2007-2008
10th Grade American Literature and Composition Course Overview
Unit 1: Beginnings: Native Americans, Early Explorers, Puritans
Reading Topics
Origin Myths – *Onondaga,
Modoc, Navajo
Writing Topics
Poems – *Edward Taylor, Anne
Bradstreet
Sermon – *Jonathon Edwards
*Suggested authors
Drama – The Crucible, Arthur
Miller (tragedy-TRIMFOE)
Apostrophe Poem
Journals on ideas from the time
period: Manifest Destiny, Divine
Right of Kings, Puritanism, use of
oral tradition today, narrative
accounts today in reality shows
Essay on elements of tragedy found in
The Crucible.
Literary Terms:
Origin myth, cultural details, legend,
exploration, slave and historical
narratives, journals, tone, conceit,
sermon, persuasive appeal, tragedy,
in medias res, political drama,
Standards:
RL1, RL2, RL3, RL5
Standards:
RL1, RL4, RL5, W1, W2, W4
Listening/Speaking/Viewing
Class Discussions
Personal Origin Myth
Personal Narrative
Narratives – *William Bradford,
John Smith, Christopher Columbus,
Olaudah Equiano
Conventions Topics
ELA10C1 Usage and Mechanics
a. Demonstrates understanding of
English
____diction
____usage and control of grammar
____ syntax
____sentence and paragraph
structure
b. Correctly uses
clauses:
____main
____subordinate
phrases:
____gerund
____infinitive
____participial
Standards:
C1a, b: clauses and phrases
Present One Personal Writing
View The Crucible
Presentation: Illustrate a theme
of The Crucible through a skit,
series of tableaux, an original
story, a series of poems and
present to class.
Standards:
LSV1, LSV2
10th Grade American Literature and Composition Course Overview
Unit 2: The Age Of Reason
Reading Topics
Writing Topics
Authors
• Nonfiction: Franklin, Jefferson,
Paine
• Speech: Henry
• Poetry: Wheatly
Journals on ideas of the time
period: “life, liberty, and the
pursuit of happiness,”
patriotism, ideas from
neoclassicism study.
Historical Background:
Cultural Identity, Deists, Patriotic
Hymns, Colonialism, Monarchy, Age
of Enlightenment, Stamp Act, Great
Awakening
Literary Terms
parallelism, aphorism, theme, purpose,
personification, restatement, repetition,
rhetorical question, exclamation,
emotional appeal, logical appeal,
epistle
GHSWT practice: Persuasive
Essay-timed writing- (see pdf
for sample topics)
Standards
RL1
RL2
RL3
RL4
RL5
Convention Topics
ELA10C1 Usage and Mechanics
b. Correctly uses:
mechanics:
____end marks
____colons
____commas
____ellipses
____semicolons
____hyphens
____quotation marks
Listening/ Speaking/ Viewing
*Rhetorical Devices/Propaganda
Study: Develop a commercial and
sell a product.
*PSA-Public Service Announcement
Ad Campaign: Use rhetorical devices
and propaganda techniques to
persuade others to follow a cause.
Write own Declaration of
Independence. Use rhetorical
devices.
Standards
W1
W2
W3
W4
Standards
C1b
Standards
LSV1, LSV2
10th Grade American Literature and Composition Course Overview
Unit 3: Romanticism/Transcendentalism/Dark Romanticism
Reading Topics
Romanticism
Fireside Poets: Longfellow, Irving,
Bryant, Holmes
Writing Topics
Journals on ideas of the time period.
ELA10C1 Usage and Mechanics
Poe-arody song
c. Demonstrates understanding of
sentence construction and proper
English usage
____subordination
____consistency of verb tenses
Persuasive Essay-GHSWT practice
Transcendentalism
Emerson, Thoreau
Dark Romanticism
Poe, Hawthorne, Melville
American Renaissance
Dickinson and Whitman
Literary Terms:
Omniscience, Direct & Indirect
Character Development, Extended
Metaphor, Apostrophe,
Personification, Single Effect, Internal
Rhyme, Alliteration, Assonance,
Onomatopoeia, Parable,
Symbol, Stanza, Couplet, Quatrain,
Cinquain, Meter, Foot, Iambic
Pentameter (Blank Verse), fixed and
free verse, Style, Allegory, Setting,
Romanticism, Transcendentalism,
Dark Romantic, Antitranscendentalism
Standards:
RL 1 a-d
Conventions Topics
Dickinson stations; Whitman &
Dickinson activity
Class discussions
Literature Circles
Presentations
Viewing movie for various texts
Listening to CD’s that come with textbook
Vocabulary Terms
Compare and Contrast the writings and
ideas of Romanticism with the Age of
Reason. Present ideas in the form of a skit,
video, tableau, illustrations, story and
present to class.
Essay: Traits in Works
-Romantic traits in “Thanatopsis”
-Gothic traits in “The Fall of the
House of Usher”
-Transcendentalism in Thoreau and
Emerson
-Anti-Transcendentalism in
Hawthorne or Melville
Standards:
W 1 a-g; RL 3, 4
Listening/Speaking/Viewing Topics
Compare and Contrast the ideas of the
movements of the period- Romanticism,
Dark Romanticism, Transcendentalism,
and Anti-Transcendentalism. Present ideas
in the form of a skit, video, tableau,
illustrations, story and present to class.
Standards:
C – 1a
C2
Standards:
LSV – 1 a-j
10th Grade American Literature and Composition Course Overview
Reading Topics
Fiction:
Short Story:
*Stephen Crane, Ambrose Bierce, Mark Twain,
Kate Chopin, Bret Harte, Jack London, Edith
Wharton, Willa Cather
Poetry: *Spirituals, Paul Laurence Dunbar, Edwin
Arlington Robinson, Edgar Lee Masters
Nonfiction:
Autobiography: *Frederick Douglass, Mark Twain
Speeches: *Abraham Lincoln, Chief Joseph
Diaries, Journals, Letters:
*Robert E. Lee, Mary Chesnut, Warren Lee Goss,
Randolph Kim, Stonewall Jackson, Rev. Henry
Turner, Sojourner Truth, Miriam Davis Colt,
*Suggested Authors
Supplemental Reading:
Kindred by Octavia Butler
The Red Badge of Courage by Stephen Crane
The Adventures of Huckleberry Finn by Mark
Twain
My Antonia by Willa Cather
Literary Terms:
Realism, Naturalism, Regionalism, local color,
point of view, diaries, letters, humor, irony,
dramatic irony, internal and external conflict, plot,
rising action, persona, speaker, characterization
Standards:
RL1, RL2, RL3 , RL5
Writing Topics
Journals on ideas from the time
period: Traits of Realism, FreudNature of Humans-“Man is wolf to
man,” Darwin-survival of the
fittest, humans trapped in biological
system, Regionalism
Persuasive Essay –GHSWT
Practice
Conventions Topics
ELA10C1 Usage and
Mechanics
c. Demonstrates
understanding of sentence
____proper placement of
modifiers
____agreement
____parallel structure
Literary Analysis of a poem or
short story: “Richard Cory”
“The Story of an Hour”
Listening/Speaking/Viewing
Compare and Contrast
Romanticism (include Dark
Romanticism,
Transcendentalism, and AntiTranscendentalism) with
Realism. Perform a skit, tableau,
or write a story or illustrate and
present
View Videos:
“An Occurrence at Owl Creek
Bridge”
“How to Build a Fire”
-Identify traits of Realism and
Naturalism
Compare/Contrast poem “Richard
Cory” with Simon and Garfunkel
song “Richard Cory”
Essay: Traits in Works
-Essay on Realism in “To Build a
Fire” or “The Story of an Hour” or
“An Occurrence at owl Creek
Bridge”
-Essay on Regionalism in Twain or
Harte
Standards:
W1, W4
RL3, RL4
Standards:
C.1.b
C2
Standards:
LSV1
LSV2
Unit 4: Realism: Division, Reconciliation, and Expansion
10th Grade American Literature and Composition Course Overview
Unit 5: The Modern Period
Reading Topics
*Suggested Authors:
Poetry: Eliot, Frost, Auden,
Cummings, Williams, Stevens,
Moore, Sandburg, Pound, Hughes,
Cullen
Short Story: Welty, Fitzgerald,
Hemingway, Porter, Steinbeck
Nonfiction: Hurston, Pound
Suggested Novels: The Great
Gatsby, Their Eyes Were Watching
God, Ethan Frome, My Antonia
Writing Topics
Journals on ideas of the time periodsee Historical Background section
and pp. 962 of textbook.
