The United States To 1877 Unit 1: Colonization

First Grading Period – Weeks 1-4 CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings American principles and ideals have evolved over time and have been

influenced by European institutions and beliefs. People settle in different areas for different reasons and adapt to their new

surroundings in order to survive.

Overarching Question How were American ideals influenced by English traditions, cultures, and

geographic factors?

The establishment and development of the United States from colonies to country is a complex story. American ideals and principles have evolved over time and have roots in European culture, documents, and institutions. People adapt and settle into new surroundings for different reasons bringing their ideas, traditions, and principles with them.

Lessons for this Unit□ Lesson 1: Reasons for colonization□ Lesson 2: Founding of Jamestown-1607□ Lesson 3: Forming of 13 colonies□ Lesson 4: Growth of Representative Government

TEKS TEKS Specificity - Intended OutcomeTEKS 8.1 History A. Identify the major eras in U.S. history through 1877 and describe their defining characteristics.B. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.C. Explain the significance of the following date: 1607.TEKS 8.2 History A. Identify reasons for European exploration and colonization of North America. B. Compare political, economic, and social reasons for establishment of the 13 colonies.TEKS 8.3 History A. Explain the reasons for the growth of representative government and institutions during the colonial period. B. Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.TEKS 8.10 Geography A. Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.B. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.TEKS 8.13 Economics B. Explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery. TEKS 8.21 Citizenship A. Explain the role of significant individuals such as William Penn in the development of self-government in colonial America.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can . . . explain and define why England wanted to establish colonies in the New World

and describe the characteristics of the colonial era (8.1A, 8.2A) list the reasons why England wanted to settle the New World and distinguish

which reasons were political, which were economic, and which were social. (8.2B) explain why the year 1607 is important to the history of the U.S. (8.1C) explain the reasons for the growth of representative government and evaluate the

importance of founding documents that influenced the growth of representative government. (8.3 A/B)

locate on a map the three colonial regions and tell how they were different in their natural features, lifestyles, economics, and government. (8.10A/B)

explain how the three colonial regions developed different ways of making a living and how that made conflict in the future. (8.2B)

explain how the plantation system, the slave trade, and the spread of slavery had an effect on the economics of the 13 colonies (8.13A)

explain how William Penn aided in the development of self government in the colonies (8.21A)

explain how religion influenced settlements and social movements like the First Great Awakening. (8.26B)

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Co TEKS 8.26 Culture

B. Describe religious influences on immigration and on social movements, including the impact of the First Great Awakening.TEKS 8.30 Social studies skillsB. 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.organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps

use social studies skills and terminology to analyze information by various methods, and interpret/organize information gathered from different types of resources. (8.30 B/C, 8.31 A/B/C)

communicate historical information and research to others in various forms. (8.30B/D)

Skill

s

Evidence of Learning□ Given a map of the 13 colonies, students will locate Jamestown and the colony of Virginia with 80% accuracy.□ Given a timeline, students will demonstrate their understanding by correctly sequencing colonization events with 80% accuracy.□ Given PERSIA graphic organizer, students will be able to explain the political, social, economic, and religious reasons for settling the colonies with 80% accuracy.□ Given a document based question, students will analyze primary and secondary sources to determine the causes and effects of European institutions and documents on the

development of representative government in the 13 colonies with 80% accuracy.□ Given an era map graphic organizer, students will correctly identify and explain the characteristics of the colonization period with 80% accuracy.□ Given the essential questions for this unit, students will be able to respond to the questions in verbal or written form with 80% accuracy.

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The United States To 1877Lesson 1 - Reasons for Colonization

First Grading Period – 1-2 Days CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Why did people move from the “Old World” to the “New World?” Why did European countries, especially England, colonize the Americas?

Concept of colonization (5th grade) Reasons for immigration (5th grade)

Mapping skills (K-6) Sequencing of events (K-6) Reading and interpreting a timeline (K-6) Continents (2-6)

Instructional Model & Teacher DirectionsThe teacher will . . . So the student can…

Use the History Alive! Grade 5 lesson 4, resources from the social studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction……….Preview

Write air-tight space suit, dehydrated food, and flag on the chalkboard. Ask the students to write down, in their interactive notebooks, why astronauts bring these items with them when traveling in space. (8.1A, 8.2A)

Respond to the prompt by writing in their interactive journal

Have students share their answers and explain that in this activity they will examine objects carried by people who explored “new worlds” 500 years ago. They will analyze what these objects reveal about the explorers motives.

Orally share their items and discuss why they choose those items. Class can categorize their responses.

Guided Practice Introduce and display the graphic organizer of Archeologist investigating a sunken ship. Ask the

following questions: What do you see here? Why would people investigate a sunken ship? What items or artifacts might you find on a ship that has been underwater for 400 years? Why would people who investigate sunken ships want to track where they found each item? (8.1/2 A)

Verbally answer the questions in pair/share and follow with a group discussion.

Distribute Artifact Placards with reading excerpts to the students, working in pairs or individuals. Read aloud in a pair-share or individually. Model how to preview the text (look at titles, pictures, and key words) and then predict why people

moved to North American from Europe. Highlight vocabulary words dealing with the lesson.

Correctly identify the artifact and record information from their placard on the graphic organizer.

While students are working, create three large labels with the following headlines and post them in three areas of the classroom: “Motives for Exploration,” “New Technology that Encouraged Exploration,” and “New products from the Americas.” (8.30)

After identifying and reading about their artifact, the student must complete this sentence: “This was important to explorers because…

Tell students to refer to their graphic organizer to support their answer. Ask students to explain and justify their answers.

Have pairs carefully examine their placard and decide in which of the three posted categories they would place the artifact.

Processing Assignment Tell students to imagine they are explorers returning from a visit to the New World. Have them write a

one-page Explorer’s Log in which they 1} explain why they wanted to explore the New World 2) describe one new technology that helped them as an explorer 3) sketch one new item they brought back to

Maintain a discussion by having the rest of the class debate the p placement of the artifact.

Produce written assignment Europe from the New World.

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Vocabulary: Economic factors colony/colonization immigration “Old World” “New World” 1607 cash crop colonial period colonization colony charter House of Burgesses Jamestown, Virginia tobacco slavery

Textbook – The American Republic – Section 3.1Print ResourcesHistory Alive – Sections 2.5, 3.9Adventure Tales of America – Sections 3.7, 4.1, 4.5Media ResourcesPowerMediaPlusIgnite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First Permanent British ColonyInternet ResourcesEuropean Colonization of North America1607Primary Resource – John Smith’s DiaryGlencoe’s Interactive TutorJamestown Pictures – 1Jamestown Pictures – 2 QAR/QAD

Evidence of Learning

Differentiation Interims/TAKS/Benchmark College-ReadinessAnticipated Skills for SAT/ACT/College Board

What do you do for students who need more support?

