LESSON PLANS Week of March 7Th to 11Th 2016

LESSON PLANS Week of March 7th to 11th 2016

Monday, March 7, 2016

Vocabulary from Blueprint:

Industrial Revolution factory system capitalist Francis Cabot Lowell mass production interchangeable parts Lowell Girls Eli Whitney urbanization Telegraph Samuel F.B. Morse famine Nativist discrimination Steamboats Robert Fulton Cotton Gin slave codes spirituals Nat Turner Daniel Boone turnpike corduroy road canal Henry Clay Missouri Compromise social reform predestination Charles Finney revival temperance movement prohibition The Second Great Awakening Dorothea Dix public school Horace Mann abolitionist William Lloyd Garrison Frederick Douglass Harriet Tubman Sojourner Truth Lucretia Mott Elizabeth Cady Stanton women’s suffrage women’s rights movement Susan B. Anthony transcendentalism Ralph Waldo Emerson individualism Henry David Thoreau civil disobedience Herman Melville Nathaniel Hawthorne Louisa May Alcott

Standards From Blueprint:

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History. Examples may include, but are not limited to, Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, and Harriet Tubman

SS.8.A.4.14 Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments).

SS.8.A.4.15 Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history.

End Product due Friday!

After reading a few of the texts on social reformers of this era (all found in the suggested texts area), write an argumentative essay in which you discuss which social reform movement had the greatest impact on society. Support your position with evidence from the text/s.

Jesse Owens writing assignments

Option 1

Writer Jeremy Schaap describes Owens as "the quintessential Olympic hero." Schaap continues by saying: "He stood up to racists in Germany, he stood up to racists at home, and he did it with a grace and a genius that have not been equaled." Discuss Schaap's statement. In what specific ways and during what phases of his life did Owens face racism? When and how did he stand up to racists? What were the results -- for Owens, for America, for Germany, and for the Olympics? What do you see as the defining characteristics of a hero? In your view, does Owens qualify as a heroic figure? Explain.

Option 2 I will not be doing this one!!! Proceed with caution!!!

Point of View

Ask students to generate a list of different types of people who may have been watching the 1936 Olympics. (Nazi supporters, Hitler, members of various ethnic groups and other athletes, etc.).

Ask students to generate a list of emotions each group of people may have felt watching Jesse Owens' victories during the track and field events.Nazi Supporter,Fellow Athlete, andAfrican American

Explain that they will be pretending to be a Nazi, an athlete, or an African American.

From the point of view of their selected role, instruct students to write a letter to Jesse Owens describing their political beliefs and their feelings about his accomplishments in specific detail.

Option 3

After the Olympics, Jesse Owens is invited to speak before Congress to advocate for African American Rights and persuade Congress to amend the current laws in the United States in 1936?

What would he say? Which amendments would he reference? What changes to the current laws would he propose?

Option 4

Students will create an 8-10 frame comic strip/ story board with dialogue explaining what transpired during the 1936 Olympics.

Must include:

Correct Chronology

Thoughtful dialogue

Cannot just be stick figures!

Topic – Women’s Rights

Pages – Pages 427-430

Monday, March 7, 2016

Objective: What were the goals of the Woman’s Suffrage Movement?

Bell Work: Analyzing Primary Sources

Pages 13-14

Gradual Release

I Do – Review Common Board Configuration

We Do – Review Bell Work

I Do- Students will read pages 427 – 430

Students will answer the following questions

1. How does the struggle begin for women?
2. What were the names of the women that demanded equal rights?
3. What did these women do to demand equal rights for women?
4. What happened at the Seneca Falls Convention? Be specific
5. What was the Declaration of Sentiments?
6. What were the political, educational and career victories for women?

If students already completed this last week they may view the following video:

Students will answer the following questions during the video:

1. Queen Victoria
2. Christabel Pankhurst
3. Richard Pankhurst
4. Annie Kenny

1. She came from a wealthy family.
2. Her arrests happened so frequently.
3. She was arrested under the Cat and Mouse Act.
4. They thought she was given preferential treatment in prison.

