Stage 3 Learning Plan and Unit Calendar

Align

Week 1

Pre-test to gain students

(A11)
knowledge on subject

Begin discussion on unit.

Talk about the student
(U 1-6)
friendly objectives and
the major questions.

Create graphic organizer

covering key vocab for
the unit

(A9)

T
Have students finish
grapic organizer in
groups --> having the
students in groups
allows them to finish
their graphic organizers
and discuss the key
vocab with other
students.

Lecture --> Setting the

stage/introduction

Create timeline of major

events --> have students
use both the textbook
and their graphic
organizers to help
identify the major
events.

Complete timeline for

homework

Align

(A9)

Collect timeline.

Align

Th

(A1)

Video: Begin the day

with a video discussing
the LP and the ethicality
of the LP

(K1, U1-2)

Discuss with the

students the video.
Explain that students
will be divided into two
sides of an agrument;
debate the LP and if
Thomas Jefferson was in
the right or the wrong.

Align

Align

(U3)

Debate Day: Students

will spend a majority of
the class debating the
question of Thomas
Jefferon's ethicality.

(A5)

(A5)

Allow one side to state

their argument, then the
other side to rebuttal.
Then allow the
rebuttalers to state their
argument, and then
allow their side to be
rebuttaled. Allow for
back and forth debate
for sometime after this.

(A5)

Once the debate ends,

have a teacher-led
discussion on both sides
of the argument, and
explain the pros and
cons to each.

(A5)

(K1)

Lecture --> Geographic

Changes; moving west
and finding opportunity
in the west.

(A1)

Have students identify

the different extensions
on a map and identify
what expansion they
were from

(A6)

Lecture --> explain how

to debate in a classroom
setting.

(S4)

(A1)

Exit Slip: What are your

thoughts on the LP?

Potential
Assingment

Allow students the

remainder of class to
research arguments for
each side.

(A5)

(U1)

Lecture Day

(U1)

Lecture --> Politcal

Changes in an emerging
Democracy. Jackson to
Marshall Court.

TPS: What effect do

factories have on
modern America?

(S2)

Entrance slip: Explain

the Second Great
Awakening in your own
words. (3-5 sentences)

Week 2

Question of the day:

explain manifest destiny
in your own words.

Lecture --> Manifest

Destiny and it's
consequences.

(U4)

Discuss TPS with class.

Begin lecture on the
Turn in 2-3 page paper
chaging of America's
(S10, U5, K3) on the Indian Removal
Industrial growth. Focus
Act
lecture on railroads and
canals.

Opening Exersize: Rights

of Afircan Americans
and Women vs. White
Men during the time
period. Allow the
designated "white men"
of your classroom, to
vote on two different
items. One will be the
classrooms policy of not
allowing water bottles in (K2,
(A10)
the class anymore. The S6,9)
second vote would be to
have pizza on the last
day of class. These votes
will be skewed with
stipulations that make
the "white male"
students receive extra
benefits over the other
students (these votes
will not actually happen)

(A3)

Lecture --> Social

changes in the Young
Republic day 2;
Aboloitionists and
Women's Rights/Moral
reform.

(K2,4)

(A3)

Hand out worksheet on

the American Economy.
Small group discussion
(S5,6,9) Worksheet should be
on Jackson's presidency.
completed by the end of
class.

TPS: How would

American be different if
Jefferson hadn't
pursached the Louisiana
Territory

(A8)

Last 5 minutes: allow

students to ask
questions on their paper
if they are confused or
unclear on the
directions.

Review Day

(All U,
All K)

First five minutes allow

students to ask any last
minute questions.

Discuss paper on Indian

Removal Act - due
Thursday at the
beginning of class

Week 3

First 20 minutes teacher("")

led review of past two
weeks

Any student guided

question that they need
clarified or want to have
a discussion on said
question

("")

Going over what the

final exam will cover and
it's format

("")

(A3)

Give stuents Unit Exam;

range of multiple choice,
short essay, as well as
multiple prompts for a (A4)
long essay in which
students will pick one
prompt to write on.

When students finish

their worksheet, allow
them time to work on
their papers.

Discussion the opening

exercise. How is this
related to our lecture? (K2,4
What would change if all S5)
parties were allowed to
vote?

(A2)

Lecture --> Social

Changes in the Young
Republic day 1; Second
Great Awakening

(A3)

Classroom discussion:
Exit Slip: 3-5 sentence
(K4,
how did the SGA have
relfection on the
U6,
an impact on modern
repression of women's
S2,5,6)
day religion in America?
rights.

(K4)

(A7)