Students can begin to create a course timeline of important events in this unit and include a visual and short summary of the importance of the event.

What do you do for students who master the learning quickly?

Teachers can use Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First Permanent British Colony or Adventure Tales of America – Sections 3.7, 4.1, 4.5 resources for opportunities for re-teaching information.

Grade 10 TAKS 2006

One of the main reasons that many people relocated from Europe to North America during the 17th and 18th centuries was the availability of

A. inexpensive ship faresB. fertile farmland in new coloniesC. cheap labor from native sourcesD. government-sponsored farm loans

College-ReadinessAnticipated Skills for SAT/ACT/College Board

Mini-Document Based Question: Founding of Jamestown. Students can initiate the procedures for the Document Based Question using Jamestown as the focus of the writing.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

The United States To 1877Lesson 2: Founding of Jamestown-1607

First Grading Period (2-3 Days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What motivations caused European countries to colonize the Americas? How does geography and environment affect where we live and how do we adapt to those affects? Why is the year 1607 remembered and celebrated 400 years later?

Mapping skills (K-7) Reasons for immigration (K-7th grade) Interpreting and analyzing maps (K-7th grade) How to read and interpret visuals (2-7th grade) Sequencing of events (K-7th grade

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…Use the History Alive! Lesson, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instructionHook: On the board, have the students complete the following sentence, “A successful colony has ____________.”

While the students are working on this assignment, the teacher can hand out 4 envelopes with written instructions inside and instruct the recipients not to open the envelopes until they receive the signal.

Construct a web diagram, with the prompt in the center, and gather the students’ responses. After the students have voted on the elements needed in a colony, the teacher instructs students to open their

envelopes and follow the instructions and instructs those seated to make note of every action that is taking place. (Claim the Room Activity, History Alive! Teacher Guide, Lesson 1)

After the activity, teacher will construct a T-chart graphic organizer with one side labeled Classroom Experience and the other History. Teacher compares the observations from the students to actual historical facts. (8.1A, 8.2A)

Respond to the prompt by writing in complete sentences in their interactive journal

Categorize their responses and, as a classroom, vote on the top three choices.

Selected students read the instructions and move about the room to fulfill the requirements of the assignment. Other students are observing every action that each participant is performing.

Verbally recount the activity and complete the T-chart comparing the activity in the classroom to actual events in history.

Guided Practice Using Visual Discovery strategy, project the transparencies of different counties who founded colonies in North

America. Project the first transparency of Columbus on the screen. Follow the same instructions for each of the images. (8.2A)

As a class, respond to questions such as “ What do you see in the picture?” “ What do you think the people are doing in the picture?” “ What feelings might these people be experiencing?” “How do you think these people were feeling at this time and place?” “Why do you think this group of people are colonizing America?” Give two pieces of evidence from the picture to support their answer.

Teacher will place the students in cooperative groups of 4-5 and pass out the activity “Pick the Place,” to the students. (8.30B)

Complete the activity and present their finding to the class.

After group discussion, teacher projects last transparencies of the landing of Jamestown and emphasizes the year 1607. Use the Visual Discovery strategy and hand out the Reading Notes from History Alive! and model how to complete the reading notes assignment! (8.1C)

In pairs, complete the reading notes using the History Alive! textbook.

For discussion, ask the students if they were correct in “choosing the place where the first permanent English colony was settled?”

Respond to the question and create processing assignment for the founding of Jamestown.

Processing Assignment Assign students to create a historical marker that commemorates the

Create a historical marker to include 1) appropriate title 2) a brief summary that clearly explains a) how and when the settlement was established b) Native Americans living

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

founding of Jamestown or another settlement established by the Dutch or French. near the settlement were treated c) the settlement flourished or failed. 3) visuals that illustrate the three main topics of the summary 4) no spelling and grammatical errors

Word Wall 1607 cash crop colonial period colonization colony charter House of Burgesses Jamestown, Virginia Virginia Company John Rolfe Pocahontas John Smith tobacco slavery

ResourcesTextbook – The American Republic - Section 3.1

Print ResourcesHistory Alive – Sections 2.5, 3.9Adventure Tales of America – Sections 3.7, 4.1, 4.5

Media ResourcesPowerMediaPlusIgnite! Unit: Exploration and Settlement - Topic 7: Jamestown: The First Permanent British ColonyInternet ResourcesEuropean Colonization of North America1607Primary Resource – John Smith’s DiaryGlencoe’s Interactive TutorJamestown Pictures – 1Jamestown Pictures – 2 QAR/QAD

Evidence of LearningDifferentiation Interims/TAKS/Benchmark College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need more support?

What do you do for students who master the learning quickly?

Vocabulary DevelopmentPick 3 vocabulary words and have students developa Frayers square model for the selected words.Selected Word

Definition in own words Characteristics/visual

Examples Non-examples

2006 8th Grade TAKS

From 1607 to 1609, only 60 of more than 909Jamestown colonists survived. One reason for the low survival rate was that –

A. the colonist were frequently attacked by Spanish explorers.

B. the swampy location caused disease to spread.C. the colonist endured unexpected flooding.D. the punishment for all criminal offenses was

execution.

Mini-Document Based Question: Founding of Jamestown. Students can initiate the procedures for the Document Based Question using Jamestown as the focus of the writing.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

The United States To 1877Lesson 3: The Thirteen Colonies

First Grading Period (8-10 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How did geography, religion, social factors, and economics influence the development of the thirteen colonies? Mapping skills (K-7th grade) Interpreting and analyzing maps (K-7th grade) How to read and interpret visuals (2-7th grade)

Sequencing of events (K-7th grade)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

Use the History Alive! Lesson 3 & 4 , resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instructionHook

Teacher hands out Preview Assignment 3 in History Alive Lesson 3 to the students and projects the map of the 13 colonies. (8.30, 8.10 A/B)

Teacher asks for responses to the questions and begins to demonstrate the “Who’s the mama!” kinesthetic activity for remembering the reasons and colonial regions of the colonies.

Students examine the map and working with a partner, record answers to the questions below.Students respond and practice the kinesthetic activity. Further demonstrate mastery by listing the colonies, the reasons for settlement, and the colonial region in their interactive notebook.

Guided Practice Distribute placards detailing one of the colonies. Place the students in cooperative groups and, using Virginia

colony as an example, teacher will model the final product and presentation. (8.2B, 8.13B, 8.21A, 8.26B)

Each group must present a poster which details the following 1) geography 2) reasons/date/founders of settlement 3) economy 4) government/leadership 5) slogan to get people to move there and colony flag which details a particular characteristic of the colony. Answer: Would you live there? Why? As a group, students read their corresponding section on the colony and begin preparing their poster. After each presentation, students must rank the colony on a scale of 1 (best) to 8 (worst) and give three supporting details on their ranking.

Independent Practice:Distribute a blank Persia chart and a blank 13 colonies map.

Use notes from the presentation and from the hook activity to fill in the required information.

