CLO 2/4-5/14
Students will write to plan an essay or product that answers the question, how democratic was Andrew Jackson, using academic vocabulary Daniel Webster, Democratic, democracy, electors, president, Indian Removal, Lyncoya, Cherokee, Congress, Samuel Swartwout, appointments, national bank, monopoly, rich, poor, etc.
2/2/14
Students will speak to debate the question of how democratic is Andrew Jackson using academic vocabulary national bank, Daniel Webster, Democratic, democracy, electors, president, Indian Removal, Lyncoya, Cherokee, Congress, Samuel Swartwout, appointments, national bank, monopoly, rich, poor, etc.
1/29-30/14
Students will read to analyze primary and secondary documents to find evidence that can help answer the question, how democratic was Andrew Jackson, using academic vocabulary democratic, Daniel Webster, presidential electors, legislature, Veto, Tyranny, Monarchy, etc.
1/27-28/14
Students will read and write to describe the life and time of Andrew Jackson using academic vocabulary boyhood, military career, presidential politics, and democracy.
1/23-24/14
Students will read and write to explain the motivation behind the Louisiana Purchase using academic vocabulary Thomas Jefferson, France, Manifest Destiny, Louisiana, Napoleon etc.
1/21-22/14
Students will write to evaluate the foreign policy dilemmas faced by Presidents Adams, Jefferson, Madison, and Monroe using academic vocabulary Britain, France, Spain, isolationism, neutrality, Jay treaty, XYZ Affair, Impressment, Pirates, Embargo, Blockade, Latin America, Monroe Doctrine, etc.
Students will write to plan an essay or product that answers the question, how democratic was Andrew Jackson, using academic vocabulary Daniel Webster, Democratic, democracy, electors, president, Indian Removal, Lyncoya, Cherokee, Congress, Samuel Swartwout, appointments, national bank, monopoly, rich, poor, etc.
2/2/14
Students will speak to debate the question of how democratic is Andrew Jackson using academic vocabulary national bank, Daniel Webster, Democratic, democracy, electors, president, Indian Removal, Lyncoya, Cherokee, Congress, Samuel Swartwout, appointments, national bank, monopoly, rich, poor, etc.
1/29-30/14
Students will read to analyze primary and secondary documents to find evidence that can help answer the question, how democratic was Andrew Jackson, using academic vocabulary democratic, Daniel Webster, presidential electors, legislature, Veto, Tyranny, Monarchy, etc.
1/27-28/14
Students will read and write to describe the life and time of Andrew Jackson using academic vocabulary boyhood, military career, presidential politics, and democracy.
1/23-24/14
Students will read and write to explain the motivation behind the Louisiana Purchase using academic vocabulary Thomas Jefferson, France, Manifest Destiny, Louisiana, Napoleon etc.
1/21-22/14
Students will write to evaluate the foreign policy dilemmas faced by Presidents Adams, Jefferson, Madison, and Monroe using academic vocabulary Britain, France, Spain, isolationism, neutrality, Jay treaty, XYZ Affair, Impressment, Pirates, Embargo, Blockade, Latin America, Monroe Doctrine, etc.
CLO 1/13-15/14
Students will read and speak to debate the foreign policy dilemmas faced by Presidents Adams, Jefferson, Madison, and Monroe using academic vocabulary Britain, France, Spain, isolationism, neutrality, Jay treaty, XYZ Affair, Impressment, Pirates, Embargo, Blockade, Latin America, Monroe Doctrine, etc
Students will read and speak to debate the foreign policy dilemmas faced by Presidents Adams, Jefferson, Madison, and Monroe using academic vocabulary Britain, France, Spain, isolationism, neutrality, Jay treaty, XYZ Affair, Impressment, Pirates, Embargo, Blockade, Latin America, Monroe Doctrine, etc
CLO 1/7-8/14
Students will read and write to explain the historical importance of the Election of 1800 using academic vocabulary, John Adams, Thomas Jefferson, Federalist, Republicans, Aaron Burr, Alexander Hamilton, Alien and Sedition Acts, states Rights, Nullify, Electoral College, Twelfth Amendment,etc.
Students will read and write to explain the historical importance of the Election of 1800 using academic vocabulary, John Adams, Thomas Jefferson, Federalist, Republicans, Aaron Burr, Alexander Hamilton, Alien and Sedition Acts, states Rights, Nullify, Electoral College, Twelfth Amendment,etc.