Essay: Traits in Works
Essay on modernist ideas in
Steinbeck, Fitzgerald, Hemingway,
Welty, Porter, or Auden
Essay on elements of Imagism in
Pound, Hughes, Williams, H.D.,
Sandburg, or others
Essay on poetry from the Harlem
Renaissance-How the poems express
ideas of the movement.
Conventions Topics
Class Discussions
ELA10C2 Manuscript Form
____a. Produces writing that conforms to
manuscript requirements
____b. Produces legible work with accurate
spelling and correct use of conventions of
punctuation/capitalization
____c. Reflects format requirements with
appropriate citations
____pagination
____in-text citations
____spacing
____direct quotations
____margins
____paraphrase
____integration of source material
____weaving of source material and own
words
Drama: The Glass Menagerie,
Literary Terms:
Modernism, Harlem Renaissance,
The Jazz Age, Lost Generation,
Imagism, Imagist poets, imagery,
satire, climax, anticlimax, simile,
metaphor, point of view, first
person, third person, stream-ofconsciousness, dialect, blank verse,
autobiography, apostrophe
ResearchEssay on symbolism in The Great
Gatsby.
Essay on modernism in The Great
Gatsby.
Essay on American Dream in The
Great Gatsby.
Listening/Speaking/Viewing
____d. Includes formal works cited
Project: PPT on Themes of
Modernism (as seen in art,
photography, fictional and
poetic images)
Presentation: Illustrate a theme
of the postmodern period
through a skit, series of
tableaux, an original story, a
series of poems and present to
class.
Standards:
RL1, RL2, RL3, RL4, RL5
Standards:
W 1, W2, W3
RL3, RL4
Standards:
C1, C2
Standards:
LSV1, LSV2
10th Grade American Literature and Composition Course Overview
Unit 6: Contemporary / Postmodern Period
Reading Topics
Writing Topics
Conventions Topics
*Suggested authors
Class Discussions
Journals on ideas from the time
period-see p. 962 of textbook.
ELA10C1 Usage and Mechanics
Poetry: Lowell, Roethke, Cervantes,
Espada, Ortiz Cofer, Plath, Rich,
Brooks, Hayden, Erdrich
Beat writers: Ginsberg, Burroughs,
Kerouac
Essay: Traits in Works
Essay on Southern Gothic in Flannery
O’Connor’s “The Life You Save May
Be Your Own.”
ELA10C2 Manuscript Form
____a. Produces writing that conforms to
manuscript requirements
Nonfiction: Kingston, Momaday,
McCullers, Safire, Cisneros, Tan
Compare/Contrast Gothic in Poe with
Southern Gothic in O’Connor.
Suggested Novels: Fahrenheit 451,
Kindred
Essay on theme of social protest in
works from Part 3 of textbook.
Drama: Theater of the Absurd
Essay on postmodern ideas in
“Everyday Use” and “Mother
Tongue.”
Short story: O’Connor, Updike, Walker,
Alvarez, O’Brien, Doctorow
Literary Terms:
grotesques, descriptive details, epiphany,
round character, atmosphere, exact
rhymes, slant rhymes, foreshadowing,
flashback, anecdotes, motivation,
memoirs, voice, implied theme, context,
lyric poetry, dynamic character, static
character, narrator, stage directions,
allusion, theater of the absurd
Listening/Speaking/Viewing
Review any skills as needed.
____b. Produces legible work with accurate
spelling and correct use of conventions of
punctuation/capitalization
____c. Reflects format requirements with
appropriate citations
____pagination
____in-text citations
____spacing
____direct quotations
____margins
____paraphrase
____integration of source material
____weaving of source material and own
words
____d. Includes formal works cited
GHSWT practice
*Pop Culture ProjectPresentation on examples of
postmodernism in late 20th
century and early 21st century
culture.
Presentation: Illustrate a theme
of the postmodern period
through a skit, series of
tableaux, an original story, a
series of poems and present to
class.
Future Thinking Activity
Standards:
RL1, RL2, RL3, RL4, RL5
Standards:
W1-4, RL3, RL4
Standards:
C1, C2
Standards:
LSV1, LSV2
ELEVENTH GRADE BRITISH LITERATURE CURRICULUM MAP
Unit: Anglo-Saxon / Medieval
Reading Topics
Genre Focus and Suggested
Works:
Epic Poetry
Beowulf
Elegiac Poetry
The Seafarer, The Wanderer,
and/or The Wife’s Lament
Romance / Legend
Sir Gawain and the Green
Knight
Ballad
Lord Randall, Get Up and Bar
the Door and/or Barbara Allen
Writing Topics
Composition Assignments:
Persuasive / Evaluative
Essay – preparing for the
Georgia High School
Graduation Test
Vocabulary:
Daily words appropriate to
selections for reading and/or
SAT prep
History of the English
Language
Expository – Investigative
Report
Literary Terms
Types – Epic, Epic Hero,
Informal Daily Writing:
Elegy, Legendary (Romance)
May include journals, responses Hero, Frame Story
to literature, group activities,
etc.
Literary Devices:
Alliteration, allusion, couplet,
kenning, refrain, satire,
situational and verbal irony
Social Satire
Canterbury Tales
Discussion:
Student-to-teacher, student-tostudent, and group verbal
interactions
GUM:
Mini-lessons on commas,
clauses and phrases and other
areas determined by student
needs
Supplemental / Novel
Reading (See Walton County
Reading List)
Standards:
RL1, RL2, RL3, RL4, RL5
Conventions Topics
Timeframe: 3-4 weeks
Listening/Speaking/Viewing
Topics
Presentations:
Creating, delivering, and
evaluating presentations using
elements of narration,
exposition, persuasion, and/or
literary analysis
Standards:
W1, W2, W3, W4
Standards:
C1, RC1, RC3, RC4
Standards:
LSV1, LSV2
LFS LESSON PLAN: LOGANVILLE HIGH SCHOOL
Teacher: ___Amber_Gemeinhardt________________
TimeFrame: __2 weeks______________
Essential Question: What is poetry?
