SS.8.A.1.2 - Analyze Charts, Graphs, Maps, Photographs to Determine Cause and Effect

Date- August 26, 2015

Bell Ringer/Pre Assessment: Create a bubble map explaining everything you know about maps, charts, and graphs.

Standards:

SS.8.A.1.2 - Analyze charts, graphs, maps, photographs to determine cause and effect.

SS.8.A.1.7- View historic events through the eyes of those who were there as shown in their art, writings, music, and
artifacts.

Essential Question: What is the importance of understanding how to read a map or chart and use information from those areas to analyze given data affectively?

Learning Goal–Learners will be able to read, write and create maps by the end of this lesson. Student Product: Students will complete a bubble thinking map, and students will also write Cornell notes

Agenda

I Do- I will go over the different types of maps, charts and graphs /I will also explain marking up the text

We Do- We will take Cornell notes together and we will discuss the importance of being able to read graphs

You Do- Learners will create their own map using provide information students will draw and label how they would like. Be creative this is for a grade!

High Order Thinking Question: If you were to create a map of this classroom how would you make it relevant to future students?

Exit Ticket: What did you like about class today, List three things you two things you’re confident about and one thing you still need help on.

Vocabulary 8/26/15

Topographical Map Global Map Legend

Weather Map Political Map

Bar Graphs Road Map

Charts Latitude

Air Map Longitude

Day Two and Three8/27/15- 8/28/15

Standard:

SS.8.A.1.7 -View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.8.A.2.7 -Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.
SS.8.A.1.4-Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials.

Bell Ringer 8/27/15

Students will explain in detail what we did in class on 8/26/15

Bell Work 8/27/15

Student will explain the benefits of marking up the text

1 paragraph

Essential Question: How did Native Americans view the environment and the land? How was their perspective different from that of the Europeans who later came to America?For each of the following regions, explain how the Native American inhabitants fed, clothed, and sheltered themselves: Northwest Coast, California, Great Basin, Plateau, Southwest, Great Plains, and Eastern Woodlands, and Southeast.

Learning goal: You will be able to identify origin of Native Americans and their impact on North America. In addition, you will be able to compare and contrast the eight cultural regions of the Native Americans and how they adapted to their environment.

Objective: Student will be able to analyze text related to how Native Americans lived. Student will also gain a firm understanding of how Native American impacted society

I do: I will introduce the lesson by explaining marking up the text as a reading strategy. Students will be shown how to differentiate fact from opinionby marking the given text up per sentence in Native American Packet.

We do: You will read, mark up the text and work together to complete questions on your own at home

You Will: Work affectively in your group and have accountable talk about subject matter only

Vocabulary

Abundant
Strait
Migrated
Environment
Plateau
Natural resources
Culture
Cultural Region
Indigenous
Migration
Mission
Harvested
Uprooted
Adobe
Pueblo
Irrigation
Ambush
Century
Edible

Higher Order Question: If you were able to travel back in time what are three things you would bring with you from 2015 and what three things you would learn and bring back from early American period?

Exit Ticket: What did you like about class today? List three things you learned about Native Americans

Homework: None- 8/27/15

Complete Question Packet 8-/28/15

Scale

Level 4 – In order to reach level 4, you will have to identify origin of Native Americans and their impact on North America. In addition, you will be able to compare and contrast the eight cultural regions of the Native Americans and how they adapted to their environment. Finally, you will be able to explain how Native Americans have influenced present day America.

Level 3 You will be able to identify origin of Native Americans and their impact on North America. In addition, you will be able to compare and contrast the eight cultural regions of the Native Americans and how they adapted to their environment.

Level 2 With assistance from teacher/ peers-- – You can identify origin of Native Americans and their impact on North America. In addition, you will be able to compare and contrast the eight cultural regions of the Native Americans and how they adapted to their environment.

Level 1 – You can only identify the Native American cultural regions.

Level – 0 – You will be able to identify origin of Native Americans and their impact on North America. In addition, you will be able to compare and contrast the eight cultural regions of the Native Americans and how they adapted to their environment. who are the Native Americans?

Day Four: 8/31/15

Standard:

SS.8.A.1.7 -View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.8.A.2.1 -Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America.
SS.8.A.1.4-Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials.

Bell Ringer 8/31/15

How did Native Americans view the environment and the land? 1 paragraph

Bell Ringer 9/1/15

What impact did European exploration and settlement have on Native Americans in North America?

Bell Ringer 9/2/15

How did the search for water route to Asia affect both Europe and Native Americans?

Essential Questions:

What impact did European exploration and settlement have on Native Americans in North America? How did the search for water route to Asia affect both Europe and Native Americans? How did conflict in Europe spur exploration in North America?

Learning goal: Students will be able to list the causes and effects of European exploration of the Americas and fluently discuss the different cultures and traditions that developed around the world.

Objective: Students will also study different countries who explored the Americas, causes for their exploration, and the effects of what they discovered and the impact that it had on North America and the Native Americans.

I do: I will facilitate marking up the text like we have in the previous packet.

We do: We will read in groups and mark up the text as we read.

You Will: Work affectively in your group and have accountable talk about subject matter only

Vocabulary

Mansa Musa, Irrigation, Navigation, Circumnavigate, Surplus, Zheng He, Conquistador, Civilization, Monotheism, Hernando Cortes, Mayas, Jesus, Moctezuma, Incas, Salvation, Plantation, Aztecs, Direct Democracy, Encomienda, Cultures, Republic, Bartolome de Las Casas, Culture Area, Feudalism, Mission, Kayak, Martin Luther, Peninsular, Potlatch, Henry the Navigator, Mercantilism, Adobe, Vasco da Gama, John Cabot, Clan, Christopher Columbus, Northwest, Passage, Sachem, Vasco Nunez de Balboa, Henry Hudson, Muhammed, Ferdinand, Magellan, Samuel de Champlain, Courier de bois Jacques, Marquette, and Alliance

Higher Order Question: If you were able to travel back in time, which country would you want explore for and why? Support your answer with text evidence.

Exit Ticket: List three things you learned in class today, two things you found interesting, and one thing you are not sure about.

Homework: None- 8/31/15 and 09/01/15

Complete Question Packet 9/02/15

Scale:

Level 4: I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans. Finally, I will be able to explain the impact of European exploration on present day America.

Level 3: I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans

Level 2: With help from peers and the teacher, I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans

Level 1:With help from peers and the teacher, I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the differences between the Spanish, French, English and Dutch and settlements in the Americas.

Level 0: Who were the explorers?