Sac capture sheet industrial revolution
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This document outlines the rules and process for a structured academic controversy exercise on whether the Industrial Revolution in the late 19th century was beneficial or harmful to Americans. The rules include actively listening, challenging ideas not persons, understanding opposing positions, sharing speaking time equally, and not disagreeing until consensus building. Participants are assigned to argue either the positive or negative position, find supporting documents, and summarize their arguments before presenting to the opposing group to build consensus on the issue.
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Sac lesson procedures industrial revolution
The lesson involves assigning students into groups to research and analyze documents about the Industrial Revolution from different perspectives. They will then present arguments to and debate with the other group. Finally, students will discuss as a class whether the Industrial Revolution or current Technological Revolution has been more beneficial or harmful to Americans.
Sac lesson plan industrial revolution
The lesson plan template outlines a 1-hour lesson for 10th grade students on the Industrial Revolution in America. Students will examine whether the Industrial Revolution was beneficial or harmful to Americans through analyzing primary sources from the Library of Congress. They will be organized into groups to debate the central question from opposing perspectives, citing evidence from documents. To conclude, students will discuss how the lesson relates to today's technological revolution and complete a persuasive letter assessing the impact of the Industrial Revolution.
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This document outlines the steps for a Structured Academic Controversy (SAC) lesson. It involves: 1) introducing the lesson objectives and content questions, 2) assigning groups and arguments, 3) having each team present their position while the other records it, 4) building consensus through discussion of agreements and differences, and 5) closing with whole-group discussion, connecting to other topics, and assessment. The SAC is designed to have students thoroughly examine an issue from different perspectives before coming to a consensus.
Sac document handout industrial revolution
The documents provide evidence that child labor was common during the Industrial Revolution, especially in dangerous jobs like canning factories and oyster shucking. They also show that many cities grew rapidly during this time due to industrialization and that some business practices, such as those of oil trusts, were seen as exploitative. The Industrial Workers of the World faced persecution for their efforts to organize workers and improve conditions through strikes.
Sac persuasive letter assignment industrial revolution
The document provides a writing prompt and rubric for writing a persuasive letter to an elected official from the period of the Industrial Revolution stating a position on either the benefits or harms of the Industrial Revolution. Students are asked to fully develop their main ideas with supporting evidence in 3 or fewer paragraphs, clearly articulate their thesis, use transitions to enhance meaning between paragraphs, and follow standard rules of grammar, capitalization, punctuation and spelling. The letter will be assessed based on how well it meets the criteria in the provided rubric.
Industrial revolution brainstorming graphic organizer
The Industrial Revolution transformed the United States economy in the late 18th and early 19th centuries. New factories using machines for production replaced manual labor and small-scale production methods. This transition led to rapid economic growth and urbanization but also raised concerns over working conditions and pollution from factories.
The industrial revolution in the united states
The document provides historical background on the Industrial Revolution in the United States. It discusses key events and innovations such as Samuel Slater bringing new manufacturing technologies from Britain and establishing the first US cotton mill. It also overviewed the growth of industries after the Civil War, fueled by natural resources and immigration. Industrialists like Carnegie and Rockefeller established massive companies that came to dominate their industries. The Industrial Revolution transformed the US from a rural to urban society and introduced new challenges for many workers.
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Sac lesson procedures industrial revolution
The lesson involves assigning students into groups to research and analyze documents about the Industrial Revolution from different perspectives. They will then present arguments to and debate with the other group. Finally, students will discuss as a class whether the Industrial Revolution or current Technological Revolution has been more beneficial or harmful to Americans.
Sac lesson plan industrial revolution
The lesson plan template outlines a 1-hour lesson for 10th grade students on the Industrial Revolution in America. Students will examine whether the Industrial Revolution was beneficial or harmful to Americans through analyzing primary sources from the Library of Congress. They will be organized into groups to debate the central question from opposing perspectives, citing evidence from documents. To conclude, students will discuss how the lesson relates to today's technological revolution and complete a persuasive letter assessing the impact of the Industrial Revolution.
Hooking Students Into History
Presented by Debra Lafountaine to PHS Social Studies Department. Addresses the uses of higher order questioning to hook students into the content.
Sac procedures
This document outlines the steps for a Structured Academic Controversy (SAC) lesson. It involves: 1) introducing the lesson objectives and content questions, 2) assigning groups and arguments, 3) having each team present their position while the other records it, 4) building consensus through discussion of agreements and differences, and 5) closing with whole-group discussion, connecting to other topics, and assessment. The SAC is designed to have students thoroughly examine an issue from different perspectives before coming to a consensus.
Sac document handout industrial revolution
The documents provide evidence that child labor was common during the Industrial Revolution, especially in dangerous jobs like canning factories and oyster shucking. They also show that many cities grew rapidly during this time due to industrialization and that some business practices, such as those of oil trusts, were seen as exploitative. The Industrial Workers of the World faced persecution for their efforts to organize workers and improve conditions through strikes.
