Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 3
Dates: 8/19-8/23
Teacher: Maldonado
Date: 8/19- Subject/Course: APUSH
Grade: 11th
8/20
Do Now:
Students will read “Nathaniel Bacon on Bacon’s Rebellion” independently and answer two questions relating to the passage.
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.
APUSH Graded Standard:
2.3: Students will be able to trace the cultural, political and economic reasons for the beginnings of colonial rebellion (i.e., Bacon’s Rebellion, the Glorious
Revolution and the Pueblo Revolt).
3.2: Students will be able to trace the cultural, economic and political factors, which contributed heavily towards the growth of plantation economies and slave
societies.
3.6: Colonial governments and imperial policy in British North America.
4.1: Students will be able to assess the impact of the French and Indian War on the colonies.
Learning Objective (s):
Given a PowerPoint presentation, primary source documents and digital text, students will analyze the cultural and political principles for which the American
Revolution was fought.
Assessment:
Exit Slip, Collaborative PPT and Independent activities
Whole Group
Independent / Computer Assisted Activity
- Exit Slip
- Students will submit written responses, via Google Forms, of
essential questions relating to early colonial resistance to
British policies in North America.
- Digital Text (The American Revolution/The Revolution Within)
- Students will read and respond to guided reading and free-response
questions.
- Primary Source Document Assignments (Various Readings)
- Students will read and evaluate accounts from a variety of voices
(Colonists, British, Slaves, Women) and use their understanding to
answer corresponding questions for each document.
- Hippocampus Video Notes
- Students will watch video presentations on individual English
colonies, Origins of Slavery, Diversity, the Enlightenment and the
Great Awakening. Students will take analytical notes and explore
topics further by clicking on suggested links.
Direct Instruction
Collaborative
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
throughout the lecture
Teacher: Maldonado
- Key Terms PPT
- Using Google Presentations, Prezi or PowerPoint, students will create
slides identifying the definitions and the importance of key
terminology from our current unit of study. Students will be quizzed
on the same terms at the end of the week.
Date: 8/21 Subject/Course: APUSH
Grade: 11th
Do Now:
Students will answer the following essential question, “What key events sharpened the divisions between Britain and the colonies in the late 1760’s and early
1770’s?”
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.
APUSH Graded Standard:
2.3: Students will be able to trace the cultural, political and economic reasons for the beginnings of colonial rebellion (i.e., Bacon’s Rebellion, the Glorious
Revolution and the Pueblo Revolt).
3.2: Students will be able to trace the cultural, economic and political factors, which contributed heavily towards the growth of plantation economies and slave
societies.
3.6: Colonial governments and imperial policy in British North America.
4.1: Students will be able to assess the impact of the French and Indian War on the colonies.
Learning Objective (s):
Given a formative assessment, primary source documents and digital text, students will analyze the cultural and political principles for which the American
Revolution was fought.
Assessment:
Pop Quiz, Collaborative PPT and Independent activities
Whole Group
- Pop Quiz
Independent / Computer Assisted Activity
- Digital Text (The American Revolution/The Revolution Within)
- Students will answer a compilation of ten multiple-choice
questions from released CST examinations to assess their
current level of understanding of Std. 11.1.1
- Students will read and respond to guided reading and free-response
questions.
- Primary Source Document Assignments (Various Readings)
- Students will read and evaluate accounts from a variety of voices
(Colonists, British, Slaves, Women) and use their understanding to
answer corresponding questions for each document.
- Hippocampus Video Notes
- Students will watch video presentations on individual English
colonies, Origins of Slavery, Diversity, the Enlightenment and the
Great Awakening. Students will take analytical notes and explore
topics further by clicking on suggested links.
Direct Instruction
Collaborative
- Key Terms PPT
- Using Google Presentations, Prezi or PowerPoint, students will create
slides identifying the definitions and the importance of key
terminology from our current unit of study. Students will be quizzed
on the same terms at the end of the week.
-
Teacher: Maldonado
Date: 8/22- Subject/Course: APUSH
8/23
Do Now:
Students will read “The Trial of John Peter Zenger” independently and answer three questions relating to the passage.
Standard(s):
11.1.1: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
Grade: 11th
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.
APUSH Graded Standard:
2.1: Students will be able to understand the cultural, political and economic consequences of exploration for the colonized, explorers and third-party countries
with specific reference to French colonization of Canada and English colonization of the Atlantic coast.
3.3: Students will be able to list the cultural, political and economic factors that led to the Great Awakening, and the impact of widespread acceptance of
Enlightenment philosophical thought.
4.1: Students will be able to assess the impact of the French and Indian War on the colonies.
Learning Objective (s):
Given a formative assessment, primary source documents and digital text, students will analyze the cultural and political principles for which the American
Revolution was fought.
Assessment:
Exit Slip, Key Term Assessment, Collaborative PPT and Independent activities
Whole Group
- Key Terms Assessment
- Students will demonstrate their understanding of key unit
terminology by scoring proficient or advanced in a formative
assessment.
- Exit Slip
- Students will answer four multiple-choice questions relating
to this week’s learned content. Students will demonstrate
proficiency by answering three or four questions correctly.
Independent / Computer Assisted Activity
- Digital Text (The American Revolution/The Revolution Within)
- Students will read and respond to guided reading and free-response
questions.
- Primary Source Document Assignments (Various Readings)
- Students will read and evaluate accounts from a variety of voices
(Colonists, British, Slaves, Women) and use their understanding to
answer corresponding questions for each document.
- Hippocampus Video Notes
- Students will watch video presentations on individual English
colonies, Origins of Slavery, Diversity, the Enlightenment and the
Great Awakening. Students will take analytical notes and explore
topics further by clicking on suggested links.
Direct Instruction
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
throughout the lecture
Collaborative
- Key Terms PPT
- Using Google Presentations, Prezi or PowerPoint, students will create
slides identifying the definitions and the importance of key
terminology from our current unit of study. Students will be quizzed
on the same terms at the end of the week.