Lesson Unit:_____Poetry___________
Standards: ELA9RL1
ELA9RL2
ELA9RL3
ELA9RL4
ELA9RL5
ELA9LSV1
ELA9LSV2
Key Questions: What are:
Onomatopoeia
Figurative language
Metaphor
Simile
Personification
Rhyme scheme
Internal rhyme
End rhyme
Idioms
Cacophony
Euphony
Alliteration
Lyric
Narrative
Rhythm
Symbolism
Theme
Activating Thinking Strategies:
_√_ Anticipation Guide
__ Word Maps
_√_ Compare/Contrast
_√_ Brief Writing Activity
__ Vocabulary Game/Puzzle
__ KWL
__ Word Splash
__ Graphic Org.
_√_ Review
__ Other
Descriptions / Memos:
Day 1
Put the following on the board:
“To be completely accurate, the word duck should be
used only for the female members of the bird family
Anatidae (UH-nad-uhdee). The males are called
drakes. However, in popular usage duck applies to
the whole family. Ducks protect themselves from
cold water by waterproofing themselves.”
Then ask students: “Is this poetry?” “Why not?”
Students call out what they know about poetry: “no
rhyme”; “it’s written in paragraph format”; “no
figurative language”, etc.
This leads into discussion of what poetry is (essential
question)…..
Cognitive Thinking Strategies for Content
Development:
_√_ Distributed Guided Practice
__ Distributed Summarizing in Pairs
__ Graphic Org.
__ Technology Use
__ Guided Notes
__ Mnemonic
_√_ Discussion
__ Debate
__ Lab
__ Collab. Pairs
__ Lab Report
_√_ Reciprocal Teaching
_√_ Guided Reading
__ Demonstration
__ Research
__ Guided Lecture
__ Responsive Lecture
__ Game
_√_ Think/Write/Discuss
_√_ Cooperative Groups
Descriptions / Memos: Days 2-5
Students break into centers and read the selected
poems which highlight the key words aligned above.
They work together to identify the key terms within
the poems and to identify themes, symbolism, and
figurative language.
Narrative: “Casey At The Bat” (“The Raven” for
differentiation for higher level students.)
Lyric Poetry: “The Bells” and “Uphill” and
__ Application Level Activity __Other
“Summer”
Imagery: “Slam, Dunk, Hook” and “Blackberry
Eating”
Rhyme Scheme: “I Wandered Lonely As A Cloud”
Symbolism: “Sympathy” and “Caged Bird”
Figurative Language: “Dream Deferred”, “Dreams”,
“The Eagle”, and “Hope-Is the thing with Feathers”
Alliteration: “Fire and Ice”; “There Will Come Soft
Rains”; “Women”
Extending/Refining Activity for Higher Level
Engagement with Concept:
Descriptions / Memos: Days 6-9
_√_ Thinking Skills
__ Portfolio Assignment
__ Oral Presentation
_√_ Independent Study
_√_ Synthesis Activity
__ Cause/Effect
__ Construct Support
_√_ Justification
__ Error Analysis
_√_ Example to Idea
_√_ Idea to Example
*Students will choose 1 poet of whom to research
and write a brief report. It must include
biographical information about the poet, quotes and
explanations of the quotes from some of this poet’s
works, as well as what historical factors may have
influenced his/her writing styles and subject matter.
__ Writing Prompt _√_ Lab
__ Debate __ Project
_√_ Audio/Visual Presentation
_√_ Evaluation Activity
__ Analysis _√_Classify
_√_ Compare/Contrast
_√_ Analyze Perspectives
__ Induction _√_ Deduction
_√_ Evaluation
__ Abstracting
__ Other
*Watch the movie Dead Poets Society. Compare the
movie to themes addressed in some of the poems we
read.
Summarizing Strategies:
__ Ticket Out Door
__ Summary Notes
Descriptions / Memos:
__ 3-2-1
__ Brief Writing Activity
__ Most Important Thing
_√_ Oral Response
__ Review Game
Take 5 minutes at the end of each day to orally
respond by identifying the poetic elements of a
selected piece of poetry that I choose to read to them.
__ Assignment
_√_ Brief Practice
__ Preview Reading
_√_ Review Activity
__ Study
__ Other
__ Rule of Thumb
__ Quiz
__ Study Guide
__ Other
__ Assessment
_√_ Performance Task
__ Lab
__ Project
__ Portfolio
__ Writing
_√_ Test/Quiz
__ Other
__ Use Rubric to Grade
Descriptions / Memos:
Day 10
*Write 3 original poems that contain the correct
elements of poetry. /Or, analyze the lyrics of 2 songs
in regard to their use of elements of poetry.
*Test
LANGUAGE ARTS CURRICULUM MAP
Unit:
Novel
Timeframe:
Reading Topics
Writing Topics
•
Suggested reading for novel unit:
•
Ethan Frome
Night
Hullabaloo in the Garden Orchard
(India)
Persepolis (Iran)
Farewell to Manzanar
Interpreter of Maladies (India)
2-3 weeks
Listening/Speaking/Viewing
Conventions Topics
Topics
•
Formalist Criticism:
Symbolism in Ethan Frome
Students select a critical
essay approach to Night
from the following:
formalist, historical,
psychoanalytical, archetypal
(using secondary sources)
Compare/Contrast: Farewell
to Manzanar and Night
•
•
Content vocabulary
Plot, setting, theme,
characterization, symbolism,
diction, syntax,
•
•
•
Using rhetorical strategies,
students develop an argument
over a social issue.
Students present their
argument in front of the class
Class discusses/debates each
argument
Students will be evaluated using
class discussions, observations,
journals, writing assignments, and
quizzes.
Standards:
Standards:
Standards:
Standards:
RL1, RL2, RL3, RL4, RL5
W1, W2, W3, W4
C1, C2
LSV1, LSV2
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
WALTON COUNTY PUBLIC SCHOOLS
UNIT PLAN 1 (Chapters 1 & 3.1-3.4)
Key Actions/What Students Do
Key Knowledge/What Students Know
GPS Standards:
MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and
simple algebraic techniques.
a. Represent functions using function notation.
b. Graph the basic functions f(x) = x(n), where n = 1 to 3, f(x) = √x, f(x) = |x|, and f(x) = 1/x.
c. Graph transformations of basic functions including vertical shifts, stretches, and shrinks, as well as
reflections across the x- and y-axes.
d. Investigate and explain the characteristics of a function: domain, range, zeros, intercepts, intervals of
increase and decrease, maximum and minimum values, and end behavior.
e. Relate to a given context the characteristics of a function, and use graphs and tables to investigate its
behavior.
f. Recognize sequences as functions with domains that are whole numbers.
g. Explore rates of change, comparing constant rates of change (i.e., slope) versus variable rates of
change. Compare rates of change of linear, quadratic, square root, and other function families.
UNIT ESSENTIAL QUESTION
What are the characteristics of function families?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
1. What is a linear function?
2. How do you do you solve one-step and two step linear equations?
3. How can you use the equation of a line to find its slope and y-intercept?
4. What is standard form for a linear function?
5. What are the basic functions and linear transformations?
6. How do you determine the equation of a linear function?
7. What is an absolute value equation and how do you solve one and graph one?
8. What is a function notation and how is it related to the original function?
9. How is a sequence related to a function?
10. What is a quadratic function?
11. What are the parts of a quadratic function?
12. Comparing linear and quadratic functions?
ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY OF UNIT ESSENTIAL QUESTION,
TO INCLUDE A PERFORMANCE TASK
1. Scrapbook for assessment with accompanying rubric - Math 1 Unit 1 Folder
2. Use Coach lessons 8-13 as review of unit.
DIFFERENTIATED ITEMS:
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
Include inequalities for advanced students (1.2 problem 3; 1.7 problem 3 &4; 1.8 )
ACTIVATING STRATEGY
Link to Prior Knowledge
a) Cognitive Thinking Strategies
b) KWL
c) Word Splash
d) Anticipation Guide
e) Prediction
f) Flexibility Web
Key Vocabulary (Word Map):
TECHNOLOGY
1. WWW.ANALYZEMATH.COM/FUNCTION/SQUARE_ROOT_FUNCTION.HTML
(GOTO TUTORIAL)
2. HTTP://WWW.ALGEBRAHELP.COM/CALCULATORS/FUNCTION/GRAPHING/
3. HTTP://WWW.COOLMATH.COM/GRAPHIT/INDEX.HTML
1.
