SOCIAL STUDIES – U

SOCIAL STUDIES GRADE 8 – UNITED STATES HISTORY TO 1876 HISD Curriculum: Unit Framework

- English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices

Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards Ⓣ - TAKS Tested Objective

© Houston ISD Curriculum2011 – 2012Page 1 of 4

Unit Framework User Information Grading Cycle Instructional Days Assessment Window

25 Days 5 10 2nd Six Weeks October 3 – November 4, 2011 90-minute lessons

or 45-minute lessons

Unit 2.1 Overview This unit uses concepts of desire for change and historical turning points to examine events of the American Revolution. Students examine how battles including Lexington/Concord, Saratoga, and Yorktown are turning points in the Revolution and in history. The unit concludes with an examination of the short and long term effects of our country's fight for freedom against Britain and major ideas included in the Articles of Confederation Outline of Unit(s) in the Six Weeks Unit 2.1 The American Revolution – The Final Years link to Unit Planning Guide and supporting materials Unit 2.2 Constitutional Convention Essential Understandings • Revolutions are often successful due to expert leadership, geographic factors, tenacity, and support from foreign

allies. • Often in times of crisis, new leadership roles emerge from individuals/groups. • Governments are created to establish order. Key Concepts Key Skills • revolution • geographic factors • allies • historical turning points

• crisis • democratic [limited]

government • consent of the governed • individual rights

• sequencing events • determining cause and effect • drawing inferences and conclusions • RAFT writing

Academic Vocabulary Content-Specific Vocabulary • turning points • confederation

• ally [alliance] • Patriot • Loyalist • Continental Army • George Washington • Marquis de Lafayette

• Articles of Confederation • Thomas Paine • The Crisis • Valley Forge • Battle of Saratoga • Battle of Yorktown

HISD Objectives / TEKS 3 Lessons: Fighting/Winning the War ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington. ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783. ⓇSS.8.10C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SS.8.30A Use social studies terminology correctly. 1 Lesson: Contributions to Victory ⓈSS.8.23D Analyze the contributions of people of various racial, ethnic, and religious groups to our national identity.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MThiNmFmZjgtZmQ0ZC00Yjk1LWE2MWYtZjZjNzJjNWY1YjQ0&hl=en_US&authkey=CJC51eML





HISD Objectives / TEKS

ⓈSS.8.23E Identify the political, social, and economic contributions of women to American society. SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SS.8.30A Use social studies terminology correctly. 1 Lesson: Now What? – Governing a New Nation ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783. ⓈSS.8.15B Summarize the strengths and weaknesses of the Articles of Confederation. SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SS.8.30A Use social studies terminology correctly. SS.8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. Performance Expectation(s) Using appropriate primary and secondary sources about the American Revolution, students will analyze the economic, social/cultural and or political issues of the Revolutionary era and create a RAFT writing sample related to one or more of the themes in this time period using a rubric to evaluate their writing. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).

http://www.tea.state.tx.us/student.assessment/ell/telpas/





Unit Framework / User Information Grading Cycle Instructional Days Assessment Window

25 Days 4 8 2nd Six Weeks October 3 – November 4, 2011 90-minute lessons

or 45-minute lessons

Unit 2.2 Overview The concepts of conflict and compromise form the basis of this learning focus. This unit bridges the gap between the government during the American Revolution and the ratification of the Constitution and the Bill of Rights. Included are major events, significant individuals, and major ideas of the Constitution and the Bill of Rights. Also included are the debates between the Federalists and Anti-Federalists. Outline of Unit(s) in the Six Weeks Unit 2.1 The American Revolution – The Final Years Unit 2.2 Title Constitutional Convention link to Unit Planning Guide and supporting materials Essential Understandings • Key political ideas often change over time and influence the creation of future governments. • Debates over the role and power of a federal government often include the need for compromise. • Limited [democratic] governments help prevent abuse of citizens and individual rights in a representative democracy. Key Concepts Key Skills • political ideas • change over time • limited government

[democratic/representative] • constitution

• power • conflict • compromise • individual rights

• summarizing/stating main idea • interpreting political cartoons and visuals [OPTICS] • determining point of view and frame of reference • analyzing primary sources [APPARTS]

Academic Vocabulary Content-Specific Vocabulary • conflict • compromise

• ratify [ratification] • Philadelphia Convention • Constitutional

Convention • The Great Compromise • The 3/5 Compromise

• Federalists • Anti-Federalists • Electoral College • Federalist Papers • Bill of Rights

HISD Objectives / TEKS 1 Lesson: Calling the Constitutional Convention ⓈSS.8.15B Summarize the strengths and weaknesses of the Articles of Confederation. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SS.8.30A Use social studies terminology correctly. 1Lesson: Issues for Debate and Compromise ⓈSS.8.4D Analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise. ⓈSS.8.21C Summarize a historical event in which compromise resulted in a peaceful resolution. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SS.8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. SS.8.30A Use social studies terminology correctly. 2 Lessons: Ratifying the Constitution including the Federalist/Anti-federalist Debates ⓇSS.8.15A Identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights,

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MThiNmFmZjgtZmQ0ZC00Yjk1LWE2MWYtZjZjNzJjNWY1YjQ0&hl=en_US&authkey=CJC51eML





HISD Objectives / TEKS the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government. ⓇSS.8.17A Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason. ⓈSS.8.21A Identify different points of view of political parties and interest groups on important historical and contemporary issues. SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States. SS.8.30A Use social studies terminology correctly. Performance Expectation(s) Using primary and secondary sources, groups of students will explore one of the five critical issues facing the Constitutional Convention of 1787 and present a skit/role play illustrating the debate on the issue and the eventual compromise reached. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).

http://www.tea.state.tx.us/student.assessment/ell/telpas/

SOCIAL STUDIES GRADE 8 – UNITES STATES HISTORY TO 1876 HISD Curriculum: Unit 2.2 Planning Guide




Unit Planning Guide User Information 1 2 Unit 2.2

Constitutional Convention Lesson Set: Calling the Constitutional Convention

90-minute lessons or 45-minute lessons


ⓈSS.8.15B Summarize the strengths and weaknesses of the Articles of Confederation.

SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.4i Demonstrate English comprehension and

expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.

• ELPS C.4j Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs.

• CCRS 1.C2 Evaluate changes in the functions and structures of government across time.

• CCRS 1.B3 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.

• CCRS 4.A1 Identify and analyze the main idea(s) and point(s)-of-view in sources.

Essential Understandings / Guiding Questions Key political ideas often change over time and influence the creation of future governments.

1. What historic political ideas influenced the creation of representative democracy in the United States? 2. How did political ideas and governments change over time as revolutionary leaders established a new government

in the United States? How has American government continued to change over time?

Constitutions help institutions/governments establish order and plan for growth and change. 1. Why is it important to have written constitutions for an institution, group or national government? 2. How can a constitution help establish order and help a group plan for growth and change? How has the U.S.

Constitution done that in our country? Instructional Considerations Instructional Strategies / Activities

Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives. Background Knowledge for Teacher Lesson Topic: Calling the Constitutional Convention Strengths/Weaknesses of the Articles of Confederation

Strengths • Established a system for settling the Northwest Territory

Land Ordinance of 1785 • Set up a government for the Northwest Territory,

guaranteed basic rights to settlers, and prohibited slavery • Could conduct foreign affairs (Treaty of Paris in 1783) • Could maintain armed forces (army and navy) • Could borrow and print money

Weaknesses • No Chief Executive (President)

Begin with references to the charts on the Strengths and Weaknesses of the Articles of Confederation from the last lesson in Unit 2.1 to help students understand the need for a convention to revise the existing plan of government for the United States, called by Hamilton and Madison. Point out that only after delegates arrived in Philadelphia did the suggestion for writing a whole NEW plan of government [the Constitution] for the country arise. Nonlinguistic Representation – Use maps, artwork, and other visual references to create a context for the Constitutional Convention of 1787: key delegates, distances traveled, ease of access, etc. Focus on some of the key individuals (e.g., Franklin, Washington, Hamilton, Madison, and Mason) and the roles they played in the Convention.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MTAzODNkODQtZmZiMi00ZjYxLWJhZTMtNmZhY2U5NjFmNjMx&hl=en_US&authkey=CP2_wxA

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_YTdkNTA5NWMtMWU5YS00N2RiLWE0MTItMjA3MTIyNTc2ZWU5&hl=en_US&authkey=CJqE4-IJ





Instructional Considerations Instructional Strategies / Activities • No national court (judicial) system • Weak Congress – could not collect revenue, regulate

foreign trade, or settle disputes between states • Nine of 13 states required to make most decisions • All 13 states required to amend the Articles The official call for the Philadelphia Convention was as follows: It is expedient that on the second Monday in May next a Convention of delegates who shall have been appointed by the several States be held at Philadelphia for the sole and express purpose of revising the Articles of Confederation. A travel reference that will help students understand the difficulties of 18th century travel includes the following formula: A one hour bus/car ride using 21st century roads is equal to approximately a day’s ride by horse or carriage in the 18th/19th century. Have students use this formula to calculate travel times between places in the United States sending delegates to Philadelphia. Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

Cues, Questions and Advance Organizer Use the four C strategy to analyze frame of reference and point of view for calling the Constitutional Convention of 1787. This same strategy can also be used to analyze the Compromises of the Constitutional Convention (see next lessons). Those Cs are: • Context – What was the context of the times, the

situation, or the event? • Choices – What choices did the participants have at that

time? • Course – What decision did the participants make?

[What course did they take?] • Consequences – What were the consequences [results]

of the decision? Use a cause and effect graphic organizer to illustrate how the weaknesses of the Articles of Confederation caused problems such as Shay’s Rebellion, and eventually led to the Constitutional Convention. Summarizing and Note Taking/Cooperative Learning Have students use the textbook or the internet to find information about key delegates to the Philadelphia Convention. Divide the class into 12 groups [Rhode Island did not send delegates to the Constitutional Convention] and ask each group to conduct research about the delegates sent from that state. Make a poster showing the names of the delegates, one fact about each delegate’s contribution or ideas at the Philadelphia Convention in 1787, and whether or not that delegate signed the newly written U.S. Constitution. If they did not sign, ask students to try and determine why they refused to sign.[see resources for websites that give information about delegates to the Philadelphia Convention] Use Governing the United States Performance Evaluation as an assessment option. Instructional Accommodations for Diverse Learners Provide partially completed cause and effect graphic organizer to illustrate how the weaknesses of the Articles of Confederation caused problems such as Shay’s Rebellion, and eventually led to the Constitutional Convention. Give simplified definitions to students

Assessment Connections Governing the United States Performance Evaluation

Resources Textbook Glencoe American Republic pp. 192 – 202

Supporting Documents Governing the United States Performance Evaluation Strengths and Weaknesses of the

Internet Resources Information about Constitutional Convention delegates From United Streaming Just the Facts: Documents of Destiny:

http://www.archives.gov/national-archives-experience/charters/constitution_founding_fathers.html

http://www.archives.gov/national-archives-experience/charters/constitution_founding_fathers.html

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=D47AF679-76F7-445D-A9B4-F66C3BF7308C





Resources Articles of Confederation

Creating a New Nation A list of Continental Congress delegates with a short biography

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=D47AF679-76F7-445D-A9B4-F66C3BF7308C

http://www.answers.com/topic/list-of-continental-congress-delegates

http://www.answers.com/topic/list-of-continental-congress-delegates





1 2 Unit 2.2

Constitutional Convention Lesson Set: Issues for Debate and Compromise



ⓈSS.8.4D Analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.

ⓈSS.8.21A Identify different points of view of political parties and interest groups on important historical and contemporary issues. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.2d Monitor understanding of spoken language

during classroom instruction and interactions and seek clarification as needed.

• ELPS C.3e Share information in cooperative learning • interactions. • ELPS C.3g Express opinions, ideas, and feelings ranging

from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.




• CCRS 4.A3 Evaluate sources from multiple perspectives. • CCRS 4.A4 Understand the differences between a

primary and secondary source and use each appropriately to conduct research and construct arguments.

Essential Understandings / Guiding Questions Debates over the role and power of a federal government often include the need for compromise.

1. What compromises did the Founding Fathers of the United States reach and include in the U.S. Constitution? What opposing points of view did these compromised resolve?

2. What is the relationship between the concepts of limited government and individual rights? Instructional Considerations Instructional Strategies / Activities

Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives Background Knowledge for Teacher Ensure that students learn and understand the key concepts of compromise [the compromises of the Constitution debate] and conflict [as evidenced by the Federalist – Anti-Federalist debate]. These concepts are critical to understanding the idea of federalism and the impact of this concept on 19thc US history Issue of representation in Congress: Big States vs. Smaller States • Great Compromise- the plan for a two-house Congress

Cooperative Learning Use the four C strategy to analyze each of the major issues facing the delegates to the Philadelphia Convention as they discussed and debated how to form the new government that they were creating with the U.S. Constitution. Divide students into five groups and ask each group to work together to prepare a short presentation on one of the major issues. Each presentation should follow a format similar to the one below: • Context – What was the issue facing the delegates

about XXX [fill in the specific issue] – Describe why this was an issue.

• Choices – What choices did the participants have at that time? In other words, what were the two different






Instructional Considerations Instructional Strategies / Activities with the House of Representatives based on population and 2 votes in the Senate for every state

Issue of slavery: North vs. South • 3/5 Compromise where five slaves would count as three

persons. Issue of foreign trade: North vs. South • Compromise—Congress could control foreign trade and

tax imports, but not exports; no interference with the foreign slave trade for a minimum of 20 years.

Issue of Presidential elections: Delegate vs. Delegate • Compromise was to select the President indirectly

through the Electoral College. People would choose electors in each state who in turn would choose the President.

Issue of Power/ Rights: Federalist vs. Anti-Federalist • Compromise—Constitution was ratified and a Bill of

Rights was added as the first 10 Amendments. Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

points of view related to this issue? WHY did these differences exist?

• Course – What compromise decision did the participants make? [What course did they take?] Describe how this decision gave something to each side in the debate.

• Consequences – Have students draw at least one conclusion about the consequences of the compromise, i.e. based on the 2000 election, many questions were raised about the Electoral College system.

Use Issues and Compromises at the Constitutional Convention to facilitate this activity.

Think Aloud Use the visual resource Political Cartoon – Large v Small States for students to summarize main ideas represented in the cartoon using the OPTICS visual analysis strategy and a Think Aloud to guide student thinking about the use of this strategy.

Assessment Connections Nonlinguistic Representation –

Graphic Organizer. Another strategy to teach the compromises is to use either a concept web, mind-mapping strategy, or a simple chart to further define the two opposing viewpoints and the compromise reached. Resources Glencoe Text The American Republic pp. 203 – 205

Supporting Documents Issues and Compromises at the Constitutional Convention Political Cartoon – Large v Small States

Internet Resources Digital History – Arguments For and Against Ratification Digital History – Constitutional Compromises

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_YzJiYzM3NjgtZWM2OS00YzMzLTg2NTgtNzg3NGFjYjhkY2Q4&hl=en_US&authkey=CPKiw68F


http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=294








2 4 Unit 2.2

Constitutional Convention Lesson Sets: Ratifying the Constitution including the Federalist/Anti-federalist Debates



ⓇSS.8.15A Identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government.

ⓇSS.8.17A Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason.

ⓈSS.8.21A Identify different points of view of political parties and interest groups on important historical and contemporary issues. SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.3j Respond orally to information presented in a

wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

• ELPS C.4f Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.




• CCRS 4.A3 Evaluate sources from multiple perspectives. • CCRS 4.A4 Understand the differences between a

primary and secondary source and use each appropriately to conduct research and construct arguments.

Essential Understandings / Guiding Questions Limited [democratic] governments help prevent abuse of citizens and individual rights in a representative democracy.

1. What is the relationship between the concepts of limited government and individual rights? 2. Why is it important to protect the rights of the individual in a representative democracy like that in the United

States? 3. How do individual rights relate to the idea of freedom?

Instructional Considerations Instructional Strategies / Activities Prerequisites/Background Knowledge for Students Students were introduced to the Declaration of Independence in grade 5 and they were introduced to the Magna Carta and the English Bill of Rights in grade 6. These text and visual analysis strategies are part of a vertical alignment of skills beginning in Grade 5. Text/Visual Strategies Analysis strategy APPARTS:

Ratification Process - Use the visual of State Quarters [see resources] to illustrate the order in which states ratified the new Constitution. Discuss the ratification process with students and compare that to the current process for ratification of amendments to the Constitution. Summarizing and Note Taking Use a directed reading strategy while reviewing Reading about Ratification for students to read and summarize ideas






Instructional Considerations Instructional Strategies / Activities Author - Who created the source? … point of view? Place and Time -Where and when was the source produced? What effect might this have on the source? Prior Knowledge - What do you already know that would help you understanding this source better? Audience - For whom was the source created? Does this affect the reliability of the source? Reason - Why was this source produced? The Main Idea - What is the most important point/message that the source tries to give? Significance - Why is this source important? How does this source help answer the ‘so what’ question?

Analysis strategy SOAPS: What is the… Subject/ Speaker? Occasion? Audience? Purpose? Summary of the text?

Visual Analysis Strategy OPTICS: What… Objects are in the picture/painting/cartoon…? People are in the picture/painting/visual? Title is there; What Time period does it represent? Inferences can you draw based on this source? Conclusions can you draw based on this source?

Symbols are present [in cartoons or graphs…] AND how can you Summarize the main idea? Background Knowledge for Teacher Lesson Topic: Ratifying the Constitution including the Federalist/Anti-federalist Debates Stress the importance of the Federalist Papers in resolving the ratification debate for the newly created U.S. Constitution. Students should understand the heart of the Federalist / Anti-Federalist debates centered on the constitutional principle of Federalism – exactly HOW MUCH power should the Federal government have as compared to State governments…those governments “closer” to the people. A key issue was protection of individual [unalienable] rights at the expense of collective [government] rights. Help students understand that tensions were still high as a result of the American Revolution and the fighting that had occurred in the name of individual rights and freedoms as compared to a strong centralized government (king/Parliament). Many interpreted Federalist attempts to centralize government authority as an attempt to control people rather than have government responsive to the needs/rights of the people. Emphasize the ability of the Constitution to grow and change with the country over the last 200+ years. The success of the constitution marks the real success of the

and issues of ratification Examine this ratification process to understand why it was critical to have the “big” states of New York, Pennsylvania, and Virginia ratify. Discuss what the term ratify means and describe the process – ¾ of the states had to agree to the document.

Summary Frame. Examine current events to identify 21st century examples of federal power v state power/individual rights debates. Some possible examples might include arguments for and against the death penalty, constitutional marriage amendment issues [gay marriage], education debates [NCLB, vouchers], and so on. Use the In the News summary frame as a guide for summarizing current events and assessing student understanding of federal and state power and/or individual rights. Generating and Testing Hypotheses Review the differences between primary and secondary sources and the use of analysis tools such as AP-PARTS and SOAPS [for text], and OPTICS [for visuals] to analyze sources.

Think Aloud Use the Social Studies Strategies and Skills Handbook to model the use of these strategies with the entire class before asking students to work independently or [preferably] in groups. In Unit 2.2 use AP-PARTS/SOAPS for analysis of selected texts from the Federalist Papers. Use OPTICS to analyze the Signing the Constitution painting or other visuals of Constitution Hall and the political cartoon Large States v Small States. Cues, Questions and Advance Organizer Pose the following key questions as a formative assessment: • What process was used to ratify the new Constitution? • What makes the American Constitution such an

important document? • What were the arguments for and against ratification?

What role did the Federalists and Anti-Federalists play in these debates?

• How does the Bill of Rights represent one of the largest compromises of the constitutional period?







Instructional Considerations Instructional Strategies / Activities American Revolution – many places and countries have had (and are having) revolutions, but very few are able to come out of those conflicts with a strong democratic government that survives for over two centuries. [FYI – The Texas Constitution has been amended over 400 times since its adoption in 1876]. Peaceful resolution of the conflicts of the Constitutional Convention included the compromises reached. However, the true peaceful resolution was the ratification process. Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition. Assessment Connections Use the In the News summary frame as a guide for summarizing current events and assessing student understanding of federal and state power and/or individual rights. Resources Glencoe Textbook The American Republic pp. 211 – 213 Federalist #10, 51, and 59 primary sources on pp 614 – 615 of the text

Supporting Documents Federalist/Anti-Federalist Debates Role Play Reading about Ratification State Quarters In The News Social Studies Strategies and Skills Handbook

Internet Resources A website at which the Federalist Papers and collections of speeches and other writings from the Anti-Federalist papers Chronology of Historical Documents From United Streaming From Colonies to Constitution: Shaping the New Nation

http://www.constitution.org/afp/afp.htm




http://www.law.ou.edu/hist/

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=1315F88A-80C8-45EC-B719-9A4C9595E11C

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=1315F88A-80C8-45EC-B719-9A4C9595E11C

State Quarters

©2007 Houston Independent School District Grade 8 Social Studies

How are these coins alike? How are they different? What’s significant about the date at the top of each coin? Why does the Delaware coin say “The First State”?

