US+History11

-Review syllabus -emergency procedures -think pair share on purpose of government || -Informal assessments -Types of government pre-assess || survey syllabus || 1 ||  ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8 || Does the government help or hurt us? || Describe the purpose of government. || G&C1(9-12)-1a || -Introductory Survey
 * 9/9 || Does the government help or hurt us? || List examples of purposes of the government. || G&C1(9-12)-1a

W–10–3.1a || -journal entry on essential question -assess a model journal -self-assess journal -look at page of day in the life reading in pairs and present to class -continue going over types of government. || -Informal assessments -journal and self-assessment of the journal || Model journal handout Journaling rubric based on schoolwide paragraph rubric Journal self-assess Day in life handout Types of government handout || 1 || Paragraph organizers for students who struggle with writing || G&C1(9-12)-1b
 * 9/12 || Does the government help or hurt us? || Apprise the purpose of different forms of government. || G&C1(9-12)-1a

W–10–3.1a || -journal entry using article on Romania explain whether communism or capitalism are better -discuss response -Model PowerPoint for project using the U.S. -jigsaw purposes of forms of government and report back to the class || -Informal assessments -journal and self-assessment of the journal -completed purposes of govt graphic organizer || Article on Romanians and communism vs. capitalism Country PowePoint directions Model U.S. PowerPoint Purposes of government graphic organizer || 3 || Paragraph organizers for students who struggle with writing ||
 * 9/13 || Does the government help or hurt us? || Collect and display information on a particular country.

Compare the government of your country to the U.S. government.

Calculate the ratio of phones and separately internet users to population. || G&C1(9-12)-1b || -complete country PowerPoint project || -Informal assessment -Completed PowerPoint project || Computers for students Directions sheet || 2 1 || Webquest on facts about countries for students who finish early ||
 * 9/14 || Does the government help or hurt us? || Form an opinion on the role of the federal government in current events. || G&C1(9-12)-1b

G&C2(9-12)-2a

W–10–3.1a || -journal entry on which type of government you would want to run -self-assess journals -worksheet on powers given to federal vs. state government in U.S. -in groups answer questions on what would happen if it was different -model how to find a federal government news article and post the article and a paragraph response || -Informal observations -completed 'what if' responses in groups || -online discussion board -link to possible sources for articles -directions sheet for how to use discussion board and post || 3 || Paragraph organizers for students who struggle with writing ||
 * 9/15 || Does the government help or hurt us? || Form an opinion on the role of the federal government in current events. || G&C2(9-12)-2a

W–10–3.1a || -find a federal government news article and post the article and a paragraph response || -Informal observations || -online discussion board -link to possible sources for articles -computers for all students || 3 || Webquest on upcoming topic about atomic bomb for students who finish early || -Graded rubric of create-your-own-govt. project || -construction paper, markers, crayons -direction sheet for create-your-own-govt project || 4 ||  ||
 * 9/16 || Does the government help or hurt us? || Create your own government and explain how it would work and compare to other forms. || G&C2(9-12)-1b || -complete create-your-own-govt project || -Informal observation
 * 9/19 || Whose history do we believe? || Develop a logical argument explaining, "why study history?" by answering a journal question.

Identify key points in WWII video clips by completing viewing guide. || HP1(9-12)-2a

W–10–3.1a || Journal entry on why study history

Take notes on why study history from PowerPoint

View video clips for background to atomic bombs by completing comprehension guide || -Informal observations -completed notes on why study history -completed video clip comprehension guide || -PowerPoint of why study history

-Video clips of on WWII || 3

1 || Paragraph organizers for students who struggle with writing ||
 * 9/20 || Whose history do we believe? || Interpret a primary source about WWII.

Define and classify primary and secondary sources. || HP1(9-12)-1a || -read WWII primary source letter -PowerPoint on WII basics and primary vs. secondary -Primary vs. secondary worksheet -Complete video clips before the bomb with comprehension guide || -Informal observations -completed primary vs. secondary worksheet || -primary source WII letter -primary vs. secondary worksheet -PowerPoint on WII basics and primary vs. secondary || 2

1 || Paragraph organizers for students who struggle with writing ||
 * 9/21 || Whose history do we believe. || Define a political cartoon.

