Lesson Plan (Day One)
Campus /Teacher:
Sierra 2-8
Leslie Marchese & Christina
Benitez
Course /
Grade:
7th Social Studies
Date:
Monday
12-1-14
Standard
Strand/Concept:
AZ – S1 & 2 PO5 Describe the difference between a primary source document and a secondary
source document and the relationships between them.
AZ – S1 & 2 PO6 Determine the credibility and bias of primary and secondary sources.
RH. 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH. 7.2 Determine the central ideas or information of a primary source; provide an
accurate summary of the source distinct from prior knowledge or opinion.
RH 7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print or digital texts.
RH 7.8 Distinguish among fact, opinion, and reason judgment in a text.
Students will determine the purpose of specific primary sources when researching ancestry.
Performance
Objective:
Language Objective
Vocabulary
Students will view a video program and write purpose of specific primary sources using a
graphic organizer.
Primary source, obituary, genealogy, indentured servants, death certificate, birth certificate,
census record, census slave schedule, lynching, Klu-Klux-Klan.
I Do
Anticipatory Set
We
Do
You
Do
Performance
Task, Direct
Instruction,
Modeling,
Lesson
Sequence,
Technology,
Routine-s
Guided
Practice/
Independent
Practice
We often think about the Slavery and the Civil War being a very long time ago, however,
with today’s video we will not only see and identify many different types of primary sources,
we will also note the connection that many people who are alive today have with this event
in American history that took place 150 years ago.
1.
2.
3.
4.
5.
6.
Bell work CNN Student News – Current Events (Take notes on student
newscast, choose one story and write a one paragraph summary on the story.)
Primary source vocabulary – Students will define words.
Review the words before proceeding to the video.
Discussion of ancestry and content of program.
Video: Episode of TLC/NBC program “Who Do You Think You Are”.
Students will complete graphic organizer listing primary source used and what
information are the historians/actor gaining from the source.
GP – Teacher will review vocabulary terms and place into context.
Lead discussion on content of the program. Stop and start the program to allow students
time to understand the primary source used.
IP – Students will complete graphic organizer.
Closure/
Check for
Understanding
Pair/Share – Three W’s (What did you learn today? So What? (relevancy) Now what?
(How does this fit into what we are learning.
Assessment
(Formative /
Summative)
1.
Completed vocabulary assignment.
Differentiation
Extra time, reading level differentiation (A & B) and Spanish
Homework
1. None
Lesson Plan (Day Two)
Campus /Teacher:
Leslie Marchese & Christina
Benitez
Course /
Grade:
7th Grade Social
Studies
Date:
Tuesday
12-2-14
Standard
Strand/Concept:
AZ – S1 & 2 PO5 Describe the difference between a primary source document and a secondary
source document and the relationships between them.
AZ – S1 & 2 PO6 Determine the credibility and bias of primary and secondary sources.
RH. 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH. 7.2 Determine the central ideas or information of a primary source; provide an
accurate summary of the source distinct from prior knowledge or opinion.
RH 7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print or digital texts.
RH 7.8 Distinguish among fact, opinion, and reason judgment in a text.
Performance
Objective:
Language Objective
Vocabulary
Students will determine the purpose of specific primary sources when researching ancestry.
Students will view a video program and write purpose of specific primary sources using a
graphic organizer.
Primary source, obituary, genealogy, indentured servants, death certificate, birth certificate,
census record, census slave schedule, lynching, Klu-Klux-Klan.
Instructional Delivery for Rigor and Relevance
I Do
Anticipatory Set
Performance Task,
Direct Instruction,
Modeling, Lesson
We often think about the Slavery and the Civil War being a very long time ago,
however, with today’s video we will not only see and identify many different types of
primary sources, we will also note the connection that many people who are alive today
have with this event in American history that took place 150 years ago.
1. Bell work CNN Student News – Current Events (Take notes on student
newscast, choose one story and write a one paragraph summary on the story.)
We
Do
2.
Continue Primary Source Activity
Video: Episode of TLC/NBC program “Who Do You Think You Are”.
3. Students will complete graphic organizer listing primary source used and what
information are the historians/actor gaining from the source.
4. Students will write a reflection paragraph.
Sequence, Technology,
Routines
Guided Practice/
Independent
Practice
You
Do
Paragraph writing: Students will write a reflection of their thoughts of the lack of
information for African-Americans to trace back their ancestry.
Closure/
Check for
Understanding
1. Completed primary source activity graphic organizer.
2. Completed reflection paragraph.
Assessment (
Formative /
Summative)
Differentiation
Homework
GP – Teacher will stop and start program and place each primary source into context.
IP – Complete primary source graphic organizer. Reflection paragraph.
Extra time, reading level differentiation (A & B) and Spanish
1.
Complete reflection.
