Digital Agenda - Felty
Week of 10/6– 10/10
MONDAY/TUESDAY
Check In/Do Now:
On page 41 in your notebook:
How was your weekend?
Essential Question (s):
What do you know about history?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
SS:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
(e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Student Objective (s):
Complete benchmark to best of your ability – understand expectations and process of test corrections
Assessment and Student Reflection:
Take quarter Benchmark
WHOLE GROUP
1.
2.
3.
4.
5.
Do Now
Benchmarks
Return Test
Test Corrections
Homework
DIRECT STATION
COLLABORATIVE STATION
INDEPENDENT STATION
WEDNESDAY
Check In/Do Now:
On page 41 in your notebook:
What is feminism? Do you support it? Why or why not?
Essential Question (s):
What is feminism and why do people feel strongly about it?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
SS:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
(e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Student Objective (s):
Understand the motives behind Emma Watson’s HeForShe campaign
Pick groups and philosopher for Research Project.
Assessment and Student Reflection:
Complete a SOAPSTone and Say Mean Matter for Ms Watson’s HeForShe campaign speech.
1.
2.
3.
4.
WHOLE GROUP
Do Now
Introducing the Research Project: Infographic about an Enlightenment Thinker
Connecting the Timeline: Women’s Rights in the Dark Ages vs Today
Current Event with SOAPSTone: HeForShe
DIRECT STATION
COLLABORATIVE STATION
Current Event
Researcher
Dictionary
Translator
Everyone must finish the Current Event and turn
in individual Current Events.
All materials listed under: Current Events >
10/8 HeForShe: United Nations
THURSDAY/FRIDAY
Check In/Do Now:
INDEPENDENT STATION
On page 41 in your notebook:
Why do people philosophize?
Essential Question (s):
How did the Renaissance reawaken European intellectualism?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
SS:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
(e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Student Objective (s):
Analyze the basic concepts brought forth by Enlightenment thinkers
Connect Renaissance “rebirth” of thinking to Enlightenment ideals
Assessment and Student Reflection:
Collaborative: Say Mean Matter
Direct: CEL paragraph
WHOLE GROUP
1.
2.
3.
4.
Do Now/HW Check
“Reading” Quiz: Crash Course Dark Ages
Connecting the Timeline
BLAST
a. Direct: The Influence of the Renaissance
b. Independent: Say Mean Matter, Enlightenment Thinkers
5. Refection
DIRECT STATION
Expected Output: Complete CEL paragraph
answering:
What ideas from the Dark Ages were changed
during the Renaissance in Europe?
COLLABORATIVE STATION
Expected Output: Complete a Say Mean Matter
of a primary source by your chosen
Enlightenment thinker that will be put on your
infographic.
All materials listed under: Today’s Activities >
World History > Direct
All materials listed under: Today’s Activities >
World History > Collaborative
Past 10/10/14: Archive > Unit 3: Enlightenment >
Oct 9/10 Direct
Past 10/10/14: Archive > Unit 3: Enlightenment
> Infographic Project Materials
INDEPENDENT STATION