List arguments about dropping the atomic bomb. || HP1(9-12)-2b

CCRH-11-12-6 || -examine two political cartoons on atomic bombs and write a journal responses -self-assess journal entry -a brief history of political cartoon PowerPoint -Article on decision to drop atomic bomb and answer comprehension questions || -Informal observations -completed comprehension questions || -class copies of political cartoons -article on decision to drop atomic bomb || 1 || Paragraph organizers for students who struggle with writing || -complete executive branch worksheet -complete 1st two columns of KWL worksheet -study questions for White Light Black Rain || -executive branch worksheet || executive branch article and worksheet KWL chart and study questions for White Light Black Rain || 1 ||  ||
 * 9/22 || Whose history do we believe. || Identify key points about the executive branch. || G&C2(9-12)-1b || -Read executive branch handout
 * 9/23 || Whose history do we believe?

Does the government help or hurt us? || Form an opinion on the role of the federal government in current events. || G&C2(9-12)-2a

CCRH-11-12-1 || -provide students with study guide for test -Finish white light black rain -complete 3rd column of KWL worksheet -discuss questions for White Light Black Rain -Begin discussing || Informal observations

Completed KWL

U.S. government article graded with rubric || -study guides for test

-federal government article rubrics || 4 ||  ||
 * 9/26 || Does the government help or hurt us? || Form an opinion on the use of atomic bombs by Truman.

Form an opinion on the role of the federal government in current events.

Identify the main idea of arguments about Japanese internment in the U.S. || G&C4(9-12)-1e

G&C2(9-12)-2a

G&C1(9-12)-1d

CCRH-11-12-1 || -Journal entry on whether dropping bomb was right and self-assess paragraph -Discuss responses -Continue presenting federal government articles -Read and summarize primary sources on Japanese internment || Informal observations

U.S. government article graded with rubric || -federal government article rubrics

-Japanese interment articles || 4

1 || Paragraph organizers for students who struggle with writing ||
 * 9/27 || Does the government help or hurt us? || Analyze a primary source about Japanese interment.

Identify parts of the executive branch. || HP1(9-12)-1a

G&C2(9-12)-1b || Read the letter from Louise Ogawa. Do you think it is ever right to intern people in the United States? Explain why or why not. -Executive Branch Worksheet -Present Country Brochures || Informal observations

Graded rubrics for country brochures || Copies of letter from Louise Ogawa || 4 || Paragraph organizers for students who struggle with writing ||
 * 9/28 || Does the government help or hurt us?

Whose history do we believe? || Compare a created type of government to other forms of government.

Identify parts of the executive branch, types of government and basic facts about the dropping of the atomic bombs. || G&C4(9-12)-1a

G&C2(9-12)-1b || -Finish executive branch article -Present Country Brochures -Test Review game || Informal assessments

Completed executive branch worksheet

Graded rubric for country brochures || -Test review game sheet || 3

1 ||  ||
 * 9/29 || Does the government help or hurt us? || Identify parts of the executive branch, types of government and basic facts about the dropping of the atomic bombs.

Identify the main idea of arguments about Japanese internment in the U.S. || G&C2(9-12)-1b

G&C1(9-12)-1d

HP1(9-12)-1b || -Test #1 -Journal on how the atomic bomb was covered in the text || Informal assessments

Test #1 || Tests || 1 || Paragraph organizers for students who struggle with writing ||
 * 9/30 || Does the government help or hurt us? || Form an opinion on the role of the federal government in current events.

