U.S. History

Curriculum > High > Clark > Social Studies

Course Description: This is a year‐long course covering the duration of American history. Students will study the key themes that comprise American history. They will study not only the development of American history but the impact of American history on the world as well. This is a course in line with the Minnesota State Standards.

Course Learning & Language Objectives:

Learner Objectives: All learning objectives are in line with the Minnesota State Standards and Benchmarks. Please note that these standards are available on the class 'Schoology' Website. Following is a short synopsis of the learner objectives.

Students will be able to identify the origins of Western/American democracy and the political tradition thereof by analyzing primary documents.
Students will be able to demonstrate an understanding of how the American political system changed over time to become what we know it as today through methods of theme/key concept identification and compare/contrast.
Students will be able to demonstrate an understanding of what it means to be an American, while employing their knowledge of US social/cultural history.
Students will be able to identify key figures and moments in American history and how they changed the landscape thereof.
Students will demonstrate a mastery of a “Peoples” history of America and the cultural components/facets thereof.
Students will be able to identify how American geopolitical history has shaped the political landscape of the world through study and comparison.
Students will be able to identify key themes in US history.
Students will be able to recognize cause and effect relationships and make inferences based on said recognition.
Students will be able to analyze both primary and secondary resources, employing them in historiography classroom discussion and debates.
Students will be able to apply their knowledge and understanding of American history in an effort to answer today’s real world problems both in America and those related to America.

Language objectives: Students will learn how to write: short answer essays, comparative essays, position papers, and research (expository) essays. Students will also develop speaking and presentation skills through both micro and macro 'Ted Talk' presentations. Students will also develop speaking skills through classroom debate and mock trials. Homework and in‐class activities are designed to improve and develop reading strategies. In‐class activities are also dedicated to improving the listening skills of students. Overall, students will work to improve their process, organizational and application skills in the four facets of English acquisition and development (reading, listening, speaking and writing).
A strong effort will be made to improve student English skills while implementing both TOEFL and SAT practice.

Resources: Classroom reading packets, assignments, course links and additional materials will be posted on the class 'Schoology' website. Each student will also be issued a class textbook: United States History, published by Prentice Hall.

Units, Themes, and Course Organization: PLEASE NOTE: a highly detailed list of course descriptions, unit duration and test dates for the first semester can be found on the class 'Schoology' website.
There will be five units for each semester. An additional sixth unit will be a comprehensive unit (comprehensive midterm/final exam); this unit will also act as a final 'Ted Talk' presentation.

Learning Activities and Methods: Learning activities/methods include (but are not limited to): In class discussion, debate, organized debate, team debate, miniature Model United Nations, mock trials, student teaching sessions, historical reenactments, documentary production, film production, cartooning, making propaganda, hands on activities (replica model reproduction), art activities, TOEFL SAT practice.

Assessment: [Note] There are Five Units per semester. A sixth unit acts as a Final Exam. Each Unit is worth 100 points. That is a total of 600 points per semester.

UNIT EXAMPLE:

UNIT EXAMPLE:
Tests and Essay (writing exercise)	50 points
Three Quizzes (three per unit)	15 points
Roundtable Discussions/debates (three per unit)	15 points
Performance Project	10 pts
Homework and Participation	10pts
Unit Total	100 pts
Final Exam and Final Presentation (Ted Talk)	100 points

Grading Scale:

Grading Scale
A+	97 - 100	4.0
A	94 - 96.99	4.0
A-	90 - 93.99	3.7
B+	87 - 89.99	3.3
B	84 - 86.99	3.0
B-	80 - 83.99	2.7
C+	77 - 79.99	2.3
C	74 - 76.99	2.0
C-	70 - 73.99	1.7
D+	67 - 69.99	1.3
D	64 - 66.99	1.0
D-	60 - 63.99	0.7
F	0 - 59.99	0

Attendance & Late Work:: [Note] The teacher will cover these rules CLEARLY with students on the first day of class and again through the duration of the year.
Late to class without an excuse = 50% loss of any daily activity/assignment.
Absent without an excuse = 100% loss of any daily activity/assignment.
Late work = 50% loss if late to class or one day late, an additional 25% is deducted for each additional day.
Behavior: you are expected to act like a young adult. This is a safe and respectful learning environment and it is the job of ANY individual who enters the class to maintain and foster that environment.

Supplies: 1. A notebook for your own notes. This is a notebook for THIS CLASS ONLY. It will be handed in to the teacher at various times.
2. Pens, pencils, colored pencils.
3. Regular size notebook paper (A4 or 8 1/2 by 11 inch).

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...): Students will know who the first Americans were, how they arrived in the Americas and will be able to juxtapose said cultures.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to juxtapose native cultures in a open forum format (Round Table).

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about the general procedures of the class.

Language Objective:: The teacher will cover the general language objectives for the class.

Main Activity:: Go over classroom syllabus. “meet and greet"

Evaluation:: NA

Vocabulary:: NA

Homework:: Begin studying Key Terms for chapter one Tuesday

Learning Objective:: Students will be able to identify who the first “Americans” were and make inferences based on theories thereof.

Language Objective:: (speaking) Students will make inferences, generating a simple thesis statement.

Main Activity:: Students will listen to a brief lecture concerning the arrival and spread of “Paleo-Indians.” In pairs, students will answer a series of prompts by generating simple thesis statements.

Evaluation:: The thesis statements will be given immediate evaluation by the instructor (sentence structure and clarity). Students will have an opportunity to provide feedback to their peers concerning said thesis statements.

Vocabulary:: Paleo Indians, Land Bridge, Historical Theory (historiography), Migration…

Homework:: Prepare for Quiz One.

Learning Objective:: Students will demonstrate an understanding of who the first “Americans” were and the complexities of their cultures as they spread through the Americas.

Language Objective:: Students will demonstrate mastery of said subject via a written quiz.

Main Activity:: Weekly Quiz. This will be followed by an introduction of the next material.

Evaluation:: Students will share their outlines and offer peer advice on how to best organize a TOEFL outline for an integrated essay.

Vocabulary:: Paleo Indians, Land Bridge, Historical Theory (historiography), Migration…

Homework:: Prepare for Round Table One: study prompts on class 'Schoology' website.

Learning Objective:: Students will identify key similarities and differences between Indigenous groups of the Americas.

Language Objective:: speaking: Students will be able to: propose questions, answer questions, and engage in general debate with their peers during a weekly round table discussion.

Main Activity:: This is a student monitored and graded classroom activity. Students will be responding to prompts that are posted to the class 'Schoology' website.

Evaluation:: Students will be evaluated by their level of participation: points are scored through answering and asking questions during the classroom exercise.

Vocabulary/Key terms/topics:: Geographic Regions of Native Americans, Culture, Daily Life, Conflict

Homework:: Answer online prompts concerning factors leading to European Exploration; these can be found on the class 'Schoology' website. Prepare for Unit One Performance Activity.

Learning Objective:: No Class

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

Weekly Informational Knowledge Overview - (Students will know...): - what factors led to European expansion/exploration in the New World. - the impact of European exploration and how it changed the course of human history.

Weekly Procedural Knowledge Overview - (Students will be able to...): - propose and answer questions and engage in debate in an open forum format (weekly Round Table). - demonstrate their understanding/mastery of the material by performing a historical re-enactment.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to identify the key factors pushing emerging European Nations states to turn West in exploration.

Language Objective:: (speaking) Students will demonstrate an understanding of the key weekly objective (see weekly overview) through a historical re-enactment.

Main Activity:: Students will receive instruction on the first of two Performance Presentations: 1. Historical Moment to be re-enacted. 2. A conference between Columbus and the King and Queen of Spain.

Evaluation:: The students’ dramatic reenactment will be graded, using a rubric, focusing on: 1. historical accuracy and use of detailed content. 2. Student participation and 3. Speaking clarity.

Vocabulary:: The students will be given a list of key terms from this time period and will select ten or more of them to employ in their skit. Terms include, but are not limited to: Renaissance, Navigation, East Indies, Silk Road, Africa & Trade, merchant class, Aristocracy…

Homework:: Prepare for historical re-enactment. Assign roles and key terms.

Learning Objective:: Students will be able to identify the key factors pushing emerging European Nations states to turn West in exploration.

Language Objective:: Students will work in teams to take TOEFL style notes based on a 15 minute teacher lecture (noninteractive, purely listening).
(Speaking): Students will demonstrate an understanding of the key weekly objective (see weekly overview) through a historical re-enactment.

Main Activity:: Students will be given class time to work on their historical reenactment. Prior to the reenactment, however, the students will work in groups, taking notes from a mini-lecture on the subject of their re-enactment. This is a listening exercise that will also provide content clarity.

Evaluation:: The historical re-enactment will act as an evaluation.

Vocabulary:: The students will be given a list of key terms from this time period and will select ten or more of them to employ in their skit. Terms include, but are not limited to: Renaissance, Navigation, East Indies, Silk Road, Africa & Trade, merchant class, Aristocracy…

Homework:: Prepare for Historical Re-enactment.

Learning Objective:: Students will be able to identify the key factors pushing emerging European Nations states to turn West in exploration.

Language Objective:: (speaking) Students will demonstrate an understanding of the key weekly objective (see weekly overview) through a historical re-enactment.

Main Activity:: Students will present their historical re-enactments.

Evaluation:: The students’ dramatic reenactment will be graded, using a rubric, focusing on:
1. historical accuracy and use of detailed content 2. Student participation 3. Speaking clarity

Vocabulary:: The students will be given a list of key terms from this time period and will select ten or more of them to employ in their skit.
Terms include, but are not limited to: Renaissance, Navigation, East Indies, Silk Road, Africa & Trade, merchant class, Aristocracy…

Homework:: Begin preparation for presentation number two. Reading assignment: key terms: King James I and the world of 1625

Learning Objective:: Students will know the impact of European exploration and how it changed the course of human history.

Language Objective:: (speaking) Students will demonstrate an understanding of the key weekly objective (see weekly overview) through a historical re-enactment.

Main Activity:: Block Class: The first class will consist of a brief lecture, (TOEFL style) to clarify content. The second class will be set aside for students to work on their second historical re-enactment. This re-enactment is set up as a King’s “State of the world” advisory conference set in 1625.

The King’s advisors will report on:: 1) Spanish, English, French and Portuguese Expansion 2) The Columbian Exchange 3) relations with Natives 4) State of Christianity and Islam and 5) Future Forecast for the English Empire

Evaluation:: The students’ dramatic reenactment will be graded, using a rubric, focusing on:
1. historical accuracy and use of detailed content 2. Student participation and 3. Speaking clarity

Vocabulary/Key terms/topics:: The students will be given a list of key terms from this time period and will select ten or more of them to employ in their skit.
Terms include, but are not limited to: Reformation, Protestants, separatists, Ottoman Empire, Cortes, Aztecs, Smallpox, Jamestown, Virginia Company, Joint stock company, Plymouth, Massachusetts, New France, Treaty of Tordesillas…

Homework:: Finish preparation for Monday’s historical reenactment.

Learning Objective:: No Class

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

Weekly Informational Knowledge Overview - (Students will know...): - the key reasons (driving factors) for English, French, Dutch and Spanish colonization/exploration in the new world
- the key differences between the English, French, Dutch and Spanish Colonies (social, religious, economic)

Weekly Procedural Knowledge Overview - (Students will be able to...): - participate in open forum discussion employing key terminology while making and defending inferences / hypothesis.
- read for understanding while identifying pertinent information needed to answer an essay prompt; students will then be able to organize said information into an essay outline.

Monday(50min)

Tuesday(50min)

Wednesday(50min)

Thursday(85min)

Friday(85min)

Learning Objective:: 1) Students will demonstrate an understanding of the factors driving European exploration and the effects thereof via a written quiz.
2) students will demonstrate an understanding of factors driving European exploration and effects thereof during a short round table open forum.

Language Objective:: (Reading)students will be able to match key terms to definitions. Speaking: students will be able to generate verbal responses to open ended (inference based) speaking prompts during an open forum.

Main Activity:: 1) Unit Quiz # 2
2) after the quiz, students will engage in an open forum (round table 2) discussion.

Evaluation:: Both the quiz and the roundtable are graded exercises.
The former being graded by the instructor and the latter a peer tracking assessment (based on participation).
Both exercises act as a final review for this portion of the unit as there is a test on next Monday.

Vocabulary:: Key terms are based on the factors driving European exploration and the effects thereof.

Homework:: Study key terms and notes for Spanish Colonization and interaction with the new world.

Learning Objective:: Students will identify key differences and similarities between colonies in the New World (reasons for founding, social, cultural, economic). FOCUS: The Spanish

Language Objective:: (Listening): students will listen to a lecture and will participate in analyzing maps and paintings depicting the time; the lecture will be followed by a TOEFL style listening quiz.

Main Activity:: Students will listen to a lecture and will be given opportunities to answer questions/prompts. At the end of the interactive lecture, students will take a short TOEFL style listening quiz for in class participation points

Evaluation:: The end of lecture quiz will act as an immediate assessment of student understanding.

Vocabulary:: Key terms focus on the different colonies in the new world and the driving factors leading to their establishment (Key Focus: The Spanish: God, Gold, Glory, Columbian exchange, Cortes, Aztecs, Southwest, Pueblo, Genocide, Missionary…). A complete list can be found on the class 'schoology' website.

Homework:: Review notes for the following lecture and listening quiz for 'The English Colonies'.

Learning Objective:: Students will identify key differences and similarities between colonies in the New World (reasons for founding, social, cultural, economic). Focus: The English Colonies

Language Objective:: (Listening): students will listen to a lecture and will participate in analyzing maps and paintings depicting the time; the lecture will be followed by a TOEFL style listening quiz.

Main Activity:: Students will listen to a lecture and will be given opportunities to answer questions/prompts. At the end of the interactive lecture, students will take a short TOEFL style listening quiz for in class participation points.

Evaluation:: The end of lecture quiz will act as an immediate assessment of student understanding.

Vocabulary:: Key terms focus on the different colonies in the new world and the driving factors leading to their establishment (Reformation, Protestant, Puritan, King Henry VIII, Anglican Church, Pilgrims, Plymouth…).

Homework:: Prepare for Thursdays test review and Jeopardy challenge.

Learning Objective:: Students will be able to juxtapose key differences between the colonies through a comparative reading exercise.

Language Objective:: Reading and Writing: students will be able to identify key differences between the colonies via reading samples and will generate a chart (essay organization) showing the key differences.

Main Activity:: Students will move from station to station reading a series of paragraphs depicting life in the colonies (social, economic, religion, interaction). Students will identify and remove pertinent information, placing said information into a chart, juxtaposing the colonies. This chart then becomes a study guide and outline for body paragraphs for the coming test.

Evaluation:: The chart will act as an assessment piece for student organization skills and content knowledge. After they create their charts, students will play a team Jeopardy game…the game will be based on this weeks information (today’s information in particular) and will act as a final review for Monday’s test.

Vocabulary:: The vocabulary will focus on key terms/people from the English, Spanish and French Colonies (Religion, social structure and economics).

Homework:: Prepare for Monday’s exam. Friday

Learning Objective:: No Class

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

Weekly Informational Knowledge Overview - (Students will know...): Students will know - the key differences between the colonies and why and how they were founded. - the key political philosophies and works of Colonial America.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to - identify the key roots of colonial philosophies and will be able to make inferences identifying causes for rebellion. - identify roots and motives for revolution.

Monday(50min)

Tuesday(50min)

Wednesday(50min)

Thursday(85min)

Friday(85min)

Learning Objective:: Students will demonstrate mastery of unit one content via a written test. Students will demonstrate knowledge of who the first Americans were and the motives behind European expansion.

Language Objective:: (Writing): through an essay, students will demonstrate an understanding of a core unit question. (Reading): through a written exam, students will identify answers to questions asking them to employ several different reading strategies.

Main Activity:: This is the end of Unit One. Today is the Unit One Exam. There are three components to the test:
1) a multiple choice section using multiple styles of questions.
2) a reading section asking students to employ key terms.
3) a short answer essay.

Evaluation:: This is a graded exam and is worth 50% of the first unit score.

Vocabulary:: This is a comprehensive test covering all key terms and vocabulary from Unit One.

