B – Tax Acts Read Tax Acts handout Cut out the tax act slides and categorize the Acts into legitimate and illegitimate, with justifications for each categorization. C – Boston Massacre, Boston and Edenton Tea Parties Read the Boston Massacre and Boston and Edenton Tea Parties handout and answer discussion questions. Create a poster that shows a true depiction of the Boston Massacre or an accurate Edenton Tea Party invitation. D – Declaration of Independence Read Declaration of Independence handout and answer discussion questions. In your own words – rewrite and summarize the Declaration into a single paragraph. 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?

Agenda – AIG LESSON 5: The Revolutionary war
Learning Activity Summarizer A –Vocabulary Read vocabulary list on Revolutionary War handout and rewrite into your own words. Analogy - ___ is like ___ because ___. B –Women and Minorities Close Read of Women and Minorities in the Revolutionary War ABC Review C– Important Events Stations activity – for each station, read the station information One Word summary with explanation for each station. D – Important Battles E –Founding Documents Read pp. 30 – 32 in the Unit 1 Booklet on various founding documents and answer D.Q. Point of View – In a paragraph or more, analyze each document from the POV of the British F – N.C.’s contributions Close reading of pp. 33 – 38 of the Unit 1 Booklet, and analyze: •Text structures and identify signal words •Previously listed vocabulary words to add to their lesson vocabulary Create a graphic organizer for the appropriate text structure, identifying: •Main Ideas with two supporting details and then using the graphic organizer to write a One Word summary with explanation about the close reading text. G – Leaders Read about any two war leaders Acrostic of Leadership Culminating Assignment Create a Venn diagram comparing and contrasting the major battles/events of the Revolutionary War with NC’s contributions to the Revolutionary War. Using your graphic organizer above, write a paragraph or longer claim of the significance of NC’s involvement in the major events that shaped the Revolutionary War. Cite at least three specific sources of evidence from the material we have covered in this lesson to back up your claim(s).

Agenda – AIG Unit 1 LESSON 6: Founding docs, government
Learning Activity Summarizer A –Vocabulary Define the following terms: anti-federalist, articles, bills, branches, confederation, convention, federalist, limited government, merits, resolves, rights, union Analogy - ___ is like ___ because ___. B –Federalist Papers Read excerpts from Federalist Paper #10 and determine the central ideas, citing specific examples from the document. Rewrite the topic for a 5th grade student. C– Articles of Confederation Read pp. 51 – 52 of the Unit 1 Booklet, and answer D.Q.s G.O. comparing and contrasting the differences between the Federalists and Anti-Federalists on the central ideas of the Federalist Papers. D – Constitutional Convention Simulation and D.Q.s. During: One Word written summary with verbal explanation. After: Letter to Absent Student E –Bill of Rights Close read pp. 54 – 57 of the Unit 1 Booklet on the Bill of Rights. Analyze several Bill of Rights scenarios, and create three of your own scenarios. Acrostic of the word, Rights. F – Three Branches of Government Read pp. 49 – 50 of the Unit 1 Booklet and answer discussion questions. Cartoon Culminating Assignment 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).

Agenda – AIG Unit 2, Lesson 1 (Lesson 7)
Learning Activity Summarizer A –Vocabulary Rewrite the vocabulary on p. 3 of the Unit 2 Booklet: New Republic and Westward Expansion into your own words. Analogy - ___ is like ___ because ___. B –N.C. in the New Nation Read pp. 4 – 5 in the Unit 2 Booklet and analyze using the 5 parts of Historical Thinking. Rewrite the topic for an average 5th grade student. C– Chief John Ross’ letter Close Read pp. 32 – 33 in the Unit 2 Booklet and answer the D.Q. $2.00 summary ($0.05/word) D – Jacksonian Democracy Read pp. 6 – 7 in the Unit 2 Booklet and answer the D.Q. One Word summary with explanation E –War of 1812 Read pp. 8 – 11 in the Unit 2 Booklet and answer D.Q. Acrostic of the word, War. Culminating Assignment Create a graphic organizer that describes how each of the activities above deals with the concept of human migration and the development (politically, economically, socially) of both North Carolina and the United States. Using your graphic organizer above, answer the Essential Question: How did migration impact the development of the western United States and North Carolina?

