SHCS Lesson Plan – Social Studies Department
Teacher: Mr. Richardson
Course: US History 1
Week of: Janurary 25-29 Periods: 3,4 and 6
Unit: 6
Level: C
Essential Question (for current Unit)
Common Core Writing Standards: Social Studies Department
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Example: essays, debating bullet points)
3. Write narrative to develop real or imagined experiences or events using effective techniques, well-chosen details and wellstructured event sequences.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example:
research paper)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing
primary source documents)
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Language Objective:
FRAMEWORK:
OBJECTIVE:
What do you require your student to know?
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various
Civil War leaders. (US1.39)
Example: Identify leadership qualities of Ulysses S.
Grant in a written open response essay.
USI.26 Describe the causes, course, and consequences of
• Students will analyze and respond to primary
America’s westward expansion and its growing
source documents relating to Western
diplomatic assertiveness. Use a map of North America to
Expansion
trace America’s expansion to the Civil War, including the
• Students will explore ideas of popular history
location of the Santa Fe and Oregon trails. (H, E, G)
and narrative by learning about clashing
historical perspectives and writing paragraph
A. the purchase of Florida in 1819
long-responses.
B. the concept of Manifest Destiny and its
relationship to westward expansion
C. the acquisition of the Oregon Territory in 1846
D. the search for gold in California
Weekly Open Response Question:
Rubric
Standard Open
Response Rubric
Prior Knowledge:
Future Learning:
DAY
M
PLAN
Period 4:
Review for Test, watch ‘Age of Jackson: Crash Course’
https://www.youtube.com/watch?v=beN4qE-e5O8
----Lunch break---Growth of Nationalism & Andrew Jackson Unit Test
ELL/Sped
Accommodations
-Translated texts
-Visual cues
(powerpoint)
Period 6:
Westward Expansion Lecture
T
Period 4: Westward Expansion Lecture
Period 6:
Florida Cabinet Meeting Simulation: students will be assigned cabinet roles and advise the
President of how to respond to Andrew Jackson’s actions in Florida after a debriefing. After
this discussion and completing corresponding worksheet, the class will be asked to reflect on
what actually happened with an Exit Slip
•
W
Exit Slip: Do you agree with James Monroe’s response? Explain your
answer
Period 3: Westward Expansion Lecture
Period 4: Florida Cabinet Meeting Simulation
S
F
Period 6: Manifest Destiny from a Native American Perspective
• Students will take part in a simulation to give them an understanding of how
displaced Native American groups felt when forced to leave their land
• Discussion Questions
o Why might one group want to remove another from a territory?
o What do you think was the point of this exercise?
o Can you think of an experience in history that was similar to this?
• Student Response: Have students draw a representation of a pioneer and a Native
American and show their different perspectives on the advantages and disadvantages
of westward expansion.
Period 4: Manifest Destiny from a Native American Perspective
Period 6: Oregon Trail Computer Game: Students will go to the computer lab and play,
either individually or in pairs, The Oregon Trial. Afterwards students will explore to the ideas
of popular history and narrative as presented in the game by writing a paragraph response.
Classroom discussion afterwards
Period 3:
Manifest Destiny from a Native American Perspective
----Lunch break---Oregon Trail Game
Period 6: Quiz
Pros
Reflections/modifications
-Translated texts
-Visual cues
(powerpoint)
-Group work
-Hands On Learning
(simulation
-Hand on Learning
(moving
around/simulation)
-Translated texts
-Visual cues
(powerpoint)
-ELL Accommodations
(drawing as part of
response)
-Translated texts
-Hand on Learning
(moving
around/simulation)
-ELL Accommodations
(drawing as part of
response)
-Translated text
Cons
THIS PAGE IS NOT FOR USE
SHCS Lesson Plan – Social Studies Department
Teacher: Mr. Richardson
Course: US History 1
Week of: February 1-5 Periods: 3,4 and 6
Unit: 6
Level: C
Essential Question (for current Unit)
Common Core Writing Standards: Social Studies Department
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Example: essays, debating bullet points)
3. Write narrative to develop real or imagined experiences or events using effective techniques, well-chosen details and wellstructured event sequences.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example:
research paper)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing
primary source documents)
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Language Objective:
FRAMEWORK:
OBJECTIVE:
What do you require your student to know?
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various
Civil War leaders. (US1.39)
Example: Identify leadership qualities of Ulysses S.
Grant in a written open response essay.