Compare a created type of government to other forms of government. || G&C2(9-12)-2a

G&C4(9-12)-1a

G&C2(9-12)-1b

W–10–3.1a || Present paragraph response to federal government news article. -Finish presenting country brochures -Executive Scramble || Informal assessments

Graded federal govt. article rubrics

Graded rubric for country brochures || Homework Rubrics

Executive scramble handout || 4

3 ||  ||
 * 10/3 || Does the government help or hurt us? || Interpret visual data in order to explain historical events || HP1(9-12)-2b

CCRH-11-12-6 || Journal entry on 2 political cartoons from post-WWII foreign policy -Executive Scramble answers -Communism article -PowerPoint on Communism vs. Capitalism, and the beginning of the Cold War || Informal assessments || Political cartoon handouts || 4 || Graphic organizer for journals for students who need them ||
 * 10/4 || Does the government help or hurt us? || Identify and link the idea of communism to 20th century political systems.

Identify the divisions of the Cold War by noting countries on a map. || HP2(9-12)-1b || -Turn in journals for journal checks -List 5 things that are "Un-amercian" -Cold War at Home PowerPoint -Cold War maps assignment || Informal assessments

Completed cold war map assignment || HUAC worksheet with un-American question Print out of PowerPoint with blanks to fill in Cold War map worksheet -markers/crayons and world maps || 2

1 ||  ||
 * 10/7 || Does the government help or hurt us?

How do we create change in the world? || Identify major events in U.S. domestic policy surrounding communist infiltration.

Compare and contrast life in culture in the 1950s to the present day. || HP2(9-12)-3a || -Read a historical narrative and summarize main ideas in each section

-List 5 similarities and differences to the present day from the 1950s || Informal assessments

Written summaries of each section || -Copy of reading on U.S. domestic policy

-PowerPoint on 1950s

-Copies of Robeson trial || 1

2 ||  ||
 * 10/14 || Whose history do we believe? || Identify basic facts about the Korean War. ||  || Read p. 652-661 and take notes || -notes defining key terms and focus questions for the two sections || -Pathways to the present || 1 ||   ||
 * 10/17 || Does the government help or hurt us?

How do we create change in the world? || Form an opinion on the role of the federal government in current events. || G&C2(9-12)-2a || -Return Tests -Present paragraph response to federal government news article. -Reenact Robeson trial || Informal assessments -corrected wrong answers on tests || -test answer keys -homework rubrics || 4 ||  ||
 * 10/18 || Does the government help or hurt us

Whose history do we believe? || Form an opinion on the use of the government to invest communism within the U.S. during the Cold War.

Identify places for improvement in journal writing. || HP1(9-12)-1c

CCRH-11-12-6 || -Journal on two primary sources related to investigations of communist subversives in the U.S. -Return journal and identify 3 places to improve based on rubrics -Notes on overview of Korean War -Read an example of Korean War atrocities and summarize and react to the article || Informal assessments

-3 places for improvement on journals

-written summary and reaction to article || -copies of Korean War notes -copies of 2 articles about atrocities of Korean War (1 from each side) || 4

1 || Graphic organizer for journals for students who struggle writing ||
 * 10/21 || How can we create change in the world? || Identify parts of the executive branch and its role in the U.S. government.

Define election vocab.

Identify views of local candidates on common political issues. || G&C2(9-12)-1b

G&C4(9-12)-1b || -Test #2 Study Guide provided -Read Legislative Branch article and complete worksheet Define Primary Election, General Election, and Incumbent Read RI Congressional District 1 articles Complete candidate views on issues Jigsaw chart || Informal assessment

Legislative branch worksheet || Legislative branch worksheet RI-1 Congress chart || 1 ||  ||
 * 10/24 || How can we create change in the world? || Identify views of local candidates on common political issues.

