Week+5

=Week 5:= 10/5 || **C3:** D2.His.2.6-8, D2.His.4.6-8, D2.His.10.6-8 D2.His.16.6-8 10/6 || All of C3 || I can demonstrate my understanding of the historical process by designing a poster || Bell Work: | Intro on Historical Process Poster Assignment | Timed Planning - Guided work || I will know I am successful when me and my partners have a plan for an awesome poster|| Historical Process Poster Assignment media type="custom" key="27886953" || 10/7 || All of C3 || I can demonstrate my understanding of the historical process by making/finishing a poster || Bell Work: Quality as form and function | Making a poster that demonstrates students' understanding of the historical process. || I will know I am successful when my awesome poster is on the wall. ||  || 10/8 || **GLCE:** F1.3; **C3:** D1.1.6-8, D1.5.6-8, D2.His.6.6-8 || I can use a primary source to determine the depths of the American Revolution. || Bell Work: Vocab from American Revolution: Continental, Loyalist, Patriot, Battle of Saratoga, Battle of Yorktown || I will know I am successful when I can make a statement about the state of the war in the Fall of 1780. || Letter from Alexander Hamilton to Marquis de Marbe-Barbois || 10/9 || **GLCE:** F1.3; **C3:** D1.1.6-8, D1.5.6-8, D2.His.6.6-8 || I can use a primary document to ask formulate questions leading to an investigation. || Bell Work: What do I know? What don't I know? | Working through the primary source to build a sense of what we wonder; how can this document inform our study into the consequences of the American Revolution? || I will know I am successful when I have one or more questions that do not have "findable" answers. || Letter from Alexander Hamilton to Marquis de Marbe-Barbois ||
 * ~ Day ||~ GLCE/C3 ||~ Learning Target ||~ General Overview ||~ Success Criteria ||~ Resources ||
 * ~ Monday:
 * GLCE:** F1.1 ||I can observe the tools historians use to analyze sources using a guided presentation||Bell Work:  | Truth #1: You're AWESOME | The BIG FOUR: Sourcing, Contextualizing, Close Reading, and Corroboration to analyze and evaluate evidence. ||I will know I am successful when I can define sourcing, contextualizing, close reading, and corroborating. || Why Historical Thinking Matters  ||
 * ~ Tuesday:
 * ~ Wednesday:
 * ~ Thursday:
 * ~ Friday: