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Please be aware that the posting of your child(s) grades will vary according to the subject area from three (3) days to two (2) weeks determined by the complexity of the assignments. Minor assignments: 1-3 days; Major assignments: 3-5 days; Major writing assignments, major projects: 10 days. Please stay up to date in your Skyward account.

Lesson Plans 4/24-4/28

Mon-TEKS-8.1(a),8.1(c),8.8(a),8.8(b),8.10(a)

Objectives- The student will list the strengths and weaknesses of the North and the South at the start of the war. The student will explain the goals of each side and the strategies they were going to put in place.

Instruction- read pages 502-505, strengths and weaknesses, goals, strategies,

Tues-TEKS-8.8(a),8.8(b),8.10(c),8.22(a),8.22(b),8.27(a)

Objectives- The student will explain the significance of the Battle of Bull Run. The student will evaluate President Lincoln’s reasons for ordering a blockade of Confederate ports.

Instruction- read pages 508-513, Bull Run, ironclads, New Orleans,

Wed-TEKS-8.8(a),8.9(b),8.22(b)

Objectives- The student will describe the effects of Emancipation Proclamation.

Instruction- read pages 513-514, Emancipation Proclamation handout

Thurs-TEKS-8.1(a),8.5(c),8.8(a),8.9(d),8.12(a),8.12(d),8.21(a),8.23(e),8.29(d)

Objectives- The student will describe how daily lives of women changed during the war. The student will contrast how the South suffered compared to the North.

Instruction- New roles for women, life during the Civil War, Venn Diagram,

Fri-TEKS-8.1(a),8.8(a),8.8(b),8.8(c),8.22(a)

Objectives- The student will create a list of Union commanders discussed in the text. The student will list the Confederate victories in the East. The student will discuss possible reasons why African Americans would have willing to put themselves in such danger for the Union.

Instruction- Fredericksburg, Chancellorsville, African Americans in the Civil War,

 

Lesson Plans 4/17-4/21

Mon- no school

Tues-TEKS-8.1(a),8.5(c),8.7(c),8.8(a),8.18(c),8.21(a),8.24(a),8.29(d)

Objectives- The student will describe the impact the Dred Scott case had on the Nation. The student will explain how the Nation reacted to John Brown’s raid on Harpers Ferry.

Instruction- finish Dred Scott, add to journal, read 485-486, introduce John Brown,

Wed-TEKS-8.1(a),8.7(c),8.8(a),8.8(b),8.8(c),

Objectives- The student will explain how the election of 1860 reflected sectional divisions. The student will explain how the Civil War began in 1861.

Instruction- John Brown video, identifying bias, election of 1860, Fort Sumter,

Thurs- Map activity Union and Confederate states

Fri-TEKS-8.1(a),8.1(c),8.8(a),8.8(b),8.10(a)

Objectives- The student will list the strengths and weakness of both sides at the start of the war. The student will list the goals and strategies each side had.

Instruction- strengths and weakness, goals and strategies,

Lesson Plans 4/10-4/14

Monday- Reform Movements Review is due, Reform Movements Test

Tues-TEKS-8.1(a),8.6(d),8.7(c),8.7(d),8.8(b),8.20(c),8.21(a)

Objectives- The student will discuss the effect of the Kansas-Nebraska Act. The student will contrast a map showing the Compromise of 1850 with a map showing the Kansas-Nebraska Act of 1854.

Instruction- go over Reform Movement Test, warm up, The Question of Slavery, Compromise of 1850, The Kansas-Nebraska Act,

Wed-TEKS-8.5(c),8.7(c),8.18(c),8.21(a),8.24(a)

Objectives- The student will explain why the Republican party came into being in the mid 1850’s. The student  will describe the impact the Dred Scott case had on the Nation.

Instruction- warm up, Republican Party, Dred Scott case,

Thurs-TEKS-8.1(a),8.7(c),8.8(a),8.8(b),8.8(c)

Objectives- The student will explain how the election of 1860 reflects sectional divisions. The students will explain how the Civil War began in 1861.

Instruction- election of 1861, The Confederacy established, Ft. Sumter, map,

Fri- Good Friday (No School)