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TeacherAngela LaySubjectUS History Timeline (Dates)October 8th-October 25thUnit NameUnit 3: Antebellum America 1800-1860OverviewAn explanation (overview) of what students will be learning and doing in this unit. Students will learn about Westward Expansion, Reform movements (religious, philosophical, and social), as well as the 1st Industrial Revolution. The will learn that the Antebellum period ultimately sets the stage for the Civil War (Unit 4)Common Core Standard(s)Quality Core Standards: A.1 Process Skills (continued through all units of study)B.1 Colonization and Forging a New Nation (k, l) k. Identify and evaluate the political and territorial changes resulting from westward expansion of the United States in the early 19th century l. Analyze and evaluate federal and state policies toward American Indians in the first half of the 19th century.B.2 Antebellum America a. Describe and evaluate the impacts of the First Industrial Revolution during the 19th century (the Lowell system, immigration, changing technologies, transportation innovations) b. Identify and evaluate the major events and issues that promoted sectional conflicts and strained national cohesiveness in the antebellum period c. Identify significant religious, philosophical, and social reform movements of the 19th century and their impact on American society d. Identify the major characteristics of the abolition movement in the antebellum period, its achievements, failures, and Southern opposition to it. e. Analyze the women’s rights and the suffrage movements and the impact of women on other reform movements in the antebellum period. f. Compare and contrast the economic, social, and cultural differences of the North and South during the Antebellum PeriodEssentialQuestion(s) How did the geography of the US change during the Antebellum Period?What were the political, economic, social, and cultural issues during the Antebellum Period?How did the Antebellum Period set the stage for the Civil War?Learning TargetsI can identify & evaluate the political & territorial changes from westward expansionI can analyze/evaluate federal & state policies toward American IndiansI can describe & evaluate the 1st Industrial RevolutionI can identify/evaluate sectional conflicts & strained National cohesivenessI can identify religious, philosophical, & social reform movements & their impact on societyI can identify major characteristics of the abolition movement & its impact on society I can analyze women’s rights & suffrage movements & its impact on other reform movementsI can compare/contrast economic, social, & cultural differences of the North and SouthUnitVocabularyManifest Destiny, Texas Revolution, 1846 Mexican-American War, Dred Scott vs. Sanford,Crittenden Compromise, American Colonization Society, Utopian societies, Lowell Factory System, Romanticism, Transcendentalism, Temperance, Civil disobedience, zeitgeist, Protestant Evangelicals, Virginia and Kentucky Resolutions, South Carolina Exposition & Protest, Kansas-Nebraska Act, John Brown/Harper’s Ferry, Sectionalism, Nullification, Nationalism, Second Great Awakening, AbolitionAllen County Scottsville High SchoolLearning Experiences OrganizerTeacher: Lay Subject: The Antebellum Period: 1800-1860 Dates: 10-8-12 through 10-25-12Vocabulary CODECODEVKR (see Day 1)Organize Vocabulary by unit themesThree Way Tie by ThemesBoggle at end of unitHook:How will you introduce the unit to generate curiosity & excitement and connect to prior knowledge?The last time you studied US History (8th grade) you left off with the Civil War. What was life in America like just before the Civil War? Write response in Ntbk. Share.Formative AssessmentsWeek 1Pre-TestSelf-Check “Settlers cross the Appalachians” (p. 31 of book 6)Ch 2, Sec 1 Quiz/Self-checkCh. 