Identify the political ideologies common to U.S. politics. || G&C2(9-12)-1b

G&C1(9-12)-1c || Complete RI-1 Congress chart as a class Explain Reflection/Presidential primary assignment for tomorrow Political Spectrum Begin watching some of Republican Debate || Informal assessments

Political Spectrum guide completed || Political spectrum article and guide || 1 ||  ||
 * 10/25 || How can we create change in the world? || Identify views of presidential candidates on common political issues. || G&C2(9-12)-1b

G&C4(9-12)-1b || -Complete reflection for PowerPoint using rubrics and posting directions

-Complete info sheet about background/issues on Republican candidates for presidential primary || Informal assessments

Printed reflection

Completed info sheets || Presidential candidate information sheets

Graded rubrics from Country PowerPoint

Posting directions for Portfolio Item Reflection

Internet/Computer access

Info sheets || 1 ||  ||
 * 10/26 || How can we create change in the world? || Identify views of presidential candidates on common political issues. || G&C2(9-12)-1b

G&C4(9-12)-1b || -Present candidates for president/complete worksheet -Test Review Game || Informal assessments || Test Review game sheet || 1 ||  ||
 * 10/27 || How can we create change in the world? || Identify parts and role of executive branch, election vocab, types of government, types of sources, sides of the Cold War, Cold war terminology.

Identify the political ideologies common to U.S. politics. || See above standards for Test

G&C1(9-12)-1c || -Test #2 -conservative/liberal worksheet -Journal - Which side of the political spectrum would I be on? || Informal assessments

Completed conservative/liberal worksheet || Copies of tests

Conservative/liberal worksheet || 1 || Journal graphic organizer for students who struggle writing ||
 * 10/28 || Whose history do we believe? || Form an opinion on the role of the federal government in current events. || G&C2(9-12)-2a

W–10–3.1a || -Present Homework || Informal assessments

Homework Rubric || Homework Rubric sheets || 2 ||  ||
 * 10/31 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Assign WDC books Read Chapter 1 Complete text organizer || Informal assessments || Copies of //Warriors Don't Cry//

Chapter text organizers || 2 ||  ||
 * 11/1 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Identify basic facts about Melba's experience || G&C2(9-12)-1c G&C3(9-12)-2d

CCRH-11-12-1 || Read Chapter 2 and 3 Complete text organizer and Chap 1 and 2 questions || Informal assessments

Completed Chapter 1 and 2 questions || Chap. 1 and 2 questions || 2 1 ||  ||
 * 11/2 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Relate to and interpret the Melba's story in Response to Chapters worksheets. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 3 and 4 Complete text organizer and Respond to 1-4 questions || Completed Respond to 1-4 worksheet || Respond to 1-4 worksheet || 2 3 ||  ||
 * 11/3 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Identify basic facts about Melba's experience || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 5 and 6 Complete text organizer and chapter 5 and 6 questions || Completed chapter 5 and 6 questions || Chap. 5 and 6 questions || 2 1 ||  ||
 * 11/4 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 7 and 8 Complete text organizer || Completed 5-7 worksheet || Respond to 5-7 worksheet || 2 ||  ||
 * 11/7 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Form an opinion on the role of the federal government in current events. || G&C2(9-12)-2a G&C2(9-12)-1c G&C3(9-12)-2d

W–10–3.1a || Read Chapter 9 Complete text organizer Present Homework || Informal assessments

Homework graded on rubric || Homework rubric sheets || 2 ||  ||
 * 11/9 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Identify basic facts about Melba's experience

Relate to and interpret the Melba's story in Response to Chapters worksheets. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 10 and 11 Complete text organizer, 9 and 10 questions, and Respond to 8-10 || Informal assessments

Completed questions for 9 & 10 Completed Respond to 8-10 worksheet || Questions for 9 &10 Respond to 8-10 worksheet || 2 1 3 ||  ||
 * 11/10 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Relate to and interpret the Melba's story in Response to Chapters worksheets. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 12 and 13 Complete text organizer Complete Respond to 11-13 || Informal assessments

Completed Respond to 11-13 worksheet || Respond to 11-13 worksheet || 2 3 ||  ||
 * 11/14 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 14 and 15 Complete text organizer || Informal assessments ||  || 2 ||   ||
 * 11/15 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Relate to and interpret the Melba's story in Response to Chapters worksheets. || G&C2(9-12)-1c G&C3(9-12)-2d || Read Chapter 16 and 17 Complete text organizer Complete Respond to 14-16 || Informal assessments

Completed Respond to 14-16 worksheet || Respond to 14-16 worksheet || 2 3 ||  ||
 * 11/16 || How can we create change in the world?

