Core Content Coaching ModuleSocial Studies Grade 8

3rd 6 weeks United States HistoryUnit 1 Gaining Independence, Arc 1 Declaring Independence

(Please allocate 45 – 50 minutes to view and discuss this module.)

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PLANNING NEEDS… School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Textbooks: Creating America, History Alive! A resource for quality texts A resource for higher order question stems Lesson plan template …and most especially, EACH OTHER

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YEARLY ITINERARY, PACING, SCA, ELIGIBLE TEKS

Unit 1: Gaining Independence, Arc 1: Toward Independence

Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available Instructional time.

Grading Period Assessment

Pacing Guide

3rd 6 weeks25 Days

(12.5 Block Days)

Assessment:

MoY I November 13 – December 7, 2012

SCA 1Dates: December 13 – 19, 2012

TEKS eligible for testing but not limited to, are: 8.1C, 8.4B, 8.4C, 8.15A

Gaining Independence

Unit 1: Gaining Independence, Arc 1 Declaring Independence

Estimated time frame:10 Days (5 Block Days)

TEKS: 8.1A, 8.1B, 8.1C, 8.4B, 8.4C, 8.15A, 8.19A, 8.20A,

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REVIEW CRM FOR TRANSFER STATEMENT, CONCEPT, ENDURING UNDERSTANDINGS, ESSENTIAL QUESTIONS, RESOURCES, PACING

Create questions to spark interest, to get your students thinking, to help students make connections.

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CRM: ARC 1- PACING, VOCABULARY, TEKS

When TEKs are repeated, still review them for comprehension. You will be confirming students’ understanding and vocabulary development.

Make a list of words or phrases in the TEKS that your students might not understand or be familiar with, etc.

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CRM: TEKS, VERBS, WORDS, PHRASES

Look at the verbs, phrases, and the content on this slide. Discuss how you will teach the lesson to ensure students’ mastery.Discuss: How will the verbs in the TEKS affect how you will teach the lesson? The student product? The questions you will ask?Discuss: What types of formative assessment will you use to gauge mastery?

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TEKS: LOOK AT THE TEKS VERB, WORDS, PHRASES…

• Do you understand what students need to master?• Do you understand what the TEKS expect the students to learn?• How will you teach/review the TEKs with the students?• How will your lesson reflect the mastery of the TEKS being studied?• Do the students understand what they need to master?• Can students identify the verbs in the TEKS?• How will you connect previously taught TEKs to the new learning?• How will you know when the student has accomplished/demonstrated

mastery of the TEKS being studies?• How will the student know she/he has mastered the TEKS?Note: When introducing new strategies to the students, they may seem very labor intensive. As the students practice the strategies and develop their background knowledge and academic vocabulary, these strategies will be implemented faster. Once you have laid the foundation, the results will be that student will know and understand the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see the relationships to prior learning.

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CRM: ASSESSMENT EVIDENCE AND MODEL LESSON

Visit at the Social Studies website and look for lessons. How will you adapt them for students to be able to complete the Performance Tasks?

www.austinschools.org/curriculum

Discuss in partners or in a group the formative and summative assessments listed.

Lexington and Concord

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PACING A LESSON: ARC 1Regular Class Period Block Class Period

Warm Up: 5 – 10 MinutesSee slide #s 10 or 13 for suggested activities.Instructional Activity: 35 Minutes“Founding Documents Treasure Hunt”See slides #s 13, 14, 15 for handouts and instructions.Closing: 5 – 10 Minutes Have student do a Quick Write using the following sentence stem: The American colonists are going to develop a new government. The colonists used the ideas in … to solve the issues of….

Warm Up: 5 – 10 MinutesSee slide #s 10 or 13 for suggested activities.Instructional Activity 1: 25 Minutes“Founding Documents Treasure Hunt”See slides #s 13, 14, 15 for handouts and instructions.Instructional Activity 2: 50 MinutesSee slides 13 and 14 for a group project on causes of the American Revolution.Closing: 5 – 10 Minutes Have student do a Quick Write using the following sentence stem: The American colonists are going to develop a new government. The colonists found these ideas in … to solve the issues of ….

