react/explain in whole-class discussion. WALT list examples of added Students survey parents on whether One-on-one teacher Answering teacher Brainpop Causes of the – costs/taxes lowers individual in Roselle are too high, and conferencing. questions. American Revolution income and leads to resentment. how parents feel about value Peer tutoring. Quizzes. 6.1.8.C.3.a-b received. Class notes. Journal entries. Survey students on methods to influence government in modern times. Compare to methods available to colonial America in a T-chart. Students research and define key vocabulary terms. Students work in pairs/groups to brainstorm methods of influencing people in power (phone, email, etc.) WALT explain how technology Students perform internet research Pre-formatted table Answering teacher increased productivity and (via textbook-provided websites and provided by teacher. questions. profits, which lead to increased links) and create tables and graphs Quizzes. Textbook-provided websites demand for slaves and the of slave ownership pre- and post- Option: students work in Class notes. and links. consequent development of a cotton gin, and draw written pairs for Pre vs. Post cotton Journal entries. cotton-dependent economy. conclusions about the impact of its gin data. Laptops for internet research. 6.1.8.C.3.a-b invention. WP7.1.A-E Modification: Accept fewer data entries if necessary. WALT defend why British Students identify and list at least 5 Peer tutoring Answering teacher wanted colonists to pay for the causes of colonists’ resentment One-on-one teacher questions. cost of the Seven Years War (Townshend Acts, Intolerable Acts, conferencing. Quizzes. Laptops for internet research. through higher taxes. Tea tax, etc.), via research using Class notes.
react/explain in whole-class discussion. WALT list examples of added costs/taxes lowers individual income and leads to resentment. 6.1.8.C.3.a-b Students survey parents on whether in Roselle are too high, and how parents feel about value received. Survey students on methods to influence government in modern times. Compare to methods available to colonial America in a T-chart. Students research and define key vocabulary terms. Students work in pairs/groups to brainstorm methods of influencing people in power (phone, email, etc.) One-on-one teacher conferencing. Peer tutoring. Answering teacher questions. Quizzes. Class notes. Journal entries. Brainpop – Causes of the American Revolution WALT explain how technology increased productivity and profits, which lead to increased demand for slaves and the consequent development of a cotton-dependent economy. 6.1.8.C.3.a-b WP7.1.A-E Students perform internet research (via textbook-provided websites and links) and create tables and graphs of slave ownership pre- and post- cotton gin, and draw written conclusions about the impact of its invention. Pre-formatted table provided by teacher. Option: students work in pairs for Pre vs. Post cotton gin data. Modification: Accept fewer data entries if necessary. Answering teacher questions. Quizzes. Class notes. Journal entries. Textbook-provided websites and links. Laptops for internet research. WALT defend why British wanted colonists to pay for the cost of the Seven Years War through higher taxes. Students identify and list at least 5 causes of colonists’ resentment (Townshend Acts, Intolerable Acts, Tea tax, etc.), via research using Peer tutoring One-on-one teacher conferencing. Answering teacher questions. Quizzes. Class notes. Laptops for internet research.
Unit%203-American%20Revolution.docx