U.S. History 8th grade
February 2017
Monday
February 13, 2017
EQ:
How did the California gold
rush impact the west?
Benchmarks:
SS.8.A.4.1, SS.8.A.4.3,
SS.8.A.4.4
Unit EQ:
How did westward expansion
transform the nation socially,
economically, and politically?
Bellringer:
How do you think the gold
rush may have impacted
different social groups?
Learning Goal:
You will understand how
westward expansion
transformed the nation.
Measureable objective:
You will be able to evaluate
how the California gold rush
changed the future of the
West.
HOTQ:
How did the gold rush impact
your social group?
How would their lives have
been different if the gold rush
hadn’t happened?
Mexican-American War DBQ
Tuesday
Wednesday
February 14, 2017
February 15, 2017
EQ:
EQ:
What is the topic of this DBQ? What are the key points of the
documents?
Benchmarks:
Benchmarks:
SS.8.A.4.1
SS.8.A.4.1
Thursday/Friday
February 16/17, 2017
EQ:
What are the key points of the
documents?
Benchmarks:
SS.8.A.4.1
Unit EQ:
Was the U.S. justified in going to war with Mexico?
Bellringer:
What do you think justifies
going to war?
Learning Goal:
You will understand how to
utilize primary source
documents to answer this
question: Was the U.S.
justified in going to war with
Mexico?
Measureable objective:
You will be able to identify the
topic of the DBQ.
HOTQ:
How did the U.S. justify taking
territory from Mexico?
Bellringer:
Do you think the idea of
manifest destiny is sufficient
to justify a war?
Learning Goal:
You will understand how to
utilize primary source
documents to answer this
question: Was the U.S.
justified in going to war with
Mexico?
Measureable objective:
You will be able to explain the
key points of the documents.
HOTQ:
Why does John O’Sullivan
seem to think Mexico won’t be
able to hold on to Texas &
California?
Bellringer:
Do you think the U.S. was
justified?
Learning Goal:
You will understand how to
utilize primary source
documents to answer this
question: Was the U.S.
justified in going to war with
Mexico?
Measureable objective:
You will be able to synthesize
the information from the
documents into a coherent
argument answering the DBQ
question.
HOTQ:
Was the U.S justified in going
to war with Mexico?
Notes
Tutoring available upon
request.
Accommodations:
Available in a separate
file
Notes:
- Academic Assistance
Available Thursdays –
Must have signed
permission slip on file 2
days in advance
-Marion County History
Fair February 25th 9amnoon
Standards:
SS.8.A.4.1: Examine the
causes, course, and
consequences of United
States westward
expansion and its
growing diplomatic
assertiveness.
SS.8.A.4.3: Examine the
experiences and
perspectives of
significant individuals
and groups during this
era of American history.
SS.8.A.4.4: Discuss the
impact of westward
U.S. History 8th grade
February 2017
Does the evidence in these
documents justify going to war
or not?

Agenda:
California Gold Rush


Agenda:
Start DBQ – Hook
exercise & Background
Essay
Understanding the
Question


Agenda:
Prebucketing
Documents A-C




expansion on cultural
practices and migration
patterns of Native
American and African
slave populations.
Agenda:
Finish Documents
Bucketing
Thesis
Outline
Investigative Activity(homework):
Makeup work
Reflection/Exit survey:
How did the gold rush impact
your social group?
Reflection/Exit survey:
What is the topic of this DBQ?
Reflection/Exit survey:
So far, do you believe that the
U.S. was justified in going to
war?
Reflection/Exit survey:
What are the reasons that you
think the U.S. was justified or
not?
Vocabulary:
Adams-Onis Treaty, Alamo, Bear Flag Republic, Gadsden Purchase, General Santa Anna, Manifest Destiny, Mexican-American War, Mexican Cession, mountain
men, Oregon Territory, Sam Houston, Stephen Austin, Tallahassee, Texas annexation, Osceola, Seminole Wars, California Gold Rush, forty-niners, frontier,
Mormons, pioneers
Resources and Links:
https://www.gilderlehrman.org/
http://docsteach.org/
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
• developed answers to
questions
Process writing
Higher level questioning
in classes
• Costa’s Level 1: Students find
the answers right there in the
text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
Organization
Organization strategies that help
students succeed in academic &
social situations
Reading
Any strategies in reading
that help students
understand the content
~Binder
~Organizational Tools
~Use of Calendar/Planners
~Thinking Maps
~Project Planning
~DBQ Document Sheets
Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
U.S. History 8th grade
February 2017
• rough draft
• peer editing and revising
• final copy
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information on the
right
• writing higher level questions
about the notes on the left
• summarizing
• using the notes to study
Reflective writing
• students write about what
they
have learned and what they still
don’t understand
• Costa’s Level 2: Students
must figure out the answer from
information in the text.
• Costa’s Level 3: Students
apply what they have
learned or use what they have
learned to evaluate or create.
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups
~Vocabulary Word Maps
~Common Board
~Teach Time Management
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects
Territorial Expansion Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as explaining the experiences of settlers on
the Oregon, California, and/or Santa Fe trails.
3 – In addition to 2, you will be able to evaluate how the California gold rush changed the future of the West.
2 – In addition to 1, you will be able to explain how Texas gained independence from Mexico and how the ideals of manifest destiny and the outcome of the
Mexican-American War led to U.S. expansion to the Pacific Ocean.
1 – You will be able to identify the reasons for settlers to move west.
DBQ Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as integrating additional documents into your
argument beyond the DBQ documents.
3 – In addition to 2, you will be able to synthesize the information from the documents into a coherent argument answering the DBQ question.
2 – In addition to 1, you will be able to explain the key points of the documents.
1 – You will be able to identify the topic of the DBQ.