Homework:: Begin reading for Unit Two…identify key terms posted to the class 'schoology' account.

Learning Objective:: Objective: Students will be able to juxtapose key differences between the colonies through a comparative reading exercise.

Language Objective:: (Reading and Writing): students will be able to identify key differences between the colonies via reading samples and will generate a chart (essay organization) showing the key differences.

Main Activity:: Students will move from station to station reading a series of paragraphs depicting life in the colonies (social, economic, religion, interaction). Students will identify and remove pertinent information, placing said information into a chart, juxtaposing the colonies. This chart then becomes a study guide and outline for body paragraphs for the coming test.

Evaluation:: The chart will act as an assessment piece for student organization skills and content knowledge. After they create their charts, students will play a team Jeopardy game…the game will be based on this week's information (today’s information in particular) and will act as a final review for Monday’s test./dd>

Vocabulary:: The vocabulary will focus on key terms/people from the English, Spanish and French Colonies (Religion, social structure and economics).

Homework:: Prepare for in class writing assignment. The assignment will focus on the Enlightenment Era philosophy that influenced the shaping of Colonial America and the United States.

Learning Objective:: Students will know the effects that the enlightenment and the English Political tradition had on the development of colonial government and American government.

Language Objective:: (Listening and Writing): students will be able to answer a prompt, employing a set number of key terms, after listening to an informative lecture. This is also TOEFL practice.

Main Activity:: Students will listen to a short lecture about the Enlightenment and English Political Tradition and the impact it had on the development of colonial government/American government. Students will then write a short response to the lecture, employing a set of key terms presented to them prior to the lecture. They will focus on the key question and terms during the lecture by taking notes. Students will share their responses the following day in a roundtable format.

Evaluation:: The writing sample is worth In class points. A round table, the following day, will provide additional opportunities for student feedback and peer evaluation.

Vocabulary:: Magna Carta, English Bill of Rights, Social Contract, Separation of Powers, Inalienable rights, John Locke, Montesquieu, Rousseau

Homework:: Prepare for round table and quiz.

Learning Objective:: students will demonstrate, through a quiz and open discussion forum, an understanding of the differences between the 13 colonies and the impact the Enlightenment and English Political Tradition had on the development of colonial/American government.

Language Objective:: (Reading): students will be able to read and identify key terms in response to a written prompt (quiz) Speaking: students will demonstrate an understanding of key concepts in an open peer graded discussion forum.

Main Activity:: 1. Weekly Quiz
2. Weekly open forum discussion
3. Short lecture introducing the next section of the unit and homework

Evaluation:: The quiz is a graded evaluation and the forum discussion acts as an immediate assessment, for the instructor, of student understanding.

Vocabulary:: Magna Carta, English Bill of Rights, Social Contract, Separation of Powers, Inalienable rights, John Locke, Montesquieu, Rousseau

Homework:: Fill out graphic organizer for the causes of the US Revolution.

Learning Objective:

Language Objective:: No Class

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Textbook; videos, power points

Weekly Informational Knowledge Overview - (Students will know...): Students will know - what key factors led to the outbreak of revolution. - the key arguments both for and against revolution.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to - organize and write an essay. - create an informative video. - identify cause and effect relationships in a timed reading.

Monday(50min)

Tuesday(50min)

Wednesday(50min)

Thursday(85min)

Friday(85min)

Learning Objective:: Students will understand how economic conditions, religious persecution and sovereignty played a factor in both colonization and revolution.

Language Objective:: (writing): Students will be able to organize information into body paragraphs with an accompanying thesis statement.

Main Activity:: Students will review a slide show of facts; as the slide show moves, students will be asked to organize said information into categories (body paragraphs) for an essay. Students will be asked to generate topic sentences and a thesis statement for the essay.

Evaluation:: Students will give immediate feedback to the instructor and each student will produce a rough draft outline for an essay.

Vocabulary:: Autonomy, persecution, headright system, joint stock company, charter, royal colony, house of burgess, Protestant, Puritan, Catholic, Religious Toleration act, …etc. A complete list will be compiled by and organized by students as this lesson progresses.

Homework:: Chapter Two, Lesson One Reading/study guide.

Learning Objective:: Students will understand how economic conditions, religious persecution and sovereignty played a factor in both colonization and revolution.

Language Objective:: (writing): Students will be able to organize information into body paragraphs with an accompanying thesis statement.

Main Activity:: Students will review a slide show of facts; as the slide show moves, students will be asked to organize said information into categories (body paragraphs) for an essay. Students will be asked to generate topic sentences and a thesis statement for the essay.

Evaluation:: Students will give immediate feedback to the instructor and each student will produce a rough draft outline for an essay.

Vocabulary:: Autonomy, persecution, headright system, joint stock company, charter, royal colony, house of burgess, Protestant, Puritan, Catholic, Religious Toleration act, …etc. A complete list will be compiled by and organized by students as this lesson progresses.

Homework:: Chapter Two, Lesson One Reading/study guide.

Learning Objective:: Students will identify what key events led to the US Revolution by analyzing cause and effect relationships.

Language Objective:: (reading): Students will identify key points and cause effect relationships in a reading sample (TOEFL/SAT Critical reading practice).

Main Activity:: Students, in teams, will rotate through reading stations and will read paragraphs detailing the causes of the revolution. Students will be timed and will have to identify key information from each paragraph.

Evaluation:: The following day, via an in class lecture, students will get a chance to know if the information they removed from the reading samples is pertinent to the task at hand (identifying the causes of the American Revolution).

Vocabulary:: French Indian War, Salutary Neglect, Albany Conference, Proclamation of 1763, Sugar act, Stamp Act, Customs, Townshend Acts, Boston Massacre, Coercive Acts, Common Sense…

Homework:: Reading, Chapter Two, Lesson Two. Study Guide

Learning Objective:: Students will identify the key arguments both for and against Independence.

Language Objective:: (Listening): Students will listen to dialogue and identify key terms from this unit.

Main Activity:: Students will view a selection from the HBO series of John Adams. Students will be given a writing prompt asking them to critique the selection for historical accuracy. They will focus on the arguments both for and against independence.

Evaluation:: Students will give their critique of the movie in a round table format; peer evaluation will be provided.

Vocabulary:: French Indian War, Salutary Neglect, Albany Conference, Proclamation of 1763, Sugar act, Stamp Act, Customs, Townshend Acts, Boston Massacre, Coercive Acts, Common Sense, Olive Branch, Continental Congress

Homework:: Watch remaining clips of HBO’s John Adams, as posted to the 'schoology' website.

Learning Objective:Students will demonstrate an understanding of the causes of the American Revolution.: No Class

Language Objective:: (Speaking): Students will develop an organized oral response to a speaking prompt. (Reading): Students will read for understanding via a short quiz.

Main Activity:: 1) Students will participate in a short round table discussion about the causes of the revolution. 2) students will take a short quiz about the causes of the revolution. 3) Students will present their projects: video on daily life in Colonial America

Evaluation:: There are three evaluation pieces on this day: a written quiz, a speaking evaluation (round table discussion) and a project presentation (group videos on life in Colonial America).

Vocabulary:: French Indian War, Salutary Neglect, Albany Conference, Proclamation of 1763, Sugar act, Stamp Act, Customs, Townshend Acts, Boston Massacre, Coercive Acts, Common Sense, Olive Branch, Continental Congress, Declaration of Independence

Homework:: Reading, Chapter two lesson three. Chapter four Lesson One and Two.

Materials / Resources (including technology)

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- the cause and effect relationships and events that led to the Revolution.
- the key figures of the revolution.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- write a thesis statement.
- write body paragraphs, employing key historical terms and SAT vocabulary.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:

Language Objective:

Main Activity:: NO CLASS – Holiday

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will review and know how religious persecution/freedom, economic opportunity and sovereignty played a role in both colonization and revolution.

Language Objective:: (Writing/Listening): After a brief lecture, students will employ a set of key terms, from the lecture, in a body paragraph.

Main Activity:: Students will listen to a short lecture and will take notes on a set of key terms and SAT vocabulary; they will then write a brief paragraph in class, employing the key terms and SAT vocabulary from the lecture. An emphasis will be put on topic sentences, details and transition sentences. Students will have an opportunity to read the work of others. This is both a mini SAT and TOEFL practice lesson

Evaluation:: Peer evaluation will follow the in class writing exercise. The students will re-write the paragraph as homework and will submit it for teacher evaluation.
[Note] the homework will ask the students to identify Complete Subject and Predicate in their sentences (additional language objective).

Vocabulary:: A complete list of vocabulary will be provided on the class schoology website. Vocabulary focuses on the key terms and figures of said Learning Objective.

Homework:: Rewrite the in class paragraph; identify complete subject and complete predicate. Finish writing for the other two body paragraphs

Learning Objective:: Students will know how The French Indian War, Sugar and Quartering Acts and The Stamp Act impacted relationships and perspectives between the colonies and England.

Language Objective:: (Writing/Listening): After a brief lecture, students will employ a set of key terms, from the lecture, in a body paragraph.

Main Activity:: Students will listen to a short lecture and will take notes on a set of key terms and SAT vocabulary; they will then write a brief paragraph in class, employing the key terms and SAT vocabulary from the lecture. An emphasis will be put on topic sentences, details and transition sentences. Students will have an opportunity to read the work of others. This is both a mini SAT and TOEFL practice lesson.

Evaluation:: Peer evaluation will follow the in class writing exercise. The students will re-write the paragraph as homework and will submit it for teacher evaluation. Note: the homework will ask the students to identify Complete Subject and Predicate and prepositions in their sentences (additional language objective). [Note] Only one paragraph will be written in class.

Vocabulary:: A complete list of vocabulary will be provided on the class 'schoology' website. Vocabulary focuses on the key terms and figures of said Learning Objective.

Homework:: Choose one of the remaining two paragraph options and write it; students must employ said key terms/vocabulary and identify complete subject, complete predicate and prepositions.

Learning Objective:: Students will identify how the Boston Massacre, Tea Party and Intolerable Acts played a role in bringing about the Revolution/Lexington and Concord.

Language Objective:: (Writing/Listening): After a brief lecture, students will employ a set of key terms, from the lecture, in a body paragraph.

Main Activity:: Students will listen to a short lecture and will take notes on a set of key terms and SAT vocabulary; they will then write a brief paragraph in class, employing the key terms and SAT vocabulary from the lecture. An emphasis will be put on topic sentences, details and transition sentences. Students will have an opportunity to read the work of others. This is both a mini SAT and TOEFL practice lesson.

Evaluation:: Peer evaluation will follow the in class writing exercise. The students will re-write the paragraph as homework and will submit it for teacher evaluation. Note: the homework will ask the students to identify Complete Subject and Predicate and prepositions in their sentences (additional language objective). [Note] Only one paragraph will be written in class.

Vocabulary:: A complete list of vocabulary will be provided on the class 'schoology' website. Vocabulary focuses on the key terms and figures of said Learning Objective.

Homework:: Choose one of the remaining two paragraph options and write it; students must employ said key terms/vocabulary and identify complete subject, complete predicate and prepositions. Additionally, students will be asked to focus on transition sentences, employing proper syntax and key transition words.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- what events triggered the American Revolution.
- the outcome and impact of the Continental Congresses.
- the pros and cons of Independence and the key points of the Declaration of Independence.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- write a rough draft essay having generated a thesis statement.
- analyze a historical video for historical accuracy.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:

Language Objective:

Main Activity:: NO CLASS – Holiday

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will identify how the Boston Massacre, Tea Party and Intolerable Acts played a role in bringing about the Revolution/Lexington and Concord.

Language Objective:: (Writing/Listening): After a brief lecture, students will employ a set of key terms, from the lecture, in a body paragraph.

Main Activity:: Students will listen to a short lecture and will take notes on a set of key terms and SAT vocabulary; they will then write a brief paragraph in class, employing the key terms and SAT vocabulary from the lecture. An emphasis will be put on topic sentences, details and transition sentences. Students will have an opportunity to read the work of others. This is both a mini SAT and TOEFL practice lesson.

Evaluation:: Peer evaluation will follow the in class writing exercise. The students will re-write the paragraph as homework and will submit it for teacher evaluation.
[Note]
1. The homework will ask the students to identify Complete Subject and Predicate and prepositions in their sentences (additional language objective).
2. Only one paragraph will be written in class.

Vocabulary:: A complete list of vocabulary will be provided on the class schoology website. Vocabulary focuses on the key terms and figures of said Learning Objective.

Homework:: Choose one of the remaining two paragraph options and write it; students must employ said key terms/vocabulary and identify complete subject, complete predicate and prepositions. Additionally, students will be asked to focus on transition sentences, employing proper syntax and key transition words.

Learning Objective:: Students will know the key actions and outcomes of the Continental Congresses

Language Objective:: (Listening): Students will listen to a brief lecture and then use their notes to answer a prompt.

Main Activity:: Students will listen to short lecture on the Continental Congresses and will then answer TOEFL style listening questions.

Evaluation:: The teacher will grade the in class assignment.

Vocabulary:: Continental Congress, Declaration of Independence, Continental Army, Olive Branch, Delegates

Homework:: Finish rough draft of essay.

Learning Objective:: Through an in class review and video analysis, students will be prepared to take the unit two exam.

Language Objective:: (Speaking): Students will participate in a peer review session and will analyze a short video in an open forum (speaking) format.

Main Activity:: 1) Students will read rough draft essays from other students and provide peer feedback.
2) Students will view a section of the HBO series “John Adams” and will use their content knowledge to analyze the video.
3) students will have a chance to ask questions to review for the test.

Evaluation:: 1) peer feedback.
2) student responses to prompts based on a video.
3) teacher will give time for Q & A to assess student content knowledge.

Vocabulary:: This is an end of unit review and all unit vocabulary will be applicable.

Homework:: prepare for unit two exam.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will
- demonstrate a mastery of unit two content.
- know the key philosophical principles of the United States of America.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- outline and write an essay, responding to a prompt.
- identify key concepts of historical documents via an open forum discussion.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will demonstrate a mastery of unit content via a written test.

Language Objective:: (Reading for understanding): Students will respond to test questions.

Main Activity:: This is a multiple choice and matching test.

Evaluation:: This is an end of unit evaluation (colonization and revolution).

Vocabulary:: All Unit Two vocabulary (colonization and revolution) will be assessed.

Homework:: Prepare for Unit Two essay test.

Learning Objective:: Students will demonstrate a mastery of unit content via an essay prompt.

Language Objective:: (Writing): Students will outline and write an organized essay, responding to an essay prompt.

Main Activity:: This is the Unit Two essay test. Students will outline and write an essay in class.

Evaluation:: The essay will be evaluated, focusing on: overall answer to the question, comprehension, organization, fact and detail employment, grammar, vocabulary.

Vocabulary:: All Unit Two vocabulary (colonization and revolution) will be available for student use in the essay.

Homework:: Begin studying key terms for unit three, (The Making of America). Study reading on “The Weaknesses of The Articles of Confederation.”

Learning Objective:: Students will know the weaknesses of the Articles of Confederation and key principles of The Constitution of The United States.

Language Objective:: (Reading for understanding, listening and writing): Students will engage in an integrated essay TOEFL.

Main Activity:: Having read their homework reading sample on the weaknesses of the Articles of Confederation, students will listen to a short lecture on how the key principles of the Constitution were designed to address said issues; students will then write an integrated essay.

Evaluation:: The integrated essay will be graded as an in class/homework assignment.

Vocabulary:: Articles of Confederation, Federalism, Anti-Federalism, Sovereignty, Division of Powers, Judicial, Executive, Legislative

Homework:

Learning Objective:: Through comparing primary documents, students will understand the key philosophical foundations of the United States of America.

Language Objective:: (Reading for understanding): Students will read and analyze documents.

Main Activity:: Students will read and analyze the preamble of both the Declaration of Independence and The Constitution of The United States. Students will also read a selection of Federalist Paper 51.

Evaluation:: In groups, students will respond to prompts and will give oral responses to prompts. The teacher will provide immediate feedback.

Vocabulary:: Inalienable, Rights, Pursuit, Truths, Division of Powers, Abolish, Sovereignty

Homework:

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- the weaknesses of the articles of confederation.
- the impact of Shays Rebellion and the need for a stronger central government.
- the key arguments both for and against the Constitution of The United States (Federalist/Anti-Federalist).

