Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 4
Dates: 8/26-8/30
Teacher: Maldonado
Grade: 11th
Date: 8/26- Subject/Course: APUSH
8/27
Do Now:
Students will read a speech by Patrick Henry and respond to corresponding questions.
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:
4.2: Students will be able to delineate the cultural, economic and political reasons for the resistance to Great Britain and the Imperial Crisis.
4.3: Students will be able to understand the improbability of the Colonists defeating the British, the leadership of George Washington, the contribution of lay
citizens and the geopolitical significance of the victory.
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 the colonists’ uprising against
the British.
- Digital Text (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 and
use their understanding to answer corresponding questions for each
document.
- Hippocampus Video Notes
- Students will watch video presentations on specific topics. 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
Do Now:
- 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: 8/28 Subject/Course: APUSH
Students will answer the day’s question of the day prior to taking a formative assessment.
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:
2.3: 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).
4.1: Students will be able to assess the impact of the French and Indian War on the colonies.
4.2: Students will be able to delineate the cultural, economic and political reasons for the resistance to Great Britain and the Imperial Crisis.
4.3: Students will be able to understand the improbability of the Colonists defeating the British, the leadership of George Washington, the contribution of lay
citizens and the geopolitical significance of the victory.
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
- 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 as well as key
terminology and themes.
Independent / Computer Assisted Activity
- Digital Text (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 and
use their understanding to answer corresponding questions for each
document.
- Hippocampus Video Notes
- Students will watch video presentations on specific topics. 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: 8/29- Subject/Course: APUSH
Grade: 11th
8/30
Do Now:
Students will read letters from Abigail Adams to John Adams and answer corresponding questions.
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:
4.2: Students will be able to delineate the cultural, economic and political reasons for the resistance to Great Britain and the Imperial Crisis.
4.3: Students will be able to understand the improbability of the Colonists defeating the British, the leadership of George Washington, the contribution of lay
citizens and the geopolitical significance of the victory.
4.4: Students will be able to assess the cultural, economic and political arguments, which preceded the U.S. settling on a Constitution.
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.
Direct Instruction
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
Independent / Computer Assisted Activity
- Digital Text (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 and
use their understanding to answer corresponding questions for each
document.
- Hippocampus Video Notes
- Students will watch video presentations on selected topics. Students
will take analytical notes and explore topics further by clicking on
suggested links.
Collaborative
- Key Terms PPT
- Using Google Presentations, Prezi or PowerPoint, students will create
slides identifying the definitions and the importance of key
throughout the lecture
terminology from our current unit of study. Students will be quizzed
on the same terms at the end of the week.