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Core Content Coaching Social Studies Grade 8 4 th 6 weeks United States History- CRM 6

Core Content Coaching Social Studies Grade 8 4 th 6 weeks United States History- CRM 6 Unit 1: The New Republic Unit 2: The Industrial Revolution and its Effects Unit 3: Age of Jackson Effects. Planning needs…. • School Calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM)

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Core Content Coaching Social Studies Grade 8 4 th 6 weeks United States History- CRM 6

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  1. Core Content Coaching Social Studies Grade 8 4th6 weeks United States History- CRM 6 Unit 1: The New Republic Unit 2: The Industrial Revolution and its Effects Unit 3: Age of Jackson Effects

  2. Planning needs… • School Calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM) • TEKS/ELPS/CCRS • Texts: Creating America, History Alive! • A resource for higher order question stems • Lesson plan template • … and most importantly, EACH OTHER 2

  3. Yearly Itinerary: Pacing, SCA, Eligible TEKS Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time. 3

  4. Social Studies Process Skills 8.29: Apply critical-thinking skills to organize & use information acquired through established research methodologies from a variety of valid sources, including electronic technology 8.29A: differentiate between, locate, & use valid primary & secondary sources such as computer software, databases, media & news services, biographies, interviews, & artifacts to acquire information about the U.S. DC 8.29B: analyze information by sequencing, categorizing, identifying cause-&-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions DC 8.29C: organize & interpret information from outlines, reports, databases, & visuals, including graphs, charts, timelines, & maps DC 8.29D: identify points of view from the historical context surrounding an event & frame of reference which influenced the participants DC 8.29E: support a point of view on social studies issue or event DC 8.29F: identify bias in written, oral, & visual material 8.29G: evaluate the validity of a source based on language, corroboration with other sources, & information about the author 8.29H: use appropriate mathematical skills to interpret social studies information such as maps & graphs DC 8.29I: create thematic maps, graphs, charts, models, & databases representing various aspects of the U.S. 8.29J: pose & answer questions about geographic distributions & patterns shown on maps, graphs, charts, models, & databases DC 8.30: Communicate in written, oral, & visual forms 8.30A: use social studies terminology correctly DC 8.30B: use standard grammar, spelling, sentence structure, punctuation, & proper citation of sources 8.30C: transfer information from one medium to another, including written to visual & statistical to written or visual, using computer software as appropriate 8.30D: create written, oral, & visual presentations of social studies information 8.31: Use problem-solving & decision-making skills, working independently & with others, in a variety of settings 8.31A: use a problem-solving process to identify a problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution 8.31B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, & take action to implement a decision Use one or more in every lesson 4

  5. Review CRM for Concept, Transfer Statement, Enduring Understandings, Essential Questions, Units,Vocabulary, Arcs, Resources, Pacing for the Arc … 5

  6. Look at the TEKS being taught for the lesson, What Students Will to Know and Be Able to Do 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? 6

  7. Unit 1: The New Republic Anchors of Support • Word Wall • Graphic Organizer s • Primary Sources: Federal Judiciary Act, Embargo Act and cartoon, landmark court cases • Foldables What materials will I need to teach these TEKS? What will the students know at the end of the instruction? What will the students be able to do at the end of the instruction? 7

  8. TEKS: Look at the TEKS Verb, Words, Phrases… • 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 studied? • How will you know when the student has accomplished/demonstrated mastery of the TEKS being studied? 8

  9. Students Will Know…Students Will be Able To… Discuss in your group and share with each other: What activities will I use to engage my students and ensure mastery of these TEKS? How will I differentiate the activities for the students? Read the Students Will Be Able To… Do these sections reflect what is in the TEKS? Process Skills: 8.29B, 8.29D, 8.29E, 8.30B How will your teaching reflect these sections? • Oral language strategies • Written response strategies • Questioning strategies • Collaborative learning strategies 9

  10. Deconstructing the TEKS The next three slides (10,11,12) contain work templates to assist you in deconstructing the TEKS and a slide (13) with Social Studies verbs to assist you in understanding the verbs, the expectations, suggested instructional strategies and assessment /products. Follow the directions on the templates. 10

  11. Deconstructing the TEKS: Step 1, Knowledge and Skills Statement 11

  12. Deconstructing the TEKS: Step 2, Student Expectation 12

  13. Deconstructing the TEKS: Step 3, Instructional and Assessment Implications 13

  14. Social Studies Verbs 14

  15. CRM: Assessment Evidence 15

  16. Lesson Plans and Resources

  17. Unit 1: Instructional Resources Teaching with Primary Sources: “Life in a Box: The First Five Presidents”- http://tpsnva.sonjara.com/teaching- materials/learning_experience/all.php?experiences_key=4256 • The First Five Presidents: http://www.slideshare.net/mentzers/the-first-five-presidents-of- the-united-states#btnNext • San Antonio Independent School District website has many hands-on activities for all eras in U.S. History: http://www.saisd.net/admin/sstudies/handson/html • Lesson Planet: http://ww.lessonplanet.com : search under War of 1812, Louisiana Purchase, Star Spangled Banner, Francis Scot Key • Battle of New Orleans Lyrics : http://ww.yricsmode.com/lyrics/j/johnny_horton/battle_of_new_orleans.html • iCivics • Law Related Education • Rockingham Country Public Schools: many U.S. History lessons http://ww.rockingham..k12.va.us/resources/elemetnary/Shistory.htm (Lesson US7: review, interactive, research, SMARTboard/PowerPoints, Kidspiration, Discovery Education, lesson plans, assessments, resources • San Antonio ISD hands on activities • Graphic Organizer for first five president (see slide 25) • BrainPop • Discovery Streaming • Do not forget to watch the Lead4ward ePLC on this unit! • 24

