Do Now | Gallery Walk
Reading | Section 2Read the second section of text: pages 8-15
Progressive ReflectionComplete the Progressive Reflection on page 16.
Ticket OutWhat is something you learned from today's reading?
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Do Now | Quick Jot
Reading | Section 1
Person Research
Ticket OutWho did you research and what was something you found interesting about them?
Tuesday | ResearchDo Now: Open to page 32-33 of your workbook and read through the assignment
Select your groups (2-3 people MAX) and your strike. Fill out the information on page 33.
Research
Thursday | CreationDo Now: Circle up in the back of the room (standing)
Studio Time: Complete your role.
Ticket Out: Rate your productivity today and what your next step is to be ready for tomorrow. Friday | Creation and PresentationsStudio Time until 2:20 to finalize speeches, posters, website, etc.
Presentations
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Movie Day | The Great GatsbyEnjoy a day of leisure in class today. We are watching The Great Gatsby today. If you have work to do for other classes, you may do that while the movie is playing. No phones. No side conversations. Please be respectful. In a couple of weeks we will transition into the roaring 20s. Pay attention to the grandeur and culture represented. Have a safe and fun spring break! See you all in a week(ish)!Do Now | Quick JotWhat do you think the ideal working conditions are for teenagers? adults?
Chalk TalkWe did this last week. We are doing the exact same process! 10 images are placed around the room. Each has a document letter on it. You will rotate around to the 10 images with 1 minute at each station to document your thinking. Use page 29-30 in your workbooks to write your thoughts.
Once you have gone around to all 10 images, find your seat and complete the reflection at the bottom of page 30. Whole Group Discussion: What were some images that stood out to you? What were some of the features you saw in the images? What do you think these communicate about the time period? Images to reference during discussion Crash CourseGrowth, Cities, and Immigration
While watching, consider the 4C's routine on page 31.
Do NowWhen you come in, select a name from the basket and grab your workbooks Do NextOn the back of your workbook, answer these questions in quick-jot form:
Group TaskRESEARCH (15 minutes) Get into groups based on your person. Individually (or as a whole group if you would like), read the information on page 23-24 about your person. Additionally, explore the following readings to gather more information and make a judgement.
COMPILE (10 minutes) As a whole group, determine the information and fill out the chart on page 25. *be sure to write your group member names, too* CREATE (20 minutes) Input the information in a professional and interesting way on the Student Work website. Split up the work so that everyone has a job.
PRESENT (5 minutes)
Ticket OutOf the 4 men, who do you think was the best human and why?
Do Now: See. Think. Wonder.Chinese Immigrants and Mexican AmericansRead the section and answer the questions as a small group.
Summary PostersIn your small groups, complete a summary poster for Chinese immigrants and Mexican Americans. 1 should be on p21, the other on p22 Additional Resources (Readings) Chinese Exclusion ActThe dark history of the Chinese Exclusion Act
Do Now: Prepare for today
Timeline Gallery Walk and ReflectionNative American Experience VideosThe Dawes Act and Residential Boarding Schools Connect. Extend. Challenge. on page 11 The Meriam Report was mentioned in the video Ticket Out (last 5 minutes)Answer the question in Google classroom based on your research this unit, the videos we watched today, and the readings.
Class is from 9:40-10:10Infographic Work DayInfographics/Timelines are DUE TODAY!!!
Ticket OutSubmit your final project through Google Classroom. If it is physical, please take a picture of it and submit the image as well as the physical product.
ReviewSelect 1 SENTENCE from the reading last Friday that you think is the most important or interesting. (The Dawes Act | p7-8 and The Indian Wars and the Battle of Little Bighorn | p9-10) Reading Day 3Today is your last reading day. Remember that as you read you should be annotating and documenting dates that you could use on your infographic. When you are done, please answer the questions on page 13.
Infographic Work TimeInfographics/Timelines are DUE WEDNESDAY!!!
Ticket OutRate your productivity today.
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Course DescriptionThis is an Social Studies course that seeks to understand US history and the various perspectives that encompasses.
Course UnitsCurrent UnitStandardsCST1: Scholars analyze significant historical periods and their implications to past, present, and future of the US
CST2: Scholars construct arguments using multiple primary and secondary sources CST3: Scholars use evidence from multiple sources to support a claim. CST4: Scholars evaluate how different groups and individuals contributed to the events or cause. CST5: Scholars professionally share their work CST6: Scholars reflect on their product and process Categories |