Implementing the ELPS in Social Studies Growth of ... area writing needs as more English is acquired...

Growth of Representative Government

Implementing the ELPS in Social Studies

Copyright © 2012 Texas Education Agency

© 2012 Texas Education Agency

Implementing the ELPS in Social Studies 2

Texas Essential Knowledge and Skills (TEKS) History. The student understands the foundations of representative government

in the United States. The student is expected to:

(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

Content ObjectiveStudents will analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government by analyzing visuals and historical readings.


History. The student understands the foundations of representative government in the United States. The student is expected to:



Language ObjectiveStudents will write using sentence stems, details, and selected vocabulary to explain the importance of three early government foundations to the growth of representative government in the colonial period.

English Language Proficiency Standards (ELPS)(c)(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety

of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(G) narrate, describe, and explain with increasing specificity and detail to fulfill

content area writing needs as more English is acquired

Teacher Note: While students will be participating in activities that integrate listening, speaking, reading, and writing throughout this lesson, the language objective for this social studies lesson targets the language domain of writing.





College and Career Readiness Standards (CCRS)Social Studies

I. Interrelated Disciplines and SkillsB. Periodization and chronological reasoning

2. Identify and evaluate sources and patterns of change and continuity across time and place.

C. Change and continuity of political ideologies, constitutions, and political behavior2. Evaluate changes in the functions and structures of government across time.

IV. Analysis, Synthesis, and Evaluation of Information A. Critical examination of texts, images, and other sources of information

1. Identify and analyze the main idea(s) and point(s)-of-view in sources.

Prior Knowledge:As the English established colonies in America, it became evident to the colonists that they would need order to survive with the hope of prospering. Colonial governments were developed based on English practices such as a compact, house of burgesses, and electing judges. As colonists struggled with their economic and political relationship with England, colonial governments further expanded government functions to include declaring individual rights and elections for government officials.



Academic Vocabulary Essential Vocabulary

representative governmentcompactburgessesindividual right(s)legislatureConstitutioncolonist(s)

foundation(s)fundamental

Materials• Teacher created PPT (visuals and hand-outs)

• Hand Signs for Representative Government Vocabulary

• Representative Government Timeline Chart

• Representative Government History Readings

• Visuals of

· Virginia House of Burgesses

· Fundamental Orders of Connecticut

· Mayflower Compact

• Foundations of Representative Government Evaluation

Vocabulary




EngageThe teacher will review vocabulary, using Hand Signs for Representative Government Vocabulary, to help students recall vocabulary that was taught prior to the lesson. Vocabulary should have been taught prior to the lesson using visuals, native language if possible, student- generated examples, and hand signs.

ExploreDistribute the handouts. The teacher will show the PPT slide with Representative Government Timeline Chart. The teacher will explain that students will use three visuals on the PPT slides, the Representative History Readings and their partners to complete their Representative Government Timeline Chart.

Listening

The teacher will show the PPT slide “Virginia House of Burgesses, 1619” and read the History Reading (with highlighted text) about the Virginia House of Burgesses while the students fill in their Representative Government Timeline Chart.


Teacher Note: The EXPLORE and EXPLAIN portions of the lesson will be repeated for all three government foundations. The following steps demonstrate the instructional process for the Virginia House of Burgesses, 1619. The same instructional process will be used for the Mayflower Compact and the Fundamental Orders of Connecticut.




ExplainSpeaking

After reading the excerpt about the Virginia House of Burgesses, ask students to respond to the visual and the history reading by using the stem “I see _____ which reminds me of _____ in the reading.” The teacher will write the stem on a chart or dry erase board where everyone can see it.

The teacher will ask students to share their verbal responses to the sentence stem with their elbow table partner. After 2 minutes of sharing, the teacher will ask one person from each table to share out.

Writing

The teacher will then give 3-4 minutes to students to write one sentence summary on their Representative Government Timeline Chart, using the same stem from above “I see _____ which reminds me of _____ in the reading.”

Teacher Note: Remember, the EXPLORE AND EXPLAIN portions of lesson should be repeated for the Mayflower Compact and the Fundamental Orders of Connecticut.

ElaborateDivide the students into pairs.

