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Compare Greece and Rome and

think about culture traits that

civilizations have.  Students respond

language, food, clothing, literature.

What else says T asks "What else?"  S

says building and T clarifies

architecture.  "What was it that we

got from them?  S respond art, music,

dancing, religion.  T asks "What else?"

"What about ours has 3 branches?"

S respond government

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What was the big thing in Europe

that led to urbanization?  S says

Industrial Rev.  What did that do

to the economy? S answer  What

was it about the IR that caused all

to move?  S answered economic

opportunities

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Who are they going to put in

the court system?  T question and S

answers. A judge serves for how

long?  And who is the next

president?  S answers Democrat...

Please study your Bill of Rights

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Started class with warm-up

questions

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How did that lead to......?

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Continued to get feedback from students with questioning throughout lesson

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How does that help you?

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Ties back into the LT and how

it impacted the US.  T then

explains double-bubble &

writes on board.  Now she

slows down and adds Greece

and Rome......then explains

Venn Diagram with

similarities and differences

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analyzing political parties and

how they led to government

division

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Asked kids to list culture traits

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Mercantilism

Lame Duck President

Democratic

Republican

Federalistss

Dual

historical evidence

points of view

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Comparing and contrasting

two different cultures using a

double-bubble map or venn

diagram

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Kids would be able to write

2-4 paragraphs at end of class

comparing cultures

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Kids switching with one another

and changing each other's

point of view

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If you were alive in 1800 who

would you vote for and give

one reason why and support

with historical evidence

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Take a stand and defend

your reasoning

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Switch papers at 9:55...you have

to see both parties point of view

.....supporting Jefferson and

Adams.....S will read peer paper

and now take opposite  point of

view....if you need to look at

political chart you can

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Students share out writing at

9:54 - 4 students share

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Teaching kids how our culture

is a combination of other

earlier cultures in history.

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Who would you vote for?  Defend your answer.

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Teacher stated that begin result was to write essay on how countries impact us today

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O - Why would it be important to learn this?

S - It is important in history so we don't repeat the bad.

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Students using vocabulary in their answers on the white boards

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Justify your answer with historical evidence

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S to S - It's the South because they seceded

S to S - No, it is the West because that was where the US was expanding to

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Bell work referring to prior knowledge learned the previous day

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T asked "Which political party do you agree with more?

S - John Adams

T Asked "What's one thing you like about him?"

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Students asked to write about 2 of the 5 causes

of the American Civil War and to justify their response

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Teacher asks students questions out loud. In pairs, they discuss and write answer on whiteboard. Teacher is able to give I mediated feedback.

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Teacher asked "Was this proof that Sam Houston was a man of his word?

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Teacher asks students to create their own question about the Civil War using "what would have happened if..." format.

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Students split into pairs to become the "expert" on their topic

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Students writing essay on who they'd support in the election of 1800. Must give 3 reasons why and provide historical evidence

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Outline of essay on board for references

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Students creating their own question in relation to how the Civil War started

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Teacher giving feedback on student writing as rotates around room

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Ticket out the door: Come up with two of the five causes of the Civil War and why.

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Students working in peers writing answers on white board to T read questions.

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Explain change over time sequencing and characterizing events.

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T asked: How did Lincoln feel about the spread of slavery and what did he compare it to?

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Reflections on thinking (verbal or written)

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Reflections on thinking (verbal or written)