Upload
doandang
View
228
Download
3
Embed Size (px)
Citation preview
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Curriculum Focus: Cultural interactions between Europeans and American Indians that led to cooperation & conflict, West African societies
(Ghana, Mali, Songhai) and their interactions with Portuguese explorers and traders.
Se
con
d Q
ua
rte
r
Standard of Learning w/Essential Knowledge and Skills (from 2008 SOL Documents)
Number of days
Resources and Materials used for instruction
STANDARD USI.4b
The student will demonstrate knowledge of European
explorations in North America and West Africa by
b) describing cultural and economic interactions between
Europeans and American Indians that led to
cooperation and conflict, with emphasis on the
American Indian concept of land.
Cultural interaction
Spanish
– Conquered and enslaved American Indians
– Brought Christianity to the New World
– Brought European diseases to American Indians
French
– Established trading posts
– Spread Christian religion
English
– Established settlements and claimed ownership of land
– Learned farming techniques from American Indians
– Traded with American Indians
American Indians
– Taught farming techniques to European settlers
– Believed that land was to be used and shared but not
owned
Areas of cooperation in economic interactions
Europeans brought weapons and metal farm tools.
Trade
Crops
Areas of conflict
Land
Competition for trade
Finish 4a if necessary.
5 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.54-62
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip)
Map handouts
Teacher Made Games, Worksheets, etc.
o Cooperation & conflict compare & contrast WS o Cultural interaction matching WS o Smart Board cultural interaction lesson
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Differences in cultures
Diseases
Language differences
Identify and interpret primary and secondary source
documents to increase understanding of events and life in
United States history. (USI.1a)
Interpret ideas and events from different historical
perspectives. (USI.1d)
STANDARD USI.4c
The student will demonstrate knowledge of European
explorations in North America and West Africa by
c) identifying the location and describing the
characteristics of West African societies (Ghana, Mali,
and Songhai) and their interactions with traders.
Ghana, Mali, and Songhai dominated West Africa one after
another from 300 to 1600 A.D.
Ghana, Mali, and Songhai were located in the western region
of Africa, south of the Sahara Desert, near the Niger River.
Ghana, Mali, and Songhai became powerful by controlling
trade in West Africa.
The Portuguese carried goods from Europe to West African
empires, trading metals, cloth, and other manufactured goods
for gold.
Interpret ideas and events from different historical
perspectives. (USI.1d)
Analyze and interpret maps to explain relationships among
landforms, water features, and historical events. (USI.1f)
Distinguish between parallels of latitude and meridians of
longitude. (USI.1g)
3 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o P.52-53
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip)
Map handouts
o Label the empires of Ghana, Mali, and Songhai on a
blank map of Africa, trace the Niger River, and
shade the Sahara Desert. List the goods that the
Portuguese traded with the West Africans and the
goods the West Africans traded with the
Portuguese. Why were the West Africans goods so
precious to the Portuguese? (salt)
o Label routes of exploration of Portugal in Africa
and the trade resources the Portuguese were
seeking
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Teacher Made Games, Worksheets, etc.
Ass
ess
me
nt
Se
con
d Q
ua
rte
r
Learning Objective
Formative/ Informal Assessments To Be Used Approx. Date(s)
Daily bellwork questions regarding work taught the prior school day Oral questioning during class directed towards various students Guided practice with teacher observation Exit questions to gauge student understanding Peer class work and homework checking Cooperation & conflict compare & contrast worksheet Classroom participation in map completion activities Vocabulary review for 4a,b,c
Throughout November.
Learning Objective
Summative Assessments To Be Used Approx. Date(s)
Homework assignments on 4a,b,c Unit Test on 4a,b,c (map and content) Vocabulary quiz on 4a,b,c
Throughout November.
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Curriculum Focus:
The first colonies in the New World, colonial regions (New England, Mid-Atlantic, and Southern) and how they interacted with their environment, colonial life and social status of colonial citizens, social and political interaction between the colonies and Great Britain.