EXTENDING AND REFINING
Compare Family Functions Matching Activity
cause/Effect: Justification, Error Analysis, Classifying, Example,
Evaluation
Extend/Refine – Math 1 Unit 1 Folder
2.
Compare/Contrast: Induction, Abstraction, Example to Idea
3.
Constructing Support: Deduction, Analyzing Perspectives, Writing
Prompts
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
ADVANCED ORGNIZER
TOPIC
•
1
2
Lesson Content
(standard and resource reference)
Essential Question
What is a linear
function?
•
•
•
How do you do you
solve one-step and
two step linear
equations?
•
•
•
•
3
How can you use the
equation of a line to
find its slope and yintercept?
•
•
•
4
What is standard form
for a linear function?
•
•
•
•
5
What are the basic
functions and linear
transformations?
•
•
•
LFS
Activities Strategies
Define dependent and independent
variables
Write linear functions
Graph linear functions
Use multiple representations of linear
functions to model and solve problems
Solve one-step linear equations
Solve two-step linear equations
Define and calculate the slope of a linear
function
Define and calculate the y-intercept of a
linear function
Write linear equations in slope-intercept
form
Use the formula to calculate the slope of
a linear equation
Graph linear functions using slope and yintercept.
Write linear equations in standard form
Graph linear functions in standard form
using intercepts
Transform linear equations in standard
form to slope-intercept form
Define basic functions: linear, quadratic,
cubic, square root and absolute value
functions
Use translations, dilations, and
reflections to transform linear functions
Graph parallel lines
Graph perpendicular lines
Analyze
math.com
CL10
Key Terms
•
•
•
•
•
Variable
Independent variable
Dependent variable
Function
Linear function
•
•
Transformations
Simplifications
•
•
•
Slope
Y-Intercept
Slope-intercept Form
•
Standard form of a linear equation
•
•
•
•
Basic function
Dilation
Reflection
Line of reflection
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
6
How do you
determine the
equation of a linear
function?
•
•
•
•
•
•
7
8
What is an absolute
value equation and
how do you solve one
and graph one?
What is a function
notation and how is it
related to the original
function?
•
•
•
•
•
Given slope and y-intercept
Given slope and one point on a line
Given two points on the line
Given the equation of a line parallel to
the line and a point on the line
Given the equation of a line
perpendicular to the line and a point of
the line
Write an absolute value equation in one
and two variables
Solve an absolute value equation in one
and two variables
Graph absolute value equations in one
and two variables
Write a linear function using functional
notations
Write a arithmetic sequences
Calculate the next three terms of a
sequence
Define arithmetic sequences using
explicit formulas
9
How is a sequence
related to a function?
•
10
What is a quadratic
function?
•
•
•
Graph quadratic functions
Identify coefficients in quadratic functions
Evaluate quadratic functions
11
What are the parts of
a quadratic function?
•
•
•
•
Graph quadratic functions
Find the line of symmetry of a parabola
Find the vertex of a parabola
Identify the maximum or minimum value
of a function
•
12
Comparing Linear
and quadratic
functions?
Use linear and quadratic function model
a situation
Determine the effect on the area of a
rectangle when its length and width
doubles
•
Function
with Fiona
CL8
Sequences
•
•
•
•
Point-slope form
Two-point form
Parallel lines
Perpendicular lines
•
•
Absolute value
Absolute value equation
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Relation
Domain
Range
Function
Function Notation
Sequence
Term
Arithmetic sequence
Common difference
Index
Explicit formula
Rate of change
Quadratic function
Evaluate
Linear Function
Parabola
Line of symmetry
Vertical line
Vertex
Minimum
Maximum
•
•
Linear function
Quadratic function
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
WALTON COUNTY PUBLIC SCHOOLS
UNIT PLAN 5 (Chapter 11 & 12)
Key Actions/What Students Do
Key Knowledge/What Students Know
GPS Standards:
MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and
simple algebraic techniques.
h. Determine graphically and algebraically whether a function has symmetry and whether it is even,
odd, or neither.
i. Understand that any equation in x can be interpreted as the equation f(x) = g(x), and interpret the
solutions of the equation as the x-value(s) of the intersection point(s) of the graphs of y = f(x) and
y=g(x)
MM1A3. Students will solve simple equations.
b. Solve equations involving radicals such as √x + b = c, using algebraic techniques.
c. Use a variety of techniques, including technology, tables, and graphs to solve equations resulting
from the investigation of x² + bx + c = 0.
d. Solve simple rational equations that result in linear equations or quadratic equations with leading
coefficient of 1.
UNIT ESSENTIAL QUESTION
How can you solve & graph simple quadratic, rational and radical equations using a variety of methods?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is a rational function?
How do you simplify, add and subtract rational expression?
How do you multiply and divide rational expressions?
How do equations involving rational expressions?
What that the characteristics of a rational function graph?
Where do we use rational equation and functions in the real world applications?
How do you simplify, add and subtract radical expression?
How do equations involving radical expressions?
What that the characteristics of a radical function graph?
ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY OF UNIT ESSENTIAL QUESTION,
TO INCLUDE A PERFORMANCE TASK
1. Graphing Project – Unit 5 Culminating Task - Math 1 Unit 5 Folder
2. Use Coach lessons 1, 4, 5, 8-11, 18, 19 as review of unit.
DIFFERENTIATED ITEMS:
Organizers for Tier 2 students (add/sub and mult/div rational expressions) – Math 1 Unit 5 Folder
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
ACTIVATING STRATEGY
Link to Prior Knowledge
a) Cognitive Thinking Strategies
b) KWL
c) Word Splash
d) Anticipation Guide
e) Prediction
f) Flexibility Web
Key Vocabulary (Word Map):
TECHNOLOGY
1. http://www.analyzemath.com/rational/rational1.html - Click first Interactive Tutorial button
2. http://www.analyzemath.com/RationalGraphTest/RationalGraphTest.html
3. http://www.math.csusb.edu/math110/src/rationals/RfIntro.html
4. 1st Degree / 1st Degree
5. 1st Degree / 2nd Degree
6. 1st Degree / 3rd Degree
7. 2nd Degree / 1st Degree
8. 2nd Degree / 2nd Degree
9. 2nd Degree / 3rd Degree
10. 3rd Degree / 1st Degree
11. 3rd Degree / 2nd Degree
12. 3rd Degree / 3rd Degree
13. http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_radical_graphing.xml
1.
EXTENDING AND REFINING
Graphing of Rational Equations Matching Activity
Extend/Refine - Math 1 Unit 5 Folder
cause/Effect: Justification, Error Analysis, Classifying, Example,
Evaluation
2.
Compare/Contrast: Induction, Abstraction, Example to Idea
3.