USI.26 Describe the causes, course, and consequences of
• Students will answer document-based questions
America’s westward expansion and its growing
to gain a better understanding of the
diplomatic assertiveness. Use a map of North America to
motivations American settlers had for westward
trace America’s expansion to the Civil War, including the
expansion
location of the Santa Fe and Oregon trails. (H, E, G)
• Students will explore ideas of popular history
and narrative by learning about clashing
A. the purchase of Florida in 1819
historical perspectives and writing paragraph
B. the concept of Manifest Destiny and its
long-responses.
relationship to westward expansion
C. the acquisition of the Oregon Territory in 1846
D. the search for gold in California
E. the annexation of Texas in 1845
Weekly Open Response Question:
Rubric
Standard Open
Response Rubric
Prior Knowledge:
Future Learning:
DAY
M
PLAN
Period 4:
Positive Delta: Since it’s a new quarter students will be given time to dicuss what they like
about the class and what they would like changed.
----Lunch break---Oregon Trail Computer Game: Students will go to the computer lab and play, either
individually or in pairs, The Oregon Trial. Afterwards students will explore to the ideas of
popular history and narrative as presented in the game by writing a paragraph response.
Classroom discussion afterwards
ELL/Sped
Accommodations
-Translated texts
-Visual cues
(powerpoint and video
games)
Period 6:
Oregon Trail Game
Period 3:
Westward Expansion Lecture
T
Period 4: Manifest Destiny from a Native American Perspective; Quiz
• Students will take part in a simulation to give them an understanding of how
displaced Native American groups felt when forced to leave their land
• Discussion Questions
o Why might one group want to remove another from a territory?
o What do you think was the point of this exercise?
o Can you think of an experience in history that was similar to this?
Student Response: Have students draw a representation of a pioneer and a Native American
and show their different perspectives on the advantages and disadvantages of westward
expansion.
-Hands on Learning
(native american
simulation)
-Visual Cues
Period 6: Manifest Destiny from a Native American Perspective; Quiz
Period 3:
Oregon Trail Game
W
Period 3: Manifest Destiny from a Native American Perspective
Period 4: The Great Plains and the Southwest Lecture
-Translated texts
-Visual Cues
Period 6: The Great Plains and the Southwest Lecture
S
F
•
Period 4: Texas Independence SHEG: Students will answer document-based questions to
gain a better understanding of the motivations American settlers had for westward expansion
-Translated texts
Period 6: Texas Independence SHEG
Period 3:
Quiz
----Lunch break---The Great Plains and the Southwest Lecture
-Hand on Learning
(moving
around/simulation)
-ELL Accommodations
(drawing as part of
Period 6:
Alamo and Popular Memory Document Walk: Students will discuss how the Alamo is
response)
remembered throughout populat media and whether it’s historically accurate. Students will be -Translated text
given a document organizer and will respond from primary and secondary sources on the
Alamo (from the past and present) in order to form their opinions
Pros
Reflections/modifications
Cons
THIS PAGE IS NOT FOR USE
SHCS Lesson Plan – Social Studies Department
Teacher: Mr. Richardson
Course: US History 1
Week of: February 8-12 Periods: 3,4 and 6
Unit: 6
Level: C
Essential Question (for current Unit)
Common Core Writing Standards: Social Studies Department
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Example: essays, debating bullet points)
3. Write narrative to develop real or imagined experiences or events using effective techniques, well-chosen details and wellstructured event sequences.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example:
research paper)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing
primary source documents)
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Language Objective:
FRAMEWORK:
OBJECTIVE:
What do you require your student to know?
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various
Civil War leaders. (US1.39)
Example: Identify leadership qualities of Ulysses S.
Grant in a written open response essay.
USI.26 Describe the causes, course, and consequences of
• Students will answer document-based questions
America’s westward expansion and its growing
to gain a better understanding of the
diplomatic assertiveness. Use a map of North America to
motivations American settlers had for westward
trace America’s expansion to the Civil War, including the
expansion
location of the Santa Fe and Oregon trails. (H, E, G)
• Students will explore ideas of popular history
and narrative by learning about clashing
A. the annexation of Texas in 1845
historical perspectives and writing paragraph
B. the territorial acquisitions resulting from the
long-responses.
Mexican War
Weekly Open Response Question:
Rubric
Standard Open
Response Rubric
Prior Knowledge:
Future Learning:
DAY
M
PLAN
Period 4:
Quiz
----Lunch break---Alamo Document Walk: Students work through differing views of the Alamo. Students will
be given a document organizer and will respond from primary and secondary sources on the
Alamo (from the past and present) in order to form their opinions of who was more
justified—the Texans or Mexican government?