Sac persuasive letter assignment industrial revolution
The document provides a writing prompt and rubric for writing a persuasive letter to an elected official from the period of the Industrial Revolution stating a position on either the benefits or harms of the Industrial Revolution. Students are asked to fully develop their main ideas with supporting evidence in 3 or fewer paragraphs, clearly articulate their thesis, use transitions to enhance meaning between paragraphs, and follow standard rules of grammar, capitalization, punctuation and spelling. The letter will be assessed based on how well it meets the criteria in the provided rubric.
Industrial revolution brainstorming graphic organizer
The Industrial Revolution transformed the United States economy in the late 18th and early 19th centuries. New factories using machines for production replaced manual labor and small-scale production methods. This transition led to rapid economic growth and urbanization but also raised concerns over working conditions and pollution from factories.
The industrial revolution in the united states
The document provides historical background on the Industrial Revolution in the United States. It discusses key events and innovations such as Samuel Slater bringing new manufacturing technologies from Britain and establishing the first US cotton mill. It also overviewed the growth of industries after the Civil War, fueled by natural resources and immigration. Industrialists like Carnegie and Rockefeller established massive companies that came to dominate their industries. The Industrial Revolution transformed the US from a rural to urban society and introduced new challenges for many workers.
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This document provides guidance for students to create newsreels about the impact of World War II on different groups in America. It outlines the process for students to take on roles like chief researcher, lead story director, and producer. It provides sources and terms for different groups including GIs, Japanese Americans, women, African Americans, Jewish Americans, and Mexican Americans. Students will write scripts, rehearse, and present their newsreels. The document includes a rubric to evaluate the newsreels.
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Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
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Webquest project
This document provides instructions for a WebQuest assignment on World War 1 for 9th grade history students. Students will work in groups of 3 reporters to research different topics about WWI and write a newspaper article from the perspective of a reporter in 1910. Topics include what is happening in the war, why the US joined, technological advancements, money spent, and feelings of people in warring countries. Students will use provided websites and at least 2 sources they find. The assignment evaluates organization, content, sources, and mechanics of the presented newspaper article. It concludes by challenging students to learn about WWII and gain further historical knowledge.
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Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
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The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
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This unit plan aims to have students examine whether U.S. intervention in WWI was necessary, constructive, and ultimately worth it. It begins by introducing students to key facts about WWI, including its causes, main actors, and nature of warfare through trench warfare and new weapons. Students will research these topics and participate in activities to build their knowledge. They will then analyze why the U.S. joined the war by considering events like the sinking of the Lusitania. Their culminating assessments will be an argumentative essay and Socratic seminar where they must take a stance on the central question and support it using evidence from provided texts. The unit seeks to develop students' understanding of how conflict shaped American history and the
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
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This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
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This document provides instructions for a WebQuest assignment on World War 1 for 9th grade history students. Students will work in groups of 3 reporters to research different topics about WWI and write a newspaper article from the perspective of a reporter in 1910. Topics include what is happening in the war, why the US joined, technological advancements, money spent, and feelings of people in warring countries. Students will use provided websites and at least 2 sources they find. The assignment evaluates organization, content, sources, and mechanics of the presented newspaper article. It concludes by challenging students to learn about WWII and gain further historical knowledge.
Webquest project
This document provides instructions for a WebQuest assignment on World War 1 for 9th grade history students. Students will work in groups of 3 reporters to research different topics about WWI and write a newspaper article from the perspective of a reporter in 1910. Topics include what is happening in the war, why the US joined, technological advancements, money spent, and feelings of people in warring countries. Students will use provided websites and at least 2 sources they find. The assignment evaluates organization, content, sources, and mechanics of the presented newspaper article. It concludes by challenging students to learn about WWII and gain further historical knowledge.
How to become students good writers
Students can become good writers by taking effective notes while listening and learning how to structure paragraphs. The document provides guidance on listening, note-taking, and writing skills. It encourages listening to recordings and lectures and taking notes on key information. It also reviews the components of paragraphs, including the topic sentence, body, and concluding sentence. Students are instructed to apply what they have learned by writing a paragraph summarizing the information.
How to become students good writers
Students can become good writers by taking effective notes while listening and learning how to structure paragraphs. The document provides guidance on listening, note-taking, and writing skills. It encourages listening to recordings and lectures and taking notes on key information. It also reviews the components of paragraphs, including the topic sentence, body, and concluding sentence. Students are instructed to apply these skills by writing a paragraph summarizing what they have learned about becoming better writers.
