Estala- Week of January 26-30, 2015

Social Studies
Grade 8 / Monday, 1-26-15
Objective
(I will be able to l…) / 1. explain how transportation improved in the early 1800’s.
2. understand how Western settlements affected the nation’s economy and politics.
Teacher Activities
(teacher will…) / 1. introduce the week’s topic to student, explaining the objectives
2. instruct students on class expectations for note-taking
3. present PPT on the Industrial Revolution to students
4. monitor student involvement to make sure students stay on task.
5. present Exit question
Student Activities
(student will…) / 1.complete bell work & vocabulary words in folder
2. write complete PPT notes- 10.2- Expansion Growth
3. answer random Q&A with teacher
4. complete Exit question
Assess./Evaluations / class participation; reading grade; exit question
Academic Vocab. / Check board
Standards
The following standards will be used this week. / II.A.1- describe the patterns and processes of migration & diffusion
II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II.C.1- explain and evaluate how changing perceptions of place and the natural environment have affected human behavior
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.
III.B.1- explain how the development of symbols, songs, icons, traditions, & concepts of leadership reflect American beliefs & principles.
IV.A.3- explain that tension between individuals, groups, and /or countries is often based upon different access to resources.
IV.B.1- describe the relationships among supply, demand, and price & their roles in the U.S. market system.
IV.B.1- identify how fundamental characteristics of the U.S. economic system influence economic decision making (private property, profits, competition)
IV.C.2- understand how various economic forces resulted in the Industrial revolution in the 19th century.
IV.C.6- describe the role of technology in economic development, historically and in the contemporary worlds.
Resource(s)
To be used this week / Textbook: Glencoe American Republic to 1877; Student Ch. 10 PPT notes
Homework / n/a
Modifications/
Accommodations
To be used until further notice / Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given directions/notes in Spanish by teacher/ ELL aide.
Tuesday, 1-27- 15
Objective
(I will be able to …) / Describe how the industrial Revolution began in the United States.
Describe how the United states changed as it became more economically independent.
Teacher Activities
(teacher will…) / 1. introduce the week’s topic to student, explaining the objectives
2. instruct students on class expectations for note-taking
3. present PPT on the Industrial Revolution to students
4. monitor student activities for participation
5. present Exit question
Student Activities
(student will…) / 1.complete bell work & vocabulary words in folder
2. write complete PPT notes from 10.3- Unity & Sectionalism, p. 321-327;
3. answer random Q&A with teacher
4. complete Exit question
Assess./Evaluations / class participation; exit question
Academic Vocab. / Check board
Homework / Complete notebook work.
Wednesday, 1-28-15
Early Dismissal
Objective
(I will be able to …) / be able to gather information on the nation’s economic growth, transportation, westward migration, and the Monroe Doctrine to prepare for quiz review.
Teacher Activities
(teacher will…) / 1.review the week’s topic with students, reinforcing the objectives
2. instruct students on class expectations for test preparation
3. hand out test review questions
4. complete quiz practice on DBQ’s
4. monitor student involvement to make sure students stay on task.
5. present Exit question
Student Activities
(student will…) / 1. Copy vocabulary words & objectives/assignments from whiteboard.
2. work to complete quiz review handout
3. participate in DBQ question & answers
4. exit question
Assess./Evaluations / Quiz review participation
Academic Vocab. / Check board
Homework / N/A
Thursday, 1-22-15
Objective
(I will be able to …) / be able to gather information on the nation’s economic growth, transportation, westward migration, and the Monroe Doctrine to prepare for quiz review.
Teacher Activities
(teacher will…) / 1.review the week’s topic with students, reinforcing the objectives
2. instruct students on class expectations for test preparation
3. introduce Ch. 10 Jeopardy quiz review
4. monitor student involvement to make sure students stay on task.
5. present Exit question
Student Activities
(student will…) / 1. Copy vocabulary words & objectives/assignments from whiteboard.
2. participate in Jeopardy assignment
3. participate in DBQ question & answers
4. exit question
Assess./Evaluations / Q&A, class participation,
Academic Vocab. / Check board
Homework / n/a
Friday, 1-23-15
Objective
(I will…) / be able to use gather information to successfully complete quiz on the nation’s economic growth, transportation, westward migration, and the Monroe Doctrine.
Teacher Activities
(teacher will…) / 1.review the week’s topic with students, reinforcing the objectives
2. instruct students on class expectations for test preparation
3. review DBQ’s questions
4. monitor student involvement to make sure students stay on task.
5. present Exit question
Student Activities / 1. Copy vocabulary words & objectives/assignments from whiteboard.
2. brief review prior to quiz
3. participate in DBQ question & answers
4. exit question
Assess./Evaluations / Quiz review participation.
Academic Vocab. / Vocabulary words # 8081
Homework / none