Show the PPT slide “Foundations of Representative Government Evaluation” (blank). Give each pair of students a copy of the Foundations of Representative Government Evaluation and Foundations of Representative Government Matching Pieces (pieces should be cut apart for the matching activity). Then, ask each group to match each government foundation with their contributions to the foundation of representative government. Ask each pair to stand when they have finished the matching activity.




Elaborate (continued)

When most of the pairs are standing, give each group a copy of the Foundations of Representative Government Evaluation KEY and ask them to sit down to check their work with the key provided.

Then show the PPT slide “Foundations of Representative Government Evaluation KEY” for all groups to check their work.

Now show the PPT slide “Foundations of Representative Government Evaluation” (blank).

Speaking/Writing

Ask students to think about the grades in school that are given to show how well students show what they learn – A, B, C, D, F. Then ask students to assign a grade to each foundation item on their copy of Foundations of Representative Government Evaluation. Explain that the grade should show how important each foundation document is to creating a more representative government in the colonies. After assigning a grade, ask partners to write a sentence in the last column of the chart to explain why they chose the assigned grade for each foundation.

Place the Letter Grade letter signs on a spectrum across a wall or on the floor. The letters will be used for sharing out partner responses.

Once the groups are done, tell them to choose a partner to be A, and the other partner to be B.

Ask partner A to share out by moving and partner B to share out by speaking. Tell particippants that it is very important to listen carefully to each reason so that they may use the information later.

SAY “When I say ‘go’, partner A is going to move to the letter they chose to evaluate the Mayflower Compact.”

Speaking

Allow time for participants to move to the letter of their choice. Then, ask one person from each letter grade to point to their partner to share their reasons with the whole group.

Do the same with the Fundamental Orders of Connecticut and the Virginia House of Burgesses.




EvaluateDistribute one index card to each student. Tell students to review their History Reading Excerpts, the Representative Government Timeline Chart, and their Foundations of Representative Government Evaluation.

Show the PPT slide “Structured Conversation/Writing.”

Writing

Ask students to use 7-10 minutes of silent writing time to explain how they evaluated the foundations of representative government on the report card. Ask students to use 3 vocabulary words and one sentence stem to explain their analysis. Students will write their analysis on their index cards.

At the end of silent writing time, ask students to pair up and share their writing with another student.

Speaking

Call on 2-3 students to share out their writing.

Listening

To close the lesson, SAY “Representative government grew over time in American history. From 1607 to the writing of the Constitution, representative government was established from the desire of the colonists to organize their government to meet the needs of the people who came together in a new land. We’ll examine how these foundations become pieces of the American Constitution.”

Show the PPT slide “Content & Language Objectives.”

Ask students to show thumbs up if they feel like they can meet the objectives on the slide.

ResourcesImplementing the ELPS in Social Studies



Virginia House of Burgesses (Used with permission from USHistory.org.)



Fundamental Orders of Connecticut (Used with permission from the Connecticut State Library.)



Mayflower Compact (PD-US-not renewed/Wikimedia Commons)



Hand Signs for Representative Government Vocabularyrepresentative government Make a sign language “R” with both hands (as if they are mirror

images) and say “representative government.”

Mayflower Compact Pretend to shake a hand as if to make an agreement and say

“Mayflower.” Then, pretend you are opening a makeup compact

and say “Compact.”

Fundamental Orders of Connecticut

Make a sign language “O” (for order) with your right hand and

say “Connecticut made orders for…”

Then, close your right fist and tap it to your chest and say “indi-

vidual rights.”

Virginia House of Burgesses Make a number 1 with one hand and say “Virginia had the

first…” Then make a sign language “R” with the other hand and

say “representatives.”

individual rights Close your right fist and tap it to your chest and say “individual

rights.”

legislature Pretend to tap your gavel and say “law.” Then pat your palms

(over and over) as if you are pressing dough and say “makers.”

Then say “legislature.”

representative government Make a sign language “R” with both hands (as if they are mirror

images) and say “representative government.”

Mayflower Compact Pretend to shake a hand as if to make an agreement and say

“Mayflower.” Then, pretend you are opening a makeup compact

and say “Compact.”


Make a sign language “O” (for order) with your right hand and

say “Connecticut made orders for…”

Then, close your right fist and tap it to your chest and say “indi-

vidual rights.”

