Unit I: Road to Revolution

7/25/16 Icebreaker:▪Take out your phones-if you don’t have one or cannot use the feature provided-you can put your responses on sticky notes provided to you.▪Class Polls▪When responding to the polls: they are short answer, total of 140 characters, and you must include your first name and last initial as part of your response (this does take up some of the 140 character limit)▪After responding to each poll, we will pause to allow for sharing with your neighbor and discussion of the responses.

7/26/16

▪Good afternoon!▪Please pick up the course syllabus on the front table.

7/26/16Syllabus & Course Expectations▪ Each of you will receive a course syllabus.

▪ In small groups of 3-4 (you will be directed how to move your desks to work in small groups) you will be assigned a section of the syllabus to review.

▪ In your group, select 3 most important pieces of information from your assigned section of the syllabus and record those on the mini white-board provided to your group.

▪ You will be sharing these 3 pieces of information with the class.

▪ Each of you is responsible for reading the syllabus in its entirety and signing the attached sheet along with your parents to return no later than Friday, July 29. ▪ *There is a typo on the syllabus-CUSD does use Fs and not Es (the E is from one of Ms.

Stasi’s former districts)

7/27/16

▪Good afternoon!▪Please pick up both handouts on the front table.▪If you have your signed syllabus sheet, please turn in to the corresponding hour’s tray.

7-27/16Review Cornell Notes▪Cornell Notes is a style of organizing note-taking▪It is the required note-taking format for this course▪Why are organized notes important?

Name:Teacher Name:Class:Date:

Questions/ comments/ feedback/ opinions/ main ideas/ vocabulary terms

Text Evidence:

Summary/Questions: Summary of what you learned and/or answering the essential question

Essential Question: What are the battles and outcomes of the American Revolution? What is the reasoning for the Declaration of Independence?

Topic: Unit I: American Revolution-Magna CartaObjective: Apply note-taking and annotating skills.

7/27/16Annotating Sources▪What does it mean to annotate a document? ▪What are some examples of annotations?

1. Read the Magna Carta with a partner and add annotations as you read it together.

2. Review your annotations with another partner-mix-pair-share and identify what is important to know about this document.

3. Record the important information in your Cornell Notes

7/28/16▪Good afternoon!▪Please pick up a copy of the Snapshot Autobiography directions and set aside until we are completed with the Magna Carta Activity.▪If you have your signed syllabus sheet, please turn it in to the correct hour’s tray.▪Please take out your copy of the Magna Carta, your annotations reference sheet, and your Cornell Notes from yesterday.

7/28/16Snapshot Autobiography▪Directions provided in class handout▪Supplies provided in class-but you will need to have at home: markers and/or colored pencils for the illustrations.▪Think about who you would like to interview for the alternate perspective for one of your important events. ▪*DUE: Tuesday, August 2nd at the beginning of class.

7/29/16Review Annotations & Interactive Notebook▪Take out your copy of the Magna Carta and the Cornell Notes you started on Wednesday.▪Review your notes with your partner and identify any additional information from the Magna Carta that you did not previously include in your notes. ▪Take out a highlighter and highlight what you think is the most important law in the Magna Carta.

7/29/16Review Annotations & Interactive Notebook▪Please answer the following questions in your notes—place the question in the left-hand margin and your responses in the right-hand note side▪What is the Magna Carta?▪Why was the Magna Carta written?▪Which group had more power after the Magna Carta? (*hint: king or nobles?) Why was it important for that group to retain more power?

7/29/16▪Good afternoon!

▪Please pick up a copy of the English Bill of Rights handout on the front table. You will be reading this and annotating it individually before reviewing it with a partner or small group.

▪ If you have your signed syllabus, please turn that in to your hour’s tray on the front table.

7/29/16Review Annotations & Interactive Notebook▪Annotate the English Bill of Rights individually.▪When prompted, you will share your annotations with your partner and review the content of the English Bill of Rights.▪In your Cornell Notes, write down 3 similarities and 3 differences (6 total differences) between the Magna Carta and the English Bill of Rights. You may either create a Venn Diagram or a T-Chart or a Double-Bubble Map

8/1/16Review Annotations & Interactive Notebook▪ Please pick up the blue Historical Thinking Chart handout.

▪ Please answer the following questions in your notes—place the question in the left-hand margin and write your responses in the right-hand note side:▪ What happened to the king’s power as a result of the English Bill of Rights? Why did this happen?

▪ Who did the English Bill of Rights help?▪ Which of the English Bill of Rights ended up in the American Bill of Rights more than 100 years later? Which one of these rights do you think is the most important? Why?

