US History 

US History (7th Grade)  - Taught in an ICT setting, ENL class, General Education, and Honors

6/7/8/9_The Legislative Branch

I taught several lessons about the Legislative Branch of government. The students went through the process of drafting bills and participating in a simulation of a bill becoming a law. 

Hamilon's v. Jefferson's Economic Plan

I taught a lesson on Hamilton v. Jefferson's Economic Plans. My students engaged in multiple rounds of engaging in student questioning and discussion based on the two economic plans.  

US History (11th Grade) - Taught in an ENL class and ICT setting

1_11.1/11.2 MR - Answer Key

All three of these documents are from midterm review week. Originally, I had prepared a document packet with students pulling the historical context, topics, vocabulary, etc. However, I found that this wasn't creating an overall understanding and deep review for students. I asked for student feedback, and with that, I created these 3 documents that review key ideas of each unit. These are the answer keys I provided students with. 

2_11.3/11.4 MR - Answer Key

The document goes in-depth on how to go about answering multiple-choice questions. It also addresses critical historical skills involved in writing SEQs and the civic literacy essay. 

3_11.5 MR - Answer Key
9_Women - Edited Version

This was a lesson on the women's rights movement. The task assigned was for students to annotate their given document using a literacy skill of their choosing: summarize the main idea, make inferences, make connections/draw from prior knowledge. This technique was pulled from a book I've been reading about student-led learning. Then, they had to complete a  Google Slide for their group's assigned document. They filled in information such as who the document was about and when it was written. Then, they created a reliability statement for the document. 

8_Essay Thesis and Outline - Edited Version

This document was created to help students prepare to write their civic literacy essays in class. The students needed help understanding how to go about this essay initially. To help break down the format of the essay, I had to make multiple modifications to this document. 

3_Chalk Talk (pro-anti imperialism) - Edited Version

In class, the students completed a chalk talk/gallery walk activity. The learning protocol of chalk talk consists of two rounds of students walking to different stations with political cartoons on the posters around the room. In the first round, the students will write down their observations; no talking is allowed. The students will write down their observations using the following suggestions: What people/symbols do you see in the cartoon? The students can write down a question they may have about the image, make a connection to what we learned in class, or write down something it made them think of. 

Round two of the chalk talk consists of analyzing the cartoons in-depth. The students would use a graphic organizer that was provided to them to determine if the political cartoon shows a pro-imperialism or anti-imperialism point of view. The students will have to address how they know this using evidence from the political cartoon. 

Chalk Talk - Imperialism Arugments.pdf