Constructing Support: Deduction, Analyzing Perspectives, Writing
Prompts
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
ADVANCED ORGANIZER
TOPIC
1
What is a rational
function?
2
How do you simplify, add
and subtract rational
expression?
3
How do you multiply and
divide rational
expressions?
4
How do solve equations
involving rational
expressions?
5
What are the
characteristics of a rational
function graphs?
6
Lesson Content
(standard and resource reference)
Essential Question
Where do we use rational
equations and functions in
the real world
applications?
7
How do you simplify, add
and subtract radical
expressions?
8
How do you solve
equations involving radical
expressions?
•
•
•
•
•
Graph rational function
Determine the asymptotes of rational
functions
Determine the discontinuities of rational
functions
Simplify rational expressions
Add rational expressions
Subtract rational expressions
•
•
Multiply rational expressions
Divide rational expressions
•
Solve rational equations in one variable
•
LFS Activities Strategies
CL5
•
Graph rational function
Determine both nonremovable and
removable discontinuities
Determine asymptotes
•
•
•
Solve work problems
Solve mixture problems
Solve cost problems
•
•
•
•
•
•
Simplify radical
Add radical expressions
Subtract radical expressions
Multiply radical expressions
Divide radical expressions
Solve equations involving radicals
•
•
•
•
Rational function
Discontinuous
Discontinuities
Asymptotes
•
•
Rational expressions
Restrictions
•
•
Rational equation
Extraneous solution
•
•
Nonremovable discontinuities
Removable discontinuities
•
•
•
Work problems
Mixture problems
Cost problems
CL4
CL5
CL18
•
•
Key Terms
CL8
CL9
CL11
CL11
CL1
CL19
Grade: ______ Course: _____________ Teacher(s): _______________ Map:________ Duration: ____
9
What are the
characteristics of a radical
function graph?
•
•
Graph a radical function
Transform the graphs of radical functions
CL8
CL9
CL10
CL11
LFS UNIT PLAN: LOGANVILLE HIGH SCHOOL
Teacher: Biology
Lesson Unit: __Cells – SB1a, SB1d __
Time Frame: _2 weeks_
Essential Question: What is the relationship between structure and function in living cells?
Key Questions:
What are the parts of the cell theory?
What are the functions of the cell organelles?
What are the differences and similarities between prokaryotic and eukaryotic cells?
How are plant cells different from animal cells?
How does cell transport relate to homeostasis?
What are the differences and similarities between active and passive transport?
What are the differences and similarities between mitosis and meiosis?
What role do cell organelles play in the process of cell division?
GPS Standards
SB1. Students will analyze the nature of the relationships between structures and functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell
membrane, in maintaining homeostasis and cell reproduction.
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
Activating Thinking Strategies:
_x_ Anticipation Guide
__ Word Maps
__ Compare/Contrast
__ Brief Writing Activity
__ Vocabulary Game/Puzzle
_x_ KWL
__ Word Splash
__ Graphic Org.
__ Review
_x_ Other
Cognitive Thinking Strategies for Content
Development:
__ Distributed Guided Practice
__ Distributed Summarizing in Pairs
_x_ Graphic Org.
__ Technology Use
_x_ Guided Notes
__ Mnemonic
__ Discussion
__ Debate
__ Lab
_x_ Collab. Pairs
__ Lab Report
__ Reciprocal Teaching
__ Guided Reading
__ Demonstration
__ Research
__ Guided Lecture
__ Responsive Lecture
__ Game
_x_ Think/Write/Discuss
__ Cooperative Groups
__ Application Level Activity __Other
Extending/Refining Activity for Higher Level
Engagement with Concept:
__ Thinking Skills
__ Portfolio Assignment
_x_ Oral Presentation
__ Independent Study
__ Synthesis Activity
__ Cause/Effect
__ Construct Support
__ Justification
__ Error Analysis
__ Example to Idea
__ Idea to Example
__ Writing Prompt _x_ Lab
_x_ Debate _x_ Project
_x_ Audio/Visual Presentation
__ Evaluation Activity
__ Analysis _x_ Classify
_x_ Compare/Contrast
__ Analyze Perspectives
__ Induction __ Deduction
__ Evaluation
__ Abstracting
__ Other
Descriptions / Memos:
1. Topic Summary Sheet
2. EOCT Review ?s
3. Anticipation Guide – study questions, GPS
standards, vocab
4. KWL – Cell Parts, Types of cells
Descriptions / Memos:
1. Guided Notes – cell theory, cell structure and
function, cell membrane, and cell transport, cell
reproduction
2. Graphic Org. – Prokary vs Eukary cells, plant vs
animal cells, active vs passive transport, mitosis
vs meiosis
3. Think/Write/Discuss – cell organelles
4. Demo – dye in water, Mystery Egg lab
5. Draw and label phases of cell division: mitosis
and meiosis
Descriptions / Memos:
1. Cell organelle matching game
2. Cell Model/ cell song project
3. Cell Stories
4. Microscope Lab – plant vs animal
5. Osmosis Egg Lab – cell transport
6. Diagram – cell membrane
7. Mitosis “Dance”
8. Organelle of the Year
9. Mitosis and meiosis video
10. Interactive Mitosis Website
Summarizing Strategies:
_x_ Ticket Out Door
__ Summary Notes
_x_ 3-2-1
__ Brief Writing Activity
__ Most Important Thing
_x_ Oral Response
_x_ Review Game
__ Assignment
__ Brief Practice
__ Preview Reading
__ Review Activity
__ Study
__ Other
__ Rule of Thumb
_x_ Quiz
_x_ Study Guide
__ Other
__ Assessment
__ Performance Task
__ Lab
_x_ Project
__ Portfolio
__ Writing
_x_ Test/Quiz
__ Other
_x_ Use Rubric to Grade
Descriptions / Memos:
1. Cell organelle board game
2. Cell transport review game
3. 3 types of osmosis, 2 types of cell transport, 1
active transport
4. EOCT Summary Review ?s
Descriptions / Memos:
1. Lab Quiz – osmosis egg lab
2. Lab Report (Mystery Egg)
3. Organelle quiz
4. Cell Transport Quiz
5. Cell Unit Test – Cell parts, cell transport, cell
reproduction
6. Cell Mode/ Song project
7. Mitosis/Meiosis flip book
LFS UNIT PLAN: LOGANVILLE HIGH SCHOOL
Teacher: Chemistry Lesson Unit: Unit 5- Chemical Reactions Time Frame: 10 days
Essential Question:
1. How are chemical reactions expressed?
2. How are the variations of chemical reactions differentiated?
GPS Standards
SC2 Students will relate how the Law of Conservation of Matter is used to determine chemical composition
in compounds and chemical reactions.
a. Identify and balance the following types of chemical equations:
• Synthesis
• Decomposition
• Single Replacement
• Double Replacement
• Combustion
b. Experimentally determine indicators of a chemical reaction specifically precipitation, gas evolution,
water production, and changes in energy to the system.
c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate
• Empirical/molecular formulas,
• Mass, moles and molecules relationships,
• Molar volumes of gases.
d. Identify and solve different types of stoichiometry problems, specifically relating mass to moles and
mass to mass.
e. Demonstrate the conceptual principle of limiting reactants.
f. Explain the role of equilibrium in chemical reactions.
Activating Thinking Strategies:
__ Anticipation Guide
__ Word Maps
__ Compare/Contrast
__ Brief Writing Activity
_X_ Vocabulary Game/Puzzle
_X_ KWL
_X_ Word Splash
_X_ Graphic Org.