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- generate a key terms speaking list and speak in the four sentence types.
- speak from a visual prompt.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will identify the key weaknesses of The Articles of Confederation.

Language Objective:: (speaking): Through using a speaking sheet, students will use key terms in grammatically correct sentence

Main Activity:: Students will listen to a short lecture on The Articles of Confederation. They will identify/generate a key terms list from the lecture/power point. Students will then use the terms in a speaking exercise with their peers.

Evaluation:: The instructor will provide feedback on student ability to speak, using proper sentence structure.

Vocabulary:: All key vocabulary about The Articles of Confederation. Each student will generate their own key terms/vocabulary for this exercise.

Homework:: Speaking sheet (short answer prompt) for: Articles of Confederation, Shays Rebellion and The Constitutional Convention.

Learning Objective:: Through an in class speaking exercise, students will demonstrate knowledge of the key personalities at The Constitutional Convention.

Language Objective:: Students will employ key terms while speaking grammatically correct sentences (using all four sentence types).

Main Activity:: Students will listen read a short selection about the key personalities of the Constitutional convention. They will generate a key terms list and will then participate in a speaking exercise, using said key terms.

Evaluation:: Teacher and peer feedback will be used to evaluate student speaking for proper sentence structure and content understanding.

Vocabulary:: All key terms will be generated by the students. Key terms will center around the key personalities who attended the constitutional convention.

Homework:: Finish speaking sheets for The Constitutional Convention and Compromises.

Learning Objective:: Students will know what key compromises were made, leading to the drafting of the Constitution of The United States.

Language Objective:: (Listening): students will listen to a short lecture and will respond to a list of questions.

Main Activity:: Students will be given a list of prompts/questions. They will listen to a short lecture on The Great Compromise and the compromise over slavery; students will answer questions individually during the lecture and for a short time thereafter. Students will then work together, discussing their answers. The teacher will then give the proper answers and students will be able to check for understanding.

Evaluation:: Students will be able to check for understanding as the instructor will provide answers at the end of the lesson. (+ Weekly Quiz)

Vocabulary:: All key vocabulary centers on: The Virginia Plan, New Jersey Plan, Great Compromise, 3/5 Compromise and The Slave Trade.

Homework:: Prepare for in class speaking review.

Learning Objective:: Students will demonstrate an understanding of unit content.

Language Objective:: (speaking): Students will respond to a visual prompt.

Main Activity:: In groups, students will respond to a series of visual prompts. The instructor will demonstrate first, teaching from a timed power point with no words. The students will do the same, with each student responding, for 30 seconds to a slide.

Evaluation:: After each group speaks/teaches from the power point, the teacher will give feedback concerning errors and omissions.

Vocabulary:: All key vocabulary for "The Articles of Confederation" and "The Constitutional Convention" will be covered.

Homework:: Prepare for test review and end of Unit Three test.

Learning Objective:

Language Objective:

Main Activity:: *** HALLOWEEN PARTY***

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- the causes for, the course and debate of and outcome of the Constitutional Convention.
- the key precedents set by the Washington Administration.
- how the Adams Administration further defined Presidential power.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- respond to listening prompts.
- speak from a key terms prompt.
- respond to complex questions on a written test.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the causes, course and debates, and outcome of the Constitutional Convention.

Language Objective:: (listening/speaking): Students will participate in a review game, responding to prompts read by the teacher.

Main Activity:: In groups, students will participate in a game show test review.

Evaluation:: Students will self grade and review.

Vocabulary:: All key vocabulary will be employed concerning The Articles of Confederation, Shays Rebellion, Federalism, Anti Federalism, The Great Compromise, 3/5 Compromise, Constitutional Convention.

Homework:: Prepare for unit two: lesson one: George Washington.

Learning Objective:: Students will demonstrate a mastery of Unit Three content.

Language Objective:: (Reading): Students will respond to questions on a written test.

Main Activity:: This is an end of unit test. [Note] There is no essay portion on this test.

Evaluation:: The test acts as an end of unit assessment.

Vocabulary:: All unit two key vocabulary/key terms will be employed on the test.

Homework:: Speaking sheet: George Washington.

***END OF GRADING PERIOD 1***

Learning Objective:: Students will know how the Washington Administration set precedents, establishing the American Republic.

Language Objective:: (Listening): Students will listen to a short video and respond to prompts/questions.

Main Activity:: Students will view a short mini documentary on George Washington, while listening for answers to questions. They will then listen to a short lecture on the Washington Administration and its lasting impact.

Evaluation:: The teacher will provide answers to the listening questions/prompts; students will self grade.

Vocabulary:: (Key points): Precedents, Cabinet, Whiskey Rebellion, Terms of office

Homework:: Review key terms for the John Adams and Thomas Jefferson Administrations. Speaking sheets: John Adams & Thomas Jefferson.

***START OF GRADING PERIOD 2***

Learning Objective:: Students will know how the Adams Administration defined Presidential Power (continue to review the George Washington Administration).

Language Objective:: (Listening): Students will listen to a short video and respond to prompts/questions.

Main Activity:: Students will view a short mini documentary on John Adams, while listening for answers to questions. They will then listen to a short lecture on the Washington Administration and its lasting impact.

Evaluation:: The teacher will provide answers to the listening questions/prompts; students will self.

Vocabulary:: xyz affair, freedom of speech, Alien & Sedition Acts, Navy

Homework:: Review video documentary on Thomas Jefferson.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the Washington and Adams administrations defined the American political system.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- listen for and identify: main idea, problem and solution in a documentary.
- apply knowledge, gained from reading, to a video documentary.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will identify key weaknesses in their essay writing skills via a group essay analysis exercise.

Language Objective:: (Writing): Students will analyze essays, applying a rubric.

Main Activity:: In groups, students will analyze a set of student essays, applying a rubric.

Evaluation:: Students will identify key strengths and weaknesses of each essay; the instructor will check for student understanding and proper application of the rubric.

Vocabulary:

Homework:: Chapter 4, Lessons 1-4.

Learning Objective:

Language Objective:

Main Activity:: Holiday, No class

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will identify how the Founding Fathers defined the American government during the Washington and Adams administrations.

Language Objective:: (Listening): Students will listen to/view “Founding Brothers” and take notes; they will be quizzed as groups (TOEFL Practice), asked to identify key points and main idea.

Main Activity:: students will listen to/view “Founding Brothers” and take notes; they will be quizzed as groups, asked to identify key points and main idea.

Evaluation:: This is a Group Quiz Activity; The teacher will pause the video every ten minutes for a quick quiz to check for understanding; students will have an opportunity to ask questions.

Vocabulary:: compromise, abolition, assumption, debt, Whiskey Rebellion, XYZ Affair, Compromise of 1790, Alien and Sedition Acts

Homework:

Learning Objective:: Students will identify how the Founding Fathers defined the American government during the Washington and Adams administrations.

Language Objective:: (Listening): Students will listen to/view “Founding Brothers” and take notes; they will be quizzed as groups, asked to identify key points and main idea.

Main Activity:: Students will listen to/view “Founding Brothers” and take notes; they will be quizzed as groups (TOEFL Practice), asked to identify key points and main idea.

Evaluation:: (Group Quiz Activity) The instructor will pause the video every ten minutes for a quick quiz to check for understanding; students will have an opportunity to ask questions.

Vocabulary:: compromise, abolition, assumption, debt, Whiskey Rebellion, XYZ Affair, Compromise of 1790, Alien and Sedition Acts

Homework:: Finish reading chapter four. Begin speaking/key terms sheets one and two.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the first six presidents defined the political structure/system of the United States, defining executive, judicial and congressional powers.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- create a podcast (historical fiction).
- develop an argument/counter argument for a structured debate.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Through a podcast book reading/review, students will demonstrate a comprehensive understanding of ‘The Making of America’ and the first seven Presidents that defined the American political system.

Language Objective:: (Speaking): Through recording a podcast, students will focus on voice, clarity, tone and intonation.

Main Activity:: The teacher will introduce the Unit Four project. In groups of two, students will make a mock podcast. One student will be a US president (covered in this unit), the other an interviewer. The occasion: the president has written a book, post presidency. The students will have to title the book, outline the content, and give an interview concerning the recent release of the book.

Evaluation:: The project will be evaluated upon completion of the unit.

Vocabulary:: The students will select key vocabulary based on course content and what is needed for their book content.

Homework:: Chapter 4, Lesson 3.

Learning Objective:: Through a video and in class discussion, students will understand how Thomas Jefferson defined the presidential powers of the United States while expanding the Republic.

Language Objective:: (Listening) Students will identify key concepts in a short video clip.

Main Activity:: Students will view a short video clip on Thomas Jefferson; students will then answer a series of prompts based on the video. Students will then participate in a short lecture on the Jefferson Administration.

Evaluation:: Students will have an opportunity to self grade their responses to prompts; the teacher will ask a series of questions to check for understanding.

Vocabulary:: Jeffersonian Democrat, Federalist and Whig Party, Embargo Act 1807, Isolationism, Lewis & Clark, Monticello, Louisiana Purchase, Marbury v Madison

Homework:: Notes and Key Terms. Chapter 4, lesson Four

Learning Objective:: Through a video and in class discussion, students will understand the role James Madison played in defining the American political system.

Language Objective:: (Listening): Students will identify key concepts in a short video clip.

Main Activity:: Students will view a short video clip on James Madison; students will then answer a series of prompts based on the video. Students will then participate in a short lecture concerning Madison’s role in ‘The Making of America.’

Evaluation:: Students will have an opportunity to self grade their responses to prompts; the instructor will ask a series of questions to check for understanding.

Vocabulary:: War of 1812, Father of The Constitution, Assumption (national debt),

Homework:: Key Terms, Notes. Chapter 5, lesson one. Lesson Four, Section 2 “elections of 1824 and 1828”

Learning Objective:: Students will know how the Monroe Doctrine and the Monroe Administration developed Economic Nationalism. Students will know how the elections of 1824 and 1825 exacerbated political divisions between political parties.

Language Objective:: (Speaking): Students will be able to formulate a two-three point argument in debate

Main Activity:: After learning about the Monroe and J.Q. Adams administrations via a short video clip and a brief in class discussion, students will learn how to participate in a formatted debate; students will then review the first six presidencies via an in class debate. Note, today is merely an introduction of the debate system.

Evaluation:: Students will have an opportunity to ask questions concerning unit 4 content at this point; students will receive direct feedback and instruction concerning the formatted debate process. Students will receive immediate feedback concerning content employment.

Vocabulary:: Monroe Doctrine, Economic Nationalism, Judicial Nationalism, Second Bank of The United States, Corrupt Bargain

Homework:: Chapter 6, Lesson One “Andrew Jackson” Prepare for in class debates.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how political parties were shaped by the decisions of the first seven administrations.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to listen for and identify key concepts and their supporting details.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the key successes and failures of the John Q. Adams administration.

Language Objective:: (Listening): Students will listen to a short video on the J.Q. Adams administration and will identify key points.

Main Activity:: After a brief video, students will share their notes, identifying key successes and failures of the J.Q. Adams Administration. Students will then summarize why the administration is seen as a failure.

Evaluation:: In class, discussion will provide immediate feedback.

Vocabulary:: Corrupt Bargain, Infrastructure, Electoral College

Homework:: Answer short writing prompt for the J.Q. Adams administration.

Learning Objective:: Students will know how the Jacksonian Democrats changed the political landscape of America.

Language Objective:: (Listening): Students will listen to a short video on the Andrew Jackson administration and will identify key points.

Main Activity:: After a brief video, students will share their notes, identifying key successes and failures of the Andrew Jackson Administration. Students will then summarize why the administration is seen as a failure.

Evaluation:: In class, discussion will provide immediate feedback.

Vocabulary:: Bank of the United States, Trail of Tears, Nullification Crisis

Homework:: Identify questions on the Chapter 4 unit review that need further explanation.

Learning Objective:: Students will be able to identify key moments in political history through the first seven presidencies.

Language Objective:: N/A

Main Activity:: In groups, students will review the set of chapter four review questions; each group will have an opportunity to ask three questions of the instructor. The instructor will give a timed response. These are conceptual questions requiring complex answers; students will have to listen for key examples and a thesis to each response from the instructor.

Evaluation:: Students, in their groups, will be responsible for their understanding of content.

Vocabulary:: All key vocabulary from the first seven presidents will be utilized.

Homework:: Prepare for the second set of questions.

***AMERICAN THANKSGIVING***

Learning Objective:: Students will be able to identify key moments in political history through the first seven presidencies.

Language Objective:: N/A

Main Activity:: In groups, students will review the set of chapter four review questions; each group will have an opportunity to ask three questions of the instructor. The teacher will give a timed response. These are conceptual questions requiring complex answers; students will have to listen for key examples and a thesis to each response from the instructor.

Evaluation:: Students, in their groups, will be responsible for their understanding of content

Vocabulary:: All key vocabulary from the first seven presidents will be utilized.

Homework:: Finish answering all 54 review questions. Prepare for quiz on Monday.

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know what key events/issues shaped the American political system.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- outline and write an essay.
- create a podcast.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to identify how the first seven presidencies defined the American political tradition.

Language Objective:: (Speaking): Students will organize and produce a podcast.

Main Activity:: Students will receive instruction on the podcast project. In teams of two, students will generate a podcast. One student will be a former president of the United States (from the first seven presidents). Their occasion is a book release as the president has just finished writing a book. Students will generate the book title, and its general focus. The president and interviewer must incorporate historical facts into their fictional interview.

Evaluation:: podcasts will be presented at the end of the week in class. They count as project points for the unit.

Vocabulary:: Students will use key terms based on the president they select for their podcast.

Homework:: Begin developing podcast. Study review questions for test.

Learning Objective:: Students will be able to outline and write an essay for the following prompt: Analyze the key differences between the new political parties of the United States, focusing on the events and issues that shaped them.

Language Objective:: (Writing): Via an in class essay writing workshop, students will outline and write an essay in response to a prompt.

Main Activity:: Students will participate (in groups) in a two day workshop, and will write an essay in response to a prompt. The instructor will emphasize: organization (thesis, topic sentences, paragraph structure and phasing, transition sentences, introduction and conclusion), fact and detail employment, grammar and vocabulary use.

Evaluation:: The rough draft will count as an in class/homework assignment. The students will write a final essay as a portion of their end of unit exam.

Vocabulary:: All unit four key terms are available for use on this assignment.

Homework:: Write body paragraphs for the essay (do not include conclusion and transition sentences; they will be done in class the following day). Study/prepare for exam.

Learning Objective:: Students will be able to outline and write an essay for the following prompt: Analyze the key differences between the new political parties of the United States and the events and issues that shaped them.

Language Objective:: (Writing): Via an in class essay writing workshop, students will outline and write an essay in response to a prompt.

Main Activity:: Students will participate (in groups) in a two day workshop, and will write an essay in response to a prompt. The instructor will emphasize: organization (thesis, topic sentences, paragraph structure and phasing, transition sentences, introduction and conclusion), fact and detail employment, grammar and vocabulary use.

Evaluation:: The rough draft will count as an in class/homework assignment. The students will write a final essay as a portion of their end of unit exam.

Vocabulary:: All unit four key terms are available for use on this assignment.

Homework:: Finish rough draft of the essay. Prepare for the Unit 4 test (multiple choice/matching section).

Learning Objective:: Students will demonstrate an understanding of Unit 4 content via a podcast and essay review.

Language Objective:: (Speaking): Students will present and listen to their podcasts. Reading/Writing: students will peer review their essays.

Main Activity:: Students will present and listen to their podcasts. Students will peer review their essays. This class is designed as a review session for the exam (Monday: multiple choice/matching section; Tuesday: Essay section).

Evaluation:: Students will peer review. The instructor will provide feedback and answer questions.

Vocabulary:: All Unit Four content will be covered during this class.

Homework:: Prepare for the test.

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the first seven administrations defined American political tradition.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to write a rough draft in a pre-writing exercise.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS- Holiday***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS- Holiday***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will outline an essay via an in class workshop.

Language Objective:: (Writing): Students will outline and write an essay during an in class workshop.