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WARM UP ACTIVITY SUGGESTION -- TIMELINE

Answer the following questions using the timeline on the left.1) Which events took place in both Europe and North America?Answer:

2) Which decade(s) shows the greatest number of events that caused the Colonists and Britain to separate?Answer:

3) Who was prime minister of England when the Boston Tea Party took place?Answer:

4) In what year did the fighting at Lexington and Concord begin the War for Independence?Answer:

5) Which British general surrendered at Yorktown to end the War for Independence?Answer:

Formative Assessment sentence stem: The American Revolution was caused by …

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ANSWER SHEET FOR TIMELINE WARM UP

Answer Key:1) Which events took place in both Europe and North America?Answer: The Seven Years war/French & Indian War; The 2nd Treaty of Paris 2) Which decade(s) shows the greatest number of events that caused the Colonists and Britain to separate?Answer: The 1760s and 1770s. 3) Who was prime minister of England when the Boston Tea Party took place?Answer: Charles Townshend. 4) In what year did the fighting at Lexington and Concord begin the War for Independence?Answer: 1775 5) Which British general surrendered at Yorktown to end the War for Independence?Answer: Cornwallis

Formative Assessment sentence stem: The American Revolution was caused by …

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WARM UP ACTIVITY SUGGESTION

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INSTRUCTIONAL ACTIVITY SUGGESTIONS: ROAD TO INDEPENDENCE GROUP PROJECT

Submitted by Naomi Brisco, Burnet M.S.

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ROAD TO INDEPENDENCE PROJECT CONT.

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TOWARD INDEPENDENCE : BELOW ARE SOME SUGGESTIONS FOR RESOURCES FOR THIS ARC.

School House Rock: “No More Kings” “The Shot Heard Around The World”, youtube: various video

clips www.youtube.com/watch?v=jYyttEu_NLU

“To Late to Apologize”- A Declaration with Lyrics” “ Tea Party”

Actors recite the Declaration of Independence:

youtube: www.youtube.com/watch?v=jYyttEu_NLU “The Declaration: An

Analytical View” http://www.pbs.org/ktca/liberty/tguide_2.html

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MORE RESOURCES

Video: The Declaration of Independence — “History in the Headlines”

www.history.com/news/video-the-declaration-of-independence BrainPop

Mr. Donn’s Lesson Plan

Website: http://americanhistory.mrdonn.org/revoluton-lesson5.html

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MORE RESOURCESLetter to explain why an individual colonist is

declaring independence. See slide 18.Interactive art:

http://www.history.org/media/interactive.cfm - The Declaration of Independence (explore John Trumball’s historic painting) - “The Story of a Patriot” Film Restoration Process - Colonial Postcard - Name the Founding Father

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PATRIOT LETTER TO ENGLANDAfter reading and discussing the Declaration of Independence “check for understanding” (summative assessment) by having the students write a letter to “the powers that be” using the template below. Students may use their textbook, interactive notebook, and notes to help them write the letter. You may want to brainstorm parts of the letter to help students focus their thoughts. After they write the letters have volunteers read their creative products.

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RAP SONG LYRICS

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A great activity to help students solidify their thoughts about our founding principles.

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FOUNDING FATHERS RAP LYRICS

Website for video: http://blog.jibjab.com/2010/06/22/.founding.fathers-rap-remake/

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AMERICAN REVOLUTION PERSONALITIES

Have students research using the internet, textbook, or notes to fill in the organizer.

After reporting out to the whole class have students have these posted in the classroom as anchors of support.

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UNIT 1, ARC 1: DECLARING INDEPENDENCE

Search through Google to find other resources and PowerPoints to use in planning your lessons. Don’t forget to vary the activities to help students stay engaged.

This concludes the CCC on Unit 1 in the 2nd 6 weeks.