Se
con
d Q
ua
rte
r
Standard of Learning w/Essential Knowledge and Skills (from 2008 SOL Documents)
Number of days
Resources and Materials used for instruction
STANDARD USI.5a
Colonies and the reasons they were established
Roanoke Island (Lost Colony) was established as an
economic venture.
Jamestown Settlement, the first permanent English
settlement in North America (1607), was an economic
venture by the Virginia Company.
Plymouth Colony was settled by separatists from the
Church of England who wanted to avoid religious
persecution.
Massachusetts Bay Colony was settled by the Puritans to
avoid religious persecution.
Pennsylvania was settled by the Quakers, who wanted
freedom to practice their faith without interference.
Georgia was settled by people who had been in debtors’
prisons in England. They hoped to experience economic
freedom and start a new life in the New World.
Identify and interpret primary and secondary source
documents to increase understanding of events and life in
United States history. (USI.1a)
Sequence events in United States history. (USI.1c)
Interpret ideas and events from different historical
perspectives. (USI.1d)
5 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.66-67
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Map handouts
o Color-code and label the location of the English colonies.
Teacher Made Games, Worksheets, etc.
o Smart Board Colonies Lesson o Teach mnemonics for each colony-
Ply your mouth to Separate your lips. Pure Water. Shake and Quake your Penn. “Lost” on an island. Jamestown=#1 Gangsters in GA go to prison.
o www.brainpop.com “The Thirteen Colonies” http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
STANDARD USI.5b
The student will demonstrate knowledge of the factors that
shaped colonial America by
b) describing life in the New England, Mid-Atlantic, and
Southern colonies, with emphasis on how people
interacted with their environment to produce goods
and services, including examples of specialization and
interdependence.
Terms to know
resources: natural, capital, or human
specialization: Focusing on one or a few products
interdependence: Two or more people depending on each
other for goods and services
Specialization caused the colonies to be interdependent.
(See chart below.)
10 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.68-75
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip)
Map handouts o Color-code and label the New England, Middle,
and Southern colonial regions on a blank outline map of the United States.
Essential Knowledge
Colonies Resources Geography and Climate Specialization Examples of Interdependence Social/Political
New
England
Natural resources: e.g., timber, fish,
deep harbors
Human resources: e.g., skilled
craftsmen, shopkeepers,
shipbuilders
Capital resources: e.g., tools,
buildings
Appalachian Mountains,
Boston harbor, hilly terrain,
rocky soil, jagged coastline
Moderate summers, cold
winters
Fishing,
shipbuilding,
naval supplies,
metal tools and
equipment
The New England colonies depended on the
Southern colonies for crops such as tobacco, rice,
cotton, and indigo, and for forest products such as
lumber, tar, and pitch. They depended on the
Mid-Atlantic colonies for livestock and grains.
Villages and churches
were centers of life.
Religious reformers and
separatists
Civic life: town meetings
Mid-
Atlantic
Natural Resources: e.g., rich
farmlands, rivers
Human resources: e.g., unskilled and
skilled workers, fishermen
Capital resources: e.g., tools,
buildings
Appalachian Mountains,
coastal lowlands, harbors
and bays
Mild winters and moderate
climate, wide and deep rivers
Livestock,
grains, fish
The Mid-Atlantic colonies traded with the
Southern and New England colonies to get the
products they did not produce. The Mid-Atlantic
colonies depended on the Southern colonies for
tobacco, rice, cotton, indigo, and forest products.
They traded with the New England colonies for
metal tools and equipment.
Villages and cities, varied
and diverse lifestyles,
diverse religions
Civic life: market towns
Southern
Natural resources: e.g., fertile
farmlands, rivers, harbors
Human resources: e.g., farmers,
enslaved African Americans
Capital resources: e.g., tools,
buildings
Appalachian Mountains,
Piedmont, Atlantic Coastal
Plain, good harbors and
rivers
Humid climate with mild
winters and hot summers
Tobacco, rice,
cotton, indigo,
forest products
(lumber, tar,
pitch)
The Southern colonies depended on the New
England colonies for manufactured goods,
including metal tools and equipment. They
depended on the Mid-Atlantic colonies for grains
and other agricultural products not plentiful in the
South.
