Download presentation
Presentation is loading. Please wait.
1
Social Studies Mr. Cordova 4th and 5th periods
2
Agenda - 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 Read the booklet pp $2.00 summary ($0.10/word) for the 5 parts of Historical Thinking C - Nacirema Read pp. 8 – 10 of the booklet, answer discussion questions Cartoon summary D – NC regions and tribes Close Reading of pp. 18 – 20 of the booklet Create one graphic organizer for all NC regions and tribes Culminating Assignment Write a paragraph answer to the Essential Question: How do geographical and physical features determine a person’s way of life?
3
Agenda –LESSON 2: Intro to Historical Thinking/Geography of North Carolina
Learning Activity Summarizer A –Columbian Exchange Read and answer discussion questions on Columbian Exchange Map B –Columbus Readings Read ONE of the three excerpts on Columbus and analyze using the five parts of historical thinking. Cartoon summary C – European motivation Close Reading of the booklet pp. 11 – 17 (Introduction and Religious Motivations) $2.00 summary ($0.10/word) for each section D – Lost Colony Read p. 21 of the booklet, write a 100-word short 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. One word summary – Select one word to summarize the activity, then explain why you chose that word F – Triangle Trade Read handout and answer discussion questions 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?
4
Agenda –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 $2.00 summary ($0.10/word) C – Blackbeard Read the pirates handout Wanted Poster of one famous N.C. pirate D – Bacon, Cary, and Culpeper Rebellions, Regulator Movement Read rebellions handout 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, answer the Essential Question: How did human and environmental interaction affect the quality of life within the three colonial regions?
5
Agenda –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 Summarize the main idea for each tax act. C – Boston Massacre, Boston and Edenton Tea Parties Read the Boston Massacre and Boston and Edenton Tea Parties handout and answer discussion questions. - D – Declaration of Independence 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?
6
Agenda –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 A - H Create a graphic organizer (timeline) of the important events, write a one sentence summary per event. D – Important Battles Stations activity – for each station, read the station information Add the important battles to the graphic organizer (timeline) of the important events. Write a one sentence summary per battle. E –Founding Documents Read pp. 28 – 30 in the Unit 1 Booklet on various founding documents and answer D.Q. 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 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 Culminating Assignment Answer the Essential Question: What events proved pivotal to the course of the Revolutionary War?
7
Agenda –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 G.O. comparing and contrasting the differences between the Federalists and Anti-Federalists on the central ideas of the Federalist Papers. D – Constitutional Convention Read pp. 37 – 40 in the Unit 1 Booklet $2.00 summary ($0.05/word) E –Bill of Rights 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 Read pp. 47 – 48 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).
8
Agenda –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. 1s tell 2s what arguments Ross is using, then 2s tell 1s why Ross’s arguments are important. D – Jacksonian Democracy Read pp. 6 – 7 in the Unit 2 Booklet and answer the D.Q. 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. E –War of 1812 Read pp. 8 – 11 in the Unit 2 Booklet and answer D.Q. One Word summary with explanation. Culminating Assignment Answer the Essential Question: How did migration impact the development of the western United States and North Carolina?
9
Agenda –Unit 2, LESSON 2 (Lesson 8)
Learning Activity Summarizer A –Manifest Destiny Read pp. 12 – 13 in the Unit 2 Booklet Rewrite the three themes of Manifest Destiny into everyday speech B –Lewis and Clark Expedition Read pp. 14 – 18 in the Unit 2 Booklet and answer the D.Q.s 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 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?
10
Agenda –Unit 2, 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 Read pp. 20 – 24 in NRWE and answer discussion questions. - C– Trail of Tears Read pp. 34 – 35 in NRWE, watch the video clip (Length – 5:24), and answer discussion questions.
11
Agenda –Unit 2, LESSON 4 (Lesson 10)
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. - B–Growing Sectionalism 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.
12
Agenda – Unit 3, Lesson 1 (Lesson 11)
Learning Activity Summarizer A – Other Causes of the Civil War Read p. 13 of the Civil War Booklet (CWB) and answer discussion questions. Read Turner, Brown, and Abolitionism packet and answer discussion questions. 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 Look at the different territories of the Civil War. (OPTIONAL) Be prepared to identify each state’s location, territory-wise, on the brightlink projector, in real-time. (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. 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. 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.
13
Agenda – Unit 3, Lesson 2 (Lesson 12)
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. - 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 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.
14
Agenda – Unit 3, Lesson 3 (Lesson 13)
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, OR create your own project that answers the above essential question (e.g. essay, fakebook, documentary movie, man-on-the-street interviews, etc.) Learning Targets: A) I can compare and contrast the Emancipation Proclamation and the Gettysburg Address and make a claim as to which was the more effective speech. B) I can infer Booth’s goals in assassinating Lincoln and make a claim regarding the efficacy of the attack.
15
Agenda – Unit 3, Lesson 4 (Lesson 14)
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. - Learning Targets: A) and B) I can list the Reconstruction Amendments. I can compare and contrast the Reconstruction Plans. I can create a plan on Reconstruction. C) I can evaluate the expansion of rights for African Americans at the end of Reconstruction. I can support my claim about the expansion of rights with evidence. D) I can summarize the effect of Jim Crow on African-American rights.
16
Agenda – Unit 4, Lesson 1 (Lesson 15)
Learning Activity 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 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.
17
Agenda –Unit 4, Lesson 2 (Lesson 16)
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. B – Societal Reactions to Immigration Read IRIB and answer DQs. Read IRIB 21 – 25 and answer DQs. 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? Answer this question. 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. D)
18
Agenda – Unit 5, Lesson 1 (Lesson 17)
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 - 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.
19
Agenda –Unit 5, Lesson 2 (Lesson 18)
Learning Activity Summarizer A – Introduction to Roaring 20s & Harlem Renaissance Read the Roaring 20s & Harlem Renaissance Booklet (RHR) p. 2 Be prepared to recite the vocabulary verbally. 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? Answer the essential question in a complete sentence. 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.
20
Agenda – Unit 5, Lesson 3 (Lesson 19)
Learning Activity Summarizer A – Causes of the Great Depression Read the Great Depression and New Deal (GDND) Booklet 2 – 4. One word summary with explanation. B – Economic Indicators Read GDND 5 – 7 and answer discussion questions (DQ). - 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? Answer the Essential Question as succinctly as possible. 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.
Similar presentations