Virginia House of Burgesses Make a number 1 with one hand and say “Virginia had the

first…” Then make a sign language “R” with the other hand and

say “representatives.”

individual rights Close your right fist and tap it to your chest and say “individual

rights.”

legislature Pretend to tap your gavel and say “law.” Then pat your palms

(over and over) as if you are pressing dough and say “makers.”

Then say “legislature.”Copyright © Texas Education Agency, 2012

Hand Signs for Representative Government Vocabulary



Repr

esen

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e G

over

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t Tim

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e Ch

art

1619

____

____

__16

39

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mee

tsM

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gned

by

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rims a

t the

___

____

____

____

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lony

.

Fund

amen

tal O

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s of C

onne

cticu

t is

signe

d by

Pur

itan

colo

nist

s who

bro

ke

away

from

Mas

sach

usett

s Bay

Col

ony.

The

first

sess

ion

of th

e fir

st

____

____

____

___

in A

mer

ica

mee

ts a

t Jam

esto

wn,

Virg

inia

.

The

May

flow

er C

ompa

ct is

sig

ned

by 4

1 m

en w

ho fo

rm a

lo

cal _

____

____

____

_ w

hich

ag

rees

to m

ajor

ity ru

le a

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co

oper

ation

for t

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ood

of th

e __

____

____

____

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of t

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____

____

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ple

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elec

t ___

____

____

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a

____

____

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Representative Government History ReadingsAdapted from: Goldfield, David, et al. The American Journey: a history of the United States. Portfolio Ed. New Jersey: Pearson Education, 2006.

House of Burgesses—In 1619, an important development happened in Virginia that introduced the concept of self-government to other English colonies. The House of Burgesses was created by the Virginia Company and was the first legislative – or law-making– body in the English colonies in America. Landowners elected representatives to the House of Burgesses to make laws for Virginia. The Virginia Company then approved the laws. The Virginia Company was eventually dissolved and Virginia became a royal colony, but the idea of self-government remained in the minds of colonists.

Mayflower Compact—For religious, political, and economic reasons, more settlers came to settle in the English colonies between 1620 and 1640. In 1620, the Plymouth colony was founded for religious reasons. The Pilgrims rode on the Mayflower and landed about 200 miles north of their chartered land. The Pilgrims began to question the authority of the people who held the charter for the new colony. In order to keep the group together and cooperating for the good of the colony, the Pilgrims decided to write the Mayflower Compact. This compact became the first document to establish self-government in America. Although the Plymouth Colony did not make profits for England, the colony set an example for those who wished to have religious freedom.

Fundamental Orders of Connecticut—After the Massachusetts Bay Colony was set up by the Massachusetts Bay Company in 1629, the Puritan Society created covenants – or contracts – between the people and God. The covenants were used to define acceptable and unacceptable behaviors which kept the society stable and peaceful. As these colonists moved all over Massachusetts, some faced tensions with Indians. Settlers who moved to the Connecticut Valley were involved in the Pequot War in 1637. In the war, the English killed nearly all the Pequot Indians. As more and more settlers came to the Connecticut Valley, they adopted the Fundamental Orders – an early constitution - and created a separate colony from Massachusetts. The Fundamental Orders helped the colony to create a government similar to Massachusetts. Connecticut was later granted a royal charter separate from Massachusetts in 1662. The Fundamental Orders were 11 orders that allowed colonists the right to elect governors, judges, and a legislature.

Copyright © Texas Education Agency, 2012

self-governmentlegislative

self-government

1620 Plymouth

for the good of the colony,self-government

constitution

separate

colony from Massachusetts.

governors, judges, and a legislature.



Foun

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Edu

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Foundation of Representative Government in the Colonies

Contributions to the Development of

Representative Government

Mayflower Compact

In 1620, the men in this group signed an agreement to make a political body (an early government) that could make laws to protect the colony.

First governing document created in the American colonies that formed a covenant (agreement) to rule with the consent of the people.


Document from 1639 that stated that people had the right to elect governors, judges, and a legislature.

Document that has 11 orders, or principles, that described the rights of an individual.

Virginia House of Burgesses

In 1619, first representative legislature in the English colonies.