CLAIMS-IN-A-TEXT (1).pptx
This document discusses claims in written text. It defines three types of claims: claims of fact, which can be proven or disproven; claims of value, which are based on moral or philosophical standards; and claims of policy, which propose solutions. Examples of each type of claim are provided. Readers are then instructed to classify example sentences according to the type of claim. The document teaches how to identify claims in a written text and assess the type of claim made. It also provides instructions for group activities and assessments related to analyzing claims.
WW1 Web Quest
This document outlines a World War I webquest where students research different aspects of WWI. Students are divided into groups and assigned one of four roles to research: trench warfare, new weapons technology, life on the home front, or propaganda. Students use provided websites to research their assigned role and take notes. They then meet to discuss their findings and determine which role had the largest impact on the war. Finally, students complete individual analysis questions and compile their research into a packet to hand in. The goal is for students to learn how WWI changed warfare and life for both soldiers and civilians.
Similar to Sac capture sheet industrial revolution (17)
Melissa Kabinoff, Sunny Parsons, Zarah Katrina ViñOla
Melissa Kabinoff, Sunny Parsons, Zarah Katrina ViñOla
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion InstructionsThe purpose of the discussions are to giv.docx
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam Part 1 (40 points)Attached Files Documen
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Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
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Should a US President always be honest? SAC by James Ferrara
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Dust Bowl SAC by Andrew Spears
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
Indian Wars SAC by William Walton
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
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The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
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The document provides background and instructions for a classroom activity exploring whether Christopher Columbus should be viewed as a hero or villain. The activity involves students being assigned into groups and arguing different positions using evidence from six primary source documents related to Columbus' voyages. The documents present various perspectives on Columbus that could support either view of him. The activity is designed to have students practice debate skills and work towards building consensus rather than strictly arguing opposing views.
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The document summarizes a lesson plan for a 5th grade history class to debate whether John Brown's actions leading up to the Civil War were justified. The lesson involves students analyzing 6 primary source documents about Brown and his raid on Harpers Ferry. Students will then participate in a Socratic Academic Controversy, where they will be assigned a position and present arguments to their peers. The goal is for students to build consensus on whether Brown's actions were justified or not. The teacher will assess students based on their analysis of documents and participation in discussions.
Immigration images
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Loc lesson-template wissink
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
Structured academic controversy capture sheet king george
This document provides instructions for a structured academic controversy activity where students debate whether King George III treated the colonists fairly. It outlines steps for the activity including preparing arguments from documents, presenting positions to opposing partners, listening to the other side, and building consensus as a group to answer the essential question.
Marganski dust bowl opening the textbook lesson plan
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
Slavery rubric keeping it real
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
Joanne hermes loc lesson
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides possibilities for differentiation.
Deborah macdonald lesson
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what they've learned by writing a journal entry comparing a child laborer's life to their own. The lesson involves a warm-up activity showing an image of child laborers, reading handouts in groups with discussion, and applying their new understanding through reflective writing assessed with a rubric. Differentiation suggestions include oral presentation of materials and adjusting length for different learner needs.
Slavery rubric keeping it real
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
Deborah macdonald lesson
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what it was like to be a child worker and compare it to their own lives today. As an application activity, students will write a journal entry answering how the life of a child laborer is the same or different from their own life based on the sources provided. The lesson allows for differentiation based on student needs.
Primary source lesson plan
1) In this lesson, students will analyze primary sources about how slaves communicated secretly to escape slavery via the Underground Railroad.
2) Students will learn that slaves used constellations, quilt patterns, coded song lyrics, and lanterns in windows to signal safe houses along the journey North.
3) In groups, students will create a newscast to inform others about the creative ways slaves communicated escape plans and routes on the Underground Railroad without knowing how to read or write.
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Sac capture sheet industrial revolution
- 1. Structured Academic Controversy Do not forget the rules of a successful academic controversy! Capture Sheet 1. Practice active listening Was the Industrial Revolution of the mid-t- late 2. Challenge ideas, not persons 3. Try your best to understand the other position 19th century beneficial or harmful to Americans? 4. Share the floor: each person in a pair MUST have an opportunity to speak Preparation: 5. No disagreeing until consensus-building as a group of four 1. Highlight your assigned position. YES: The Industrial Revolution of the mid-to-late 19th century was beneficial to Americans. NO: The Industrial Revolution of the mid-to-late 19th century was harmful to Americans. 2. Read through each document searching for support for your side’s argument. List your supporting documents here: Document # Main Idea of Document How does this support your position? 3. Summarize your arguments for your position using the supporting documents you found above. ------------------------------------------------------------------STOP----------------------------------------------------------
- 2. Position Presentation: 4. Present your pair’s position to your opposing group members. Record their position’s arguments here: ------------------------------------------------------------------STOP---------------------------------------------------------- Consensus Building: 5. Put your assigned role’s aside. Where does your group stand on the question? Where does your group agree? Where does your group disagree?