• HELLO AND WELCOME TO MY Phase 2 DISTANCE LEARNING PAGE!

    I will be available to communicate using my CBSD e-mail (kmacmill@cbsd.org) between the hours of 7:30 - 2:30 pm and will be using OneNote and Canvas to collect all student work and provide feedback.    The "Office Hours" listed below are when I am available by email, or on Teams to assist directly with lesson questions or to re-teach.

    Distance Learning Office Hours

     

     

  • DISTANCE LEARNING PLANS

    LESSON DATE

    Week of June 8th

    TOPIC:

    THE GREAT WAVE OF IMMIGRATION

    Following the Civil War and Reconstruction, the United States had tremendous wave of IMMIGRATION from all over the world.

     

    Materials

    This week's lesson uses TCI Chapter 26, and also has a video covering technology during the Civil War and an accompanying worksheet.

    TO ACCESS MATERIALS:

    o   Lesson video and worksheet:  Use OneNote -or- CANVAS to access Lesson slides and worksheets. I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load  *All completed work should be placed into the OneNote folder for the Week of June 8th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.

    o  Online TEXTBOOK  - Access TCI History Alive through your 365 page:      

    o  Go to:  www.cbsd.org/365 and ‘Sign in’

    o  Click on the "WAFFLE" in the upper left hand corner

    o  Click on ALL APPS

    o  Find the App called CLEVER

    o  Click on the Microsoft Logo

    o  You should be directed to TCI and you will already be logged in!

    ESSENTIAL

    QUESTION

    • What was life like for immigrants to the United States in the late 1800's and early 1900's?
    • Did America fufill the dreams of Immigrants?

    LESSON INSTRUCTIONS

    LESSON INSTRUCTIONS:

    FIRST:  1)  Students will view a video about immigration at Ellis Island, then

    2)  Students will continue to follow instructions on worksheet and respond.  

    *Formative Assessment and Check in:

    Worksheet assigned will be checked for completion and accuracy by Friday 6/11

    VIDEOS and WORKSHEETS HERE:

    VIDEO:  Ellis Island - Deconstructing History VIDEO

    WKSHT: TCI Chapter 26 - The Great Wave of Immigration Worksheets

     

    Contact me

     I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

     

    LESSON DATE

    Week of June 1st

    TOPIC:

    The Rise of Industry

    Following the Civil War and Reconstruction, the United States had a rapid growth of Industry.  

     

    Materials

    This week's lesson uses TCI Chapter 25, and also has a video covering technology during the Civil War and an accompanying worksheet.

    TO ACCESS MATERIALS:

    o   Lesson video and worksheet:  Use OneNote -or- CANVAS to access Lesson slides and worksheets. I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load  *All completed work should be placed into the OneNote folder for the Week of June 1st.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.

    o  Online TEXTBOOK  - Access TCI History Alive through your 365 page:      

    o  Go to:  www.cbsd.org/365 and ‘Sign in’

    o  Click on the "WAFFLE" in the upper left hand corner

    o  Click on ALL APPS

    o  Find the App called CLEVER

    o  Click on the Microsoft Logo

    o  You should be directed to TCI and you will already be logged in!

    ESSENTIAL

    QUESTION

    1. Who benefits and who suffers during the times of profound economic change?

    LESSON INSTRUCTIONS

    LESSON INSTRUCTIONS:

    FIRST:  Students will view a video about the importance of the Railroad during the Civil War, record five new facts they learned, followed by three questions brought to mind while watching.

    2)  Students will continue to follow instructions on worksheet and respond.  

    *Formative Assessment and Check in:

    Worksheet assigned will be checked for completion and accuracy by Friday 6/5

    VIDEOS and WORKSHEETS HERE:

    VIDEO:  Rise of Industry during the Civil War-1.mp4

    WKSHT: WKSHTS_TCI Chap 25.pdf

     

     

     

     

    Contact me

    ·       I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

    LESSON DATE

    Week of May 25th

     RECONSTRUCTION

    Reconstruction is the time period following the Civil War when the Southern States 're-joined' the United States.

