Generative topic​: ​What do we mean by Progress?

Conepts the students Standards Assessments Facts (the Skills they will Signifigants questions Activities
will understand students will engage I will ask
know…) (Guiding
questions/unit
questions)

-What constitutes a Common Core Video​: Vocabulary​: -Distinguish -Why is it important to -Students will
good interpretation Standards: Identify the facts -Facts between fact and know the difference examine different
versus a shallow or and infer opinions -Opinion opinion between a fact and sources (textbook,
incomplete one CCSS.ELA-LITE -Evidence opinion? primary, secondary,
-How to create a RACY.RH.6-8.1 Writing Prompt​: -Primary Source -Write a poems, art)
personal Identify and explain -Secondary persuasive -How can you tell the
CCSS.ELA-LITE
interpretation of a the facts in source’s Source paragraph on one diffference between a -Students will
RACY.RH.6-8.2
text and how to narrative -Progress topic fact and opinion? analyze and discuss
defend that CCSS.ELA-LITE the messages of
interpretation by RACY.RH.6-8.7 Discussion​: -Support their -Why might people political cartoons
using evidence Identify and -Industrial opinions with facts disagree on the facts?
effectively CCSS.ELA-LITE interpret different Revolution -Students will
-How to argue for RACY.RH.6-8.8 facts in sources Inventions -Edit and revise -What makes a source publish write an
that interpretation in -Scientific their writing reliable? essay on what
clear and coherent Debate​: advancement Progress means to
prose. Decide what -Women’s -Debate issues -What makes them
-How do I know if happened to Progress using facts evidence more
what I am reading, PA Standards: women and ethnic -Employment compelling than -Students will
watching, hearing is groups during the Laws -Building a steam others? conduct a
CC.1.2.7.A
true? I.R. using facts to -Child Labor motor for cumlinating debate
CC.1.2.7.B
-What is influence support what Laws movement -How was the steam about Progress for
CC.1.2.7.C
the source of the happened engine influential for women and ethnic
“document?” society today? groups
-What is happening KWL Charts
in the US int he Exit Slips -Create a steam
world that is affecting engine (science
the document? project)

-Ongoing
assessment: Project
on an invention from
the I.R.--shared
during a gallery walk
 Generative topic​: ​What are fair working conditions?

Conepts the Standards Assessments Facts (the Skills they will Signifigants questions I Activities
students will students will engage will ask
understand know…) (Guiding questions/unit
questions)

-How are literacy Common Core Video/Pictures​: Vocabulary​: -Distinguish -Why is it important to -Tolerance.org lesson
and social studies Standards: Identify the facts -Facts between fact and know the difference plans
important in and and infer opinions -Opinion opinion between a fact and
related to my life? CCSS.ELA-LITER -Evidence opinion? -Students will examine
ACY.RH.6-8.1 Writing Prompt​: -Primary Source -Write a persuasive different sources
-In what ways do -Who experienced -Secondary paragraph on one -How can you tell the (textbook, primary,
CCSS.ELA-LITER
we understand Progress during the Source topic diffference between a secondary, poems, art)
ACY.RH.6-8.2
history connected Industrial -Progress fact and opinion?
to current events? CCSS.ELA-LITER Revolution? Who -Support their -Students will analyze
-Why is it important ACY.RH.6-8.7 did not? opinions with facts -Why might people and discuss the
for us to study -How has -Employment disagree on the facts? messages of political
history? CCSS.ELA-LITER employment Laws -Edit and revise cartoons
ACY.RH.6-8.8 conditions and -Child Labor their writing -What makes a source
-What are the relationships with Laws reliable? -Students will publish
benefits to using employers changed -Debate issues write an essay on what
primary sources? over the years? using facts -What makes evidence Progress means to them
Where can we go more compelling than
PA Standards: to find out? -developing their others? -Students will conduct a
empathy for others cumlinating debate
CC.1.2.7.A
-What is progress? about Progress of
CC.1.2.7.B
Discussion​: employment working
CC.1.2.7.C
Identify and -Who is benefiting the conditions
interpret different most?
facts in sources
-What are ideal working
Debate​: conditions?
Are the
employment
conditions during
the I.R.
Similar to the
conditions of
Undocumented
immigrants today?

KWL Charts
-what is a primary
source
-what are the
conditions of
employment during
the I.R.
 Generative topic​: ​How does a steam engine work?

Conepts “the student will Standards Assessments Facts (the Skills they will Signifigants Activities
understand” students will engage questions I will ask
know…) (Guiding
questions/unit
questions)

-In what was do we Common Core Video/Pictures​: Vocabulary​: -Support their -How can you tell the -Tolerance.org
understand history Standards: Identify the facts and -steam engine opinions with facts diffference between a lesson plans
connected to current infer opinions -combustion fact and opinion?
events? -Why is it CCSS.ELA-LITE -boilers -Edit and revise their -Students will
important for us to study RACY.RH.6-8.1 Writing Prompt​: -locomotives writing -Why might people examine
history? -How has the steam -piston disagree on the different
CCSS.ELA-LITE
-What are the benefits to engine/speed affected -cause & effect facts? sources
RACY.RH.6-8.2
using primary sources? our lives today? knowledge (textbook,
-How has technology CCSS.ELA-LITE -how steam -What makes a primary,
changed over time? RACY.RH.6-8.7 Discussion​: powers an source reliable? secondary,
-Has speed improved our Identify and interpret engine poems, art)
lives? CCSS.ELA-LITE different facts in -What makes
RACY.RH.6-8.8 sources -force of steam evidence more -creating a
on motion compelling than steam engine
others? in science lab
KWL Charts
-What is a steam -What is progress? -racing steam
PA Standards: engine? engine boats
-Who is benefiting the
CC.1.2.7.A
most?
CC.1.2.7.B
CC.1.2.7.C