This guided reading of Edgar Allan Poe’s “The Cask of Amontillado” (1846) focuses on expanding vocabulary, developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening expository and persuasive writing skills.

Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will then draft a statement summarizing the reason(s) the state is giving for secession. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.

Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will then draft a statement summarizing the reason(s) the state is giving for secession. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.

Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will then draft a statement summarizing the reason(s) the state is giving for secession. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.

Remixed to include map.

Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will then draft a statement summarizing the reason(s) the state is giving for secession. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.

Remixed to include map.

Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will then draft a statement summarizing the reason(s) the state is giving for secession. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.

Remixed to include map.

Students will apply their knowledge of the causes of the American Revolution to create an interactive story via Twine. The interactive story will be based on the pre-revolutionary war period from the point of view of a loyalist or a patriot. As a warm-up students will look at an optical illusion picture and as a class discuss point of view and perspective. Students will work in heterogeneous pairs/groups to research, outline, and create a pre-revolutionary story about a patriot or loyalist.

Students will analyze multiple sources to determine which of the causes of the Civil War each source best supports. Students will support their choices with evidence from the source and their own understanding of the causes of the Civil War.

explores Central Vermont's history using 43 historic places that recall past eras when numerous small villages grew slowly until the coming of the railroad, which resulted in a period of rapid growth for Vermont in the last half of the 19th century.

Students will examine the history and culture of the Choctaw Native Americans, as well as the story of the Code Talkers in WW1, in order to memorialize one of the Choctaw Code Talkers. 

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 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.

Women code-breakers changed the course of WWII by cracking Japanese codes that revealed the movements of people and supplies in the Pacific Islands. In this lesson, students will learn how specific information discovered led to a turning point when cryptographers were able to pinpoint the plans of the Pearl Harbor Attack’s “architect”, Admiral Yamomoto.Students will examine videos and articles to find out more about this episode in history. In pairs or small groups, they’ll look at the US Post Office’s newly revealed stamp commemorating it. They’ll identify what they think are the pros and cons of the stamp and then design their own. 

This activity should be used as a review for the reasons why colonists came to the New World. After the context clues are filled in, students will choose a photo from Google Images that represents each of the colonies that came to the new world.

This inquiry focuses on the myriad of injustices inflicted upon people of color during the colonial period, and how these early interactions and acts of oppression provided a foundation for the racial injustices still experienced in America today.  From Europeans’ first contact with American Indians, to the subjugation of African slaves, a hierarchy based on race was imposed on all who lived in the New World.

After completing a study of the Enlightenment period, students will read the Declaration of Independence while highlighting phrases that appear to be influenced by Enlightenment philosophers. Working with a hard copy of the Declaration, students should justify their selections by citing in the margins which philosopher's ideas were likely applied.

This inquiry focuses on the ways in which African Americans have been able to construct their own freedom in the face of injustice, violence, and white backlash following emancipation and in the era of Reconstruction and beyond. The questions, tasks, and sources in this inquiry ask students to examine the political, social, and economic successes African Americans were able to create for themselves, as well as the social, political, and institutional barriers that African Americans had to overcome in order to achieve these successes.