Instructional Guide Structure and Content

Structure of the Instructional Guide Three Categories Preface and Introductory Materials Curricular Maps and Model Lessons Appendices

Curricular Maps Core of the Instructional Guide Divide the year into three instructional components Standard Sets Plan for teaching all content standards, one year Highlight concepts to be reinforced

Model Lessons Five Spread throughout the year Each lesson teaches an “A” substandard Reinforce History’s Habits of Mind Best Practices in History Reading and Writing in History Use of Primary Sources CRRE in History ELA Standards

Model Lessons Lessons are all in the following order: Lesson Overview Lesson Guide Documents Student Handouts Additional resources are included in the Teacher Resource Packet.

Model Lessons Standards Covered 8.2.3Slavery and the Constitution 8.3.4The Origins of Political Parties 8.6.6Women’s Rights 8.9.1Abolition , , & Reconstruction

Calls teacher’s attention to necessary prior knowledge Key terms and content contained in the lesson Outline of lesson Writing Prompt

Student Support in History/Social Science Model lessons are centered around primary source documents and writing skills. All activities ask teachers to draw upon students’ prior knowledge. Each lesson contains modifications to make content accessible to all students. Writing tasks are scaffolded: Length and skill required increases with each successive lesson. Each lesson uses the same graphic organizer for the writing tasks.

Appendices Meeting the Needs of All Students Enduring Understandings, Essential Questions, and Focus Questions The Writing Process Tools for Using Primary Sources National Standards for Civics and Government Environmental Education Standards

Curricular Maps

Assistance Covering 8 th Grade Standards Calendaring Scenario Emphasis on Key Standards Correlates Standards to Textbook

Time is allotted in the beginning of the year for review Number of questions on the CST CDE language regarding testing emphasis Important concepts Allotted time to teach standard

Standard Adopted Textbook Chapter Correlations

Calendars and Planning Curricular Maps have a suggested calendaring scenario. As a school team, discuss how you might modify the calendar to best meet the needs of your students and cover the material in each instructional component.

Planning the Instructional Calendar What Have I Done Thus Far? Am I on Pace to Cover All of the Grade 8 HSS Standards? Where Will Lesson Come on My Calendar? Map Out the Next Four, Six or Eight Weeks of Your Instructional Calendar.

Instructional Component 1 Traditional Calendar Model: Organization and Start of the Year Activities = 9 Days Standard 8.1 = 19 Days Standard 8.2 = 20 Days Standard 8.3 = 12 Days Standard 8.4 = 8 Days Total 68 Days

Thinking Reading Writing Speaking... as historians.

The Work of Historians Consider the specific skills historians use when practicing their craft. Share your ideas by writing them on the charts around the room. Read other people’s ideas. Add to or comment on them. At your tables, write down the best ideas you had or saw on the chart.

As we explore the first lesson... Which of these skills are we asking the students to use? How can we continue to develop these skills?

Model Lesson I Slavery and the Constitution

Model Lesson 1 Overview Experience portions of the lesson Consider how to modify the lesson to meet the needs of our students

Lesson Layout: Lesson 8.2.3

Day One

Hook/Introduction Quickwrite Why do people disagree? To help you focus your thoughts, think about a disagreement that you may have had recently: What caused the disagreement? How was the disagreement resolved? Share with a partner. Share with the whole group.

Document 1 As you read Document 1, consider the following question: Were the Founders for or against the slave trade?

Document 1 Sourcing the Document: What does “August 21” mean? Who are the people involved? Where are they from? What do we know about the delegates in general? What kind of source is this? Do these notes capture everything that was said? Sourcing the Document: What does “August 21” mean? Who are the people involved? Where are they from? What do we know about the delegates in general? What kind of source is this? Do these notes capture everything that was said? Reading the Document: Think Aloud Strategy: Teacher reads the document aloud to the students, using the skills a good reader and a historian might use when reading such text. Good Readers: Visualize, connect, summarize, question, predict. Historians: Recognize themes, connect events to the past and to the present, make predictions. Checking for Understanding: Thumbs Up, Down, or Sideways Plusses and Minuses Reading the Document: Think Aloud Strategy: Teacher reads the document aloud to the students, using the skills a good reader and a historian might use when reading such text. Good Readers: Visualize, connect, summarize, question, predict. Historians: Recognize themes, connect events to the past and to the present, make predictions. Checking for Understanding: Thumbs Up, Down, or Sideways Plusses and Minuses

Consider Document 1. Now think about the opening question: Why do people disagree? Why did the delegates to the Constitutional Convention disagree about the slave trade?

Discussion Questions: What does the chart show? What is a census? Which states had large slave populations? Small slave populations? In what part of the country are those states found? Discussion Questions: What does the chart show? What is a census? Which states had large slave populations? Small slave populations? In what part of the country are those states found?

Document 3 Document 3 is provided to help students identify the states with large slave populations and answer the question, “What area of the country are those states found?”

Day One Closing Questions What might happen to slave states if the slave trade was outlawed? What would happen if all the states with large slave populations did not approve and support the Constitution?

Day Two

Spectrum Exercise In Full Support of the Slave Trade Completely Opposed to the Slave Trade Consider Document 1 again and identify those delegates who were: In full support of the slave trade Completely opposed to the slave trade Somewhere in the middle Consider Document 1 again and identify those delegates who were: In full support of the slave trade Completely opposed to the slave trade Somewhere in the middle

Where do the Delegates Fall on the Spectrum? Most in Favor of the Slave Trade Somewhere in the Middle Most Opposed to the Slave Trade George Mason Charles Pinckney John Rutledge Oliver Ellsworth Roger Sherman Luther Martin

Step into the Picture

Where does this Delegate Fall on the Spectrum? My name is _____________________ and I believe __________________ about the slave trade because ________________________.

Document 4 Article 1, Section 9 of the Constitution was written as a result of the debate over the slave trade. What did the Founders do about the slave trade? Why do you think they decided to do that? Does this show that they were more for or against the slave trade?

Student Handout 2 Models of thesis statements Practice writing thesis statements Checking for understanding: Did I answer the question? Have I taken a position that others might challenge? Does my thesis do more than just provide a fact? Is my thesis specific rather than vague or general?

Student Handout 3 Preparing your thesis and gathering evidence. Were the Founders for or against the slave trade? Compile your evidence. Practice crafting your thesis.

Day Three

Student Handout 4 Read the Historical Background. Consider the prompt and task at hand. Keep in mind the suggested key terms and vocabulary to be included in your writing.

Student Handouts 5 and 6 Use either Student Handout 5 or Student Handout 6 to complete the writing assignment.