Plantations (slavery),
mansions, indentured
servants, fewer cities,
fewer schools, Church of
England
Civic life: counties
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
o Draw small pictures to represent the reasons for
colonization (religious or economic) Teacher Made Games, Worksheets, etc.
o Smart Board Colonies Lesson o “Letters from the Mayflower” readers’ theatre
activity o Power Point on The Colonies with videos
corresponding for Colonial Region (New England, Middle, Southern)
o Students use chart paper to show the differences between the colonial regions with words and illustrations
o Colonial stations (4 stations with different activities to emphasize the different economic, social, political, geographic, and religious aspects of each region)
America- The Story of Us History Channel DVD- show
selections from this DVD showing the first Europeans
settling in the new world, beginning with Roanoke Island,
Jamestown, Plymouth, and so on. Very realistic and
informative.
Interdisciplinary Lesson- AR book assignment- students
who read a book from Colonial America, take an AR quiz,
and receive 75% or better will receive 10 extra credit
points on their test
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
STANDARD USI.5c
The student will demonstrate knowledge of the factors that
shaped colonial America by
c) describing colonial life in America from the
perspectives of large landowners, farmers, artisans,
women, free African Americans, indentured servants,
and enslaved African Americans.
Large landowners
Lived predominately in the South
Relied on indentured servants and/or enslaved African
Americans for labor
Were educated in some cases
Had rich social culture
Farmers
Worked the land according to the region
Relied on family members for labor
Artisans
Worked as craftsmen in towns and on plantations
Lived in small villages and cities
Women
Worked as caretakers, house-workers, and homemakers
Were not allowed to vote
Had few opportunities for getting an education
Free African Americans
Were able to own land
Had economic freedom and could work for pay and decide
how to spend their money
Were not allowed to vote
Indentured servants
Were men and women who did not have money for
passage to the colonies and who agreed to work without
pay for the person who paid for their passage
Were free at the end of their contract
3 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.76-79
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Teacher Made Games, Worksheets, etc.
o Power Point Colonial People Lesson Social ladder of colonial people
Matching/word sort of colonial people
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Enslaved African Americans
Were captured in their native Africa and sold to slave
traders; then were shipped to the colonies where they were
sold into slavery
Were owned as property for life without any rights.
Were often born into slavery (Children of enslaved African
Americans were born into slavery.)
Interpret ideas and events from different historical
perspectives. (USI.1d)
STANDARD USI.5d
Economic relationships
Great Britain imposed strict control over trade.
Great Britain taxed the colonies after the French and Indian
War.
The colonies traded raw materials for goods made in Great
Britain.
Political relationships
Colonists had to obey British laws, which were enforced
by governors.
Colonial governors were appointed by the king or by the
proprietor.
A colonial legislature made laws for each colony but was
monitored by the colonial governor.
Interpret ideas and events from different historical
perspectives. (USI.1d)
Analyze and interpret maps to explain relationships among
landforms, water features, and historical events. (USI.1f)
4 days
(and review for
test)
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.80-84
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Map handouts Teacher Made Games, Worksheets, etc.
o Smart Board lesson on colonial governor’s/legislatures
o Power Point Lesson on Great Britain’s control over the colonies
o Tax activity explaining how the colonists were taxed without representation in Great Britain
www.brainpop.com o “French & Indian War”
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Ass
ess
me
nt
Se
con
d Q
ua
rte
r
Learning Objective
Formative/ Informal Assessments To Be Used Approx. Date(s)
Daily bellwork questions regarding work taught the prior school day Oral questioning during class directed towards various students Guided practice with teacher observation Exit questions to gauge student understanding Peer class work and homework checking Chart paper colonial region group work Colonial regions stations Study guide for test (check) Taxation activity Class participation in group activities Jeopardy (or other review game) for test
Throughout December.
Learning Objective
Summative Assessments To Be Used Approx. Date(s)
Homework assignments on 5a-d Various classwork AR Extra Credit Colonial regions & resource quiz Colonial People Social Ladder
Vocabulary Quiz on 5a,b,c,d Unit Test 5a,b,c,d
Throughout December.