     

    Materials

    This week's lesson uses TCI Chapter 23, Sections 1-6 and also has a video covering a summary of Reconstruction and an accompanying worksheet.

    TO ACCESS MATERIALS:

    o   Lesson slides and worksheets:  Use OneNote -or- CANVAS to access Lesson slides and worksheets. I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load  *All completed work should be placed into the OneNote folder for the Week of May 25th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.

    Online TEXTBOOK  - Access TCI History Alive through your 365 page:      

    o  Go to:  www.cbsd.org/365 and ‘Sign in’

    o  Click on the "WAFFLE" in the upper left hand corner

    o  Click on ALL APPS

    o  Find the App called CLEVER

    o  Click on the Microsoft Logo

    o  You should be directed to TCI and you will already be logged in!

    ESSENTIAL

    QUESTION

    1.       To what extent did Reconstruction bring African Americans closer to full citizenship?

    LESSON INSTRUCTIONS

    LESSON INSTRUCTIONS:

    FIRST:  Students will view two videos and answer questions while watching.  Information to answer questions is within videos.

    1)  Students will view the 4 minute video: "Reconstruction: The Civil War in Four Minutes" and respond to questions while viewing.   Responses should be in OneNote to be checked.

    2)  Brainpop:  Reconstruction   Go to: https://www.brainpop.com/socialstudies/ushistory/reconstruction/

    • UserName:  MrsMAC
    • Password:  Lenape407

     

    SECOND:  Students should read Chapter 23 and respond to questions on worksheet provided.   NOTE:  Worksheet only covers through section 23.6. 

    Responses should be in OneNote to be checked.

    *Formative Assessment and Check in:

    Both worksheets assigned will be checked for completion and accuracy by Friday 5/29

    VIDEOS and WORKSHEETS HERE:

    VIDEO #1:  Reconstruction_ The Civil War in Four Minutes.mp4

    VIDEO #2:  https://www.brainpop.com/socialstudies/ushistory/reconstruction/

    • UserName:  MrsMAC
    • Password:  Lenape407

    VIDEO Response Wksht

    WKSHT_ Chap 23 Reconstruction.pdf

     

     

    Contact me

    ·       I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

    LESSON DATE

      Week of May 18th

    TOPIC

    THE END OF THE CIVIL WARFrom Fort Wagner to Appomattox Court House – Includes:  African Americans and the War, ‘Total War’ strategy under Union generals Grant and Sherman, the re-election of Abraham Lincoln, and the Confederate Surrender at Appomattox Court House.

    Materials

    This week's lesson uses TCI Chapter 22 – Sections 7 and 8 and also has a video with a summary of the Civil War and an accompanying worksheet.

    TO ACCESS MATERIALS:

    •  Lesson slides and worksheets:  Use OneNote -or- CANVAS to access Lesson slides and worksheets. I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load  *All completed work should be placed into the OneNote folder for the Week of May 18th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.
    •  Online TEXTBOOK  - Access TCI History Alive through your 365 page:      
      • Go to:  www.cbsd.org/365 and ‘Sign in’
      • Click on the "WAFFLE" in the upper left hand corner
      • Click on ALL APPS
      • Find the App called CLEVER
      • Click on the Microsoft Logo
      • You should be directed to TCI and you will already be logged in!

    ESSENTIAL

    QUESTIONS

    1.  How did Union generals Grant and Sherman change the style of fighting in the war after Gettysburg?

    2.  What events began to convince Northerners to re-elect Abraham Lincoln to a second term in 1864?

    LESSON INSTRUCTIONS

    LESSON INSTRUCTIONS:

    FIRST:  Read these BIG IDEAS:

    1. Sherman’s victory in Atlanta gave the American people the confidence to continue to support Abraham Lincoln.   Lincoln was re-elected President in 1864.

