American History Topic 7 Lesson 3 King Cotton and Life in the South

https://en.wikipedia.org/wiki/Nat_Turner

Essential Question:  Why is culture important?

Engage:

• Video: 

Explore:

• Read pages 431-442
• Define and Draw Vocabulary page 431
• Note Taking Activity
• Journal Take Notes page 172
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 173
• Lesson Check page 442
• Lesson Quiz 

 

American History Topic 7 Review

 Page 472 Review and Assessment

Page 473

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-16

American History Topic 7 Voices of Civil Rights (Black History Month)

 EQ: 

• Why is culture important?

Engage: Vocabulary Review

• Bigotry
• Children’s Crusade of 1963
• Complicit
• Exonerate
• Freedom Rides
• Ideology
• Infallible
• Injunction
• Jim Crow

Explore:

• Voices of Civil Rights Video (44:20)

Explain: Questions take from: https://images.history.com/images/media/pdf/VoicesofCivilRightsguide.pdf

1. How has this documentary made you think differently
   about the civil rights era?
2. In what ways does this program affect your views of history and the
   ways it should be told?
3. How do you define civil rights? In light of your answer, what would you say are the beginning
   and ending dates of the civil rights era in the United States?
4. Some of the interviewees implied that during the civil rights era “there were two Americas.”
   Do you think this is an accurate description?
5. How do the interviewees in this film describe their experiences as students during integration?
6. How does the social climate of your school compare/contrast to that of public schools during
   integration?
7. How does the theme of forgiveness appear in the stories?
8. In what tangible ways can you see the impact of the civil rights era in your community?
9. Historians often ensure historical accuracy via fact-checking. How could someone ensure the
   stories in this film are accurate? How is fact-checking for oral history similar to the process for
   printed documents? How does it differ?
10. Why are some “voices” readily heard in the historical record while others are not? In what ways
    can historians seek out unheard voices?
11. The stories in this program will be archived at the Library of Congress. What are some steps
    and technologies we can use to preserve these stories for future generations?

Evaluate:

• Class Discussion of questions

Extend:

• Nine from Little Rock video

World Geography Topic 8 Review

 Page 436 Review and Assessment

Page 437

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-18

World Geography Topic 8 Lesson 7 Challenges Facing Africa

mapping-africas-natural-resources-8fc6407ca5f9

Essential Question: Who should benefit from a country's resources?

 Engage:

• Video: Geography Now Somalia

Explore:

• Read pages 429, 430-435
• Define and Draw Vocabulary page 430
• Note Taking Activity
• Journal Take Notes page 22
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 224
• Lesson Check page 435
• Lesson Quiz 

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World Geography Topic 8 lesson 6 Arica at work

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 423-428
• Define and Draw Vocabulary page 423
• Note Taking Activity
• Journal Take Notes page 221

Evaluate:

• Journal Practice Vocabulary page 222
• Lesson Check page 428
• Lesson Quiz 

Extend: 

American History Topic 7 Lesson 2 Industrialization and Immigration

Essential Question:  Why is culture important?

Engage:

• Video: 

Explore:

• Read pages 421, 422-430
• Define and Draw Vocabulary page 422
• Note Taking Activity
• Journal Taken Notes 170

Evaluate:

• Journal Practice Vocabulary page 171
• Lesson Check page 430
• Lesson Quiz 

World Geography Topic 8 Lesson 5 Living in Africa

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 419-422
• Define and Draw Vocabulary page 419
• Note Taking Activity
• Take Notes page 219

Evaluate:

• Journal Practice Vocabulary page 220
• Lesson Check page 422
• Lesson Quiz 

 

American History Topic 7 Lesson 1 Industrial Revolution

https://en.wikipedia.org/wiki/Industrial_Revolution

Essential Question:  Why is culture important?

 Engage:

• Video: 

Explore:

• Read pages 404-407, 409-420
• Define and Draw Vocabulary page 409
• Note Taking Activity
• Journal Taken Notes 168

Evaluate:

• Journal Practice Vocabulary page 169
• Lesson Check page 420
• Lesson Quiz 

World Geography Topic 8 Lesson 4 Colonization and Independence in Africa

https://en.wikipedia.org/wiki/Atlantic_slave_trade

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 412-418
• Define and Draw Vocabulary page 412
• Note Taking Activity
• Journal Take Notes page 219

Evaluate:

• Journal Practice Vocabulary page 220
• Lesson Check page 418
• Lesson Quiz 

Extend:

•  

 

Black History Month Lesson

http://en.wikipedia.org/wiki/John_Murray,_4th_Earl_of_Dunmore

By His Excellency the Right Honorable JOHN Earl of DUNMORE, His Majesty's Lieutenant and Governor General of the Colony and Dominion of VIRGINIA, and Vice Admiral of the same.