CLO 12/2/13
Students will listen and speak to answer questions about the geography of the world using academic vocabulary state names, proper country names and continent names.
Students will listen and speak to answer questions about the geography of the world using academic vocabulary state names, proper country names and continent names.
CLO 11/20/13
Students will write to evaluate the extent to which the U.S. Constitution has created a more perfect Union after reading amendments 11-27 of the constitution using academic vocabulary amendments, constitution, civil rights, elections, voting rights, women’s suffrage, prohibition, poll taxes, etc.
Students will write to evaluate the extent to which the U.S. Constitution has created a more perfect Union after reading amendments 11-27 of the constitution using academic vocabulary amendments, constitution, civil rights, elections, voting rights, women’s suffrage, prohibition, poll taxes, etc.
CLO 11/13/13
Students will read and speak to debate the issues of four contemporary Supreme Court cases that involve the Bill of Right using academic vocabulary Tinker v. Des Moines, Hazelwood School District v. Kuhlmeier, Wallace v. Jafree, New Jersey v. T.L.O.
Students will read and speak to debate the issues of four contemporary Supreme Court cases that involve the Bill of Right using academic vocabulary Tinker v. Des Moines, Hazelwood School District v. Kuhlmeier, Wallace v. Jafree, New Jersey v. T.L.O.
famous_supreme_court_cases.pptx | |
File Size: | 1338 kb |
File Type: | pptx |
CLO 11/4/13
Students will speak to explain the importance of the Bill of Rights and the rights contained in four of the amendments in the Bill of Rights by presenting a rap using academic language (rights, Bill of Rights, government, Constitution, prohibit, freedom, etc)
Students will speak to explain the importance of the Bill of Rights and the rights contained in four of the amendments in the Bill of Rights by presenting a rap using academic language (rights, Bill of Rights, government, Constitution, prohibit, freedom, etc)
presenting_bor_raps.pptx | |
File Size: | 1646 kb |
File Type: | pptx |
CLO 10/30/13
Student will write and perform a rap to explain some Amendments in the Bill of Rights by using academic language (Bill of Rights, Amendments, Article, Constitution, Freedom of Speech, Rights, Citizen, Legal, Government)
CLO 10/25/13
Students will read the constitution to identify textual evidence that demonstrates on of the six big ideas of the constitution, using Academic vocabulary Limited Government, Republicanism, Checks and Balances, Federalism, Separation of Powers, and Popular Sovereignty.
Student will write and perform a rap to explain some Amendments in the Bill of Rights by using academic language (Bill of Rights, Amendments, Article, Constitution, Freedom of Speech, Rights, Citizen, Legal, Government)
CLO 10/25/13
Students will read the constitution to identify textual evidence that demonstrates on of the six big ideas of the constitution, using Academic vocabulary Limited Government, Republicanism, Checks and Balances, Federalism, Separation of Powers, and Popular Sovereignty.
CLO 10/22/13
Students will write to explain if they agree more with the Federalist or Anti-Federalist Position during the ratification debate using textual evidence and academic vocabulary ratify, federalist, Anti-federalist, James Madison, John Jay, Alexander Hamilton, power, state government, national government, strong, republican democracy, etc.
Students will write to explain if they agree more with the Federalist or Anti-Federalist Position during the ratification debate using textual evidence and academic vocabulary ratify, federalist, Anti-federalist, James Madison, John Jay, Alexander Hamilton, power, state government, national government, strong, republican democracy, etc.
CLO 10/18/13
Students will speak to debate and compromise on three key issues that emerged at the Constitutional Convention, using academic vocabulary the Virginia Plan, New Jersey Plan, Great Compromise, representation, three fifths compromise, executive, and electoral college.
Students will speak to debate and compromise on three key issues that emerged at the Constitutional Convention, using academic vocabulary the Virginia Plan, New Jersey Plan, Great Compromise, representation, three fifths compromise, executive, and electoral college.
