Bell-work 4/2/14 Free write-In the American Civil War, both the North and the South thought they were fighting for freedom. How did their definitions of freedom differ? What did each believe they were fighting against? EQ: What caused the Civil War Please have out your BG essay to be checked for the 3 steps of CLOSE reading (10 points)

Objective and Scales: The student will be able to develop possible bucket labels (body paragraphs) and analyze documents to assist in answering the DBQ question with 80% accuracy Where does today’s objective fit into the unit learning goal scale? Objective C What do you need to be able to do with objective B to reach MASTERY or SCALE EVEREST?

Agenda: Document introduction/Bucketing Document Analysis (1 and 2) Argument and SPC

Different Economies Failed Compromises Tensions over Slavery Bucketing-look over the documents and create 3 categories that they could fit into

Document #1 1. Which region had the most amount of railroad miles? About how many? 2. Which had the least? About how many? 3. Infer: What advantages would rail miles give a region in war? 4. Infer: What leverage did the South have on the North b/c of Cotton? 5. Argument: How does this document prove different economies was a cause of the Civil War?

Document #2 1. How would the North being more industrialized cause tension? 2. What evidence can you provide from the document that proves the North and the South had different economies? 3. Infer: Each economy was based on what? 4. Argument: How does this document show that different economies was a cause of the civil war?

Progress Charts Compete progress chart for Objective C

Bell-work 4/3/14 Looking at Document 2: List at least 4 facts or observations using the pie charts EQ: What caused the Civil War?

Objective and Scales: The student will be able to analyze documents (generating facts, inferences, and arugments) to assist in answering the DBQ question with 80% accuracy According to our DBQ scale, what are we working toward mastery of? Goal D and E How do we reach mastery?

Agenda: Document introduction Facts/Inference generation Create arguments/SPC

Document Analysis: Analyze document 3 and 4: Pull out facts, make inferences based on facts Answer: How does this document help me answer the DBQ question?

Bell-work 4/4/14 Looking at Document 4: List at least 4 facts or observations you can make about the passage that can be used in document analysis today! EQ: What caused the Civil War? **If you have Mrs. Nelson for homeroom please tally the number of agenda comments you received between the weeks of 1/21 and 3/17 facts Inferences arguments

Objective and Scales: The student will be able to analyze documents (4, 5, 6) (generating facts, inferences, and arguments) to assist in answering the DBQ question with 80% accuracy According to our DBQ scale, what are we working toward mastery of? Goal D and E How do we reach mastery?

Agenda: Document introduction: Primary vs. Secondary and citing information Facts/Inference generation using doc. Analysis Facts  Inferences  Argument Create arguments/SPC I do You do We do

Bell-work 4/7/14 Read Document 6 : List at least 4 facts or observations you can make about the passage that can be used in document analysis today! EQ: What caused the Civil War? facts Inferences arguments

Objective and Scales: The student will be able to analyze documents (6,7,8) (generating facts, inferences, and arguments) to assist in answering the DBQ question with 80% accuracy According to our DBQ scale, what are we working toward mastery of? Goal D and E How do we reach mastery?

Agenda: Document introduction: Primary vs. Secondary and citing information Facts/Inference generation using doc. Analysis Facts  Inferences  Argument Create arguments/SPC If needed, finish document 8 at home using the same process I do You do We do