Whose history do we believe? || Summarize Melba's story by completing text organizer with plot summaries and quotations.

Relate to and interpret the Melba's story in Response to Chapters worksheets. || G&C2(9-12)-1c G&C3(9-12)-2d CCRH-11-12-1 || Read Chapter 18 and epilogue Complete text organizer Complete Response to 17, 18 and Epilogue || Informal assessments

Completed Response to 17, 18 and Epilogue worksheet || Respond to 17, 18 and Epilogue worksheet || 2 3 ||  ||
 * 11/17 || How can we create change in the world?

Whose history do we believe? || Compare and contrast two sources about the Little Rock 9. || G&C2(9-12)-1c G&C3(9-12)-2d HP1(9-12)-1c HP2(9-12)-2b CCRH-11-12-3 || -View "The Ernest Green Story" and begin completing film worksheet || Informal assessments

-Completed film guide || Film guide worksheet

"Ernest Green Story"DVD || 3 4 ||  || -Finish Film || Informal assessments -Homework Rubric -Collected text organizer ||  || 4 ||   ||
 * 11/18 || Whose history do we believe? || Form an opinion on the role of the federal government in current events. || CCRH-11-12-10 || -Present Homework
 * 11/21 || How can we create change in the world?

Whose history do we believe? || Compare and contrast two sources about the Little Rock 9.

Quote and paraphrase sources correctly in MLA format. || G&C2(9-12)-1c G&C3(9-12)-2d HP1(9-12)-1c HP2(9-12)-2b

W-10-6.5

CCRH-11-12-8 CCRH-11-12-9 || -Paper guidelines and schedule -Assign Poll -How to Cite Sources/Plagiarism -Explanation of graphic organizer for this paper -Work on graphic organizer || Informal assessments ||  || 3 4 ||  ||
 * 11/22 || How can we create change in the world?

Whose history do we believe? || Compare and contrast two sources about the Little Rock 9.

Quote and paraphrase sources correctly in MLA format. || G&C2(9-12)-1c G&C3(9-12)-2d HP1(9-12)-1c HP2(9-12)-2b

W-10-6.5

CCRH-11-12-8 CCRH-11-12-9 || -Begin typing Rough Draft || Informal assessments ||  || 3 4 ||  ||
 * 11/23 || How can we create change in the world?

Whose history do we believe? || Compare and contrast two sources about the Little Rock 9.

Quote and paraphrase sources correctly in MLA format. || G&C2(9-12)-1c G&C3(9-12)-2d HP1(9-12)-1c HP2(9-12)-2b

W-10-6.5

CCRH-11-12-8 CCRH-11-12-9 || Continue typing rough draft (shortened class) || Informal assessments ||  || 3 4 ||  ||
 * 11/28 || How can we create change in the world?

Whose history do we believe? || Compare and contrast two sources about the Little Rock 9.

Quote and paraphrase sources correctly in MLA format. || G&C2(9-12)-1c G&C3(9-12)-2d HP1(9-12)-1c HP2(9-12)-2b

W-10-6.5

CCRH-11-12-8 CCRH-11-12-9 || Peer edit papers Edit final draft and turn in || Informal assessments MLA Paper ||  || 3 4 ||  ||
 * 11/29 || How can we create change in the world? || Identify the basic structures of the U.S. Judicial system.

Develop a logical argument in one example of a decision of the supreme court. || G&C(9-12)-1a G&C(9-12)-1b || -Read background of state rep. and create question for member of general assembly -Read judicial branch article and complete worksheet -Read article on eyewitness use in court and record arguments on both sides -choose a side and debate || Informal assessments

Completed judicial branch worksheet

Judicial branch t-chart || Background on guest speaker article Judicial branch article and worksheet Eyewitness article || 1 3 ||  ||
 * 11/30 || How can we create change in the world. || Engage in and reflect on the electoral process.