Main Activity:: This is a two day writing workshop.
(Day 1): The teacher will walk students through the process of writing and outlining an essay.
(Day 2): In groups, students will provide peer feedback and edit their rough drafts.

Evaluation:: Students will provide feedback; the instructor will ask questions at the end of each session.

Vocabulary:: Vocabulary/key terms will be determined by which essay a student chooses to answer. There are six prompts to choose from.

Homework:: Finish rough draft of essay.

Learning Objective:: Students will outline an essay via an in class workshop.

Language Objective:: (Writing): Students will outline and write an essay during an in class workshop.

Main Activity:: This is a two day writing workshop.
(Day 1): The teacher will walk students through the process of writing and outlining an essay.
(Day 2): In groups, students will provide peer feedback and edit their rough drafts.

Evaluation:: Students will provide feedback; the teacher will ask questions at the end of each session.

Vocabulary:: Vocabulary/key terms will be determined by which essay a student chooses to answer. There are six prompts to choose from.

Homework:: Prepare for next week’s essay and writing exam.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the first seven administrations of the United States shaped the political identity of the nation.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- write an essay in response to a test prompt.
- deliver a podcast presentation.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Via an essay exam, students will demonstrate a mastery of unit content.

Language Objective:: (Writing): Students will write an essay in response to a prompt.

Main Activity:: Essay exam, end of Unit Four.

Evaluation:: The essay will be graded and is worth 30% of the unit.

Vocabulary:: All unit four key terms are available for student use in the essay.

Homework:: Finalize podcast.

Learning Objective:: Through a podcast, students will demonstrate an understanding of the impact of a presidential administration.

Language Objective:: (Speaking): Students will record and present a podcast.

Main Activity:: Students will present their final presidential interview podcasts.

Evaluation:: Each group will peer review and self grade their podcast.

Vocabulary:: Each group will employ a set of key terms specific to their podcast and choice of president.

Homework:: Prepare for written test.

Learning Objective:: Students will demonstrate un understanding of Unit Four content.

Language Objective:: (Reading): Students will read and answer prompts on a test.

Main Activity:: (Written Exam); Students will read and respond to prompts.

Evaluation:: The written exam will count as 20% of the unit.

Vocabulary:: All unit 4 key terms will be employed.

Homework:

Learning Objective:: Students will identify different perspectives on the causes of the Civil War.

Language Objective:: (Listening & Speaking): Students will view a movie and respond, orally, to prompts.

Main Activity:: Students will view the beginning of Gods and Generals and will respond, in groups, to prompts. Their responses will be timed in a TOEFL style format.

Evaluation:: The teacher will provide immediate feedback on student responses.

Vocabulary:: All key terms will be based on northern and southern perspectives concerning the roots of the Civil War.

Homework:: Begin reading for unit 5 and finals preparation.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- the concept of “manifest destiny” and how western expansion shaped American politics and culture.
- the causes and roots of The Civil War.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to write short answer responses to Document Based Questions (Students will know how to do a DBQ) exercise.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Through an open ended point based argument/presentation, students will make inferences regarding the causes/roots of the civil War.

Language Objective:: (speaking): Students will deliver an organized point by point argument in response to a prompt.

Main Activity:: In groups, students will come up with a three point thesis as to the cause(s) of the Civil War. This is an introduction lesson asking students to infer and employ what they already know of U.S. History.

Evaluation:: In a round robin tournament, groups will present their arguments and will peer grade. At the end of the unit, students will be asked to reflect on their initial inferences.

Vocabulary:: Students will generate their own key vocabulary (at least two key terms per point for a total of 6 key terms).

Homework:: Begin taking notes and studying key terms for chapter 9.

Learning Objective:: Through a DBQ exercise, students will understand the concept of Manifest Destiny and its impact on U.S. History.

Language Objective:: (Speaking & Writing): Students will respond both orally, and with the written word, to a DBQ.

Main Activity:: Students will view a painting: “Manifest Destiny” and will respond by giving an oral analysis and a written response to a specific question. The students will have an opportunity to share their written responses.

Evaluation:: Students will provide peer feedback. At the end of class, the instructor will spend time redirecting and giving instruction.

Vocabulary:: Manifest Destiny, Territory, Western Expansion, Industrialization, Romanticism, Settlers, Reservations, Missionary, Conflict (a literary definition).

Homework:: Continue studying and taking notes for Chapter 9.

Learning Objective:: Students will know the causes, course of and outcome of the Mexican American War and the Manifest Destiny policy of the Polk Administration.

Language Objective:: (Listening & Note taking): Students will listen to a lecture and will organize notes for an end of class quiz.

Main Activity:: Students will listen to a short lecture focusing on the learning objective. At the end of class, students will take a quiz based on the lecture. Students will be able to use their notes.

Evaluation:: An end of class, quiz will be used to assess student understanding and listening ability.

Vocabulary:: All key terms will focus on the Mexican War and the expansionist policies of the Polk Administration

Homework:: Continue studying and taking notes for Chapter 9.

Learning Objective:: Students will know how Congressional Acts generated sectional conflict during western expansion.

Language Objective:: (Writing): Students will form a written argument employing a compare and contrast method.

Main Activity:: Students will listen to a short lecture on three Congressional Acts: The Missouri Compromise, The Compromise of 1850, and the Kansas Nebraska Act . Students will then be asked to write a compare contrast argument, arguing which act was most instrumental in causing sectional conflict.

Evaluation:: Students will have a chance to peer review (read the responses of other students). The teacher will give a final argument based on the prompt as well.

Vocabulary:: All key terms will focus on the three key acts covered in the lecture: The Missouri Compromise, The Compromise of 1850, and the Kansas Nebraska Act.

Homework:: Prepare for the Lincoln v. Douglas debate (Historical Re-enactment).

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know the causes of the Civil War.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to generate an essay in response to a prompt.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how Congressional Acts generated sectional conflict during western expansion.

Language Objective:: (Writing): Students will form a written argument employing a compare and contrast method.

Main Activity:: Students will listen to a short lecture on three Congressional Acts: The Missouri Compromise, The Compromise of 1850, and the Kansas Nebraska Act. Students will then be asked to write a compare contrast argument, arguing which act was most instrumental in causing sectional conflict.

Evaluation:: Students will have a chance to peer review (read the responses of other students). The teacher will give a final argument based on the prompt as well.

Vocabulary:: All key terms will focus on the three key acts covered in the lecture: The Missouri Compromise, The Compromise of 1850, and the Kansas Nebraska Act.

Homework:: Begin Writing Essay: Three Root Causes of The Civil War

Learning Objective:: Students will know how divisions in political parties reflected and contributed to the Causes of The Civil War.

Language Objective:: (Writing): Students will write short responses to prompts.

Main Activity:: Students will listen to a short lecture on the division of political parties and the birth of new parties leading to the Civil War. Students will write and share short answer responses based on the lecture.

Evaluation:: Students will have an opportunity to share their responses (peer review) and ask questions for the instructor to answer.

Vocabulary:: All key terms are based on political parties and their platforms.

Homework:: Continue writing essay.

Learning Objective:: Students will be able to identify key battles and turning points of the Civil War.

Language Objective:: (Listening): Students will watch video clips and respond to prompts, using speaking notes.

Main Activity:: Students will watch video clips from two movies: Gods and Generals and Gettysburg. Students will then listen to short 2 minute lectures on the key turning points of the Civil War. Students will then respond with an integrated writing response.

Evaluation:: Peer Review will be used; students will have an opportunity to ask questions.

Vocabulary:: All key vocabulary will focus on key figures and battles from the Civil War.

Homework:: Finish online discussion ranking the causes of the Civil War

Learning Objective:: Students will be able to identify key battles and turning points of the Civil War.

Language Objective:: (Listening): Students will watch video clips and respond to prompts, using speaking notes.

Main Activity:: Students will watch video clips from two movies: Gods and Generals and Gettysburg. Students will then listen to short 2 minute lectures on the key turning points of the Civil War. Students will then respond with an integrated writing response.

Evaluation:: Peer Review will be used; students will have an opportunity to ask questions

Vocabulary:: All key vocabulary will focus on key figures and battles from the Civil War.

Homework:: Finish Online Discussion: Finish “Finals Review” project over the weekend.

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know key content for the first semester finals.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to participate in an open forum review, testing course content knowledge.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will demonstrate an understanding of semester one course content, via an open forum review.

Language Objective:: (Speaking): Students will give organized responses to review questions.

Main Activity:: Students will participate in an open forum review. Students will respond to prompts/questions from the instructor and will have an opportunity to ask questions and critique their peers.

Evaluation:: The teacher will provide immediate feedback.

Vocabulary:: All first semester key content is available for review.

Homework:: Prepare for final exams.

Learning Objective:: Students will demonstrate an understanding of semester one course content, via an open forum review.

Language Objective:: (Speaking): Students will give organized responses to review questions.

Main Activity:: Students will participate in an open forum review. Students will respond to prompts/questions from the teacher and will have an opportunity to ask questions and critique their peers.

Evaluation:: The teacher will provide immediate feedback.

Vocabulary:: All first semester key content is available for review.

Homework:: Prepare for final exams.

***SEMESTER 1, FINAL EXAMS***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***SEMESTER 1, FINAL EXAMS***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***SEMESTER 1, FINAL EXAMS***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know key figures and terms for the unit.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to analyze an allegory and generate a class lesson.

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF 2ndSEMESTER***

Learning Objective:: N/A

Language Objective:: N/A

Main Activity:: Introduction to second semester and finals review from first semester.

Evaluation:: N/A

Vocabulary:: N/A

Homework:

Learning Objective:: Students will identify key terms and figures from the late 19 c by analyzing an allegory.

Language Objective:: (Reading/Speaking): Students will read and identify key terms/figures and will generate a lesson (speaking).

Main Activity:: (Week Long) Students will be viewing “The Wizard of Oz” in class. In groups, they will analyze the movie as an allegory. They will identify key terms/figures from their class text to juxtapose with the movie. Each group will then generate a 10 minute lesson/presentation for the following week. This week is dedicated to viewing the movie and creating their presentation.

Evaluation:: This is the Unit Six project and is worth 10 points. The students will self grade in conjunction with a grade from the instructor.

Vocabulary:: Students will generate a key terms list for their presentation.

Homework:: Prepare for presentation.

Learning Objective:: Students will identify key terms and figures from the late 19 c by analyzing an allegory.

Language Objective:: (Reading/Speaking): Students will read and identify key terms/figures and will generate a lesson (speaking)..

Main Activity:: (Week Long) Students will be viewing “The Wizard of Oz” in class. In groups, they will analyze the movie as an allegory. They will identify key terms/figures from their class text to juxtapose with the movie. Each group will then generate a 10 minute lesson/presentation for the following week. This week is dedicated to viewing the movie and creating their presentation.

Evaluation:: This is the Unit Six project and is worth 10 points. The students will self grade in conjunction with a grade from the instructor.

Vocabulary:: Students will generate a key terms list for their presentation.

Homework:: Prepare for presentation.

Learning Objective:: Students will identify key terms and figures from the late 19 c by analyzing an allegory.

Language Objective:: (Reading/Speaking): Students will read and identify key terms/figures and will generate a lesson (speaking).

Main Activity:: (Week Long) Students will be viewing “The Wizard of Oz” in class. In groups, they will analyze the movie as an allegory. They will identify key terms/figures from their class text to juxtapose with the movie. Each group will then generate a 10 minute lesson/presentation for the following week. This week is dedicated to viewing the movie and creating their presentation.

Evaluation:: This is the Unit Six project and is worth 10 points. The students will self grade in conjunction with a grade from the instructor.

Vocabulary:: Students will generate a key terms list for their presentation.

Homework:: Prepare for presentation.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the industrial revolution shaped the urbanization and legal system of the United States.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to develop college level note taking skills (different strategies will be taught during each lesson).

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Holiday, No Class

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will identify how the industrialization of the United States led to America becoming a global power. [Topic]: Standard Oil and U.S. Steel

Language Objective:: (Speaking): Students will respond to in class prompts.

Main Activity:: Students will listen to short sections of a lecture and will practice and develop note taking skills. Each mini-section will involve a quick question and answer section.

Evaluation:: The teacher will provide immediate feedback to timed student responses.

Vocabulary:: All key terms will focus on key figures and businesses of the industrialization of America.

Homework:: Re-write notes.

Learning Objective:: Students will know the key business strategies developed during industrialization and how they shaped America as a modern industrial power.

Language Objective:: (Speaking): Students will respond to in class prompts.

Main Activity:: Students will listen to short sections of a lecture and will practice and develop note taking skills. Each mini section will involve a quick question and answer section.

Evaluation:: The teacher will provide immediate feedback to timed student responses.

Vocabulary:: All key terms will focus on key figures and businesses of the industrialization of America.

Homework:: Re-write notes, key terms

Learning Objective:: Students will know how monopolization and big business contributed to the growth of Anti- Trust legislation.

Language Objective:: (Speaking): Students will respond to in class prompts.

Main Activity:: Students will listen to short sections of a lecture and will practice and develop note taking skills. Each mini section will involve a quick question and answer section.

Evaluation:: The teacher will provide immediate feedback to timed student responses.

Vocabulary:: All key terms will focus on key figures and businesses of the industrialization of America.

Homework:: Study Unit Six key terms.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know the impact of western expansion on the Native American population.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will
- be able to re-write and structure class notes (college level).
- develop note taking skills/strategies.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will demonstrate a knowledge of western expansion and its impact on Native Americans.

Language Objective:: (Writing/Speaking): Students will generate a three paragraph response detailing the cause, course of and outcome of western expansion as related to the plight of Native Americans.

Main Activity:: Students will listen to two lectures with the focus of answering the learning/language objectives. The teacher will provide opportunities for the students to ask questions. The teacher will also detail and discuss different note taking strategies.

Evaluation:: The teacher will provide immediate feedback and the three paragraph response will be graded as homework points for Unit Six.

Vocabulary:: All key terms and vocabulary will focus on the conflict between the U.S. government and the Native Americans.

Homework:: outline and finish three paragraph response

Learning Objective:: Students will demonstrate a knowledge of western expansion and its impact on Native Americans.

Language Objective:: (Writing/Speaking): Students will generate a three paragraph response detailing the cause, course of and outcome of western expansion as related to the plight of Native Americans.

Main Activity:: Students will listen to two lectures with the focus of answering the learning/language objectives. The teacher will provide opportunities for the students to ask questions. The teacher will also detail and discuss different note taking strategies.

Evaluation:: The teacher will provide immediate feedback and the three paragraph response will be graded as homework points for Unit Six.

Vocabulary:: All key terms and vocabulary will focus on the conflict between the U.S. government and the Native Americans.

Homework:: outline and finish three paragraph response

***NO CLASS- CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS- CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS- CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will demonstrate an understanding of the following:
- The use of land in economic expansion and growth.
- The impact that land expansion has on farmers and the general population of the U.S.
- Why farmers began to organize (politically) during the Gilded Age and their impact on the American political landscape.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to post and respond during an online discussion.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will identify how the opening of land impacted not only the American economy but the lives of those Americans who moved West.

Language Objective:: (Speaking): Students will respond to prompts in a timed format.

Main Activity:: Students will listen to a brief lecture and will respond to prompts.

Evaluation:: The teacher will provide immediate feedback.

Vocabulary:: All key terms focus on the opening of land during western expansion and the acquisition of said land.

Homework:: Finish key terms list for the week.

***School Olympics***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Holiday, No Class

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will identify how the opening of land impacted not only the American economy but the lives of those Americans who moved West.

Language Objective:: (Speaking): Students will respond to prompts in a timed format.

Main Activity:: Students will listen to a brief lecture and will respond to prompts.

Evaluation:: The teacher will provide immediate feedback.

Vocabulary:: All key terms focus on the opening of land during western expansion and the acquisition of said land.

Homework:: Finish key terms list for the week.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- how the Industrialization of America impacted the daily lives of citizens and newly arrived Immigrants
- how and why workers unionized during the gilded age and how the government responded to unionization.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to write timed written responses employing a set of key terms.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how the use of Child Labor contributed to the rise of Progressivism.

Language Objective:: (Writing): Students will view photographs and choose key adjectives and advanced vocabulary to describe said pictures.

