Core Content Coaching Module 2nd 6 weeks 8th Grade United States History Unit: 2 Causes of the American Revolution: French and Indian War and Road to Revolution (Please allocate 45 – 50 minutes to view and discuss this module.)

 School Calendar/Yearly Itinerary (YI)  Curriculum Road Map (CRM)  TEKS/ELPS/CCRS  Text: Creating America and History Alive! The U.S. Through Industrialization  A resource for higher order question stems  Lesson plan template  … and most important, EACH OTHER 2 Planning needs…

Yearly Itinerary information should be used along with school event calendar information to obtain an accurate picture of available instructional time. 3 Yearly Itinerary: Pacing, SCA, Eligible TEKS Grading Period Assessment Pacing Guide 2 nd 6 weeks 25 Days (12.5 Block Days) Assessment: SCA 1 Dates: October 26 – November 1, 2012 TEKS eligible for testing: 8.1B, 8.3A, 8.4A, 8.4B, 8.11A, 8.12A, 8.20C, 8.23A Colonization and Conflict Unit 2: Causes of the American Revolution Estimated time frame: 13 days (6.5 Block Days) TEKS: 8.1B, 8.1C, 8.4A, 8.4B, 8.20C, 8.23C, 8.23D

4 Review CRM for Unit, Vocabulary, Arcs, Resources, Pacing… Review each category as you plan.

Look at the verbs, words, and phrases…  What TEKS are addressed during this lesson?  What academic vocabulary do students need to understand and use?  What words or phrases in the TEKS may not be understood by the students?  What guiding question(s) will facilitate understanding and mastery? 5 Look at the TEKS being taught for the lesson: What Students Will Need to Know … and Students Will Be Able To …

6 America.

7 CRM: Unit 2, Arc 1 – The French and Indian War What materials will I need to teach these TEKS? What will the students know at the end of the lesson? What will the students be able to do at the end of the lesson?

 Do you understand what students need to master?  Do you understand what the TEKS expect the students to learn?  How will you teach the students the vocabulary and phrases related to the TEKS?  How will you teach the TEKS to the students?  How will your lesson reflect the mastery of the TEKS being studies?  How will you know when the student has accomplished/demonstrated mastery of the TEKS being studied? 8 TEKS: Look at the TEKS Verb, Words, Phrases…

9 Students Will Know… Students Will Be Able To… Read the Students Will Be Able To… Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? Oral language strategies Written response strategies Questioning strategies Collaborative learning strategies Discuss in your group and share with each other: What activities will I use to engage my students and ensure mastery of these TEKS?

Model Lesson 10 CRM: Lesson Planning Tools

Discuss in partners or in a group the formative and summative assessments listed. 11 CRM: Assessment Evidence… Look at the second performance task. What learning needs to occur before the students can create the timeline on the French and Indian War?

Regular Class PeriodBlock Class Period Warm Up: 5 – 10 Minutes Have students look at the map on page 134 of Creating America and answer the following questions. How many countries claimed North American territory before the French and Indian War? After? Before the war, which country appears to be the biggest threat to British colonists? After? Instructional Activity: 40 minutes Show videos from BrainPop or Discovery Streaming on the French and Indian War along with the quizzes provided as formative assessments. In groups of three students fill in the graphic web organizer on the French and Indian War and one group presents their web and the other groups present if they have a different topic on the web than what has already been presented. Anchors of Support: word wall, maps, texts: Creating America, History Alive!, graphic organizers Closing: 5 minutes Students complete the following sentence stem: The Proclamation of 1763 was a step towards the American Revolution because …. Warm Up: 5 – 10 Minutes Have students look at the map on page 134 of Creating America and answer the following questions. How many countries claimed North American territory before the French and Indian War? After? Before the war, which country appears to be the biggest threat to British colonists? After? Instructional Activity 1: 40 minutes Show videos from BrainPop or Discovery Streaming on the French and Indian War along with the quizzes provided as formative assessments. In groups of three students fill in the graphic web organizer on the French and Indian War and one group presents their web and the other groups present if they have a different topic on the web than what has already been presented. Anchors of Support: word wall, maps, texts: Creating America, History Alive!, graphic organizers Instructional Activity 2: 35 minutes Students create a flyer or write an editorial on the colonial view on the Proclamation of Closing: 5 minutes Students complete the following sentence stem: The Proclamation of 1763 was a step towards the American Revolution because …. Pacing a Lesson Arc 1… 12

13 French and Indian War

 This concludes the lesson plan for Unit 2, Arc 1  Continue the steps from slides 1 – 11 for Arc 2.  The following slides will provide some suggestions for planning Arc 2. Next Steps… 14

Unit 2, Arc 2 The Road to Revolution – CRM: TEKS, Pacing, Vocabulary, Resources, Students Will Know… and Students Will Be Able To… 15

CRM: Unit 2 Arc 2 Road to Revolution – Lesson Plan and Assessment 16

 See p. 155 in Creating America and make copies of the Cause and Effect Chart on Growing Conflict Between Britain and America. Cut the columns and rows apart and have students put them in order.  Show and use the quizzes on video segments from BrainPop and Discovery Streaming on the Battles of Lexington and Concord.  Have students read silently the excerpt from Johnny Tremain by Esther Forbes. Have them answer the following sentences stems: Johnny Tremain’s reaction to the news of the Lexington battle is … Johnny and Dr. Warren would help in the early days of the American Revolution by … Unit 2, Arc 2 The Road to Revolution – Warm Up Suggestions 17

 On p. 142 in Creating America is a simple timeline. Have the students copy the timeline in their Interactive Student Notebook and have them add details to explain the date/event and add a picture to explain the date.  Show videos from BrainPop and Discovery Streaming and administer the quizzes about the events leading to the writing of the Declaration of Independence.  Have students create flyer and/or posters encouraging people to rebel.  Students create a two or three person skit discussing the events leading to the Declaration of Independence.  Students plan and perform a debate about whether to declare independence or not to declare independence. Unit 2, Arc 2 The Road to Revolution – Instructional Activities Suggestions 18

 Review the CRM Assessment Evidence box for projects for students to show mastery of the content.  Students write an editorial about an event leading to the American Revolution from the perspective of a Loyalist or Patriot.  Students create buggy stickers to convince people to support either the Loyalist or Patriot side of the issues.  Create a brochure that informs the reader of the causes of the American Revolution from the perspective of a Loyalist or Patriot. Unit 2, Arc 2 The Road to Revolution – Assessments 19

 This concludes the CCC on Unit 2 in the 2 nd 6 weeks. Unit 2: The Road to Revolution 20