Government under the Articles of Confederation

Strengths Weaknesses Established a system for settling the

Northwest Territory (land north of the Ohio River and east of the Mississippi River)-

Land Ordinance of 1785 No Chief Executive (President)

Set up a government for the Northwest Territory, guaranteed basic rights to settlers,

and prohibited slavery No national court (judicial) system

Could conduct foreign affairs (Signed the Treaty of Paris in 1783)

Weak Congress – could not collect revenue, regulate foreign trade, or settle disputes

between states

Could maintain armed forces (army and navy)

Nine of 13 states required to make most decisions (They could adjourn without this

majority)

Could borrow and print money All 13 states required to amend the Articles

© 2007 Houston Independent School District Grade 8 Social Studies

Student Instructions Federalist/Anti-Federalist Debates Role Play – one copy for each group member.

The purpose of this exercise is to illustrate the two opposing sides of the Ratification Debates. 1. From your group, choose someone to assume the speaking part. (For more information use your textbook.) 2. To act out the role-play the rest of the group should line up behind the speakers as they engage in debate. 3. Even if you do not have a written part, you speak up to show your agreement as your spokesperson presents. 4. Stay ‘in character’ by saying such statements as:

“You tell them, George” “Listen to what the man says.” “He shows a lot of wisdom.” “That is correct.” “We all agree.”

Remember that you strongly believe in your point of view. You are trying to convince the other group that you are right. Speak with expression and conviction.

Teacher Guidelines for Federalist/Anti-Federalist Debates Role Play

1. Cut apart Federalists and Anti-federalists Role Cards (best if duplicated on card stock). 2. Divide the class into eight groups: one for each role and distribute role cards and student instructions for Role Play (or post this on the

overhead) 3. Tell the class that they have 10 minutes to prepare by using their textbooks (pages 211 – 213 and index) to locate any additional

information about their assigned person’s viewpoint. 4. Have students make a placard to show who they represent in the Federalist/Anti-Federalist Debate – line up the Federalists on one side of

the room and Anti-Federalists on the other with groups/individuals facing one another. Each “speaker” should be seated at a desk with the other group members standing behind “backing” him up! If you choose, more than one student group could represent key figures such as Patrick Henry and George Mason (rather than including Robert Yates and George Clinton as lesser know Anti-Federalists)

5. Flip a coin to see which “side” will begin – then alternate sides and speakers accordingly. 6. After each Federalist/Anti-Federalist debater has presented his position, review with students the summary of Federalist/Anti-Federalist

views emphasizing that Federalists were FOR a strong federal government and immediate ratification of the Constitution as it was written and Anti-Federalists were AGAINST ratification because they believed the Constitution took too much power from the states and the people. They wanted guarantees written into the Constitution of individual rights. The compromise was the writing and adoption of the Bill of Rights as the first ten amendments to the U.S. Constitution.


Federalists Role Cards

Individual Position

Alexander Hamilton The current government under the Articles of Confederation is neither strong enough

nor efficient enough for our needs.

James Madison

The existence of 13 separate, sovereign governments means that arguments are settled according to who is strongest, not

who is right.

George Washington I wish the Constitution had been made

perfect, but I believe that it is the best that we could do at the time.

Benjamin Franklin I consent to this Constitution because I

expect no better and because I am not sure that it is not the best.


Anti-Federalists Role Cards

Individual Position

Patrick Henry (Governor of Virginia) This Constitution does not do enough to

protect individual liberties. We must demand a Bill of Rights.

George Mason (author of the Virginia Bill of Rights)

This new Constitution allows slavery, which is an abomination. Furthermore, there is

no Bill of Rights.

Robert Yates (delegate to the Philadelphia Convention; judge on New York Supreme

Court)

This new Constitution gives the Congress too much power, and will do away with all

state authority.

George Clinton (Governor of New York) This Constitution takes away too much authority from the states.


Federalist and Anti-Federalist Views Good People, Different Opinions

Leaders: Alexander Hamilton, James Madison, George Washington, Benjamin Franklin

Leaders: Patrick Henry, Robert Yates, George Clinton, George Mason

Federalists believed in Anti-Federalists believed in

What? …a strong, centralized, national government Why? More efficient

What? …strong state governments; national government with very limited powers. Why? Best protection of individual liberties

What? …the possibility that a republic could work in a large country

Why? The system would ensure success

What? …the impossibility of republican principles working in a country as large as the U.S.

Why? No historical precedent

What? …proportional representation of the states in the national legislature (Congress) Why? The proportional wealth of the states should be a factor in their voice in Congress

What? …equal representation of the states in the national legislature.

Why? Each state was equal to the other

What? …a strong executive (president)

Why? Necessary for equitable administration of the laws and protection of the republic

What? …a weak executive; more or less just an “employee” of the legislature. Why? Fear of a tyrant

What?…the indirect election of officials

Why? Provides adequate representation

What? …the direct election of officials whenever and wherever possible.

Why? Provides true representation


Governing the New Country – Performance Evaluation Name: ______________________________________ Period:_________________ Due Date: ____________________________ Assignment: Imagine that the year is 1795. You have lived in the United States since 1750. You have been commissioned to write a book about the events that happened during the past 45 years. Your book has three chapters, “Problems During the Early Days”, “How and Why The Union Almost Came to An End”; and “The Great Hope.” Each chapter of the book has a narra-tive section which details the important events of that period, a drawing which illustrates a major theme of the period, and a timeline. Create a Storyboard for your book.

1. Divide a poster/legal paper/regular into three sections. Or make a three section foldable. 2. Clearly label each section with one of these “chapter” titles:

Problems During the Early Days How and Why The United States Almost Came to An End The Great Hope

3. Write a summary with descriptions of major events/ issues during each of these eras in American history. Exceptional work includes a minimum of 5 event/issues.

4. Complete a drawing to illustrate the time period. 5. Your storyboard will be graded according to the attached rubric.

The Recollections of (your name)_______ Problems During the

Early Years

How and Why The Union Almost Came to An End

1787-1789

The Great Hope

1789-1791 1777-1786 Summary

contains significant events/issues of the

years included in your timeline, why the events/

issues were important and the out-

come/consequences

Summary contains impor-tant leaders and issues of this period, and the out-

come/consequences

Summary

contains important events and issues of this period

Drawing Drawing Drawing


UNIT 3 EVALUATION – The New Government Assessment Rubric for Storyboard

Category 4 3 2 1 Excellent Good Developing Needs Work

Required Elements

The poster in-cludes all re-quired elements as well as addi-tional informa-tion.

The poster in-cludes all re-quired elements.

The poster is missing one of the required ele-ments.

The poster is missing two or more required elements.

Drawing The drawing shows a clear connection to the narrative and could stand alone.

The drawing shows a clear connection to the narrative.

The drawing is only marginally connected to the narrative.

The drawing shows no con-nection to the narrative.

Summary

The summaries address at least 5 major events/ issues.

The summaries address at least 4 major issues or events.

The summaries address 3 of the major issues or events

The summaries address 2 of the major issues or events.

The narratives and drawings demonstrate no understanding of events.

Understanding The narratives and drawings demonstrate a thorough under-standing of events.

The narratives and drawings demonstrate an adequate under-standing of events.

The narratives and drawings demonstrate an incomplete un-derstanding of events.

Mechanics The poster con-tains no me-chanical errors.

The poster con-tains 1-2 me-chanical errors.

The poster con-tains 3-4 me-chanical errors.

The poster con-tains more than 4 mechanical er-rors.


Issues and Compromises At The Constitutional Convention of 1787

1. Issue of representation in Congress

Large states – wanted the number of representatives based on population. Small states – wanted the number of representatives to be equal per state. Great Compromise – the plan for a two-house congress with the House of

Representatives based on population and 2 votes in the Senate per state. 2. Issue of slavery

Southerners wanted slaves counted for purposes of representation in the House of Representatives.

Northerners felt that since slaves could not vote, they should not be counted. Three-Fifths Compromise – where five slaves would be counted as three persons.

3. Issue of foreign trade

Northern states – shipping industry wanted uniform trade laws. Southern states – exporters did not want export taxes and slave owners did not want a

ban on importing slaves. Compromise – Congress could control foreign trade and tax imports, but not exports; no

interference with the foreign slave trade for a minimum of 20 years.

4. Issue of Presidential elections

Some delegates did not trust ordinary people to choose a President wisely. Other delegates believed that in a republic, the people should elect leaders. Compromise – select a President indirectly through the Electoral College. People would

choose electors in each state who in turn would choose the President.

5. Issue of power/rights

Federalists – strong federal government was desirable. No Bill of Rights was necessary because most states had a Bill of Rights.

Anti-federalists – states should have more power than the federal government; people needed a Bill of Rights to protect them from a federal government that might be too strong.

Compromise – Constitution was ratified and a Bill of Rights was added as the first 10 amendments.

o Special Note: This compromise was not reached at the Constitutional Convention, but later in the debate over ratification of the Constitution.

CLEAR Model Lessons Grade 8 Social Studies ©2004 Houston Independent School District B.03.03-2

Large States vs. Small States

Should Virginia get more votes in Congress than New Jersey?

Should every state be equal?

Can they make a deal that leaves both sides happy?

Source: TEA, educational use

CLEAR Model Lessons Grade 8 Social Studies ©2004 Houston Independent School District B.03.03-1

Name_________________________________________________Per:_______________Date__________

Ratification – Not a Done Deal

When the Constitutional Convention ended in Philadelphia in September of 1787, the official records of its proceedings were turned over to George Washington so that he could give them to Congress “if ever formed under the Constitution.” There was nothing certain about whether the young nation would become what the new Constitution would make it. According to the rules of the Convention, the Constitution was to be submitted to the states for approval, or ratification, by state conventions. The debates in Philadelphia were over, but the fight had just begun. Some states ratified quickly. Delaware unanimously ratified the Constitution on December 5, 1787, and Pennsylvania followed just 5 days later. In Pennsylvania, however, there had been spirited debate because the Constitution set up a national government that was so different from the state government. Pennsylvania had a one-chamber, or unicameral, legislature; the new national legislature would be composed of two chambers, or bicameral. Pennsylvania had annual elections; the new government had elections ranging from every 2 to 6 years. Despite these issues, the Pennsylvania convention ratified the Constitution by a vote of 46 to 23. New York, the largest state, had had only one delegate, Alexander Hamilton, to sign the Constitution. New York was full of powerful opponents to the Constitution. The governor, George Clinton, along with Robert Yates, who had been a delegate to the Philadelphia Convention, pressed the issue that the new Constitution would not protect and provide for New York. A republic had never functioned in a country as large and populous as the United States. Representatives had to be from among the people in order to truly represent them, and that would not happen under the new government. More alarming than this was the authority to coerce, or force, state governments to pay into the national treasury. If a state did not pay, was the new government going to go to war against it? Most alarming was the office of the President. How could this man, who had the power to veto, or say “no” to, the acts of Congress, be controlled? What would keep him from becoming a monarch, or king, or, even worse, a tyrant like the one they had fought to be free from in 1776? The situation in Virginia was just as bad. Of all of the state’s delegates to the Philadelphia Convention, only three had signed the new Constitution, yet it was the Virginia Plan that had largely been followed in shaping the document. Virginia had one-fifth of the population of the entire country, and without support from that state, the new nation would have very little chance for survival. Opposition in Virginia was strong and well-organized. Led by Patrick Henry, James Monroe and George Mason, these were men who had fought the Indians, fought the British, and stood up for the rights of their countrymen and fellow Virginians. In this group were also men who had strong personal dislike for George Washington and anything that he advocated, or stood for. These opponents, or anti-federalists, believed that the Constitution was going to change the country into a “consolidated” empire, with no checks or balances on or in the government. More than that, they opposed the idea that “We, the people,” instead of “We, the states,” should speak for the nation. The delegates to Philadelphia had gone as representatives of their states, not the people! The way to save the Union was to strengthen the states, not take away their power, as this new Constitution would do. That was the situation in the fall and winter of 1787-1788. No one could be certain what was going to happen. One by one, the states voted. After Delaware and Pennsylvania approved the new plan, New Jersey unanimously ratified the Constitution. Georgia, which George Washington described as “a weak state with the Indians on its


Name_________________________________________________Per:_______________Date__________

back and the Spaniards on its flank (side),” came next. Connecticut decided that it would be in her best interests to come into the new Union, and ratified by a vote of 128 to 42. The next state to hold a convention was Massachusetts. With its tradition of Town Hall meetings and direct election of officials, the state was anything but a friend to the new plan. It was estimated that of the 355 delegates to the Massachusetts convention, 201 were opposed to the Constitution. The debate in Massachusetts was different from those which had taken place in other states. In addition to the usual calls for limits on government power, the Massachusetts delegates also wanted an immediate end to slavery, not one 20 years in the future as decided in Philadelphia, and religious qualifications in order to hold public office (no non-Christians or Catholics would be allowed to be public officials). Sensing the need to do something to win the day, some Federalists offered a set of amendments, or changes to the Constitution, which would take place AFTER ratification. This seemed to be the magic bullet. The opposition slowly crumbled, and Massachusetts ratified by a vote of 187 to 168. Maryland ratified, after offering 13 post-ratification amendments, by a vote of 63 to 11. Soon after, South Carolina followed, with a vote of 149 to 46. New Hampshire seemed unable to make up its mind, but finally voted for the plan on June 21, by a vote of 57 to 46. Like Massachusetts, New Hampshire objected to the continued allowance of slavery. Nine states. That should have been enough to ratify the Constitution and make it the law of the land. There was no one who believed that the country would become a reality without the participation of New York and Virginia, and those states were not being very cooperative. The tide turned in favor of the Federalists in Virginia when the governor, Edmund Randolph, who had been a delegate to the Philadelphia Convention and had refused to sign the final document, changed his mind and decided to support the Constitution if amendments could be made after ratification. Patrick Henry thought (and said) that this was ridiculous, making a deal that was to be changed after the deal was made; but the Federalists offered a set of amendments and a Bill of Rights (most of which were finally included in the national Bill of Rights) that the opponents could not resist. Virginia ratified by a vote of 89 to 79. Only the question of New York remained. When word reached the New York convention that Virginia had ratified, the issue changed from one of ideology, or what the delegates believed, to practicality, or what they believed was best for New York. There was a clear sense that New York would become unimportant if she decided not to join the Union. There were two large, powerful states, Massachusetts and Pennsylvania, both of which had already ratified, close to her. Only two other states, Rhode Island and North Carolina, had not approved the new plan of government. The delegates realized that failure to ratify would mean the loss of all of New York’s political influence, and ratified by an ultra-slim margin of 30 to 27. Eventually, all 13 of the states would ratify the Constitution, and two years later the first ten amendments, or changes, would be added. It is doubtful that our system of government would be what it is today were it not for these amendments, which we know as the Bill of Rights. For this, we owe a debt of gratitude to those Anti-Federalists who insisted that government authority must never be greater than citizens’ rights.


Name_________________________________________Per:__________Date______________

Ratification Revisited

Directions: Answer the following questions on your paper. Be sure to answer in complete sentences. The number in parentheses () indicates the paragraph in which the answer is found. 1. After the Philadelphia Convention approved the Constitution; how was it to get approval from the states? (1) 2. Why did Pennsylvania object to the new plan? (2) 3. There were three major reasons for New York’s objection to the new plan. What were they? (3) 4. Why was Virginia so important to the new nation? (4) 5. What were some of the reasons that Virginia objected to the Constitution? List at least 3. (5) 6. Why was George Washington not worried about whether Georgia would ratify? (6) 7. What issues were discussed in Massachusetts that had not been discussed in other conventions? (7) 8. What did Federalists do in Massachusetts, and later in Maryland and Virginia, that made it easier for opponents to support the new plan? (7, 8, 9) 9. Look at paragraph 3 again. Define “republic.” (3, sentences 4 and 5) 10. When it came out of the Philadelphia Convention, the Constitution had no Bill of Rights because those who wrote it believed that none was needed. Those who were opposed to the Constitution got a promise that a Bill of Rights would be added after ratification. What do we call the process by which everybody gets some, but not all, of what they want?

Thought Provoker Some people thought that the Anti-Federalists were just sore losers, but we got some of our most cherished rights because of their efforts. What lesson can you learn from this?


Name_________________________________________Per:__________Date______________

Suggested Answers to Ratification Revisited

Directions: Answer the following questions on a clean sheet in your Social Studies notebook. Be sure to answer in complete sentences. The number in parentheses () indicates the paragraph in which the answer is found. 1. The Constitution was to be submitted to the states for approval, or ratification, by state conventions. 2. The delegates knew that the state was vulnerable because of its size. 3. The national government was so different from the state government. (Students may list particulars: composition of the legislature; election cycles) 4. New York objected because the plan did not protect New York, it was only marginally republican in character, there was the threat of coercion for financial support, and the President was too powerful. (Students are to choose 3.) 5. Virginia was so important because it 1/5 of the population of the states. 6. Virginians believed that the Constitution would change the nation into a consolidated empire, there were inadequate checks and balances, and that states, not the people, should speak for the country. 7. Washington was not worried because he believed that Georgia knew that it had enemies close to it, and that belonging to the Union was best for her. 8. Massachusetts delegates discussed slavery and religious qualifications for public office. 9. Federalists proposed that the Constitution be amended AFTER ratification. 10. A republic is a country in which the people elect representatives. (Essential elements are “country” and “representatives” or “represent.”) 11. That process is called compromise.

Thought Provoker This question is to get students to realize that standing for what one believes, even in the face of opposition, can result in something good.


© Houston Independent School District Social Studies Curriculum

In the NEWS All the news that’s fit to analyze

Well read, and reading well

Why does this matter?

Questions I still have are: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

HEADLINE

When did this happen?

Where did this happen?

Who was involved?

What happened?

details

details

details

details

details

details

© Houston Independent School District Social Studies Curriculum

s In the NEWS All the news

that’s fit to analyze Well read, and reading well

Why does this matter?

Questions I still have are: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

HEADLINE

When did this happen?

Where did this happen?

Who was involved?

What happened?

details

details

details

details

details

details

En las NOTICIAS Noticia perfectas para analizar

Bien leído y leyendo bien

Por que esto importa?

Preguntas que continuo teniendo son: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

TITULAR

Cuando esto sucedió?

Donde esto sucedió?

Quien estuvo envuelto?

Que Sucedió?

detalles

detalles

detalles

detalles

detalles

detalles

En las NOTICIAS Noticia perfectas para analizar

Bien leído y leyendo bien

Por que esto importa?

Preguntas que continuo teniendo son: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

TITULAR

Cuando esto sucedió?

Donde esto sucedió?

Quien estuvo envuelto?

Que Sucedió?

detalles

detalles

detalles

detalles

detalles

detalles

Houston Independent School District

2011 Board of EducationPaula M. Harris, President

Manuel Rodríguez Jr, First Vice PresidentAnna Eastman, Second Vice President

Carol Mims Galloway, SecretaryMichael L. Lunceford, Assistant Secretary

Lawrence MarshallHarvin C. Moore

Greg MeyersJuliet Stipeche

Terry B. Grier, Ed.D., Superintendent of Schools

Houston Independent School DistrictHattie Mae White Educational Support Center

4400 West 18th StreetHouston, Texas 77092-8501

Web site: www.houstonisd.org

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.

Secondary Social Studies Team

Angela MillerManager

[email protected]

Montra RogersCurriculum Specialist

[email protected]

Kim HallCurriculum and Instruction Officer

[email protected]

Dr Keith YostDirector of Secondary Curriculum, Instruction and Assessment

[email protected]

Table of Contents1 Social Studies PreAP/AP Writing Scope & Sequence

4 Social Studies PreAP/AP Skills and Strategies Matrix

5 Strategies: Inquiry Skills

8 Strategies: Interpret Information from Primary and Secondary Sources

14 Strategies: Analyze Data from Written and Visual Sources

18 Strategies: Apply and Present Information

23 Writing Guidelines – Quick Writes, Thesis Statements, Analyzing Prompts…

Social Studies PreAP/AP Writing Scope & Sequence

Houston ISD Curriculum Department 2010 – 2011 Page 1

Type of Writing World Cultures Grade 6

Texas HistoryGrade 7

US History to 1877Grade 8

World Geography AP Human Geo

AP World AP US History AP Gov/AP Eco AP Psych/AP Euro

Informal Writing – This type of writing is based on the premise that students learn to write by WRITING and that the process is a learned skill. One clear goal of informal writing is to increase student confidence and success as a writer. All suggestions in the developmental scope/sequence are MINIMUM requirements. Primary and Secondary Source documents may include text, photos, art work, songs, cartoons, graphs, charts, maps, etc.

Document Analysis/Writing

Analyze 1 document at a time each week with a structured writing prompt


Analyze 2 documents at a time each 2 weeks with a structured writing prompt By second semester have students write without the prompt

Analyze 2 – 3 documents at a time each 2 weeks

3 – 5 Minute Quick Write [IDs] IDs can be used as a Check for Understanding, an Exit Ticket or any other way that allows students to write about information already learned. It is NOT appropriate for a pre-assessment.

3 – 5 each six weeks with modeling using a narrative prompt appropriate to the content of the lesson. Independent by the second semester

7 - 8 each six weeks using a narrative prompt appropriate to the content of the lesson.

9 – 10 each six weeks using a narrative prompt appropriate to the content of the lesson. By the end of the second semester begin to introduce a question prompt rather than a narrative on some IDs.

9 – 12 each six weeks using both narrative and question prompts with content appropriate to the lesson. At least half of the IDs should have a document prompt by second semester.

9 – 12 each six weeks using both narrative and question prompts with content appropriate to the lesson. At least half of the IDs should have a document prompt.