CLO 10/8/13
Students will describe in writing the constitutional convention and the delegates using academic vocab delegates, Rhode Island, Benjamin Franklin, James Madison, Slaves, Rule of Secrecy, George Washington, president.
raft_on_the_opening_of_the_cc.pdf | |
File Size: | 2752 kb |
File Type: |
CLO 10/3/13
Students will read to compare and contrast the Philosophical beliefs that help to shape the constitution using academic vocabulary (John Locke, Thomas Hobbes, Natural Rights, Government, Absolutism, Democracy State of nature, strong and weak , life liberty and property, social compact, constitution, republic, Enlightenment)
Students will read to compare and contrast the Philosophical beliefs that help to shape the constitution using academic vocabulary (John Locke, Thomas Hobbes, Natural Rights, Government, Absolutism, Democracy State of nature, strong and weak , life liberty and property, social compact, constitution, republic, Enlightenment)
philo_of_the_const.pdf | |
File Size: | 1442 kb |
File Type: |
CLO 10/1/13
Students will read to explain the the failures and accomplishments of the Articles of Confederation and the historical importance of Shay’s rebellion using academic vocabulary (Articles of Confederation, James Madison, powers, congress, government, Territory, Northwest Ordinance and Land ordinance of 1785)
Students will read to explain the the failures and accomplishments of the Articles of Confederation and the historical importance of Shay’s rebellion using academic vocabulary (Articles of Confederation, James Madison, powers, congress, government, Territory, Northwest Ordinance and Land ordinance of 1785)
articles_of_confederation.pdf | |
File Size: | 496 kb |
File Type: |
CLO 9/30/13
Students will explain in writing the expectations and requirements for the Revolutionary War Assessment Project using academic vocab primary and secondary sources, American Revolution, cooperation, and conflict.
Students will explain in writing the expectations and requirements for the Revolutionary War Assessment Project using academic vocab primary and secondary sources, American Revolution, cooperation, and conflict.
CLO 9/26/13
Students will read to compare and contrast the strengths and weaknesses of the British and American during the revolutionary war using academic vocab continental army, mercenaries, strengths and weaknesses, British, America, etc.
Students will read to compare and contrast the strengths and weaknesses of the British and American during the revolutionary war using academic vocab continental army, mercenaries, strengths and weaknesses, British, America, etc.
the_military_forces_of_the_american_revolution.pdf | |
File Size: | 1172 kb |
File Type: |
CLO 9/24/13
Students will explain in writing the historical importance of Thomas Paine and Common Sense using academic vocab revolutionary, common sense, King George, America, rights etc.
Students will explain in writing the historical importance of Thomas Paine and Common Sense using academic vocab revolutionary, common sense, King George, America, rights etc.
thaomas_paine_and_common_sense_presentation.pdf | |
File Size: | 821 kb |
File Type: |
CLO 9/23/13
Students will read to explain the historical importance of the Battle of Bunker Hill and Ticonderoga using academic vocab George Washington, militia, Breeds Hill, Bunker Hill, John Adams, Continental Army, Ticonderoga, Boston, British and Patriots.
Students will read to explain the historical importance of the Battle of Bunker Hill and Ticonderoga using academic vocab George Washington, militia, Breeds Hill, Bunker Hill, John Adams, Continental Army, Ticonderoga, Boston, British and Patriots.
battle_of_bunker_hill_and_ticonderoga_presentation.pdf | |
File Size: | 4191 kb |
File Type: |
CLO 9/18-19/13
Students will explain in writing the historical significance of the
Declaration of Independence using academic vocab natural rights, life,
liberty, pursuit of happiness, rights, unalienable, laws, political
bands, government, creator, equal.
Students will explain in writing the historical significance of the
Declaration of Independence using academic vocab natural rights, life,
liberty, pursuit of happiness, rights, unalienable, laws, political
bands, government, creator, equal.
declartion_of_independence_presentation.pdf | |
File Size: | 3699 kb |
File Type: |
CLO 9/16/13
Students will speak to explain how loyalists, patriots, and neutralist cooperated to deal with conflict using academic vocabulary (quartering act, tea act, Boston Massacre, intolerable acts, Townshend act, stamp act, Lexington and Concord).
Students will speak to explain how loyalists, patriots, and neutralist cooperated to deal with conflict using academic vocabulary (quartering act, tea act, Boston Massacre, intolerable acts, Townshend act, stamp act, Lexington and Concord).
CLO's week of 9/9-13/13
CLO's week of 9/3-6/13
- Students will read to identify the ways the colonist conflicted with Great Britain and to identify how colonist cooperated to deal with these conflicts using content vocabulary (militia, tyranny, repeal, boycott)
- Students will explain in writing the origins of the conflict between the British and their Colonist in the Americas using textual evidence.
CLO's week of 9/3-6/13
- Students will be able to describe in writing the original 8 colonies prior to the revolutionary war using textual evidence from primary and secondary sources.
- Students will define primary and secondary in writing sources using complete sentences.