Representatives in this first representative legislature made laws and protected individual rights (rights of the people).

Copyright © Texas Education Agency (TEA), 2012

Foundations of Representative Government Matching Pieces

Advanced Preparation: The matching pieces must be cut apart prior to the ELABORATE portion of the lesson. The students will be putting this information on their Foundations of Representative Government Evaluation sheet. This will also serve as the answer key for Foundations of Representative Government Evaluation sheet.

Foundation of Representative Government in the Colonies

Contributions to the Development of

Representative Government

Mayflower Compact

In 1620, the men in this group signed an agreement to make a political body (an early government) that could make laws to protect the colony.

First governing document created in the American colonies that formed a covenant (agreement) to rule with the consent of the people.


Document from 1639 that stated that people had the right to elect governors, judges, and a legislature.

Document that has 11 orders, or principles, that described the rights of an individual.

Virginia House of Burgesses

In 1619, first representative legislature in the English colonies.

Representatives in this first representative legislature made laws and protected individual rights (rights of the people).


Foundations of Representative Government Matching Pieces

Advanced Preparation: The matching pieces must be cut apart prior to the ELABORATE portion of the lesson. The students will be putting this information on their Foundations of Representative Government Evaluation sheet. This will also serve as the answer key for Foundations of Representative Government Evaluation sheet.



Teac

her C

opy:

Rep

rese

ntati

ve G

over

nmen

t Tim

elin

e Ch

art &

His

tory

Rea

ding

Exc

erpt

s

Adap

ted

from

Gold

field

, Dav

id, e

t al.

The

Am

eric

an Jo

urne

y: a

hist

ory

of th

e U

nite

d St

ates

. Po

rtfol

io E

d. N

ew Je

rsey

: Pe

arso

n Ed

ucati

on, 2

006.

Hous

e of

Bur

gess

es—

In 1

619,

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impo

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men

t hap

pene

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Virg

inia

that

intr

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of B

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the

Virg

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and

was

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first

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body

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gess

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mak

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ws f

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then

app

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d th

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was

eve

ntua

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and

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bec

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a ro

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t the

id

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f-gov

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ent r

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in th

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inds

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land

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ay C

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as se

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162

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– o

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1662

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.

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right

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ency

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1619

1620

1639

Virg

inia

Hou

se o

f Bur

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eets

May

flow

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sign

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lgrim

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the

Plym

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Col

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onne

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t is s

igne

d by

Pu-

ritan

col

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s who

bro

ke a

way

from

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s Ba

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.Th

e fir

st se

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the

first

legi

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Am

eric

a m

eets

at J

ames

tow

n, V

irgin

ia.

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May

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sign

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men

w

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for t

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.



Social Studies / 8th Grade Technology Enrichment: Growth of Representative Government

Use any of the following technology-enriched activities to replace a pen-and-paper activity in your lesson. These activities support the TEKS for Technology Applications for grade 6.

1. Display each photograph on an interactive white board. Students can use pens to mark

their observations about the photograph. (EXPLAIN phase)

If you are showing a PowerPoint presentation, students may use the pointer options in the bottom left corner of the slideshow to mark the photograph.

PowerPoint for Mac PowerPoint for Windows


Technology Enrichment:Growth of Representative Government

1.

Teac

her C

opy:

Rep

rese

ntati

ve G

over

nmen

t Tim

elin

e Ch

art &

His

tory

Rea

ding

Exc

erpt

s

Adap

ted

from

Gold

field

, Dav

id, e

t al.

The

Am

eric

an Jo

urne

y: a

hist

ory

of th

e U

nite

d St

ates

. Po

rtfol

io E

d. N

ew Je

rsey

: Pe

arso

n Ed

ucati

on, 2

006.

Hous

e of

Bur

gess

es—

In 1

619,

an

impo

rtan

t dev

elop

men

t hap

pene

d in

Virg

inia

that

intr

oduc

ed th

e co

ncep

t of s

elf-g

over

nmen

t to

othe

r Eng

lish

colo

nies

. Th

e Ho

use

of B

urge

sses

was

cre

ated

by

the

Virg

inia

Com

pany

and

was

the

first

legi

slativ

e –

or la

w-m

akin

g–

body

in th

e En

glish

col

onie

s in

Amer

ica.