ELL/Sped
Accommodations
-Hand on Learning
(moving
around/simulation)
-Translated texts
Period 6:
Alamo Document Walk
Period 3:
Quiz
T
Period 4:
Black History Month Lesson
• Short Discussion of why we should celebrate Black History Month
• Short presentation on the origins of black history month
• Document walk: students will respond to quotes and texts with a graphic organizer
in order to see how words and works from the past speak to the “miseducation of the
negro”
o Reflection discussion: discussion about the document walk and further
black history resources
-Hands on Learning
(native american
simulation)
-Visual Cues
Period 6: Black History Month Lesson
Period 3:
Black History Month Lesson
W
Period 3: The Great Plains and the Southwest Lecture
Period 4: Mexican American War Lecture
S
F
Period 6: Quiz
Period 4: Texas War of Independence SHEG
-Translated texts
Period 6: Mexican American War Lecture
Period 3:
Quiz
----Lunch break---Texas Independence SHEG
-Hand on Learning
(moving
around/simulation)
-ELL Accommodations
(drawing as part of
response)
-Translated text
Period 6: Mexican American War of SHEG
Pros
-Translated texts
-Visual Cues
Reflections/modifications
Cons
THIS PAGE IS NOT FOR USE
SHCS Lesson Plan – Social Studies Department
Teacher: Mr. Richardson
Course: US History 1
Week of: February 22-26 Periods: 3,4 and 6
Unit: 6
Level: C
Essential Question (for current Unit)
Common Core Writing Standards: Social Studies Department
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Example: essays, debating bullet points)
3. Write narrative to develop real or imagined experiences or events using effective techniques, well-chosen details and wellstructured event sequences.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example:
research paper)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing
primary source documents)
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Language Objective:
FRAMEWORK:
OBJECTIVE:
What do you require your student to know?
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various
Civil War leaders. (US1.39)
Example: Identify leadership qualities of Ulysses S.
Grant in a written open response essay.
USI.26 Describe the causes, course, and consequences of
• Students will construct a historical narrative
America’s westward expansion and its growing
using primary source documents
diplomatic assertiveness. Use a map of North America to
• Students will write a thorough intro for a
trace America’s expansion to the Civil War, including the
research paper and collect sources
location of the Santa Fe and Oregon trails. (H, E, G)
A. the annexation of Texas in 1845
B. the territorial acquisitions resulting from the
Mexican War
Weekly Open Response Question:
Rubric
Standard Open
Response Rubric
Prior Knowledge:
Future Learning:
DAY
M
PLAN
Period 4:
Go over last slides, new rules, and collect notes
----Lunch break---Research Paper: Thesis and Background DUE FRIDAY
• Go over research paper examples
o What’s convincing/good about the good research essay?
o What’s wrong with the bad one?
• Hand out Introduction and Source Graphic organizer
• Go over where to find sources
ELL/Sped
Accommodations
-Scaffolding
-Individual Attention
Period 6:
Research Paper: Thesis and Background
Period 3:
Research Paper: Thesis and Background
T
Period 4: Chopped Lesson: The Mexican American War
• Students will watch a small clip from the TV series CHOPPED: chefs compete to
create unique dishes with random mystery ingredients
• Students will break into groups and will be given 30 min construct stories using
mystery documents and key terms—winning team receives a prize
o Appetizer: Create a story about the cause the Mexican-American War
• Reflection: Tell students that this is what historians do—string together primary
sources to create their own stories. Ask them to respond to what they learned
Period 6: Chopped Lesson: The Mexican American War
-
-
Hands on
learning
Engaging
(connecting
learning to
media [TV])
Translated texts
Visual cues
Period 3:
The Great Plains and the Southwest Lecture
W
Period 3: Texas Independence Document Walk
Period 4: Work on Research Papers
S
Period 6: Work on Research Papers
Period 4: Chp 10, Sec 2 quiz
Remaining time used to work on research papers
-Translated texts
-Hands on learning
-Translated texts
Period 6: Chp 10, Sec 2 quiz
Remaining time used to work on research papers
F
-Hand on Learning
(moving
around/simulation)
-ELL Accommodations
(drawing as part of
response)
-Translated text
THESIS AND BACKGROUND DUE
Period 3:
Chp 7, Sec 3 quiz
----Lunch break---Chopped Lesson: The Mexican American War
Period 6: Civil Disobedience Close Reading
Pros
Reflections/modifications
Cons
THIS PAGE IS NOT FOR USE