Embedded Files
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. Analyze the principles of government expressed in the Declaration of Independence. (8th Grade)
2. Understand the meaning of the Preamble. (8th Grade)
3. DESCRIBE how the Incas built on the accomplishments of other cultures as they established their empire. (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 were two items discussed during the 2nd Continental Congress? (8th Grade)
How was the Inca Empire diffferent from that of the Maya and Aztec? (7th Grade)
Direct Instruction (10 min.)
8th Grade-SDAIE: Annotate/Metacognition : Declaration of Independence: Teacher will introduce the idea of the Declaration of Independence as the greatest break up letter of all time. Teacher will show a clip from "Parks and Rec" of a break up without even knowing they broke up. Students will read two short section dealing with the Declaration of Independence. It will cover who wrote it, why, and who it affected. The reading will also cover what issue they debated over and why. Students will answer two Essential questions. Teacher will elaborate.
7th Grade-SDAIE: Focus Notes: Inca 10 Facts: Teacher will demonstrate how to set up their paper into Focus Notes. Continue from Friday.
Guided Practice (10 min.)
8th Grade-SDAIE: Annotate/Metacognition/Chunking: Declaration of Independence: Teacher will use metacognition/Think aloud to guide students in annotating the important information from their reading. Will review the essential question.
7th Grade-SDAIE: Video Notes/Focus Notes/TPS: Inca 10 Facts: Teacher will review and go over the first four facts and teach students how to answer the questions. They will look for facts that answer the focus questions.
Independent Practice (22 min.)
8th Grade-SDAIE: Graphic Organizer/Whisper Read: Declaration of Independence: Students will complete the reading and annotate on their graphic organizer they will also complete the essential question based on facts from the reading.
8th Grade-SDAIE: Metacognition: Continental Congress Quiz: Students will take a quiz dealing with the items discussed during and after the Continental Congress and battles of Lexington and Congress.
7th 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.
7th Grade-SDAIE: Metacognition: The Inca: Students will be quizzed on their comprehension and understanding of the the Inca Civilization.
Homework.
EdPuzzle due by Saturday at 11:59 p.m due to short week. It is on Google Classroom
8th Grade: EdPuzzle video
7th Grade: EdPuzzle video
Closure (4 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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