Learning Activity Summarizer A –Manifest Destiny Read pp. 12 – 13 in the Unit 2 Booklet Rewrite the three themes of Manifest Destiny into the common vernacular B –Lewis and Clark Expedition Read pp. 14 – 18 in the Unit 2 Booklet and answer the D.Q.s Create a sequence G.O. of Louisiana Territory control and overlay the rationale for each power’s acquisition of the territory. Synthesize three unique journal entries from the same historical time period from multiple POV. C– Gold Rushes Read the gold rushes packet (NC and CA) and answer the D.Q.s Synthesize your own social media post answering the D.Q.s using the provided vocabulary terms. D – Oregon Trail Using the following link, play the Oregon Trail game! Write a social media-style summary of the activity, complete with appropriate hashtags. Include the logistical, geographical, and human barriers faced by the pioneers on the trail. Culminating Assignment Create a graphic organizer that demonstrates how parts B, C, and D all exemplify Manifest Destiny. Using your graphic organizer above, make a claim-evidence connection that answers the Essential Question: Was Manifest Destiny an overall good ideology for the United States to subscribe to?

Learning Activity Summarizer A –Indian Removal Act Read p. 31 in the New Republic and Westward Expansion booklet (NRWE). Cartoon addressing each of the eight points of the Indian Removal Act B –Economic motivation for Indian Removal & Trail of Tears; Andrew Jackson’s letter Reread warm-up on Andrew Jackson’s letter to the Cherokee. Read pp. 20 – 24 in NRWE and answer discussion questions. Create a 30 to 60 second commercial advertising the economic benefits of acquiring Cherokee land, coupled with Andrew Jackson’s letter addressing the Cherokee people. Three options for this summarizer – 1) A written description of the commercial; or 2) An actual PowerPoint or Video commercial (extra credit); or 3) A skit performed in class. C– Trail of Tears Read pp. 34 – 35 in NRWE, watch the video clip (Length – 5:24), and answer discussion questions. Point of View – Recount the Trail of Tears from the P.O.V. of the Cherokee as well as the American settlers. Culminating Assignment Create a graphic organizer of what was said versus what was done in the Indian Removal Act, then connect both to the effect on the Cherokee and other Native Americans. Using your graphic organizer above, make a claim on the legal and ethical decisions made by the U.S. government and the (spurious) Cherokee delegation, and then provide evidence from the lesson to support your claim.

Learning Activity Summarizer A–Texas and the Mexican-American War Read pp. 38 – 40 of the New Republic and Westward Expansion (NRWE) booklet and answer the discussion questions. Create a bar graphic of the relative army sizes of the two nations throughout the war. B–Growing Sectionalism Read pp. 41 – 43 of the NRWE Booklet and answer discussion questions. In your $2.00 summary ($0.05/word), explain how growing sectionalism is rooted in the geographical history of the original 13 Colonies. C–Slavery and Compromises Read pp. 44 – 50 of the NRWE Booklet and answer discussion questions. Do a cartoon summary of the Dred Scott case. Create a graphic organizer comparing/contrasting the Compromise of 1850 with the Kansas-Nebraska Act with regards to the issues of slavery and organizing new territory admitted into the United States. Culminating Assignment The Essential Question is: How did westward expansion of the United States create conflict? You are to answer this essential question in essay format, with the following requirements: Make one or more claims that answer the Essential Question. Cite at least four different sources to back up your claim(s), including one relevant quote for each source cited. Spelling and grammar matter. You will lose one point for every spelling error and every grammatical error. There is no minimum word count, but you will be penalized if your essay fails to meet requirements 1) and 2) above.