Guided Practice Project a transparency of Boston in the 18th century. Tell students to pretend that they are British newspaper

reporters who have traveled to London to investigate life in the colonies. Tell them to pretend they are standing in the square observing this scene.

Divide students into groups of 2 and hand out reading notes from Lesson 4. Teacher models the following steps: Examine one of the placards, which contain primary or secondary source

information about one of the aspects of colonial life. Take notes on what they see in their placard. Pairs return to their desks and read the section that corresponds to the placard

Respond in their interactive notebook and report their response to the following questions: What do you see? What aspects of colonial life are represented here? Describe the buildings? What are the people doing? What does this scene tell you about daily life in colonial American? Take notes and make quick sketches, diagrams or symbols to represent main ideas from the section. When students’ have finished with a section, the teacher will check work and students continue with the assignment

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Processing Assignment Students will use notes and assignments to construct a journal about colonial life in America. Students will pretend

to be a British journalist who has spent a year living in the colonies.

The students want their journal to be published so that the British will have an accurate view of life in colonial America. The journal should include 1) a catchy title 2) have entries that are dated and can describe at least one aspect of colonial life 3) include information on a t least eight aspects of colonial life 4) include at least four simple sketches to illustrate key ideas about colonial life 5) have creative touches to make your journal personal.

Vocabulary: Puritans Pilgrims Mayflower Compact Plymouth Fundamental Orders of Connecticut Great Awakening New England Middle Colonies Southern colonies slave trade slaves Middle Passage William Penn Proprietary Colony Royal Colony Charter Colony Indentured servant

RESOURCES:Textbook – The American Republic Ch. 3 – Sec. 2Print ResourcesHistory Alive – Sections 3.3-3.5Adventure Tales of America – Section 4Media ResourcesPowerMediaPlusIgnite Learning! Unit: Exploration & Settlement- The Promise of a New LandTopic 5: Freedom of ReligionTopic 8: Indentured ServantsUnit: Colonialism-Claiming the New World 1600-1763Internet ResourcesPlymouth PlantationSAISD Web Resources13 Colonies PowerPoint Colonial Economics Small Maps For Pop-Up Art in HistoryLanding of the PilgrimsMedia ResourcesTom Snyder Map Maker and Time Liner

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningExtension: Focus on William Penn Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need more support?

Teacher can use Ignite Learning! Unit: Exploration & Settlement- The Promise of a New Land: Topic 5: Freedom of Religion, Topic 8: Indentured Servants; to review or re-teach the content

What do you do for students who master the learning quickly? Teacher can use the Tea Party strategy to deepen understanding of the Middle Colonies and the leadership qualities of William Penn to broaden the lesson’s focus. Materials for this activity can be found on the Social Studies web site and excerpt taken from The History of US Vol. II, Chapter 9—Making the 13 colonies (8.21A)

.

Grade 10 Study Guide

What geographic feature formed the western boundary of the 13 colonies?

A. The Atlantic OceanB. Lake Erie and Lake OntarioC. French TerritoryD. The Appalachian Mountains

Document Based Question: What caused the Salem Witch Trial Hysteria of 1692

Use to introduce students to analyzing primary source documents and emphasize the role of religion on the development of the New England colonies.

Slave Ship Experiential Exercise: History Alive! Supplemental Binder

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

The United States To 1877Lesson 4: The Growth of Representative Government

First Grading Period (2-3 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How did English traditions affect the development of representative government in the colonies? Mayflower Compact (5th grade) Monarchy (3rd grade) Representative government (4th grade) How to read and interpret primary source documents (4th grade) Sequencing of events (K-7th grade)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…Use the History Alive! Textbook , resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instructionHook

Teacher writes on the board the following question: “What traits did you inherit from your parents?” Teacher writes various responses on the board and makes the comparisons between the students and parents

to the traits shared by the colonies and the mother country “England.” One of those traits is representative government.

To illustrate a definition of representative government, the teacher asks the students to nominate someone to take a test on behalf of the entire class.

Teacher places nominated students names on the board and tells the students that they will vote on one of these students. Teacher reminds them to vote on the person who will represent their best interests. In this case, someone who will make the best grade.

Teacher announces the representative for the class and asks the class to define what is meant by “representative government.” Teacher writes down on board various responses and helps the class identify a definition for the term.

Respond to the question in their interactive journal and will share with their class one of the traits they wrote down.

Nominate classmates to take a test at the end of the week on behalf of their class.

Vote for their class representative. Student picks up the vote and begins to tally the results.

Respond to the question orally and after discussion on responses record the definition in their interactive notebooks.

Guided Practice The teacher passes out excerpts of primary source documents from England and several from the colonies that

detail the effects England traditions had on the growth of representative government in the colonies. Teacher can review what is a primary source and secondary source. (8.3 A/B, 8.30)

In cooperative groups, produce a poster with the following information 1) use Soaps strategy for each primary source document 2) interpret the excerpt from the document in their own words 3) draw a visual which captures the main idea of the document. 4) Answer the question: Why would representative government develop in the colonies?

Independent Practice: Teacher will pass out a blank cause and effect chart to the students. Chart details each document and

institution from England and how it affected the documents and institutions in the colonies.Processing Assignment:

From the hook activity, teacher reminds students to look at their definition of representative government. Teacher creates a 10 question test with 3 choice option for each question. Teacher hands out the test only to the students but, not the elected student. The teacher instructs the students that they must choose the correct answer by holding up one of the three strips of colored paper. A=Red, B=Blue, C=White

Based on the exercise, the teacher asks if there is anything to add to their original definition of representative government and what problems may be caused by this form of government.

Use their notes from the presentations to fill in the required information.

The teacher reads each question and the students respond by holding up a strip of colored paper. The representative can either write down what the students decide or reject it and place his own answer on the test.

Students revise their definition of representative government in their interactive notebooks and brainstorm in their notebooks some possible problems

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

caused by this form of government.

Vocabulary: Magna Carta English Bill of Rights Mayflower Compact Compact Fundamental Orders of Connecticut Virginia House of Burgesses self-government representative government primary sources secondary sources democracy Parliament monarchy

ResourcesTextbook – The American Republic – Pages 77, 79, 109, 110, 119, 208, 611-613Print ResourcesHistory Alive Pages 39, 41, 52Adventure Tales of America Pages 50, 56, 125, 182Media ResourcesPowerMediaPlusIgnite! Learning Unit- Birth of ConstitutionEuropean Influences, American InfluencesInternet ResourcesSAISD Web Resources13 Colonies PowerPoint Colonial Economics Small Maps For Pop-Up Colonial Williamsburg

Evidence of LearningExtension: Vocabulary Development Interims/TAKS/Benchmark

College-ReadinessAnticipated Skills for SAT/ACT/College Board

What do you do for students who need more support?Teacher can use the following resources: Ignite! Learning Unit- Birth of Constitution: European Influences, American Influences;Adventure Tales of America Pages 50, 56, 125, 182

What do you do for students who master the learning quickly? Students can choose a list of 5 words from the word wall and a list of 5 words from their excerpts from the primary sources in this unit and create a vocabulary guide.