    2. Grant and Sherman’s acceptance of total war, despite higher casualties, allowed them to wage war against Southern military and civilian targets like the destroying the rail system, and destroying factories that provided resources to Confederate soldiers.  Sherman burned the cities of Atlanta, Georgia and Columbia, South Carolina to the ground -

    3. When Robert E. Lee had to surrender the Confederate army to U.S. Grant’s Union army at Appomattox, Southern resistance effectively ceased.

     

    THEN:  Complete this work:

    • FIRST: Students will read and then complete the worksheet covering TCI Chapter 22, Sections 7-8.    Responses should be in OneNote to be checked.
    • SECOND:  Students will watch the provided video: The Civil War: Animated Battle Map and will respond to questions during the video.  Responses should be in OneNote to be checked.

     

    *Formative Assessment and Check in:

    • Both worksheets assigned will be checked for completion and accuracy by Friday 5/22.

    Contact me

    ·       I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

     

     LESSON DATE

    Week of May 11th  

    TOPIC

    THE TURNING POINT OF THE CIVIL WAR

    Overview

    This week's lesson uses TCI Chapter 22, and covers The Civil War – The Emancipation Proclamation, the Battle of Gettysburg, the Gettysburg Address, and the battle of Vicksburg

     

    ESSENTIAL

    QUESTIONS

         

    • How did Lincoln understand the principles of the Declaration of Independence as the goal of the American union?

     

    • Why did Lincoln see the Civil War as an opportunity for the nation to bring forth a "new birth of freedom" (or liberty for all), and why did he think this 're-birth' was necessary for the survival of American self-government?

     

     

    Estimated Time

    90 minutes – Lesson activities on OneNote, includes videos and Formative assessment.

    Formative Assessment and Check in:

        1. Students will open OneNote and complete the activities on OneNote
        2. Check In and Assessment will be through the completed work in OneNote.

     

     

    Explanation of Activity

    MATERIALS: 

     

    TO ACCESS MATERIALS:  OneNote -or- CANVAS to access Lesson slides and worksheets. (I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load)

     (*All completed work should be placed into the OneNote folder for the Week of May 11th   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.)

    1. The Emancipation Proclamation
    2. The Battle of Gettysburg
    3. The Gettysburg Address
    4. The Ironclads
    5. The Battle of Vicksburg

     

    Contact me

      • I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

     

    LESSON DATE 

    WEEK OF May 4th

     

    TOPIC

    THE COUNTRY GOES TO WAR - 1861

    --From the Election of Lincoln in 1860 - to the Battle of Antietam

    Focus

    This week's lesson uses TCI Chapter 21.9 through 22.4, and covers the years from the Election of 1860 to the Battle of Antietam.

    Objectives: 

    1.  Students will be able to explain why the Civil War divided Americans into two opposing nations.

    2.  Students will be able to describe conditions in the North and conditions in the South in the early 1860’s, and explain how those conditions led to the outcomes in the first few years of the Civil War. 

    ESSENTIAL

    QUESTION

    What factors and events influenced the outcome of the Civil War?

    Estimated Time

    90 minutes – Lesson activities on OneNote, includes videos

    Formative Assessment and Check in:

    1. Students will complete the activities on OneNote including viewing of two video clips (links given)

     

    Explanation of Activity

    This lesson covers portions of TCI Chapter 21, and (A Dividing Nation) and TCI Chapter 22 (The Civil War)   

    TO ACCESS MATERIALS:  OneNote -or- CANVAS to access Lesson slides and worksheets. (I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load)

     (*All completed work should be placed into the OneNote folder for the Week of May 4th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.)

    ·      Review last week’s lesson – What led to the Civil War?

    ·      Watch two videos to help with the content:

    o   “What Led to the Civil War?”

    o   “What Was the Union?”  a four minute video on the significance and meaning of the word UNION to Americans in the 1860’s

    ·      Complete Worksheet using provided Powerpoint.