Main Activity:: Students will view a slide show of Lewis Hine’s photography. The teacher will discuss the lives of children as laborers. The students will be given an SAT vocabulary list and will employ said vocabulary in a writing exercise.

Evaluation:: The writing exercise will be graded and will provide feedback concerning student understanding.

Vocabulary:: SAT level vocabulary will be employed in student responses.

Homework:: Finish answering prompts from class.

Learning Objective:: Students will understand the differences between cottage industry and assembly line industrialization; students will be able to discuss the concepts of alienated labor and wage slavery.

Language Objective:: (Writing): Students will be able to write a reflection on an in class activity.

Main Activity:: Students will play an assembly line game and will have time to reflect on the game at the end of class.

Evaluation:: Students will self reflect during their responses.

Vocabulary:: Alienated Labor and Wage Slavery.

Homework:: Post in class responses to 'schoology' account.

Learning Objective:: Students will know how immigration shaped the urbanization of America.

Language Objective:: (Listening): Students will listen to a documentary and will answer prompts.

Main Activity:: Students will view “The Century, America’s Time” (episode one) and will respond to listening prompts. The instructor will provide immediate feedback. Topic: immigration and urbanization.

Evaluation:: The listening prompts will be graded as in class work.

Vocabulary:: The listening exercise will ask students to identify key terms from the documentary.

Homework:: Finish key terms list for the week.

Learning Objective:: Students will know how immigration shaped the urbanization of America

Language Objective:: (Listening): Students will listen to a documentary and will answer prompts.

Main Activity:: Students will view “The Century, America’s Time” (episode one) and will respond to listening prompts. The instructor will provide immediate feedback. Topic: immigration and urbanization.

Evaluation:: The listening prompts will be graded as in class work.

Vocabulary:: The listening exercise will ask students to identify key terms from the documentary.

Homework:: Finish key terms list for the week. Reply to Wizard of Oz paragraph post on 'Schoology'

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how progressivism shaped the Gilded Age.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to demonstrate content/unit knowledge via a written exam (essay included).

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how labor unions organized during the Gilded Age and why some succeeded while others did not.

Language Objective:: (Speaking): Students will answer a series of prompts, focusing on a two point organized response.

Main Activity:: Students will listen to a short lecture on labor unions and will answer a series of prompts.

Evaluation:: The teacher will provide immediate feedback to student responses.

Vocabulary:: Labor Unions, Guilds, Labor Law, Knights of Labor, American Federation of Labor/Workers

Homework:: Begin studying for test. Outline essay for the test.

Learning Objective:: Students will be able to discuss life for the common man during the Gilded Age and how the common man became an agent for change.

Language Objective:: (Listening/Speaking): Students will listen to short segments of a documentary and will respond to a speaking prompt.

Main Activity:: Students will view a documentary on the Gilded Age and will respond, periodically, to a speaking prompts.

Evaluation:: The teacher will provide immediate feedback to student responses.

Vocabulary:: Gilded Age, Immigration, Industrialization, Union, Progressivism, Women’s Rights

Homework:: Finish creating review game.

Learning Objective:: Students will demonstrate an understanding of Unit Six content via a review game.

Language Objective:: N/A

Main Activity:: Students will play board games that they have made for Unit Six review.

Evaluation:: The students will self evaluate; the board games are designed to test a student’s content knowledge.

Vocabulary:: All Unit Six key terms.

Homework:: Prepare for exam.

Learning Objective:: Students will demonstrate mastery of content knowledge via an exam.

Language Objective:: (Writing): Students will write short answer responses to key term prompts and will write an essay in response to an essay prompt.

Main Activity:: End of unit six EXAM. Students will write short answer responses to key term prompts and will write an essay in response to an essay prompt.

Evaluation:: This is the unit six exam.

Vocabulary:: All unit six key terms will be employed.

Homework:

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- the causes (motives) course of and outcomes of 18th and 18th century Imperialism.
- the 5 P's: Power, Profit, Prestige, Protection, Principles.
- how America became an empire.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- form complex, compound and compound complex sentences.
- respond to speaking prompts, employing class content.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the 5 P's and will be able to use them as an analytical tool.

Language Objective:: (Speaking): Students will use an analytical tool when responding to a prompt.

Main Activity:: Students will learn and apply the 5 P’s as an analytical tool. Students will listen to a lecture on the birth of the American Empire. The causes, course of, and outcome of the Spanish American War will be covered. The Panama Canal and annexation of Hawaii will be covered as well. Students will use the 5 P’s when responding to prompts. The prompts will be given, periodically, during the course.

Evaluation:: The teacher will ask a series of questions during the lecture; students will have 20 seconds to prepare an organized response and a random student will be selected to answer each question.

Vocabulary:: 5 P’s: Profit, Power, Prestige, Principles, Protection

Homework:: Chapter 14, lesson one key terms and questions

Learning Objective:: Students will know the 5 P's and will be able to use them as an analytical tool.

Language Objective:: (Speaking): Students will use an analytical tool when responding to a prompt.

Main Activity:: Students will learn and apply the 5 P’s as an analytical tool. Students will listen to a lecture on the birth of the American Empire. The causes, course of, and outcome of the Spanish American War will be covered. The Panama Canal and annexation of Hawaii will be covered as well. Students will use the 5 P’s when responding to prompts. The prompts will be given, periodically, during the course.

Evaluation:: The teacher will ask a series of questions during the lecture; students will have 20 seconds to prepare an organized response and a random student will be selected to answer each question.

Vocabulary:: 5 P’s: Profit, Power, Prestige, Principles, Protection

Homework:: Chapter 14, lesson two

Learning Objective:: Students will know the 5 P's and will be able to use them as an analytical tool.

Language Objective:: (Speaking): Students will use an analytical tool when responding to a prompt.

Main Activity:: Students will learn and apply the 5 P’s as an analytical tool. Students will listen to a lecture on the birth of the American Empire. The causes, course of, and outcome of the Spanish American War will be covered. The Panama Canal and annexation of Hawaii will be covered as well. Students will use the 5 P’s when responding to prompts. The prompts will be given, periodically, during the course.

Evaluation:: The instructor will ask a series of questions during the lecture; students will have 20 seconds to prepare an organized response and a random student will be selected to answer each question.

Vocabulary:: 5 P’s: Profit, Power, Prestige, Principles, Protection

Homework:: Chapter 14, lesson three

Learning Objective:: Students will demonstrate an understanding of how America became an Imperial power.

Language Objective:: (Writing): Students will respond to a writing prompt.

Main Activity:: Students will respond to an in class writing prompt, focusing on the learning objective. Students will have an opportunity to read the responses of other students and will provide peer feedback.

Evaluation:: Peer evaluation will be used.

Vocabulary:: All key terms will focus on the birth of America as an Imperial power.

Homework:: WWI key terms and causes.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know the causes, course of and outcome of WWI.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- take college style notes.
- engage in an online discussion (class website).

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the causes of WWI.

Language Objective:: (Listening): Students will view a documentary and listen for answers to prompts.

Main Activity:: Students will view “Shell Shock” (The Century, America’s Time) and will listen for answers to questions. The teacher will insert two mini-lectures during the video and will give the students speaking prompts to respond to.

Evaluation:: The speaking prompts will be used to check for student understanding.

Vocabulary:: nationalism, imperialism, militarism, alliances

Homework:: Begin posting key terms to class key term discussion (class website). Chapter 16, lessons one and two.

Learning Objective:: Students will know the key turning points and course of WWI.

Language Objective:: (Listening): Students will view a documentary and listen for answers to prompts.

Main Activity:: Students will view “Shell Shock” (The Century, America’s Time) and will listen for answers to questions. The teacher will insert two mini lectures during the video and will give the students speaking prompts to respond to.

Evaluation:: The speaking prompts will be used to check for student understanding.

Vocabulary:: Industrialization of war. River Somme, Unrestricted Submarine Warfare, Zimmerman Telegram, Woodrow Wilson

Homework:: Begin preparing for end of unit exam. Finish 5 pages of notes for Unit 8.

Learning Objective:: Students will check for content understanding via an in class review and QUIZ session.

Language Objective:: N/A

Main Activity:: Students will review the causes, course of and outcome of WWI. The class will alternate between three mini review lectures followed by a round robin QUIZ competition (for review).

Evaluation:

Vocabulary:: All Unit 8 vocabulary for WWI will be employed.

Homework:: Prepare for exam.

Learning Objective:: Students will demonstrate mastery of course content via a written exam.

Language Objective:: (Reading/Writing): Students will take a written exam.

Main Activity:: Chapter 8 written exam. Imperialism and WWI.

Evaluation:: The exam will be graded accordingly.

Vocabulary:: All vocabulary from Unit 8 will be employed.

Homework:: Begin notes for “Boom and Bust” unit. View documentary on Roaring 20s (posted on the class website).

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- how the U.S. social structure changed during the 1920s.
- how an economy grows and why it crashes.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to
- discuss social change in the 1920s.
- respond to a writing prompt, discussing causes of the stock market crash.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Via a documentary, students will identify how social bounds were broken in the 1920s and how American architecture reflected social change.

Language Objective:: Students will respond to prompts while listening to a documentary.

Main Activity:: Students will view a documentary on America during the “Roaring 20s” and will respond to questions.

Evaluation:: The listening exercise is graded.

Vocabulary:: Roaring 20s, Jazz Age, Harlem Renaissance, Flapper, Skyscraper, 18th & 19th Amendments

Homework:: Post response to 'schoology' discussion (most important events of 1920s: rankings).

Learning Objective:: Via a documentary, students will identify how social bounds were broken in the 1920s and how American architecture reflected social change.

Language Objective:: (Listening): Students will respond to prompts while listening to a documentary.

Main Activity:: Students will view a documentary on America during the “Roaring 20s” and will respond to questions.

Evaluation:: The listening exercise is graded. Class discussion, covering the activity, will be graded (based on participation).

Vocabulary:: Roaring 20s, Jazz Age, Harlem Renaissance, Flapper, Skyscraper, 18th & 19th Amendments

Homework:: Post responses to chapter questions.

Learning Objective:: Students will demonstrate an understanding of how the stock market worked during the 1920s and how speculation contributed to the great crash.

Language Objective:: (Speaking): Students will deliver, in groups, an argument analyzing the causes of the stock market crash.

Main Activity:: In groups, students will develop an argument analyzing the causes of the stock market crash. Each group will get ten minutes to present and ask questions.

Evaluation:: The teacher will provide commentary after the presentations.

Vocabulary:: speculation, buying on margin, broker, stock, loan

Homework:: Study “causes of The Great Depression” worksheet.

Learning Objective:

Language Objective:

Main Activity:: Holiday, No Class

Evaluation:

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know
- key theories as to what caused the stock market crash and the Great Depression.
- how the Great Depression led to the birth of the Socialist Welfare State.
- the key policies of the FDR Administration.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to engage in a structured debate.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the key theories as to what caused the stock market crash and the Great Depression.

Language Objective:: (Listening): Students will generate a key terms list after listening to a lecture.

Main Activity:: The teacher will present 7 key “causes” of the Great Depression. Students will identify key terms for their notes (note taking practice).

Evaluation:: Students will generate a “junk notes” list and will rewrite their “final notes.” These notes will be graded (note taking practice; develop note taking skills).

Vocabulary:: Speculation, Aggregate Supply and Demand, Economic Models, Loans, Dust Bowl, Technology’s Adverse Effects, Unregulated Policy

Homework:: Prepare for in class debate.

Learning Objective:: Through a structured team debate, students will demonstrate an understanding of the causes of the Great Depression.

Language Objective:: (Speaking/Listening): Students will participate in an organized team debate.

Main Activity:: In teams, students will debate the exact cause(s) of The Great Depression.

Evaluation:: Students will be graded based on participation and their ability to employ unit content in an organized argument.

Vocabulary:: All Unit 9 key terms will be available for use in the debate.

Homework:: Online discussion on FDR’s first and second 100 days legislation

Learning Objective:: Students will know the key programs developed by the First and Second 100 Days of the FDR Administration.

Language Objective:: (Speaking): In a round table format, students will introduce the programs of the FDR administration.

Main Activity:: In pairs, and in an in class round table format, students will introduce and discuss the key aspects of a program created by the FDR Administration.

Evaluation:: Students and the instructor will ask questions to ensure content understanding.

Vocabulary:: CCC, CWA, NIRA, FDIC, Social Security, Wagner Act, AAA…First 100 Days, Second 100 Days, Socialism, TVA

Homework:: Prepare for test.

Learning Objective:: Students will demonstrate a mastery of Unit 9 content.

Language Objective:: (Reading): Students will respond to questions on an exam.

Main Activity:: Unit 9 Written EXAM.

Evaluation:: This is the Unit 9 EXAM and will be graded.

Vocabulary:: All Unit 9 vocabulary will be used on the exam.

Homework:: Begin studying key terms list for unit 10. Respond to chapter questions online.

***END OF GRADING PERIOD 3***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know what factors led to the rise of Nazi Germany.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to read and analyze a biography (from a historians viewpoint; student acting as historian).

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF GRADING PERIOD 4***

Learning Objective:: Through reading and analyzing a biography, students will have an opportunity to apply course content knowledge, thus demonstrating a level of mastery.

Language Objective:: Reading analysis and comprehension.

Main Activity:: Students will begin reading “Unbroken” by Laura Hillenbrand (this will last the duration of the semester). In a round table guided reading exercise, students will begin reading the book and will respond to questions/prompts from the teacher. Students will have ample opportunity to ask questions.

Evaluation:: The instructor will ask questions to check for understanding; students will have an opportunity to ask questions to check for understanding. Grading will be based on participation. Note: some of the reading group sessions will take place, online, on the class website.

Vocabulary:: To be identified, from the text, as a class.

Homework:: Answer questions for chapter reading (WWII)

Learning Objective:: Students will know what factors led to the rise of the NAZI party in Germany.

Language Objective:

Main Activity:: Students will participate in an interactive lecture. The teacher will deliver short sections of information and will then ask questions. Students will give a timed response to the questions.

Evaluation:: The teacher will give immediate feedback to student responses.

Vocabulary:: The Great Depression, Treaty of Versailles, War Reparations, Anti-Semitism, Weimar Republic, National Socialism, Militarism, Totalitarianism, Racism, Eugenics, NAZI, Communism

Homework:: Respond to online questions: the impact of the treaty of Versailles.

Learning Objective:: Students will know what factors led to the rise of the NAZI party in Germany.

Language Objective:

Main Activity:: Students will participate in an interactive lecture. The teacher will deliver short sections of information and will then ask questions. Students will give a timed response to the questions.

Evaluation:: The teacher will give immediate feedback to student responses.

Vocabulary:: The Great Depression, Treaty of Versailles, War Reparations, Anti-Semitism, Weimar Republic, National Socialism, Militarism, Totalitarianism, Racism, Eugenics, NAZI, Communism

Homework:: Read chapter 2 of “Unbroken”.

Learning Objective:: Students will know what factors led to the rise of the NAZI party in Germany.

Language Objective:

Main Activity:: Students will participate in an interactive lecture. The instructor will deliver short sections of information and will then ask questions. Students will give a timed response to the questions.

Evaluation:: The instructor will give immediate feedback to student responses.

Vocabulary:: The Great Depression, Treaty of Versailles, War Reparations, Anti-Semitism, Weimar Republic, National Socialism, Militarism, Totalitarianism, Racism, Eugenics, NAZI, Communism

Homework:: Read Chapters 3-5 in “unbroken”. Continue chapter reading/notes.

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Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the fascist (national socialist) governments of Europe consolidated their power, leading to WWII. Students will learn about the United States during the period of 1931-1941 prior to the start of WWII.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will read and be able to answer questions on the article, "Place and Time: United States 1931-1941."

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how both the German and Italian fascist States consolidated power in Europe.

Language Objective:: Students will answer and respond to questions about the lecture and reading.

Main Activity:: Students will listen to a short lecture on the consolidation of power by National, Socialist (Fascism) in Europe. Students will respond to questions/prompts presented by the instructor. Students will also be asked to analyze propaganda posters/paintings from the time, photographs, and documents.

Evaluation:: The instructor will provide immediate feedback to student responses.

