Monday 6/8
Wednesday 6/10
Monday 6/1
Wednesday 6/3
Wednesday 5/27
Monday 5/18
Wednesday 5/20
Monday 5/11
Wednesday 5/15
Monday 5/4
Wednesday 5/6
Monday 4/27
Wednesday 4/29
Monday 4/20
Wednesday 4/22
Assignment due in Google Classroom by 3:07PM on Friday, April 17th
"Economic Systems - North vs. South"
Directions: For this week students will see three links under each day. The first link will be a class-related article for them to READ. The second link will be a class-related trivia game for students to SAY their answers to each question. The third link will be a class-related game for students to PLAY.
Read: Westward Expansion Article
Say: Manifest Destiny
Play: Immigration Nation
Read: 21 Savage Article
Say: Which Branch of Government
Play: Argument Wars
Read: African American Cowboys
Say: Bill of Rights
Play: Do I Have the Right?
Read: DACA Recipients
Say: Name the 13 Colonies
Play: Supreme Decisions
No School! (Though you are welcome to play more trivia on sporcle.com or games on icivics.org.
Look at Slides.
Complete Making Connections & Building Background pp. 1-2 and look at the Timeline p. 3. Use the materials from Day 1 Handout (click here).
Look at Slides.
Annotate Primary Sources pp. 5-6. Use the materials from Day 2 Handout (click here).
Look at Slides.
Annotate Primary Sources pp. 7-8. Use the materials from Day 3 Handout (click here).
Look at Slides.
Annotate Primary Sources pp. 9-11. Use the materials from Day 4 Handout (click here).
Look at Slides.
Annotate Primary Sources pp. 12-14. Use the materials from Day 5 Handout (click here).
Look at Slides.
Complete Weigh the Evidence assignment posted in Google Classroom. Email you teacher if you need the class code.
A Word file version is also available to download here.
Look at Slides.
Read Writing Assignment p. 15 and Mentor Text p. 16. Use the materials from Day 7 Handout (click here).
Look at Slides.
Complete Planning Graphic Organizer pp. 17-18. Use the materials from Day 8 Handout (click here).
Look at Slides.
Write your Argument on lined paper or with Google Docs. Use your completed Planning Graphic Organizer from yesterday.
Use the Useful Language Chart p. 19 for sentence starters. Use the materials from Day 9 Handout (click here).
Look at Slides.
Continue writing using your your Argument on lined paper or with Google Docs. Use your completed Planning Graphic Organizer and Useful Language.
After you finish writing your argument, complete the Reflection Guide p. 20. Use the materials from Day 10 Handout (click here).
Learning Target: I can show what I know
I can compare and contrast voluntary migration and displacement
I can explain the expansion, conquest, and settlement of the West.
Learning Target: I can explain the expansion, conquest, and settlement of the West.
slides # 143-157 above
Texas Annexation, Mexican Cession, and Gadsden Purchase oral close reading click here
Learning Target: I can explain the expansion, conquest, and settlement of the West.
Slides #120-141
Learning Target: I can explain the expansion, conquest, and settlement of the West.
slides #104-119
Learning Target: I can compare and contrast voluntary migration and displacement.
Slides #89-99
Learning Target: I can compare and contrast voluntary migration and displacement.
Slides #69-85 above
Watch Documented
Learning Target: I can compare and contrast voluntary migration and displacement.
Slides #52-68 above
Learning Target: I can compare and contrast voluntary migration and displacement.
Slides #39-51 above
Watch the first episode of America by the Numbers: "Mainstream, USA"
Learning Target: I can compare and contrast voluntary migration and displacement.
Learning target: I can understand what we're learning in Unit 5
Slides #2-19 above
Learning Target: I can analyze how the powers of the government balance with individual rights
Slides #220- the end
Summative organizer click here
Adobe Spark set up tutorial click here
Learning Target: I can analyze how the powers of the Judicial Branch balance with individual rights
Watch the Netflix documentary 13th
Learning Target: I can analyze how the powers of the Judicial Branch balance with individual rights
Slides #205-212
Continue taking notes in 13th packet (click here)
Read "Black teenager says he was arrested just for buying an expensive belt" (click here)
Learning Target: I can analyze how the powers of the Judicial Branch balance with individual rights
slides #187-204 above
Learning Target: I can analyze how the powers of the Judicial Branch balance with individual rights
Slides #174-185 above
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Complete formative assessment with google classroom
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Slides #122-125 above
Watch the second half of Frontline PBS "Policing the Police" (click here to watch)
Talk about: Police brutality, rights violations, Police Reform
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Analyze formative assessment mentor text
Complete formative assessment with google classroom
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Slides #148-152
Analyze primary source on page 3 of this document (click here)
Start completing "Unit 4 Executive Branch Formative Assessment" using google classroom
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
slides #136-147
Department of Homeland Security
Notes on how our individual rights balance the powers of ice (click here)
Ice warrant role plays
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Slides #126-134 above
What is police brutality?