A PROCLAMATION

As I have ever entertained Hopes, that an Accommodation might have taken Place between GREAT-BRITAIN and this Colony, without being compelled by my Duty to this most disagreeable but now absolutely necessary Step, rendered so by a Body of armed Men unlawfully assembled, firing on His MAJESTY'S Tenders, and the formation of an Army, and that Army now on their March to attack his MAJESTY'S Troops and destroy the well disposed subjects of the Colony. To defeat such treasonable Purposes, and that all such Traitors, and their Abettors, may be brought to Justice, and that the Peace, and good Order of this Colony may be again restored, which the ordinary Course of the Civil Law is unable to effect; I have thought fit to issue this my Proclamation, hereby declaring, that until the aforesaid good Purpose can be obtained, I do in Virtue of the Power and Authority to ME given, by His MAJESTY, determine to execute Martial Law, and cause the same to be executed throughout this Colony: and to ****** the Peace and good Order may the sooner be restored, I do require every Person capable of bearing Arms, to resort to His MAJESTY'S STANDARD, or be looked upon as Traitors to His MAJESTY'S Crown and Government, and thereby become liable to the Penalty the Law inflicts upon such Offenses; such as forfeiture of Life, confiscation of Lands, &. &. And I do hereby further declare all indented Servants, Negroes, or others, (appertaining to Rebels,) free that are able and willing to bear Arms, they joining His MAJESTY'S Troops as soon as may be, foe the more speedily reducing this Colony to a proper Sense of their Duty, to His MAJESTY'S Crown and Dignity. I do further order, and require, all His MAJESTY'S Liege Subjects, to retain their Quitrents, or any other Taxes due or that may become due, in their own Custody, till such a Time as Peace may be again restored to this at present most unhappy Country, or demanded of them for their former salutary Purposes, by Officers properly ***** to receive the same.

GIVEN under my Hand on board the Ship WILLIAM by Norfolk, the 7th Day of November in the SIXTEENTH Year of His MAJESTY'S Reign.
DUNMORE

(GOD save the KING.)


During the battle of Yorktown Joseph Plum Martin experienced this:

During the siege, we saw in the woods herds of Negroes which lord Cornwallis, (after he had inveigled them from their proprietors,) in love and pity to them, had turned adrift, with no other recompense for their confidence in his humanity, than the small pox for their bounty and starvation and death for their wages. They might be seen scattered about in every direction, dead and dying, with pieces of ears of burnt Indian corn in the hands and mouths, even of those that were dead. After the siege was ended many of the owners of these deluded creatures, came to our camp and engaged some of our men to take them up, generally offering a guinea a head for them.


(p. 174, Chapter 7 The Adventures of a Revolutionary Soldier by Joseph Plum Martin)

EQ:

• To what extent did Jefferson's actions as President reflect his principles?

Explore:

• Slave Catchers, Slave Resisters (1:31:25)
• Lord Dunmore's Proclamation 
• The Adventures of a Revolutionary Soldier by Joseph Plum Martin

Explain:

• What did Lord Dunmore's Proclamation do?
• Why were there runaway slaves around Yorktown during the battle?Evaluate:
• Class Discussion Questions 

Vocabulary:

1. abolitionist
2. bonds
3. chattel
4. conductor
5. Emancipation
6. flogging
7. fugitive
8. inhumane
9. manumission
10. maroon
11. revolt
12. station master
13. slave
14. slave patrol
15. station
16. Underground Railroad

World Geography Topic 8 Lesson 3 Later African Civilizations

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: EthiopiaExplore:

• Read pages 405, 406-411
• Define and Draw Vocabulary page 406
• Note Taking Activity- Outline
• Journal Take Notes page 214

Evaluate:

• Journal Practice Vocabulary page 215
• Lesson Check page 411
• Lesson Quiz 

Extend:

World Geography Topic 8 Lesson 2 Ancient Egypt and Kush

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 
• Egypt's Nile, Alexandria, and Luxor Rick Steves
• Egypt's Cairo Rick Steves

Explore:

• Read pages 397-404
• Define and Draw Vocabulary page 397
• Note Taking Activity- Outline
• Journal Take Notes . 212

Evaluate:

• Journal Practice Vocabulary page 213
• Lesson Check page 404
• Lesson Quiz 

Extend:

•  

World Geography Lesson 1 Topic 8 Human Origins

Essential Question: Who should benefit from a country's resources?

 Engage:

• Video: 

Explore:

• Read pages 384-391, 393-396
• Define and Draw Vocabulary page 393
• Note Taking Activity-Create an outline of the lesson
• Journal Take Notes page 210

Evaluate:

• Journal Map Skills page 211
• Practice Vocabulary page 187
• Lesson Check page 396
• Lesson Quiz 

Extend:

•  

 

American History Topic 6 Review

 Page 402 Visual Review with students

Page 403

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-11
• Analyze Primary Sources 13
• Analyze Maps 14-16

American History Topic 6 Lesson 7 Manifest Destiny in California and the Southwest

 

Essential Question: Why do people move?

Engage:

• Video: Buried Secrets of the Gold Rush National Geographic 

Explore:

• Read pages 392-401
• Define and Draw Vocabulary page 392
• Take Notes Journal page 153 

Evaluate:

• Journal Practice Vocabulary p. 154
• Lesson Check page 401
• Lesson Quiz  

World Geography Topic 7 Review

 Page 382 Visual Review with students

Page 383

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-11
• Analyze Primary Sources 13
• Analyze Maps 14-16

World Geography Topic 7 Lesson 5 Challenges Facing Northern Eurasia

Essential Question: What role should people have in their government?

Engage:

• Video: Turkmenistan Geography Now

Explore:

• Read pages 376-380
• Geographic Sources page 381
• Define and Draw Vocabulary page 376
• Journal Take Notes p. 196
• Lesson Review
• Lesson Review Spanish

Evaluate:

• Journal Practice Vocabulary p. 197
• Lesson Check page 380
• Lesson Quiz 

 

American History Topic 7 Lesson 6 New Spain and Independence for Texas

Essential Question: Why do people move?

Engage:

• Video: The Ware for California The Men Who Built America: Frontiersmen 

Explore:

• Read pages 383-391
• Define and Draw Vocabulary page 383
• Note Taking Activity

Evaluate:

• Journal Practice Vocabulary p. 152
• Lesson Check page 391
• Lesson Quiz