15 – 20 minute Planned Writes**

Model 3 per semester [particularly the planning stage] and work toward 1 independent Planned Write by the end of 2nd semester. Each Planned Write addresses content appropriate for the lesson.

Model the first Planned Write and then have students produce 1 Independent Planned Write each semester. Each Planned Write addresses content appropriate for the lesson.

Model the first Planned Write and then have students produce 2 Independent Planned Writes each semester. Each Planned Write addresses content appropriate for the lesson.

3 Independent Planned Writes per semester in PreAP World Geography Studies 2 Independent Planned Writes per semester in AP Human Geography [Note: The number of formal writing prompts increases]

2 Independent Planned Writes per semester in AP World History [Note: The number of formal writing prompts increases and is more course specific]

2 Independent Planned Writes per semester in AP US History [Note: The number of formal writing prompts increases and is more course specific]

2 Independent Planned Writes per semester in AP Courses listed in this column [Note: The number of formal writing prompts increases and is more course specific]

• Possible products for Document Analysis Writing include the following: SOAPS{Tone}; APPARTS; OPTICS; Yes/No_But analysis; Comparisons; Frame of Reference/Context analysis; Spectrum Analysis; Connections – Linking Past to Present analysis. See the Social Studies Strategies Matrix for further explanations of each of these products.

• 3 – 5 Minute Quick Writes should be kept in an Intellectual Diary [ID] to create a portfolio of student writing. The IDs are content based and begin with an appropriate prompt which may or may not include a visual or text reference. See the Social Studies Strategies Matrix for further instructions on how to conduct ID writing.

• 15 Minute Planned Writes include a prompt but students use 3 – 5 minutes to plan their writing with the use of a concept cluster organizer or an outline. That thinking phase is then followed by a 10 – 12 minute writing time with the goal being a strong paragraph or slightly longer writing sample.

• Rubrics for evaluation of the ID and Planned Writing Samples are found in the HISD Online Curriculum in the Rubrics folder within the Supporting Documents.

Continue adding greater sophistication…








Formal Writing – This type of writing is more in-depth and requires greater time and effort. The informal writing suggestions above help develop the skills necessary to prepare students for success in this type of writing. The various types of essays are often specific to unique AP Courses. The skills and formal writing suggested in this Scope and Sequence help prepare students for all types of writing. There is also an understanding that the content for both the Informal and Formal writing should be course specific and increase in depth and complexity in the progression of grade levels/courses. The continuum of skills below by grade level will help develop students’ ability to achieve success on the high school AP exams. THESE ARE TIMED WRITINGS OF APPROXIMATELY 35 – 45 MINUTES.

Argumentative Essay The various types of argumentative essays are described below along with suggestions for developing that particular style of writing. Use a variety of these styles as you work particularly with middle school students.

Based on a prompt students will learn through modeling to Make an assertion; Write a topic sentence; Identify supporting details. By 2nd semester they should be able to successfully do this independently.

Teacher guides thesis/assertion development as a class using a question prompt. Students organize and develop one well-written paragraph containing a topic sentence and supporting details in first semester and perhaps extend writing to 2 – 3 paragraphs by second semester. Vary the types of essays based on the information below

Students develop thesis/assertion statements from a question prompt independently. Students write ONE well organized 3 -5 paragraph essays with supporting details and a conclusion per semester. 1st semester working as a class to develop an outline; independently by 2nd semester. Vary the types of essays based on the information below

Pre-AP World Geography classes should continue to reinforce writing styles similar to the suggestions for generic argumentative essays and reinforce styles of writing necessary for success in AP World and APUSH.

Standard essays often fall into two categories: Analytical and Persuasive. Both include: Introduction with a strong thesis [assertion] with a claim and point of view; Supporting facts and details; Rebuttal evidence and a Conclusion. Use College Board Guidelines and scoring rubrics

Use the College Board guidelines and scoring rubrics for this type of thematic essay in AP European courses.

Cause/Effect Essay

Use text/visuals and teach the use of Cause and Effect Graphic organizers Informal writing explaining this relationship.

Use cause and effect organizers and help students use this information to write thesis/assertion statements

Provide writing structure to develop a 4 paragraph essay with an intro, 2 paragraphs [causes and effects] and a conclusion.

Writing using cause and effect diagrams and facts to prove a hypothesis.

Comparative Essay

Use Venn Diagrams and charts to develop comparisons and write a thesis statement

Use Venn Diagrams and charts to develop comparisons and write a paragraph with a strong thesis statement

Use charts/other strategies to develop comparisons Work toward a 5 paragraph essay: introduction with thesis [assertion]; 3 body paragraphs and a conclusion.

Use multi-celled charts or thematic comparisons. Independently write one 5 paragraph essay introduction with thesis [assertion]; 3 body paragraphs and a conclusion.

Use College Board Course guidelines for writing and evaluating a Comparative Essay.

See course specifics below for courses








Continuity and Change Over Time Essay

Learn the meaning of the terms continuity and change over time and teach students to interpret timelines and verbally interpret continuity and change over time trends

Continue to interpret timelines and interpret continuity and change over time trends using informal writing formats.

Use timelines as a source for interpreting continuity and change over time trends and writing 3 – 5 paragraph essays.

Use themes such as urbanization, industrialization, demographic shifts, or environmental to develop essays with thesis [assertions] and supporting details.

Use College Board Course guidelines for writing and evaluating a Continuity and Change over Time Essay.

Free Response Scientific Style Writing [appropriate for the AP Human Geography and other AP courses based on course guidelines]

Define terms in student words

Writing to a presented topic using a Big Picture Question [Essential Question] and supporting details in bulleted form.


Scientific proof writing using College Board guidelines and scoring rubrics for AP Human Geography Free Response questions. One per semester.

Scientific proof writing using College Board guidelines and rubrics for the Free Response Questions in the appropriate course. One per semester. [Does not apply to AP European History courses]

DBQ Essay Using multiple documents to develop an essay based on the question.

See informal writing guidelines above.

See informal writing guidelines above

By the end of 2nd semester have students analyze 4 – 5 documents and write an essay using the documents to form a thesis and answer the question.

1 DBQ Essay per semester using 4 – 6 documents

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP World History

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP US History

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP European History [other courses in this column do not have DBQ questions as part of their AP exams.]

Frequency 1 DBQ and one other structured essay by the end of 8th Grade; High School courses should have 2 formal writing samples per semester.

Evaluation/Scoring Modified Rubric based on College Board guidelines

Modified Rubric based on College Board guidelines


College Board Rubrics appropriate to the AP course.




• The types of argumentative essays differ depending on the AP course requirements. In Middle School the goal is to help students master basic writing skills that will help them be successful. Many of these are analysis skills. Much of the writing at the middle school level will continue to be informal with an emphasis on varying the IDs and Planned Writes to reflect cause and effect, comparisons, change over time, and scientific style writing. In most AP courses there is a DBQ Essay and two free response essays that students must write from information they know [as opposed to gathering information from a series of documents]. AP Human Geography, AP Gov’t, AP Economics and AP Psychology have no DBQ essays. Writing in these courses more closely reflects the Scientific Style Essay.

• In ALL writing both formal and informal it is critical to teach students to carefully read the question and answer ALL parts of that question.

Social Studies PreAP/AP Skills and Strategies Matrix

2010 – 2011 Page 4 Houston ISD Curriculum

Strategy World CulturesGrade 6


US History to 1877

Grade 8

World Geography

AP Human Geo

AP World AP US History AP Gov/AP Eco AP Psych/AP

Euro Inquiry Skills: Students learn to pose and answer questionsThree Levels of Questioning X X X X XDialectical Journal Two-Column [Cornell] Notes] X * X * X X X X X

Verb Word Wall Question Starters X X X

Ask Questions/ Make Inferences X X X X X X XEssential Questions/ Big Picture Question X X X X X X X

Interpret information from Primary and Secondary Sources: Students learn to access and interpret information from a variety of primary and secondary sources. SOAPStone X * X * X APPARTS X * X * X X XOPTICS X * X X X X X XDialectical Journal Two-Column [Cornell] Notes] X * X * X X X X X

4 Cs Strategy: Context, Choices, Course [of action] Consequences X * X X X X

Sentence Frames X X X History Frame X * X * X X X X XHalf-Page Solutions X * X * X X X XSomebody Want[ed]…But So… X * X X X X X XTODALSIG [maps] X * X X Independent scan Independent scan Independent scan Independent scan Analyze Data from Written and Visual Sources: Students will use data including maps, graphs, charts, visuals, and other sources to draw conclusions and make comparisons. SOAPS X * X * X APPARTS X * X X X XOPTICS [can be used for maps] X * X * X X X X XESPN X * X X X X X XSPRITES/PERSIA X * X X Graphic Organizers X – see attached X – see attached X – see attached X – see attached X – see attached X – see attached X – see attached Matrices/Charts Categories given Categories given Categories given Create categories Create categories Create categories Create categories Sensory Figures X X X X XConcept Cards X X X X X Apply and Present Information: Students will create written, visual, and oral products related to information. Present and use rubrics as guidelines for evaluation. RAFT X X X X X X XSpectrums X X X X X XYes/No…But Inner/Outer Circle/ Graded Discussion 2nd semester X X X X X X

Socratic Seminar X X X X XIntellectual Diary X X X X X X XSketch Maps X When appropriate When appropriate X When appropriate When appropriate When appropriate Timelines/Change Over Time Interpret, predict Interpret, predict Interpret, create create, compare Change over time create, interpret create, interpret * = with prompts


Houston ISD Curriculum 2010 – 2011 Page 5

Inquiry Skills: Students learn to pose and answer questions

Three Levels of Questioning

Students design three levels of questions based on a primary or secondary source reading. These Levels include the following: Level One: These questions can be answered by facts or information stated explicitly in the source text. Level Two: These questions are answered through analysis and interpretation of the source. The answers are not stated explicitly in the text, but are rather implied by the text. Level Three: These questions are open-ended and go beyond the text. The structure of the question itself would not require an individual to have read the text. However, students should use evidence from the text to respond to a Level Three question. These questions should provoke a discussion of an abstract idea, theme, or issue. 1. What are some Level One questions you might ask based on your reading of

the source? 2. What are some Level Two questions you might ask based on your reading of

the source? 3. What are some Level Three questions you might ask based on your reading

of the source? 4. What is the main idea of this source and why is it important to read it?

Dialectical Journal Two-Column [Cornell] Notes

[See explanations of these strategies below in the Interpreting Information section.]

1. Fact 2. Inference 3. Open

Ended



Verb Word Wall Question Starters

Knowledge

Comprehension Application

Analysis Synthesis Evaluation

What? When? Where? Who? How?

So What?

Can you recall? How would you rephrase?

What would result if? What is the relationship between?

Can you predict the outcome? What would you cite to defend the actions?

How would you prioritize?

Verb Wall: The verbs below correlate with the six levels of thinking in Bloom’s Taxonomy. Posting these verbs in a prominent place in the classroom attunes students to the difference between lower-and higher-level tasks and helps raise the level of classroom discussion. This in turn develops habits of mind central to advanced critical thinking. Level I. Knowledge know, define, memorize, repeat, record, list, recall, name, relate, collect, label, specify, cite, enumerate, tell, recount Level II. Comprehension restate, summarize, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate Level III. Application exhibit, solve, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment Level IV. Analysis interpret, analyze, differentiate, compare, contrast, scrutinize, categorize, probe, investigate, discover, inquire, detect, classify, arrange, group, organize, examine, survey, dissect, inventory, question, test, distinguish, diagram, inspect Level V. Synthesis compose, plan, propose, produce, invent, develop, design, formulate, arrange, assemble, construct, set up, prepare, imagine, hypothesize, incorporate, generalize, originate, predict, contrive, concoct, systematize Level VI. Evaluation judge, decide, appraise, evaluate, rate, compare, value, revise, conclude, select, assess, measure, estimate, infer, deduce, score, predict, choose, recommend, determine Question Wall: To move students to a higher level of thinking, the instructor should model higher-level questioning and should give students the opportunity to practice these questioning techniques themselves. As a reference for themselves and for students, instructors may consider creating a Question Wall on which they post selected questions. As the entire class becomes familiar with and practices using the questions, students will begin to demonstrate greater depth of thinking with increased confidence and frequency.



Ask Questions/Make Inferences

??? I think…because…

Design a series of based on reading/interpreting a given document or visual. From the questions and reading/interpretations, students make inferences, draw conclusions, and find supporting facts/details to support thinking. 1. What information in the source “catches your attention”? 2. What questions can you pose [construct] that will help you make meaning

from this source? What questions can you pose that address what this document “makes you wonder about”?

3. What inferences and conclusions can be drawn from the questions you asked and the document itself?

4. What evidence is there in the source to support your inferences and/or conclusions?

Essential Questions/ Big Picture Question

This strategy helps Pre-AP/AP students deal with the increased reading and volume of detail that they are expected to master. In more challenging courses, students must read effectively and efficiently, connecting their reading to previous learning, and building a framework to accommodate future knowledge. The “Big Picture Question” (BPQ) assists in these tasks by focusing ideas on a primary issue, most important concept, or reason for covering a particular unit of study. Good BPQ’s are broad, open ended, and allow for interpretation. For example, a BPQ may ask: “After analysis of documents and other resource materials related to the War of 1812, what events and facts signified that the U.S. gained a sense of nationalism from the war?” As students read assignments, record major facts, and discuss issues in class, they can form an answer to the BPQ. The process gives students direction as they begin to develop thesis statements for essay writing. When this technique is first introduced, the teacher may provide the BPQ. As students become more skilled, they should develop their own questions to focus study. Essential Questions are located in the Horizontal Alignment Planning Guides (HAPGs) of the HISD Curriculum for each grade level/course. EQs are organized by lesson and unit.



Interpret information from Primary and Secondary Sources: Students learn to access and interpret information from a variety of primary and secondary sources. This skill also includes skills such as summarization, making inferences and drawing conclusions, determining the validity and reliability of source materials, and interpreting how context and frame of reference influence the source.

SOAPStone

SOAPStone: What is the…

Subject/ Speaker? Occasion? Audience? Purpose?

Summary of the text? So What?

Tone?

SOAPSTone can be used as an introductory strategy for primary source analysis and interpretation. This strategy can be used to analyze text, political cartoons, photos or almost any other primary source for comparing, determining context and frame of reference and narrative writing. The elements include the following: Subject/ Speaker? Who or what delivers the message of the passage? What is the subject of the document? (This may not always be the author.) Occasion? Where and when was the passage produced? What was happening there at that time? Audience? For whom was the document produced? Purpose? Why was the document produced? Summary of the text? So What? What is the main idea of the document? Why this document is important/What important idea does it convey? Tone? What feeling or attitude does the document express?

Using the following guided writing helps students interpret and describe information: The speaker is ___ who ___, and the occasion is (was) ___ which occurs in the larger occasion of ___. Because the audience is (was)___, the tone is ___, as illustrated by ___, and the purpose is (was) ____ on the subject of ___.



APPARTS

Author Place and Time Prior Knowledge

Audience Reason

The Main Idea Significance

This strategy is used to analyze many types of primary source documents, including political cartoons, letters, news articles, essays, and graphs. Students should be exposed to a variety of primary source types to develop skills in analyzing and using pertinent information. Used with other methods of analyzing primary sources, APPARTS helps students respond effectively to “agree/disagree” statements and other essay topics. It is a building block for creating thesis statements, developing arguments with plausible support, and analyzing frame of reference/bias. APPARTS helps prepare students for the Document-based Question (DBQ) Essays on Advanced Placement exams. Not all parts of APPARTS are equal for every document. It is important for students to learn to decide which of the first five categories [APPAR] are critical for understanding a document. The last two parts (The Main Idea and Significance) are the ones that can never be omitted. Author - Who created the source? What is his/her point of view? Place and Time -Where and when was the source produced? What effect might this have on the source and/or the information? Prior Knowledge - What do you already know that would help you understanding this source better? Audience - For whom was the source created? Does this affect the reliability of the source? Reason - Why was this source produced? The Main Idea - What is the most important point/message that the source tries to give? Significance - Why is this source important? How does this source help answer the ‘so what’ question? Note: For those campuses using AVID strategies, this is similar to “Marking the Text: Social Science”, p. 58 and Chapter 10: Summarizing Text, pgs. 133-140, 146-1521 in Critical Reading: Deep Reading Strategies



OPTICS

OPTICS: What… Objects/Overview

People/Parts Title AND Time period

Inferences Conclusions

Symbols/Summarize/So What?

OPTICS is an organized approach for teaching students how to read visual or graphic text closely. The five letters in the word OPTICS provide a mnemonic device to remember the five key elements in analyzing visuals. OPTICS can be used with any visual or graphic text, including photographs, diagrams, charts, fine art and maps. For photos and artwork, it is sometimes helpful to divide the visual into quadrants and analyze each quadrant individually. The Elements include the following: What… Objects are in the visual? Overall impression does the visual present? People are in the cartoon/photo/painting/poster? Parts are in the graph/map/chart? Predictions can one make based on the trends or data represented in the graph or map? Title (if included) AND Time period does the visual represent? Inferences can you draw based on this source? Conclusions can you draw based on this source? Symbols are present [in cartoons or graphs…]; how can you Summarize the main idea? So What – Why is this source important – What important information does it contain?

Dialectical Journal

Dialectical Journal: This is a double-entry journal that provides a “paper trail” of students’ thoughts as they read text. In this journal, students essentially have a dialogue with their reading material. In the left column, students briefly paraphrase an idea from the text. In the right column, students write their response to the idea. Responses could include stating and defending an opinion, posing and explaining a question, or connecting the text’s content to other people, events, literature, or ideas. For more information, see: Berthoff, A.E. (1982). Forming, thinking, writing: The composing imagination. Boynton/Cook: Portsmouth, NH. Note: For those campuses using AVID strategies, this is similar to the Reflective Response Journal and Writing in the Margins-Making Connections, p. 87 in Critical Reading.



Cornell Notes

Cornell Note-Taking: This is a useful tool for students as they begin to read textbooks, primary and secondary resource materials, and any other assigned reading where specific content information should be gathered and organized for future use. For more information, see Pauk, W. (2000). How to study in college (7th ed.). Houghton Mifflin Company: Boston. Note: This strategy is identified as the two-column notetaking strategy in the HISD Literacy Strategy initiative. See Curriculum documents for further explanation of this strategy.

4 Cs Strategy:

Context Choices Course

Consequences

Four Cs Strategy is particularly helpful when teaching students to interpret text and determine the text’s frame of reference/point of view. The elements include the following: Context – What was the context of the times, the situation, or the event? Choices – What choices did the participants have at that time? Course – What decision did the participants make? [What course did they take?] Consequences – What were the consequences [results] of the decision? Note: For campuses using AVID, this is similar to “Historical and Rhetorical Contexts”, pg. 24 in Critical Reading

Sentence Frames

Providing sentence frames and sentence starters help students interpret and write summaries. They provide guidelines for struggling writers, and they help students build confidence. Some examples include the following: If _____ then _____ because ____. ____ caused ___ which then led to ____. ____ is similar to ____ because ____but is different from ___ because ____. When comparing ____ to ____ one notices certain similarities which include ____. One also notices significant differences which include ____.



History Frame

History Frames are useful summarization strategies for interpreting text and/or an important event in history. The elements of this strategy include the following: Title or Name of the Event Important Participants/Key Players in the event Where did this event occur? When did it happen? Problem [What was wrong?] or Goal [What did they want?] Key episodes or stages of the event? Resolution – How did this all turn out? Theme or Lesson Learned – So What…Why did this matter in history?

Half-Page Solutions

Half–Page Solutions: As students read assignments of greater length and depth, they need to focus on efficient notetaking and content processing. This strategy assists students in gathering information from a secondary source such as a textbook assignment and merging it with class discussion or lecture. Students fold a sheet of paper in half, placing “Notes from Reading” and “Notes from Class” as headings of the two resulting columns. On the left side of the page, students take selective notes indicating only the most significant information from a text or other reading assignment. As the instructor facilitates class discussion, the students decide what information not previously recorded should be added and include this information in their own words on the right side. This technique helps the student learn to take a large quantity information and synthesize it for future use.



Somebody Want[ed]…But So…

This is a summarization strategy that also helps students review point of view and to some degree cause and effect. Examples include the following: Somebody Wanted…But …So…summarization strategy: The Patriots in Boston wanted ____ but the British wanted _______ SO _______. The British Army at Lexington/Concord wanted _____ but the Patriot militia wanted ____ so ___. This is one of the HISD Literacy Strategies and is highlighted in HISD Social Studies Curriculum documents.

TODALSIG [maps]

TODALSIG acronym:

T – title O – orientation [compass rose] D – date A – author L – legend/key including scale S – scale and surrounding places I – insets/index when present G – grid system [alpha-numeric; latitude/longitude]

TODALSIG is an acronym to help students specifically learn to look carefully at all parts of a map in order to interpret the data found on the map. This strategy should be carefully introduced and used with prompts from the teacher and then used more and more independently as students progress through the grades.

The elements include the following: T – Title: What is the title of the map(s)? O – Orientation [compass rose]: Where is north on the map? D – Date: When was the map drawn/published? How might this affect the interpretation? A – Author: Who created the map? Why might this make a difference? L – Legend/key including scale: What do the symbols on the map represent? S – scale and surrounding places: What is the scale of the map? Why might that make a difference? What surrounding places are indicated on the map? How does this help with interpretation? I – insets/index when present: Are there insets or an index on this map? What do they help you understand? G – grid system [alpha-numeric; latitude/longitude]: What (if any) is the grid system? How does it help with locating specific places?



