Implementing the ELPS in Social Studies Growth of ... audience in all content areas. ELLs may be at...

Implementing the ELPS in Social Studies

Growth of Representative Government

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

2 Implementing the ELPS in Social Studies


Texas Essential Knowledge and Skills (TEKS) 8(b)(3) 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 Objective Students 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 expository texts.

©2012 Texas Education Agency

Implementing the ELPS in Social Studies 3


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.

Language Objective Students will write using sentence stems, details, and selected vocabulary to explain the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses.




College and Career Readiness Standards (CCRS) Social Studies

I. Interrelated Disciplines and Skills B. 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 behavior

2. 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.




Vocabulary

Academic Vocabulary Essential Vocabulary

representative government compact burgesses individual right(s) legislature Constitution colonist(s)

foundation(s) fundamental


Materials • Teacher-created slides (visuals and hand-outs)• Hand Signs for Representative Government Vocabulary• Growth of Representative Government—Timeline Chart• Growth of Representative Government—Reading Excerpts• Visuals of

· Virginia House of Burgesses,· Fundamental Orders of Connecticut, and· Mayflower Compact

• Growth of Representative Government—Matching Pieces• Growth of Representative Government—Evaluation• Letter Grade letter signs—A, B, C, D, E, and F



Engage The teacher will review vocabulary, using Hand Signs for Representative Government Vocabulary, to help students recall vocabulary taught prior to the lesson. To be most effective, vocabulary should be taught using visuals, native language (if possible), student- generated examples, and hand signs.

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.

Explore Distribute the following handouts:

• Growth of Representative Government—Timeline Chart

• Growth of Representative Government—Reading Excerpts

The teacher will show the slide, Growth of Representative Government—Timeline Chart. The teacher will explain that students will use (1) the visual on the slide (e.g., Virginia House of Burgesses, 1619), (2) the Growth of Representative Government—Reading Excerpts, and (3) their partners to complete their Growth of Representative Government—Timeline Chart.

Listening

The teacher will show the slide, Virginia House of Burgesses, 1619, and read "Virginia House of Burgesses" from the Growth of Representative Government—Reading Excerpts as students prepare to complete the timeline chart.




Explain Speaking

After reading the excerpt about the Virginia House of Burgesses, ask students to respond to the visual and what was just read 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 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 for students to write one-sentence summaries on their copies of the Growth of 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 this lesson should be repeated for the Mayflower Compact and the Fundamental Orders of Connecticut. The following portion—Elaborate—occurs after all three topics have been completed.

Elaborate Divide students into pairs.

Show the slide, Growth of Representative Government—Evaluation. Give each pair of students a copy of the Growth of Representative Government—Evaluation and a paper-clipped set of pieces from Growth of Representative Government—Matching Pieces. (The six pieces should be cut apart and paper-clipped together in advance for the matching activity.) Then, ask students to match the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to their contributions to the development of representative government. Ask student pairs to stand when they have finished the matching activity.




Elaborate (continued)

When most of the students are standing, give them a clean copy of the Growth of Representative Government—Matching Pieces (with matching pieces intact) and ask them to sit down and check their work.

Then show the slide, Growth of Representative Government—Matching Pieces for all students to check their work. (When students have confirmed that they have correctly matched all pieces, they may want to affix with tape or glue.)

Finally, return to the slide Growth of Representative Government—Evaluation.

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 grades to the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses on their copies of Growth of Representative Government— Evaluation. Explain that grades should show how important each was to laying the foundation for a representative government. After assigning grades, ask partners to write (one sentence each) in the last column of the chart to explain their grades.

Place 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 students 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 participants 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 Virginia House of Burgesses.”

Speaking

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

Repeat for the Mayflower Compact and the Fundamental Orders of Connecticut.




Evaluate Distribute one index card to each student. Tell students to review the following: Growth of Representative Government—Reading Excerpts, Growth of Representative Government—Timeline Chart, and Growth of Representative Government— Evaluation.

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 three vocabulary words and one sentence stem to explain their analyses. Students will write on their index cards.

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

Speaking

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

Listening

To close the lesson, SAY, “The Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses contributed to the growth of representative government in the thirteen colonies. We will need to remember these early foundations for representative government when we later study the U.S. Constitution.”

Show a slide or point to the location within the classroom where the content and language objectives are listed.

Ask students to show thumbs up if they feel they have met the objectives.



Resources


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 Growth of Representative Government Vocabulary

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.”

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, “Individual 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 a gavel and say, “Law.” Then, pat your palms

(over and over) as if you are pressing dough and say,

“Makers.” Then say, “Legislature.”

Hand Signs for Growth of Representative Government Vocabulary

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, “Individual 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 a gavel and say, “Law.” Then, pat your palms

(over and over) as if you are pressing dough and say,

“Makers.” Then say, “Legislature.”

© 2012 Texas Education Agency

Growth of Representative Government—Timeline Chart

1619 ________ 1639

Virginia House of Burgesses meets. The Mayflower Compact is signed by

Pilgrims at ______________ Colony.