Vocabulary:: SA, SS, Black Shirts, Brown Shirts, Militarism, Concentration Camps, Fascism, National Socialism, Civil Liberties, Reichstag Fire, Night of the long knives, Kristallnacht, Anti-Semitism, Benito Mussolini, Hitler, Heinrich Himmler, Propaganda, Communism, Social Democrats (Republicanism), Segregation

Homework:: Students should study the vocabulary words from today; which will be used during the quiz.

Learning Objective:: Students will know how both the German and Italian fascist States consolidated power in Europe.

Language Objective:: Students will take a quick vocabulary quiz over the vocabulary list from yesterday.

Main Activity:: Students will listen to a short lecture on the consolidation of power by National, Socialist (Fascism) in Europe. Students will respond to questions/prompts presented by the instructor. Students will also be asked to analyze propaganda posters/paintings from the time, photographs, and documents. Weekly Quiz

Evaluation:: The instructor will provide immediate feedback to student responses

Vocabulary:: SA, SS, Black Shirts, Brown Shirts, Militarism, Concentration Camps, Fascism, National Socialism, Civil Liberties, Reichstag Fire, Night of the long knives, Kristallnacht, Anti-Semitism, Benito Mussolini, Hitler, Heinrich Himmler, Propaganda, Communism, Social Democrats (Republicanism), Segregation

Homework:: Students should read the primary source document, "Step into the Place;" which is an interview with Will Lehner a sailor at Pearl Harbor during the attack.

Learning Objective:: Students will know how both the German and Italian fascist States consolidated power in Europe.

Language Objective:: In their groups students will discuss the reading of the primary source document from yesterdays class. Students will respond to questions about the reading.

Main Activity:: Students will listen to a short lecture on the consolidation of power by National, Socialist (Fascism) in Europe. Students will respond to questions/prompts presented by the instructor. Students will also be asked to analyze propaganda posters/paintings from the time, photographs, and documents.

Evaluation:: The instructor will provide immediate feedback to student responses.

Vocabulary:: SA, SS, Black Shirts, Brown Shirts, Militarism, Concentration Camps, Fascism, National Socialism, Civil Liberties, Reichstag Fire, Night of the long knives, Kristallnacht, Anti-Semitism, Benito Mussolini, Hitler, Heinrich Himmler, Propaganda, Communism, Social Democrats (Republicanism), Segregation

Homework:: Respond to online “identification/cause and effect questions”

Learning Objective:: Students will know the key similarities between Fascist Italy and Nazi Germany

Language Objective:: Reading: students will read, making text to text comparisons.

Main Activity:: In class reading: students will read two short sections on both Fascist Italy and Nazi Germany; they will generate a compare and contrast list, identify key terms, and will respond to a writing prompt.

Evaluation:: The written response will be graded.

Vocabulary:: Students will identify the key terms from the reading

Homework:: Students will read the section, and answer the chapter assessment questions. This will be due Monday.

Learning Objective:

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Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know the key events of WWII in the European and Pacific Theatres (first stages of war).

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to write from a visual prompt. Students will be able to deliver timed speaking responses.

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Tuesday

Wednesday

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Friday

Learning Objective:: Through studying a series of maps, students will know the key events from the initial stages of the European Theatre.

Language Objective:: (Writing) Students will use a series of maps to respond to a writing prompt.

Main Activity:: The instructor will use a series of highly detailed maps to discuss the key events from the initial stages of the European Theatre. The students will identify key terms and will be asked to respond to a writing prompt, detailing the key events of WWII 1938 – 1941.

Evaluation:: The timed writing responses will be graded.

Vocabulary:: Appeasement, Munich Conference, Austria, Sudetenland, Norway Belgium France, Netherlands, Battle for Britain, The Blitz, Blitzkrieg, Lend Lease Act, Nonaggression Pact, Operation Barbarossa

Homework:: Respond to chapter questions WWII (online) European Theatre.

Learning Objective:: Through studying a series of maps, students will know the key events from the initial stages of the Pacific Theatre.

Language Objective:: (Writing) Students will use a series of maps to respond to a writing prompt.

Main Activity:: The instructor will use a series of highly detailed maps to discuss the key events from the initial stages of the Pacific Theatre. The students will identify key terms and will be asked to respond to a writing prompt, detailing the key events of WWII 1931 – 1941.

Evaluation:: The timed writing responses will be graded.

Vocabulary:: Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor

Homework:: Respond to chapter questions WWII (online) Pacific Theatre

Learning Objective:: Through a documentary, students will know how Americans both experienced and became involved in WWII. Ken Burns, “The War” episode one.

Language Objective:: Students will identify key terms and will employ key terms in response to speaking prompts.

Main Activity:: Students will view parts of Ken Burns’ “The War,” episode one. They will listen for key terms, focusing on how America became involved in WWII and how they experienced WWII. The instructor will pause to ask students to identify key terms; this will be followed by speaking prompts where the students will give a timed one minute response to a question.

Evaluation:: The instructor will provide immediate feedback to student responses; grading is participation based.

Vocabulary:: Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor

Homework:: Respond to “The War” questions on the class website.

Learning Objective:: Through a documentary, students will know how Americans both experienced and became involved in WWII. Ken Burns, “The War” episode one.

Language Objective:: Students will identify key terms and will employ key terms in response to speaking prompts.

Main Activity:: Students will view parts of Ken Burns’ “The War,” episode one. They will listen for key terms, focusing on how America became involved in WWII and how they experienced WWII. The instructor will pause to ask students to identify key terms; this will be followed by speaking prompts where the students will give a timed one minute response to a question.

Evaluation:: The instructor will provide immediate feedback to student responses; grading is participation based.

Vocabulary:: Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor

Homework:: Students should read Chapter 20 and complete the Lesson 1 Review on Page 464.

Learning Objective:

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State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how new dictatorships and militaristic expansion in the interwar period led to global warfare.
Students will know the purpose of the Munich Conference, and be able to explain the policy of appeasement.
Students will know the factors that allowed Germany to rapidly achieve its military victories in 1939-1940.
Students will know the significance of Pearl Harbor and the declaration of war against Japan.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to analyze primary source documents. Students will be able to identify information on a map. Students will be able to interpret ideas and actions from different perspectives. Students will be able to identify main ideas or make generalizations.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will identify the key events during the course of the war (1942).

Language Objective:: (Listening & speaking) Students will view a video and will then respond, orally, to prompts.

Main Activity:: Students will view a portion of Ken Burns’ “The War.” The focus will be on 1942. Students will respond to prompts.

Evaluation:: The instructor will give immediate feedback to student prompts.

Vocabulary:: All key terms will focus on the key figures, locations, battles, strategies and actions of the Axis and Allies.

Homework:: Students will answer this critical thinking question in their notebooks, “What economic and political conditions following WWI encouraged dictatorships?”

Learning Objective:: Through a round table discussion, students will identify key terms from Unit 10 (WWII).

Language Objective:: (Speaking) Students will expand, orally, on a key term.

Main Activity:: As a unit review, students (as a class) will generate a key terms list. Students will be asked to both identify and expand on key terms (speaking practice).

Evaluation:: Student oral responses will allow the teacher to check for understanding

Vocabulary:: Nationalism, dictatorship, economics, politics, prosperity, stability

Homework:: Students will answer this critical thinking question in their notebooks, “How did dictators use nationalism in their rise to power?”

Learning Objective:: Through a video documentary, students will know the first stages of Japanese expansion in WWII. Students will also learn about the first stages of German expansion in WWII.

Language Objective:: Students will write an essay about Germany and the appeasement policy.

Main Activity:: Through interactive maps, images, and the textbook. The teacher will lead the class in a short discussion and lecture about the early stages of WWII for Germany and Japan.

Evaluation:: Students will be evaluated on how well they interact with the teacher and respond to direct questions asked by the teacher.

Vocabulary:: Appeasement, Treaty of Versailles, Demilitarized, Expansion

Homework:: Students will write a short essay responding to this question. How was Germany’s occupation of the Rhineland and other territories a test of the Treaty of Versailles?

Learning Objective:: Students will know the factors that allowed Germany to rapidly achieve its military victories in 1939-1940.

Language Objective:: Students will have a quick quiz over the vocabulary from yesterday.

Main Activity:: Students will listen do a round robin group reading exercise about the Blitzkrieg and respond to questions asked by the teacher. Students will watch a short video about Dunkirk and the Maginot line.

Evaluation:: Students will be evaluated based on how well they work together in their reading groups.

Vocabulary:: Blitzkrieg, Maginot line, Luftwaffe, Dunkirk

Homework:: Students will read a short article about American isolationism at the start of WWII. Students will then respond to this question. Why did many Americans support isolationism, and why did Roosevelt support internationalism?

Learning Objective:

Language Objective:

Main Activity:: Block Schedule>

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Ken Burns Documentary, “The War,” Lecture about the beginning of WWII

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know: The significance of Pearl Harbor and the declaration of war against Japan. The reasons behind the persecution of Jews in Nazi Germany during the 1930s. Students will determine the meaning of words selected by FDR as he edited the draft of his December 8, 1941 address to Congress following the Japanese attack on Pearl Harbor. Students will know the events of the Holocaust and the atrocities committed against Europe’s Jews. Students learn about the events that occurred before, during, and after the Holocaust and create a time line showing how those events are connected.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to: analyze primary sources. Identify information on a map. Interpret ideas and actions from different perspectives. Identify main ideas or make generalizations.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will determine the meaning of words selected by FDR as he edited the draft of his December 8, 1941 address to Congress following the Japanese attack on Pearl Harbor.

Language Objective:: The attack on Pearl Harbor on December 7, 1941, shocked the nation and led to a declaration of war by the United States against Japan the following day. In asking for this declaration, President Franklin Delano Roosevelt gave a monumental address to Congress and the American people. He knew that this speech would be one of the most important in American history. It is widely known as the “Day of Infamy” speech and is replayed numerous times every year on the anniversary of the attack. However, the word “infamy” was not in the original draft of Roosevelt’s speech. He inserted it in place of the words “world history.” The change in tone that resulted has helped this speech remain one of the most famous in American history. Students will examine this speech and understand how the dramatic change in language changed the effectiveness of the speech.

Main Activity:: Play the abbreviated version of FDR’s “Day of Infamy” speech available at http://www.archives.gov/education/lessons/day-of-infamy/images/infamy-radio-address.wav Distribute or display the attached draft of FDR’s “Proposed Message to The Congress. ”Have students note the handwritten changes on the document. Explain that this is an instance of editing for meaning, tone, and clarity. Review/introduce these terms. Students will be asked to evaluate the changes made to the original draft of the document and how they affect the meaning, tone, and clarity of the document. Using the first example of substituting the word “infamy” for “world history” discuss with your students the impact of the change. Is one word choice better than the other? Why or why not? Distribute and have students complete the Artifact Reading Guide.

Evaluation:: Assessment will include the artifact reading guide that demonstrates their understanding of meaning, tone, and clarity.

Vocabulary:: Infamy, anniversary, artifact, meaning tone, and clarity

Homework:: (WWII) Origins of the War: read and complete guided reading activity.

Learning Objective:: Sidney J. Montz was a lieutenant in Co. D, 8th Regiment, of the 4th Infantry Division, US Army. The 4th Division was one of five U.S. divisions that assaulted Utah and Omaha Beaches on June 6, 1944—D-Day. Sidney was born in Louisiana in 1914, served as an ROTC corporal at Louisiana State University, and became a lieutenant in the United States Army when he enlisted in August 1942. On D-Day he was 29 years old. It would be his first combat. Students will read portions of his diary and respond to critical thinking questions

Language Objective:: Students will read portions of Sidney Montz’s D-Day diary, gaining knowledge of D-Day, and analyzing the strengths and weaknesses of using a diary as a primary source for historical research.

Main Activity:: Read aloud or have students read to themselves the introductory information about using a diary as a primary historical source and then have them do the same with the background information about Sidney Montz’s diary and D-Day. Students should complete the activity sheet. Review answers as a class. Have a class discussion about the strengths and weaknesses of a diary as a primary source. Share with the class the information about Montz’s final year of war.

Evaluation:: Components for assessment include the worksheet, the class discussion, and any extension activity assigned.

Vocabulary:: (Have students read the edited selections from Montz’s diary. Have the students underline any words they do not understand and have them attempt to define the unknown words using a variety of reference sources.)

Homework:: Students will answer the following questions:
1. What was Montz’s life like in military camp? Give details and a more general analysis.
2. What details about D-Day can you discover from the June 6 entry? What information about the invasion is not included in Montz’s diary?
3. How was Montz injured four days after D-Day? Can you tell how bad these injuries were?
4. Can this diary teach us anything about slang used during WWII?
5. What were Montz’s opinions of England—positive and negative?
6. Are you able to describe Montz’s personality from these diary entries?
7. What can we learn about wartime conditions in England from this diary?
8. Is this diary only helpful in researching Sidney Montz or can it be used to research broader subjects? dividing bar

Learning Objective:: As an introduction to WWII in the Pacific, students will use classroom reference materials to learn the basic geography of that theater of war.

Language Objective:: Americans who served in the Pacific fought a very different kind of war then those fighting in the European Theater. Whether in the jungles of New Guinea or on tiny atolls in the central Pacific, they confronted environments and cultures with fewer reference points. For Americans at home, following news of the war in the Pacific meant learning the geography and place names across that vast ocean. Students will comprehend a variety of historical sources and can draw upon historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred.

Main Activity:: Present a short, introductory lesson on the history of WWII in the Pacific. Distribute maps, globes, atlases, (or put up a map on an interactive white board) and the Places in the Pacific activity sheet. Complete the Places in the Pacific activity sheet as a class or in small groups. Pass out the Brief History of WWII in the Pacific worksheet and map. Have students complete this using the materials they used for the class activity. Again, this may be done as a class, in small groups, or individually. Have a class discussion that focuses on the geography of the Pacific, the impact this geography might have had on the course of the war (and its impact on the soldiers), and what students learned from the activities.

Evaluation:: Components for assessment include the completed student worksheets and class discussion.

Vocabulary:: Japan, Tokyo, China, Manchuria, Pearl Harbor, Guadalcanal (Solomon Islands), Midway Island, Gilbert Islands, Marshall Islands, Mariana Islands, Guam, New Guinea, Philippines, Singapore, Hong Kong, Aleutian Islands, Iwo Jima, Okinawa, Hiroshima, Nagasaki

Homework:: Using maps, globes (or a map on an interactive white board), locate these places. You may complete this activity as a class or in small groups or as homework. Japan, Tokyo, China, Manchuria, Pearl Harbor, Guadalcanal (Solomon Islands), Midway Island, Gilbert Islands, Marshall Islands, Mariana Islands, Guam, New Guinea, Philippines, Singapore, Hong Kong, Aleutian Islands, Iwo Jima, Okinawa, Hiroshima, Nagasaki

Learning Objective:: Students learn about the events that occurred before, during, and after the Holocaust and create a time line showing how those events are connected.

Language Objective:: Students will research print and online resources, create a time line, and work in collaborative groups.

Main Activity:: Arrange students into seven groups and assign each group one of the following periods related to the Holocaust: Rise of the Nazi Party, Ghettos, Camps, Resistance, Rescue and Liberation, and Aftermath. Have students learn more about their assigned periods by exploring the time line, library resources and, if possible, such online resources as A Teacher's Guide to the Holocaust, The Rise of Adolf Hitler, Educational Resources, The Holocaust: A Learning Site for Students, and An Online Memorial to the Victims of the Holocaust. Ask students in each group to choose four of the most significant events of their assigned period and briefly describe each event on an index card.

Evaluation:: Create a time line on the bulletin board, and have students attach their index cards in the correct order. As students attach the cards, encourage them to describe each event and explain its significance. If possible, ask students to connect each event to preceding events on the time line.

Vocabulary:: Timeline, Holocaust, Nazi, concentration camp, persecution, Jews

Homework:: Students will answer the Questions About the Holocaust worksheet. Questions can be printed, copied, and distributed to students.

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): FDR’s “Day of Infamy” speech available at http://www.archives.gov/education/lessons/day-ofinfamy/ images/infamy-radio-address.wav A Teacher's Guide to the Holocaust, The Rise of Adolf Hitler, Educational Resources, The Holocaust: A Learning Site for Students, and An Online Memorial to the Victims of the Holocaust. Diary of Sidney J. Montz.