Analyze Data from Written and Visual Sources: Students will use data including maps, graphs, charts, visuals, and other sources to analyze data and draw conclusions about the significance of the data. This skill set includes examining similarities and differences, making predictions, comparing and contrasting, describing change over time, and analyzing other relationships and connections.

SOAPS See explanation above APPARTS See explanation above OPTICS See explanation above

ESPN

$$$$$

Economic Factors

Social/Cultural Factors Political Factors

eNvironmental Factors

ESPN is a categorization and classification strategy that helps students analyze and interpret documents and information.

ESPN [Economic, Social, Political and eNvironmental] Factors

Economic Factors relate to $, taxes, industry, agriculture, jobs, availability of resources, ways people organize for production, distribution and consumption of key goods/services, and so on; how people answer the economic questions of What to produce? How to produce? and For whom to produce? Social/Cultural Factors relate to cultural aspects of groups such as language, religion, leisure activity, customs, traditions, food, clothing; these also relate to population density, immigration, cultural diversity, lifestyle, leisure time, traditional roles within society, the impact of cultural customs and traditions and so on. Political Factors relate to the functions and procedures of government, laws, and elected officials; political aspects of a situation; factors that often deal with the topic of power and control: Who has it? How did they get it? Who wants it? How will that individual/group achieve various levels of influence and power? eNvironmental Factors relate to the physical environment and/or geographical setting that impacts people in a given region or the outcome of an historical event; these factors also include how the physical geography affects resource distribution, political power, social/cultural factors; it may also include conservation and the changing aspects of resource management.



SPRITES/PERSIA/PIRATES

SPRITES Setting Politics Religion Innovation/Ideas Technology Economics Social/Cultural

PERSIA Political Economic Religious Social Intellectual Artistic

PIRATES Politics Innovation/IdeasReligion Artistic Technology Economics Social/Cultural

SPRITES/PERSIA/PIRATES are all organizational acronyms to help students classify and categorize information about a place in time, a country or a region. It is particularly helpful in World Cultures, World Geography Studies, AP Human Geography, and AP World History. The categories and organizing questions include the following: Setting – Where is this place? Politics – What is the government? Religion – What is/are the dominant religious practices? Innovations/Ideas – What contributions [including arts and music] has this group made to our lives? Technology – What tools or inventions have they contributed? Economics – What is the economic system? What jobs do people here do? Social (Society) – What is the social structure? What are customs and traditions? The questions are the same for PERSIA and for PIRATES; the letters are just in a different order. The HISD Curriculum documents use the acronym SPRITES, but any configuration is acceptable. These acronyms [along with ESPN] can also be used to help students compare two or more bodies of information, countries, regions, and so on.

Graphic Organizers

Graphic Organizers: Using graphic organizers, students can categorize and organize information that they read in a meaningful format that is useful for analysis. Teachers can use these visual tools for explanations and review. Teachers and students can create their own or use blank structures found in most textbooks to show cause-effect, compare-contrast, sequencing, whole-part, and other concepts. Examples of graphic organizers might include T-charts, KWL charts, concept clusters, double-bubble organizers, flow charts and diagrams, and numerous other examples. Many different types of graphic organizers are included and explained in the Social Studies Curriculum documents, in the HISD Literacy Strategies, as well as in the work of Marzano.



Matrices/Charts

Matrix: At the Pre-AP/AP level, students should develop their own matrices using recognized social studies categories (e.g., PERSIA, ESPN). Choosing a title for the matrix, composing a thematic statement, and creating categories to synthesize the information being gathered are all important parts of the matrix assignment. As students progress, teachers should place more responsibility for these tasks on the student. At all levels, students need not fill in every box in the matrix, but should include pertinent details; quality of detail, not quantity, is the oal of this technique. g

Sensory Figures

Sensory Figure Analysis helps students identify with events, persons, and situations in history or in another geographic setting. It is a useful strategy to explore point of view and frame of reference. It can be used with a specific primary or secondary source document/visual or students can use sensory figure analysis to place themselves in history/geography and respond based on what hey think/know a person at that time and place would be experiencing. t Sensory Figure Analysis can also be used to compare points of view on an event or situation. For instance, students could create sensory figures to represent British Military and Patriots during the Battles of Lexington or Concord; Texians fighting at the Alamo and Mexican soldiers on the attack [or during the siege]; and o on. s

Elements of the strategy include: 1. Draw a stick figure of a person or trace/cut out an actual person’s body on butcher paper. 2. Name the figure based on the text or visual [primary or secondary]. 3. On one side of the head write words or phrases that describe what the person might be thinking.

ght be seeing. 4. On the other side of the head write what that person mi5. Near the hands write what that person might be doing. 6. Near the torso/heart write what that person might be feeling. 7. At the bottom write one or two sentences that summarizes this person’s

erspective on the topic or setting. p



or

Concept Cards

Concept Cards: Using note cards, students can identify a concept and use majissues, characters, and events as examples of that concept in a particular time period or based on a particular topic. This strategy helps students create links between seemingly individual events and people. It helps them determine the significance and impact of a particular event/person and leads to an understanding of conceptual themes in history and other social studies disciplines. This method allows student practice in gathering, summarizing, comparing, contrasting, and analyzing information regarding a person, time eriod, or issue. p

Elements of the strategy include:

1. Name and define the concept 2. Give a specific example of that concept from the events and individuals

being studied. 3. Explain why that person or event is important and why he/she/it

exemplifies the concept 4. State the general significance or overall importance of the concept

[perhaps using contemporary and other examples from history or geography].

Example:

1. Concept: absolutism – referring to rule by a person who exhibits complete power ects [ESPN] of his country, region, or group. over all asp

2. Louis XIV 3. This king ruled France and controlled all of the finances, almost bankrupting the

country spending money on wars with foreign nations. He set social standards for the court at Versailles and all of the nobles of the country. He ruled through divine right and called himself the Sun King meaning that the world revolved around him and France.

4. Absolutism is still present today in the leaders of North Korea and to a lesser extent Iran. Castro in Cuba has ruled with absolute power for over 50 years.

Note: Key Concepts are listed for each Learning Focus in each six weeks for every required Secondary Social Studies course. These Key Concepts are found n the HAPGs in the online HISD Curriculum. i

Concept Definition Example Historical significance Importance of the concept



Apply and Present Information: Students will create written, visual, and oral products related to information.

RAFT

Role Audience Format Topic

RAFT writing is a form of narrative, descriptive or persuasive writing which can be used as a way for students to express their understanding of a theme, topic, event, individual or issue in social studies. Elements of the RAFT writing include he following: t

riter? Role of the writer – Who are you as a wAudience – To whom are you writing?

m? Format – What form with this writing take? Is it a speech, a letter, an advertisement, or a poeTopic + strong verb – What is the purpose of the writing – persuasive, informative, narrative

escriptive? d RAFT writing suggestions are included throughout the HISD Social Studies HAPGs for all required grades/courses.

Spectrums

Political Spectrums

Agree/Disagree Spectrums

Taking a Stand in History

Four Corners [representing four specific opinions or

perspectives]

Spectrum products can be written or verbal. They can be completed on paper or by having students physically move to a particular point on a spectrum representing opposite views, or several individual viewpoints on an issue, event, or a quote or text. Students should be able to defend their own point of view and position on the spectrum with specific factual information. For scaffolding in the lower grades, teachers can assign students a particular position to defend, or hey can provide sentence starters to facilitate writing. t All of these strategies are similar in that the teacher/students identify two totally opposing viewpoints or individuals and put these opposing factors on opposite ends of a spectrum [or opposite corners of the classroom]. Have students place themselves [virtually on paper or physically by taking a stand] at the point on the spectrum with which they most agree and then defend [in writing or orally] why hey took that stance, using supporting details and information. t The Agree/Disagree strategy is similar except that students are given a quote or statement to which they respond by deciding to what degree they agree/disagree and defending that position. Four corners is similar, except there are four viewpoints/events stated and the student moves [on paper or physically] to the one that he/she believes best represents or illustrates the concept or situation. Again, the critical part of all of these strategies is not where the student puts him r herself but how specifically he/she defends his/her stance. o



Looking at Both Sides of an Issue

Yes/no…But

Yes/No…But

Title of Document: Assertion: Yes/no But

Yes/No…But strategy is a structured way for students to analyze and describe in writing two sides of an issue presented in a document or a series of documents. It is an important strategy that prepares students for writing argumentative essays and DBQ essays. It allows students to organize information from a document or to sort a series of documents into a manageable form that aids in formal or nformal writing. i The elements of the strategy include the following:

1. Interpreting and analyzing one or more documents based on a prompt or ig picture question. b

2. Forming an assertion/thesis statement related to the document(s).

3. In the Yes/No column the student circles either Yes or No depending on

he position he/she is taking on their assertion. t

4. In that column the student then lists information or documents that support (or refute) the assertion he/she created, citing specific evidence from the document. [or in the case of multiple documents citing the number/letter of the document and why he/she put it in that column.

5. In the But column the student lists information that refutes the assertion

and offers rebuttal arguments or information that runs counter to the ssertion/thesis. a

For campuses using AVID, this is similar to “Charting the Text: Microstructure, p. 07-111. 1



Inner/Outer Circle/ Graded Discussion

Inner/Outer Circle/Graded Discussion: This technique can be used to develop students’ understanding of concepts while practicing higher-level questioning. This method gives students the responsibility for running a structured classroom discussion. To prepare for the activity, the teacher assigns a discussion-worthy reading or uses information from the class. Students write three to five critical thinking questions related to the assigned reading or topic. As the activity begins, the inner circle discusses and answers questions posed by the outer circle, while the outer circle listens, takes notes, and poses prepared questions. Roles then everse. The teacher is a non-participating observer. r

Graded Discussion is a similar strategy and includes a rubric for scoring the discussion. Guidelines for the Graded Discussion and the scoring rubric can be found in the Online Social Studies Curriculum in the Social Studies Strategies older in Supporting Documents. f Prior to using this discussion strategy, the teacher should instruct students in writing higher-order questions that go beyond simple knowledge-based and comprehension questions to one requiring greater application, analysis, synthesis, and evaluation. See section one of the Skills/Strategies Matrix for trategies related to inquiry, as well as posing/answering good questions. s

Socratic Seminar

Socratic Seminar: Socratic seminars typically consist of 50-80 minute periods. In groups of 25 or fewer, students prepare for the seminar by reading a common text (e.g., a novel, poem, essay, or document) or viewing a work of art. The teacher poses questions, requiring students to evaluate options and make decisions. In Socratic seminars, students must respond with a variety of thoughtful explanations: they must give evidence, make generalizations, and tell how the information is represented for them. In other words, they must engage in active learning. When they develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain these attributes than if they had received them passively. This is a lengthier and more difficult form of iscussion and requires modeling. It is most appropriate for high school students. d



Intellectual Diary

A method for frequent Quick Writes Using a Prompt

See the Social Studies Writing Matrix

The Intellectual Diary [ID] is a strategy that supports informal writing. It is based on the premise that students LEARN to write by writing. To accomplish this skill, students should write frequently and their writing should focus on short writing assignments that develop writing skills over time and isolate problem areas to be ddressed. a

heT Intellectual Diary [ID]

-based writing assignments. • Serves as a journal/portfolio of content• Makes writing a part of the curriculum • Helps build student confidence and success with writing • Develops analytical thinking by asking students to make an assertion and

defend that assertion with supporting details [based on content just studied at the time of the assignment]

See the separate handout on the mechanics of creating and maintaining the ntellectual Diary [ID]. I

Sketch Maps

Sketch Maps: This strategy is useful to help students see global patterns, make comparisons within and between societies, and develop a spatial perspective (where and why things are) that will give them a mental map of the world. Maps are important tools for geographers. Sketching one’s own map can be a valuable study aid, giving the student a better grasp of where places are located. Students can and should study maps in a book or atlas; however, they may study these maps for hours and still not know where places are. If someone draws his/her own map based on what he/she sees in a book it often generates greater understanding. Sketch maps are not and should not be visually identical to the map being sketched; rather, they should focus on relationships between and among places and basic shapes. Real-world uses for maps may include sketching a quick map or diagram to give someone directions or to illustrate a point in a discussion. Drawing one’s own maps creates a critical written xpression of a student’s understanding of spatial relationships. e



Timelines/Change Over Time

Timeline: Timelines provide concise visual images of a period of history with key years and events marked on a simple line or other graphic. Emphasize the concepts of continuity and change over time as students learn to interpret timelines. As students begin to produce their own timelines, the teacher can assess how they are progressing at prioritizing and sequencing information. When creating timelines, students should provide significant events as well as an xplanation of why each event was designated. e

Guidelines to interpret and write about change over time include the following: How did this start? What changed in a given time period? What stayed the same continuity]? What factors led to the change? [ Templates for creating illustrated timelines and a rubric for evaluating timelines can be found in the supporting documents of the HISD Online Social Studies Curriculum.

Writing Tips for Social Studies Classrooms

23

Reasons to teach Writing in social studies: 1. Writing is a fundamental skill in all curricula. 2. Social studies classes provide numerous opportunities for students to create and defend content based assertions. 3. Writing is the center of what students should gain from education – the ability to think analytically and express ideas clearly.

Guiding principles of The Write Stuff by Jim Smith

1. Write often. 2. Use short assignments to isolate problems and develop skills one at a time.

The secret to writing well is practice-actually writing. The more you write, the better writer you will become. Scott Edelstein (writer and consultant) Quick Write/Intellectual Diary

1. require students to purchase a notebook to be kept in the classroom. 2. student will reserve the first page as a place for the teacher to record grades. 3. the second page will be for the rubric.

The First Assignment – what the teacher should tell the students.

1. Why? Learning to write well means writing often. You cannot develop into a good writer by listening to me. 2. Purpose of quick write/intellectual diary – approach each assignment as an opportunity to become a better writer. 3. Writing is a good way to discover and clarify your thoughts. 4. Rules: Keep your pen moving during the assignment – even if you are writing that you don’t know what to say. You must keep your pen

moving until the time is up. Don’t let anxiety or perfectionism stop you from putting ideas on paper. Don’t correct any mistakes while you write – if need be, you can correct those later. If your mind goes blank – write “ I don’t know what I think” or “My mind just went blank”. An idea will eventually come to you as long as you keep your pen moving.

Grading- (This can and should be adapted to your own students/courses) When giving comments – make suggestions to build confidence. Give students a reason to keep trying and writing:

a. What about this… b. I love this. Could you tell me more? c. I’m not sure I understand. Could you explain more?


24

Adhere to a rubric that students know and understand before they start writing and that builds writing stamina and confidence. The following is a Sample Rubric for Quick Writes/Intellectual Diary entries OR longer Planned Writes:

9 - 10 Contains considerable specific, accurate, and relevant information to support the thesis. Demonstrates an understanding of historical terms and events that shows sophistication and an awareness of the complexities of studying history.

7 – 8 contains some specific, accurate, and relevant information to support the thesis;

Demonstrates an adequate understanding of historical terms and events.

5 – 6 Contains some specific and relevant information to support thesis. Demonstrates an understanding of historical terms and events.

3 – 4 Contains little specific, accurate and relevant information to support the thesis.

Too many generalizations. Demonstrates inadequate understanding of historical terms and events.

1 – 2 Contains little or no specific or relevant information to support the thesis.

Too many generalizations. Demonstrates an inadequate understanding of historical terms and events.

0 blank or not turned in

Translated into grades: 7-10 = A (90-100); 5-6 = B (80-89); 1-4 = C (75-79)

OPTIONAL GRADING SYSTEM

Assign each student a number from 1 to 4 or 5. Have a student (or you) roll a dice AFTER the writing assignment. Whatever number comes up is the group you grade. If it is a 5 it is teacher’s choice and if it is a 6 it is grade none or all, whichever. Note each group has a TOTAL of 30 pts. See a sample of how this grading system might work illustrated below:

Date points date points date points date points

#1 8/25 10 9/7 10 9/18 10

#2 8/26 10 9/20 20

#3 9/8 20 9/10 10

#4 9/12 30


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Note that grammar and style are NOT part of the Quick Write/Intellectual Diary rubric! Even so, social studies teachers have a professional responsibility to help students understand the rules of grammar. Rather than throwing a long list of grammatical rules at students, look for the most glaring mistakes and help students fix those first. FIX ONE PROBLEM AT A TIME!

Return to your list of “Things that bug me about students writing” and pick one. At the top of every writing assignment page, have students write the grammar or style rule and go over it with them. You cannot add a new rule until you think the vast majority of students have mastered the last one. Keep reminding students BEFORE they write of the rule(s).

Sample List of Grammar Rules for Social Studies 1. Produce a readable copy. 2. Avoid using first person. (writing “I think” is unnecessary and is filler) 3. Use historical past tense when writing about events. When referring to a textbook, use present tense. (“Lincoln stated…” “The textbook

states…”) 4. Use possessive case apostrophes. (Kennedy’s speech) 5. Usually, avoid abbreviations. (using standard abbreviations like U.S. or D.C. is ok) 6. Usually avoid contractions. 7. Place quotation marks after the period at the end of a sentence. (“I have a dream.”) 8. Be aware of unnecessary words and rhetorical statements. (“Who knows what the world would be like…”) 9. Write a famous person’s full name (not “George was president”) 10. Write a lot as two words – if you absolutely must use it.

Creating Writing Prompts Writing prompts should require students to do the following:

• Make an assertion. Take a stand. • Defend it with relevant, specific, and accurate information. (CDs) • Explain why their information supports their assertion (CMs) • Destroy counter arguments (this is an AP skill)

Prompts work best when they are framed. a. Provide the students with an incomplete sentence: The main reason the U.S. could not win the Vietnam war was… b. Give the students an either/or option: The Industrial Revolution of the late 1800s did/did not create a need for government regulation of big

business. Writing prompts should be on the board or posted at the beginning of class. What the students are to write about should never be a mystery. Call these prompts “The big questions”. Students know that what they are learning that day will enable them to write their intellectual diary or a longer planned write.

Understanding Formal Writing Prompts


26

Adapted from Timed Writing Practice: Comparative Essay developed by Chris Peek at Bellaire High School, Houston Successful social studies essays have an underlying shared core structure. This core plays an essential role in a student’s ability to construct a logical argument. This core consists of a thesis, supporting paragraphs and a conclusion. The following steps help guide students through the process of understanding the formal writing prompt.

1. Determine the task: What are you being asked to do?

Examples of possible task words which often appear in essay prompts Analyze: The process of separating the parts of a given topic into its component parts in order to examine each part in detail and to reach a conclusion or determine the relationship of the parts to the whole topic. Argue: The process of presenting a case for and/or against a particular proposition Assess The process of determining the importance or validity of a topic/statement/idea; to judge the worth of something through examination Compare: The process of examining a given topic(s) for the purpose of determining similarities AND differences Contrast: The process of showing points of difference between two or more topics/events/ideas Discuss: The process of examining a subject closely to present arguments for and against in order to reach a conclusion; to present in detail for examination in order to reach a conclusion Evaluate: The process of making a judgment about the worth or value of something based on evidence and stated including one’s opinion Interpret: The process of explaining the meaning of something in clear, explicit terms Justify: The process of proving something to be right or valid in order to absolve from possible guilt

2. Determine the parameters of the prompt: What dates, places, people, ideas, and/or events are mentioned specifically?

3. Identify the key terms: What key words such as economics, nationalism, and/or gender are included in the prompt?


27

Use a RED pen to identify and underline the task words in the prompt.

Use a BLUE pen to identify and BOX the parameters of the prompt

Use a GREEN pen to identify and CIRCLE the key terms in the prompt.

PRACTICE WITH PROMPTS:

1. Compare and contrast the political and economic policies of Joseph Stalin in the period before WW II and those of Mikhail Gorbachev from 1985-1991.

2. “Leadership determines the fate of the country.” Evaluate this quote in terms of Spain’s experience under Phillip II and England’s experience under Elizabeth I.

3. Discuss three developments that enabled Great Britain to achieve a dominant economic position between 1700 and 1830 while France stagnated.

4. Analyze the influence of the theory of mercantilism on the domestic and foreign policies of France from 1600-1715 and Spain from 1492-1800.

5. Assess the validity of the following statement: “Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century.”

6. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s?

7. Choose TWO of the following organizations and explain their strategies for advancing the interests of workers. To what extent were these organizations successful in achieving their objectives? Confine your answer to the period from 1875 to 1925.

a. Knights of Labor b. American Federation of Labor c. Socialist Party of America d. Industrial Workers of the World

8. What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears?

9. Describe and account for the rise of nativism in American society from 1900 to 1930. 10. Analyze the factors that contributed to the instability of the Weimar Republic in the period 1918–1933. 11. Analyze the various effects of the expansion of the Atlantic trade on the economy of Western Europe in the period circa 1450–1700.


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Formal Writing in the Social Studies The Basic “Chunk” Strategy General Essays Document-based Essays

assertion *make a

point*

An assertion is like a mini-thesis statement. This is where you make a point that ties back to your major thesis statement. Your assertion is the basic point you are about to elaborate upon in the sentences that follow.

evidence *back it up*

For general essays, your evidence is a specific example of what you just wrote in your assertion. For example, if you wrote that Japan is more democratic than China in your assertion, your evidence is a specific fact that shows how Japan is more democratic. You might write about a specific feature in Japan’s government. This is where you need to use as many PPETs [people, places, events, and terms as possible.

