Adult Education Social Studies & History Interactive Notebooks

SS.7.C.3.3 Directions: Fill in the chart with key information about each level of the federal court system.

This close read focus' in on "Children for the Colony of Jamestown". This gives guided questions, time to reflect and digs into the vocab. This is a great way to incorporate Marzano strategies alongside ELA annotated text strategies to increase gains by 35%. If your students are struggling with close reading or are still using highlighters (and highlighting the ENTIRE page), this will be extremely helpful. However, this will be useful even if they are old pros at annotating. Students will not only learn how to annotate and read deeply, they will also learn what information to look for depending on the genre. Teaching students how to read closely empowers them to become independent learners, and the importance of reading closely becomes clear in the first two words of the Common Core K-12 Anchor Standards: *CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The step-by-step process is effective. It includes a gradual release of responsibility, which gives students confidence, as well as practice. Step 1: Teacher directs/models. Step 2: Students collaborate. Step 3: Independent practice. Annotating text can be amazing for students who have problems focusing and paying attention. Annotating keeps students focused, because it requires them to stay actively involved with the text. Annotating makes it difficult for students to drift off. It also enables the teacher to easily monitor attention issues and reading progress, by checking on the student’s annotations.

Many districts require teachers to post the learning goals for each lesson in the classroom. While this may seem like an unnecessary, extra step at first, it is truly beneficial to the students. I created this packet/spreadsheet to make goal posting simple, effective, and consistent. This can be printed out sheet by sheet and placed into their INTERACTIVE NOTEBOOKS, it can be distributed through a Google Sheet, or into a data folder. This is completely up to you. One way- Student directions: It is based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. Before the unit please use a blue highlighter & before the test please revisit and use a pink highlighter. Another way- Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle P.s. This is also AMAZING for teacher & PLC planning.

Student Review Processing Activity through the use of a Newspaper page for SS.7.C.1.9 Directions: Using your knowledge from the lesson, write a newspaper article illustrating the situation from above. Finish the story with what may have happened to the president. Task: Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems through your newspaper clipping. Overview: Benchmark Clarifications: Students will distinguish between the characteristics of a society that operates under the rule of law and one that does not. Students will assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power. Students will evaluate the impact of the rule of law on governmental officials and institutions (accountability to the law, fair procedures, decisions based on the law, consistent application, enforcement of the law, and transparency of institutions).

World History Student Learning Goal Checklist Many districts require teachers to post the learning goals for each lesson in the classroom. While this may seem like an unnecessary, extra step at first, it is truly beneficial to the students. I created this packet/spreadsheet to make goal posting simple, effective, and consistent. This can be printed out sheet by sheet and placed into their INTERACTIVE NOTEBOOKS, it can be distributed through a Google Sheet, or into a data folder. This is completely up to you. One way- Student directions: It is based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. Before the unit please use a blue highlighter & before the test please revisit and use a pink highlighter. Another way- Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle P.s. This is also AMAZING for teacher & PLC planning.