5th 6 Weeks U.S. History 8th Grade CRMs 7 and 8 Core Content Coaching Manifest Destiny Reform Movements Sectionalism Civil War and Reconstruction

Planning needs… School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Texts: Creating America, History Alive! A resource for higher order question stems Lesson plan template … and most importantly, EACH OTHER

Yearly Itinerary: Pacing, SCA, Eligible TEKS Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

Social Studies Process Skills 8.29: Apply critical-thinking skills to organize & use information acquired through established research methodologies from a variety of valid sources, including electronic technology 8.29A: differentiate between, locate, & use valid primary & secondary sources such as computer software, databases, media & news services, biographies, interviews, & artifacts to acquire information about the U.S. DC 8.29B: analyze information by sequencing, categorizing, identifying cause-&-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions DC 8.29C: organize & interpret information from outlines, reports, databases, & visuals, including graphs, charts, timelines, & maps DC 8.29D: identify points of view from the historical context surrounding an event & frame of reference which influenced the participants DC 8.29E: support a point of view on social studies issue or event DC 8.29F: identify bias in written, oral, & visual material 8.29G: evaluate the validity of a source based on language, corroboration with other sources, & information about the author 8.29H: use appropriate mathematical skills to interpret social studies information such as maps & graphs DC 8.29I: create thematic maps, graphs, charts, models, & databases representing various aspects of the U.S. 8.29J: pose & answer questions about geographic distributions & patterns shown on maps, graphs, charts, models, & databases DC 8.30: Communicate in written, oral, & visual forms 8.30A: use social studies terminology correctly DC 8.30B: use standard grammar, spelling, sentence structure, punctuation, & proper citation of sources 8.30C: transfer information from one medium to another, including written to visual & statistical to written or visual, using computer software as appropriate 8.30D: create written, oral, & visual presentations of social studies information 8.31: Use problem-solving & decision-making skills, working independently & with others, in a variety of settings 8.31A: use a problem-solving process to identify a problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution 8.31B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, & take action to implement a decision Use one or more in every lesson

Review CRM for Concept, Transfer Statement, Enduring Understandings, Essential Questions, Units, Vocabulary, Arcs, Resources, Pacing for the Arc… Review each category as you plan

Look at the verbs, words, and phrases Look at the TEKS being taught for the lesson: What Students will Know and Be Able to Do Look at the verbs, words, and phrases What TEKS are addressed during this lesson? What academic vocabulary do students need to understand and use? What words or phrases in the TEKS may not be understood by the students? What guiding question(s) will facilitate understanding and mastery?

CRM 7: Unit 1, Manifest Destiny and Westward Expansion Anchors of Support Word Wall Graphic Organizers Primary Sources Political Cartoons Interactive Student Notebook Foldables Questions to ponder: What materials will I need to teach these TEKS? What will the students know at the end of the instruction? What will the students be able to do at the end of the instruction?

TEKS: Look at the TEKS verb, words, phrases… Do you understand what students need to master? Do you understand what the TEKS expect the students to learn? How will you teach the students the vocabulary and phrases related to the TEKS? How will you teach the TEKS to the students? How will your lesson reflect the mastery of the TEKS being studied? How will you know when the student has accomplished/demonstrated mastery of the TEKS being

Students Will Know Students Will Be Able To Discuss in your group and share with each other: What activities will I use to engage my students and ensure mastery of these TEKS? How will I differentiate the activities for the students? Read the Students Will Be Able To… Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? Oral language strategies Written response strategies Questioning strategies Collaborative learning strategies Process Skills: 8.29A, 8.29B, 8.29C, 8.29D, 8.29F, 8.30A, 8.30B, 8.30D

Deconstructing the TEKS The next three slides (11,12,13) contain work templates to assist you in deconstructing the TEKS and a slide (14) with Social Studies verbs to assist you in understanding the verbs, the expectations, suggested instructional strategies and assessment /products. Follow the directions on the templates.

Deconstructing the TEKS: Step 1, Knowledge and Skills Statement

Deconstructing the TEKS: Step 2, Student Expectation

Deconstructing the TEKS: Step 3, Instructional and Assessment Implications

Social Studies Verbs

Assessment Evidence and Exemplar Lesson: Manifest Destiny Discuss in partners or in a group the formative and summative assessments listed. What learning needs to occur before the students can create the mini-dramas about westward expansion?