Word Picture Definititon

compactAn agreement

between people

TAKS 2006

The idea of representative government flourished in colonial America because the colonist wanted –

A the people to be the source of powerB to be responsible for their own defenseC government power to be held by only a few leadersD a president to control the government

FOUNDING DOCUMENTS TREASURE HUNTThe student will

1. Identify passages from the English Bill of Rights, Magna Carta, and the Mayflower Compact.

2. Paraphrase the passage into today’s language.

3. Predict if these passages influenced the United States today and how they impact today’s society.

DIRECTIONS: Teacher compiles a list of quotations from the summaries of the early English laws. Students will indicate which law the quotation

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

United States To 1877Unit of Study: American Revolution

First Grading Period – Unit 2 Weeks 5-9 CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings Power over others can be used in a negative manner, become abusive and

lead to the outbreak of violence when peaceful means fail. In any contest, the chances of victory are higher for the side that plays at home,

has good leaders, finds a source of motivation, and receives outside help. Overarching Questions - How are America’s founding ideals defined and how are they revolutionary?

What is revolution? When is war justified? What are the circumstances that lead to the forming of America’s ideals?

The foundation of America ideals, government, and values are rooted in the study of the causes and events of the American Revolution, the writing of the Declaration of Independence, and the leadership qualities of the people of that period.

Lessons for this Unit□ Lesson 1: French and Indian War□ Lesson 2: Road to Revolution□ Lesson 3: Declaration of Independence□ Lesson 4: American Revolution

TEKS TEKS Specificity - Intended OutcomeTEKS 8.1 HistoryA. identify the major eras in U.S. history through 1877 and describe their defining characteristicsC.  explain the significance of the following dates: 1776. TEKS 8.4A.  analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian WarB.  explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; C. 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; and signing the Treaty of ParisTEKS 8.10 GeographyA.  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States B. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.C.  Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. TEKS 8.11 Geography A. Locate places and regions of importance in the United States during the 18th century.TEKS 8.16 Government A. Identify influences of ideas from the Declaration of Independence. C.  Identify colonial grievances listed in the Declaration of Independence.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can …. Show how Britain’s efforts to tighten control on the colonies after the French and

Indian War led to the American Revolution. (8.4A) Describe the defining characteristics of the Revolutionary Era. (8.1A) Explain why 1776 is one of the most important dates in American history. (8.1C) Tell about the significance of individuals of the revolutionary era, such as Thomas

Jefferson, George Washington, Benjamin Franklin, King George III., Samuel Adams, Marquis de Lafayette, John Paul Jones, and Thomas Paine. (8.4B, 8.23B)

Explain how events like declaring independence and the battles of Lexington and Concord helped cause the American Revolution. (8.4C)

Tell why the colonies declared independence, the ideals reflected in the Declaration of Independence, and the complaints listed against the King. (8.16 A/C)

Tell what the term unalienable right means and give examples of them (8.20A) Explain why battles such as Saratoga and Yorktown were important to the

outcome of the Revolutionary War and analyze the leadership qualities and example of George Washington as a model of civic virtue. (8.4C, 8.23A, 8.21B)

Explain the important points of the Treaty of Paris of 1783. (8.4C)□ locate and us Geographical data, based on the revolutionary era, represented by

the following and not limited to: Geographical data represented by: (8.10 A.B.C.)

o Thematic Mapso Political Mapso Physical Mapso Charts/Graphs

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 16 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Con

cept

sTEKS 8.20 CitizenshipA. Define and give examples of unalienable rights TEKS 8.21 Citizenship B. Evaluate the contributions of the Founding Fathers as models of civic virtueTEKS 8.23 CitizenshipA. Analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington TEKS 8.23 CitizenshipB.  describe the contributions of military leader John Paul Jones.

Skill

s

TEKS 8.30 Social studies skillsA. Differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United StatesB. 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.C. Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.D. Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participantsTEKS 8.31 Social studies skillsA. Use social studies terminology correctly.

I can …. Use social studies skills and terminology to analyze information, by various

methods, from different sources, and interpret/organize information in different formats. (8.30 B/C, 8.31 A/B/C)

Communicate historical information and research to others in various forms. (8.30B/D)

Evidence of Learning□ Given a map of the thirteen colonies, the student interprets and analyzes information on different battle maps with 80% accuracy.□ Given the date 1776, students will explain the significance of the date with 80% accuracy in their interactive journal.□ Given an excerpt from the Declaration of Independence, the students will be able to define and interpret the founding ideals of American in their interactive notebooks with

80% accuracy.□ Given a era mapping graphic organizer, students will be able to correctly identify and give the significance of important people, places, and events with 80% accuracy.□ Given the essential questions from this unit, the student will be able to reflect and articulate the answers to the questions in written or verbal form with 80% accuracy.

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 17 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

United States To 1877Unit 2: Lesson 1: French and Indian War

First Grading Period – (1-2 Days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills□ Can war have consequences for the victor? □ What causes conflict?

□ Location of thirteen colonies (5th grade)□ Identify France and Britain on a map (4th

grade)□ Identify bias, point of view, and frame of

reference (4th grade)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…Use resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction…Hook

write on the board “How can bad actions come out of a good event?” discuss the various responses from the students and have the students recall the “claim the room” activity. Ask the

students, “What do you think would happen when two of the post-it notes tried to claim the same area?” explain why the colonies and England would have conflicts with France over territory. It is called the French and

Indian War because the French would gain the Native Americans as allies against Great Britain. Though the English would consider the results a victory, it would have negative consequences for the colonies. (8.4A)

use the game; rock, paper, scissors, to demonstrate the economic policy of mercantilism. Explain the rules of the game; Teacher divides the classroom into three areas to represent the three colonial regions. The teacher distributes three different types of materials to students in these areas to symbolize the economic products of that area. For example, a pencil could represent lumbering, shipbuilding that took place in New England colonies, a piece of cloth could represent the cotton, tobacco that was grown in the Southern colonies, and a pen could represent the iron works and seaports of the Middle colonies. (8.2A/B)

during the game, teacher places a crown on his head to symbolize the power of the monarch. After students have gathered materials from each other, teacher walks around the room and collects some or all of the materials from students.

debrief the students by asking what happened during the activity? Who did each section represent? What conclusions can be drawn about mercantilism? How can we define mercantilism? (8.4A)

gathers responses and leads the class in writing a definition of the term. After defining the term, the teacher asks “Is this a fair policy?”

Write their reflections in their interactive journal and will verbally report on their writings.

Verbally answer with comments like, “offer to buy it from the other country.”“go to war.” “split it in half.”

Create a cause and effect graphic organizer in their interactive notebooks and complete the cause portion of the organizer.

