Teacher:
Co-Teacher/Para: / Week of:
Course: / 8th grade Georgia Studies / Unit 4: Revolution to Statehood
Priority Standards:
(content specific) / SS8H1: EVALUATE the impact of European exploration and settlement on American Indians in Georgia.
A. DESCRIBE the characteristics of American Indians living in Georgia at the time of European contact; to include culture, food, weapons/tools, and shelter.
C. EVALUATE the impact of Spanish contact on American Indians, including the explorations of Hernando Desoto and the establishment of Spanish missions along the barrier islands.
SS8H3 ANALYZE the role of Georgia in the American Revolutionary Era.
a. EXPLAIN the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp Act.
b. INTERPRET the three parts of the Declaration of Independence (preamble, grievances, and declaration) and IDENTIFY the three Georgia signers of the document.
d. ANALYZE the weaknesses of the Articles of Confederation and EXPLAIN how those weaknesses led to the writing of a new federal Constitution.
SS8H4 EXPLAIN significant factors that affected Westward Expansion in Georgia between 1789 and 1840.
c. EXPLAIN how technological developments, including the cotton gin and railroads, had an impact on Georgia’s growth.
e. ANALYZE how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush and Worcester v. Georgia) led to the removal of the Cherokees from Georgia known as the Trail to Tears.
Supporting Standards:
(content specific) / SS8H1b. EXPLAIN reasons of European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area.
SS8H2: ANALYZE the colonial period of Georgia's history.
a. EXPLAIN the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense).
b. ANALYZE the relationship between James Oglethorpe, Tomochichi and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff.
c. EVALUATE the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period.
d. EXPLAIN the transition of Georgia into a royal colony with regard to land ownership.
e. GIVE examples of the kinds of goods and services produced and trade in colonial Georgia.
c; Analyze the significance of the Loyalist and Patriots as part of Georgia's role in the Revolutionary War, include the Battle of Kettle Creek and Siege of Savannah
SS8H4 Explain the significant factors that affected westward expansion in Georgia between 1789 and 1840,
a. Explain the reasons for the establishment of the University of Georgia, and for the westward movement of Georgia's capitals.
b. Evaluate the impact of land policies pursued by Georgia; include the head right system, land lotteries, and the Yazoo Land Fraud.
Non-Content Standards:
(WIDA, Interdisciplinary standards, literacy, etc.) / N/A
Learning Targets:
(what learners will be able to do at the end of the learning activity) / Students will be able to EVALUATE the impact of European exploration and settlement on American Indians in Georgia; DESCRIBE the characteristics of American Indians living in Georgia at the time of European contact; and EVALUATE the impact of Spanish contact on American Indians, including the explorations of Hernando Desoto and the establishment of Spanish missions along the barrier islands.
Essential Question(s):
(addresses philosophical foundations; contains multiple answers; provide inquiry) / 1. Why did the Europeans explore and settle in the Southeastern part of North America?
2. How are cultures changed by interactions with new groups?
3. How did exploration effect both the Native Americans and Europeans?
Big Idea(s):
(main ideas, foundational understandings, conclusions or generalizations0 / 1. European’s desire for wealth and search for new trade routes were major causes for exploration and settlement in the Southeastern part of North America.
2. Cultures change over time.
3. Native Americans land and culture were devastated by European settlements.
Academic Vocabulary: / Academic Vocabulary: Analyze, Explain, Interpret, Evaluate, Explain
Unit Specific Vocabulary: Hernando de Soto, Colonial Period, The Charter of 1732, James Oglethorpe, Spanish Mission, Barrier Islands, Columbian Exchange, Economics, Defense, Slavery, Highland Scots, Salzburgers, Malcontents, Charter, Mercantilism, Goods/Services, Prohibition, Trustees, Unicameral, Royal Colony, Royal Governors,
Unit 4: Proclamation of 1763 Stamp Act Declaration of Independence preamble grievances declaration Loyalist Patriots Battle of Kettle Creek Siege of Savannah Articles of Confederation Georgia Constitution of 1777 Constitutional Convention of 1787 Separation of powers University of Georgia Lousiville Cotton gin Railroads Headright System Land Lotteries The Yazoo Land Fraud Creeks Cherokees Alexander McGilvary
STEM
Interdisciplinary Integration: / Students will use technology such as Quizlet to study.
Engaging Performance Scenario: / None this week
Resources:
(weekly materials chosen to support teaching and learning) / Textbooks / Lab Materials / Manipulatives / Other: (List the other resources below.)