     

    Contact me

    * I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

     

    LESSON DATE 

    WEEK OF APRIL 27TH

     

    TOPIC

    THE WORLDS OF THE NORTH AND SOUTH 1830-1860

    AND HOW THEIR DIFFERENCES LED TO THE CIVIL WAR

    Focus

    This week's lesson uses TCI Chapters 19 and 21, and covers the years  leading up to the Civil War in 1860.  

    Improving technology (the Cotton Gin and Railroads) brought more leisure time for Americans in the 1800's, and with that time, they started to think about Liberty and Morality -- and what it meant to the people in America. 

    ESSENTIAL

    QUESTION

    In the 1800s, the North and South developed differently EconomicallyGeographically, and Societally.  How might these differences have SEPARATED the North and South?

    Overview

    Improving technology (the Cotton Gin and Railroads) brought more leisure time for Americans in the 1800's, and with that time, they started to think about Liberty and Morality -- and what it meant to the people in America.

    Estimated Time

    90 minutes – Lesson activities on OneNote, includes videos and Formative assessment.

    Formative Assessment and Check in:

    1. Students will complete the activities on OneNote including viewing of two video clips (links given)

    2.  Students will play two online games to learn locations of states - Students will then provide a screen ‘grab’ or ‘snip’ of their highest scores on the games. (Score doesn’t matter, I just want to see that they participated in the game)

     

    Explanation of Activity

    This lesson covers portions of TCI Chapter 19  (The Worlds of the North and South, and TCI Chapter 21 (A Dividing Nation)   

    TO ACCESS MATERIALS:  OneNote -or- CANVAS to access Lesson slides and worksheets. (I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load)

     (*All completed work should be placed into the OneNote folder for the Week of April 27th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.)

    1.        A Dividing Nation – Free States vs. Slave States

    2.        The Worlds of the North and South – How life was different in the North and South

    3.        Inventions Bring Change – Economics and Transportation are changed by new technologies

    Contact me

    * I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

     

     

    LESSON DATE

    Week of April 20th

    (Work should be completed by Thursday for Periods 1-6, and Friday for 7th period.

    TOPIC

     

    MANIFEST DESTINY

    ESSENTIAL

    QUESTIONS

    •  How did the United States use the idea of Manifest Destiny to motivate and justify their expansion into land that was already occupied?

    •  How did Manifest Destiny impact multiple groups of people, including Americans, Native Americans, and Mexicans, during the mid-1800s?

    FOCUS

    The expansion of America to the West - as a result of land acquisitions from Spain, Mexico, Great Britain, and Russia.

    OVERVIEW

    Students will be able to identify and explain how and why Americans moved West, and some of the positive and negative impacts that they had on themselves and others.

    TIME and REQUIREMENTS

    90 minutes - Lesson Powerpoint with video, Lesson reading and notes

    Formative Assessment and Check in:

    1)  Students will complete the worksheet on Manifest Destiny, and also

    2) Complete the responses and PostCard activity for TCI Chapter 15 – Section: Reading Further: Westward on the Santa Fe trail.

    DUE DATE:  Worksheets and Post Card activities will be checked on Thursday for periods 1,2,3, and 6, and Friday for Period 7.

    EXPLANATION of Activity

     

     

     

     

     

     

     

    This lesson covers portions of TCI Chapter 15 – Manifest Destiny and the Growing Nation.  Most content information is given on the Powerpoint, but see TCI text Chapter 15 for additional information.