2, sec 3 Quiz/self-checkDay 1 INTRODUCTIONDay 2INTRODUCTIONDay 3Target # 2Day 4Target # 1Day 5Target # 6 & 8BR: Pre-Test (40 Quality Core Multiple Choice Questions for Unit 3)Traveling Ntbk: AssignedVKR (Vocabulary Knowledge Rating)—Thoughtful EDCreate Title Page for Notebook (Overview of Unit 3)HW: Finish Title Page in Ntbk.BR: What does Antebellum mean?Traveling Ntbk: Report/AssignCheck Pre-Test from Day 1(Extra Credit on Unit Exam for each correct answer)Thoughtful EDVocab: Organize Unit 3 vocab by 5 themes: “Westward Expansion,” “Slavery & Abolitionists,” “Women’s Rights/Suffrage,”“1st Industrial Revolution,”“Religious, Philosophical & Social Reforms”HW: Read/Highlight and complete map “Settlers Cross the Appalachians”BR: Turn in map & complete Self-check over last night’s homeworkTraveling Ntbk: Report/AssignPose Question: Which should have more power, the National/Federal Gov’t, or State Gov’t?Lesson: Ch. 2, sec 1 “Democracy, Nationalism, & Sectionalism”Preview vocabDRTA Strategy—Students interact w/text as we discuss it. Turn Headings/Subheadings into questions. Highlight answers as we go.EXIT SLIP (Th. ED): Write one review question about anything we have discussed todayBR: Ch 2 sec. 1 QuizTraveling Ntbk: Report/AssignReview: Using Exit Slips from Day 3.Lesson: ch 2, sec 5“Westward Expansion & Manifest Destiny”Preview Vocab.Rdg skill: Outlining w/skeleton outline as we read/discuss text.HW: Lesson 58 A-E“Madison, Monroe, Adams & Jackson”BR: Why do you think many Americans opposed the abolition of slavery?Traveling Ntbk: Report/AssignLesson: ch 2, sec 3 “Anti-Slavery Movement”Preview Vocab.Rdg Skill: Thoughtful EDGraphic Organizer will be completed as we read/discuss text. Enrichment: (In-class or HW) Link to Lit—Narrative of the Life of Frederick Douglass (pg. 25)Self Check: Ch 2 sec 3 quizFormative AssessmentsWeek 2Ch 3 sec 1 quiz/self-checkPause DaySelf-CheckDay 6Target # 6 & 8Day 7Target # 6 & 8Day 8Target # 1,2, 6 & 8Day 9Target #7Day 10Target # 3BR: How did the issue of slavery divide the Union?Traveling Ntbk: Report/AssignLesson: Ch 3, sec 1 “Union in Crisis”Preview VocabularyRdg Skill: “Sequence of Events”. Students will complete in notebooks as we read/discuss text.Thoughtful Ed: Memory Box as review of all lessons/connections so far.BR: Ch 3 sec 1 quiz & checkTraveling Ntbk: Report/AssignLesson: Ch 3 sec 2 “Lincoln, Secession, & War”Preview VocabularyRdg Skill: “Cause and Effect”—Students will complete in Notebooks as we read/discuss text.Self check: Ch 3, sec 2Traveling Ntbk: Report/AssignQuiz: Quality Core Questions covered thus far, as well as additional teacher-made questionsCheck Quiz“Quiz Recovery” for anyone who fails. Due tomorrow.BR: What kind of things did women do to advance their rights in the mid-1800’s?Traveling Ntbk: Report/AssignLesson: ch 2 sec 4 “The Women’s Movement”Preview VocabularyRdg Skill: Cause & Effect. Students will complete chart in notebooks as we read/discuss text.Enrichment:Biography: Women ReformersBR: Ch 2 sec. 4 self-check/quiz over previous day’s contentTraveling Ntbk: Report/AssignLesson: “1st Industrial Revolution” (not in textbook). AP BOOK: Copy pgs 258, 264-266, 268.Rdg Skill: “Main Idea” Students will highlight copied text as we read/discuss content.Venn Diagram: Differences in North & SouthFormative AssessmentsWeek 3Ch 2 sec 2 self-checkCorrect Pre-TestSummative AssessmentDay 11Target # 5Day 12Target # 5Day 13Target # 1-8Day 14Target #1-8Day 15Target # BR: What was the second Great Awakening?Traveling Ntbk: Report/AssignLesson: Ch 2, sec 2 “Religion and Reform”Preview VocabularyRdg skill: “ Main Ideas”:Second Great Awakening, Discrimination, Other Religious Movements.Thoughtful Ed: Memory Box (pg 35)BR: Ch 2, sec 2 self-checkTraveling Ntbk: Report/AssignLesson: Romanticism & Transcendentalism (Not in Book).AP BOOK: Copy Pgs. 306, 327-329.Rdg Skill: Thoughtful Ed Graphic Organizer. Students will complete as we read/discuss content.Thoughtful Ed “Four Thought Organizer”TranscendentalismBR: Students will look through their pre-test once again (which I have kept on file). Students should now be able to correct the questions they missed before they studied this time period.Traveling Ntbk: ReportThoughtful Ed.Vocab. Deep Process—“Three-Way Tie” by Themes discussed at beginning of unit.Thoughtful Ed. Vocab.Exercise—Boggle Game with VocabularyEXAM: Quality Core Questions B1, k & l, and B2 a-f, along with teacher-made multiple-choice questions.Exam ”RECOVERY” for anyone who fails the exam: Students analyze each question on the exam. For missed questions they will write out the question with the CORRECT answer. Due next school day. Failing grade becomes a 60%.NOTEBOOKS DUE FOR GRADE ................
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