For document-based essays, your evidence is a specific piece of text (or piece of an image) that illustrates your assertion. If writing about a textual document, do not simply write a quotation here. Rather, embed the quotation in a sentence that also identifies the author and context.

analysis

*why it matters*

For general essays, your analysis is where you explain WHY your evidence proves your point. You should also try to explain WHY the historical fact came to be in the first place. For example, if you mention that Japan has open elections but China does not, this is where you should identify the historical processes that lead to these differences.

For document-based essays, your analysis is an explanation of why your selected quotation proves your point. You may also use analysis to examine the point of view of the document.

Example

To what extent is America an equal society?

While the U.S. Constitution provides legal equality to all Americans, economic differences continue to make America an unequal society. The top two percent of the nation owns over half of the wealth. This difference in wealth means that while Americans enjoy political equality, the poorest Americans might not even have access to food and shelter. This can hinder a person’s fundamental right to pursue happiness.

Compare pre-Columbian Aztec economy with that of the early Inca.

Both the Aztec and Inca engaged in agriculture, though they had to modify their environment in different ways in order to grow crops. The Aztec built chinampas on water, while the Inca built terraces alongside mountains in order to grow crops. As such, geography had a profound influence on both societies’ economies. The relatively arid, flat land among the Aztec meant that they needed to build land on water, while the Inca lived among mountains—an otherwise difficult place to grow crops without the innovation of terrace farming.





Unit Planning Guide User Information 3 6 Unit 2.1

The American Revolution – The Final Years Lesson Sets: Fighting/Winning the War

1) Lexington/Concord to Saratoga 2) Saratoga to Yorktown 3) Effects of the American Revolution

90-minute lessons or

45-minute lessons


ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.

ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783.

ⓇSS.8.10C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.1f Use accessible language and learn new and

essential language in the process. • ELPS C.2c Learn new language structures, expressions,

and basic and academic vocabulary heard during classroom instruction and interactions;

• ELPS C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

• ELPS C.4i Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.


• CCRS 1.A1 Use the tools and concepts of geography appropriately and accurately.


• CCRS 2.A2 Evaluate the experiences and contributions of diverse groups to multicultural societies.


Essential Understandings / Guiding Questions Revolutions are often successful due to expert leadership, geographic factors, tenacity, and support from foreign allies.

1. How did military and political leadership and tenacity contribute to the success of the American Revolution? Cite specific examples to support your thinking.

2. How can geographic factors contribute to the success or failure of a revolution? How did geographic factors help the American colonists win the Revolution?

3. Why is it often critical to have support from foreign allies in order to win a revolution? How did foreign allies contribute to the success of the American Revolution?

Revolutions and events within revolutions are significant turning points in a nation’s history.

1. To what extent did the turning point events of the battles of Lexington/Concord, Saratoga and Yorktown affect the outcome of the American Revolution?

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MTAzODNkODQtZmZiMi00ZjYxLWJhZTMtNmZhY2U5NjFmNjMx&hl=en_US&authkey=CP2_wxA






Essential Understandings / Guiding Questions 2. To what extent do revolutions create ESP [economic, social, and/or political] turning points in a nation’s history?

Use specific examples from the American Revolution to support your conclusions? Instructional Considerations Instructional Strategies / Activities

Prerequisites and/or Background Knowledge for Students Students were introduced to and significant events of the American Revolution in Grade 5 Background Knowledge for Teacher • The American Revolution was America’s first civil war in which Patriots wanted independence from Great Britain and Loyalists wanted the existing government structure. Fighting was not just Colonists v Crown but pitted neighbor against neighbor and split families apart.

• A greater percentage of the population died in the American Revolution than in WWI, WWII, or Vietnam.

• The destruction of property and the economy, especially in the South, was more devastating than that caused by the American Civil War. From 1778 – 1781 most of the fighting took place in the South and the British were “winning” – until Cornwallis was trapped [on both land and sea] by combined American/ French forces at Yorktown.

• Signing the Treaty of Paris to officially end the American Revolution was a lengthy process in which Britain officially recognized the former colonies as an independent nation. Until that time, the threat of continued fighting was present and governance for the United States under the Articles of Confederation was shaky at best.

• A war of paradox – led by educated men but fought by the poor; southern slaveholders leading and waging war in the name of freedom while denying freedom to others.

Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

Summarizing and Note Taking Graphic Organizer.

Using a timeline of key events in the Revolution, ask students to create an annotated timeline summarizing key events that contributed to the success of the American Revolution – they can add illustrations to create visuals for their work. Discuss hardships and defeats and the importance of victories at Trenton and Saratoga. Clarify the role of Saratoga in helping to bring the French into the war as an American ally, including the importance of the naval power of French allies in the defeat of Cornwallis at Yorktown. Discuss hardships for the soldiers (i.e., Valley Forge) and the lack of support from the loosely organized American government (under the Articles of Confederation). Point out the significant differences between the US Army today and the Continental army…[little fighting in the winter, more hand to hand combat, each man largely responsible for their own uniforms, food, weapons] Use the Events of the American Revolution to 1776 as a review of these events. Nonlinguistic representation – Use physical and special purpose maps to allow students to interpret visuals and discuss war strategies, paying attention to the impact of geographic factors on the outcome of historical events – Yorktown for example. Emphasize the shift in fighting from New England to the South and how this geographic shift impacted fighting style – from formal (what the British were used to) to a more guerilla style preferred by the smaller American forces Use the Winning the American Revolution handout to review the events of the American Revolution [1776-1783] Use this objective as a review of previous lessons on the causes of the American Revolution. Ask students to categorize leaders using the following: ♦ Leaders in the Early Years ♦ Leaders during the Revolution ♦ Leaders that worked for Revolution and assumed

leadership roles in the newly created country – the USA Instructional Accommodations for Diverse Learners Provide partially completed annotated timelines for students to complete. Give simplified definitions to students.

Assessment Connections • Philadelphia Gazette – Special Edition






Assessment Connections • American Revolution Quilt Performance Assessment • American Revolution Midterm Report Card Resources Glencoe Text American Republic pp. 143 – 145; 160 – 189 Lexington to Saratoga pp. 160 – 168 Saratoga to Yorktown pp. 172 – 185 Effects of the Revolution pp. 185 – 187

Supporting Documents Events of the American Revolution to 1776 Winning the American Revolution

Internet Resources Background to the American Revolution From United Streaming Countdown to Independence – Causes of the American Revolution

http://ala.org/ala/mgrps/divs/acrl/publications/crlnews/2001/jan/candrlnewsjanuary.cfm

http://ala.org/ala/mgrps/divs/acrl/publications/crlnews/2001/jan/candrlnewsjanuary.cfm

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=B071B85C-028F-4EBC-A666-E62F6779C693

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=B071B85C-028F-4EBC-A666-E62F6779C693





1 2 Unit 2.1

The American Revolution – The Final Years Lesson Set: Contributions to Victory



ⓈSS.8.23D Analyze the contributions of people of various racial, ethnic, and religious groups to our national identity.

ⓈSS.8.23E Identify the political, social, and economic contributions of women to American society.

SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.1h Develop and expand repertoire of learning

strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.

• ELPS C.2f Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.

• ELPS C.3j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.



• CCRS 2.A2 Evaluate the experiences and contributions of diverse groups to multicultural societies.


• CCRS 4.A4 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.

Essential Understandings / Guiding Questions Often in times of crisis, new leadership roles emerge from individuals/groups.

1. How did the crisis of the American Revolution allow individuals and groups to emerge as significant leaders? Who were these individuals/groups?

2. To what extent does leadership impact the outcome of historical events? Instructional Considerations Instructional Strategies / Activities

Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives. Background Knowledge for Teacher Contributions to Victory In teaching about the American Revolution try and shift the lens away from the dead white men leaders that are always included in the history books and help students discover some of the unsung heroes of the Revolution – those who actually fought, died, supported the troops, lost lands and family, and so on.

Have students access and read primary sources related to the role of various groups in the American Revolution. Cooperative Learning Divide the students into groups and assign each group one of the following topics to explore using primary and secondary sources Topics include the contributions of these groups to the fighting in the American Revolution:

♦ Role of women ♦ Role of African-Americans






Instructional Considerations Instructional Strategies / Activities Women, Native American, African-Americans – both enslaved and free - the poor, the disenfranchised…these groups were in many ways the backbone of the victory in the American Revolution. • Citizens turned soldiers – men, boys, farmers, the urban

poor, even women – many fought because they had no choice or no better alternative;

• Women – many cooked for, tended to, mended for, and washed for the troops; others led drives to raise money to pay and support the troops; still others were camp followers who had been widowed or abandoned by the results of war and had no other place in society to go; other women ran businesses, farms, and plantations while the men were off answering the call of war;

• Enslaved African-Americans – many of whom escaped to fight with the British army in hopes of promised freedom; others fought in the American army as a substitute for whites drafted into service; still others escaped in large numbers into uninhabited lands to establish new communities;

• Native Americans – the American Revolution was one of the most devastating Indian Wars in history-as a result of this war hundreds of thousands of Native Americans were displaced from lands west of the Appalachian Mountains; others fought with either the British or the American armies in hopes of gaining their own tribal independence.

Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

♦ Role of Native Americans ♦ Role of the typical Continental soldier ♦ Role of the Loyalists

Cues, Questions, and Advance Organizers

RAFT Ask each group to report their findings by using a RAFT writing assignment (see below) or some other presentation in the form of a graphic organizer, poster, chart, etc. Students may use the Philadelphia Gazette – Special Edition as a resource: Role - Historian Audience – readers of The Historical Review of the American Revolution Format – informational text [expository] Topic – How [assigned group] contributed to the American Revolution. [Note: This RAFT writing assignment could also be used as a summative assignment for the entire study of the American Revolution by asking students to write about the significant leaders – Washington, Adams… as well as contributions of other groups and individuals.] Point out to students some of the myths of the American Revolution – Betsy Ross, Molly Pitcher – and ask students to speculate about why and how such historical “stories” are generated. [Note: Scholars agree that it is doubtful that there was ever ONE person like Betsy Ross who made a flag or Molly Pitcher who carried water to troops. These women portray a stereotype of hundreds of women who sewed regiment and company flags for the battlefield, who fought with and beside their husbands providing water, ammunition, and in some cases taking up arms when the husband was killed or seriously wounded.] Instructional Accommodations for Diverse Learners Use the Social Studies Skills and Strategies Handbook to encourage students to write using the RAFT strategy.

Assessment Connections RAFT

Ask each group to report their findings by using a RAFT writing assignment (see below) or some other presentation in the form of a graphic organizer, poster, chart, etc. Students may use the Philadelphia Gazette – Special Edition as a resource: Role - Historian Audience – readers of The Historical Review of the American Revolution Format – informational text [expository] Topic – How [assigned group] contributed to the American Revolution. [Note: This RAFT writing assignment could also be used as a summative assignment for the entire study of the American







Instructional Considerations Instructional Strategies / Activities Revolution by asking students to write about the significant leaders – Washington, Adams… as well as contributions of other groups and individuals.] Resources

Supporting Documents Philadelphia Gazette – Special Edition Social Studies Skills and Strategies Handbook

Internet Resources From United Streaming American Revolution, The: Declaration of Independence and the War

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=9A3AC9EF-D565-4B99-BE99-CEA336C1FDBD

http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=9A3AC9EF-D565-4B99-BE99-CEA336C1FDBD





1 2 Unit 2.1

The American Revolution – The Final Years Lesson Set: Now What? – Governing a New Nation



ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown,

ⓈSS.8.15B Summarize the strengths and weaknesses of the Articles of Confederation.

SS.8.29A Differentiate between, locate, and Use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States. SS.8.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

English Language Proficiency Standards College and Career Readiness Standards • ELPS C.1c Use strategic learning techniques such as

concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

• ELPS C.2c Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

• ELPS C.3j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.



• CCRS 1.C2 Evaluate changes in the functions and structures of government across time.


• CCRS 4.A4 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.

Essential Understandings / Guiding Questions Governments are created to establish order.

1. Why is there a need for government? 2. How do governments attempt to establish order for a group of people? 3. How did the weaknesses of the Articles of Confederation lead to the writing of the U.S. Constitution?

Democratic [limited] governments are established with consent of the governed and to protect the rights of the individual. 1. What is the relationship between the principle of consent of the governed and the concept of democratic

governments? 2. How do democratic governments protect the rights of the individual? Cite specific examples.

Instructional Considerations Instructional Strategies / Activities Prerequisites and/or Background Knowledge for Students Students were introduced to the U.S. Constitution in grade 5

Summarizing and Note Taking Graphic Organizer.

Use a graphic organizer to help students compare the strengths and weaknesses of the Articles of Confederation. (T-chart) This can be created by individual or groups of







English Language Proficiency Standards College and Career Readiness Standards Background Knowledge for Teacher This objective is the basic skills objective for all of the Units…In Unit 2.1 the skills taught include: Sequencing – especially in the lessons on the American Revolution as students put critical events of the Revolution in chronological order. Cause and effect – particularly in learning about the impact of the French alliance in winning the battle of Yorktown and the Revolution as well as the EFFECT of the Treaty of Paris on the outcomes and events after the American Revolution. Main idea and summarization – is used in those lessons where students are analyzing and interpreting various primary and secondary sources Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] helps students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

students using the text. Use Strengths and Weaknesses of the Articles of Confederation to guide discussion. Another categorization strategy includes giving students sentence strips or smaller sets of sentences [one per card/slip of paper] to sort into strengths or weaknesses and be able to defend the choice of category…WHY is this statement either a strength of weakness of the Articles.

Emphasize that under the “league of friendship” provided under the Articles, each state retained sovereignty, making it very difficult for the federal government to function efficiently and effectively.

Think Aloud Using the People in History and Primary Sources from the text pages viii and ix of the text, model the use of the APPARTS and OPTICS strategies with the entire class before asking students to work independently or [preferably] in groups. Other sources can be accessed using the internet resources cited in the Resource column. Remind students of the differences between primary and secondary sources and the use of analysis tools such as AP-PARTS and SOAPS [for text], and OPTICS [for visuals] to analyze sources. Nonlinguistic Representation The use of illustrated/annotated timelines is one strategy to have students clearly visualize the relationship between and among key events. One way to include all students in this strategy is to create a paper plate timeline – assigning pairs/groups specific events, people or turning points in the American Revolution to illustrate and describe. Post these in chronological order in the classroom.

Graphic Organizer. Cause and Effect – Use an event [cause] and effect organizer (one cause – multiple effects) to analyze the effects of the American Revolution.

Event… Effects include: 1 2 American Revolution

3

4 5







English Language Proficiency Standards College and Career Readiness Standards Cues, Questions and Advance Organizer Use these or similar questions to analyze the effects of the Revolution:

1. In what ways did the end of the Revolution change the American economy? (Economic)

2. How did the Revolution change the way that citizens viewed themselves? (Social)

3. How did the end of the Revolution change relationships among the colonies? (Political)

Have students create an ESP chart categorizing the Economic, Social, and Political effects of the American Revolution. Use American Revolution Quilt Performance Assessment to evaluate student understanding of the impact of the American Revolution.

RAFT Use Generic Social Studies Writing Rubric to evaluate student writing using a RAFT writing format with the following guidelines: You are a colonist writing a letter to the editor of the American Times newspaper agreeing or disagreeing with the following quote and supporting your opinion with facts. “It is obvious that the struggling Americans cannot defeat the mighty British Empire, the time has come to surrender these mad dreams of independence and return to life as thriving colonies under British rule.” Instructional Accommodations for Diverse Learners Consider creating multiple language level groups to allow ELL students to work collaboratively with stronger readers to complete this categorization strategy.

Assessment Connections Use American Revolution Quilt Performance Assessment to evaluate student understanding of the impact of the American Revolution.

RAFT Use Generic Social Studies Writing Rubric to evaluate student writing using a RAFT writing format with the following guidelines: You are a colonist writing a letter to the editor of the American Times newspaper agreeing or disagreeing with the following quote and supporting your opinion with facts. “It is obvious that the struggling Americans cannot defeat the mighty British Empire, the time has come to surrender these mad dreams of independence and return to life as thriving colonies under British rule.” Resources Glencoe Textbook: American Republic pp. 192 – 198; primary source p 613 Numerous People in History profiles

Supporting Documents: Strengths and Weaknesses of the Articles of Confederation American Revolution Quilt

Internet Resources: From United Streaming Just the Facts: Documents of Destiny: The Revolutionary Era – Weaknesses of the Articles of Confederation



http://esc4.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=4DB9DCD4-7BF0-4413-A5FF-3B6F48E6558B






© Houston ISD Curriculum2011 – 2012

Page 10 of 10

Resources and Primary Sources can be found on page viii and ix

Performance Assessment Generic Social Studies Writing Rubric

An online tutorial from Berkeley about evaluating websites as valid sources of information Primary Sources - Online Study Guide Additional generic social studies resources provided by the district include the History Study Center and Historical Newspapers accessed through the Proquest link at HISD Library Services. [Note: This district resource can be accessed without a password from any HISD computer. From home check with the school librarian to find out the user name and password for the 2010-11 school year]

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html



http://portal.bigchalk.com/portalweb/home.do

Houston Independent School District

2011 Board of EducationPaula M. Harris, President

Manuel Rodríguez Jr, First Vice PresidentAnna Eastman, Second Vice President

Carol Mims Galloway, SecretaryMichael L. Lunceford, Assistant Secretary

Lawrence MarshallHarvin C. Moore

Greg MeyersJuliet Stipeche

Terry B. Grier, Ed.D., Superintendent of Schools

Houston Independent School DistrictHattie Mae White Educational Support Center

4400 West 18th StreetHouston, Texas 77092-8501

Web site: www.houstonisd.org

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.

Secondary Social Studies Team

Angela MillerManager

[email protected]

Montra RogersCurriculum Specialist

[email protected]

Kim HallCurriculum and Instruction Officer

[email protected]

Dr Keith YostDirector of Secondary Curriculum, Instruction and Assessment

[email protected]

Table of Contents1 Social Studies PreAP/AP Writing Scope & Sequence

4 Social Studies PreAP/AP Skills and Strategies Matrix

5 Strategies: Inquiry Skills

8 Strategies: Interpret Information from Primary and Secondary Sources

14 Strategies: Analyze Data from Written and Visual Sources

18 Strategies: Apply and Present Information

23 Writing Guidelines – Quick Writes, Thesis Statements, Analyzing Prompts…








Informal Writing – This type of writing is based on the premise that students learn to write by WRITING and that the process is a learned skill. One clear goal of informal writing is to increase student confidence and success as a writer. All suggestions in the developmental scope/sequence are MINIMUM requirements. Primary and Secondary Source documents may include text, photos, art work, songs, cartoons, graphs, charts, maps, etc.

Document Analysis/Writing



Analyze 2 documents at a time each 2 weeks with a structured writing prompt By second semester have students write without the prompt

Analyze 2 – 3 documents at a time each 2 weeks

3 – 5 Minute Quick Write [IDs] IDs can be used as a Check for Understanding, an Exit Ticket or any other way that allows students to write about information already learned. It is NOT appropriate for a pre-assessment.

3 – 5 each six weeks with modeling using a narrative prompt appropriate to the content of the lesson. Independent by the second semester

7 - 8 each six weeks using a narrative prompt appropriate to the content of the lesson.

9 – 10 each six weeks using a narrative prompt appropriate to the content of the lesson. By the end of the second semester begin to introduce a question prompt rather than a narrative on some IDs.

9 – 12 each six weeks using both narrative and question prompts with content appropriate to the lesson. At least half of the IDs should have a document prompt by second semester.




15 – 20 minute Planned Writes**

Model 3 per semester [particularly the planning stage] and work toward 1 independent Planned Write by the end of 2nd semester. Each Planned Write addresses content appropriate for the lesson.

Model the first Planned Write and then have students produce 1 Independent Planned Write each semester. Each Planned Write addresses content appropriate for the lesson.

Model the first Planned Write and then have students produce 2 Independent Planned Writes each semester. Each Planned Write addresses content appropriate for the lesson.

3 Independent Planned Writes per semester in PreAP World Geography Studies 2 Independent Planned Writes per semester in AP Human Geography [Note: The number of formal writing prompts increases]

2 Independent Planned Writes per semester in AP World History [Note: The number of formal writing prompts increases and is more course specific]

2 Independent Planned Writes per semester in AP US History [Note: The number of formal writing prompts increases and is more course specific]

2 Independent Planned Writes per semester in AP Courses listed in this column [Note: The number of formal writing prompts increases and is more course specific]

• Possible products for Document Analysis Writing include the following: SOAPS{Tone}; APPARTS; OPTICS; Yes/No_But analysis; Comparisons; Frame of Reference/Context analysis; Spectrum Analysis; Connections – Linking Past to Present analysis. See the Social Studies Strategies Matrix for further explanations of each of these products.

• 3 – 5 Minute Quick Writes should be kept in an Intellectual Diary [ID] to create a portfolio of student writing. The IDs are content based and begin with an appropriate prompt which may or may not include a visual or text reference. See the Social Studies Strategies Matrix for further instructions on how to conduct ID writing.

