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Pioneering West Interactive Journal _____________________’s Pioneering West Interactive Journal Parent Signature: ______________________________________________ Date: _________________ Comments: __________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Chapter 11-13 Sequence Organizer Chapter 11-13 Essential Questions: 1. How does geography influence the way people live? 2. Why does conflict develop? 3. What are the consequences when cultures interact? Scholars will know: Scholars will be able to: Chapter 1. How technological improvements 1. Identify and evaluate modes of transportation 11 contributed to the Industrial during the Industrial Revolution Revolution and changed the ways 2. Analyze the impact of the Erie Canal on transportation and industry people lived and worked. 3. Analyze life in western settlements 2. How improved transportation 4. Analyze and evaluate the consequences of facilitated westward movement landmark Supreme Court decisions 5. Summarize the Missouri Compromise Chapter 1. The causes and consequences of the 1. Identify and explain the Native Americans’ 12 removal of eastern Native point of view about their removal to Indian Americans Territory 2. Assess the impact of the policy of removal of the Native Americans to Indian Territory 3. Describe the Seminoles’ response to removal and how it differed from the responses of other Native American peoples of the time. Chapter 1. The ideas and concepts of Manifest 1. Analyze why Americans wanted the land in 13 Destiny. the Oregon Country 2. How California became a state 2. Evaluate the concept of and justifications for Manifest Destiny 3. How the Gold Rush affected 3. Analyze the importance and impact of the California Santa Fe Trail 4. Identify points of view in the development of California’s culture 5. Understand cause and effect relationships that followed the discovery of gold in California Common Core Standards: Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Text Types and Purposes WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. National Council on Social Studies Standards: 2. Time, Continuity, and Change 2.3. That learning about the past requires the interpretation of sources, and that using varied sources provides the potential for a more balanced interpretive record of the past; 2.4. That historical interpretations of the same event may differ on the basis of such factors as conflicting evidence from varied sources, national or cultural perspective, and the point of view of the researcher; 3. People, Places, and Environments 3.1. The theme of people, places, and environments involves the study of the relationships between human populations in different locations and geographic, phenomena such as climate, vegetation, and natural resources. 3.2. Concepts such as location, region, place, and migration, as well as human and physical systems; 3.4. The roles of different kinds of population centers in a region or nation; 3.5. The concept of regions identifies links between people in different locations according to specific criteria (e.g., physical, economic, social, cultural, or religious) 3.6. Patterns of demographic and political change and cultural diffusion in the past and present (e.g., changing national boundaries, migration, and settlement, and the diffusion of and changes in customs and ideas); 3.7. Human modifications of the environment; 3.8. Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs; 3.9. The use of a variety of maps, globes, graphic representations, and geospatial technologies to help investigate the relationship among people places and environments. 5. Individuals, Groups, and Institutions 5.8. That when two or more groups with differing norms and beliefs interact, accommodation or conflict may result; Dates may change due to schedule changes. Date In Class Assignment H.W. Checklist Date Assigned Due 5/8/14 Vocabulary for Pioneering West Vocabulary for 5/9/14 Interactive Journal Pioneering West Interactive Journal 5/9/14 Close Reading Activity- Donner Party Read/Listen to Chapter 11 5/12/14 Lesson 2 Complete Cornell Notes- pay attention to where your notes are supposed to go in your Interactive Journal 5/12/14 Discussion of Chapter 11 Lesson 2 Read/Listen to Chapter 11 5/13/14 Processing Activity Lesson 3- Section 1 Quick Write “National Unity” Exit Ticket Complete Cornell Notes- pay attention to where your notes are supposed to go in your Interactive Journal 5/13/14 Discussion of Chapter 11 Lesson 3 Read/Listen to Chapter 12 5/14/14 Section 1 Lesson 2 Processing Activity Complete Cornell Notes- Quick Write pay attention to where Exit Ticket your notes are supposed to go in your Interactive Journal 5/14/14 Discussion of Chapter 12 Lesson 2 Read/Listen to Chapter 13 5/15/14 Processing Activity Lesson 1 Quick Write Complete Cornell Notes- Exit Ticket pay attention to where your notes are supposed to go in your Interactive Journal 5/15/14 Discussion of Chapter 13 Lesson 1 Read/Listen to Chapter 13 5/16/14 Processing Activity Lesson 4- California Gold Quick Write Rush Exit Ticket Complete Cornell Notes- pay attention to where your notes are supposed to go in your Interactive Journal 5/16/14 Discussion of Chapter 13 Lesson 4 Diseases of the 1800s 5/19/14 Processing Activity Quick Write Exit Ticket 5/19/14 Discussion of Diseases of the 1800s Oregon Trail Webquest 5/20/14 5/20/14 Oregon Trail Webquest Oregon Trail Webquest 5/21/14 5/21/14 Oregon Trail Webquest Oregon Trail Webquest 5/22/14 5/22/14 8th Grade at Six Flags Catch up night 5/23/14 5/23/14 OREGON TRAIL GAME Web Journal 5/27/14 5/27/14 OREGON TRAIL GAME Web Journal 5/28/14 5/28/14 OREGON TRAIL GAME Web Journal 5/29/14 5/29/14 OREGON TRAIL GAME Web Journal 5/30/14 5/30/14 FINISH WEB JOURNAL Cornell Notes Checklist Description: Yes No Notes on Right- Are the notes chunked and organized? (1,2,3) Are the key words circled? Are main ideas underlined/ highlighted? Are possible test information/questions *? Are there ? where there is a point of confusion or a need for clarification? Are definitions in notes beside the vocabulary word on left? Is all unimportant information deleted? Any information that was inserted with . Questions on left- Does each chunk have a level 2 or higher question? Are vocabulary words written on left so definition can be on right? Summary- Does the summary include the important information of the lesson that was put in the notes? Does the summary answer the Essential Question? Does the summary include all scholarly and key words that are circled in the notes? Interactive
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