I will connect an everyday item I use to its second Industrial Revolution origin.

Transcription

1 Grade: HS Subject: U.S. History Unit: 2 Unit Title: Growth & Development Essential Understanding: Use a T-chart to compare life during the 860 s to life in the present day (clothes, transportation, technology, education, etc.). Standards: SS.92.A.2.Pa.a Week: 5 32 I will connect an everyday item I use to its second Industrial Revolution origin. I will use a T-chart to compare life during the 860 s to life in the present day (clothes, technology, transportation, education, etc.). I will summarize the benefits associated with the second Industrial Revolution (mass production of food, clothing, entertainment, and transportation. I will identify the technology available during the 860 s prior to the second industrial revolution.

2 WEEKLY ASSIGNMENT RUBRIC Student: Subject: U.S History Unit: 2 Week:5 Explanation I will connect an everyday item I use to its second Industrial Revolution origin. I will use a T-chart to compare life during the 860 s to life in the present day (clothes, technology, transportation, education, etc.). I will summarize the benefits associated with the second Industrial Revolution (mass production of food, clothing, entertainment, and transportation. I will identify the technology available during the 860 s prior to the second industrial revolution. Completion I completed the I completed most I completed half I completed a Engagemen t all most of the half of the a out of 2 = % ***Level of Support *** (does NOT impact grade) **Key for Level of Support- Weekly Assignment Documentation: (can be picture, screen shot, etc)

3 Grade: HS Subject: U.S. History Unit: 3 Unit Title: Civil Rights Essential Understanding: Construct a collage that identify nonviolent ways people brought about change in American history (Freedom Rides, sit-ins, March on Washington). Standards: SS.92.A.7.Pa.g Week: 6 32 I will apply the concept of protesting peacefully by staging a sit-in with the rest of the class in order to protect or receive something we want (Fun-Friday / icecream party). I will construct a collage that identifies nonviolent ways people brought about change in American history (Freedom Rides, sit-ins, March on Washington). I will summarize some of the reasons why people choose to use civil disobedience as a means of protesting (to protect, prevent, boycott, or raise awareness). I will define the meaning of peaceful civil disobedience.

4 WEEKLY ASSIGNMENT RUBRIC Student: Subject: U.S. History Unit: 3 Week: 6 Explanation I will apply the concept of protesting peacefully by staging a sit-in with the rest of the class in order to protect or receive something we want (Fun- Friday / icecream party). I will construct a collage that identifies nonviolent ways people brought about change in American history (Freedom Rides, sit-ins, March on Washington). I will summarize some of the reasons why people choose to use civil disobedience as a means of protesting (to protect, prevent, boycott, or raise awareness). I will define the meaning of peaceful civil disobedience. Completion I completed the I completed most I completed half I completed a Engagemen t all most of the half of the a out of 2 = % ***Level of Support *** (does NOT impact grade) **Key for Level of Support- Weekly Assignment Documentation: (can be picture, screen shot, etc)

5 Grade: HS Subject: U.S. History Standards: SS.92.A.7.Su.f Week: 7 32 I will connect how Martin Luther King s dream has indeed come true for many here in America. I will create a timeline of important events and accomplishments in the life of Martin Luther King, Jr. I will retell the central message of Martin Luther King Jr s I have a dream speech. I will identify a boycott Martin Luther King Jr. participated in.

6 WEEKLY ASSIGNMENT RUBRIC Student: Subject: U.S. History Unit:3 Week: 7 Explanation Completion Engagemen t I will connect how Martin Luther King s dream has indeed come true for many here in America. I completed the all I will create a timeline of important events and accomplishments in the life of Martin Luther King, Jr. I completed most most of the I will interpret the central message behind Martin Luther King Jr s I have a dream speech. I completed half half of the I will summarize Martin Luther King Jr. s goal for the Montgomery Bus Boycott. I completed a a out of 2 = % ***Level of Support *** (does NOT impact grade) **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. Weekly Assignment Documentation: (can be picture, screen shot, etc) 5 3 2