I can explain the rights colonists believed they possessed as English citizens. I can compare the ideas of Locke, Hobbes, and Rousseau with regard to natural rights and the social contract. I can connect the actions of the British government to the grievances identified by the colonists in the Declaration. I can connect the Enlightenment ideas to the actions of the Second Continental Congress and the Declaration of Independence. grievances refer to a series of events since the French and Indian War which the colonists deemed were tyrannical acts and destructive of their rights. The Declaration of Independence ends with a clear statement that the political bonds between the colonies and Great Britain are ended. Independence is declared as an exercise of social contract thought. Content Vocabulary natural rights social contract grievance tyranny rights declaration independence colony colonist Academic Vocabulary analyze compare Formative Assessments (graded but not recorded) Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge) “Thumbs-up, thumbs-down” by students to indicate their sense of understanding Pose questions to individual students ongoing during course of lesson class discussion of lesson with maximum participation; monitor for student understanding Seek quick individual student responses on white boards Seek quick choral responses from the whole group of students “Think, Pair, Share”: students work in small groups to complete a prompt then report findings to class Exit slip: short “bell-ringer” written quizzes (may include multiple choice, short answer, etc.) at the end of the period Exit slip: responses to prompts at the end of the period Written homework based upon learning targets, with option to make corrections based on feedback Summative Assessments Traditional unit tests, semester exams, end-of-course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays essays Research-based essays (group or individual) Oral presentations (group or individual) debates Class Socratic discussions SLO post-assessment trial
consumerism mobility Formative Assessments (graded but not recorded) Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge) “Thumbs-up, thumbs-down” by students to indicate their sense of understanding Pose questions to individual students ongoing during course of lesson Whole class discussion of lesson with maximum participation; monitor for student understanding Seek quick individual student responses on white boards Seek choral responses from the whole group of students “Think, Pair, Share”: students work in small groups to complete a prompt then report findings to class Exit slip: short “bell-ringer” written quizzes (may include multiple choice, short answer, etc.) at the end of the period Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets, with option to make corrections based on feedback Quiz (graded but not recorded) SLO pre-assessment Summative Assessments Traditional unit semester exams, end-of-course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document-based essays Research-based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post-assessment Resources The American Vision by Glencoe, online edition available Visual media from school library Enrichment Strategies Spiral questioning: questioning on same topic with increasing levels of complexity based upon quality of student responses and interest Connect current and past lesson content to current events in the news Students may be invited to read difficult and significant original sources to learn content more in-depth Student and teacher collaborate to create additional projects (historical newspaper, diorama) Students research and then teach a key part of the lesson Students may shadow or interview a professional or arrange for a guest speaker Integrations ELA: Historical background for works of literature and also when writing essays and research papers Intervention Strategies
I can summarize how immigration impacted the demographic makeup of the United States and how the voting patterns of these immigrants impacted the balance of power between the major political parties. funding for bilingual education programs. As these new immigrants became citizens, their voting practices impacted the balance of power between the major political parties. Content Vocabulary migration demographic reapportionment Rust Belt internal migration Academic Vocabulary Formative Assessments Pre-tests (graded but not recorded) Entrance slip: written response to prompt on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge) “Thumbs-up, thumbs-down” by students to indicate their sense of understanding Pose questions to individual students ongoing during course of lesson Whole class discussion of lesson with maximum participation; monitor for student understanding Seek quick individual student responses on white boards Seek quick choral responses from the whole group of students Pair, Share”: students work in small groups to complete a prompt then report findings to class Exit slip: short “bell-ringer” written quizzes (may include multiple choice, short answer, etc.) at the end of the period Exit slip: responses to prompts at the end of the period Written homework based upon learning targets, with option to make corrections based on feedback Quiz (graded but not recorded) SLO pre-assessment Summative Assessments Traditional unit tests, semester exams, end-of-course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document-based essays essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post-assessment Resources The American Vision by Glencoe, online edition available Visual media from school library Enrichment Strategies Spiral questioning: questioning on same topic with increasing levels of complexity based upon quality of student responses and interest Connect current and past lesson content to current events in the news Students may be invited to read difficult and significant original sources to learn content more in-depth