__ Review
__ Other
Cognitive Thinking Strategies for Content
Development:
__ Distributed Guided Practice
_X_ Distributed Summarizing in Pairs
_X_ Graphic Org.
__ Technology Use
_X_ Guided Notes
__ Mnemonic
_X_ Discussion
__ Debate
_X_ Lab
_X Collab. Pairs
_X_ Lab Report
__ Reciprocal Teaching
__ Guided Reading
__ Demonstration
__ Research
__ Guided Lecture
_X_ Responsive Lecture
__ Game
_X_ Think/Write/Discuss
__ Cooperative Groups
__ Application Level Activity __Other
Descriptions / Memos:
1. Advanced Organizer—distributed to students
2. Graphic Organizers
3. Word searches/Crosswords
Descriptions / Memos:
1. Guided Notes
2. Chemical Reactions Lab
3. Lab Report
Extending/Refining Activity for Higher Level
Engagement with Concept:
__ Thinking Skills
__ Portfolio Assignment
__ Oral Presentation
__ Independent Study
__ Synthesis Activity
__ Cause/Effect
__ Construct Support
__ Justification
__ Error Analysis
__ Example to Idea
__ Idea to Example
__Writing Prompt __ Lab
__ Debate __ Project
__ Audio/Visual Presentation
__ Evaluation Activity
__ Analysis *__Classify
__ Compare/Contrast
__ Analyze Perspectives
__ Induction __ Deduction
__ Evaluation
__ Abstracting
__ Other
Summarizing Strategies:
__ Ticket Out Door
__ Summary Notes
__ 3-2-1
__ Brief Writing Activity
__ Most Important Thing
__ Oral Response
__ Review Game
__ Rule of Thumb
_X_ Quiz
__ Study Guide
__ Other
__ Assignment
__ Assessment
__ Brief Practice
__ Preview Reading
__ Review Activity
__ Study
__ Other
__ Performance Task
_X_ Lab
__ Project
__ Portfolio
_X_ Writing
_X_ Test/Quiz
__ Other
Descriptions / Memos:
1. Worksheet: Combine reactants to form products
2. Error analysis in lab report
3. Classify reaction types
Descriptions / Memos:
1. Quiz
2. Summarize notes from previous day.
Descriptions / Memos:
1. Lab Report
2. Test
3. Practicing balancing equations
4. Practice identifying reaction types
Lesson Plan Addresses: Unit 5- Chemical Reactions
Standards: SC2a, b, f
Essential Question: 1. How are
chemical reactions expressed?
Essential Question: 2. How are the
variations of chemical reactions
differentiated?
Essential Question:
Key Questions: 1, 2, 3, 4, 5
Key Questions: 4-10
Activating Strategies:
Activating Strategies:
Activating Strategies:
x KWL
__Brainstorm
__concept map __G.O.
__brief writing x anticipation guide
__ vocab. Overview
x word wall
__other_________________________________
x KWL
__Brainstorm
__concept map __G.O.
__brief writing x anticipation guide
x vocab. Overview
x word wall
__other_________________________________
__KWL
__Brainstorm
__concept map __G.O.
__brief writing __anticipation guide
__word wall
__vocab. Overview
__other_________________________________
Teaching Strategies:
Teaching Strategies:
Teaching Strategies:
x Guided practice/notes/reading
x Guided Lecture __Reading
__Hands-on
__G.O.
x Model
x Discussion
__lab
x Pair/coop group
__demo
__mnemonic
x tech/multimedia_________________________
_______________________________________
__other________________________________
x Guided practice/notes/reading
x Guided Lecture __Reading
__Hands-on
__G.O.
__Model
x Discussion
x lab
x Pair/coop group
__demo
__mnemonic
__tech/multimedia________________________
_______________________________________
__other________________________________
Application (lesson):
Balance progressively more difficult
equations in pairs/small groups
Application (lesson):
In pairs identify different types of
rxns as well as predict products of
rxns
Within equations identify what state
subscripts indicate as well as obey
law of conservation of mass
__ Guided practice/notes/reading
__Guided Lecture __Reading
__Hands-on
__G.O.
__Model
__Discussion
__lab
__Pair/coop group
__demo
__mnemonic
__tech/multimedia________________________
_______________________________________
__other________________________________
Application (lesson):
Extend/refine:
Extend/refine:
Extend/refine:
__cause/effect __compare/contrast
__classifying
x Analyzing
__project
_ writing prompt
__thinking skills x inductive/deductive
__other_________________________________
__cause/effect
__compare/contrast
x classifying
x Analyzing
__project
__writing prompt
__thinking skills x inductive/deductive
__other_________________________________
Description:
Discussion, higher order rationalization, must
justify solutions
Description:
Discussion, higher order rationalization, must
justify predictions
Summarizing:
Summarizing:
x Oral response __quiz
x summary notes
__TOD __321 __game
x other________________________________
Description:
x Oral response __quiz
x summary notes
__TOD __321 __game
__other________________________________
Description:
Assessment/Homework:
Assessment/Homework:
Finish problems at home
Complete Chapters 7-8 Vocabulary
Work practice problems on balancing
Practice problems predicting solubility
Problems where students can predict
products
__cause/effect __compare/contrast
__classifying
__Analyzing
__project
__writing prompt
__thinking skills __inductive/deductive
__other_________________________________
Description:
Summarizing:
__Oral response __quiz
__summary notes
__TOD __321 __game
__other________________________________
Description:
Assessment/Homework:
Unit Guide 05
Topic- Reactions, Chemical Quantities
Standards: SC2a, b, f
Vocabulary and Key Ideas:
Chemical Reactions
Chemical reaction
Chemical equation
Reactant
Product
Balancing a chemical equation
Coefficient
Reactions in Aqueous Solutions
Precipitation
Precipitate
Precipitation reaction
Strong electrolyte
Soluble solid
Insoluble (slightly soluble) solid
Molecular equation
Complete ionic equation
Spectator ions
Net ionic equations
Acid
Strong acid
Base
Strong base
Salt
Oxidation-reduction reaction
Double-displacement reaction
Acid-base reaction
Single-replacement reaction
Combustion reaction
Synthesis (combination) reaction
Decomposition
Key Questions/Concepts:
