Make Up Monday

2/1/21

Correlation to State Content Standards

7.4: Students analyze the geographic, political, and economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

7.4.1: Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

7.4.3: Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of the Islamic beliefs, ethics, and law.

8.2.4: Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

8.3.5: Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebel lion).

8.4.1: Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.

Expected Student Outcomes (Objective)

Students will be able to:

1. Be Assessed on events from “This Day in History.” (both grades)

2. Complete the Panoramic Survey as directed by the District. (both grades)

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Daily Attendance: Teacher will take verbal attendance. Will be taken as students are working on their independent practice.

Direct Instruction (5 min.)

SDAIE: Direct Teach/Model: Survey Walkthrough: Teacher will provide the students with the link to the survey and guide them on how to get started. Go over how to log in using their ID number and how to start the survey.

Guided Practice (x min.)

SDAIE: Progress Monitoring: Make Up Work: Teacher will available during class time to help students if they have any make up work. Students who are all caught up can work on their homework through Edpuzzle. If they score anything lower than a 3 they can ask the teacher to reset their homework so they can retry again.

Independent Practice (16 min.)

SDAIE: VBQ: CNN10: Students will watch a CNN 10 report that highlights last week’s top news and complete a series of 8 questions.

SDAIE: Metacognition: Panorama Survey: Students will complete the three District Surveys.

Homework.

EdPuzzle due by Friday at 5 p.m.

Closure (4 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

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