Move around the room, challenging each other in the game of rock, paper, scissors for the purpose of defining the term of mercantilism.

Write their reflections on the questions in their interactive notebook and define the term of mercantilism.

Respond in their interactive notebooks and share their responses to the class.

Guided Practice project the Benjamin Franklin cartoon “Join or Die” and model how to interpret a political cartoon (look at titles,

graphics, and dialogue/writings) and use the think aloud strategy to interpret the cartoon. (8.4B, 8.30A) project another political cartoon that details the Franklin’s Albany Plan.

Respond to the cartoon and write down the title, summarizing the dialogue or text, identifying any character or image, and complete the following sentence stem, “The cartoon is telling the reader that _______.”

Independent Practice Create a political cartoon based on the SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 18 of 34

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have students read about the Proclamation of 1783 and create a political cartoon that is favorable toward British actions. (8.4A)

Proclamation of 1763 and must contain 1) a title or catchy slogan 2) an image or character which depicts the main idea of the document 3) dialogue or text which explains the main idea of the document

Processing Assignment have students review and complete the cause and effect graphic organizer created in the hook activity.

Complete the cause and effect graphic organizer and create a foldable of the French and Indian War, incorporating their political cartoon and answering the question, “Are the effects of the French and Indian War on the colonies cause to call for independence?”

Vocabulary: 1776 French and Indian War (7 Years War) Proclamation of 1763 Appalachian Mountains taxation mercantilism

Resources:

Textbooks: The American Republic Sections 4.4, 5.1-3Print ResourcesHistory Alive Sections 5.1-9Adventure Tales of America Sections 9.1-9Media ResourcesPowerMediaPlusIgnite Learning Unit: Before the Revolution-Proclamation of 1763 (video), Colonial/British Tensions, Colonial Unity, Loyalists and Patriots, England in Debt, Quartering Act (jingle), Tea Party (song), Names – IntolerableInternet ResourcesSAISD Web ResourcesThe French & Indian War

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardStudents can begin the biographical study of George Washington and Benjamin Franklin during this lesson, which can serve as a preview to their roles in the American Revolution, Constitutional Convention, and the early nation period. Students can begin a personal timeline on both of these individuals and add to the timeline as the course continues and the roles of these individuals change.

Teachers can use these resources to review or re-teach content: Ignite Learning: Unit: Before the Revolution- Proclamation of 1763 (video); Adventure Tales of America: Sections 9.1-9

The Proclamation of 1763 stated that colonist could not settle beyond which of the following geographical features?

A Mississippi RiverB Great PlainsC Appalachian MountainsD Rocky Mountains

Mini Document Based Question: Teacher can use the documents for this lesson and continue modeling the Document Based Question process. Students can follow the document based question process to answer the questionWhat were the political, social, and economic reasons that colonist rebelled against the King in 1776?

http://www.smithsoniansource.org/display/dbq/viewdetails.aspx?TopicId=1004&DbqId=1001

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 20 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 21 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

United States To 1877Unit 2: Lesson 2: The Road to Revolution (5-7 days)

First Grading Period – (5-7 Days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is revolution? When is revolution justifiable?Was the American Revolution inevitable?

Revolution (4th grade) Causes of the American Revolution (5th

grade) Interpreting and analyzing primary

sources and visuals (2-7th grade)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

Use History Alive! Lesson 5, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction…Hook

Tell students you just received an important memo from the principal. Then read them the memo, which you may want to put on school letterhead to make it look authentic. After reading, invite questions. Expect students to show concern and anger. Adopt a neutral stance. Validate students’ concerns and feeling, but make it clear that you must carry out the policy. Tell students that they will now need a graphic organizer to complete today’s assignment. Explain they must pay 10 cents for the photocopied graphic organizer. Tell students who have no money that they can borrow money or fill out an IOU. Ask a volunteer to collect the money. Mention that the volunteer’s fee for the graphic organizer will be waived. Pass out the sheet to students who paid the fee. Remind those who did not pay the fee that they will receive a zero for the assignment and will have to sit quietly while the class continues. After a few minutes, explain to students that the memo was fictitious. Return the students’ money. Then hold a class discussion or journal reflection. (8.4A)

Respond to the following questions orally or in their interactive journals. How did you feel when the principal’s memorandum was read? What seemed unfair about it? Did you understand the principal’s reasoning? What were your feelings toward the principal? What were your feelings toward the volunteer fee collector? How did you feel about my reaction? Why did some of you pay? Why did some of you not pay? Why did this activity provoke such strong reactions?

*Note: Prior to the activity, inform administration of this activity due to the strong emotional response from the students.

After the discussion, tell students the feelings they experienced are similar to those felt by many colonists between 1763 and 1775, when a series of British laws were imposed on them without their input. Have students draw a T-chart in their interactive notebooks titled Paying for Photocopies: Like Taxation without Representation.

Compare and complete the T-chart by relating the classroom experience to the historical event. For example, in the classroom, the principal decided to charge students 10 cents for copies to help with school finances while, in history, the British government passed various laws, such as the Stamp Act, to help pay debts from the French and Indian War.

Guided Practice Arrange the students in cooperative groups and distribute reading notes to each student. Explain that the reading notes

challenge students to compare the building tensions between the colonists and Britain to a strained relationship between students and a principal. Model how to complete the notes by reading section 5.2 in History Alive! and using the thinking aloud strategy complete the “In History” section of their Reading Notes. (8.4A, B, C)

Groups complete their assigned reading section and present their section to the class. Groups must respond to the following questions in their reading notes: Is this cause for revolution? Who was right in their actions; the British or colonists? Why?

Independent Practice Assign groups to complete a section of the reading notes, Sections 5.3 through 5.8, and to be prepared to share their

findings.

Experiential Exercise Students quickly introduce their characters the SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 22 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Tell students they will assume the roles of historical figures and re-create a 1776 colonial town meeting at which they will debate whether to declare independence from Britain. Loyalist and Patriots will try to persuade Neutralist to join their cause.

Assign each student the role of a historical figure. (descriptions of historical figures are found in Student Handout 5: Historical Figures for Colonial Town Meeting}. Have students read the descriptions of their characters to understand the characters’ views on independence. (8.4A, B, C)

Describes the materials that Loyalist and Patriots must prepare for the town meeting Describe the materials that Neutralist must prepare for the town meeting. Direct students to work in teams as they prepare for the town meeting. Have Loyalist, Patriots, and Neutralists move to

different areas of the classroom. Encourage Loyalists and Patriots to confer among themselves to develop propaganda and key ideas, strategize for the meeting, and build unity. Neutralists may want to visit both sides to get ideas for their two-sided Loyalist/Patriots signs and to develop key questions.

Set up the classroom in a U configuration for the town meeting and arrange patriots according to their degree of support for independence, from most radical to most moderate; Loyalist on opposite side seated according to their degree of opposition to independence. Neutralist should align themselves the same way, so that characters who are loyal to Britain sit near the Loyalist and those who sympathize with the Patriots sit near the Patriots.