1. How can you determine if a chemical reaction has occurred?
2. How do you experimentally determine the characteristics of a chemical reaction?
3. Write a balanced reaction for a chemical reaction.
4. Describe the factors that cause reactions to occur.
5. Identify and predict precipitates from reactions.
6. Write molecular, complete ionic, and net ionic reactions.
7. Describe the key characteristics of strong acids & strong bases.
8. Describe the general characteristics of reactions between metals & nonmetals (redox)
9. Reinforce understanding of molecule & moles
10. Interpret all information given in a balanced chemical equation.
Economics
F 1-6, MI1, PF1
Unit 1
Fundamentals
(ch 1-3)
• Scarcity
- opportunity cost
- trade-off
- productive resources
- allocating resources
• Incentives
- marginal cost
- marginal benefit
- government and market
economy
- factors of production
• Interdependence
- both parties gain
- voluntary exchange
- circular flow
- role of money
• Specialization
- individual and
businesses
- 3 basic questions
MI 1-3
Unit 2
Supply Demand and
Prices
(ch 4-6)
• Scarcity
- supply and demand
- price floors
- price ceilings
- elasticity
• Incentives
- compensation/money
- prices
- profits
• Interdependence
- circular flow
- buyers and sellers
• Specialization
- Product market
- Resource market
MI 4
MA 2, PF 2, PF 3a, PF 4c
Unit 3
Business
(ch 7-8)
• Scarcity
--distribute resources
--market structure
--labor
• Incentives
--profit
--liability
• Interdependence
--mergers
--multi-national
--conglomerates
• Specialization
--business organization
--labor
Unit 4
Money Banking and
Finance
(ch 10-11)
• Scarcity
--Federal Reserve &
monetary policy
• Incentives
--interest
• Interdependence
--flow of saved money
--inflation
--organization of the Federal
Reserve
• Specialization
--financial institutions
Economics
MA 1
Unit 5
Measuring Economic
Performance
(ch 12-13, 15)
•
Scarcity
•
Incentives
• Interdependence
--spending & economic
health
--gross domestic product
--national debt
--unemployment
•
Specialization
MA1f, PF3b & c, MA3
PF 1c, PF 4-6
Unit 6
Government and the
Economy
• Scarcity
--debt
• Incentives
• Interdependence
--taxes
--fiscal policy
• Specialization
IN 1 - 3
Unit 7
Personal Finance
•
Scarcity
• Incentives
--saving for goals
--good credit rating
--insurance
• Interdependence
• Specialization
--types of loans
--wage determination
(skills, training, education)
Unit 8
Global Economics
•
Scarcity
• Incentives
--balance of trade/payments
--free trade vs.
protectionism
--trading blocs
• Interdependence
• Specialization
--absolute and comparative
advantage
UNITED STATES HISTORY
Standards 1 – 5
Standards 5 – 10
Unit 1
Colonization to Constitution
(Chapters 2 – 5)
• Location & Movement
- Reason for migration
- Trans-Atlantic Trade
• Governance
- Early governments
- Articles of Confederation
- Constitution & Bill of Rights
- Early Legislatures
- Important Documents expressing ideals
• Beliefs & Ideas
- Thomas Paine
- Federalists/Anti-Federalists
• Conflicts & Change
- Relations with Natives
- Religious Tensions
- Events leading to Independence and
Revolution
• Distribution & Production
- Mercantilism
• Individuals, Groups, & Institutions
- Important people of the era
• Technology & Innovations
Standards 11 – 14
Unit 2
A New Republic to
Reconstruction
(Chapters 6 – 12)
•
•
•
•
•
•
•
-
Location & Movement
Territorial Growth
Manifest Destiny
Immigration
Slavery expands westward
Governance
Rise of the Supreme Court
Sectionalism / Developing of the Confederacy
Beliefs & Ideas
Reform Movements
Nationalism
Slavery
Nullification
Lincoln’s actions
Reconstruction
Conflicts & Change
War of 1812
Texas Independence
War with Mexico
Pre-War Compromises
Acts against slavery
Important battles of the Civil War
Constitutional Changes
Distribution & Production
Economic Disparities
Individuals, Groups, & Institutions
George Washington
Abraham Lincoln
other important people of the era
Technology & Innovations
Revolution in Transportation
Industrial Revolution
Unit 3
Industrialism, Reform, and
Imperialism
(Chapters 13 – 18)
•
•
•
•
•
•
-
Location & Movement
Immigration
US involvement beyond our borders
Westward expansion
Beliefs & Ideas
Urbanization
Changing role of women
Reform Movement
Imperialism
Progressivism
Prohibition
Conflicts & Change
Conflicts with Native Americans
Rise of Segregation
Spanish-American War
Emergence of the NAACP
Distribution & Production
Economic Disparities
Rise of Big Business
Social Welfare
Regulating the Economy
Rise of Industry
Individuals, Groups, & Institutions
Trusts and Monopolies
Unions
Theodore Roosevelt
Woodrow Wilson
important people of the era
Technology & Innovations
New Inventions
Rise of the Railroad
Panama Canal
UNITED STATES HISTORY
Standards 15 – 19
Standards 20 - 25
Unit 4
Establishment as a
World Power
(Chapters 19 – 25)
• Location & Movement
- Great Migration
- Changing Patterns
• Governance
- Changing role of the Government
• Beliefs & Ideas
- Harlem Renaissance
- The New Deal
- Neutrality & Isolationism
• Conflicts & Change
- WWI
- Economic Changes
- Social and Political impact of the Great
Depression
- WWII
• Distribution & Production
- Local v. Federal
- Unemployment
• Individuals, Groups, & Institutions
- FDR
- other important people of the era
• Technology & Innovations
- Hoover Dam
- New Military Technology
- Atomic Bomb
Unit 5
Cold War & Modern Era
(Chapters 26 – 34)
•
•
•
•
•
•
•
-
Location & Movement
Changing Patterns
Suburban Development
Rule of Law
Government as a World Power
Governments role in Social Reform
Beliefs & Ideas
Democracy v. Communism
Individual Rights
Womens Movement
Social Reform
Conflicts & Change
Cold War
Containment Issues
Integration
Political Changes
Distribution (Power) &
Consumption
Who decides?
Individuals, Groups, & Institutions
JFK
other important people of the era
Technology & Innovations
Mass Media
Automobile
Unit 4 Establishing a World Power
Unit Plans
Day 1 (WWI)
Essential Questions: 1) How did the U.S. establish itself as a world power?
2) Why did the U.S. remain neutral at the beginning of WWI?
Lesson Content: Chapters 19 – 25; Chapter 19 Section 1
Objectives: SSUSH 15 – 19; SSUSH 15 a
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Pre-Test - 25 True/False Questions WWI – WWII
3) Notes - WWI – WWII (Overview)
4) TSW create a Graphic Organizer using their notes on the Causes
of WWI and Neutrality (benefits)
5) Closure – 1 and Done
Extended Activities: 1) Unit 4 Project
Assessment:
1) Notebook Check
Day 2 (WWI)
Essential Questions: 1) What new technologies evolved during WWI?
2) Why did the U.S. enter WWI?
Lesson Content: Chapter 19 Sections 1, 2
Objectives: SSUSH 15 a
Themes: Conflict and Change, Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Reading - Mud and Blood – What new technologies evolved?
3) Video Clips - Flyboys (New Technologies)
4) Video Clip – Sinking of Lusitania – Why did U.S. enter WWI?
5) Map Activity – Alliances (pg. 594 – 595) – Discussion / Game
6) Closure – “The world must be made safe for democracy.”
Extended Activities: 1) Newspaper Article on a new war technology including picture
or a Newspaper Headline (in color) showing why the U.S. entered WWI.
Assessment:
1) Written Assignment
Day 3 (WWI)
Essential Questions: 1) What was life like in the United States during WWI?
2) What peace agreements were created after WWI?
Lesson Content: Chapter 19 Sections 2, 3
Objectives: SSUSH 15 a, b, c
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Watch Video Clip – Home Front – What was life like?
3) Notes – Home Front (discuss)
4) Activity - Using Notes (Pair and Share) – What were the key
ideas in Wilson’s Fourteen Points? Was the League of Nations a
good or bad idea? What did it lead today? Was the Treaty of
Versailles to harsh? What is Armistice Day?
5) Closure - “A war to end all wars.” What does it mean?
Extended Activities: 1) Continue working on your Newspaper Article or Headline
Assessment:
1) Notebook Check
Day 4 (WWI)
Essential Questions: 1) What impact did WWI have on the U.S.?