Organize polling data and draw conclusions from it || G&C4(9-12)-2a

W–10–3.1a || -Journal on guest speaker -Read background article on polls -Group work on polls -How to draw conclusions -Courtroom example of HUAC (Block 1 only) || Informal assessments

Journal Responses on guest speaker

Groups report back on conclusions || Poll Information

Polling articles || 4 2 3 || Guest speaker during Block 3, only block 1 and 2 meet ||
 * 12/1 || How can we create change in the world || Identify and explain ways individuals and groups have exercised their rights in order to transform society. || G&C(9-12)-2d

W–10–3.1a || -Journal on when to use non-violence to create change -Read summaries on Civil Rights section 2 and 3 -PowerPoint/Short films on Civil Rights approaches to change || Informal assessment

Chart identify and explaining the ways used in Civil Rights movement || Reading summaries PowerPoint LCD Projector Short films || 1 2 ||  ||
 * 12/2 || Does the government help or hurt us? || Analyze the basic structures of the government in the U.S. through researching a current issue.

Explain cause and effect relationships in order to sequence and summarize events, and make connections between a series of events. || G&C2(9-12)-1b

HP1(9-12)-2a

W–10–3.1a

CCW(11-12)-6 || Present Homework

1945-1960 timeline assignment || Informal assessment

Graded homework rubrics

Completed timeline assignment || Homework rubrics

Timeline assignment sheet || 4

2 ||  ||
 * 12/5 || How do we create change? || Identify and explain ways individuals and groups have exercised their rights in order to transform society. || G&C3(9-12)-2d

W–10–3.1a || -Journal entry on black panther platform -Review/update Chart so far -PowerPoint with films/Section Summaries -Complete chart -Legislative branch worksheet and look at Civil Rights Act || Informal assessments

Completed legislative branch worksheet || Legislative branch worksheet || 1 || Journal graphic organizer available for struggling writers ||
 * 12/6 || How do we create change || Identify and explain ways individuals and groups have exercised their rights in order to transform society.

Identify a policy and describe how it affects individual rights. || G&C3(9-12)-2d

G&C3(9-12)-2a

W–10–3.1a || -Journal entry on affirmative action -Read about Women’s and Minorities Movement and complete chart -Read part of Civil Rights Act about Equal opportunity employment -Legislative branch worksheet -Read about Rooney Rule and Asian college apps -Create t-chart on positives and negatives of affirmative action -Debate about affirmative action || Informal assessments || Affirmative action political cartoons

Women's and Minority Movement handouts

Civil Rights Act handout

Legislative Branch worksheet

Rooney rule and Asian college admission article || 1 || Journal graphic organizer available to struggling writers ||
 * 12/8 || Whose history do we believe? || Formulate historical questions, obtaining, analyzing, evaluating historical primary sources.

Identify basic facts about JFK. || HP(9-12)-1a || -PowerPoint on JFK – Fill-in the blanks -JFK Assassination point of views assignment in groups || Informal assessments

Completed worksheets on JFK plot || JFK notes from PowerPoint handout with blanks

8 different packets on JFK assassination plots || 4

1 ||  ||
 * 12/9 || Whose history do we believe? || Analyze the basic structures of the government in the U.S. through researching a current issue.

Formulate historical questions, obtaining, analyzing, evaluating historical primary sources. || HP(9-12)-1a

W–10–3.1a || -Present Homework -Present JFK assignment -PowerPoint on Vietnam War || Informal Assessments

Homework Rubric

PowerPoint notes with blanks ||  ||   ||   ||
 * 12/12 || Whose history do we believe? || Identify basic information about Vietnam War.