• 15 Minute Planned Writes include a prompt but students use 3 – 5 minutes to plan their writing with the use of a concept cluster organizer or an outline. That thinking phase is then followed by a 10 – 12 minute writing time with the goal being a strong paragraph or slightly longer writing sample.

• Rubrics for evaluation of the ID and Planned Writing Samples are found in the HISD Online Curriculum in the Rubrics folder within the Supporting Documents.

Continue adding greater sophistication…








Formal Writing – This type of writing is more in-depth and requires greater time and effort. The informal writing suggestions above help develop the skills necessary to prepare students for success in this type of writing. The various types of essays are often specific to unique AP Courses. The skills and formal writing suggested in this Scope and Sequence help prepare students for all types of writing. There is also an understanding that the content for both the Informal and Formal writing should be course specific and increase in depth and complexity in the progression of grade levels/courses. The continuum of skills below by grade level will help develop students’ ability to achieve success on the high school AP exams. THESE ARE TIMED WRITINGS OF APPROXIMATELY 35 – 45 MINUTES.

Argumentative Essay The various types of argumentative essays are described below along with suggestions for developing that particular style of writing. Use a variety of these styles as you work particularly with middle school students.

Based on a prompt students will learn through modeling to Make an assertion; Write a topic sentence; Identify supporting details. By 2nd semester they should be able to successfully do this independently.

Teacher guides thesis/assertion development as a class using a question prompt. Students organize and develop one well-written paragraph containing a topic sentence and supporting details in first semester and perhaps extend writing to 2 – 3 paragraphs by second semester. Vary the types of essays based on the information below

Students develop thesis/assertion statements from a question prompt independently. Students write ONE well organized 3 -5 paragraph essays with supporting details and a conclusion per semester. 1st semester working as a class to develop an outline; independently by 2nd semester. Vary the types of essays based on the information below

Pre-AP World Geography classes should continue to reinforce writing styles similar to the suggestions for generic argumentative essays and reinforce styles of writing necessary for success in AP World and APUSH.

Standard essays often fall into two categories: Analytical and Persuasive. Both include: Introduction with a strong thesis [assertion] with a claim and point of view; Supporting facts and details; Rebuttal evidence and a Conclusion. Use College Board Guidelines and scoring rubrics

Use the College Board guidelines and scoring rubrics for this type of thematic essay in AP European courses.

Cause/Effect Essay

Use text/visuals and teach the use of Cause and Effect Graphic organizers Informal writing explaining this relationship.

Use cause and effect organizers and help students use this information to write thesis/assertion statements

Provide writing structure to develop a 4 paragraph essay with an intro, 2 paragraphs [causes and effects] and a conclusion.

Writing using cause and effect diagrams and facts to prove a hypothesis.

Comparative Essay

Use Venn Diagrams and charts to develop comparisons and write a thesis statement

Use Venn Diagrams and charts to develop comparisons and write a paragraph with a strong thesis statement

Use charts/other strategies to develop comparisons Work toward a 5 paragraph essay: introduction with thesis [assertion]; 3 body paragraphs and a conclusion.

Use multi-celled charts or thematic comparisons. Independently write one 5 paragraph essay introduction with thesis [assertion]; 3 body paragraphs and a conclusion.

Use College Board Course guidelines for writing and evaluating a Comparative Essay.

See course specifics below for courses








Continuity and Change Over Time Essay

Learn the meaning of the terms continuity and change over time and teach students to interpret timelines and verbally interpret continuity and change over time trends

Continue to interpret timelines and interpret continuity and change over time trends using informal writing formats.

Use timelines as a source for interpreting continuity and change over time trends and writing 3 – 5 paragraph essays.

Use themes such as urbanization, industrialization, demographic shifts, or environmental to develop essays with thesis [assertions] and supporting details.

Use College Board Course guidelines for writing and evaluating a Continuity and Change over Time Essay.

Free Response Scientific Style Writing [appropriate for the AP Human Geography and other AP courses based on course guidelines]

Define terms in student words



Scientific proof writing using College Board guidelines and scoring rubrics for AP Human Geography Free Response questions. One per semester.

Scientific proof writing using College Board guidelines and rubrics for the Free Response Questions in the appropriate course. One per semester. [Does not apply to AP European History courses]

DBQ Essay Using multiple documents to develop an essay based on the question.

See informal writing guidelines above.

See informal writing guidelines above

By the end of 2nd semester have students analyze 4 – 5 documents and write an essay using the documents to form a thesis and answer the question.

1 DBQ Essay per semester using 4 – 6 documents

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP World History

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP US History

1 DBQ essay per semester using the College Board guidelines and scoring rubric for AP European History [other courses in this column do not have DBQ questions as part of their AP exams.]

Frequency 1 DBQ and one other structured essay by the end of 8th Grade; High School courses should have 2 formal writing samples per semester.

Evaluation/Scoring Modified Rubric based on College Board guidelines







• The types of argumentative essays differ depending on the AP course requirements. In Middle School the goal is to help students master basic writing skills that will help them be successful. Many of these are analysis skills. Much of the writing at the middle school level will continue to be informal with an emphasis on varying the IDs and Planned Writes to reflect cause and effect, comparisons, change over time, and scientific style writing. In most AP courses there is a DBQ Essay and two free response essays that students must write from information they know [as opposed to gathering information from a series of documents]. AP Human Geography, AP Gov’t, AP Economics and AP Psychology have no DBQ essays. Writing in these courses more closely reflects the Scientific Style Essay.

• In ALL writing both formal and informal it is critical to teach students to carefully read the question and answer ALL parts of that question.


2010 – 2011 Page 4 Houston ISD Curriculum

Strategy World CulturesGrade 6


US History to 1877

Grade 8

World Geography

AP Human Geo

AP World AP US History AP Gov/AP Eco AP Psych/AP

Euro Inquiry Skills: Students learn to pose and answer questionsThree Levels of Questioning X X X X XDialectical Journal Two-Column [Cornell] Notes] X * X * X X X X X

Verb Word Wall Question Starters X X X

Ask Questions/ Make Inferences X X X X X X XEssential Questions/ Big Picture Question X X X X X X X

Interpret information from Primary and Secondary Sources: Students learn to access and interpret information from a variety of primary and secondary sources. SOAPStone X * X * X APPARTS X * X * X X XOPTICS X * X X X X X XDialectical Journal Two-Column [Cornell] Notes] X * X * X X X X X

4 Cs Strategy: Context, Choices, Course [of action] Consequences X * X X X X

Sentence Frames X X X History Frame X * X * X X X X XHalf-Page Solutions X * X * X X X XSomebody Want[ed]…But So… X * X X X X X XTODALSIG [maps] X * X X Independent scan Independent scan Independent scan Independent scan Analyze Data from Written and Visual Sources: Students will use data including maps, graphs, charts, visuals, and other sources to draw conclusions and make comparisons. SOAPS X * X * X APPARTS X * X X X XOPTICS [can be used for maps] X * X * X X X X XESPN X * X X X X X XSPRITES/PERSIA X * X X Graphic Organizers X – see attached X – see attached X – see attached X – see attached X – see attached X – see attached X – see attached Matrices/Charts Categories given Categories given Categories given Create categories Create categories Create categories Create categories Sensory Figures X X X X XConcept Cards X X X X X Apply and Present Information: Students will create written, visual, and oral products related to information. Present and use rubrics as guidelines for evaluation. RAFT X X X X X X XSpectrums X X X X X XYes/No…But Inner/Outer Circle/ Graded Discussion 2nd semester X X X X X X

Socratic Seminar X X X X XIntellectual Diary X X X X X X XSketch Maps X When appropriate When appropriate X When appropriate When appropriate When appropriate Timelines/Change Over Time Interpret, predict Interpret, predict Interpret, create create, compare Change over time create, interpret create, interpret * = with prompts



Inquiry Skills: Students learn to pose and answer questions

Three Levels of Questioning

Students design three levels of questions based on a primary or secondary source reading. These Levels include the following: Level One: These questions can be answered by facts or information stated explicitly in the source text. Level Two: These questions are answered through analysis and interpretation of the source. The answers are not stated explicitly in the text, but are rather implied by the text. Level Three: These questions are open-ended and go beyond the text. The structure of the question itself would not require an individual to have read the text. However, students should use evidence from the text to respond to a Level Three question. These questions should provoke a discussion of an abstract idea, theme, or issue. 1. What are some Level One questions you might ask based on your reading of

the source? 2. What are some Level Two questions you might ask based on your reading of

the source? 3. What are some Level Three questions you might ask based on your reading

of the source? 4. What is the main idea of this source and why is it important to read it?

Dialectical Journal Two-Column [Cornell] Notes

[See explanations of these strategies below in the Interpreting Information section.]

1. Fact 2. Inference 3. Open

Ended



Verb Word Wall Question Starters

Knowledge

Comprehension Application

Analysis Synthesis Evaluation

What? When? Where? Who? How?

So What?

Can you recall? How would you rephrase?

What would result if? What is the relationship between?

Can you predict the outcome? What would you cite to defend the actions?

How would you prioritize?

Verb Wall: The verbs below correlate with the six levels of thinking in Bloom’s Taxonomy. Posting these verbs in a prominent place in the classroom attunes students to the difference between lower-and higher-level tasks and helps raise the level of classroom discussion. This in turn develops habits of mind central to advanced critical thinking. Level I. Knowledge know, define, memorize, repeat, record, list, recall, name, relate, collect, label, specify, cite, enumerate, tell, recount Level II. Comprehension restate, summarize, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate Level III. Application exhibit, solve, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment Level IV. Analysis interpret, analyze, differentiate, compare, contrast, scrutinize, categorize, probe, investigate, discover, inquire, detect, classify, arrange, group, organize, examine, survey, dissect, inventory, question, test, distinguish, diagram, inspect Level V. Synthesis compose, plan, propose, produce, invent, develop, design, formulate, arrange, assemble, construct, set up, prepare, imagine, hypothesize, incorporate, generalize, originate, predict, contrive, concoct, systematize Level VI. Evaluation judge, decide, appraise, evaluate, rate, compare, value, revise, conclude, select, assess, measure, estimate, infer, deduce, score, predict, choose, recommend, determine Question Wall: To move students to a higher level of thinking, the instructor should model higher-level questioning and should give students the opportunity to practice these questioning techniques themselves. As a reference for themselves and for students, instructors may consider creating a Question Wall on which they post selected questions. As the entire class becomes familiar with and practices using the questions, students will begin to demonstrate greater depth of thinking with increased confidence and frequency.



Ask Questions/Make Inferences

??? I think…because…

Design a series of based on reading/interpreting a given document or visual. From the questions and reading/interpretations, students make inferences, draw conclusions, and find supporting facts/details to support thinking. 1. What information in the source “catches your attention”? 2. What questions can you pose [construct] that will help you make meaning

from this source? What questions can you pose that address what this document “makes you wonder about”?

3. What inferences and conclusions can be drawn from the questions you asked and the document itself?

4. What evidence is there in the source to support your inferences and/or conclusions?

Essential Questions/ Big Picture Question

This strategy helps Pre-AP/AP students deal with the increased reading and volume of detail that they are expected to master. In more challenging courses, students must read effectively and efficiently, connecting their reading to previous learning, and building a framework to accommodate future knowledge. The “Big Picture Question” (BPQ) assists in these tasks by focusing ideas on a primary issue, most important concept, or reason for covering a particular unit of study. Good BPQ’s are broad, open ended, and allow for interpretation. For example, a BPQ may ask: “After analysis of documents and other resource materials related to the War of 1812, what events and facts signified that the U.S. gained a sense of nationalism from the war?” As students read assignments, record major facts, and discuss issues in class, they can form an answer to the BPQ. The process gives students direction as they begin to develop thesis statements for essay writing. When this technique is first introduced, the teacher may provide the BPQ. As students become more skilled, they should develop their own questions to focus study. Essential Questions are located in the Horizontal Alignment Planning Guides (HAPGs) of the HISD Curriculum for each grade level/course. EQs are organized by lesson and unit.



Interpret information from Primary and Secondary Sources: Students learn to access and interpret information from a variety of primary and secondary sources. This skill also includes skills such as summarization, making inferences and drawing conclusions, determining the validity and reliability of source materials, and interpreting how context and frame of reference influence the source.

SOAPStone

SOAPStone: What is the…

Subject/ Speaker? Occasion? Audience? Purpose?

Summary of the text? So What?

Tone?

SOAPSTone can be used as an introductory strategy for primary source analysis and interpretation. This strategy can be used to analyze text, political cartoons, photos or almost any other primary source for comparing, determining context and frame of reference and narrative writing. The elements include the following: Subject/ Speaker? Who or what delivers the message of the passage? What is the subject of the document? (This may not always be the author.) Occasion? Where and when was the passage produced? What was happening there at that time? Audience? For whom was the document produced? Purpose? Why was the document produced? Summary of the text? So What? What is the main idea of the document? Why this document is important/What important idea does it convey? Tone? What feeling or attitude does the document express?

Using the following guided writing helps students interpret and describe information: The speaker is ___ who ___, and the occasion is (was) ___ which occurs in the larger occasion of ___. Because the audience is (was)___, the tone is ___, as illustrated by ___, and the purpose is (was) ____ on the subject of ___.



APPARTS

Author Place and Time Prior Knowledge

Audience Reason

The Main Idea Significance

This strategy is used to analyze many types of primary source documents, including political cartoons, letters, news articles, essays, and graphs. Students should be exposed to a variety of primary source types to develop skills in analyzing and using pertinent information. Used with other methods of analyzing primary sources, APPARTS helps students respond effectively to “agree/disagree” statements and other essay topics. It is a building block for creating thesis statements, developing arguments with plausible support, and analyzing frame of reference/bias. APPARTS helps prepare students for the Document-based Question (DBQ) Essays on Advanced Placement exams. Not all parts of APPARTS are equal for every document. It is important for students to learn to decide which of the first five categories [APPAR] are critical for understanding a document. The last two parts (The Main Idea and Significance) are the ones that can never be omitted. Author - Who created the source? What is his/her point of view? Place and Time -Where and when was the source produced? What effect might this have on the source and/or the information? Prior Knowledge - What do you already know that would help you understanding this source better? Audience - For whom was the source created? Does this affect the reliability of the source? Reason - Why was this source produced? The Main Idea - What is the most important point/message that the source tries to give? Significance - Why is this source important? How does this source help answer the ‘so what’ question? Note: For those campuses using AVID strategies, this is similar to “Marking the Text: Social Science”, p. 58 and Chapter 10: Summarizing Text, pgs. 133-140, 146-1521 in Critical Reading: Deep Reading Strategies



OPTICS

OPTICS: What… Objects/Overview

People/Parts Title AND Time period

Inferences Conclusions

Symbols/Summarize/So What?

OPTICS is an organized approach for teaching students how to read visual or graphic text closely. The five letters in the word OPTICS provide a mnemonic device to remember the five key elements in analyzing visuals. OPTICS can be used with any visual or graphic text, including photographs, diagrams, charts, fine art and maps. For photos and artwork, it is sometimes helpful to divide the visual into quadrants and analyze each quadrant individually. The Elements include the following: What… Objects are in the visual? Overall impression does the visual present? People are in the cartoon/photo/painting/poster? Parts are in the graph/map/chart? Predictions can one make based on the trends or data represented in the graph or map? Title (if included) AND Time period does the visual represent? Inferences can you draw based on this source? Conclusions can you draw based on this source? Symbols are present [in cartoons or graphs…]; how can you Summarize the main idea? So What – Why is this source important – What important information does it contain?

Dialectical Journal

Dialectical Journal: This is a double-entry journal that provides a “paper trail” of students’ thoughts as they read text. In this journal, students essentially have a dialogue with their reading material. In the left column, students briefly paraphrase an idea from the text. In the right column, students write their response to the idea. Responses could include stating and defending an opinion, posing and explaining a question, or connecting the text’s content to other people, events, literature, or ideas. For more information, see: Berthoff, A.E. (1982). Forming, thinking, writing: The composing imagination. Boynton/Cook: Portsmouth, NH. Note: For those campuses using AVID strategies, this is similar to the Reflective Response Journal and Writing in the Margins-Making Connections, p. 87 in Critical Reading.



Cornell Notes

Cornell Note-Taking: This is a useful tool for students as they begin to read textbooks, primary and secondary resource materials, and any other assigned reading where specific content information should be gathered and organized for future use. For more information, see Pauk, W. (2000). How to study in college (7th ed.). Houghton Mifflin Company: Boston. Note: This strategy is identified as the two-column notetaking strategy in the HISD Literacy Strategy initiative. See Curriculum documents for further explanation of this strategy.

4 Cs Strategy:

Context Choices Course

Consequences

Four Cs Strategy is particularly helpful when teaching students to interpret text and determine the text’s frame of reference/point of view. The elements include the following: Context – What was the context of the times, the situation, or the event? Choices – What choices did the participants have at that time? Course – What decision did the participants make? [What course did they take?] Consequences – What were the consequences [results] of the decision? Note: For campuses using AVID, this is similar to “Historical and Rhetorical Contexts”, pg. 24 in Critical Reading

Sentence Frames

Providing sentence frames and sentence starters help students interpret and write summaries. They provide guidelines for struggling writers, and they help students build confidence. Some examples include the following: If _____ then _____ because ____. ____ caused ___ which then led to ____. ____ is similar to ____ because ____but is different from ___ because ____. When comparing ____ to ____ one notices certain similarities which include ____. One also notices significant differences which include ____.



History Frame

History Frames are useful summarization strategies for interpreting text and/or an important event in history. The elements of this strategy include the following: Title or Name of the Event Important Participants/Key Players in the event Where did this event occur? When did it happen? Problem [What was wrong?] or Goal [What did they want?] Key episodes or stages of the event? Resolution – How did this all turn out? Theme or Lesson Learned – So What…Why did this matter in history?

Half-Page Solutions

Half–Page Solutions: As students read assignments of greater length and depth, they need to focus on efficient notetaking and content processing. This strategy assists students in gathering information from a secondary source such as a textbook assignment and merging it with class discussion or lecture. Students fold a sheet of paper in half, placing “Notes from Reading” and “Notes from Class” as headings of the two resulting columns. On the left side of the page, students take selective notes indicating only the most significant information from a text or other reading assignment. As the instructor facilitates class discussion, the students decide what information not previously recorded should be added and include this information in their own words on the right side. This technique helps the student learn to take a large quantity information and synthesize it for future use.



Somebody Want[ed]…But So…

This is a summarization strategy that also helps students review point of view and to some degree cause and effect. Examples include the following: Somebody Wanted…But …So…summarization strategy: The Patriots in Boston wanted ____ but the British wanted _______ SO _______. The British Army at Lexington/Concord wanted _____ but the Patriot militia wanted ____ so ___. This is one of the HISD Literacy Strategies and is highlighted in HISD Social Studies Curriculum documents.

TODALSIG [maps]

TODALSIG acronym:

T – title O – orientation [compass rose] D – date A – author L – legend/key including scale S – scale and surrounding places I – insets/index when present G – grid system [alpha-numeric; latitude/longitude]

TODALSIG is an acronym to help students specifically learn to look carefully at all parts of a map in order to interpret the data found on the map. This strategy should be carefully introduced and used with prompts from the teacher and then used more and more independently as students progress through the grades.

The elements include the following: T – Title: What is the title of the map(s)? O – Orientation [compass rose]: Where is north on the map? D – Date: When was the map drawn/published? How might this affect the interpretation? A – Author: Who created the map? Why might this make a difference? L – Legend/key including scale: What do the symbols on the map represent? S – scale and surrounding places: What is the scale of the map? Why might that make a difference? What surrounding places are indicated on the map? How does this help with interpretation? I – insets/index when present: Are there insets or an index on this map? What do they help you understand? G – grid system [alpha-numeric; latitude/longitude]: What (if any) is the grid system? How does it help with locating specific places?



Analyze Data from Written and Visual Sources: Students will use data including maps, graphs, charts, visuals, and other sources to analyze data and draw conclusions about the significance of the data. This skill set includes examining similarities and differences, making predictions, comparing and contrasting, describing change over time, and analyzing other relationships and connections.

SOAPS See explanation above APPARTS See explanation above OPTICS See explanation above

ESPN

$$$$$

Economic Factors

Social/Cultural Factors Political Factors

eNvironmental Factors

ESPN is a categorization and classification strategy that helps students analyze and interpret documents and information.

ESPN [Economic, Social, Political and eNvironmental] Factors

Economic Factors relate to $, taxes, industry, agriculture, jobs, availability of resources, ways people organize for production, distribution and consumption of key goods/services, and so on; how people answer the economic questions of What to produce? How to produce? and For whom to produce? Social/Cultural Factors relate to cultural aspects of groups such as language, religion, leisure activity, customs, traditions, food, clothing; these also relate to population density, immigration, cultural diversity, lifestyle, leisure time, traditional roles within society, the impact of cultural customs and traditions and so on. Political Factors relate to the functions and procedures of government, laws, and elected officials; political aspects of a situation; factors that often deal with the topic of power and control: Who has it? How did they get it? Who wants it? How will that individual/group achieve various levels of influence and power? eNvironmental Factors relate to the physical environment and/or geographical setting that impacts people in a given region or the outcome of an historical event; these factors also include how the physical geography affects resource distribution, political power, social/cultural factors; it may also include conservation and the changing aspects of resource management.