Lesson Content: Chapter 19 Sections 4
Objectives: SSUSH 15 b
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Create a Cause and Effect chart (discuss)
3) Presentations - Newspaper Article or Headline
4) Review Game - Bluff
5) Closure - 3, 2, 1
Extended Activities:
1) Grade Written Assignment
Assessment:
2) Notebook Check
Day 5 (Roaring 20’s / Jazz Age)
Essential Questions: 1) What people and events impacted the United States during the
1920’s?
2) What was the 18th amendment?
Lesson Content: Chapter 20 Sections (1 – 3), Chapter 21 Sections (1 – 3)
Objectives: SSUSH 15 d, 16 a, b, c, d
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Pair Share Review
3) Quiz – 10 Question Multiple Choice and 5 Short Answers
4) The Match Game – Match the thing or idea to the correct person
or term.
5) Video Clip – Prohibition – Did the 18th amendment impact
society positively or negatively? Explain.
6) Closure – Dictionary
Extended Activities: 1) Create an advertisement on poster board or a collage
Assessment:
1) Quiz
2) Notebook Check
Day 6 (Roaring 20’s / Jazz Age)
Essential Questions: 1) What social, political, and economical events influenced
American society during the Jazz Age?
2) What was the 19th amendment?
3) What was the Harlem Renaissance?
Lesson Content: Chapter 20 Sections (1 – 3), Chapter 21 Sections (1 – 3)
Objectives: SSUSH 15 d, 16 a, b, c, d
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Categorize events from the Roaring 20’s into Political,
Economical, or Social
3) Video Clip – 19th amendment / women’s suffrage (How did it
change society?)
4) Video Clip – Henry Ford and Assembly Line (Economic
impact)
5) Read a poem, Look at Art work, and Listen to music (Jazz).
After reading, looking, and listening to pieces of work during
the Harlem Renaissance how did these ideas impact America?
6) Closure – 1 and Done
Extended Activities: 1) Create an advertisement on poster board
Assessment:
1) Notebook Check
Day 7 (Roaring 20’s / Jazz Age – The Great Depression)
Essential Questions: 1) What were the causes of the Great Depression?
Lesson Content: Chapter 22 Section 1
Objectives: SSUSH 17a
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Presentations - Advertisement
3) Vote on the best Advertisement / Free Lunch
4) Notes – Great Depression – create a Graphic Organizer of the
causes of the Great Depression.
5) Reading – Stock Market Crash and Game
6) Video Clip – Black Tuesday (Stock Market Crash)
7) Closure – Free Write / Explain how the great depression began.
Extended Activities: 1) Stock Market Game
1) Notebook Check
Assessment:
Day 8 (The Great Depression)
Essential Questions: 1) How did the Great Depression impact life in the United States?
Lesson Content: Chapter 22 Sections 2, 3
Objectives: SSUSH 17 b, c
Themes: Location and Movement, Governance, Beliefs and Ideals, Distribution,
Production, and Consumption, Individuals, Groups, and Institutions
LFS Activities:
1) Starter – EOCT Question
2) Group Presentations (Reading) - Life During the Depression
3) Video Clip – Cinderella Man - Hooverville’s
4) Closure – Look at Picture (pg. 662) – Explain it.
Extended Activities: 1) Stock Market Game
Assessment:
1) Notebook Check and Group Grade
Day 9 (The Great Depression)
Essential Questions: 1) What was FDR’s New Deal and 2nd New Deal created for?
2) Did governmental programs aid those in need? Explain.
Lesson Content: Chapter 23 Sections (1 – 4)
Objectives: SSUSH 18 a, b, c
Themes: Location and Movement, Governance, Beliefs and Ideals, Distribution,
Production, and Consumption, Individuals, Groups, and Institutions
LFS Activities:
1) Starter – EOCT Question
2) Reading: Roger’s New Deal (Discuss)
3) Video Clip – New Deal Programs
4) Partners sell there New Deal Program
5) Closure – 3, 2, 1 (New Deal Programs)
Extended Activities: 1) Stock Market Game
1) Notebook Check and Group Grade
Assessment:
Day 10 (The Great Depression)
Essential Questions: 1) Who was Eleanor Roosevelt? What was her importance?
2) Who was Huey Long?
3) Why was the court packing bill created?
4) Why was the Neutrality Act important in aiding America?
Lesson Content: Chapter 23 Sections 1, 4
Objectives: SSUSH 18 d, e
Themes: Governance, Distribution, Production, and Consumption, Individuals, Groups,
and Institutions
LFS Activities:
1) Starter – EOCT Question
2) Crossword Puzzle - complete
3) Video Clip – Eleanor Roosevelt (importance?)
4) Sell your New Deal Programs – Presentations
5) Closure – Eleanor Roosevelt picture
Extended Activities: 1) Stock Market Game
1) Notebook Check and Group Grade
Assessment:
Day 11 (World War II)
Essential Questions: 1) Why did the United States enter WWII?
2) Should the United States have established interment camps?
Lesson Content: Chapter 24 Section 4; Chapter 25 Section 3
Objectives: SSUSH 19 b
Themes: Location and Movement, Governance, Conflict and Change
LFS Activities:
1) Starter – EOCT Question
2) Notes WWII – Guided (Background information)
3) Video Clip – Pearl Harbor
4) Should the United States established interment camps? (Debate)
5) Closure – 1 and done
Extended Activities: 1) Stock Market Game
Assessment:
1) Notebook Check
Day 12 (World War II)
Essential Questions: 1) What major battles and technologies evolved during WWII?
2) What was home life like during the war?
Lesson Content: Chapter 25 Sections (1 – 5)
Objectives: SSUSH 19 a, c, d, e
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Map – WWII Alliances and Battle locations
3) Video Clip – Saving Private Ryan
4) Video Clip – Life at Home (How did the war impact home life?)
5) Closure – What new war techniques did the United States use?
Extended Activities: 1) Stock Market Game
1) Notebook Check
Assessment:
Day 13 (World War II)
Essential Questions: 1) How did the United States end the war?
Lesson Content: Chapter 25 Section 5
Objectives: SSUSH 19 e
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Debate – Should we drop the atomic bomb?
3) Video Clip – Creation of atomic bomb (Manhattan Project)
4) Reading – Hiroshima and Nagasaki
5) Video Clip – Dropping of the Bomb
6) Debate
5) Closure – Should we have dropped the bomb? Explain.
Extended Activities: 1) Stock Market Game
1) Notebook Check
Assessment:
Day 14 (WWI - WWII)
Essential Questions: How did the United States establish itself as a world power?
Lesson Content: Chapters 19 - 25
Objectives: SSUSH 15 - 19
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Stock Market Game (Look and see how we are doing)
3) Presentations – Unit 4 Projects
4) Study Guide for Unit 4 Exam
Extended Activities: 1) Stock Market Game
Assessment:
1) Notebook Check
2) Project Grade
Day 15 (WWI - WWII)
Essential Questions: How did the United States establish itself as a world power?
Lesson Content: Chapters 19 - 25
Objectives: SSUSH 15 - 19
Themes: Location and Movement, Governance, Beliefs and Ideals, Conflict and Change,
Distribution, Production, and Consumption, Individuals, Groups, and Institutions,
Technology and Innovation
LFS Activities:
1) Starter – EOCT Question
2) Presentations – Unit 4 Projects
3) Study Guide for Unit 4 Exam – Go Over
Extended Activities: 1) Stock Market Game
Assessment:
1) Notebook Check
2) Project Grade
Day 16 (WWI – WWII)
Unit Exam