1. Immigration
1.1. Students will be able to explain why one immigrant group left their homeland, the conditions they lived in when they arrived, and the way they were treated by American citizens, supported with evidence, on an exit slip at the end of the period.
1.1.1. Students will move from station to station reading and examining primary sources on the lives of immigrants. There are six (6) stations with six different sources that students will go through. The students may only complete four (4) stations.
1.1.1.1. Teacher will move throughout the room assisting students in their stations. Teacher will ask questions to assist in comprehension and clarify any misconceptions.
1.1.1.2. Students will complete one document analysis worksheets for each primary source station. There are six stations but they will may only get through four.
1.1.2. Assessments: Students will discuss what they found interesting for 2-3 minutes. They will then fill out an exist slip explaining one immigrant group’s reasons for leaving their homeland, their living conditions when they got here, and their treatment by Americans.
1.1.2.1. Students will fill out an exit slip explaining one immigrant group's reasons for leaving their homeland, their living conditions in America, and their treatment by nativists Americans. Students will explain these features in complete sentences.
2. Free Blacks
2.1. Students will be work in small groups to discuss the similarities and differences that existed in the lives of free blacks in the North and South by reading primary/secondary sources pertaining to their experiences
2.1.1. Students will be put into small groups of four (4) and conduct a jigsaw activity. Each students will break into "master" groups where they will become experts on a topic, then return to their "home" groups to discuss what they learned to their team.
2.1.1.1. Teacher will move throughout the room assisting students in their stations. Teacher will ask questions to assist in comprehension and clarify any misconceptions
2.1.1.2. Students will become an "expert" on a specific topic dealing with the lives of free blacks in the North and South.
2.1.2. Assessment: During both expert group and home group discussion, the teacher will be observing each student’s participation using the jigsaw discussion rubric. Students should meet or exceed expectations based on the rubric.
2.1.2.1. Students will be assessed on their ability to understand their assigned topic and express what they have learned to their group-mates.
3. Inventions and Innovations
3.1. The learner will be able to list two (2) technological advancements that impacted the U.S. economy during the 19th century, one (1) for the North and one (1) for the South, and explain its impact in writing on an exit slip.
3.1.1. Students fill out a guided notes worksheet while following along with the teacher lecture. Additionally, the students will participate in answering questions in groups and as a class.
3.1.1.1. Teacher gives presentation on the innovations and inventions that impacted the economy of the United States.
3.1.1.2. Students follow along lecture, filling in blanks on their worksheets as the lecture progresses.
3.1.1.3. Students will also be required to answer questions in groups and as a class throughout the lecture.
3.1.2. Assessment: Students will complete an exit slip at the end of class, listing one technological advancement that primarily affected the North and one that primarily affected the South and explain how it impacted each region of the country.
3.1.2.1. Students will fill out an exist slip listing one innovation or invention that impacted the North and one that impacted the South and explain how it impacted each region.
4. North-South
4.1. Students will write read about the North and South during the 19th century and write three (3) sentences that compare and contrast the geography, transportation, economy, and society of the North and South on a flip book. Each section will also be supported by a picture.
4.1.1. Students will complete a flip-book with their partner by reading secondary sources on four features of 19h century North/South
4.1.1.1. Teacher will walk around the room assisting students with their flip-book and asking questions to help their understanding.
4.1.1.2. Students will read short secondary sources on the four major features of 19th century North and South; geography, transportation, economy, and society. They will use these sources to complete their flip-book. The students can also ask the teacher for assistance.
4.1.2. Assessment: Students will be assessed on the completion and quality of their flip-books.
4.1.2.1. Students will complete their flip-book over the period, but may receive an additional day, if they are unable to finish it in one period. The flip-book is assessed for completion and understanding of the major differences of each feature.