SPRITES/PERSIA/PIRATES

SPRITES Setting Politics Religion Innovation/Ideas Technology Economics Social/Cultural

PERSIA Political Economic Religious Social Intellectual Artistic

PIRATES Politics Innovation/IdeasReligion Artistic Technology Economics Social/Cultural

SPRITES/PERSIA/PIRATES are all organizational acronyms to help students classify and categorize information about a place in time, a country or a region. It is particularly helpful in World Cultures, World Geography Studies, AP Human Geography, and AP World History. The categories and organizing questions include the following: Setting – Where is this place? Politics – What is the government? Religion – What is/are the dominant religious practices? Innovations/Ideas – What contributions [including arts and music] has this group made to our lives? Technology – What tools or inventions have they contributed? Economics – What is the economic system? What jobs do people here do? Social (Society) – What is the social structure? What are customs and traditions? The questions are the same for PERSIA and for PIRATES; the letters are just in a different order. The HISD Curriculum documents use the acronym SPRITES, but any configuration is acceptable. These acronyms [along with ESPN] can also be used to help students compare two or more bodies of information, countries, regions, and so on.

Graphic Organizers

Graphic Organizers: Using graphic organizers, students can categorize and organize information that they read in a meaningful format that is useful for analysis. Teachers can use these visual tools for explanations and review. Teachers and students can create their own or use blank structures found in most textbooks to show cause-effect, compare-contrast, sequencing, whole-part, and other concepts. Examples of graphic organizers might include T-charts, KWL charts, concept clusters, double-bubble organizers, flow charts and diagrams, and numerous other examples. Many different types of graphic organizers are included and explained in the Social Studies Curriculum documents, in the HISD Literacy Strategies, as well as in the work of Marzano.



Matrices/Charts

Matrix: At the Pre-AP/AP level, students should develop their own matrices using recognized social studies categories (e.g., PERSIA, ESPN). Choosing a title for the matrix, composing a thematic statement, and creating categories to synthesize the information being gathered are all important parts of the matrix assignment. As students progress, teachers should place more responsibility for these tasks on the student. At all levels, students need not fill in every box in the matrix, but should include pertinent details; quality of detail, not quantity, is the oal of this technique. g

Sensory Figures

Sensory Figure Analysis helps students identify with events, persons, and situations in history or in another geographic setting. It is a useful strategy to explore point of view and frame of reference. It can be used with a specific primary or secondary source document/visual or students can use sensory figure analysis to place themselves in history/geography and respond based on what hey think/know a person at that time and place would be experiencing. t Sensory Figure Analysis can also be used to compare points of view on an event or situation. For instance, students could create sensory figures to represent British Military and Patriots during the Battles of Lexington or Concord; Texians fighting at the Alamo and Mexican soldiers on the attack [or during the siege]; and o on. s

Elements of the strategy include: 1. Draw a stick figure of a person or trace/cut out an actual person’s body on butcher paper. 2. Name the figure based on the text or visual [primary or secondary]. 3. On one side of the head write words or phrases that describe what the person might be thinking.

ght be seeing. 4. On the other side of the head write what that person mi5. Near the hands write what that person might be doing. 6. Near the torso/heart write what that person might be feeling. 7. At the bottom write one or two sentences that summarizes this person’s

erspective on the topic or setting. p



or

Concept Cards

Concept Cards: Using note cards, students can identify a concept and use majissues, characters, and events as examples of that concept in a particular time period or based on a particular topic. This strategy helps students create links between seemingly individual events and people. It helps them determine the significance and impact of a particular event/person and leads to an understanding of conceptual themes in history and other social studies disciplines. This method allows student practice in gathering, summarizing, comparing, contrasting, and analyzing information regarding a person, time eriod, or issue. p

Elements of the strategy include:

1. Name and define the concept 2. Give a specific example of that concept from the events and individuals

being studied. 3. Explain why that person or event is important and why he/she/it

exemplifies the concept 4. State the general significance or overall importance of the concept

[perhaps using contemporary and other examples from history or geography].

Example:

1. Concept: absolutism – referring to rule by a person who exhibits complete power ects [ESPN] of his country, region, or group. over all asp

2. Louis XIV 3. This king ruled France and controlled all of the finances, almost bankrupting the

country spending money on wars with foreign nations. He set social standards for the court at Versailles and all of the nobles of the country. He ruled through divine right and called himself the Sun King meaning that the world revolved around him and France.

4. Absolutism is still present today in the leaders of North Korea and to a lesser extent Iran. Castro in Cuba has ruled with absolute power for over 50 years.

Note: Key Concepts are listed for each Learning Focus in each six weeks for every required Secondary Social Studies course. These Key Concepts are found n the HAPGs in the online HISD Curriculum. i

Concept Definition Example Historical significance Importance of the concept



Apply and Present Information: Students will create written, visual, and oral products related to information.

RAFT

Role Audience Format Topic

RAFT writing is a form of narrative, descriptive or persuasive writing which can be used as a way for students to express their understanding of a theme, topic, event, individual or issue in social studies. Elements of the RAFT writing include he following: t

riter? Role of the writer – Who are you as a wAudience – To whom are you writing?

m? Format – What form with this writing take? Is it a speech, a letter, an advertisement, or a poeTopic + strong verb – What is the purpose of the writing – persuasive, informative, narrative

escriptive? d RAFT writing suggestions are included throughout the HISD Social Studies HAPGs for all required grades/courses.

Spectrums

Political Spectrums

Agree/Disagree Spectrums

Taking a Stand in History

Four Corners [representing four specific opinions or

perspectives]

Spectrum products can be written or verbal. They can be completed on paper or by having students physically move to a particular point on a spectrum representing opposite views, or several individual viewpoints on an issue, event, or a quote or text. Students should be able to defend their own point of view and position on the spectrum with specific factual information. For scaffolding in the lower grades, teachers can assign students a particular position to defend, or hey can provide sentence starters to facilitate writing. t All of these strategies are similar in that the teacher/students identify two totally opposing viewpoints or individuals and put these opposing factors on opposite ends of a spectrum [or opposite corners of the classroom]. Have students place themselves [virtually on paper or physically by taking a stand] at the point on the spectrum with which they most agree and then defend [in writing or orally] why hey took that stance, using supporting details and information. t The Agree/Disagree strategy is similar except that students are given a quote or statement to which they respond by deciding to what degree they agree/disagree and defending that position. Four corners is similar, except there are four viewpoints/events stated and the student moves [on paper or physically] to the one that he/she believes best represents or illustrates the concept or situation. Again, the critical part of all of these strategies is not where the student puts him r herself but how specifically he/she defends his/her stance. o



Looking at Both Sides of an Issue

Yes/no…But

Yes/No…But

Title of Document: Assertion: Yes/no But

Yes/No…But strategy is a structured way for students to analyze and describe in writing two sides of an issue presented in a document or a series of documents. It is an important strategy that prepares students for writing argumentative essays and DBQ essays. It allows students to organize information from a document or to sort a series of documents into a manageable form that aids in formal or nformal writing. i The elements of the strategy include the following:

1. Interpreting and analyzing one or more documents based on a prompt or ig picture question. b

2. Forming an assertion/thesis statement related to the document(s).

3. In the Yes/No column the student circles either Yes or No depending on

he position he/she is taking on their assertion. t

4. In that column the student then lists information or documents that support (or refute) the assertion he/she created, citing specific evidence from the document. [or in the case of multiple documents citing the number/letter of the document and why he/she put it in that column.

5. In the But column the student lists information that refutes the assertion

and offers rebuttal arguments or information that runs counter to the ssertion/thesis. a

For campuses using AVID, this is similar to “Charting the Text: Microstructure, p. 07-111. 1



Inner/Outer Circle/ Graded Discussion

Inner/Outer Circle/Graded Discussion: This technique can be used to develop students’ understanding of concepts while practicing higher-level questioning. This method gives students the responsibility for running a structured classroom discussion. To prepare for the activity, the teacher assigns a discussion-worthy reading or uses information from the class. Students write three to five critical thinking questions related to the assigned reading or topic. As the activity begins, the inner circle discusses and answers questions posed by the outer circle, while the outer circle listens, takes notes, and poses prepared questions. Roles then everse. The teacher is a non-participating observer. r

Graded Discussion is a similar strategy and includes a rubric for scoring the discussion. Guidelines for the Graded Discussion and the scoring rubric can be found in the Online Social Studies Curriculum in the Social Studies Strategies older in Supporting Documents. f Prior to using this discussion strategy, the teacher should instruct students in writing higher-order questions that go beyond simple knowledge-based and comprehension questions to one requiring greater application, analysis, synthesis, and evaluation. See section one of the Skills/Strategies Matrix for trategies related to inquiry, as well as posing/answering good questions. s

Socratic Seminar

Socratic Seminar: Socratic seminars typically consist of 50-80 minute periods. In groups of 25 or fewer, students prepare for the seminar by reading a common text (e.g., a novel, poem, essay, or document) or viewing a work of art. The teacher poses questions, requiring students to evaluate options and make decisions. In Socratic seminars, students must respond with a variety of thoughtful explanations: they must give evidence, make generalizations, and tell how the information is represented for them. In other words, they must engage in active learning. When they develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain these attributes than if they had received them passively. This is a lengthier and more difficult form of iscussion and requires modeling. It is most appropriate for high school students. d



Intellectual Diary

A method for frequent Quick Writes Using a Prompt

See the Social Studies Writing Matrix

The Intellectual Diary [ID] is a strategy that supports informal writing. It is based on the premise that students LEARN to write by writing. To accomplish this skill, students should write frequently and their writing should focus on short writing assignments that develop writing skills over time and isolate problem areas to be ddressed. a

heT Intellectual Diary [ID]

-based writing assignments. • Serves as a journal/portfolio of content• Makes writing a part of the curriculum • Helps build student confidence and success with writing • Develops analytical thinking by asking students to make an assertion and

defend that assertion with supporting details [based on content just studied at the time of the assignment]

See the separate handout on the mechanics of creating and maintaining the ntellectual Diary [ID]. I

Sketch Maps

Sketch Maps: This strategy is useful to help students see global patterns, make comparisons within and between societies, and develop a spatial perspective (where and why things are) that will give them a mental map of the world. Maps are important tools for geographers. Sketching one’s own map can be a valuable study aid, giving the student a better grasp of where places are located. Students can and should study maps in a book or atlas; however, they may study these maps for hours and still not know where places are. If someone draws his/her own map based on what he/she sees in a book it often generates greater understanding. Sketch maps are not and should not be visually identical to the map being sketched; rather, they should focus on relationships between and among places and basic shapes. Real-world uses for maps may include sketching a quick map or diagram to give someone directions or to illustrate a point in a discussion. Drawing one’s own maps creates a critical written xpression of a student’s understanding of spatial relationships. e



Timelines/Change Over Time

Timeline: Timelines provide concise visual images of a period of history with key years and events marked on a simple line or other graphic. Emphasize the concepts of continuity and change over time as students learn to interpret timelines. As students begin to produce their own timelines, the teacher can assess how they are progressing at prioritizing and sequencing information. When creating timelines, students should provide significant events as well as an xplanation of why each event was designated. e

Guidelines to interpret and write about change over time include the following: How did this start? What changed in a given time period? What stayed the same continuity]? What factors led to the change? [ Templates for creating illustrated timelines and a rubric for evaluating timelines can be found in the supporting documents of the HISD Online Social Studies Curriculum.


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Reasons to teach Writing in social studies: 1. Writing is a fundamental skill in all curricula. 2. Social studies classes provide numerous opportunities for students to create and defend content based assertions. 3. Writing is the center of what students should gain from education – the ability to think analytically and express ideas clearly.

Guiding principles of The Write Stuff by Jim Smith

1. Write often. 2. Use short assignments to isolate problems and develop skills one at a time.

The secret to writing well is practice-actually writing. The more you write, the better writer you will become. Scott Edelstein (writer and consultant) Quick Write/Intellectual Diary

1. require students to purchase a notebook to be kept in the classroom. 2. student will reserve the first page as a place for the teacher to record grades. 3. the second page will be for the rubric.

The First Assignment – what the teacher should tell the students.

1. Why? Learning to write well means writing often. You cannot develop into a good writer by listening to me. 2. Purpose of quick write/intellectual diary – approach each assignment as an opportunity to become a better writer. 3. Writing is a good way to discover and clarify your thoughts. 4. Rules: Keep your pen moving during the assignment – even if you are writing that you don’t know what to say. You must keep your pen

moving until the time is up. Don’t let anxiety or perfectionism stop you from putting ideas on paper. Don’t correct any mistakes while you write – if need be, you can correct those later. If your mind goes blank – write “ I don’t know what I think” or “My mind just went blank”. An idea will eventually come to you as long as you keep your pen moving.

Grading- (This can and should be adapted to your own students/courses) When giving comments – make suggestions to build confidence. Give students a reason to keep trying and writing:

a. What about this… b. I love this. Could you tell me more? c. I’m not sure I understand. Could you explain more?


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Adhere to a rubric that students know and understand before they start writing and that builds writing stamina and confidence. The following is a Sample Rubric for Quick Writes/Intellectual Diary entries OR longer Planned Writes:

9 - 10 Contains considerable specific, accurate, and relevant information to support the thesis. Demonstrates an understanding of historical terms and events that shows sophistication and an awareness of the complexities of studying history.

7 – 8 contains some specific, accurate, and relevant information to support the thesis;

Demonstrates an adequate understanding of historical terms and events.

5 – 6 Contains some specific and relevant information to support thesis. Demonstrates an understanding of historical terms and events.

3 – 4 Contains little specific, accurate and relevant information to support the thesis.

Too many generalizations. Demonstrates inadequate understanding of historical terms and events.

1 – 2 Contains little or no specific or relevant information to support the thesis.

Too many generalizations. Demonstrates an inadequate understanding of historical terms and events.

0 blank or not turned in

Translated into grades: 7-10 = A (90-100); 5-6 = B (80-89); 1-4 = C (75-79)

OPTIONAL GRADING SYSTEM

Assign each student a number from 1 to 4 or 5. Have a student (or you) roll a dice AFTER the writing assignment. Whatever number comes up is the group you grade. If it is a 5 it is teacher’s choice and if it is a 6 it is grade none or all, whichever. Note each group has a TOTAL of 30 pts. See a sample of how this grading system might work illustrated below:

Date points date points date points date points

#1 8/25 10 9/7 10 9/18 10

#2 8/26 10 9/20 20

#3 9/8 20 9/10 10

#4 9/12 30


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Note that grammar and style are NOT part of the Quick Write/Intellectual Diary rubric! Even so, social studies teachers have a professional responsibility to help students understand the rules of grammar. Rather than throwing a long list of grammatical rules at students, look for the most glaring mistakes and help students fix those first. FIX ONE PROBLEM AT A TIME!

Return to your list of “Things that bug me about students writing” and pick one. At the top of every writing assignment page, have students write the grammar or style rule and go over it with them. You cannot add a new rule until you think the vast majority of students have mastered the last one. Keep reminding students BEFORE they write of the rule(s).

Sample List of Grammar Rules for Social Studies 1. Produce a readable copy. 2. Avoid using first person. (writing “I think” is unnecessary and is filler) 3. Use historical past tense when writing about events. When referring to a textbook, use present tense. (“Lincoln stated…” “The textbook

states…”) 4. Use possessive case apostrophes. (Kennedy’s speech) 5. Usually, avoid abbreviations. (using standard abbreviations like U.S. or D.C. is ok) 6. Usually avoid contractions. 7. Place quotation marks after the period at the end of a sentence. (“I have a dream.”) 8. Be aware of unnecessary words and rhetorical statements. (“Who knows what the world would be like…”) 9. Write a famous person’s full name (not “George was president”) 10. Write a lot as two words – if you absolutely must use it.

Creating Writing Prompts Writing prompts should require students to do the following:

• Make an assertion. Take a stand. • Defend it with relevant, specific, and accurate information. (CDs) • Explain why their information supports their assertion (CMs) • Destroy counter arguments (this is an AP skill)

Prompts work best when they are framed. a. Provide the students with an incomplete sentence: The main reason the U.S. could not win the Vietnam war was… b. Give the students an either/or option: The Industrial Revolution of the late 1800s did/did not create a need for government regulation of big

business. Writing prompts should be on the board or posted at the beginning of class. What the students are to write about should never be a mystery. Call these prompts “The big questions”. Students know that what they are learning that day will enable them to write their intellectual diary or a longer planned write.

Understanding Formal Writing Prompts


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Adapted from Timed Writing Practice: Comparative Essay developed by Chris Peek at Bellaire High School, Houston Successful social studies essays have an underlying shared core structure. This core plays an essential role in a student’s ability to construct a logical argument. This core consists of a thesis, supporting paragraphs and a conclusion. The following steps help guide students through the process of understanding the formal writing prompt.

1. Determine the task: What are you being asked to do?

Examples of possible task words which often appear in essay prompts Analyze: The process of separating the parts of a given topic into its component parts in order to examine each part in detail and to reach a conclusion or determine the relationship of the parts to the whole topic. Argue: The process of presenting a case for and/or against a particular proposition Assess The process of determining the importance or validity of a topic/statement/idea; to judge the worth of something through examination Compare: The process of examining a given topic(s) for the purpose of determining similarities AND differences Contrast: The process of showing points of difference between two or more topics/events/ideas Discuss: The process of examining a subject closely to present arguments for and against in order to reach a conclusion; to present in detail for examination in order to reach a conclusion Evaluate: The process of making a judgment about the worth or value of something based on evidence and stated including one’s opinion Interpret: The process of explaining the meaning of something in clear, explicit terms Justify: The process of proving something to be right or valid in order to absolve from possible guilt

2. Determine the parameters of the prompt: What dates, places, people, ideas, and/or events are mentioned specifically?

3. Identify the key terms: What key words such as economics, nationalism, and/or gender are included in the prompt?


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Use a RED pen to identify and underline the task words in the prompt.

Use a BLUE pen to identify and BOX the parameters of the prompt

Use a GREEN pen to identify and CIRCLE the key terms in the prompt.

PRACTICE WITH PROMPTS:

1. Compare and contrast the political and economic policies of Joseph Stalin in the period before WW II and those of Mikhail Gorbachev from 1985-1991.

2. “Leadership determines the fate of the country.” Evaluate this quote in terms of Spain’s experience under Phillip II and England’s experience under Elizabeth I.

3. Discuss three developments that enabled Great Britain to achieve a dominant economic position between 1700 and 1830 while France stagnated.

4. Analyze the influence of the theory of mercantilism on the domestic and foreign policies of France from 1600-1715 and Spain from 1492-1800.

5. Assess the validity of the following statement: “Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century.”

6. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s?

7. Choose TWO of the following organizations and explain their strategies for advancing the interests of workers. To what extent were these organizations successful in achieving their objectives? Confine your answer to the period from 1875 to 1925.

a. Knights of Labor b. American Federation of Labor c. Socialist Party of America d. Industrial Workers of the World

8. What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears?

9. Describe and account for the rise of nativism in American society from 1900 to 1930. 10. Analyze the factors that contributed to the instability of the Weimar Republic in the period 1918–1933. 11. Analyze the various effects of the expansion of the Atlantic trade on the economy of Western Europe in the period circa 1450–1700.


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Formal Writing in the Social Studies The Basic “Chunk” Strategy General Essays Document-based Essays

assertion *make a

point*

An assertion is like a mini-thesis statement. This is where you make a point that ties back to your major thesis statement. Your assertion is the basic point you are about to elaborate upon in the sentences that follow.

evidence *back it up*

For general essays, your evidence is a specific example of what you just wrote in your assertion. For example, if you wrote that Japan is more democratic than China in your assertion, your evidence is a specific fact that shows how Japan is more democratic. You might write about a specific feature in Japan’s government. This is where you need to use as many PPETs [people, places, events, and terms as possible.

For document-based essays, your evidence is a specific piece of text (or piece of an image) that illustrates your assertion. If writing about a textual document, do not simply write a quotation here. Rather, embed the quotation in a sentence that also identifies the author and context.

analysis

*why it matters*

For general essays, your analysis is where you explain WHY your evidence proves your point. You should also try to explain WHY the historical fact came to be in the first place. For example, if you mention that Japan has open elections but China does not, this is where you should identify the historical processes that lead to these differences.

For document-based essays, your analysis is an explanation of why your selected quotation proves your point. You may also use analysis to examine the point of view of the document.

Example

To what extent is America an equal society?

While the U.S. Constitution provides legal equality to all Americans, economic differences continue to make America an unequal society. The top two percent of the nation owns over half of the wealth. This difference in wealth means that while Americans enjoy political equality, the poorest Americans might not even have access to food and shelter. This can hinder a person’s fundamental right to pursue happiness.

Compare pre-Columbian Aztec economy with that of the early Inca.

Both the Aztec and Inca engaged in agriculture, though they had to modify their environment in different ways in order to grow crops. The Aztec built chinampas on water, while the Inca built terraces alongside mountains in order to grow crops. As such, geography had a profound influence on both societies’ economies. The relatively arid, flat land among the Aztec meant that they needed to build land on water, while the Inca lived among mountains—an otherwise difficult place to grow crops without the innovation of terrace farming.

Generic Social Studies Writing Rubric

Criteria Great Work 4

Good Work 3

Needs Work 2

No Work 0

Accuracy

How correct is the information? Is the writing supported by primary/secondary sources?

Perspective

How effectively did the writer stay in the assigned role? How effectively did the writer convey a point of view?