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Curriculum Focus:
Issues that led to the Am. Revolution, key philosophies that led to the writing of the Declaration of Independence, key individuals and events leading up to, during, and at the conclusion of the American Revolution, causes and reasons the colonists were able to win the Revolutionary War.
Se
con
d Q
ua
rte
r
Standard of Learning w/Essential Knowledge and Skills (from 2008 SOL Documents)
Number of days
Resources and Materials used for instruction
STANDARD USI.6a
The student will demonstrate knowledge of the causes and
results of the American Revolution by
4 identifying the issues of dissatisfaction that led to
the American Revolution.
Great Britain’s reasons for controlling the colonies
Great Britain desired to remain a world power.
In the American colonies, Great Britain’s desire to remain
a world power resulted in a conflict with the French known
as the French and Indian War.
Great Britain imposed taxes, such as the Stamp Act, to
raise necessary revenue to pay the cost of the French and
Indian War.
Great Britain’s reasons for taxation
To help finance the French and Indian War
To help finance the maintenance of British troops in the
colonies
Sources of colonial dissatisfaction
The colonies had no representation in Parliament.
Some colonists resented the power of the colonial
governors.
Great Britain wanted strict control over colonial
legislatures.
The colonies opposed the British taxes.
The Proclamation of l763, which followed the French and
Indian War, restricted the western movement of settlers.
3 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.88-91
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Map handouts Teacher Made Games, Worksheets, etc.
o Smart Board Lesson o Britain Rules! Reading Comprehension ?s o Graphic organizer- factors that shaped col. Am. o Compare & Contrast Great Britain & colonist’s
perspectives www.brainpop.com
o “Causes of the American Revolution” www.safarimontage.com
o Various “Liberty Kids” videos as time allows
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
America- The Story of Us History Channel DVD- show
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Make connections between the past and the present (USI.1b)
Sequence events in United States history. (USI.1c)
Interpret ideas and events from different historical
perspectives. (USI.1d)
selections from this DVD showing colonial dissatisfaction
with Great Britain and the events leading to war.
STANDARD USI.6b
The student will demonstrate knowledge of the causes and
results of the American Revolution by
b) identifying how political ideas shaped the
revolutionary movement in America and led to the
Declaration of Independence.
Key philosophies in the Declaration of Independence were
based upon ideas first expressed by European philosophers.
Key philosophies in the Declaration of Independence
People have “certain unalienable rights” (rights that cannot
be taken away)—to life, liberty, the pursuit of happiness.
People establish government to protect those rights.
Government derives power from the people.
People have a right and a duty to change a government that
violates their rights.
Identify and interpret primary and secondary source
documents to increase understanding of events and life in
United States history. (USI.1a)
Make connections between the past and the present (USI.1b)
Interpret ideas and events from different historical
perspectives. (USI.1d)
Interpret excerpts from notable documents. (USI.1h)
3 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.92-95
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Teacher Made Games, Worksheets, etc.
o Smart Board Lesson o Read excerpts from Thomas Paine’s Common
Sense o Primary Source Documents: Examine and discuss
key ideas from the DOI and the men who wrote it: Thomas Jefferson, Benjamin Franklin, and John Adams
www.brainpop.com o Declaration of Independence”
www.safarimontage.com
o Various “Liberty Kids” videos as time allows
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Seco
nd
Qu
arte
r
STANDARD USI.6c
The student will demonstrate knowledge of the causes and
results of the American Revolution by
c) describing key events and the roles of key individuals
in the American Revolution, with emphasis on George
Washington, Benjamin Franklin, Thomas Jefferson,
and Patrick Henry.
Key individuals
King George III: British king during the Revolutionary era
Lord Cornwallis: British general who surrendered at
Yorktown
John Adams: Championed the cause of independence
George Washington: Commander of the Continental Army
Thomas Jefferson: Major author of the Declaration of
Independence
Patrick Henry: Outspoken member of the House of
Burgesses; inspired colonial patriotism with his “Give me
liberty or give me death” speech
Benjamin Franklin: Prominent member of the Continental
Congress; helped frame the Declaration of Independence;
helped gain French support for American independence
Other important individuals
Phillis Wheatley: Enslaved African American who wrote
poems and plays supporting American independence and
who eventually gained her freedom
Paul Revere: Patriot who made a daring ride to warn
colonists of British arrival
Key events
Boston Massacre: Colonists in Boston were shot after
taunting British soldiers.