Engaging in and reflecting upon an electoral process by polling and interpreting the results. || G&C2(9-12)-1b

G&C4(9-12)-2c || -Formulate question to use polling info to answer-PowerPoint 2 on Vietnam War -Polling group assignment || Informal assessment

Completed poll assignment analysis sheets || PowerPoint notes with blanks

Results of polling copies

Polling assignment worksheet || 1

3 ||  || -p. 800 in text -Begin textbook coverage article -Test Review game || Informal assessment || PowerPoint with blanks
 * 12/15 || Whose history do we believe? || Identify basic information about Vietnam War. || HP2(9-12)-2a || -PowerPoint #3 on Vietnam War

Textbooks

Textbook coverage article

Test review game sheets || 1 ||  ||
 * 12/16 || How can we create change? || See above standards for Test.

Identify and explain ways individuals and groups have exercised their rights in order to transform society.

Form an opinion on the Vietnam War. || G&C(9-12)-2d

W–10–3.1a || -Test #3 -Journal entry on whether you would be a dove or hawk during the Vietnam War -PowerPoint #4 on Vietnam War -Continue textbook article || Informal assessments

Tests || Tests || 1 3 4 ||  ||
 * 12/19 || Whose History do we believe? || Identify basic information about Vietnam War. || HP2(9-12)-2a

CCRH-11-12-9 || -Progress monitor: What do you know about the Vietnam war so far? -Read Interview with a RI Vietnam Veteran -PowerPoint -Finish textbook article -Begin Two Days in October || Informal assessments

Completed blanks on PowerPoint || Copies of Vietnam Veteran interview, PowerPoint slides printout with some blanks, Textbook article

Two Days in October || 1 ||  ||
 * 12/20 || Whose History do we believe? || Identify basic information about the Vietnam War.

Create narratives based on particular points of view on the Vietnam War. || HP2(9-12)-2a

CCRH-11-12-9 || -Go over Vietnam War project assignment -Finish Two Days in October || Informal assessments || Project Assignment Sheet || 1 4 ||  ||
 * 12/21 || Whose History do we believe? || Create narratives based on particular points of view on the Vietnam War. || HP2(9-12)-2a || -Start Vietnam War Project || Informal assessments || Art supplies || 4 ||  ||
 * 12/22 || Whose History do we believe? || Create narratives based on particular points of view on the Vietnam War. || HP2(9-12)-2a || -Finish Vietnam War Project || Informal assessments || Art supplies || 4 ||  ||
 * 12/23 || Does the government help or hurt us? || Analyze the basic structures of the government in the U.S. through researching a current issue.

Identify major events of the 1960s. || G&C2(9-12)-1b

W–10–3.1a

CCW(11-12)-6 || -Present homework -View film clips || Informal assessments

Graded homework rubrics

Recorded summaries of major events || Homework presentation rubrics || 4 ||  || -Impeachment Reading/ Watergate Overview -Create ‘movie script’ in groups for the ‘Plot’ of the Watergate scandal || Informal assessments || Impeachment reading and sequence || 2 ||  || -Type and print MLA paper reflection and turn in with original paper || Informal assessments
 * 1/3 || Does the government help or hurt us? || Explain cause and effect relationships in order to make a connection between a series of events. || HP1(9-12)-2a || Journal on crimes by the president
 * 1/4 || Whose history do we believe? || Critique your the process and product produced in your MLA paper. ||  || -Explain reflection/Write goal for next MLA

Completed reflection || MLA reflection graphic organizer || 4 ||  || -Present Watergate classwork -Balance of Power worksheet and handout -Ledbetter Case film clip and questions -Discuss questions || Informal assessments
 * 1/5 || Does the government help or hurt us? || Analyze the basic structures of the government in the U.S. through researching a current issue. || G&C2(9-12)-1b || -Go over tests

Watergate classwork presentations || Balance of Power worksheet and handout Ledbetter case film case || 4 ||  ||
 * 1/6 || How does the government help or hurt us? || Analyze the basic structures of the government in the U.S. through researching a current issue.