Focus

How effectively does the writer maintain the assigned format? How effectively does the writer support the topic with details and examples?

Mechanics

To what degree is the writing free of mechanical and grammatical errors?

Comments Extra Credit Points for creativity and extra effort Total Points on this Assignment

© Houston ISD Curriculum Secondary Social Studies

GROUP MEMBERS____________________________________________________________________ _________________________________________ Date_________________________ Period________

AMERICAN REVOLUTION MIDTERM REPORT CARD

DECEMBER, 1776

AMERICAN ARMY

AREAS GRADE: (A, B, C, D, or F)

JUSTIFICATION FOR GRADE:

Leadership

Army

Supplies

Transportation

Overall Average:

BRITISH ARMY

AREAS GRADE: (A, B, C, D, or F)

JUSTIFICATION FOR GRADE:

Leadership

Army

Supplies

Transportation

Overall Average:


GROUP MEMBERS____________________________________________________________________ _________________________________________ Date_________________________ Period________


Performance Assessment Instructions – American Revolution Quilt

Teacher Notes Note – this project might be completed during the instruction for this unit, as a culminating unit assessment, or it might be begun as you finish this unit and the presentation would not occur until sometime later in the semester. If that option is chosen, remember that this assessment activity provides an excellent review of the key ideas about the American Revolution and review of that content is always good! Steps in the process: 1. Divide students (or allow students to choose) groups of four. Depending on whether you plan to devote

much class time to this project or not may help you make this decision. Once the planning stages of the quilt are complete – students could work independently and simply meet briefly to confer with other group members. If there is an unequal number of students some groups could have three or five, but no one group should be larger than five. In those cases, have students share roles of graphic designers or historical writers, whichever seems more appropriate.

2. Give rubric and project overview to students (pages 2 – 3 of this document). 3. Introduce the whole concept of quilting and why events such as quilting bees were an important

occasion. Refer students back to Thirteen Colonies study when they learned about daily life and remind them how important these crafts were in colonial America (and today for some people).

4. Have students work in groups to create an American Revolution quilt that incorporates squares illustrating the key people and events of the revolution and answering the unit question: What should be remembered about the American Revolution?

5. Monitor the progress of each group with production checkpoints communicated to students such as Answer to the unit question in draft form due ________ Quilt plan (including rough sketch of all panels) due ______ Finished quilt put on display on _____ Presentation to the class on ______

6. At the conclusion of the unit, quilts should be displayed and the information presented to the class. 7. One suggestion is that students receive two distinct grades for this type of group project – one group

grade that is the same for everyone - see the Grading Rubric and an individual grade for participation that may vary among the group members. As well as teacher observations, one way to collect data for an individual grade is to have group members (seated separately) complete the Group Self-Evaluation

Notes about the Quilt criteria: 1. Answers to unit question should be clear and the choices of visuals appropriate. 2. Quilt must include a minimum of 12 squares and may include additional ones. Each square must be

different. Squares may be decorated with annotated symbols, annotated illustrations, maps, timelines, relevant quotations, political cartoons, posters, or talking heads.

3. Group has to coordinate squares to prevent repetition of content. Content should include some if not all of the following individuals and events (squares may combine individuals and/or events): Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, Thomas Paine, George Washington, Declaration of Independence, Articles of Confederation, Battle of Lexington and Concord, Battle of Saratoga, Battle of Yorktown, Treaty of Paris (1783). Additional content for squares may include the following: mercantilism, the Proclamation of 1763, the Stamp Act, the Boston Massacre, the Boston Tea Party, and the Battle of Trenton.

4. Written explanation needs to include (1) answer the unit question: What should be remembered most about the American Revolution?and (2) connect each of the quilt squares to the question of why that person or event should be remembered.


Evaluation Rubric – The American Revolution Quilt

UNIT QUESTION: What should be remembered most about the American Revolution? Beginning

1 Developing

2 Accomplished

3 Exemplary

4 Score

Squares

Missing squares; missing required

individuals and/or events

(content)

Quilt has at least 12

squares but squares contain minimal

information and/or

incorrect information

Quilt contains a minimum of 12 squares; squares are

informative and include all

correct content

Quilt contains extra squares

or squares that show great attention to detail; all

squares are extremely informative

Written explanation

No written explanation or writing does not address

the unit question; there

are serious spelling and/or grammatical

errors

Writing addresses the unit question, however there

is minimal attention to linking each square to the

theme; numerous

spelling and/or grammatical

errors

Writing addresses the unit question, attention to linking each square to the theme is in

evidence; very few spelling

and/or grammatical

errors

Elaborates the answer to the unit question, connects each square to the

unit question in a clear,

concise way; no spelling

and/or grammatical

errors

General appearance &

creativity

Poor attention to the overall

appearance of the project;

lacks creativity in presentation.

Acceptable

overall appearance;

generally neat and colorful;

exhibits some creativity.

Neat

presentation with clear visuals;

effective use of color and good

overall appearance;

exhibits creativity

Eye-catching appearance and highly creative,

interesting visual product

Effort

Reflects little or no effort; could do much better

Reflects

minimal effort; could do better

Reflects

satisfactory effort, good

work

Reflects best effort, great

work

Comments:

Total:


AMERICAN REVOLUTION QUILT PROJECT GROUP INSTRUCTION SHEET – Project due in final form on ___________

This project allows you and your group members to answer this key question in both words and pictures. Quilting was a common household chore and pastime in Colonial America. Quilts were made with scraps of fabric and available resources (feed/flour sacks, old clothing, and so on). Some quilts were designed into geometric patterns but others were story quilts. The quilts told a story in pictures. Often, quilts were handed down from one generation to the next. Colonial women and children first planned their quilt design and then worked on one square at a time until they had enough squares (panels) to sew together into a larger quilt. Quilting Bees were social events where friends and neighbors could get together, eat, and generally enjoy visiting while finishing several quilts. Remember, people in colonial times did not have television, phones, and other electronic ways to entertain themselves! In this project, you and your group members will plan and create a story quilt to describe some of the key events and people of the American Revolution. As part of creating this project, you will also complete a written narrative about how your quilt squares help answer the unit question about the Revolutionary Period. Let the quilting begin!

Unit question: What should be remembered most about the American Revolution? 5. Each quilt should have a minimum of 12 squares, and may have more than 12. In your group assign

the following roles.

Designer--responsible for overall organization of quilt, including selecting and placing squares, assisting other group members, and coordinating quilt with written explanation. Historical writer--responsible for historical accuracy, for answer to the Unit Question, and any explanation about the quilt squares. Head graphic artist--responsible for assisting group members with artistic elements including locating supplies and possible pictures. Production assistant--responsible for assembling final quilt, assisting designer, and keeping the group on the task.

6. As a group, discuss the Unit Question and come to a consensus based on what you have learned in

this unit. 7. Write your group’s response to the unit question. Remember to include why your group reached that

conclusion. You may want to begin your answer with the following sentence stem. The things that should be remembered about the American Revolution are … We need to remember … because…

8. Step by Step Production Schedule a) Designer leads discussion on unit question until group comes to consensus and drafts an answer. b) Group members make a plan for their quilt design including each square in a rough draft form. c) Group members decide on a production schedule and assign tasks, including completing each

square and drafting the written narrative. d) Begin producing quilt squares (designer proofs each one as finished) with assistance of historical

writer and head graphic artist. e) Completed squares are turned over to the production assistant who collects squares and begins to

put together the quilt. f) Historical writer finalizes the writing (unit question/quilt square narratives) and circulates a copy to

other group members for proofing and editing. The writer prepares the final draft. g) Group displays their quilt in the quilt museum and explains the quilt squares. h) Group turns in written explanation of the quilt squares and teacher uses the rubric to evaluate

work. i) Group members complete the Group Self-Evaluation form based on teacher directions.


GROUP SELF-EVALUATION

My name is _____________________________________________________ (period ___________) Grade yourself and each of your group members on a scale from 1 to 4 by writing the numbers in the score column as you answer each question.

Score of 1 – Not much of the time. Score of 2 – Some of the time. Score of 3 – Most of the time. Score of 4 – All of the time.

Question Scor

e 1. I worked to the best of my ability. 2. I completed all of my assigned tasks in the group 3. I cooperated with other group members. 4. I assisted other group members. 5. I stayed on task during group work time.

Total: One of my group members was: ______________________________________________

Question Score

1. He/She worked to the best of his/her ability. 2. He/She completed all of his/her assigned tasks in the group 3. He/She cooperated with other group members. 4. He/She assisted other group members. 5. He/She stayed on task during group work time.

Another of my group members was: ______________________________________________

Question Score


Another of my group members was: _______________________________________________

Question Score



Name_____________________________________________________________________ Date________________________ Period________

EVENTS OF THE AMERICAN REVOLUTION THROUGH 1776 Directions: Use the following pages in the textbook to complete the chart: Pages 142-151, 166-167, and 193-194. See the Answer Bank below (and remember to use the index for fast reference). YEAR EVENT/PERSON DESCRIPTION/SIGNIFICANCE

1775

Fighting began in the American Revolution (first battle). British retreated to Boston.

1775 Ft. Ticonderoga Patriots led by _______________________captured a British fort and began to move British cannons over the mountains to Boston.

1775

Second Continental Congress placed this general in command of the newly formed Continental Army, with soldiers recruited from all of the colonies.

1775

First major battle of the war, fought outside Boston; Patriots proved they could hold their own in a face-to-face battle against regular British soldiers.

1776 Thomas Paine published this pamphlet, inspiring Americans to support independence.

1776 Battle of Dorchester Heights Cannons from Ft. Ticonderoga mounted above the city of ________forced the British to board ships and evacuate.

1776 Wrote the Declaration of Independence.

1776 This meeting of delegates approved the Declaration of Independence on July 4, 1776 in Philadelphia, officially creating the United States of America.

1776 Second Continental Congress proposed this plan of government to replace the British and submitted it to the 13 states for their individual approval.

1776 Second Continental Congress sent this Pennsylvania delegate to France to negotiate an alliance against the British.

1776 British navy landed 20,000 soldiers in the middle colonies, smashing Washington’s army of 5,000 in this port city.

1776 Washington had his officers read inspiring selections from this author’s new book, The Crisis, to encourage his soldiers to continue to fight against desperate odds.

1776 Washington’s army surprised a British force composed of Hessian mercenaries early on Christmas morning, capturing badly needed supplies for the Americans.

Answer Bank: Thomas Jefferson New York City Articles of Confederation

Thomas Paine Ethan Allen Boston Battle of Lexington and Concord George Washington Battle of Trenton Common Sense Second Continental Congress Benjamin Franklin Battle of Bunker Hill


Name_____________________________________________________________________ Date________________________ Period________

Answer Key - EVENTS OF THE AMERICAN REVOLUTION THROUGH 1776

YEAR EVENT/PERSON DESCRIPTION/SIGNIFICANCE

1775

Battle of Lexington and Concord Fighting began in the American Revolution (first battle). British retreated to Boston.

1775 Ft. Ticonderoga Patriots led by Ethan Allen captured a British fort and began to move British cannons over the mountains to Boston.

1775 George Washington

Second Continental Congress placed this general in command of the newly formed Continental Army, with soldiers recruited from all of the colonies.

1775 Battle of Bunker Hill

First major battle of the war, fought outside Boston; Patriots proved they could hold their own in a face-to-face battle against regular British soldiers.

1776 Common Sense Thomas Paine published this pamphlet, inspiring Americans to support independence.

1776 Battle of Dorchester Heights Cannons from Ft. Ticonderoga mounted above the city of Boston forced the British to board ships and evacuate.

1776 Thomas Jefferson Wrote the Declaration of Independence.

1776 Second Continental Congress This meeting of delegates approved the Declaration of Independence on July 4, 1776 in Philadelphia, officially creating the United States of America.

1776 Articles of Confederation Second Continental Congress proposed this plan of government to replace the British and submitted it to the 13 states for their individual approval.

1776 Benjamin Franklin Second Continental Congress sent this Pennsylvania delegate to France to negotiate an alliance against the British.

1776 New York City British navy landed 20,000 soldiers in the middle colonies, smashing Washington’s army of 5,000 in this port city.

1776 Thomas Paine Washington had his officers read inspiring selections from this author’s new book, The Crisis, to encourage his soldiers to continue to fight against desperate odds.

1776 Battle of Trenton Washington’s army surprised a British force composed of Hessian mercenaries early on Christmas morning, capturing badly needed supplies for the Americans.

Answer Bank: Thomas Jefferson New York City Articles of Confederation

Thomas Paine Ethan Allen Boston Battle of Lexington and Concord George Washington Battle of Trenton Common Sense Second Continental Congress Benjamin Franklin Battle of Bunker Hill


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PHILADELPHIA GAZETTE – SPECIAL EDITION

PEACE IS OFFICIAL

Britain officially gave up its claim on its former American colonies in the Treaty of Paris, 1783, recognizing the United States as an independent nation. The British have acknowledged that the western boundary of the United States is the Mississippi River.

WAR TAKES ITS TOLL ON MANY Experts estimate that approximately 25,000 Americans and 10,000 British lost their lives in fighting the American Revolution. American casualties far outnumbered those actually killed in the fighting, including many who suffered death in prison camps, disease, freezing to death, starvation, and extreme poverty. The United States went heavily in debt to European allies and individuals to pay for the great expenses of winning the American Revolution. More than 100,000 Loyalists have been driven out of the United States, losing of their land and other property. Despite their offers of freedom, British forces sailed away from America, abandoning the African-American slaves who aided them in the American Revolution. Native Americans were driven out of their western lands by thousands of American settlers.

NEW GOVERNMENTS TAKE OVER

The new government of the United States (organized under the newly adopted Articles of Confederation) took over government from the Second Continental Congress. The thirteen states (formerly colonies) wrote new state constitutions, reflecting their independence from Britain and their desire to ensure the rights of their citizens.

DEMOCRACY CHANGES THE WORLD The French people have been inspired by the American Revolution to seek freedom for their oppressive king, declaring their rights as equals and beginning the French Revolution.

Spain steadily lost its colonies in America to revolutions inspired by “The Shot Heard ‘Round the World!” Texas declares its independence from Mexico and the Texas Revolution launches the “Lone Star Republic” in 1836.

AMERICAN HEROES HONORED

Philadelphia citizen, Benjamin Franklin, is universally recognized as the leading American statesman on behalf of his successful efforts to get the Declaration of Independence adopted, negotiate the French alliance, and negotiate a favorable Treaty of Paris, 1783 for the United States. Thomas Jefferson will never be forgotten for writing the inspiring words of the Declaration of Independence. The “Penman of Liberty”, Thomas Paine is honored for the stirring ideas in Common Sense that inspired independence. The annual reunion of the Sons of Liberty in Boston is honoring their leader Samuel Adams for his guidance in the leading the protests against British taxation – particularly during the Boston Tea Party. As George Washington returned to his home after winning the American Revolution, thousands of Americans turned out to greet the great general, Commander of the Continental Army.

AMERICANS FACE NEW CHALLENGES AND

OPPORTUNITIES

Americans soldiers received their back pay in the form of land ownership in the lands between the Appalachian Mountains and Mississippi River. Owning land gave many more men the right to vote (and most voters are asking their state governments for education). The anti-slavery (abolition) movement was inspired by the words of Declaration of Independence; although the movement began in the northern states where there were few slaves.


Government under the Articles of Confederation

Strengths Weaknesses Established a system for settling the

Northwest Territory (land north of the Ohio River and east of the Mississippi River)-

Land Ordinance of 1785 No Chief Executive (President)

Set up a government for the Northwest Territory, guaranteed basic rights to settlers,

and prohibited slavery No national court (judicial) system

Could conduct foreign affairs (Signed the Treaty of Paris in 1783)

Weak Congress – could not collect revenue, regulate foreign trade, or settle disputes

between states

Could maintain armed forces (army and navy)

Nine of 13 states required to make most decisions (They could adjourn without this

majority)

Could borrow and print money All 13 states required to amend the Articles


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Winning the American Revolution Directions: Using the textbook pages indicated, read about the following events and people significant in the American Revolution. Answer the questions in the space provided. 1) Battle of Saratoga (p. 168 & p. 172):

a) Why did the Americans win?

b) What was the significance of the Battle of Saratoga? 2) Valley Forge (p. 173 – 174) :

a) Why is the term “Valley Forge” synonymous with suffering?

b) Name and identify the countries and contributions of foreign volunteers to the Patriot cause who arrived at Valley Forge:

3) Women (p. 175):

a) How did the ideals of freedom and liberty inspire women? 4) Loyalists (p. 175)

a) What happened to those Americans who remained loyal to the British? 5) African-Americans (pp. 175-176):

a) How did the Revolution affect the institution of slavery? 6) John Paul Jones (p. 179):

a) What did John Paul Jones say when his ship was sinking and he was offered the chance to surrender?

b) What was particularly inspiring to Americans about this quote and battle?


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7) Bernardo de Galvez (p. 180-181) a) How did the Spanish governor of Florida, Galvez, help the Americans?

8) Battle of Yorktown, 1781 (pp. 183-185):

a) How did the French allies contribute to this American victory?

b) How did Lafayette contribute to this American victory?

c) What is the significance of the Battle of Yorktown? 9) Treaty of Paris, 1783 (p. 185-186):

a) Who negotiated the treaty on behalf of the Americans?

b) What did Britain concede to the United States in the treaty? 10) Reasons for American victory (p. 187):

a) Explain the geographical advantage that Americans had over the British.

b) Explain the critical contributions of American allies.

c) Give your own evaluation of why the Americans were able to defeat the strongest country in the world.


Name_____________________________________Date_________________________ Period________ Suggested Answers to Winning the American Revolution 1) Battle of Saratoga (p. 168 & pp. 172-173):

a) Why did the Americans win? British reinforcements did not arrive, British were surrounded by an army 3 times their size

b) What was the significance of the Battle of Saratoga? Marked a turning point because European nations realized Americans might win, Benjamin Franklin was able to negotiate a French alliance; France sent money, equipment, and troops to aid American Patriots

2) Valley Forge (p. 173 - 174 : a) Why is the term “Valley Forge” synonymous with suffering? Washington’s army endured a winter lacking

decent, food, clothing, and shelter; going barefoot in the frozen ground b) Name and identify the countries and contributions of foreign volunteers to the Patriot cause who arrived at

Valley Forge: Marquis de Lafayette – France – aide to Washington; Thaddeus Kosciusko – Poland – engineer; Casimir Pulaski – Poland – cavalry officer; Friedrick von Steuben – German – drilled Patriot troops at Valley Forge, teaching them military discipline; Juan de Miralles – Spain – got financial aid from Spain, Cuba, and Mexico.

3) Women (p. 175): a) How did the ideals of freedom and liberty inspire women? Women began questioning their place in society,

asking for education equal to boys; Abigail Adams asked her husband, John, to limit men’s power over their wives

4) Loyalists (p. 175) a) What happened to those Americans who remained loyal to the British? Many Loyalists fought with the British

or spied on the colonists; others left the colonies and went to England or Spanish Florida; others remained, but were mistreated by their neighbors – shunned, attacked by mobs, and/or arrested and tried as traitors.

5) African-Americans (pp. 175-176): a) How did the Revolution affect the institution of slavery? Some white Americans began to question slavery;

Vermont, New Hampshire, Massachusetts, and Pennsylvania attempted to end slavery in their state. 6) John Paul Jones (p. 179):

a) What did John Paul Jones say when his ship was sinking and he was offered the chance to surrender? “I have not yet begun to fight.”

b) What was particularly inspiring to Americans about this quote and battle? Answers will vary, but students should note that he was clearly losing the battle, but refused to quit. He continued to fight and won the battle by taking over the British ship.

7) Bernardo de Galvez (p. 180-181) a) How did the Spanish governor of Florida, Galvez, help the Americans? He loaned thousands of dollars to

Americans, opened the port of New Orleans for free trade along the Mississippi River, shipped tons of supplies and ammunition to Americans up the Mississippi River, raised an army and attacked British outposts in Florida.

8) Battle of Yorktown, 1781 (pp. 183-185): a) How did the French allies contribute to this American victory? French army under Rochambeau coordinated

with the two American armies to trap the British at Yorktown; French navy under Admiral deGrasse prevented the British from escaping; the French essentially trapped the British and forced a surrender.

b) How did Lafayette contribute to this American victory? Lafayette commanded one of the American armies (Washington had command of the other)

c) What is the significance of the Battle of Yorktown? British surrender was the last major battle of the Revolution.

9) Treaty of Paris, 1783 (p. 185-186): a) Who negotiated the treaty on behalf of the Americans? Benjamin Franklin, John Adams, and John Jay b) What did Britain concede to the United States in the treaty? Great Britain recognized the U.S. as an

independent nation, U.S. territory extended west to the Mississippi River, Britain promised to withdraw all their troops from the U.S., Britain agreed to give the U.S. fishing rights off Canada.

10) Reasons for American victory (p. 187): a) Explain the geographical advantage that Americans had over the British. Americans fought on their own

land, Britain had to ship supplies across the ocean; Britain could control coastal cities, but not the countryside – Patriots knew the local land and could lay ambushes.

b) Explain the critical contributions of American allies. French solders and ships were critical at Yorktown, loans from France also helped; Spanish attacks on the British also helped

c) Give your own evaluation of why the Americans were able to defeat the strongest country in the world. Answers will vary