Lan

dow

ners

ele

cted

repr

esen

tativ

es to

the

Hous

e of

Bur

gess

es to

mak

e la

ws f

or V

irgin

ia.

The

Virg

inia

Com

pany

then

app

rove

d th

e la

ws.

The

Virg

inia

Com

pany

was

eve

ntua

lly d

issol

ved

and

Virg

inia

bec

ame

a ro

yal c

olon

y, bu

t the

id

ea o

f sel

f-gov

ernm

ent r

emai

ned

in th

e m

inds

of c

olon

ists.

May

flow

er C

ompa

ct—

For r

elig

ious

, pol

itica

l, an

d ec

onom

ic re

ason

s, m

ore

sett

lers

cam

e to

sett

le in

the

Engl

ish c

olon

ies b

etw

een

1620

an

d 16

40.

In 1

620,

the

Plym

outh

col

ony

was

foun

ded

for r

elig

ious

reas

ons.

The

Pilg

rims r

ode

on th

e M

ayflo

wer

and

land

ed a

bout

20

0 m

iles n

orth

of t

heir

char

tere

d la

nd.

The

Pilg

rims b

egan

to q

uesti

on th

e au

thor

ity o

f the

peo

ple

who

hel

d th

e ch

arte

r for

the

new

co

lony

. In

ord

er to

kee

p th

e gr

oup

toge

ther

and

coo

pera

ting

for t

he g

ood

of th

e co

lony

, the

Pilg

rims d

ecid

ed to

writ

e th

e M

ayflo

wer

Co

mpa

ct.

This

com

pact

bec

ame

the

first

doc

umen

t to

esta

blish

self-

gove

rnm

ent i

n Am

eric

a. A

lthou

gh th

e Pl

ymou

th C

olon

y di

d no

t m

ake

profi

ts fo

r Eng

land

, the

col

ony

set a

n ex

ampl

e fo

r tho

se w

ho w

ished

to h

ave

relig

ious

free

dom

.

Fund

amen

tal O

rder

s of C

onne

cticu

t—Aft

er th

e M

assa

chus

etts B

ay C

olon

y w

as se

t up

by th

e M

assa

chus

etts B

ay C

ompa

ny in

162

9,

the

Purit

an S

ocie

ty c

reat

ed c

oven

ants

– o

r con

trac

ts –

bet

wee

n th

e pe

ople

and

God

. Th

e co

vena

nts w

ere

used

to d

efine

acc

epta

ble

and

unac

cept

able

beh

avio

rs w

hich

kep

t the

soci

ety

stab

le a

nd p

eace

ful.

As t

hese

col

onist

s mov

ed a

ll ov

er M

assa

chus

etts,

som

e fa

ced

tens

ions

with

Indi

ans.

Sett

lers

who

mov

ed to

the

Conn

ectic

ut V

alle

y w

ere

invo

lved

in th

e Pe

quot

War

in 1

637.

In

the

war

, the

Eng

lish

kille

d ne

arly

all

the

Pequ

ot In

dian

s. A

s mor

e an

d m

ore

sett

lers

cam

e to

the

Conn

ectic

ut V

alle

y, th

ey a

dopt

ed th

e Fu

ndam

enta

l Ord

ers

– an

ear

ly c

onsti

tutio

n - a

nd c

reat

ed a

sepa

rate

col

ony

from

Mas

sach

usett

s. T

he F

unda

men

tal O

rder

s hel

ped

the

colo

ny to

cre

ate

a go

vern

men

t sim

ilar t

o M

assa

chus

etts.

Con

necti

cut w

as la

ter g

rant

ed a

roya

l cha

rter

sepa

rate

from

Mas

sach

usett

s in

1662

. Th

e Fu

n-da

men

tal O

rder

s wer

e 11

ord

ers t

hat a

llow

ed c

olon

ists t

he ri

ght t

o el

ect g

over

nors

, jud

ges,

and

a le

gisla

ture

.

Copy

right

© T

exas

Edu

catio

n Ag

ency

, 201

2




2.




3.



Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency.

This resource is available through the ELPS Academy online course in Project Share.

Copyright © Texas Education Agency, 2012

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