LESSON PLANS FOR APRIL 10 through 13, 2017 Monday: Students will present their Poems for Two Voices Tuesday: Teacher "tells the story" of Reconstruction Wednesday: Begin Scavenger Hunt - See Below
Reconstruction Scavenger Hunt Write your answers on a separate sheet of paper. Use the websites to complete the questions about the Reconstruction era. Write in complete sentences and in your own words as much as possible. http://memory.loc.gov/amme
Civil War, continued. We'll read chapters 15, 16, and 17 in the textbook to get an overall view of the Civil War. We'll supplement the text with excerpts from the PBS Ken Burns Civil War series and letters home from soldiers. We'll finish the unit with poems for two voices and accompanying art about the Civil War.
MEMORIZE: Memorize the Gettysburg Address by April 17.
This week we'll look at the beginning of the Civil War. In honor of Forensics Week and the Civil War, we'll explore cryptology and ciphers. We'll then work, in class, on the beginning of the Civil War.
Here's the link for Monday's activity:
On Tuesday, we'll continue to work on ciphers. If you're absent, google "Stager Cipher" so that you're aware of it.
Wednesday and Thursday, we'll work from a Power Point on some in class activities. If you're absent, please get the information from your teacher upon your return!
Friday is Formative Friday, to review and reflect on your learning for the week.
This week, students will do individual research/presentation projects on a topic relating to the growing tensions between the north and the south. Everyone knows their specific topic. Presentations can be in Power Point format.
1. Give the historical context of your person or event.
2. How does your topic relate to the growing tensions between the northern and southern states?
3. Give the dates pertaining to the topic.
4. Relate your topic to at least two other events or people in the same time frame.
5. Include at least 10 facts or details.
6. Write a minimum of 8 lines of rhyme (song or poem) relating to your topic and include them in your presentation.
7. Anything written must be edited. No grammar or spelling errors, please!
We'll use 15 original sources to examine the effects of the Industrial Revolution on society.
1. In your packet, evaluate each source and label it. Does it present a positive or negative view of the Industrial Revolution? Label it, and write a quick bullet point defending your opinion.
2. Write a thesis statement regarding your opinion of the Industrial Revolution.
3. Write a 5 paragraph essay defending your opinion. Include 3 pieces of supporting evidence (from these documents) in each body paragraph of the essay.
4. Edit, rewrite, and finely hone your work before handing it in on Friday.
Please see Mr. Martinez or Ms. Casias with any questions.
A minimum of 4 diary entries (2 pages each) and either your self-portrait or map are due on January 19. Feel free to go above and beyond on this assignment, these are just minimum requirements.
Use the attached information to make sure you've included the necessary information!
On Friday, 1/13, Mrs. Casias will check her students for at least one entry and one of the other components.
This week and next, we'll explore westward expansion in the US. Students, you'll choose a persona from this time period and you'll create a diary and fill it with entries as you make you way across the western territories on one of the famous trails. Review chapter 13 in the text and incude references (in your diary entries) to the people, events, locations, and experiences of the times.
Major topics include the cities, towns, and geographic markers of this period. We'll look at the republic of Texas, the Mexican American War, and the California Gold Rush. Stay in tune for more information.