Boston Tea Party: Samuel Adams and Paul Revere led
patriots in throwing tea into Boston Harbor to protest tea
taxes.
First Continental Congress: Delegates from all colonies
except Georgia met to discuss problems with Great Britain
and to promote independence.
Battles at Lexington and Concord: The first armed
conflicts of the Revolutionary War
Approval of the Declaration of Independence: The colonies
declared independence from Great Britain (July 4, 1776).
Battle of Saratoga: This American victory was the turning
point in the war.
Surrender at Yorktown: This was the colonial victory over
forces of Lord Cornwallis that marked the end of the
Revolutionary War.
10 days
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.96-99
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Map handouts
o Color-code and label major battles on the eastern seaboard and the years they occurred
Teacher Made Games, Worksheets, etc.
o Smart Board American Revolution Lesson o VIP Vocabulary study- important people will serve
as the vocab. List this week. School House Rock video “The Ride of Paul Revere” www.safarimontage.com
o Various “Liberty Kids” videos as time allows
www.brainpop.com o “American Revolution”
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Interdisciplinary Lesson- Ms. Myers’ class is studying
narrative poetry and we will discuss Paul Revere and
read and listen to Mr. Strong read aloud a recording of
The Midnight Ride of Paul Revere by Henry Wadsworth
Longfellow
America- The Story of Us History Channel DVD- show
selections from this DVD showing the events depicting
the American Revolution.
Extra Credit- WANTED poster of either a British soldier
or Lord Cornwallis OR political cartoon depicted a
problem or issue of the period
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Se
con
d Q
ua
rte
r
STANDARD USI.6d
The student will demonstrate knowledge of the causes and
results of the American Revolution by
d) explaining reasons why the colonies were able to
defeat Great Britain.
Colonial advantages
Some colonists’ defense of their own land, principles, and
beliefs
Additional support from France
Strong leadership
Interpret ideas and events from different historical
perspectives. (USI.1d)
Analyze and interpret maps to explain relationships among
landforms, water features, climatic characteristics, and
historical events. (USI.1f)
4 days (plus
review for test)
Virginia Department of Education: o Curriculum Framework o Blueprints
Textbook: Our America to 1865 (Five Pond Press) o p.100-104
At-home textbook: American Nation Nystrom Atlas What I Need To Know Handouts Books, United States
History to 1865 (Bobbie J. Cutlip) Teacher Made Games, Worksheets, etc.
o Graphic organizer listing and comparing colonial
& British advantages & disadvantages
o Discuss why the colonists’ were ultimately able to
win the war due to their beliefs, passion, and the
defense of their homeland
www.safarimontage.com
o Various “Liberty Kids” videos as time allows
http://www.nonags.org/members/dasaunders/index2.h
tml (website with resources for teachers)
Ass
ess
me
nt
Se
con
d
Qu
art
er
Learning Objective
Formative/ Informal Assessments To Be Used Approx. Date(s)
Daily bellwork questions regarding work taught the prior school day Oral questioning during class directed towards various students Guided practice with teacher observation Exit questions to gauge student understanding Peer class work and homework checking Study guide for test (check) Class participation in group activities Eggspert (or other review game) for test
Throughout January.
Grade _6 Subject U.S. History to 1865 Second Nine Weeks Instruction Dates: November 3, 2012 to January 25, 2013 48 Days
Teacher C. Franklin Draft Date 7/10/12
Learning Objective
Summative Assessments To Be Used Approx. Date(s)
Homework assignments on 6a-d Various classwork Extra credit- WANTED Poster or Pol. Cartoon Completed movie questions during America: Story of Us or Liberty Kids
Dec. of Ind. Primary Source Activity Vocabulary Quiz on 6a,b,c,d Unit Test 6a,b,c,d
Throughout
January.