Conduct the town meeting by dramatically welcoming the distinguished historical figures to the town meeting. Act as moderator to allow a Loyalist to make an argument against independence, a Patriot to rebut, and a Neutralist to ask a follow-up question. Then allow a Patriot to make an argument for independence, a Loyalist to rebut, and so on. The short speeches and rebuttals made by Loyalist and Patriots should reflect the key ideas they prepared. Encourage Neutralists to use their two-sided signs throughout the meeting to indicate which way they are being swayed at the moment. At the end of the town meeting, have Neutralists join the side whose arguments they found most convincing. (8.30)

class to create a sense of camaraderie among the Loyalist, Patriots, and Neutralists.

Will prepare the following materials to use in their town meeting: Nameplates: must display character’s name in large, easy-to-read lettering. Must contain a quotation that represents the character’s view on independence. Color, illustrations, or other graphics may be added. Will be displayed to the historical figures desk during the town meeting.Propaganda: must communicate key beliefs held by the historical figure. Must use striking graphics and/or clever words or slogans to influence and sway the Neutralists. Must be visible from a distance of at least 10 fee. Key ideas: must list three to five key ideas supporting the historical figure’s view on independence. Must be written clearly on the back of the propaganda. Must be used in short speeches the historical figure will give during the town meeting. Neutralist must prepare Nameplate, Two-sided Loyalist/Patriot sign: must create simple, visually appealing graphic symbols for Loyalist and Patriots on either side of a large piece of paper. Will be used to indicate which way a Neutralist is being swayed during the town meeting. Key Questions: Student must prepare at least three questions to ask each side during the town meeting.

Within 5-7 minutes arrange their seating order and attach their nameplates to their desks and prepare their propaganda.

Hold a town meeting and debate the issues during the meeting.

have students respond in character to Transparency of statue of King George. Ask Loyalist to comment on what is happening in the scene. Then ask Patriots to comment.

Orally respond to questions.

debrief the town meeting by holding a class discussion or have students reflect on the questions in their interactive journals: How did you feel during the town meeting? What were the key ideas voiced by Loyalist against independence?

What were the key ideas voiced by Patriots for independence? Why were colonist neutral? Whose arguments did you find most convincing?

Orally respond to the question or reflect on the questions in their interactive notebooks.

Processing Assignment Dialogue, based on whether or not to declare SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 23 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

have students write a dialogue between a Loyalist and Patriot. It must contain at least three key reasons why Patriots support independence and three key reasons why Loyalist oppose independence; use language that reflects the passionate feelings held by Loyalist and Patriots on the topic of independence.

independence, must begin with the following lines-Loyalist: It’s not a smart idea to break away from England and declare independence.Patriot: Not a smart idea? I’ll tell you why it’s a smart idea.Loyalist: Okay, but you need to hear my side of it, too.

Vocabulary: Boston Tea Party Coercive Acts/Intolerable Acts Committees of Correspondence George Washington Thomas Paine Thomas Jefferson King George III Ben Franklin Samuel Adams reaction rebellion revolution boycott taxation protest “No taxation without representation” Massacre

quartering Sugar Act Stamp Act Quartering Act Townshend Acts Boston Massacre Tea Act “Sons of Liberty” “Common Sense” Lexington and Concord Militia tyranny/tyrant First/Second Continental Congress monarchy Patrick Henry Articles of Confederation propaganda

ResourcesTextbooks: The American Republic Sections 4.4, 5.1-3Print ResourcesHistory Alive Sections 5.1-9Adventure Tales of America Sections 9.1-9Media ResourcesPowerMediaPlusIgnite Learning Unit: Before the Revolution-Proclamation of 1763 (video), Colonial/British Tensions, Colonial Unity, Loyalists and Patriots, England in Debt, Quartering Act (jingle), Tea Party (song), Names – IntolerableInternet ResourcesSAISD Web ResourcesThe French & Indian War

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 24 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who master the learning quickly? Point of View/Propaganda Exercise: Display a picture of Paul Revere’s Boston Massacre and follow instructions for Visual Discovery (Ask who would agree with this viewpoint. Patriot/Loyalist). Display a picture that shows a viewpoint similar to eyewitness accounts of the event and follow same procedure. Have students read a primary source description of the event and compare/contrast the picture with the primary source description.

Point of View/Propaganda Exercise: Activity from History Alive! Supplemental Binder.

What do you do for students who need more support?Vocabulary Strategy using Adventure Tales of America workbook, pages. 23 and 27. To reemphasize key terms, people, and events, students will write, draw, and color their definitions of those key terms, people, and events that are important in this era.

Grade 11 TAKS October 2005

“I had no hesitation to declare that I had but one gentleman to my mind for that important command, and that was a gentleman from Virginia…whose skill and experience as an officer, whose independent fortune, great talents, and excellent universal character, would command, …and unite…all the colonies better than any other person in the Union.”

John Adams, Second Continental Congress, 1775

In the excerpt above, which individual was John Adams recommending to serve as commander of the Continental army?

A. Patrick HenryB. Benjamin FranklinC. Ethan AllenD. George Washington

Mini Document Based Question: Teacher can use the documents for this lesson and continue modeling the Document Based Question process. Students can follow the document based question process to answer the questionWhat were the political, social, and economic reasons that colonist rebelled against the King in 1776?

http://www.smithsoniansource.org/display/dbq/viewdetails.aspx?TopicId=1004&DbqId=1001

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 25 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 26 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

United States To 1877Unit 2: Lesson 3: The Declaration of Independence

First Grading Period – (3-4 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How does the Declaration of Independence define American ideals? How are American ideals defined today?□ Was the American Revolution justifiable?

Declaration of Independence (3th grade in textbook) Causes of the American Revolution (5th grade) Interpreting and analyzing primary sources and

visuals (2-7th grade)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

Use History Alive! Lesson 6, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction…Hook

Ask students to explain the phrase “It was the last straw.” Describe a situation in which the statement was true for you.

Write a short paragraph in their interactive notebooks and will orally share their responses

After sharing responses, ask, “What do you think was the last straw that provoked colonists to end their relationship with Britain?.

Verbally respond to the question in a teacher lead discussion

Guided Practice Tell students they will be interpreting a major document that is the basis of America’s ideals and democracy.

First, they will practice the skill of interpreting documents by looking at Thomas Paine’s “Common Sense.” Distribute the graphic organizer and foldable for the “Common Sense” activity. Project the image of Thomas Paine and the various sections of “Common Sense” and begin building

background information on the pamphlet. (8.30, 8.1A, 8.4B) Project different key excerpts from the pamphlet. Model for the students how to read and interpret difficult text

by using the think aloud strategy. Repeat the process with the entire class before allowing them to try in pairs or individually.

