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American History Page

Unit 2 Page

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Lesson Theme:  

The New World

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Topic, Grades, & Time:

Topic: ​Unit 2.1 - Native Americans, Prehistory-1500; Unit 2.2 - Europe in the Fifteenth Century; Unit 2.3 - Africa; & Unit 2.4 - Voyages of Discovery Prior 1492
Grades:  7th and 8th
Time:  5 to 7 classroom days (depends on school activities.)

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Materials and Sources:

• Sources: Compass Learning
• Materials (practitioner):  (1) Compass Learning; (2) desktop/laptop/tablet; (3) access to internet; (4) assignments; & (5) coffee/tea (optional)
• Materials (student):  (1) Compass Learning; (2) laptop/tablet; (3) access to internet; (4) assignments; (5) note-taking gear; & (6) headphones (optional)

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Covered Standards:

• National Standards Common Core:  (1) RH.6-8.2; (2) RH.6-8.3; (3) RH.6-8.4; (4) RH.6-8.5; (5) RH.6-8.7; (6) RH.6-8.9; (7) RI.7.3; (8) RI.7.4; (9) RI.7.8; (10) RI.7.10; (11) RI.8.3; (12) RI.8.4; (13) RI.8.8; (14) RI.8.10; (15) SL.7.1;  (16) SL.7.2; (17) SL.7.3; (18) SL.7.4; (19) SL.8.1; (20) SL.8.2; (21) SL.8.3; & (22) SL.8.4
• Montana State Standards:  (1) 4
• Indian Education For All:  (1) 1; (2) 2; & 7
• College, Career, and Readiness:  T.B.D.

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Rationale:

We need to understand the our beginnings, such as the development of our planet and early human developments (historically). Understanding the world and the Americas prior to the 1500s is important; allowing for the appreciate of American history. American history prior to the 1500s is important; due to the fact, indigenous people thrived for millennia in the Americas.

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Measurable Outcomes:

• Students will, through literacy, be able to understand key ideas and details.
• Students will, through literacy, be able to understand craft and structure.
• Students will, through literacy, be able to understand the integration of knowledge and ideas.
• Students will, through literacy, comprehend a range of reading and level of text complexity. 
• Students will, through literacy, understanding key ideas and details.
• Students will, through literacy, integrate knowledge and ideas.​
• Students will, through literacy, demonstrate comprehension and collaboration.
• Students will, through literacy, demonstrate a presentation of knowledge and ideas.

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Sequence:

• 0-5 mins - Administration (i.e. attendance, announcements, etc.)
• 5 - 25 mins (practitioner) - Check on student progress (time may vary, due to class size and time spent on each student).
• 5 - 45 mins (students) - Work on the required assignments.  Please refer to Unit 2.
• 45 - 50 mins -​ Exit question (check on progress of each student, time varies).

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Behavioral Expectations:

• Universal design for learning will curb any behavior issues regarding student choice of sequence.
• Student's will be engaged 80-90% of the class time.
• Students' will be engaged due to the collaboration component of the lesson.

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Assessment(s):

Formative:

• Questions throughout the lesson will check for comprehension and pre-assessment.

Summative:

• Quizzes
• Test

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Differentiation:

Multiple Levels of Questions: Primary use: readiness & learning profiles. All questions presented will advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. In addition, all text will have the ability to utilize text-to-speech technology.
Activity: Assignments

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