Unit 3- Westward Expansion and the Civil War (Part 1)

Unit 3- Westward Expansion and The Civil War (Part 1)

Student Name: ______Group: ____

Graduation Competencies: *Graduation Standard #1 – HISTORY: Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world.

WESTWARD EXPANSION

Competencies
Graduation Standard #1 – HISTORY
Performance Indicators:
a.Evaluate effectiveness and impact of historical events and developments as examples of change and/or continuity.
b. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
c. Analyze multiple factors that influenced the perspectives of people during different historical eras.
d. Describe how people's perspectives shaped the historical sources they created.
Pretest Score Part 1:_____
DOK Start Level: ______
DOK Levels Skipped: _____
SS8H5abc / DOK 1
Learning Target: I can…
K(1): Define vocabulary words related to this unit.
K(2):Explain the establishment of:
-The University of Georgia
-Louisville
-Spread of Baptist and Methodist churches
-Railroad
- Cotton gin
K(3): Identify the land policies pursued by Georgia.
K(4):Explain the significance of the events that led to the removal of Creeks and Cherokees.
Activities:
K(1) Unit 3 Vocabulary
K(2,3,4)Class notes and reading activities / DOK 2
Learning Target: I can…
R(1):Analyze multiple factors that impacted the growth of Georgia between the years of 1789 and 1840.
R(2): Explain multiple causes and effects of the events that led to the forced removal of Native Americans.
Activities:
R(1-2)Odysseyware– GA Development & Westward Expansion
R(1) Westward Expansion Timeline – Connect the major developments during this time period using a timeline. ***
R(2) Understanding Chronology – Complete the activity realating the event of Indian removal. *** / DOK 3
Learning Target: I can…
R(1):Justify the perspective of the people who were angered by the forced removal of the Native Americans.
Activities:
R(1):Letter to the Editor: Indian Removal - Take the position of an angry American in 1839. Write a letter to the editor of your local newspaper, protesting the removal of the Cherokees. *** / DOK 4
Team PBL
Passion Project
What are you passionate about? What are you a genius at doing or knowing about? How can you use what you are good at to impact the community around you?

Unit 3- Westward Expansion and The Civil War (Part 2)

Student Name: ______Group: ____

Competencies
Graduation Standard #1 – HISTORY
Performance Indicators:
a.Evaluate effectiveness and impact of historical events and developments as examples of change and/or continuity.
b. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
c. Analyze multiple factors that influenced the perspectives of people during different historical eras.
d. Describe how people's perspectives shaped the historical sources they created.
Pretest Score Part 2: _____
DOK Start Level: ______
DOK Levels Skipped: _____
SS8H6abc / DOK 1
Learning Target: I can…
K(1):Explain theimportance of key issues and events that led to the Civil War.
K(2):State the importance of key events of the Civil War.
K(3): Analyze the impact of Reconstruction on Georgia and other southern states.
Activities:
K(1,2,3) Class notes, vocabulary, and reading activities / DOK 2
Learning Target: I can…
R(1): Analyze multiple factors that influenced the perspectives of the two sides of the American Civil War.
R(2): Critique how people’s perspectives shaped the historical sources they created.
R(3): Explain multiple causes and effects of events and developments in the past.
Activities:
R(1)North vs. South – Reading andGraphic Organizer***
R(2) Essay on causes (“3 S’s”) of the Civil War***
R(3) Reconstruction Story Board – Create a story board that shows the important events of Reconstruction and their impact on African Americans’ journey toward full citizenship.*** / DOK 3
Learning Target: I can…
R(1): Justify the perspectives of opposing sides of the American Revolution.
R(2)Connect the causes and effects of past events and developments to the present.
Activities:
R(1)Debate – Students will be given a role as either a northerner or a southerner and conduct research to prepare for the debate.***
R(2)Flow Chart – Students will logically connect historical issues of the CW and Reconstruction to something that is happening in our state today.
R(3)Is secession ever the answer? – Students will research and compare secession efforts in American history.
R(4)Political Cartoons – Students will analyze political cartoons of this time period and explain their relationship to key events. / DOK 4
Team PBL
Passion Project
What are you passionate about? What are you a genius at doing or knowing about? How can you use what you are good at to impact the community around you?

THE CIVIL WAR

***Rubrics, expectations, and due dates for assignments will be provided as needed. Teacher sign off boxes are provided for each assignment. It is the students’ responsibility to ask the teacher for a signature each time an assignment is turned in complete.