Label and complete portions of the foldable based on the information presented to the students.

Write interpretations of various excerpts on the graphic organizer and complete the foldable for the activity

Tell students they are now ready to interpret the Declaration of Independence. Project the image of the signing of the Declaration of Independence and use Visual Discovery strategy to build interest. Project images of events leading to the Declaration of Independence and show the “Reading of the Declaration of Independence” Video. Emphasize the date and writer of the Declaration of Independence. (8.1A,C)

Independent Practice Distribute graphic organizer with excerpts from Declaration of Independence. Organize the students into cooperative groups of 4-5 and hand out directions for the activity. Assign each

group an excerpt from the Declaration of Independence to interpret. Each group will present their poster to the class. Each person in the group should have a vocabulary page and decide on roles listed in the instructions. (8.16A/C, 8.30A)

Allow students to complete their graphic organizer by gathering information from the presentations.

Respond orally or in their interactive notebooks to questions: What do you see? Who is missing from the picture? Why are they missing? What dangers do these people face?

Read the Declaration of Independence along with the video.

Compose a poster which gives the groups interpretation of the excerpt, an illustration of the meaning of the excerpt, and whether it addresses one of the following subject areas: Natural Rights, Purpose of Government, Source of Governments’ Power, the Purpose of Revolution, Grievances Against the Present Form of Government.

Processing Activity Identify, define, and give textual evidence on the five

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 27 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Distribute the assignment which identifies five ideals found in the Declaration of Independence. (8.30A) ideals found in the Declaration of Independence. Compare and contrast the meaning of those definitions between the year 1776 and what they mean in today’s society.

Vocabulary: Thomas Paine Thomas Jefferson “Common Sense” inalienable rights Declaration of Independence 1776 King George III Second Continental Congress “American Crisis”

Resources

Textbook – The American Republic Sec. 6.1 – 7.1Print ResourcesHistory Alive – Sec. 7.1 – 8.3Adventure Tales of America – Sec. 10.1 – 11.2

Media ResourcesPowerMediaPlusInternet ResourcesIgnite! Learning

Unit-The American Revolution- The Shot Heard ‘Round the World 1775-1783: Topic 1: The Beginning of War, Topic 2: Key Battles.Unit-Before the Revolution- Tensions Rise 1763-1776:Topic 9: Events Leading to the Second Continental Congress (May 1775),Topic 10: The Spirit of Revolution

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need more support?Biography Profile: Students can extend their biography timelines of Benjamin Franklin and George Washington during the revolutionary period. Students can add new biography studies for Thomas Jefferson, King George III, Samuel Adams, and Patrick Henry and construct timelines for these historic individuals.What do you do for students who master the learning quickly? Vocabulary Strategy: Use Adventure Tales of America workbook, pages. 23 and 27. To reemphasize key terms, people, and events, students will write, draw, and color their definitions of those key terms, people, and events that are important in this era.

Grade 11 TAKS October 2005

Many members of the First Continental Congress opposed declaring independence because they –

A. saw no reason to declare what was already obvious to the colonist.

B. believed reconciliation with Great Britain was still possible.C. were waiting for the outcome of battles between British and

French troops.D. needed time to recruit and train soldiers.

Mini Document Based Question:

Students will use the documents and knowledge of colonial history from 1764-1776 to evaluate the following statement:The radical views of the colonial revolutionaries clashed with the conservative philosophy of the loyalist colonists. Consider the political, religious, economic, and social reasons for the American Revolution.

http://www.smithsoniansource.org/display/dbq/viewdetails.aspx?TopicId=1004&DbqId=1001

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 28 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 29 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

United States To 1877Unit 2: Lesson 4: American Revolution

First Grading Period – (7-8 Days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

□ How does conflict inspire positive character traits and leadership qualities?□ How does the American Revolution reflect the founding ideals of the Declaration of Independence?□ Was the American Revolution truly a revolution?

□ Declaration of Independence (3rd grade in textbook)

□ American Revolution (5th grade)□ Interpreting and analyzing primary sources and

visuals (2-7th grade)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

Use History Alive! Lesson 7, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction…Hook

tell the students that they will be playing capture the flag and will be going outside to the playing field. Divide students into three teams. Ask the class, “who has ever played capture the flag before?” (8.4B/C, 8.1A)

Ask the Red team, “who on this team has the most experience?” Remove that player from the Red team and the student becomes the leader of the Blue Team. The Blue team is comprised of the quarter of the class with the least experience in playing capture the flag. Anyone who refuses to play becomes part of the White team and must stand on the sidelines a cheer their chosen team.

Take students to the field and explain the rules of the game: 1) the object of the game is to capture the other team’s flag and bring it back to your team’s side of the field without being tagged by a member of the other team. 2) When you are on your side of the field, your job is to play “defense” and tag members of the other team if they come onto your side. If you go onto the other team’s side of the field, your job is to play “offense” and try to capture their flag and bring it back to your side without getting tagged. You may not throw or hand the flag to another teammate. 3) If you are tagged on the other team’s side of the field, you must leave the field immediately and sit next to the teacher. If you are tagged while the flag is in your hand, you must return the flag first. The teacher will tell you when you can reenter the game. If the teacher sees you tagged, and you do not come out immediately, you will be eliminated from the remainder of the game. 4) Only one student on each team can guard the team’s flag, and he or she cannot touch or move the flag. All other team members must play offense or defense. 5) When you hear the whistle, stop playing and return to your side of the field.

Conduct six rounds of Capture the Flag (rounds can last 3-5 minutes). Follow the steps outlined for each round. Round 1: Step 1: Prepare the team for the first round. Have the Red Team stand in a line and warm up by stretching and jogging in place. Move half the Red team ten yards away from the playing field. Tell these students they can only enter the game when you tell them. Tell the White team to root for the Blue Team. Ask the White team: Who will win? Why? Step 2: Have students play for approximately two minutes. Do not allow the other half of the Red team to enter the game this round. Be sure to blow the whistle to end the round before the Red team can capture the Blue team’s flag. Step 3: Allow students one minute to rest, and permit Red and Blue players who are not in the game to enter. Have the remainder of the Red team enter the game. Allow students who have been tagged to enter the game.

Round 2: Step 1: Prepare the teams for the second round of the game. Tell the Blue team that they will receive a prize, such as candy, if the team wins the game. Do not offer the Red team any prize if they win. Tell one student on the Blue team that even if the Blue team wins, you cannot guarantee that he or she will receive the prize offered other members of the Blue team. Give that student the opportunity to switch to the Red team.

Those with the most experience, raise their hands, and move to one side. This group should be the largest group and is labeled the red team.*Make sure Principal gives permission to use this outside activity.

Students on the blue team move to another side of the room.

