Social Studies

Week of January 29-February 02, 2018

Learning Target: Examine attempts made to bring compromise and prevent the start of the Civil War.

• Students will examine if multiple attempts made to bring compromise had a negative or positive impact (with a explanation).

Learning Target: Understand the varied beliefs and values that influenced the rise of a divided nation and the road to the Civil War.

• Students will analyze the beliefs and values that divided America before the start of the Civil War.

Week of January 22-26, 2018

Learning Target: Explain the impact of social, economic, political and military conflicts on the development of the United States.

• Students will analyze the significance of the Monroe Doctrine with regards to the westward expansion of the United States in the early 19th century.

Learning Target: Use primary and secondary sources to interpret various historical perspectives.

• Students will explain the causes and effects of Andrew Jackson's Indian Removal Act (1830) and how the act was interpreted by American Indians, along with members of Congress.

Learning Target: Explain how location and place have presented opportunities and challenges for the movement of people, goods and ideas in North Carolina and the United States.

• Students will summarize the effect of the Trail of Tears on American Indians.

Week of January 08-12, 2018

Learning Target: Explain how migration led to the development of the United States of America.

• Students will identify the meaning of the term Manifest Destiny and analyze how the ideas led to westward expansion in America.

Learning Target: Explain the impact of social, economic, political and military conflicts on the development of the United States.

• Students will explain how the war of 1812 led to America's expansion.

Week of December 18-21, 2017

Challenge: Your task is to create a constitution for the students of the Incredibles team.

Learning Target: Students will identify historical/ present day examples related to the Preamble and Bill of Rights of the Constitution.

Week of December 04-08, 2017-A New Nation and Government Unit

Learning Target: Students will explain the objective of the Declaration of Independence by using key vocabulary from the primary source.

Learning Target: Students will identify the roles of each branch of government.

Learning Target: Students will analysis the first ten amendments of the Constitution (Bill of Rights).

Announcement

Students will have an assessment on the causes of the American Revolution next week. All students received a study guide for this assessment. The document has been uploaded into Canvas. See assessment dates below.

Classes A1/ A2: Monday, November 27, 2017

Classes B1/B2: Tuesday, November 28, 2017

Announcement

Class Front Row codes have been posted in the announcements section of Canvas. Your student can use this code to access assigned readings.

Week of November 20-21, 2017

• Learning Target: Students will describe key battles of the American Revolutionary war and explain how each battle had an impact on the outcome of the war.

Students will analyze articles that detail historical facts about specific battles of the American Revolutionary war (Battle of Saratoga, Battle of Bunker Hill, Lexington & Concord, Battle of Yorktown, etc). After analyzing the articles in small groups, students will work together in groups of 10-12 to share what they learn about each battle with each other. This discussion will allow students to discuss how the outcome of each battle lead to the outcome of the American Revolutionary war.

Week of November 13-17, 2017

• Learning Target: Analyze why the French and Indian war was significant to the beginning of the American Revolution.

Students will annotate primary source documents related to the French and Indian war. Each document is from a different perspective of someone who was a part of the war. Students will then work in teams to analyze the point of views of each primary source.

• Learning Target: Identify and explain the historical events that led to the American Revolutionary War.

Students will analyze multiple articles related to the causes of the American Revolution. After reading the articles, students will write summaries, using textual evidence, explaining if the American Revolution was justified.

Week of October 30-November 03, 2017

• Learning Target: Describe how the African diaspora is significant to the development of the Thirteen colonies.

Students will use primary sources and interactive maps to analyze the Atlantic slave trade routes. Students will focus on the main idea and historical impact of each document, then make connections between each source.

• Learning Target: Infer and categorize the causes of the American Revolution.

Students will outline the causes of the American Revolution using primary sources. After examining documents, students will categorize the causes in teams.

The novel study of "Chains" by Laurie Halse Anderson begins this week. Ask your student about the main character and her journey in the novel so far.

Week of October 23-27, 2017

• Learning Target: Examine how a strong government can lead to a productive economy.

Students will complete the unit two challenge this week and submit their final product in Canvas. Students had the option of creating a plan using Google Docs or Google Slides. Students will present their final products to their classmates.

**Challenge: Create a system of government that institutes economic growth for one of the thirteen colonies.

Week of October 09-13, 2017

• Learning Target: Analyze how religion influenced the creation of government in the colonies.

Students will identify the main concepts of the Puritan and Quaker religions. Students will organize into groups and share out their findings for each religion.

• Learning Target: Identify how differences in religious beliefs led to the development of separate governments within the 13 colonies.

Teams will research how religion impacted the development of governments within the 13 colonies.

Week of October 02-06, 2017

Unit Two Challenge: Create a system of government that institutes economic growth for one of the thirteen colonies.

Learning Target

• Explain the difference in the geographic features between the Southern, Middle and New England colonies.

Students will label a map of the 13 colonies. After labeling the map, students will describe the geography, economies and one interesting fact of each region of the 13 colonies (Southern, Middle and New England).

• Identify the geographic features that impacted the economies of the 13 colonies.

Students will work as teams to research the geography of a one of the three regions and how it impacted the economy of the individual colonies within the region.

Week of September 25-29, 2017

Learning Target (Unit #1)

• Investigate what happened to settlers that were located at Roanoke Island, North Carolina.

Students will read two articles regarding the Lost Colony of Roanoke. After reading the articles, students will work with their groups to create a survival plan for early English settlers. Their survival plans will include the information regarding survival techniques, geography of North Carolina, team roles and a plan to overcome obstacles as early settlers. Survival plans are due September 27-28, 2017.

Week of September 18-22, 2017

Learning Targets

• Identify techniques for survival in the regions of North Carolina.

Student groups will read survival stories and relate the survival skills applied in each story to their survival plans. Students will be expected to analyze skills relevant to one of the region of North Carolina.

• Make inferences about the interactions between early English settlers and Native Americans.

Students will complete an inference map to describe facts that they learned about the interactions between Native Americans and early English settlers. After reading the article, students will make inferences regarding the facts in the article.

Week of September 11-15, 2017

Learning Targets

• Explain the differences in geographic features between the regions of North Carolina.

Students will work in groups to research the various regions of North Carolina. Each team will describe the land forms, climates, cities, economy, etc of each region. After completing research, students will create a 8-10 sentence explanation of which region of NC that they feel is the most beneficial to live in as a early English settler in the New World.

• Distinguish key factors needed for survival in a specific region of North Carolina.

Students will work in teams to write a outline detailing a survival plan that their team has made for early settlers who have chosen to live in one specific NC region (Piedmont, Coastal Plain or Mountains). The outline must include how the survival techniques correlate with the physical features of the chosen region.