Explain how political power obtained and legitimized. || G&C2(9-12)-1b

G&C1(9-12)-2b

W–10–3.1a || -Provide Test Study Guide -Read article on election -Present Homework -Begin Jimmy Carter Film with questions || Informal assessments

Homework Rubric || Homework Rubric

Jimmy Carter film Jimmy Carter film question worksheet || 4

2 ||  || assessments
 * 1/9 || How does the government help or hurt us? || Explain how political power obtained and legitimized. || G&C1(9-12)-2b || -Continue Jimmy Carter Film with questions || Informal

Completed Jimmy Carter film question worksheets || Jimmy Carter film || 2 ||  ||
 * 1/10 || Whose history do we believe? || Summarize key events of the 1980s. || Background info. || -Film clips on the 1980s. || Informal assessments

Film clip summaries || -film clips || 2 ||  || info. || -Self-assess Journals -Review for test || Informal assessments || -Journal rubrics for self-assessment -Test Review game sheets || 1 ||  ||
 * 1/11 || Does the government help or hurt us || Identify/Define basic knowledge about the Vietnam War. || Background
 * 1/12 || Does the government help or hurt us || Identify/Define basic knowledge about the Vietnam War.

Explain cause and effect relationships in order to make a connection between a series of events. || HP1(9-12)-2a || -Test #4 -Reagan article with questions || Informal assessments

Completed questions || Test copies Reagan article with questions || 1

2 || Read together for group that struggles reading || Identify basic information about Reagan || G&C2(9-12)-1b
 * 1/13 || Does the government help or hurt us || Analyze the basic structures of the government in the U.S. through researching a current issue.

W–10–3.1a

CCW(11-12)-6 || -Present homework -Article on Reagan || Informal assessments

Homework rubrics || Homework Rubrics

Reagan reading || 4

1 ||  || -Discuss do now -PowerPoint on Reaganomics -Group activity on Reaganomics -Song example || Informal assessments
 * 1/17 || Does the government help or hurt us? || Describe the interconnected nature of a contemporary / historical issue. || G&C5(9-12)-2a || -Do now on whether cutting taxes on riches helps businesses do better

Presented group assignment || -Reaganomics PowerPoint -Group assignment -song imbedded in PowerPoint || 1 ||  ||
 * 1/18 || Whose history do we believe? || Analyze multiple perspectives on a historical issue. || HP1(9-12)-1c

CCRH-11-12-5 || -Do now on when U.S. should go to war -Discuss do now -Reading on Reagan/Bush Sr. -Backgrond on Persian Gulf War (incl. film clip) -Primary Sources on Persian Gulf War (film clips/letter) || Informal assessments || Reagan/Bush Sr. reading primary source letter film clips || 4 ||  || Explain PowerPoints/record sheet Begin presenting country PowerPoints || Informal assessments || Clinton/Bush summary sheet PowerPoint organizer sheet || 3 ||  ||
 * 1/19 || Does the government help or hurt us? || Compare different types of government and their purposes. || G&C1(9-12)-1b || Clinton/Bush Summary article
 * 1/20 || Does the government help or hurt us? || Analyze the basic structures of the government in the U.S. through researching a current issue.

Compare different forms of government and their purposes. || G&C2(9-12)-1b

G&C1(9-12)-1b

W–10–3.1a || Present Homework

Present Country PowerPoints while completing world map handout || Informal assessments

Homework Rubric

Completed PowerPoint record sheets || Homework rubrics || 4

3 ||  || -Terrorism handout/Oklahoma City Bombing clip -George W. Bush speech in response to terrorism -Group work on terrorism || Informal assessments || Terrorism handout Oklahoma City bombing and W. Bush film clips Terrorism scenario handout || 1
 * 1/23 || Whose history do we believe? || Define Terrorism. Classify different actions as terrorism or not. || G&C5(9-12)-2b || -Return Tests

2 ||  || Identify different types of history. || G&C5(9-12)-2b || -Review Short answers for exam -Present terrorism scenario answers -Types of history PowerPoint -Iraq War Film/Final individual student grade conference || Informal assessments
 * 1/24 || Whose history do we believe? || Classify different actions as terrorism or not.

Presentations on terrorism scenarios || Types of history handout Iraq war film || 2 ||  ||

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