Students play the first round.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Ask the White team: Who do you think will win? Why? Step 2: Have students play for approximately two minutes. Be sure to blow the whistle to end the round before the Red team can capture the Blue team’s flag. Step 3: Allow students one minute to rest and students who have been tagged to enter the game

Round 3: Step 1: Prepare the teams for the third round of the game. Call the Blue team aside and deliver a brief “pep talk.” Encourage the Blue team to keep a positive attitude even though their situation looks difficult. Tell them, “These are the times that try men’s souls.” Add a second flag that the Red team must capture. Tell both teams that the Red team must capture both flags to win. Tell the players on the Red team that one person may not capture both flags at once. Ask the White team: Who do you think will win? Why? Steps 2 and 3 are repeated from Round 2.

Round 4: Step 1: Prepare the teams for the fourth round of the game by telling the Blue team that they do not have to capture the Red flag in order to win the game. They only have to keep the Red team from capturing all the Blue flags. Call the Blue team aside and explain that if they can hold on for one more round, they may receive help. Allow one volunteer from the White team to join the Blue team. Ask the White team: Who do you think will win? Why? Steps 2 and 3 are repeated from Round 2.

Round 5: Step 1: Prepare the teams for the fifth round of the game. Add a third flag for the Red team to capture. Tell both teams that the Red team must capture all three flags to win. Remind the players on the Red team that one person may not capture more than one flag at a time. Secretly tell the White team to enter the game on the Blue team’s side at the teacher’s signal. Explain that if the Blue team wins, the White team will win a prize too. Steps 2 and 3 are repeated from Round 2.

Round 6: Ask the Red team members if they want to continue to play under the current rules. Expect many Red team members to say they are ready to quit and a few members to want to continue playing. Step 2: Declare the Blue team the winner. Have a representative from the Red team concede victory by shaking hands with representatives from the Blue team and the White team. Step 3: Announce the end of the game. Have the Red team hand over its flag to the Blue team. Reward the Blue and White teams. Have the Blue team captain promise the Red team that its members will be treated with respect.

Teams return to the classroom and debrief activity. Teacher asks the following questions: (to the Red team) How did you feel at the very beginning of the game? Why? (to the Blue team) How did you feel at the very beginning of the game? Why? (to the White team) At the very beginning of the game, which team did you think would win? Why? (to the Red team) How did you feel as the game went on? Why? (to the Blue team) How did you feel as the game went on? Why? (to the White team) What rule changes helped the Blue team win? have students draw a T-chart in the interactive notebook to compare “Capture the Flag” with historical facts.

White team responds to teacher’s question and teams play Round 2

White team responds to teacher’s question and teams play Round 3

White team responds to teacher’s questions and teams play Round 4

Teams play Round 5

Teams play Round 6

Orally respond to questions.

Draw a T-Chart and compare the different actions during the activity with actual history.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Guided Practice Explain that in this lesson, students will study the American Revolution and how the Continental Army was able to

defeat the British. Distribute the reading notes to students. Tell students that the three teams shown in the graphic organizer represent the British, American, and French forces in the Revolutionary War. Have students in pairs or individually complete the reading notes.

Students read and answer the corresponding questions in their Reading Notes and annotate the activity map by completing the unfinished sentences.

Independent Practice Divide the students into cooperative groups and assign the group a major battle or event of the Revolution to

investigate and create a poster on their assignment. Model the presentation using the Battle of Trenton as an example. Assign the groups, one of the following battles or events: Lexington and Concord, Saratoga, Yorktown, Treaty of Paris. (8.1A, 8.4B/C, 8.10A, B, C, 8.11A, 8.23B)

Instruct students to create a timeline foldable based on the information from the various presentations.Processing Activity

Explain that students are to create a Fourth of July banner that commemorates the reasons the Continental Army was able to defeat the British in the Revolutionary War.

Will use their reading notes and textbooks to research the battle or event assigned to their group. Their poster must contain the following information: Who fought in the battle or participated in the event? What was the outcome of the battle or the outcome of the event? When did the battle or event take place? Where did the battle or event take place? Why was the battle or event important? A symbol or image that represents that battle or event.

Create the timeline foldable of Revolutionary War with a summary of the importance and outcomes of the assigned battle or event and a image, graphic, or symbol to represent that battle or event. Complete these steps: 1) create a slogan for your banner in large letters. 2) Decorate the banner with at least five simple visual symbols that represent different reasons the Americans won the Revolutionary War. 3) Beneath the banner, write a three- or four-word caption that explains what each symbol represents.

Vocabulary: Lexington and Concord Battle of Saratoga Battle of Yorktown Marquis of Lafayette General George Washington General Charles Cornwallis Treaty of Paris of 1783 John Paul Jones

ResourcesTextbook – The American Republic to 1877Chap. 6Print ResourcesHistory Alive Chap. 7Adventure Tales of America Sec. 10

Media ResourcesPowerMediaPlusVideo: The History Channel

Militia Redcoats Continental Army Patriots Minutemen war revolution

Ignite! LearningUnit-The American Revolution- The Shot Heard ‘Round the World 1775-1783: Topic 1: The Beginning of War, Topic 2: Key Battles.Topic 3: Revolution, “Promise of Freedom” (After the Rev.), “Price of Victory” (Winning the War: Pro and

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Con, Hard Times after the RevolutionInternet ResourcesLibrary of Congress

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who master the learning quickly? Writing Strategy: Students can pretend that they are soldiers in the Continental Army who has fought under General Washington for most of the war. Write a letter home to your family, after the Battle of Yorktown. Following items should be in your letter: 1) explanation of at least three reasons why Americans were able to defeat the British in the Revolutionary War. 2) Description of what General Washington was like as a leader. Give at least two specific examples.3) Description of what Valley Forge was like, and how you were able to survive.What do you do for students who need more support?Teacher can use following resources to review or re-teach content: Ignite! Learning-Unit-The American Revolution- The Shot Heard ‘Round the World 1775-1783: Topic 1: The Beginning of War, Topic 2: Key Battles. Topic 3: Revolution, “Promise of Freedom” (After the Rev.), “Price of Victory” (Winning the War: Pro and Con, Hard Times after the RevolutionAdventure Tales of America Sec. 10

Interim Assessment 07

1773 Boston Tea Party

1775 Battles of Lexington and Concord

1777 Battle of Saratoga

1781 ?

Which battle best completes the timeline?A. Bunker HillB. TrentonC. YorktownD. Timbers

Using primary source documents the students will investigate the role of women during the American Revolution and evaluate their contributions during this era. For assessment, refer students to the brainstorming list created in the beginning of the lesson. In a discussion, add new information---information gathered from the study of specific women---to the list. For assessment, have each student write a paragraph describing two contributions women made to the American Revolution.

http://www.smithsoniansource.org/display/lessonplan/viewdetails.aspx?TopicId=1004&LessonPlanId=1022

Mini-Document Based Question: Valley Forge: Would you quit?

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

SAISD © 2008-09 – First Grading Period United States To 1877 8th Grade - Initial Release Aug 08, V1 Page 34 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.