2nd Cont Congress Bunker Hill/Inca Video Facts

Correlation to State Content Standards

7.7.2: Study the roles of people in each society, including class structures, family life, war­ fare, religious beliefs and practices, and slavery.

7.7.5: Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.

8.1.2Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).

Expected Student Outcomes (Objective)

Students will be able to:

1. Identify the final causes, such Battle of Bunker Hill, that brought about independence. (8^th Grade)

2. Explain the delegates actions at the Second Continental Congress as they prepare for War. (8th Grade)

2. DESCRIBE how the Incas built on the accomplishments of other cultures as they established their empire. (7^th Grade)

3. Explain the social class structure of the Inca civilization. (7th Grade)

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Daily Journal: What city saw the birth of the Revolutionary War and who started it?(8th Grade)

Name one geographical hardship faced by the Incas. (7th Grade)

Direct Instruction (10 min.)

8^th Grade-SDAIE: Dialectical Response : Voice's from the Past: Teacher will introduce two quotes; one form Patrick Henry and George Washington. The quotes will be used to introduce the concept and ideas of the Continental Congress and their goal for Independence.

7^th Grade-SDAIE: Model: Inca Class Structure: Teacher will explain the directions on how to complete the assignments. Students will read pg. 412-413 and

Guided Practice (10 min.)

8^th Grade-SDAIE: Annotate/Metacognition/Chunking: Congress Delivers a Plan of Action: Students will read the two chunked paragraphs dealing with continental congress and them writing the Olive Branch petition and selecting Washington as their commander in chief. Teacher will use metacognition to guide students in annotating the passage. Go over the essential question.

7^th Grade-SDAIE: TPS: Essential Questions: Teacher will review the answers to the essential questions from each of the readings.

Independent Practice (22 min.)

8^th Grade-SDAIE: Graphic Organizer/Climatic Flowchart: Battle of Bunker Hill: Students will read the events that unfolded at Bunker Hill on page 108-109 in their textbook and complete their flowchart.

8^th Grade-SDAIE: Focus Notes: General Washington takes Command: Students will read the General Washington takes Command. As they read they will look for evidence to answer their essential question.

7^th Grade-SDAIE: Focus Questions/Video Clip: The Inca Social Structure: Students will watch a video about the social structure of the Inca civilization. Students will have 10 essential questions in which they will find facts to be able to answer their questions.

Homework.

EdPuzzle due by Saturday at 11:59 p.m due to short week. It is on Google Classroom

8^th Grade: King George Responds to the Olive Branch Letter.

7^th Grade: The Future of the Chinampas.

Closure (4 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.