Audio/Visual Aids / Course syllabus / Internet (Tech)X / X Interactive Notebooks (IN)
Handouts / X / Dictionaries / Electronic Devices
White Boards / Video Clips / Promethean BoardX
WARM UP:
(Pre-Instructional Activity)
Opening (ENGAGE):
WORK PERIOD
CLOSING:
HOMEWORK
WARM UP:
(Pre-Instructional Activity)
Opening (ENGAGE):
WORK PERIOD (EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
WARM UP:
(Pre-Instructional Activity)
Opening (ENGAGE):
WORK PERIOD (EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
WARM UP:
(Pre-Instructional Activity)
Opening (ENGAGE):
WORK PERIOD (EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
WARM UP:
(Pre-Instructional Activity)
Opening (ENGAGE):
WORK PERIOD (EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
Differentiated Instruction
(content, process, product) / Assessment Evidence
(formative, summative)
The teacher will scaffold assignments as necessary for all ability levels. / Formative: Warm Ups, Informal Assessments,
Summative: Unit Test, IN Check
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17
Additional Resources as Needed
in the areas below, place an “x” in the boxes to indicate selected strategies and resourcesResearch Based Instructional Strategies:
(weekly strategies chosen to guide teaching and learning) / OPENING: Engaging instructional activity / Activate Prior Knowledge / X / Questioning
(Raises questions) / X / Clarify Previous
Lesson / X / Phenomenon
Provide Feedback / Scaffold Instruction / X / Create Interest / Other:
WORK PERIOD:
Exploring, Explaining, Extending, and Elaborating / Facilitate Learning / X / Academic Discussions / X / Cooperative Learning / Other:
Demonstrate/
Model / Generating and Testing Hypotheses / Independent Learning / Other:
Explain/Apply/
Extend concepts and skills / High-Level Questioning / X / Interdisciplinary Writing / Other:
CLOSING:
Evaluating / Summarize
Lesson / X / Provide Alternate
Explanations / X / Respond to EQs / Other:
Allow students to assess their own learning / Quick Write / 3-2-1/K-W-L / Other:
Intervention Strategies
Intervention Strategies
(Tiers 1, 2.3)
Additional Support in the Classroom / Specifically Designed Instruction for the Exceptional Education Students / Strategies for English Language Learners
X / Re-voicing / Conferencing / Visuals/ Realia
X / Explaining / X / Additional time / Front-loading
Prompting for participation / Small group collaboration / Echoing/Choral Response
Challenging or countering / Modify quantity of work / Color-coding
X / Asking “Why?” “How” / Take student’s dictation / Multiple exposures in different media
Reread / Scaffold Information / Pair-share
Practice new vocabulary / Differentiated content/process/product / Modeling
Assistive technology / Consistent reward system / Language scaffolds: eg, sentence frames
Pre-teach & re-teach in a different way / X / Refer to student’s IEP or 504 Plan / Deconstruct complex sentences
Use of manipulatives / Assistive technology / Increase student-to-student talk
Collaborative work / Strategies vocabulary instruction
Create differentiated text sets / Additional Think Time
Gifted-Extensions for Learning
Tier 1
Flexible-Learning Groups / Varied Pacing with Anchor Options / Varied Supplemental Materials
Choice of Books / Work Alone or Together / Computer Mentors
Homework Options / Flexible Seating / Think-Pair-Share
Use of Reading Buddies / Varied Scaffolding / Open-Ended Activities
Various Journal Prompts / Varied Computer Programs / Explorations by Interest
Student/Teacher Goal Setting / Design-A-Day
Tier 2
Gifted Educ Cluster Classes / Alternative Assessments / Community Mentorships
Gifted Educ Collaboration Classes / Subject Advancement within class / Stations
Tiered Activities and Products / Curriculum Compacting / Group Investigations
Use of Literature Clubs / Tiered Centers / Assess Students in Multiple Ways
Multiple Testing Options / Spelling by Readiness / Student Choice
Multinple Texts / Varying Organizers / Simulations
Tier 3 / Tier 4
Advanced Content( all core content) / Above grade level accelerated (all core content)
Resource Classes / Advanced Placement Classes
Independent/Directed Study / International Baccalaureate Classes
Socratic Seminars / Internships/Mentorships
21st Century Learning Skills: (weekly strategies chosen to guide student engagement) / Teamwork and Collaboration / Innovation and Creativity / Accessing and Analyzing Information / X
Initiative and Leadership / Critical Thinking and Problem-Solving / X / Effective Oral and Written Communication / X
Curiosity and Imagination / Flexibility and Adaptability / Other:
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17