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Slides #122-125 above
Watch the first half of Frontline PBS "Policing the Police" (click here to watch)
Talk about: Police brutality, rights violations, Police Reform
Learning Target: I can analyze how the powers of the Executive Branch balance with individual rights
Slides #111-120 above
Learning Target: can analyze how the powers of the Executive Branch balance with individual rights
Slides #100-108 above
Fourth and Fifth Amendment Talk to the Text (click here)
Learning Target: can analyze how the powers of the Executive Branch balance with individual rights
slides #85-99 above
Review of the Executive Branch:
Learning Target: I can re-learn expectations for Individual and Societies class
1. Assign new seats + Question of the Day
3. Choose new desk people
4. Kahoot!
Learning Target: I can support a claim using clear evidence.
ALL PROJECTS MUST BE SHARED WITH DEJONGEN@AAPS.K12.MI.US BY END OF CLASS WEDNESDAY
Word Generations Presentation Options - Check out the following links as possible ways to present your word generation claim-evidence-reasoning information.
Adobe Spark (click here) - Make sure you sign in with Google.
Flipgrid (click here) - Select the enter flipcode button and use code dejonge5206. Then sign in with Google.
Google Slides - Select the Google Slides app and log in.
Powtoon (click here) - Make sure you sign in with Google and answer the couple of questions.
Tik Tok - Post it, then download the video and share it with my email.
Pick your own way to present. Just check with me first.
Unit 4 - Formative 1
Learning Target: I can analyze how the powers of the Legislative Branch are balanced by individual rights.
Learning Target: I can analyze constitutional debates from different perspectives
Use slides #28-33 above
Watch DVD: We Shall Remain: America Through Native Eyes Episode 2 "Tecumseh's Vision"
Learning Target: I can analyze constitutional debates from different perspectives
Use slides #23-27 above
Analyze two primary sources using your bookmark tool and these documents:
Learning Target: I can analyze constitutional debates from different perspectives
Use slides #18-22 above
no school for election day!
Learning Target: I can analyze constitutional debates from different perspectives
use slides #3-17 on unit 3 slideshow above
Complete Unit 3 Overview Packet (click here)
Mrs. Di Bella will be out these two days. Enjoy the ice skating field trip!
Learning Target: I can discuss different historical perspectives
Use slides #77-84 above
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #70-76 above
Unit 2 Summative Assessment
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Watch America the Story of Us: Episode 2 "Revolution"
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #58-65 above
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #47-55 above
Translate the Declaration of Independence using this document (click here)
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #39-45 above
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #32-35 above
Formative assessment using goformative.com
Watch "No More Kings," analyze lyrics, and answer questions (click here for question doc)
Learning Target: I can analyze why the British colonists declared independence from Great Britain
use slides #19-31 above
access primary source document here
15 minutes to finish up writing from yesterday
Learning Target: I can analyze why the British colonists declared independence from Great Britain
Use slides #2-17 above
Fill out unit 2 overview packet (click here)
Learning Target: I can assess the experiences of women in colonial North American.
Use this packet to investigate the central question: Was there a common experience for women in colonial North America?
Learning Target: I can assess the experiences of women in colonial North American.
Use this packet to investigate the central question: Was there a common experience for women in colonial North America?
Learning Target: I can assess the experiences of women in colonial North American.
Use this packet to investigate the central question: Was there a common experience for women in colonial North America?
Learning Target: I can assess the experiences of women in colonial North American.
Slides #1-17 above
Use this packet to investigate the central question: Was there a common experience for women in colonial North America?
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use Slides #135-147 above
Summative assessment using Google Classroom
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use slides #102-134
Watch Rise Episode 1 "Sacred Water: Standing Rock
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use slides #92-101 above
Complete Primary Source Analysis Jiggsaw (see primary sources on ages 5-8 of this document) (see response worksheet p. 2 of this document)
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use Slides #81-90 above
Track feedback using google classroom
Take guided notes on vocabulary and TedED video: "The Atlantic Slave Trade: What too few textbooks told you" (see organizer click here)
Primary Source Analysis (organizer click here - p. 2) (primary sources click here - p. 5-8)
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use slides #72-79 above
Take guided notes (see organizer click here)
Primary source analysis (organizer click here - p.1) (primary sources click here - p.1-4)
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Use slides #52-64 above
Complete formative assessment using google classroom
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Slides #43-48 above
Watch After the Mayflower and fill out watching guide (click here)
Fill out the salmon colored Indigenous Peoples Webquest using the website linked above
Make sure your name is on it and then turn it in to the guest teacher
Learning Target: 3,4,7 hours: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
2nd hour: I can talk about my identity. I can practice empathy.
For second hour: Use this slideshow slides #36-54
For hours 3, 4, and 7, use the Unit 1 slideshow above #39-42
Learning Target: I can understand the impact of the meeting of different groups in North America from the perspective of each group.
Slides #2-21 above
Unit 1 overview: to view the packet click here
View-Write-Share activity (click here for worksheet)
Happy Constitution Day! Presentation in the auditorium with Lawyers!
Mrs. Di Bella was out sick :(
District multiple choice pretest
Learning targets: I can talk about my identity. I can practice empathy.
Learning Target: I can use my history ATL skills
Thomas Jefferson/Sally Hemings minivestigation
Learning Target: I can show what I know
District Performance Task pre-test