Learning Activity Summarizer A – Other Causes of the Civil War Read p. 13 of the Civil War Booklet (CWB) and answer DQs. Read Turner, Brown, and Abolitionism packet and answer DQs. 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. B – Mapping the Civil War Color code the different sections of the United States on your map handout during the Civil War era. OPTIONAL On your map and for each section of the U.S., list the relative strengths and weaknesses of each (see the table on p. 15 of the CWB). OPTIONAL C–Beginning of the Civil War Read pp. 15 – 17 of the CWB and complete definitions and discussion questions. 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. D–Emancipation Proclamation Read p. 18 of the CWB and answer discussion questions. 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. Culminating Assignment The Essential Question is: How might conflicts in values and beliefs lead to larger problems? You are to answer this essential question in essay format, with the following requirements: Make one or more claims that answer the Essential Question. Cite at least three different sources to back up your claim(s), including one relevant quote for each source cited. Spelling and grammar matter. You will lose one point for every spelling error and every grammatical error. There is no minimum word count, but you will be penalized if your essay fails to meet requirements 1) and 2) above. Learning Targets: A) I can show how westward expansion led to the Civil War. I can explain the causes of the Civil War. C) I can assess the probability of winning for each side based on available resources. D) I can demonstrate how the leadership of Lincoln led to conflict between North and South.

Learning Activity 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. B – Southern Secession Ordinances Read two Southern Secession Ordinances In a graphic organizer, compare/contrast both ordinances with the Declaration of Independence. C - Battles of the Civil War Read pp. 21 – 29 of the CWB and answer discussion questions. Create a graphic organizer of the battles with the following topics: name, location, outcome, significance D – Leaders of the Civil War Read and describe each of the various Civil War leaders on p. 29 of the CWB. Research any one leader in the list provided and assess their effectiveness as a leader. You must determine how you will determine leader effectiveness. Culminating Assignment The Essential Question is: How did the Civil War impact the United States, socially, economically, and politically. Create a graphic organizer using material from Lessons 11 and 12 displaying this impact, then use that graphic organizer to assess the severity of impact, socially, economically, and politically. Justify your severity assessment with specific sources. Learning Targets: A) I can explain the impact of the Underground Railroad through a series of journal entries. B) I can draw similarities between the Declaration of Independence and the Southern Secession Ordinances. C) I can compare/contrast the significance of Civil War battles D) I can assess the effectiveness of a prominent Civil War leader

Learning Activity Summarizer A – Emancipation Proclamation vs. Gettysburg Address 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. 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. B – Aftermath of Lincoln’s Assassination Read pp. 5 – 9 of the Addendum. 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. Culminating Assignment (Project 3) 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. Learning Targets: A) I can craft an argument comparing and contrasting the Emancipation Proclamation and the Gettysburg Address. B) I can assess the impact of Lincoln’s assassination on the country.

Learning Activity 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 Read RB 5 – 9 and answer DQs. Create a GO comparing/contrasting the three Reconstruction Plans. Create your own Reconstruction Plan (RB p. 10) C – Postwar South and Black Codes Read RB 11 and answer DQs. Create a graphic organizer (GO) comparing/contrasting the three Reconstruction Amendments (13th, 14th, 15th) D – Jim Crow Read p. 13 – 14 of the RB Answer DQs. Create a graphic organizer (GO) comparing/contrasting the Jim Crow with the Black Codes. E – Literacy Test Read and take your Reconstruction-era literacy test in the allotted time (RB 15 – 17) Reflect on your literacy test (RB 14) and hypothesize its impact on African Americans. Culminating Assignment The Essential Question is: How did Southern society change as a result of the implementation of the Reconstruction and yet simultaneously stay the same? Write an essay that answers this Essential Question, with all the usual requirements, as well as specifically mentioning the expansion of rights for African Americans. Learning Targets: A) I can create a political cartoon symbolic of the Reconstruction B) I can compare and contrast the Reconstruction Plans. I can create my own plan of Reconstruction C) I can compare and contrast the Reconstruction Amendments D) I can hypothesize the impact of poll taxes and literacy tests on African Americans following the Reconstruction.

Learning Activity Summarizer A – Intro to the Gilded Age 1) Read the definitions on p. 3 of the Industrial Revolution and Immigration Booklet (IRIB) Create one cartoon panel that shows all the definitions, with in-picture explanations as needed. B – Effects of Industry Read IRIB 4 – 5 and answer DQs. Create a GO comparing/contrasting the two effects of Industrialization. C – Regulating Big Business Read IRIB and answer DQs. Create a vertical integration chart of railroads Create a vertical integration chart of another item D – Child Labor Read IRIB 8 – 10 and answer DQs. Mini-essay (50+ words), making a claim and citing evidence from the text. E – Inventions Read IRIB 11 Create GO denoting +/- of each invention Create MindMup showing effects of each invention Culminating Assignment The Essential Question is: How did the Industrial Revolution impact American society? Write an essay that answers this Essential Question, with all the usual requirements. Learning Targets: A) I can identify the Industrial Revolution and describe its impact B) I can compare and contrast the two effects of Industrialization C) I can create a vertical integration chart of railroads and one other product D) I can make a claim regarding child labor and cite evidence from the text to support my claim E) I can create a graphic organizer denoting the positives and negatives of each invention and create a MindMup showing the effects of each invention.

