Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 3
Dates: 8/19-8/23
Teacher: Maldonado
Grade: 11th
Date: 8/19- Subject/Course: USH
8/20
Do Now:
Students will work on an online activity in which they will attempt to complete a blank U.S. map in less than 4 minutes.
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.
Learning Objective (s):
Given a PowerPoint presentation, primary source documents and digital text, students will appraise the effects of the French and Indian War in laying the
seeds for Revolution.
Assessment:
Exit Slip, Sequencing Events collaborative project and Independent activities
Whole Group
- Exit Slip
- Students will submit written responses, via Google Forms, of
essential questions relating to the conflict between the British
and the colonists.
Independent / Computer Assisted Activity
- Digital Text (The American Revolution)
- Students will read about, and have access to timelines, graphic
organizers and short videos on, the American Revolution and answer
guided reading and chapter assessment questions.
- Primary Source Assignments (Boycotting Tea/Deborah Sampson
Gannett/Rule by the People/The U.S. as an Independent Nation)
- Students will read a biographical narrative and differing
accounts/perspectives. Students will then form an opinion and
answer corresponding questions.
Direct Instruction
Collaborative
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
throughout the lecture
Teacher: Maldonado
Do Now:
- Sequencing Events
- Students will work collaboratively and create a timeline of important
events before, during and after, the American Revolution. Students
will identify the event and state its importance.
Date: 8/21 Subject/Course: USH
Grade: 11th
Students will respond to the following essential question, “Why did the colonies fight a war of Independence against Great Britain?”
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.
Learning Objective (s):
Given a PowerPoint presentation, a formative assessment, primary source documents and digital text, students will appraise the effects of the French and
Indian War in laying the seeds for Revolution.
Assessment:
Pop Quiz, Sequencing Events collaborative project and Independent activities
Whole Group
Independent / Computer Assisted Activity
- Pop Quiz
- Students will answer a compilation of five CST-released
questions from Std. 11.1.1 and demonstrate proficiency by
answering three questions or more correctly.
- Digital Text (The American Revolution)
- Students will read about, and have access to timelines, graphic
organizers and short videos on, the American Revolution and answer
guided reading and chapter assessment questions.
- Primary Source Assignments (Boycotting Tea/Deborah Sampson
Gannett/Rule by the People/The U.S. as an Independent Nation)
- Students will read a biographical narrative and differing
accounts/perspectives. Students will then form an opinion and
answer corresponding questions.
Direct Instruction
Collaborative
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
throughout the lecture
Teacher: Maldonado
- Sequencing Events
- Students will work collaboratively and create a timeline of important
events before, during and after, the American Revolution. Students
will identify the event and state its importance.
Date: 8/22- Subject/Course: USH
Grade: 11th
8/23
Do Now:
Students will answer the following essential question, “Why did colonists object to the tax policies of Parliament?”
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.
Learning Objective (s):
Given a PowerPoint presentation, primary source documents and digital text, students will examine and appraise the British taxation policies and the colonists’
decision to revolt.
Assessment:
Exit Slip, Sequencing Events collaborative project and Independent activities
Whole Group
- Exit Slip
- Students will submit written responses, via Google Forms, of
essential questions relating to the start of the American
Revolution and the writing of the Declaration of
Independence.
Direct Instruction
- PPT Presentation (Colonization to Revolution)
- Students will take notes and respond to questioning
throughout the lecture
Independent / Computer Assisted Activity
- Digital Text (The American Revolution)
- Students will read about, and have access to timelines, graphic
organizers and short videos on, the American Revolution and answer
guided reading and chapter assessment questions.
- Primary Source Assignments (Boycotting Tea/Deborah Sampson
Gannett/Rule by the People/The U.S. as an Independent Nation)
- Students will read a biographical narrative and differing
accounts/perspectives. Students will then form an opinion and
answer corresponding questions.
Collaborative
- Sequencing Events
- Students will work collaboratively and create a timeline of important
events before, during and after, the American Revolution. Students
will identify the event and state its importance.