  18. First Five Presidents Organizer Use this organizer as an anchor of support as you study 8.5A and 8.5E 25

  19. Unit 2: The Industrial Revolution and its Effects Process Skills: 8.29C, 8.30A, 8.30B 26

  20. CRM: Unit 2, Arc 1 Assessment, Resources, and Lesson Plan What learning needs to occur before the students can create the illustrations of the Industrial Revolution or a map showing the effect of the cotton gin on slavery? 27

  21. Industrial Revolution Warm-Up This article would make a great warm- up to introduce this arc on industrialization. 28

  22. Industrial Revolution Resources Songs, videos, and lesson plans: blog.flocabulary.com/industrial-revolution/ Primary Source Activities: www.flowofhistory.org/ir_toolket/index.html Lesson plans and PowerPoints: http://americanhistory.mrdonn.org/industrial.html Lesson plans on inventors: http://www.teachersfirst.com/lessons/inventor2/ (see slide #30 for inventor graphic organizer) Industrial Revolution simulation: http://teachergenius.teachtic.com/simulation-activity-to- teach-the-industrial-revolution Industrial Revolution Lesson Plans: http://www.lessoncorner.com/History/Us_History/WS_History/The_Industrial-Revolution Industrial Revolution Lesson Plans: http://www.monroefordham.org/docs/lessonplan3_the%20industrial%20revolujtion.pdf Henry Ford Museum lesson plans: http//www.thehenryford.org/educaiton/erb/2009NAEHMiddleSchoolLessonPlanBookley.p df http://ww.thehenryford.org/education/teachers.aspx - lesson plans Discovery Learning BrainPop • • • • • • • • • • • 29

  23. Inventor Graphic Organizer Use this graphic organizer as an anchor of support as you teach 8.27A, 8.27B, 8.27C, 8.27D, 8.28A, 8.28B 30

  24. Wordle activities Wordle = beautiful word clouds: http://wordle.net/ Have students create Wordles using the various terms found in this arc. Students can be as general or as specific as they want. Have students write a paragraph explain how the terms on the wordle relate to the Industrial Revolution. • • 31

  25. Glogster Project and Rubric • http://julieoberby.pbwors.com/w/page/35562811/E stablishing%20the%20United%20United%States %20Places%Place%20in%20the%20World • Checklist and Rubric are on the above site. • Samples may also be used as examples for students. 32

  26. CRM: Unit 2, Arc 2 Nationalism and Sectionalism Process Skills: 8.29B, 8.29C, 8.29E, 8.29E, 8.30A, 8.30B 33

  27. CRM: Unit 2, Arc 2, Nationalism and Sectionalism What learning needs to occur before the students can create the newspaper article on the effect of the tariff policies? How will you prepare students to make a PowerPoint on the planation system and the growth of slavery. 34

  28. Nationalism and Sectionalism Resources Reading on North and South differences: http://jiannalinfoawebsite.weebly.com/sectionalism-versus-nationalism.html Timeline: http://natinalhumanitiescenter.org/pds/triumpnationalism.pdf PowerPoint presentations: americanhistory.pbworks.com/w/page/…/PowerPoint%20Presentation Spectrum/continuum activity (see slide #36) Quizlet BrainPop Discovery Streaming • • • • • • • 35

  29. Spectrum/Continuum Activity 36

  30. Unit 3: Age of Jackson Process Skills: 8.29A, 8.29B, 8.29C, 8.29D, 8.29F, 8.30A, 8.30B, 8.30D Anchors of Support • Word Wall • Graphic Organizers • Primary Sources • Political Cartoons • Interactive Student Notebook • Foldables Questions to ponder: What materials will I need to teach these TEKS? What will the students know at the end of the instruction? What will the students be able to do at the end of the instruction?

  31. Assessment Evidence and Exemplar Lesson What learning needs to occur before the students can create a visual representation of Jacksonian Democracy or write an essay analyzing the impact of expanded suffrage?

  32. Unit 3, Arc 2 Indian Removal

  33. Unit 3, Arc 2 Assessment Evidence and Exemplar Lesson

  34. Unit 3 Resources Battle of New Orleans music and lyrics by Johnny Horton : YouTube, Battle of New Orleans Andrew Jackson Political Cartoons: mrkash.com/activities/jacksoncartoons.html Andrew Jackson: Good, Evil & The Presidency: http://ww.pbs.org/kcet/andrewjackson/features/galleries.htm “Trail of Tears” lesson plan: http://www.eastconn.org/tah/1011KB1_TrailTearsLesson.pdf “Andrew Jackson: Impact and Legacy” : millercenter.org/president/jackson/essays/biography/9 http://mikio.hubpages.com/hub/Andrew-Jackson-Legacy-Love-him_Hate-him: Four fictional individuals share their opinions and feelings on President Andrew Jackson who served from 1829 – 1837. • • • • • •

  35. This concludes the CCC Module for the 4th6 weeks grading period

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