Constitutional Vocabulary/Pope Urban II Speech

Correlation to State Content Standards

7.7.6: Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

8.2.3: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, di­vided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

Expected Student Outcomes (Objective)

Students will be able to:

1. Identify and Explain tier III vocabulary expressed in the Constitution. (8th Grade)

2. Explain the reasons why the Crusades began. (7^th 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: On November 18, 1978, Peoples Temple founder Jim Jones leads hundreds of his followers in a mass murder-suicide at their agricultural commune in a remote part of the South American nation of Guyana. Many of Jones’ followers willingly ingested a poison-laced punch while others were forced to do so at gunpoint. The final death toll at Jonestown that day was 909; a third of those who perished were children.

Direct Instruction (10 min.)

8^th Grade-SDAIE: Close Read/Talk to the text: Vocabulary Art Walk: Teacher will be introduced to the vocabulary words as they are used in the Constitution. Teacher will read the passage using Cloze reading. Then teacher will model Talk to the text to guide students in selecting the context clues.

7^th Grade-SDAIE: Cloze Read/Talk to Text: Pope Urban II: Teacher will Cloze read the Pope Urban II speech of Cleremont.

Guided Practice (10 min.)

8^th Grade-SDAIE: Talk to text/Metacognition: Vocabulary Art Walk: Teacher will use the talk to the text to have students identify and explain the definition.

7^th Grade-SDAIE: TPS: Islam: Myth or Fact: Teacher will go how to complete the first question. Teacher will model the process.

Independent Practice (22 min.)

8^th Grade-SDAIE: Graphic Organizer/Whisper Read/TPS: The Executive Branch: Students will read page 155 in their textbook and complete the flow chart in their graphic organizer to help them identify the issues brought up when selecting the chief executive (president).

8^th Grade-SDAIE: Video Based Question: The Electoral College: Students will watch a video clip that helps them understand the role the Electoral college has in selecting the President. Students will answer 6 questions in complete sentences.

7^th Grade-SDAIE: Metacognition: Islam: Myth or Fact: Students will read a series of Islam misperceptions and use their textbook to justify their conclusion.

Homework.

EdPuzzle due by Saturday at 6:00 p.m due to short week. It is on Google Classroom

8^th Grade: EdPuzzle video. Constitutional convention

7^th Grade: EdPuzzle video. Pilgrimage to Mecca

Closure (4 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.