Manifest Destiny Resources The Three Little Pigs (great resource for a warm or a closing activity or both: http://center.dordt.edu/266.543units/dutchmen/unit202/manifesdestiney3.html PowerPoints on Manifest Destiny: http://americanhsitory.mrdonn.org/manifestdetiny.html Variety of hands on activities from San Antonio ISD: http://www.saisd.net/admin/curric/sstudies/handson.html Lesson plan on Manifest Destiny using the Gast painting (slide 21): http://sheg.stanford.edu/upload/Lesson/Unit%204_Expansion Lesson idea with DBQ stimulus pictures: http://staffweb.esc12.net/jtapp/Documents/JTAPP%20Lesson History Alive!, Chapter 15: Great activities and “American Progress” analysis activity using the painting Stanford University lesson plan: American Expansion/Manifest Destiny (1790-1860) - 8th Grade ... http://sheg.standord.edu (look under curriculum for various lessons) Lesson Corner: many activities for Manifest Destiny: http://www.lessoncorner.com/search?page-118&q=Manifest+Destiny BrainPop video segments and quizzes

American Progress

Westward Expansion Map

Unit 2: Reform Movement Resources One paragraph description of social reform movements: www.sparknotes.com/testprep/books/sat2/.../chapter9section2.rhtml Lesson plan with flyswatter activity and flipbook instructions: www.dlt.ncssm.edu/lmtm/...Movements.../Reforms_Lesson_Plans.doc Chapter on reform movement with a graphic organizer example: admin.bhbl.neric.org/.../Chapter%208%20The%20Spirit%20of%20R... Overview and video choices: www.learner.org/courses/amerhistory/units/8/ History Alive! Chapter 18: textbook chapter reading and activities Timeline on reforms: reforms4society.blogspot.com/ Slide Share: short slide shows on reformers: www.socialstudieshelp.com/lesson_28_notes.htm Lesson Plan example: www.eastconn.org/.../1112KD1_EarlyAmericanReformMovementsL... Interactive game on groups or people of the reform movement: www.sporcle.com/games/barrjus000/reform-movements-in-the-1800s Variety of hands on activities from San Antonio ISD: http://www.saisd.net/admin/curric/sstudies/handson.html BrainPop video segments and quizzes

Reform Learning Activities Pre-test matching reformers with their focus reform Chart, flipbook, graphic organizer on the reformers, focus, issues, examples, and outcomes Students take on the persona of one of the reformers and give a two minute speech to encourage the rest of the class’s support. Create biography cards on each of the reform leaders In groups students research and create a PowerPoint, collage, poem, or song. Create a chart that describes the reform area in the 1800s and a second column with the situation today in 2013. Students write a paragraph evaluating the impact of reform movements. Have students create a Wordle or Prezi to evaluate the impact of a reform movements.

Reform Movement Acronym W (women’s rights) E (education) T (temperance - no alcohol) A (abolition of slavery) P (prison reform) U (utopia – ideal communities)

Unit 3: Sectionalism and Events Leading to the Civil War Resources Quizlet: various activities for introducing and reviewing this topic: quizlet.com/.../sectionalism-crisis-leading-up-to-the-civil-war-flash-ca... Variety of hands on activities from San Antonio ISD: http://www.saisd.net/admin/curric/sstudies/handson.html Lesson Plan on sectionalism: www.wilsonmew.com/What_is_Sectionalism__GXB3.html Flashcards (interactive): www.flashcardexchange.com/.../sectionalism-events-leading-to-the-ci... A Timeline of Events Leading to the Civil War on Prezi: www.mrtripodi.org/students/?p=1530 Website has a multitude of resources: www.teacheroz.com/Civil_War_Causes.htm History Alive! Ch. 20 Many resources available on this website: www.teacheroz.com/Civil_War_Causes.htm BrainPop video segments and quizzes

Sectionalism Chart

Sectionalism Chart cont.

Sectionalism Chart cont.

CRM 8: Civil War and Reconstruction(overview to prepare students for STAAR) Resources PBS video segments: http://www.pbs.org BrainPop video segments and quizzes Lesson Plan: iCivics website: www.icivics.org/teachers/lesson-plans/civil-war-reconstruction PowerPoints on Civil War and Reconstruction: americanhistory.mrdonn.org/civilwar.html Website with a variety of activities for student to have hands on learning: www.neok12.com/American-Civil-War.htm Website has many PowerPoint presentations to use as is or modify: americanhistory.pppst.com/reconstruction.html List of interactive activities and links: www.vrml.k12.la.us/8th/8_ss/ss_curr/unit7/.../civilwar.htm LAP (Learning Activity Packet) on the Civil War and Reconstruction: www.mrvanduyne.com/civilwar/CivilWarLAP.pdf Variety of hands on activities from San Antonio ISD: http://www.saisd.net/admin/curric/sstudies/handson.html