    TO ACCESS MATERIALS: 

    • OneNote -or- CANVAS to access Powerpoint and worksheets. (I put copies of everything on CANVAS as a back up – in case the OneNote takes a long time to load)   (*All completed work should be placed into the OneNote folder for the Week of April 20th.   So, if you use Canvas to access the worksheets, you need to save them, then upload them to OneNote.)   
    • Use 'CLEVER' App to access the TCI text - Chapter 15

    LESSON: 

    1. Read TCI Chapter 15, Section 15.1 - Introduction

    2. View the Manifest Destiny Powerpoint/PDF and follow directions given.  Make sure to watch the Gold Rush video.

    3. Next, Read TCI Chapter 15 – Section: Reading Further: Westward on the Santa Fe trail. 

    4. Formative Assessment:  Answer questions, and Complete Post Card activity.  Post Card Activity can be completed in any method you like.  Put the completed Post Card in the OneNote file for this week.

     

    Contact me

    •  I will be available by email during the scheduled class session.  Please don’t hesitate to contact me if you have any difficulty completing this week’s work.

    Date:   Week of April 13th 

    Topic: Andrew Jackson and the Growth of Democracy

    Time:  90 min

    Enduring Understandings:

    • Societies resolve conflicts through legal procedures, force, and/or
      compromise.
    • People tend to justify their actions based on ideals and principles.

    Guiding Questions:  

    • How well did Andrew Jackson promote democracy?
    • Was 'Jacksonian Democracy' positive or negative for equality in America?
      • Should the states have the right to ignore the laws of the national
        government?
      • What was the The Trail of Tears, and why is it considered a shameful part of American History?
    • Does history always reflect progress? For whom?
    • How does examining a historical event from multiple points of view help us to more fully understand it?

    Materials: 

    • All work for this week is in the file called:  Week of April 13th (This has been put directly into your OneNote file so you DO NOT have to pull it down)   PLEASE EMAIL ME if you can't find it!!!

     

    Overview

    Students will be able to identify and explain significant events in the presidency of Andrew Jackson

    Estimated Time

    60 minutes - Lesson Powerpoint with video, Lesson reading and notes

    30 minutes - Activity for review is Lesson game on TCI; Complete worksheets

     

    Explanation of Activity

     

    1. Lesson has TWO parts. 
      1. Part #1 is TCI Chap 14:  Andrew Jackson and the Growth of American Democracy.  Access the TCI text, and follow directions on the Powerpoint.  The Powerpoint has two short videos, please be patient as they may take a little time to download
      2. Part #2 is a reading about the Trail of Tears.  Follow directions on worksheet.
    2. Make sure to watch all video clips
    3. Your Assessment (and check in) will be your completion of the student work.
    4. Work will be checked on Thursday.

    Contact me

     I will be available by email during the scheduled class session.

    Date:   Week of April 6th 

    Topic:  Foreign Affairs in the New Nation  (Chapter 12 in the TCI History Alive text)

    Time:  90 min

    Guiding Question:  

    • To what extent should the United States have become involved in world affairs in the early 1800s?

    Materials: 

    • A new OneNote file called: Phase 2 Distance Learning is where you will find your work. (I will put it directly into your own OneNote, no need to 'pull it down' from the Content folder.
    • All work for this week is in the file called:  Week of April 6th (This has been put directly into your OneNote file)PLEASE EMAIL ME if you can't find it!!!
     

    Overview

    Students will be able to identify and explain significant events in the presidencies of Jefferson, Madison, and Monroe

    Estimated Time

    60 minutes - Lesson Powerpoint with video, Lesson reading and notes

    30 minutes - Activity for review is Lesson game on TCI; Complete worksheets and Political Cartoons for Formative Assessment and Check in

     

    Explanation of Activity

    Complete TCI Chap 12, sections 5-10

    1.View this Powerpoint and complete sections of the worksheet as they are covered.

    2.Also be sure to complete activities that are posted on the Lesson OneNote page

    3.Make sure to watch all video clips

    4.Your Assessment will be your completion of the student work and showing your thinking on the Political Cartoon questions.

    5.Worksheets and Political Cartoon activities will be checked on Thursday.

    Contact me

     I will be available by email during the scheduled class session.