The Fundamental Orders of Connecticut is

signed by Puritan colonists who broke away

from the Massachusetts Bay Colony.

The first session of the first

_______________ in America meets

at Jamestown, Virginia.

The Mayflower Compact is signed by

41 men who form a local __________

that agrees to majority rule and

cooperation for the good of the

___________.

The Fundamental Orders of Connecticut is

one of the first _______________ written in

America. It stated that people had the right

to elect _______________, judges, and a

legislature.

One sentence summary: One sentence summary: One sentence summary:

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plementing the ELPS in Social Studies



Growth of Representative Government— Reading Excerpts

Adapted from Goldfield, David, et al. ( 2006). The American journey: A history of the United States. New Jersey: Pearson Education.

Virginia 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. It 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. The Plymouth colony was founded in 1620 for religious reasons. The Pilgrims sailed 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. To keep the group together and cooperating for the good of the colony, the Pilgrims wrote the Mayflower Compact. This compact became the first document to establish self-government in America. The Plymouth Colony did not make profits for England, but the colony set an example for those seeking religious freedom.

Fundamental Orders of Connecticut—After the Massachusetts Bay Colony was established 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 that kept the society stable and peaceful. 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 create a government like the one in 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.

Growth of Representative Government—Evaluation

Forms of Representative Government

Contributions to the Growth of Representative Government Place matching pieces below.

Evaluation Circle a grade below to show how important the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses were to colonial government. Then, explain each grade.

Mayflower Compact

A

B

C

D

F

Explanation:


A

B

C

D

F

Explanation:


A

B

C

D

F

Explanation:

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Growth of Representative Government— Matching Pieces

Note for the teacher: Cut the matching pieces apart prior to the ELABORATE portion of the lesson and paper clip complete sets (six per set) to give to students. The students will use the matching pieces to complete Growth of Representative Government—Evaluation. The table below will also serve as the answer key for Growth of Representative Government—Evaluation. Plan to display this page as a slide and/or hand out copies when students have completed the matching exercise.


Form of Representative

Government

Contributions to the Growth of Representative Government

Mayflower Compact

A 1620 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 an agreement to rule with the consent of the people


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

Document that has 11 orders—or principles—that describe the rights of an individual


Established in 1619 as the first representative legislature in the English colonies

The first representative legislature, established to make laws and protect individual rights (rights of the people)

Teacher Copy: Growth of Representative Government—Timeline Chart & Reading Excerpts

1619 1620 1639 Virginia House of Burgesses meets. Mayflower Compact is signed by Pilgrims at

Plymouth Colony. Fundamental Orders of Connecticut is signed by Puritan colonists who broke away from Massachusetts Bay Colony.

The first session of the first legislature in America meets at Jamestown, Virginia

The Mayflower Compact is signed by 41 men who form a local government that agrees to majority rule and cooperation for the good of the colony.

The Fundamental Orders of Connecticut is one of the first constitutions written in America. It stated that people had the right to elect governors, judges, and a legislature.

Adapted from Goldfield, David, et al. (2006). The American journey: A history of the United States. New Jersey: Pearson Education.

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Virginia 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. It 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. The Plymouth colony was founded in 1620 for religious reasons. The Pilgrims sailed 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. To keep the group together and cooperating for the good of the colony, the Pilgrims wrote the Mayflower Compact. This compact became the first document to establish self-government in America. The Plymouth Colony did not make profits for England, but the colony set an example for those seeking religious freedom. Fundamental Orders of Connecticut—After the Massachusetts Bay Colony was established 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 that kept the society stable and peaceful. 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 create a government like the one in 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.

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Implementing the ELPS in Social Studies Technology Enrichment: Growth of Representative Government

Use any of the following technology-enriched activities to replace a pen-and-paper activity in the lesson.

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

mark their observations. (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 slide.

PowerPoint for Mac PowerPoint for Windows


22 22 Implementing the ELPS in Social Studies

You can also post the slide onto a virtual bulletin board and allow students to post their sentence stems on sticky notes at http://en.linoit.com.

2. Display the reading excerpts on an interactive whiteboard. Model reading and note-

taking strategies. Then, allow students to highlight vocabulary words, write questions, and make other notes while reading the text. (EXPLORE phase)

3. Students may use a blog or discussion forum such as Collaborize Classroom to evaluate the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses. Students can respond to each other’s posts and explain whether they agree with their peers’ evaluations. Be sure to establish clear guidelines for online etiquette before participating in an online discussion. (ELABORATE phase)

Other collaborative sites include http://www.edublogs.org, http://www.weebly.com/, and http://wikispaces.com.


http://en.linoit.com/

http://library.collaborizeclassroom.com/

http://www.edublogs.org/

http://www.weebly.com/

http://wikispaces.com/



©Texas Education Agency, 2012

This resource is available through the ELPS Academy online courses at www.texascourses.org.

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

http://www.texascourses.org/

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Implementing the ELPS in Social Studies Growth of ... audience in all content areas. ELLs may be at...

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