6th 6 Weeks U.S. History 8th Grade Core Content Coaching Unit 1: Civil War Unit 2: Reconstruction Unit 3: Culminating Project

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?

Unit 1, Civil War Anchors of Support Questions to ponder: 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? 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

CRM: ASSESSMENT EVIDENCE Discuss in partners or in a group the formative and summative assessments listed. What learning needs to occur before the students can create the wanted poster?

CRM: Unit 2, Reconstruction (Continue the process that you used to for Unit 1 to review the CRM.) Unit 2 Resources PBS.org has great clips explaining the impacts of the Reconstruction Amendments A good biography of Hiram Rhodes Revels, including the impact of his election can be found at BlackPast Maps, images and important information about Reconstruction programs can be found on PBS The Library of Congress has good articles that explain the issues facing the nation during Reconstruction. Explore DigitalHistory for a exhibit on Reconstruction that you can share with your classes.

Unit 3: Culminating Project During this unit, your students have the opportunity to revisit and explore a topic covered this year in more depth. Project ideas include: Student-created projects on a selected Civil War topic (medicine, weapons, prison camps, spies, etc.) Student-created project according to National History Day specifications for inclusion in a school history fair. Student-designed mini-DBQ on a selected topic in U.S. history. Student-created documentaries about a selected topic in U.S. history. Student-created museum exhibits about a topic in U.S. history

Conclusion This concludes the 6th 6 weeks CCC covering the Civil War, Reconstruction, and Culminating Project. .