Students will plan, write, and submit a formal MLA formatted research paper regarding Checks and Balances from the VA Civics Curriculum. Students will research a topic, create a thesis statement, and include in-text citations in their final product. ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

Students will match the name, phrases and picture. The cards focus on the specific VDOE SOL essential knowledge, adapts to the required SOL 1 Primary resource learning components, and activates the multiple learning styles. The Task Cards allow multiple SOL strand concept review. The teacher can use them in a small group, tiered groupings, and independent study.

This activity should be completed as an informal pre- assessment and informal post- assessment. Before the unit begins, students will need to work with a partner (no more than three) and decide how they are going to sort the 30 pictures in the Google Media Album. ( I have an example loaded from my Schoology page. You can make this by clicking “Add Materials” and scroll and click “Media Album.” From there you can Title the album and start loading pictures from the Civil War. This will require you to add pictures to your computer’s library before you start the album. ) If you did not want to have a digital album, or if you do not have Schoology, you can print the pictures for the students to sort by hand.

The goal of this module is to provide USII students with background knowledge in the Civil War as they begin the Reconstruction curriculum. Each day begins with a Hook for the day’s content. This hook is designed to engage students in the day’s content through a whole class or small group discussion. Students will independently review the provided Learning Resources for each Learning Intention.  They should review all of the available resources to get a full understanding of this topic. Students will independently complete the Success Check for all Learning Intentions to receive credit for the module. There are optional Extension activities associated with each day. This extension is designed to connect USII Geography content with the Civil War content.  Google Drive Folder with all resources (must make a copy of each resource to modify): https://drive.google.com/drive/folders/1jG7DTzswj3bsZM7xKHfMgJhVM07evQfN?usp=sharing Google Docs Lesson plan: https://docs.google.com/document/d/1ErmsDxexiKYJNbqz49QqIGAxuDHZ00O2NJ6B5X3caww/copy

Students will be competing to win a “grant.” Students will be creating a Canva presentation about what battle of the Civil War was the most important. Students should include important dates, people, and details about the specific battle. The students will use a planning paper prior to starting their presentation to create a step-by-step plan for their presentation. Their presentation should give clear information (dates, people, and details) about why the battle site they chose is the most important battle of the Civil War. Students will share the load in their project and split tasks among group members. Each group will be assessed with a rubric.

Students will create a Prezi tour of 7 of the battles of the American Civil War, justifying why they chose each battle as one of their 7.

Students will analyze a series of photographs taken by renowned photographer Mathew Brady to reflect on the lives of soldiers during the Civil War. The holdings of the National Archives include over 6,000 photographs taken by Brady and his associates during the Civil War era.This activity was adapted from an article formerly published on www.archives.gov/education by Douglas Perry, a teacher at Gig Harbor High School in Gig Harbor, WA.

Recognizing specific phases a civilization grows through is important to the understanding students have of all civilizations studied in WHI in general. Using individual pieces of historical ‘code’ describing different points in the life of a permanent civilization, students will analyze and correctly place the ‘code’ according to time, creating a Civilization Simulation. Check for understanding will occur in review of the order students placed and classroom discussion of why some events occur earlier in a civilization’s progression while others happen later. As a secondary step, students will receive further lines of ‘code.’ Students will need to analyze, adapt, and integrate the new ‘code’ into their existing civilization to create an extended Civilization Simulation.

Students will learn how to sequence and program BeeBots to tell the story of the story of the Very Hungry Caterpillar's Saturday.

The Clarke County schools web page contains links to updates on changes to school procedures for Fall 2020

Various Tech Tips from Patrick Hausammann regarding a variety of Ed Tech tools.

Students will participate in a 5E lesson on classification. To ENGAGE, students will think about common vs scientific names and interpret relatedness between four species. To EXPLORE, students will watch a clip of their choice from Our Planet and document organisms' defining characteristics. Students create a hierarchy to predict the relatedness of the species. To then learn about classification systems, students will participate in the EXPLAIN activities. Three videos and guided notes are available for students to document their learning. An EVALUATIVE formative assignment Candy Cladogram Drag and Drop is available for students to practice their understanding of phylogenetics. Then, students will ELABORATE on their knowledge by researching the scientific names of the organisms they observed in the Our Planet clip (explore section). Students will evaluate the accuracy of their orginial hierarchy and explain how scientific developments have impacted classification. Additional cladograms are included for students to interpret.

This resource from the Mathematics Assessment Project was found at OER Commons. https://www.oercommons.org/courses/finding-equations-of-parallel-and-perpendicular-lines/view. This lesson unit is intended to help teachers assess how well students are able to understand the relationship between the slopes of parallel and perpendicular lines and, in particular, to help identify students who find it difficult to: find, from their equations, lines that are parallel and perpendicular; and identify and use intercepts.

Students will demonstrate knowledge of attributes of polygons by sorting into sets and subsets. The teacher will introduce the new vocabulary: attribute, set, and subset and students will apply these vocabulary terms while sorting polygons into the correct set and subset.

Compare and contrast the properties of quadrilateralsMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

The students will visualize how the properties of Quadrilaterals can help them determine the exact shape of the figure. The students will create a model of the properties and compare them to the results the students have from data they have found

Classifying a variety of quadrilaterals based on properties. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This activity allows students to create and classify numbers in the real number system.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

This resource asks students to determine where a third point could be to create a right triangle, an obtuse triangle, and an acute triangle.