Learning Activity Summarizer A – Transcontinental Railroads and Robber Barons Read the Industrial Revolution and Immigration Booklet (IRIB) pp. 12 – 16 and answer DQs. As a class, we will do the Transcontinental Railroad Activity. Research online and in a graphic organizer compare/contrast a robber baron with a modern-day robber baron. B – Societal Reactions to Immigration Read IRIB and answer DQs. Read IRIB 21 – 25 and answer DQs. Choose one of the following: Interview multiple (5) immigrants and ask them their reason for immigrating into the U.S. Research online and create a pie chart (or other graphic organizer) of the various reasons people immigrate into the U.S., complete with percentages. Research and Compare/Contrast the Chinese Exclusion Act with the modern-day Muslim Ban. C – The Progressive Movement Read IRIB 26 – 33 and answer DQs. Make a claim as to the effectiveness of various progressive reform techniques, citing evidence to support your claim. Compare/contrast the issues facing the Progressive Movement with today’s issues. D – Communism and Capitalism Read IRIB 19 – 20 and answer DQs. Make a claim as to which political and economic system(s) is the best and back up your claim with multiple (2+) sources. Culminating Assignment The Essential Question is: How did the Industrial Revolution impact American society? Create a graphic organizer that compares and contrasts the major issues affecting the Industrial Revolution with the major issues affecting the United States today. Learning Targets: A) B) C) I can describe the platform of the Progressive Political Party. I can list the Social Reformers and their impact on the early 20th century. I can evaluate progressive reform techniques to determine which were the most effective. I can compare/contrast the issues facing the Progressive Movement with today’s issues.

Learning Activity Summarizer A – Introduction and Expansionism 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. B – New Technologies Read AW pp. 7 – 9 For each new technology, make a determination on the effect the technology will have on the U.S. at a national level and an international level. Do so in a graphic organizer of your choice. 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 Assignment The Essential Questions are: How did the expansionistic ideals of the United States’s affect the world? How did WWI impact the U.S., socially, economically, and politically? Using the information above, answer the two questions as succinctly as possible. Learning Targets: A) I can explain the United States’ policy of Expansionism. I can evaluate several examples of American Expansionism. B) I can analyze the effects of new technologies on the US on a national and international level. C) I can list the MAIN causes of WWI. I can compare and contrast the causes of WWI with prior and current conflicts. I can assess the United States’ reasoning for entering WWI. I can identify the U.S. impact during WWI.

Learning Activity Summarizer A – Introduction to Roaring 20s & Harlem Renaissance Read the Roaring 20s & Harlem Renaissance Booklet (RHR) p. 2 Cartoon summary for definitions B – Women’s Rights Movement 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 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. D – Prohibition Read RHR 14– 17 and answer DQ. One word summary of the 18th Amendment. Create a cause and effect graphic organizer of prohibition and the rise in organized crime. Culminating Assignment The Essential Question is: How did the social, political, and economic changes of the 1920s impact the US and NC? Create a cause-and-effect graphic organizer that answers the Essential Question. Learning Targets: A) I can correctly define the key words for the Roaring 20s & Harlem Renaissance B) I can evaluate the different techniques women used to bring about change during the women’s rights movement (Flappers, Suffragettes, etc) C) I can show the correlation between Jim Crow Laws, the Great Migration, and the Harlem Renaissance. D) I can explain the prohibition amendments. I can analyze how prohibition lead to an increase in crime. I can identify the U.S. impact during WWI.