1. starvation
2. sleep deprivation
3. forced feeding
4. solitary confinement

1. Buckingham Palace
2. Parliament
3. The White House
4. the British Supreme Court

1. 1918
2. 1922
3. 1928
4. 1933

Essential Question: What were the similarities and differences between the suffragists in Great Britain and the United States?

Or

What were the causes, course, and consequence of the women’s suffrage movement?

Exit Ticket: Why would the abolitionist movement and the Women’s suffrage movement combine forces?

Tuesday- Field Trip to the Movies

Objective: Students will be attending the Jesse Owen’s Movie Race in honor of Black History Month.

Bell Work: Debrief after the movie. Ask students what they thought of the movie and would they recommend the movie to a friend?

5th and 6th period may work on their end product due Friday or their Jesse Owens assignment.

Gradual Release

I Do- Review Common Board

We Do- Bell Work

You Do- Work on end product or Jesse Owens assignment

Essential Question: What would life be like for Jesse Owens today?

Exit Ticket: If President Barack Obama could have a conversation with him today, what would he say? Positive/Negative about current race relations.

Wednesday, March 9, 2016

Objective: What impact did American literature and art have on the Transcendental Movement?

Bell Work: Page 436- 21st Century Skills Evaluating Summaries

Students will read the passage and answer learning the skill and practicing the skill questions. 1-4 1-4

Gradual Release

I DO – Review Common Board

We Do- Review Bell Work

YOU DO- Cornell Notes on pages 431-435

In their summary, students will indicate how writers and artists tried to improve society.

Essential Question: In what ways did American literature and art have an impact on American life?

Exit Ticket: evaluate the role of religion in the course and consequence transcendentalism movement.

Does it complement or contradict?

Thursday, March 10, 2016

Objective: Students will review for tomorrow test and complete their end product.

Bell Work: Explain how the reform movement and Industrial Revolution changed American society during the 1800’s.

Gradual Release

I DO – Review Common Board

We Do- Review Bell Work

You Do- Complete Review for test with a partner

Identify and Answer the following Questions

Chapter 11

Identify technological improvements (inventions/inventors) that contributed to industrial growth:

1. Fitch/steamboat
2. Slater/textile mill machinery
3. Whitney/cotton gin, interchangeable parts
4. McCoy/industrial lubrication,
5. Fulton/commercial steamboat
6. Lowell/ mechanized cotton mill
7. Isaac Singer/sewing machine.

Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry.

Essential Question/Ticket Out

1. How did new technology of the Industrial Revolution change the way Americans lived?
2. How did urbanization, technology, and social change affect the North?
3. How did cotton production and new technology impact the agricultural economy of the South?
4. How did the argument over slavery escalate with the Missouri Compromise?
5. How did key people bring about reform in education and society?

Friday, March 11, 2016

Objective: Test Unit VII

Bell Work: Students will be taking their exam on Eduphoria

Gradual Release

I Do- Review Common Board

We Do – Review Eduphoria Directions

You Do- Take Exam

If students finish early, they may unpack the standards for Unit VIII

Focus Standards for the Unit

1. SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate).
2. SS.8.A.5.2 Analyze the role of slavery in the development of sectional conflict. Examples may include, but are not limited to, Abolition Movement, Nat Turner's Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper's Ferry, Underground Railroad, Presidential Election of 1860, Southern secession.
3. SS.8.A.5.3 Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency. Examples may include, but are not limited to, sectionalism, states' rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.
4. SS.8.A.5.4 Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War.
5. SS.8.A.5.5 Compare Union and Confederate strengths and weaknesses. Examples may include, but aren’t limited to, technology, resources, alliances, geography, military leaders-Lincoln, Davis, Grant, Lee, Jackson, and Sherman.

Essential Question

How did the question of admission of new states to the Union fuel the debate over slavery and states’ rights?

Exit Ticket: Students will predict why many people considers Abraham Lincoln the BEST PRESIDENT!