Stage 3 Learning Plan and Unit Calendar

Week 1

Pre-test to gain students

knowledge on subject

Align

Have students finish

grapic organizer in
groups --> having the
students in groups allows
(A11)
them to finish their
graphic organizers and
discuss the key vocab
with other students.

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)

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.

Align

Align

Th

Align

(A9)

Collect timeline.

(A1)

Video: Begin the day

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

(U3)

(K1)

Lecture --> Geographic

Changes; moving west
and finding opportunity
in the west.

(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.

(A5)

(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)

Complete timeline for

homework

Week 2

Question of the day:

explain manifest destiny
in your own words.

(U1)

Lecture Day

(A1)

Exit Slip: What are your

thoughts on the LP?

TPS: What effect do

factories have on modern
America?

Potential
Assingment

(S2)

Allow students the

remainder of class to
research arguments for
each side.

(A5)

Entrance slip: Explain the

Second Great Awakening
(A10)
in your own words. (3-5
sentences)

Week 2
Lecture --> Manifest
Destiny and it's
consequences.

Discuss paper on Indian

Removal Act - due
Thursday at the
beginning of class

Week 3

(U1)

(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.

("")

Give stuents Unit Exam;

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

First 20 minutes teacherled review of past two

weeks

Discuss TPS with class.

Begin lecture on the
chaging of America's
Industrial growth. Focus
lecture on railroads and
canals.

Lecture --> Politcal

Changes in an emerging
Democracy. Jackson to
Marshall Court.

(U4)

(A3)

(A4)

When students finish

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

(S10, U5,
K3)

Turn in 2-3 page paper

on the Indian Removal
Act

(A3)

(A2)

Lecture --> Social

Changes in the Young
Republic day 1; Second
Great Awakening

(K4)

(A3)

Classroom discussion:
how did the SGA have an (K4,
U6,
impact on modern day S2,5,6)
religion in America?

Week 3

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

("")

Align

Debate Day: Students

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

(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)

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 the class (K2,
S6,9)
anymore. The 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)

Lecture --> Social

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

(K2,4)

Discussion the opening

exercise. How is this
related to our lecture?
What would change if all
parties were allowed to
vote?

(K2,4
S5)

Exit Slip: 3-5 sentence

relfection on the
repression of women's
rights.

(A7)