Alliance Cindy and Bill Simon Technology Academy Digital Agenda- week 4 Dates: 8/26-8/30



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Alliance Cindy and Bill Simon Technology Academy

Digital Agenda- Week 4

Dates: 8/26-8/30

Teacher:

Maldonado

Date:

8/26-8/27

Subject/Course:

USH

Grade:

11th

Do Now:

Students will respond to the following essential question, “Explain what ‘No taxation without representation’ means and its importance.

Standard(s):

11.1.1: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

11.1.2: Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Learning Objective (s):

Given a PowerPoint presentation, primary source documents and digital text, students will examine and appraise the British taxation policies and the colonists’ decision to revolt.

Assessment:

Exit Slip, Sequencing Events collaborative project and Independent activities



Whole Group




Independent / Computer Assisted Activity

  • Exit Slip

  • Students will submit written responses, via Google Forms, of essential questions relating to the conflict between the British and the colonists.




  • Digital Text (The American Revolution)

  • Students will read about, and have access to timelines, graphic organizers and short videos on, the American Revolution and answer guided reading and chapter assessment questions.

  • Primary Source Assignments (Declaration of Independence, First U.S. Coins, Samuel Adams)

  • Students will read a biographical narrative, and two historical documents. Students will form an opinion and answer corresponding questions.



Direct Instruction




Collaborative

  • PPT Presentation (Colonization to Revolution)

  • Students will take notes and respond to questioning throughout the lecture




  • Sequencing Events

  • Students will work collaboratively and create a timeline of important events before, during and after, the American Revolution. Students will identify the event and state its importance.



Teacher:

Maldonado

Date:

8/28

Subject/Course:

USH

Grade:

11th

Do Now:

Students will answer the following essential question, “Why did colonists object to the tax policies of Parliament?”

Standard(s):

11.1.1: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

11.1.2: Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Learning Objective (s):

Given a PowerPoint presentation, primary source documents and digital text, students will examine and appraise the British taxation policies and the colonists’ decision to revolt.

Assessment:

Exit Slip, Sequencing Events collaborative project and Independent activities



Whole Group




Independent / Computer Assisted Activity

  • Exit Slip

  • Students will submit written responses, via Google Forms, of essential questions relating to the start of the American Revolution and the writing of the Declaration of Independence.




  • Primary Source Assignments (Declaration of Independence, First U.S. Coins, Samuel Adams)

  • Students will read a biographical narrative, and two historical documents. Students will form an opinion and answer corresponding questions.



Direct Instruction




Collaborative

  • PPT Presentation (Colonization to Revolution)

  • Students will take notes and respond to questioning throughout the lecture




  • Sequencing Events

  • Students will work collaboratively and create a timeline of important events before, during and after, the American Revolution. Students will identify the event and state its importance.



Teacher:

Maldonado

Date:

8/29-8/30

Subject/Course:

USH

Grade:

11th

Do Now:

Students will respond to the following essential question, “Why did the colonies fight a war of Independence against Great Britain?”

Standard(s):

11.1.1: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

11.1.2: Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Learning Objective (s):

Given a pop quiz, primary source documents and digital text, students will examine and appraise the British taxation policies and the colonists’ decision to revolt.

Assessment:

Pop Quiz, Sequencing Events collaborative project and Independent activities



Whole Group




Independent / Computer Assisted Activity

  • Pop Quiz

  • Students will answer a compilation of five CST-released questions from Std. 11.1.1 and demonstrate proficiency by answering three questions or more correctly.




  • Primary Source Assignments (Declaration of Independence, First U.S. Coins, Samuel Adams)

  • Students will read a biographical narrative, and two historical documents. Students will form an opinion and answer corresponding questions.



Direct Instruction




Collaborative






  • Sequencing Events

  • Students will work collaboratively and create a timeline of important events before, during and after, the American Revolution. Students will identify the event and state its importance.


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