• 4.3 (April 17-21)

    Bayou View Middle School – Weekly Lesson Plans

    Teacher:  Amanda Woodward/Blair Vollmuth

    Week of: April 17-21, 2023

    Subject:  U.S. History 7

    Classroom News/Due Dates:

      • April 25: MAAP ELA #1
    • April 27: MAAP ELA #2
    • May 10: MAAP Math
    • May 3: Q4 Progress Reports
    • May 29: Holiday
    • May 30, 31; June 1, 2: Q4 Exams
    • June 2: Awards Day
    • June 5: MAAP Celebration/Waterslides 
    • June 6: Last Day

    Standards:

    • 8.7 Evaluate the impact of the American social and political reforms on developing American society during the first half of the nineteenth century.
    • 8.7.1 Summarize the works of formerly enslaved African Americans who worked to lead others to freedom.
      • 8.7.2 Evaluate abolitionists’ roles in bringing the reality of slavery to the nation (e.g., Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.).
      • 8.7.3 Compare and contrast the philosophies of natural rights expressed in the Declaration of Independence and the Declaration of Sentiments (e.g., phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).
      • 8.7.4 Examine leaders in the women's suffrage movement (e.g., biographies, writings, and speeches of Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony) and their influence on women’s rights.
    • 8.8 Examine the social and economic conflicts between the North and South that would eventually lead to the American Civil War.
    • 8.8.1 Synthesize prior knowledge of the geography of the Northern states and the Industrial Revolution to explain why slavery did not grow in the North.
    • 8.8.2 Trace the origins and development of slavery; its impact on the nation’s political, social, religious, economic, and cultural development
    • 8.8.3 Analyze the impact of the cotton gin on all social classes and the importance of agriculture in antebellum Mississippi.
    • 8.8.4 Identify major legislation and Supreme Court decisions that strived to both overturn and preserve slavery resulting in sectional strife (Missouri Compromise, Compromise of 1850, Fugitive Slave Acts, Kansas-Nebraska Act, Bleeding Kansas, Dred Scott Decision, Underground Railroad, Quakers’ influence, etc.).

    Essential Questions: How did the question of admission of new states to the Union fuel the debate over slavery and states’ rights?  Why did Lincoln-Douglas and John Brown’s raid increase tension between the North and the South?  Why did the election of Abraham Lincoln spark the secession of southern states?

    Day/Date

    Bell Work

    Objectives

    (“The student will…”)

    Procedures

    TI = Teacher Input, M = Modeling, GP = Guided Practice, IP = Independent Practice

    TTW = “The teacher will…”TSW = “The students will…”

    Assessment

     

    Closure

    Bell Schedule

    Monday

    TSW read “The Kansas-Nebraska Act of 1854” and respond: “Do you think the Kansas-Nebraska Act made the conflict between the North and the South better or worse?” and support with text evidence.

    • understand how the admission of new states created debate over slavery and states’ rights.

     

    • understand the system of the Underground Railroad.



    • identify causes of tension between the North and the South.

    ANTICIPATORY SET: TTW review the week’s agenda, essential questions, and the “I can” statements.  TTW make note of due dates and other important information.

    Teacher Observation; Presidential Election of 1860 activity will be recorded as a daily grade (30%).

    Early finishers may practice the Unit 4.1 Quizizz to practice for Friday’s unit test.

    4/17/23

    • TSW complete Section 5: “Presidential Election of 1860” guided notes. TTW explain and discuss the notes with the whole class.
    • Remediation - some students will copy teacher notes; some students may use a Chromebook to access the Google Classroom post.
    • TSW analyze candidates in the Presidential Election of 1860: Abraham Lincoln, Stephen Douglas, John C. Breckenridge, and John Bell.  Students will analyze political party, position on slavery, position on the Union, location of national support (map), and popular vote received.  Students will also read scenarios of citizens and infer which candidate the individual is most likely to vote for and why.

    Regular Schedule

    Tuesday

    TSW receive directions and a highlighter to highlight their Unit 4.1 notes on “Division.”  TSW highlight notes as directed.

    ANTICIPATORY SET:  TTW review Unit 4.1: Division notes for Friday’s unit test.

    Teacher Observation; 4.1 notes check will be recorded as a daily grade (30%).

    Early finishers may practice the Unit 4.1 Quizizz to practice for Friday’s unit test.

    4/18/23

    • TTW check Unit 4.1: Division notes.
    • TSW review a presentation on the Kansas-Nebraska Act and “Bleeding Kansas.”  TSW use the presentation and videos to answer questions.

    Regular Schedule

    Wednesday

    TSW read and annotate Common Lit: “Attack on Fort Sumter Marked Start of War.”

    ANTICIPATORY SET: TTW review bellwork.  TSW see this passage and questions on Friday’s unit test.

    Teacher Observation

    Early finishers may practice the Unit 4.1 Quizizz to practice for Friday’s unit test.

    4/19/23

    • TSW begin EdPuzzle: “The Story of Us: Division” (45:32).

    Regular Schedule

    Thursday

    TSW answer comprehension questions from Common Lit: “Attack on Fort Sumter Marked Start of War.”

    ANTICIPATORY SET: TTW review bellwork.  TSW see this passage and questions on Friday’s unit test.

    Teacher Observation; EdPuzzle scores will be recorded as a daily grade (30%).

    Early finishers may practice the Unit 4.1 Quizizz to practice for Friday’s unit test.

    4/20/23

    • TSW complete  EdPuzzle: “The Story of Us: Division” (45:32).

    Regular Schedule

    Friday

    TTW lead a class round of Quizizz to review for today’s unit test.

    ANTICIPATORY SET: TTW review test directions and the early finisher task.

    Teacher Observation; Unit Tests will be recorded as a test grade (70%).

    Early finishers will label all states on a United States map.

    4/21/23

     

    • TSW continue complete the Unit Test 4.1: Division.

     

    Comments (-1)
  • 3.10 (March 13-17)

    Comments (-1)
  • 3.9 (March 6-10)

    Comments (-1)
  • 3.8 LPs (Week of Feb. 27-March 3)

    Comments (-1)
  • 3.7 (Week of Feb. 20-24)

    Comments (-1)
  • 3.6 (Week of Feb. 13-17)

    Comments (-1)
  • 3.5 LPs (Feb. 6-10)

    Comments (-1)
  • 3.4 LPs (Jan. 31-Feb. 3)

    Comments (-1)
  • 3.3 LPs (Jan. 23-27)

    Comments (-1)
  • 2.9 LPs (Dec. 12-16)

    Comments (-1)