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the Allied Powers raced towards Berlin, eventually winning the war in May of 1945. This day is known as V-E Day. Students will know Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust. Students will know in Japan, the surrender did not come as quickly as it did in Germany. Japan would not surrender so Harry Truman, Roosevelt died, decided to unleash and drop this brand new weapon known as the atomic bomb. Students will know there were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki killing close to 75,000 people. April 1945. Students will know this was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs. Students will know on September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.

Weekly Procedural Knowledge Overview - (Students will be able to...): By the end of the lesson, students will be able to describe how the war ended in both the European and Pacific theaters of war. By the end of the lesson, students will be able to evaluate the Truman’s decision to drop the atomic bomb on Hiroshima and Nagasaki. Students will be able to articulate the agreements made at Yalta and Potsdam regarding the nature of the postwar world. Students will be able to explain the differences that emerged regarding those agreements in the months following the end of the war in Europe. Students will assess the strategic options available to the United States in 1946. Students will be able to articulate the meaning and origins of the strategy of containment. Students will be able to describe the positions taken by supporters as well as critics of this policy. Explain the origins of the Truman Doctrine and how it fit into the strategy of containment. Explain the origins of the Marshall Plan and how it fit into the strategy of containment. Explain why the Soviet Union blockaded West Berlin in spring 1948. Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North Atlantic Treaty Organization.

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Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how the Allied Powers raced towards Berlin, eventually winning the war in May of 1945. This day is known as V-E Day. Students will know Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust. Students will know in Japan, the surrender did not come as quickly as it did in Germany. Japan would not surrender so Harry Truman, Roosevelt died, decided to unleash and drop this brand new weapon known as the atomic bomb. Students will know there were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki killing close to 75,000 people. April 1945. Students will know this was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs. Students will know on September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.

Language Objective:: The teacher will begin the lesson with the following starter: “Turn to your neighbor and discuss why it was important that the U.S. opened up the Western Front in Europe during World War II.” Students first share their responses with their classmates verbally and then the students will share their responses with the class.

Main Activity:: The teacher will begin the lesson with a brief PowerPoint/Key Note on the end of World War II.
The teacher will have the students take notes on a graphic organizer on the following key points:
1. The Allied Powers raced towards Berlin, winning the war in May of 1945. This day is known as V-E Day.
2. Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg, Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust.
3. In Japan, the surrender did not come as quickly as it did in Germany.
4. Japan would not surrender so Harry Truman, (Roosevelt died) decided to unleash and drop this brand new weapon known as the atomic bomb.
5. There were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki - killing close to 75,000 people. April 1945.
6. This was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs.
7. On September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.
The teacher will then ask in depth questions about the subject including: What was the opportunity cost for Truman when he was considering dropping the Atomic Bomb? Why was it a hard decision for Truman? What led to the Nazi defeat in Germany? The teacher will have the students discuss these questions with partners and then with the class.

Evaluation:: At the end of the lesson, students will take a brief exit ticket on the end of World War II. Questions below:
1. Why did Truman decide to drop the Atomic bomb on Hiroshima and Nagasaki, Japan?
2. Why did the Nazi party and Germany have to surrender?

Vocabulary:: Truman, Nagasaki, Hiroshima, Atomic Bomb, Hirohito, Nuclear, radiation, opportunity cost

Homework:: Students will answer these questions in their history notebook. What was the opportunity cost associated with dropping the atomic bomb on Japan? How did the Allied Powers win World War II?

Learning Objective:: Students will be able to articulate the agreements made at Yalta and Potsdam regarding the nature of the postwar world. Students will be able to explain the differences that emerged regarding those agreements in the months following the end of the war in Europe. Students will assess the strategic options available to the United States in 1946. Students will be able to articulate the meaning and origins of the strategy of containment.

Language Objective:: Students will be able to describe the positions taken by supporters as well as critics of this policyofcontainment. Explain the origins of the Truman Doctrine and how it fit into the strategy of containment. Explain the origins of the Marshall Plan and how it fit into the strategy of containment. Explain why the Soviet Union blockaded West Berlin in spring 1948. Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North Atlantic Treaty Organization.

Main Activity:: This lesson will examine the U.S.-Soviet disagreements regarding Germany and Eastern Europe. Students will read excerpts from the agreements reached at Yalta and Potsdam, then, based on later documents, will study how these arrangements unraveled. Finally they will look at two opposing American views of the Soviet Union and of the strategy that the United States should use in dealing with it.

Evaluation:: During conferences at Yalta (February 1945) and Potsdam (July-August 1945) the Allies concluded agreements for the postwar world; the most important concerned the fate of Germany and Eastern Europe. In this activity students will consider those agreements so that they will understand how they later unraveled. Begin the lesson by dividing the class into two groups. The first will be responsible for reading excerpts from the proceedings of the Yalta Conference, while the second will do the same for the Potsdam Conference.

Vocabulary:: Yalta Conference, Potsdam Conference, James Byrnes, George Kennan, Henry Wallace, Germany (East and West) Poland, Romania, Bulgaria

Homework:: After completing this lesson, students should be able to write brief (1–2 paragraph) essays answering the following questions: How, in the eyes of the Truman administration, did Soviet behavior regarding Germany conflict with the sentiments expressed at Yalta and Potsdam? How, in the eyes of the Truman administration, did Soviet behavior regarding Eastern Europe conflict with the sentiments expressed at Yalta and Potsdam? Compare and contrast the arguments of George Kennan and Henry Wallace regarding U.S. policy toward the Soviet Union. What accounts for the breakdown in relations between the United States and the Soviet Union after World War II? Is there anything that the United States could have done to avoid it?

Learning Objective:: Students will be able to describe the positions taken by supporters as well as critics of this policy of containment. Explain the origins of the Truman Doctrine and how it fit into the strategy of containment. Explain the origins of the Marshall Plan and how it fit into the strategy of containment. Explain why the Soviet Union blockaded West Berlin in spring 1948. Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North Atlantic Treaty Organization.

Language Objective:: In the first activity students will learn what was meant by "containment" by reading excerpts from two famous documents, the first Clark Clifford's 1946 memo to President Truman and the second a 1947 article by State Department official George Kennan. Both are available in their entirety by way of the Truman Presidential Library.

Main Activity:: The unwillingness of the Soviet Union to allow the creation of independent and democratic states in Eastern Europe, and the failure of East and West to reach a compromise on Germany, left many Americans citizens and foreign policy experts alike puzzled. Why were the Soviets acting as they did? Moreover, how should the United States respond? For most in the Truman administration, the proper policy was "containment" in other words, Soviet aggression had to be met with firmness, because otherwise the Russians would be emboldened to attempt further hostile acts. This lesson will consider containment through the use of original documents, mostly from the Truman Presidential Library. They will study what it meant in theory, and then examine the first two major instances of its application the Truman Doctrine and the Marshall Plan.

Evaluation:: According to both Clifford and Kennan, the belief of the Soviet leadership in the evils of capitalism, and in inevitability of a capitalist collapse, was critical to understanding Soviet behavior. While Stalin and the other leaders of the Soviet Union rejected the idea of long-term cooperation with the capitalist West, and used the ongoing struggle against capitalism as a justification for their repressive policies at home, they still believed that time was on their side. This meant, Kennan believed, that if they were challenged forcefully the Soviets would back off from any aggressive moves rather than risk war. But if they were thwarted enough times, perhaps some kind of change could come from within in other words, the system might become more willing to accommodate the outside world. As students read these two documents they should answer the following questions.
1. Why, according to Clifford, was there little chance of reaching any sort of understanding with the Soviets anytime soon?
2. How, according to Clifford, could the United States expect the Soviet Union to behave in international affairs?
3. How, in Clifford's view, should the United States respond to this anticipated Soviet behavior?
4. According to Clifford, what advantage did the Soviet system of government have over that of American democracy? What did this imply for U.S. foreign policy?
5. What did Kennan mean by "containment"? Why did he think it would work?
6. Why did Kennan believe that "threats or blustering" would be ineffective in stopping Soviet aggression?
7. What did Kennan predict might happen in the Soviet Union if containment were practiced consistently?

Vocabulary:: Clark Clifford, George F. Kennan, containment, George C. Marshall, Truman Doctrine, Marshall Plan

Homework:: After completing this lesson, students should be able to write brief (1–2 paragraph) essays answering the following questions:
1. What did George Kennan mean by "containment"? Why did he think it would be a successful strategy?
2. What was the Truman Doctrine and how did it come about?
3. What was the Marshall Plan and how did it come about?
4. How had U.S. policy toward Europe changed by the end of 1947? Why did this change occur?

Learning Objective:: Today the students will take an EXAMINATION over WWII and the Cold War.

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Block Schedule

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): PowerPoint/Key Note End of World War II, The Yalta Conference excerpts, The Berlin (Potsdam) Conference excerpts, Clark Clifford's 1946 memo to President Truman, 1947 article by State Department George Kennan

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know the Cuban Missile Crisis was a 13 day confrontation between the USSR and Cuba vs. the US in October of 1952. Students will know this was the closest the Cold War came to turning into a nuclear conflict. Students will know Nikita Khruschev wanted to put Soviet nuclear missiles in Cuba to deter attacks by America. The US saw pictures of where Fidel Castro, the leader of Cuba, and Nikita Khrushchev had agreed to plant the missiles, and decided to “quarantine” Cuba by creating a military blockade around the island. They were trying to keep the Soviets from delivering the missiles. Students will know the confrontation ended on October 28, 1962 when Kennedy and the UN Security General agreed with Khrushchev so that the weapons wouldn’t be allowed to stay in Cuba and the US promised not to invade Cuba.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to view how close the US and the Soviet Union came to a nuclear conflict by reading, taking notes, and watching a video.Students will be able to describe three specific moments in the Civil Rights Movement: the Freedom Rides, the 1963 Birmingham Movement, and the 1963 March on Washington. Students will be able to contrast the different roles of activists such as the Freedom Riders, demonstrators in Birmingham, and leaders such as Martin Luther King, Jr. and Malcolm X. Students will be able to analyze and evaluate the relationship between civil rights activists and the Federal Government, specifically the Kennedy Administration.

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Learning Objective:: Students will know the Cuban Missile Crisis was a 13 day confrontation between the USSR and Cuba vs. the US in October of 1952. Students will know this was the closest the Cold War came to turning into a nuclear conflict. Students will know Nikita Khruschev wanted to put Soviet nuclear missiles in Cuba to deter attacks by America. The US saw pictures of where Fidel Castro, the leader of Cuba, and Nikita Khrushchev had agreed to plant the missiles, and decided to “quarantine” Cuba by creating a military blockade around the island. They were trying to keep the Soviets from delivering the missiles. Students will know the confrontation ended on October 28, 1962 when Kennedy and the UN Security General agreed with Khrushchev so that the weapons wouldn’t be allowed to stay in Cuba and the US promised not to invade Cuba.

Language Objective:: Students will be able to view how close the US and the Soviet Union came to a nuclear conflict by reading, taking notes, and watching a video.

Main Activity:: During the Cuban Missile Crisis, leaders of the U.S. and the Soviet Union engaged in a tense, 13- day political and military standoff in October 1962 over the installation of nuclear-armed Soviet missiles on Cuba, just 90 miles from U.S. shores. In a TV address on October 22, 1962, President John Kennedy (1917- 63) notified Americans about the presence of the missiles, explained his decision to enact a naval blockade around Cuba and made it clear the U.S. was prepared to use military force if necessary to neutralize this perceived threat to national security. Following this news, many people feared the world was on the brink of nuclear war. However, disaster was avoided when the U.S. agreed to Soviet leader Nikita Khrushchev’s (1894- 1971) offer to remove the Cuban missiles in exchange for the U.S. promising not to invade Cuba. Kennedy also secretly agreed to remove U.S. missiles from Turkey. Students will watch a short video about the Cuban Missile Crisis, and take notes over the short video. The video will last 15 minutes. After the video the teacher will have a short lecture discussing the crisis. Next students will go in their reading groups and read a short section of the textbook; which highlights some of the important people involved in the Cuban Missile Crisis.

Evaluation:: Students will meet in groups and evaluate the actions of Kennedy during the initial stages of the Cuban Missile Crisis. Students will write an essay comparing the Bay of Pigs and the Cuban Missile Crisis.

Vocabulary:: USSR, Nikita Khruschev, Cuba, missiles, invasion, quarantine

Homework:: Students will meet in groups and evaluate the actions of Kennedy during the initial stages of the Cuban Missile Crisis. Students will write an essay comparing the Bay of Pigs and the Cuban Missile Crisis.

Learning Objective:: Students will be able to describe three specific moments in the Civil Rights Movement: the Freedom Rides, the 1963 Birmingham Movement, and the 1963 March on Washington. Students will be able to contrast the different roles of activists such as the Freedom Riders, demonstrators in Birmingham, and leaders such as Martin Luther King, Jr. and Malcolm X. Students will be able to analyze and evaluate the relationship between civil rights activists and the Federal Government, specifically the Kennedy Administration.

Language Objective:: Students will be able to respond to this question. How did students, civil rights activists, state and local officials in the South, and the administration of President Kennedy come into conflict during the early 1960s?

Main Activity:: In this initial step, students learn background information through doing two readings before going on to the next activities. They are asked to take notes on the reading. Students should read an online summary of President Kennedy's civil rights record. Students should then read the following document: President Kennedy's press conference comments, "An Ugly Situation in Birmingham, 1963,"on the civil rights protests in Birmingham

Evaluation:: Students should respond in writing to the following questions:
1. How does President Kennedy say this conflict has been resolved?
2. How does he describe what has happened in Birmingham?
3. What is he leaving out of this description?
4. Why would he omit this information?
5. What type of audience is watching events in Birmingham, according to Kennedy?
6. To what extent does President Kennedy appear to support or oppose the Civil Right Movement in Birmingham at this time?

Vocabulary:: Martin Luther King, Jr, Malcom X, JFK, Freedom Riders

Homework:: Students should listen to President Kennedy's Speech on Civil Rights June 11, 1963. Students will write a response to the speech in their history notebooks.

Learning Objective:: In this lesson, students will learn about the life and work of civil rights leader Martin Luther King, Jr. Students will listen to a brief biography, view photographs of the March on Washington, and read a portion of King's "I Have a Dream" speech. After studying King's use of imagery and allusion, students will create original poetic phrases about freedom and illustrate them with symbols representing the forms of freedom that have yet to be realized in the United States.

Language Objective:: Students will learn about the life and work of Martin Luther King, Jr. Students will observe and study King's use of figurative language in his "I Have a Dream" speech.

Main Activity:: In order to gain a sense of the magnitude and power of the march, as well as the wide diversity of Americans who attended it, students may view photographs from the March on Washington. Now have students read the final section of Dr. King's speech. After students have read and/or listened to the speech, ask them to write down 5-7 words or phrases of the speech that especially stood out to them. Then divide the class into groups of three students each. To emphasize the poetry and beauty of King's language, have each group create a "found poem" by combining into the form of a poem, in whatever order they wish, the words and phrases that were selected by each of the group's members. Upon completion, have one member of each group read the group's "found poem" to the rest of the class. Now turn to "My Country 'Tis of Thee" to show how Dr. King drew upon the language of this familiar song in crafting his own speech (much as the students drew upon the language of Dr. King's speech in crafting their "found poems"). Read or have students join you in singing the lyrics of the song:
My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrims' pride,
From every mountainside.
Let freedom ring!
Take note not only of how Dr. King quoted these lyrics directly in his speech, but also of how he alluded to the phrase "from every mountainside" with phrases such as "the red hills of Georgia," "the prodigious hilltops of New Hampshire," "the mighty mountains of New York," and "the heightening Alleghenies of Pennsylvania." Ask students to read out the other phrases about mountains that Dr. King included in the final section of his speech.

Evaluation:: Have students make a list of the geographical locations mentioned in Dr. King's speech, and have them find these locations on a United States map. A large selection of maps is available in the "Atlas" section of the textbook. Ask students to take note of the specific geographical features of different regions, and then have them create new phrases that King might have used to refer to other states ("Let freedom ring from…"). In selecting places to represent on their posters, students might wish to consider some of the locations where other notable struggles for freedom have taken place (e.g., Plymouth Rock, Lexington and Concord, Philadelphia, Appomattox, Seneca Falls, Wounded Knee, Selma). Have each student write his or her phrase at the top of a sheet of poster paper.

