3 rd 6 weeks United States History Unit 1, Arc 2 The Revolutionary War and Confederation Arc 3 The Articles of Confederation (Please allocate 45 – 50 minutes to view and discuss this module.)

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 important each other 2

Yearly Itinerary, Pacing, SCA, Eligible TEKS 3 Grading Period Assessment Pacing Guide 3rd 6 weeks 25 days/(12.5 Block days) Assessment: MOY I Dates: Nov. 13-Dec. 7, 2012 Topics covered: U.S. Geography and Identity- Colonization and Conflict SCA 1 Dates: December , 2012 TEKS eligible for testing: 8.1A, 8.1C, 8.4B, 8.4C, 8.6A, 8.11C, 8.15A, 8.15B, 8.15D, 8.16A, 8.17A, 8.19B, 8.22A, 8.22B, 8.23E, 8.25C Revolution and Independence Unit 1: Gaining Independence Estimated time frame: 25 days (12.5 block days) TEKS: 8.1A, 8.1B, 8.1C, 8.4B, 8.4C, 8.6A, 8.11C, 8.15A, 8.15B, 8.19A, 8.20A, 8.20B, 8.22A, 8.22B, 8.23E Unit 1, Arc 1 The Revolutionary War Arc 2 The Articles of Confederation Yearly Itinerary information should be used along with school events calendar information. Have an accurate picture of available instructional time.

4 Review CRM for Transfer Statement, Concept, Enduring Understandings, Essential Questions, Resources, Pacing

5 CRM, Arc 2-Pacing, Vocabulary, TEKS When TEKS are repeated, still review them for comprehension. You will be able to confirm student’s understanding and vocabulary development. Make a list of words or phrases in the TEKS that your students might not understand or be familiar with and plan a strategy to teach these to the students.

6 CRM, TEKS, Verbs, Word, Phrases

7 Look at the TEKS verb, words, phrases… How many parts are in the student expectation? * 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 studies? * 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 studied? * How will the student know she/he has mastered the TEKS?

8 CRM: Assessment Evidence and Model Lesson Discuss in a partners or in a group the formative and summative assessments listed.

9 Pacing a lesson, Arc 2: The Revolutionary War Regular Class PeriodBlock Class Period Warm Up: 5 – 10 Minutes Quick Write: How do quarrels between people grow into larger fights? Could such a thing happen between nations, or between a parent nation and its colony? Explain. Have selected students share out in groups of three. Write on the board the main answers. Instructional Activity: 35 Minutes Using the Law Related Education 8 th Grade Biography cards, select the biography cards that match the significant individuals in the CRM on p. 3, 8.4B. There are 16 individuals mentioned in this student expectation. Make two or three sets depending on your class size. Have students use the information from the cards to make a poem about two individuals. They may choose from three types of poems which are explained on slide #10: “I Remember Poem”, or “Subject Poem, or “5 Ws Poetry”. After the poems are written have the students place them underneath the LRE Biography cards which have been placed on a wall or in the hallway. Have a gallery walk so that all student read about the individual and how the students wrote about them. Closing: 5 – 10 Minutes After the gallery walk, have students choose six of the personalities on the Biography cards that impacted the American Revolution the most and explain why these particular people were selected on the activity sheet. See slide # 11. Warm Up: 5 – 10 Minutes Quick Write: How do quarrels between people grow into larger fights? Could such a thing happen between nations, or between a parent nation and its colony? Explain. Have selected students share out in groups of three. Write on the board the main answers. Instructional Activity 1: 35 Minutes Using the Law Related Education 8th Grade Biography cards, select the biography cards that match the significant individuals in the CRM on p. 3, 8.4B. There are 16 individuals mentioned in this student expectation. Make two or three sets depending on your class size. Have students use the information from the cards to make a poem about two individuals. They may choose from three types of poems which are explained on slide #10: “I Remember Poem”, or “Subject Poem, or “5 Ws Poetry”. After the poems are written have the students place them underneath the LRE Biography cards which have placed been on a wall or in the hallway. Have a gallery walk so that all student read about the individual and how the students wrote about them. Instructional Activity 2: 35 Minutes On the PBS website is an interactive game called “Liberty” Student answer questions and move towards liberty. When a wrong answer is given the student may read more about it or select another answer. Three choices are given and one is sometimes irrelevant. More detail is provided on the correct answer. It is recommended the students read out the slide, choose an answer using some kind of signal like answer cards, and reading the additional information on the item. This game may be played individually or as a whole class, or in groups against each other. Closing: 5 – 10 Minutes Using the information from the gallery walk, have students choose six of the personalities on the Biography cards that impacted the American Revolution the most and explain why these particular people were selected on the activity sheet.

10 LRE Biography Cards on Social Studies Website: web_res.html#Bio

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12 Additional Warm Up:  Post the following statements on the board: Have students write if they strongly agree, agree, disagree, or strongly disagree and explain why. 1. A “revolution” takes place when the people of a nation rise and use violence to bring about sweeping changes in government. 2. Most people in the colonies wanted to break away from Great Britain and become independent. 3. Taxation was the main issue that separated the Colonists from Great Britain. 4. Great Britain has always been a democracy and close friend of the Colonies.  Place a large Strongly Agree, Agree, Strongly Disagree, and Disagree in each corner of the room.  Review the students’ answers orally by having students move around the room to reflect where they stand on each statement. Why did they choose this position on the statement?

13 Additional Instructional Activities:  Review the lessons on the Social Studies Website for other ideas: >social studies>curriculum>8 th Grade>3 rd 6 weekswww.austinschools.org/curriculum  Illustrated time line using events and personalities associated with the Revolutionary events. Place the event on the top of the timeline and on the bottom of the timeline the persons involved from TEKS 8.4B  Newspaper Articles (See slide 14 for instructions)  History Alive!, Chapter 7 and activities  LRE activities for using LRE Biography Cards (See slide # 15)  Classroom debate about accepting foreign aid to fight the American Revolution  BrainPop episodes  Discovery Learning video segments  School House Rock  Review games: Revolution.htmhttp:// Revolution.htm Ridden out of town on a rail.

14 Newspaper Articles Have students choose a topic for a newspaper article about the American Revolution. They could choose to write it from the point of view as a patriot or loyalist or both points of view. With the students, develop a rubric or have them revise a writing rubric to fit this activity. Encourage them to add visuals to enhance the information provided in the article.

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16 Unit 3: Articles of Confederation: Review CRM for pacing, vocabulary, resources, TEKS

17 CRM: Assessment Evidence and Model Lessons

18 Read the excerpts from the Articles of Confederation and with a partner answer the four questions below. Using the political cartoon on the Articles of Confedertaion /The Critical Period, analyze the cartoon first with the whole class and have the students answer the five questions after the analysis discussion.

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20 Suggestions/Activities for Arc 3: Articles of Confederation  Review the activities on the Social Studies website: >social studies>curriculum>8 th Grade>3 rd 6 weeks  See slide# 18 for a primary source activity sheet and a political cartoon activity  PowerPoints on the Articles of Confederation:  Articles of Confederation song:

21 Unit 1, Arc 3: The Articles of Confederation Search the internet to find other resources and visuals. Don’t forget to vary the activities to help students stay engaged. This concludes the CCC on Unit 1, Arc 2 and 3 in the 3 rd 6 weeks.