Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 6
Dates: 9/9-9/13
Teacher: Maldonado Date: 9/9-
9/10
Subject/Course: APUSH Grade:
Do Now:
Students will complete a primary source activity analyzing the contrasting viewpoints of Alexander Hamilton & Thomas Jefferson.
11 th
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:
4.3: 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 United States settling on a Constitution.
Learning Objective (s):
Given a PowerPoint presentation, primary source documents and digital text, students will evaluate and assess the political principles established in the U.S.
Constitution and other founding documents.
Assessment:
Exit Slip, Collaborative graphic organizers and Independent activities
Whole Group Independent / Computer Assisted Activity

Exit Slip
Students will submit written responses, via Google Forms, of essential questions from the day’s learned content.
Digital Text (Founding A Nation 1783-1789, Confederation to
Constitution & Launching a New Nation)
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
PPT Presentation (Independence to Constitution)
Students will take notes and respond to questioning throughout the lecture
Collaborative
Federalists v. Anti-Federalists Graphic Organizers
Using Google Drawing, students will create graphic organizers showing the following: A flow chart of the steps taken to help create the Constitution, major differences between Federalists/Anti-
Federalists and comparing and contrasting the three branches of government.
Teacher: Maldonado Date: 9/11 Subject/Course: APUSH
Do Now:
Students will answer the day’s question of the day prior to taking a formative assessment.
Standard(s):
Grade: 11 th

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:
4.3: 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 United States settling on a Constitution.
Learning Objective (s):
Given a formative assessment, primary source documents and digital text, students will evaluate and assess the political principles established in the U.S.
Constitution and other founding documents.
Assessment:
Pop Quiz and Independent activities
Whole Group
Pop Quiz
Students will answer a compilation of ten multiple-choice questions from released CST examinations and past AP examinations on the current standards of study.
Independent / Computer Assisted Activity
Digital Text (Founding A Nation 1783-1789, Confederation to
Constitution & Launching a New Nation)
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.
DBQ #1
Students will demonstrate their understanding of the American

Revolution and of important documents by responding to a
Document-Based Question.
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
Federalists v. Anti-Federalists Graphic Organizers
Using Google Drawing, students will create graphic organizers showing the following: A flow chart of the steps taken to help create the Constitution, major differences between Federalists/Anti-
Federalists and comparing and contrasting the three branches of government.
Teacher: Maldonado Date: 9/12-
9/13
Subject/Course: APUSH
Do Now:
Students will watch a video clip, “America: The Story of Us”, 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.
Grade: 11 th
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:

4.3: 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 PowerPoint presentation, primary source documents and digital text, students will evaluate and assess the political principles established in the U.S.
Constitution and other founding documents.
Assessment:
Exit Slip, Collaborative graphic organizers and Independent activities
Whole Group
Exit Slip
Students will submit written responses, via Google Forms, of essential questions from the day’s learned content.
Independent / Computer Assisted Activity
Digital Text (Founding A Nation 1783-1789, Confederation to
Constitution & Launching a New Nation)
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.
DBQ #1
Students will demonstrate their understanding of the American
Revolution and of important documents by responding to a
Document-Based Question.
Hippocampus Video Notes
Students will watch video presentations on selected topics. Students will take analytical notes and explore topics further by clicking on

Direct Instruction
PPT Presentation (Colonization to Revolution)
Students will take notes and respond to questioning throughout the lecture suggested links.
Collaborative
Federalists v. Anti-Federalists Graphic Organizers
Using Google Drawing, students will create graphic organizers showing the following: A flow chart of the steps taken to help create the Constitution, major differences between Federalists/Anti-
Federalists and comparing and contrasting the three branches of government.