Vocabulary:: Freedom, March on Washington, Dr. King

Homework:: Have each student create a symbol representing a form of freedom that has yet to be realized in America, and add this symbol to his or her poster. These posters may become part of a bulletin board or classroom display with the title "Let Freedom Ring!"

Learning Objective:: Students will work together in groups to write a term paper about this unit. Students will do this instead of an examination.

Language Objective:: Students will work together to write a term paper about this unit selecting one the major topics covered: JFK, Cuban Missile Crisis, and the Civil Rights movement.

Main Activity:: Students will be responsible for writing a group term paper for this unit of study. The teacher will review MLA format with the students, and make sure they understand how to source their documents, as well as create the overall structure of the term paper.

Evaluation:: Students will be evaluated based on the quality of the term paper created.

Vocabulary:: MLA, Format, Sources, Bibliography

Homework:: Students will complete the term paper for class on Monday.

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Materials / Resources (including technology): Short video from PBS on the Cuban Missile Crisis, Short lecture/keynote presentation on the Cuban Missile Crisis, President Kennedy's press conference comments, "An Ugly Situation in Birmingham, 1963,"on the civil rights protests in Birmingham, President Kennedy's Speech on Civil Rights June 11, 1963."I Have a Dream" speech,” Martin Luther King, Jr.

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know:
· how the United States became involved in France’s conflict with Vietnam.
· how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
· why the United States military could not quickly defeat the Vietnamese forces.
· the problems that the Vietnam War caused at home.
· why the 1968 was such an important year during this era.
· the steps president Nixon took to end the conflict in Vietnam.
· the important impact the Vietnam War had on American culture and politics.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to: · analyze primary sources in various format, including written text, visuals and political cartoons. · assess how human activity can change geographic environments. · sequence the events of the Vietnam War in the proper chronological order.

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Learning Objective:: Students will know: · how the United States became involved in France’s conflict with Vietnam. · how the United States increased its influence in the conflict during the Kennedy and Johnson administrations. · why the United States military could not quickly defeat the Vietnamese forces. · the problems that the Vietnam War caused at home. · why the 1968 was such an important year during this era. · the steps president Nixon took to end the conflict in Vietnam. · the important impact the Vietnam War had on American culture and politics.

Language Objective:: Students will be able to:
· analyze primary sources in various format, including written text, visuals and political cartoons.
· assess how human activity can change geographic environments.

Main Activity:: Encourage the students to place the Vietnam region in geographical context. Ask them to identify influential countries in the region and discuss how events in those countries might relate to developments in Vietnam. Next, project lecture slides describing Cold War ideas and nationalist sentiments in Vietnam which contributed to the conflict. Then project the Geneva Accords excerpt and analyze it with students.

Evaluation:: Have the students answer the following questions in their History notebook: 1. Why might Truman and Eisenhower have been concerned about communism in Southeast Asia? 2. Why might the Vietnamese have respected Ho Chi Minh? 3. Based on this excerpt, how did the Vietnamese and French troops attempt to prevent further hostility?

Vocabulary:: · Domino Theory
· Communism
· Rise of Nationalism
· Geneva Accords
· Ho Chi Minh
· Domination
· Demilitarized zone

Homework:: Project the lecture slide on U.S. foreign policy relating to Vietnam. Then have the students complete the interactive whiteboard activity as homework.

Learning Objective:: Students will know:
· how the United States became involved in France’s conflict with Vietnam.
· how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
· why the United States military could not quickly defeat the Vietnamese forces.
· the problems that the Vietnam War caused at home.
· why the 1968 was such an important year during this era.
· the steps president Nixon took to end the conflict in Vietnam.
· the important impact the Vietnam War had on American culture and politics.

Language Objective:: In order to practice written and verbal fluency, have the students work with a partner to take turns orally summarizing the content of the video. Then have the individuals write a brief summary.

Main Activity:: Do a short lecture on the “Policies of Kennedy and Johnson”. Some of the highlight of the Policies of Kennedy and Johnson are increasing personnel in Vietnam, unpopular actions and Gulf of Tonkin Resolution. Have the students complete the Vietnam War interactive whiteboard activity. Next project the lesson video “Going to War in Vietnam” and then have the students complete the worksheet.

Evaluation:: Students will be evaluated based on the brief summary and completed worksheet.

Vocabulary:: · Involvement · Policies · Gulf of Tonkin Resolution · Escalated · Tension · Elusive

Homework:: Students should answer the following questions in their History notebook:
1. How did American involvement in Vietnam change during the Kennedy and Johnson administration?
2. Which president do you think contributed more to the rising conflict in Vietnam: Kennedy or Johnson?

Learning Objective:: · how the United States became involved in France’s conflict with Vietnam.
· how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
· why the United States military could not quickly defeat the Vietnamese forces.
· the problems that the Vietnam War caused at home.
· why the 1968 was such an important year during this era.
· the steps president Nixon took to end the conflict in Vietnam. · the important impact the Vietnam War had on American culture and politics.

Language Objective:: Write the definition of the term booby trap for students. Check their understanding by suggesting different types of military devices and having students raise their hands if they believe that the device is a booby trap.

Main Activity:: Give a short power point lecture highlighting the main events of the Vietnam War both in Vietnam and states side. Organize the students into small groups. Have each group develop two short military strategies that could have been used in Vietnam. Tell them to use traditional military tactics in one of the strategies, and guerilla tactics in the other.

Evaluation:: Have students make a T-chart comparing traditional military tactics and guerilla military tactics. After students have completed their charts, have them discuss their comparisons.

Vocabulary:: · Guerilla Tactics · Ho Chi Minh Trail

Homework:: Students should answer the following questions in their History notebook:
1. Why were the guerilla tactics so damaging?
2. How did the U.S. forces attempt to respond to guerilla tactics?
3. What generalizations can you make about battles in Vietnam?

Learning Objective:: Today the students will take an EXAMINATION over the Vietnam period in U.S. history.

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Materials / Resources (including technology): Vietnam interactive whiteboard activity, T-chart comparing traditional military tactics and guerilla military tactics, short power point lecture highlighting the main events of the Vietnam War, Geneva Accords

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know:
· how the student movement challenged the political and social status quos.
· how the counterculture influenced American culture.
· the reasons why women created and joined women’s political organizations.
· the legislation that prohibited gender discrimination such as the Equal Pay Act, the Civil Rights Act of 1964, and the Title IX.
· the arguments for and against the ratification of the Equal Rights Amendment.
· the types of discrimination many Latinos faced during the twentieth century.

Weekly Procedural Knowledge Overview - (Students will be able to...): · analyze important primary source documents of the modern women’s movement. · collaborate in groups to outline the sequence of events for the boycott movement led by Cesar Chavez and then present their information to the class. · analyze the debate over the passage of Equal Rights Amendment. · outline the reasons for the immigration of Latinos to the United states during the twentieth century and the types of discrimination that many faced.

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Learning Objective:: To build student’s understanding of political process that led to success and failures for the women’s rights movement, project the slide “Women’s Rights Legislation” and lecture on the topic. Ask the discussion questions to assess the student’s understanding.

Language Objective:: Discuss the roles of women in the student’s native countries. Are the concerns of economic equality important to women there?

Main Activity:: Project the interactive whiteboard activity “Women and Discrimination” and have students categorize the discrimination faced by women. Ask the students if the Equal Rights Amendment was ever ratified. Next, play the video “The Feminist Movement” and have students complete the associated worksheet. Then talk about the background of the following:
· Birth of Feminism – The feminist movement came to be in the mid-1960s and reflected the dissatisfaction many women felt with their second-class status in American society, especially in the workplace.
· Equality at Work – By the mid-1960s, almost half of American women worked outside their homes and most often were paid less than men. Women also found closed doors in high-paying fields such as finance, law and medicine.
· Government Actions - Women were both encouraged and disappointed in the actions of the federal government during the 1960s. On one hand the federal government took the side of women in 1964, with the passage of the Civil Rights Act, which outlawed job discrimination based on gender.

Evaluation:: Students should answer these questions in groups:
1. What events revitalized the women’s movements?
2. What political and economic gains did women make during this time?
3. How do you see equality of opportunity exhibited in your school?

Vocabulary:: · Discrimination · Equal Rights Amendment · Feminism · Activism · Counterculture · Civil Rights Act · Equal Employment Opportunity Commission

Homework:: Students should read about the Equal Pay Act, Title IX and the Right to Privacy and Abortion legislation.

Learning Objective:: The students will know: · the legislation that prohibited gender discrimination such as the Equal Pay Act, the Civil Rights Act of 1964, and the Title IX. · the arguments for and against the ratification of the Equal Rights Amendment. · the types of discrimination many Latinos faced during the twentieth century.

Language Objective:: Students will discuss the following questions in groups:
1. In what area have women made the largest gains?
2. How would you summarize women’s progress in education since the 1970s?
3. How would you summarize women’s progress in employment?
4. In what areas do women still need to gain rights and equality today?

Main Activity:: Display the primary source quotes about the Equal Rights Amendment then ask the following questions:
1. Why does Shirley Chisholm believe that the ERA is necessary?
2. Why does Phyllis Schlafly say was the main flaw in the arguments of the ERA’s supporters?
3. With which position do you agree? Why?

Evaluation:: In groups students will answer questions about women’s rights.
1. Who was Alice Paul?
2. When were women granted the right to vote?
3. When was the Equal Rights Amendment passed by Congress?
4. What does the time between ratification of the Nineteenth Amendment and the passage of the Equal Rights Amendment by Congress tell you about women’s struggle for equality?

Vocabulary:: · Equal Rights Amendment · Gender discrimination · Legacy · Nineteenth Amendment

Homework:: To help the students understand the contentious debate surrounding the Equal Rights Amendment, have students complete the “Equal Rights Amendment” a Geography and History activity. Review answers for discussion.

Learning Objective:: Students will learn to understand who Cesar Chavez was and how he worked to improve the rights of Latino migrant workers.

Language Objective:: Discuss the term boycott (to abstain from buying or using) to students. Ask the students to think of other instances when a boycott was used and discuss its success or failure.

Main Activity:: Display the “Discrimination Against Latinos” slide and lecture on the topic. Ask discussion questions to assess the student’s understanding. To build student’s understanding of the various groups that formed to assert the rights of Latinos in the United States, project the slide “Latino Organizations” and lecture on the topic. Have the students participate in a class simulation activity about the Grape Boycott.

Evaluation:: Students will read the biography of Cesar Chavez and create a summary of the events leading to the Grape Boycott.

Vocabulary:: · Cesar Chavez · Employment repatriation · Illegal immigration · League of United Latin American Citizens · United Farm Workers

Homework:: Have the students write an essay about why they think that so many ethnic groups have faced discrimination in the United States. Remind students that Mexicans lived in the Southwest long before the founding of the United States. Considering this fact, discus why Latinos have often been viewed as “outsiders” by mainstream American society.

Learning Objective:: Students will know about the types of discrimination many Latinos faced during the twentieth century.

Language Objective:: Discuss the term immigrant (a person who migrates to another country, usually for permanent residence) with students. Ask students why they think so many groups of people come to the United States.

Main Activity:: To close this unit, discuss with students the discrimination faced by Latino immigrants and project the biography of Cesar Chavez. Ask the questions:
1. Why the life of Cesar Chavez is considered an important part of U.S. history.
2. In what ways can boycotts be more successful than protest marches or demonstrations?
3. If Chavez were alive today, would his methods of protest and boycotts work to achieve better working conditions for farm workers?

Evaluation:: Students will research a Latino and how he or she immigrated to the United States and description of his or her adaptation to American life. Students will do this in groups.

Vocabulary:: · United Farm Workers · Mexican American Youth Organization · La Raza Unida

Homework:: Since our school is in the Philippines, students should write about how Filipino immigrants were involved with the UFW (United Farm Workers) and how they were involved in the Grape Boycott.

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Materials / Resources (including technology): Lecture notes on the UFW, Lecture notes on the grape boycott, a short video on the life of Chavez

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know:
· how Nixon’s strategy helped him win the 1968 presidential election.
· the significance of Nixon’s New Federalism.
· how the Nixon Doctrine and détente represented new directions in U.S. foreign policy.
· why U.S. relations with China and the Soviet Union improved.
· the events that lead to the Watergate scandal and President Nixon’s resignation.
· the significance of the Camp David Accords.
· the background to the Iranian hostage crisis and its effects on the Carter presidency.
· why busing and affirmative action were the most contentious civil rights issues of the 1970s.
· the origins of the environmental movement.
· the legislation passed by Congress and the other federal action to protect the environment and respond to environmental disasters.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to: · interpret maps to understand the reason for Nixon’s victory in the 1968 election. · analyze primary sources, such as written text and statistical data, to understand the theory of détente. · interpret and understand the sequence of events that made up the Watergate scandal using a timeline. · interpret and use statistical data to understand the economic problems of the 1970s.

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Learning Objective:: Students will know:
· how Nixon’s strategy helped him win the 1968 presidential election.
· the significance of Nixon’s New Federalism.

Language Objective:: Check student’s comprehension of the phrase “silent majority” by having them explain its meaning in their own words. Then, ask the students to think of another phrase that would have the same meaning.

Main Activity:: Project the “Nixon’s Election and Policies” slide and lecture on the topic.
· “Silent Majority” – it suggests that the number of people who supported government policies outnumbered the more vocal anti-war protestors.
· Nixon’s Promises – which include peace in Vietnam, law and order, a more efficient government, and a return to traditional values.
· Nixon’s Southern Strategy – was based on drawing support from Southern conservatives where Nixon promised to advance a number of Southern conservative issues including nominating conservative judges to federal courts and opposing court-ordered busing.
· Welfare Reform – Nixon sought to reform the nation’s welfare system by replacing the Aid to Families with Dependent Children (AFDC) which he believed undermined sufficiency, with the Family Assistance Plan, which put more responsibility on the nation’s poor.

Evaluation:: Students will do the interactive whiteboard activity “New Federalism”. Then discuss the cause-andeffect relationship of Nixon’s policy.

Vocabulary:: · Silent majority
· Generation gap
· Southern conservatives
· Welfare Reform

Homework:: Students will answer the following questions in their History notebook:
1. How would you describe the relationship between U.S. and Chinese officials in 1972?
2. Why do you think this meeting of U.S. and Chinese leaders might have drawn worldwide attention?
3. To whom did Nixon refer when he spoke of the “silent majority”?
4. How did Nixon attract the vote of Southern conservatives during his presidential campaign?

Learning Objective:: · how the Nixon Doctrine and détente represented new directions in U.S. foreign policy.
· why U.S. relations with China and the Soviet Union improved.

Language Objective:: · Discuss the connotation of the term “cover-up” with students. Have them explain what they perceive as differences between a crime and a cover-up.

Main Activity:: Help the students understand the Nixon administration’s foreign policy principles, display the image of Nixon and Kissinger and lecture about:
· Chief Advisor – Nixon’s national security advisor, Henry Kissinger helped shape Nixon’s foreign policy.
· Vietnamization – Nixon and Kissinger began a policy called Vietnamization, which advocated a gradual withdrawal of U.S. troops and encouraged South Vietnam to become responsible for its own defense.
· Détente –negotiation with Communist countries and the relaxation of Cold War tensions.

Evaluation:: Have students get into groups and discuss the following questions:
1. Why didn’t Nixon and Kissinger implement an immediate withdrawal of U.S troops in Vietnam?
2. Why did Nixon and Kissinger seek to improve U.S. relations with the Soviet Union and China?
3. How did Nixon’s visit to China improve U.S. relations with the Soviet Union?
4. Why do you think that Nixon traveled to China and the Soviet Union rather than having their leaders travel to the United States?
5. Why do think that Nixon referred to the future of Chinese-U.S. relations as a “long march”?
6. What are the results of the 1972 American-Soviet summit?

Vocabulary:: · Chief Advisor
· Vietnamization
· Détente
· Foreign policy

Homework:: Students will write a term paper about the Watergate scandal, Nixon impeachment process, his resignation and eventual pardon.

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Materials / Resources (including technology): Lecture about Nixon’s policies and presidency.

State of Minnesota Standards Covered