First Continental Congress/Aztec society & Advancements

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.

8.1.1: Describe the relationship between the moral and political ideas of the Great Awaken­ing and the development of revolutionary fervor.

Expected Student Outcomes (Objective)

Students will be able to:

1. ANALYZE the actions of the First Continental Congress as colonists unite to show resentment about British Rule. (8^th Grade)

2. DESCRIBE the class structure of Aztec society. (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: 8th Grade: Why did the Colonists meet to form the Continental Congress?

7^th Grade: What were the names of the floating islands built by the Aztecs for agriculture?

Direct Instruction (10 min.)

8^th Grade-SDAIE: Cloze Read/Think Aloud/Spanish Translation: The First Continental Congress: Teacher will read the three paragraphs that have been chunked from the textbook. As teacher finishes the paragraph students will reread the paragraph for understanding. Once that is done teacher will use think aloud to guide students in annotating each paragraph.

7^th Grade-SDAIE: Cloze Read/Think Aloud/Video Clip: Tenochtitlan A City of Wonders: Teacher will read the 3 paragraphs that have been chunked from the book. After each paragraph is read students will read it on their own. Teacher will then use think aloud to guide students in annotating the paragraphs. After each section teacher will play a video that goes along with the reading and include a discussion question.

Guided Practice (10 min.)

8^th Grade-SDAIE: TPS: Common Sense: Teacher will introduce the reason why Thomas Paine wrote his now famous Common Sense pamphlet. Teacher will guide students in two of Paine’s arguments of why the Colonies should separate from Britain. Students will explain how the quote relates to the relationship between the King and the Colonies.

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: QuickWrite: Letter to King George III: Students will role play and write a letter to the King explaining why they want to become independent. Students will be given 9 terms from the Term Bank in which they have to use at least 3 of them in their letter.

8^th Grade-SDAIE: QuickWrite: Too Late to Apologize???: Students will watch a music video expressing the delegates concerns about trying to work out an agreement with King George III. Students will explain in their writing if the colonies only choice for Independence was going to war.

7^th Grade-SDAIE: TPS: Annotate: The Great City of Tenochtitlan: Students will analyze the drawing by Diego Rivera “The Great City of Tenochtitlan” and identify as many of the Aztecs advancements by circling them and providing an example of it.

Homework.

EdPuzzle due by Friday at 7:30 a.m. Assignment is in their 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.