Learning Activity Summarizer A – Causes of the Great Depression Read the Great Depression and New Deal (GDND) Booklet 2 – 4 and answer discussion questions (DQ). One word summary with explanation. B – Economic Indicators Read GDND 5 – 7 and answer (DQ). Recipe for failure (of an economy). Use economic terms from GDND 5. C – Impact of the Great Depression and New Deal’s impact on the U.S. Read GDND 8 – 12 and complete the graphic organizer (GO). Read GDND 13 – 14 and complete the GO. Culminating Assignment The Essential Question is: What caused the Great Depression and how did the New Deal promote change? Create a cause-and-effect graphic organizer that answers the Essential Question. Learning Targets: A) I can evaluate the causes of the Great Depression B) I can analyze economic indicators and the their impact on the economy C) I can illustrate the impact of the Great Depression on the US; I can explain how the New Deal affected the United States.

Learning Activity Summarizer A – Prior Wars Read the WWII (W2) Booklet 2 – 3 and answer DQ and complete GO. One word summary with explanation. B – Propaganda Read W2 8 – 10 and answer DQ, complete GO, create poster. Mnemonic. C– WWII Leaders Read W2 4 – 5 and answer DQ. D – WWII Read W2 6 – 7, 11 – 15 and answer DQ 10 – 33. Letter to an absent student E – Japanese and African Americans Read W2 15 – 16 and answer DQ. F – Decision to Drop Atomic Bomb/Holocaust Read W2 17 and write speech. Watch Holocaust slides. Letter to an absent student on the “twin horrors” of WWII. Culminating Assignment The Essential Question is: How did WWII affect the United States? Create a cause-and-effect graphic organizer that answers the Essential Question. Learning Targets: A) ?

Learning Activity Summarizer A – Introduction and Vocabulary Read the Cold War Booklet (CWB) Come up with an appropriate caption for the image on p. 1 of the CWB. Cartoon summary of definitions. B – Causes of the Cold War Read CWB 3 – 5 and answer discussion questions (DQ). One word summary with explanation. C – Containment Read CWB 9 – 10 and answer DQ. Culminating Assignment The Essential Question is: How did the end of WWII lead to the Cold War? Create a cause-and-effect graphic organizer that answers the Essential Question. Learning Targets: A) ?

Learning Activity Summarizer A – Space Race Read the Cold War Booklet (CWB) 24 – 27 and answer discussion questions (DQ). Cartoon summary. B – Iron Curtain Read CWB 6 – 8 and answer discussion questions (DQ). One word summary with explanation. C – Korean War Read CWB 11 – 12 and answer DQ. Recipe for a failed war. D – McCarthyism Read CWB 13 – 14 and answer DQ. E– Vietnam War Close read CWB 15 – 24 and answer DQ. Letter to an absent. F– Cuban Missile Crisis Close read CWB 28– 32 and answer DQ. Culminating Assignment The Essential Question is: Which major event in the Cold War had the biggest impact on the United States and the World? Write an essay (with all the usual requirements) that answers the essential question. Learning Targets: A) ?

Learning Activity Summarizer A – Intro and Vocabulary Read the Civil Rights Movement Booklet (CRM) 1 – 3 and answer discussion questions (DQ) Cartoon summary of vocabulary. B – Ordinary people during the CRM Read CRM 4 – 7 and answer DQ. One word summary with explanation. C – Emmett Till Read CRM 12 – 13 and answer DQ. D – I have a Dream Close Read CRM 18 and answer DQ. E– Montgomery Bus Boycott Read CRM 19 – 23 and answer DQ. Letter to an absent student. F– Greensboro Four Read CRM 24 – 25 and answer DQ. Culminating Assignment The Essential Question is: How did citizens change societal values during the Civil Rights Movement in the United States and North Carolina? Create a graphic organizer that compares/contrasts the different protest strategies used in the CRM and assess the effectiveness of each. Learning Targets: A) ?

Learning Activity Summarizer A – Brown v. Board of Education Read the Civil Rights Movement Booklet (CRM) 8 – 11 and answer discussion questions (DQ) Cartoon summary. B – MLK v. Malcolm X Read CRM 14 – 17 and answer DQ. Letter to an absent student. C –Civil Rights Movement Summary Read CRM 26 – 27 and answer DQ and complete graphic organizer (GO). Culminating Assignment The Essential Question is: How did the Civil Rights laws that were passed in the early 1960s affect the United States? Write an essay, with all the usual requirements, that answers the Essential Question. Learning Targets: A) ?

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