Lesson Plan (Day Three)
Campus/Teacher
Leslie Marchese
Course / Grade:
7th Grade Social
Studies
Date:
Standard
Instructional Delivery for Rigor and Relevance
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
1. Bell work CNN Student News – Current Events
2. Students will work on iReady Math.
Differentiation
Extra time, reading level differentiation (A & B) and Spanish
Homework
None
Wednesday
12-3-14
Lesson Plan (Day Four)
Campus /Teacher:
Leslie Marchese & Christina
Benitez
Course /
Grade:
7th Grade Social
Studies
Date:
Thursday
12-4-14
Standard
Strand/Concept:
Performance
Objective:
Language Objective
Vocabulary
I
Do
We
Do
AZ S1C6-PO1 - Analyze the factors leading to the Civil War
RH. 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH. 7.2 Determine the central idea or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH. 7.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH. 7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print or digital texts.
Students learn about how slavery was affected by different viewpoints and compare and contrast
ideology from a pre-Civil War period to today.
Students will read informational texts and answer questions in writing.
Cash crop, rebel, resistance, Appalachian Mountains, tariff, bales, Mexican Cession, confrontation,
exert, industry, secede
Anticipatory Set
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
The divide between the North and the South did not happen overnight, but rather was a
process that widened bit by bit beginning 1776. However, the decade 1850-1860 the
divide began growing at an alarming pace and it eventually resulted in the Civil War.
1. Bell work CNN Student News – Current Events (Take notes on student
newscast, choose one story and write a one paragraph summary on the story.)
2. Quick Write:
 What was the last book you read or the last movie you watched that
helped you understand an issue or subject about which you had little
knowledge?
 What was your opinion of the issue or subject before you read the
book or watched the movie?
 How did this book or movie help you understand the issue or subject?
 Did your opinion change after reading this book or watching this
movie? If so, how did it change? If not, explain why your opinion
remained the same.
3. Students discuss responses and then volunteer responses.
4. Display image of “Harriet Beecher Stowe – author of Uncle Tom’s Cabin,
which opened people’s eyes to the horrors of slavery.
5. Students will watch the videos:
“The Fugitive Slave Act and Uncle Tom’s Cabin”
“Politics and the Pen”
6. Answer discussion questions (5 minutes)
 How do you think a book could start a war? Was Lincoln
exaggerating the effect of Stowe’s book?
 What tensions between the North and the South are revealed in this
excerpt from Uncle Tom’s Cabin?
 Why do you think the nation’s leaders were unable to resolve these
tensions?
7. K-W-L Chart –
 Prior knowledge about why the nation divided
 What they hope to learn about the causes of disunion.
 Later will write what they have learned.
8. Read Discovery Ed Techbook 9.3 – Road to Disunion
Text #1 – Disagreements Divide (aloud)
Text #2 – Nullification Crisis
9. Complete Problem – Solution Graphic Organizer
You
Do
Guided Practice/
Independent Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
GP – Teacher led discussion about the power of words/images; Read Text #1 - model
graphic organizer completion
IP – Students will complete the graphic organizer.
Pair/share – “Tell the person next to you one thing you learned today regarding your
group’s topic.”
1.
Completed graphic organizer.
Differentiation
Extra time, reading level differentiation (A & B) and Spanish
Homework
1. Complete any unfinished classwork.
Lesson Plan (Day Five)
Campus /Teacher:
Leslie Marchese & Christina
Benitez
Course /
Grade:
7th Grade Social
Studies
Date:
Friday
12-5-14
Standard
Strand/Concept:
AZ S1C6-PO1 - Analyze the factors leading to the Civil War
RH. 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH. 7.2 Determine the central idea or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH. 7.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH. 7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print or digital texts.
Performance
Objective:
Language Objective
Vocabulary
Students learn about how slavery was affected by different viewpoints and compare and contrast
ideology from a pre-Civil War period to today.
Students will read informational texts and answer questions in writing.
Republican Party, Tariff of 1828, Dred Scott, Missouri Compromise, Compromise of 1850,
Kansas-Nebraska Act, Mexican-American War
Instructional Delivery for Rigor and Relevance
The divide between the North and the South did not happen overnight, but rather was a
process that widened bit by bit beginning 1776. However, the decade 1850-1860 the
divide began growing at an alarming pace and it eventually resulted in the Civil War.
Anticipatory Set
I Do
Bell work CNN Student News – Current Events (Take notes on student
newscast, choose one story and write a one paragraph summary on the story.)
2. Civil War Vocabulary Activity # 3 – Students will define words and write
their own sentences using the vocabulary word.
3. Read Discovery Ed Techbook 9.3 – Road to Disunion
Text #3 – Division over Slavery
Text #4 – Keeping the Balance
Text #5 Bleeding Kansas
Text #6 Divisive Politics
4. Road to Disunion Graphic Organizer – Students provide description of 7
historical events – who, what, where & when
1.
We
Do
You
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Guided Practice/
Independent Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
GP – Read text #3 aloud with the class & model graphic organizer.
IP – Students will read text independently or with partner and complete graphic organizer.
Pair/share – “Tell the person next to you one thing you learned today regarding your
group’s topic.”
1.
Completed graphic organizers.
Differentiation
Extra time, student will have translations provided.
Homework
1.
NONE