Embedded Files
Correlation to State Content Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy
8.1.1: Describe the relationship between the moral and political ideas of the Great Awaken ing and the development of revolutionary fervor.
7.7.1: Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies
7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
Expected Student Outcomes (Objective)
Students will be able to:
1. Identify and Describe the Stamp Act, Quartering Act, Townshend Act, and Tea Act. (8th Grade)
2. Identify and Explain the origins of the Aztec rise to power. (7th Grade)
Common Core Literacy Standard
RH 2: Determine the central ideas or information of primary or secondary source...
RH 7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps)...
WHST 2: Write informative/explanatory texts, including the narration of historical events,...
WHST 6: Use technology, including the internet,...
WHST 8: Gather relevant information from multiple print and digital sources,...
Anticipatory Set (10 min.)
Starter: Students will read and identify the 5 W's of events in This Day in History.... Teacher will go over answers with the students.
Direct Instruction (15 min.)
SDAIE: Close Read/Chunk/Annotate: Stamp Act and Quartering Act: Teacher will Close Read a chunked passage from the textbook that explains what the the Stamp Act and Quartering Act. Teacher will then summarize and provide example of each so that students can understand what the Act did. (8th Grade)
SDAIE: Close Read/Chunk/Annotate: Aztec Origins: Teacher will Close read a chunked passage from the textbook dealing with the origins of the Aztec civilization. Students will then annotate the passage as the teacher uses Talk to the Text to guide students in their annotation. Teacher will summarize passage and show a video clip that explains the origins story as well. (7th Grade)
Guided Practice (20 min.)
SDAIE: TPS: Death by Taxes #1: Teacher and student will go over the assignment on how fill in the graphic organizer. Students will correct their answers. (8th Grade).
SDAIE: TPS: Aztec Rise to Power: Teacher and students will go over the annotation and essential questions. Students will correct their answers.. (7 Grade)
Independent Practice (20 min.)
SDAIE: Chunk/Annotate: Death by Taxes #2: Students will read chunked passages of the Townshend Act and Tea Act. Be asked to annotate the passage and then write a short summary of wha the Acts did, how the Colonist protested, Create a Spin Control in the perspective of a loyalist, and then finally how a colonial patriot will response to the Acts. (8th Grade)
SDAIE: Annotate Visual: Aztec Artwork: Students will apply the knowledge they have acquired from the reading to annotate an Aztec artwork and select 3 pictures that supports the origins of the Aztec civilization and write a brief description. (7th Grade).
Homework
EdPuzzle: Complete the EdPuzzle by Friday 5 pm.
Closure (5 min.)
1. Clean up.
2. Answer questions from students
3. Have students turn in assignment
4. Take roll again
5. Dismiss class.
Lesson Modifications for GATE, RSP, and EL Students
EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.
RSP: Projector (visuals), questioning, modified assignments, check for understandings.
GATE: Require answers that will demonstrate depth and complexity of fertilization.
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