8/1/16Introduction to the American Revolution▪Warm-up questions: (please write the question in the left-hand margin of your Cornell Notes and your response on the right-hand side)▪What is a revolution? How is it different than a civil war?▪How have revolutions and civil wars changed and impacted history?

8/1/16Introduction to the American Revolution▪ Introduce Historical Thinking Skills & HIPP Graphic Organizer

▪ Reading like a Historian video

▪ Work in your small groups of 4 to read the document and answer the questions on the handout for the 2 documents

▪ Class Discussion Questions:▪ Why were colonists upset about the Stamp Act?▪ Was the Stamp Act an unreasonable and unfair tax?▪ Were the British violating colonists’ rights?▪ How were the colonists behaving in response to the Stamp Act?▪ Some historians have argued that the American Revolution happened because a few rich

leaders riles up all the poor people. Do these documents provide evidence for argument? Is that evidence believable?

8/2/16American RevolutionPick up the Guiding Questions handout on the front table.Warm-up Activity: ▪ If you were given this historical question to answer: Who was present at the signing of the Declaration of Independence? Which source below would you trust more and why?▪ Source 1: A Hollywood movie about the American Revolution made in 2001.

▪ Source 2: Book written by a famous historian who is an expert on the American Revolution, published in 1999.

▪ Identify whether source 1 is a primary or secondary source, and, also identify whether source 2 is a primary or secondary source.

8/2/16: American Revolution▪Work in your small groups of 4 to read the document assigned to your group (A OR B) and answer #1-3 on the handout for the document assigned to your group: either Document A or Document B. (for #2 if you have document A, the year is 1765).▪For the last question, everyone will read Document C and answer #4 comparing Document C to either Document A OR B.

8/2/16: Snapshot Autobiographies▪ In your groups, you will take turns sharing your snapshot autobiographies by completing the following:▪ Choose the 1 event to share with your peers that you also did the interview for another

perspective.▪ Each group member should share that event and the other perspective of the same event.

▪ After sharing your event and the other point-of-view, discuss the following in your groups:▪ What was the same in the two versions?▪ What was different in the two versions?▪ Why is it important to hear different versions of the event?

8/3/16: American Revolution▪ Stamp Act Documents Group Teaching: You will be assigned to a pair group to

teach your document (A or B) to the other group-review #1-3 only.▪ After the teaching of documents A and B, we will review with these Class

Discussion Questions:▪ Why were colonists upset about the Stamp Act?▪ Was the Stamp Act an unreasonable and unfair tax?▪ Were the British violating colonists’ rights?▪ How were the colonists behaving in response to the Stamp Act?▪ Some historians have argued that the American Revolution happened because a few rich leaders

riles up all the poor people. Do these documents provide evidence for argument? Is that evidence believable?

▪ Causes of the American Revolution video: ▪ Left-hand margin of Cornell Notes: What are the key causes of the American

Revolution?

8/4/16: Declaration of Independence Please pick up the handout on the table today.

▪Warm-up questions: ▪ What would be some examples of ideological reasons to write the Declaration of Independence?

▪ What would be some examples of selfish reasons to write the Declaration of Independence?

Video Clip: Thomas Jefferson & Declaration of Independence

8/4/16: Declaration of Independence

▪Evaluate the Preamble to the Declaration of Independence-read the preamble and historians’ accounts. Identify and define the vocabulary and what you think is the most significant phrase in the preamble. Record that phrase in your Cornell Notes.

▪Analyze the grievances of the colonists-with worksheet handout.

▪ First: Identify the O or A for each of the grievances in your group.

▪ Second: You will answer questions #1 and 2 at the bottom of the page.

▪ Third: We will review as a class.

8/5/16: Declaration of Independence▪ Read the 2 historian's points of view on the Declaration of

Independence.▪ Identify a claim from each of the historians on your worksheet and

include the evidence from their point of view that supports that claim.▪ Example: The Founding Fathers wrote the Declaration of

Independence because they believed that the British were trying to destroy their liberty.

▪ Evidence: The author cites that there was a conspiracy to crush liberty in America and that the conspiracy was in the Stamp Act and Coercive Acts.

8/5/16-8/9/16: Battles of the American Revolution

8/9/16: Common Sense▪Mix-Pair-Share: Before analyzing the document, write down your response for sourcing the document, Common Sense, and we will get up to mix around the room and share your responses with peers.

▪Using the historical thinking chart: complete the HIPP graphic organizer for Common Sense.▪ Identify the historical context▪ Close-reading strategies (intended audience, author’s claims, evidence, point-of-view/perspective)

▪ Contextualization (purpose)