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Subject Lesson Plan: US History |
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Grade Level: 11th |
Teacher: Hawkins |
Dates: 8/12/24 – 8/16/24 |
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Monday |
Tuesday/Wednesday |
Thursday/Friday |
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Standard: (Knowledge & Skills) |
US.1.5 Analyze historical periods using timelines.
US.1.3 Propose and defend a specific point of view on a contemporary or historical issue and provide supporting evidence to justify that position |
US.2.2 Describe the economic changes that came about on the western frontier as a result of the expansion of the railroad, cattle kingdoms, and farming.
US.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
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US.2.2 Describe the economic changes that came about on the western frontier as a result of the expansion of the railroad, cattle kingdoms, and farming.
US.2.1 Evaluate the social, political, and economic antagonism that occurred between ethnic and cultural groups as a result of westward expansion. |
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I Can... (Learning Objectives) |
Place historical events in chronological order.
Analyze primary sources. |
Explain why many people moved west after the Civil War.
Explain why farmers struggled after moving west. |
Understand why farmers had to band together to create change after the Civil War.
Explain why American settlers and Native American tribes fought each other after the Civil War. |
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How do when we have learned it? (Success Criteria) |
Use context clues to order events chronologically.
Summarize primary sources in my own words. |
Describe primary sources and analyze their intent/purpose.
Write a first-person narrative letter about moving west after the Civil War. |
Analyze evidence from late 1800s ads to determine their purpose.
Analyze a political cartoon to determine the artist’s intent.
Analyze primary sources to describe three effects westward migration had on Native Americans. |
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Agenda: (Lesson Structure/ Pacing) |
Bellringer – Take out your computer and login to OnCourse.
Early American History Timeline
Early American Documents |
Bellringer – Go to Classroom Resources in OnCourse Classroom
Lecture – Moving West
Homestead Sources (Classroom Resources)
Lecture – Farmer Problems
Homestead Letter |
Bellringer – Homestead Act Ads (OnCourse Classroom)
Lecture – Farmers Unite
The Grange (OnCourse Classroom)
Lecture – Native Americans in the West
Native Americans in the West (OnCourse Classroom) |
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Check for Understanding: (Assessment) |
Formative: Timeline |
Summative: Homestead Letter
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Formative:
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Upcoming Dates: (Assignment due dates, tests & quiz dates) |
N/A |
Finish Homestead Letter if not completed in class. |
N/A |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Standard: (Knowledge & Skills) |
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US.1.2 Compare and/or contrast historical periods in terms of:
US.1.5 Analyze historical periods using timelines |
N/A |
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I Can... (Learning Objectives) |
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Create a timeline of national/world events during my lifetime that are relevant to myself and my peers. |
Understand what my teacher expects of me throughout the school year. |
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How do when we have learned it? (Success Criteria) |
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Identify 7 major events that occurred during my lifetime.
As a group decide which 7 events are most important to our lives. |
I can explain what Mr. Hawkins expects out of his classroom this year. |
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Agenda: (Lesson Structure/ Pacing) |
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Bellringer – Find your seat using the projector.
This Is Your Life Timeline |
Bellringer – Grab an index card off the brown stool then get to your seat.
Get to know you index card activity.
US History Syllabus
Pet Peeves
Technology Walkthrough |
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Check for Understanding: (Assessment) |
Formative: Summative: |
Formative: Summative:
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Formative: Summative:
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Formative: Group timeline
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N/A
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Upcoming Dates: (Assignment due dates, tests & quiz dates) |
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N/A |
Be ready to learn and start our historical content bright and early Monday morning. |