FRIDAY 10/31/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

1.  THE CRITICAL PERIOD: Vocab/Terms/Concepts Quiz

Choose, Define and Connect

2.  A MORE PERFECT UNION? 

 Task Time Articles 2 and 3  

Assignment Due Monday at 7:30 AM

HOMEWORK /DUE DATES

MONDAY 11/1 A MORE PERFECT UNION?: Finish Articles 2 and 3 

FRIDAY 10/30 QUIZ CRITICAL PERIOD

THURSDAY 10/28/21

  PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

1. PADLET: REVIEW and EVALUATE: WHY is COMPROMISE important in LIFE/CIVICS and POLITICS? 

The Importance of Political Compromise

Message for Congress "Compromise"

2.  A MORE PERFECT UNION? 

Task #2 Review Directions and Task Time

3.  THE CRITICAL PERIOD: Vocab/Terms/Concepts

Format Review for Quiz Friday

Choose, Define and Connect

HOMEWORK /DUE DATES

FRIDAY 10/30 A MORE PERFECT UNION DUE END OF DAY

FRIDAY 10/30 QUIZ CRITICAL PERIOD

WEDNESDAY 10/27/21

  PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

The U.S. Constitution does not relegate blacks to “three-fifths of a person” status. Article I, Section 2 of the U.S. Constitution states: “Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons.” The “other Persons” were slaves.

1. PADLET: REVIEW and EVALUATE: Using your NOTES what was the most IMPORTANT COMPROMISE in CREATING THE US CONSTITUTION and WHY? 

2.  A MORE PERFECT UNION? 

Task #1 

3.  THE CRITICAL PERIOD: Vocab/Terms/Concepts

Quiz Friday

HOMEWORK /DUE DATES

MONDAY 10/25/21 THE CRITICAL PERIOD: Expert Presentations Task

FRIDAY 10/30 A MORE PERFECT UNION DUE END OF DAY

FRIDAY 10/30 QUIZ CRITICAL PERIOD

TUESDAY 10/26/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

          UNIT 4 THE CRITICAL PERIOD: Confederation, Constitution and Government

1.  THE CRITICAL PERIOD: Expert Presentations

Review and Present

Critical Period Vocab

What is CRITICAL and HOW DO WE COMPROMISE?

2.  A MORE PERFECT UNION? 

Task #1 

HOMEWORK /DUE DATES

MONDAY 10/25/21 THE CRITICAL PERIOD: Expert Presentations Task

FRIDAY 10/30 A MORE PERFECT UNION Due

FRIDAY 10/30 QUIZ CRITICAL PERIOD

MONDAY 10/25/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

UNIT 4 THE CRITICAL PERIOD: Confederation, Constitution and Government

1. PADLET: ID AND ANALYZE:What is the MOST IMPORTANT CRITICAL DETAIL that you read about in your CRITICAL PERIOD reading and WHY?

2.  THE CRITICAL PERIOD: Expert Presentations

Presentation Creation

HOMEWORK /DUE DATES

MONDAY 10/25/21 THE CRITICAL PERIOD: Expert Presentations Task 2

TUESDAY 10/26/21  THE CRITICAL PERIOD: Task 3 PRESENTATIONS DUE

FRIDAY 10/22/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

UNIT 4 THE CRITICAL PERIOD: Confederation, Constitution and Government

1. PADLET: CONNECT and ID: What are 2 CHALLENGES you will have when you become INDEPENDENT from your parents and WHY?

2.  THE CRITICAL PERIOD: Expert Presentations

Task #1 and #2 

HOMEWORK /DUE DATES

MONDAY 10/25/21 THE CRITICAL PERIOD: Expert Presentations Task 2

THURSDAY 10/21/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

1. U3 COLONY AND REVOLUTION TEST

Paper and Google Classroom

90 Minutes to Success

Due at the end of the period

HOMEWORK /DUE DATES

THURSDAY 10/21 COLONY AND REVOLUTION TEST REVIEW

THURSDAY 10/21 UNIT TEST: COLONIZATION and REVOLUTION

TUESDAY 10/19/21

  PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

 

1. REVIEW WHAT'S IMPORTANT FROM WHAT?

1. COLUMBUS: Hero or Zero?

2. MAYFLOWER COMPACT: ID and Evaluate

3. HOW REVOLUTIONARY WAS THE AMERICAN REVOLUTION?

4. PATRIOT VS LOYALIST: Viewpoints on the American Revolution.

5. REVOLUTION BEGINS: Rebels vs. Taxes and Tea

WHAT DO YOU THINK ARE THE MOST IMPORTANT DETAILS/DATA FROM YOUR SOURCE?

2. COLONY AND REVOLUTION TEST REVIEW

Task Time

HOMEWORK /DUE DATES

THURSDAY 10/21 COLONY AND REVOLUTION TEST REVIEW

THURSDAY 10/21 UNIT TEST: COLONIZATION and REVOLUTION

MONDAY 10/18/21

 PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

1. PADLET: REVIEW and ANALYZE:

BASED on your NOTES and DATA: What is the NUMBER ONE reason that America won the WAR FOR INDEPENDENCE?  Please provide DATA/DETAILS to support your conclusion. 

2. STEM FIGHTING AMERICA: THE WAR FOR INDEPENDENCE

TASK #3 Compare/Contrast

REBELS vs WHO WON THE AMERICAN REVOLUTION

HOMEWORK /DUE DATES

FRIDAY 10/18 STEM FIGHTING AMERICA: Due END OF CLASS

THURSDAY 10/21 UNIT TEST: COLONIZATION and REVOLUTION

FRIDAY 10/15/21

PLAN OF THE DAY:

HAVE OUT: Google Classroom 

WHY: 

• CITE specific textual evidence to support analysis of primary and secondary sources

• COMPARE and CONTRAST treatments of the same topic in sources

• DRAW evidence from info texts to support analysis, reflection and research

• ANALYZE key turning points, cause and effect, and multiple causation for events in US History

• USE historical research to support arguments and interpretations                                                                                            

Britain's military was the best in the world. 
Their soldiers were well equipped, disciplined, paid and fed. The British navy dominated the seas. Money was more easily raised by the British Parliament than by the Continental Congress.

The British fought a war far from home. 
Military orders, troops, and supplies sometimes took months to reach their destinations. 

The British had a difficult goal. 
They had to persuade the Americans to give up their claims of independence. As long as the war continued, the colonists' claim continued to gain validity. The British had to win, colonists just had to not lose
  

The geographic size of the colonies was a challenge to the British
Despite occupying every major city, the British remained as at a disadvantage

Americans had a Grand Cause
 Fighting for their rights, their independence and their liberty. This cause is much more just than waging a war to deny independence. American military and political leaders were inexperienced, but proved surprisingly competent

America Had France as an Ally
France was battling the British Empire and they recognized colonial independence after the battle of Saratoga.  They provided troops, weapons, training and their navy. 

1. PADLET: REVIEW and ANALYZE:

Using your NOTES from STEM FIGHTING AMERICA TASK #1 EVALUATE WHICH SIDE (AMERICAN OR BRITISH) had a STEM advantage and WHY?  Please provide FACTS or DATA in your reply.

2. STEM FIGHTING AMERICA: THE WAR FOR INDEPENDENCE

TASK #2 THEY WERE THERE! Advantage Disadvantage in Primary Sources

TASK #3 Compare/Contrast

HOMEWORK /DUE DATES

THURSDAY 10/14 DECLARATION OF INDEPENDENCE: Biggest Break Up....

FRIDAY 10/15 STEM FIGHTING AMERICA: Due END OF CLASS