1. NOVEMBER10, 2014-NOVEMBER 14, 2014 SOCIAL STUDIES LESSON PLANS

2. BELL WORK NOVEMBER 10 2014 1.What was one of the problems of the early settlers in the Carolinas? a. too many deaths from disease b. too many wars with Native Americans c. not enough men and too many women settlers d. overpopulation in the Piedmont Answer: a 2. The House of Burgess was established in 1619. What was significant about this legislative assembly? a. It was the first court of law in America b. It was the first legislature in America c. It was the place the King stayed when he visited VA d. It was the first Anglican church in America Answer: b

3. BELL WORK NOVEMBER 11, 2014 1.Which geographic features best describe the region of the Native Americans of the Eastern Woodlands? a. Desert and wooded area b. Advanced system of roads of roads and buildings c. Rocky Soil and limited plant growth d. Rivers and wooded areas Answer: d 2. Which of the following countries of origin best describe South Carolina’s first settlers? a. France b. England c. Spain d. Holland Answer: c

4. ROAD TO REVOLUTION State Standard 8-2 The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation Americans. Focus Statement Summarize the events surrounding the American Revolution that transformed British colonists into American citizens. Students will demonstrate an understanding of South Carolina’s pivotal role in this process.

5. AGENDA Bell Work Review Video (“Patriot”) Guided Practice- Stop and Think Closure- Q & A using whiteboards Independent Practice-Complete Stop & Think, & Discussion Questions

6. REMINDERS Study notes nightly American Revolution Test-Thurs.

7. QUICK REVIEW Pair Share Discuss with your partner: The Sequence of events leading to the American Revolution (place responses on whiteboards) Discuss Responses

8. RELEVANCE Today you are going to watch a movie called “The Patriot”, an historical film based on the American Revolution. While watching the movie you should be able to identify the fictional and nonfictional scenes in the movie. Base your perceptions of the film on information received during class discussions, and other historical findings through guided and independent practices. How many of you watch reality shows? What’s the purpose of these shows? How much is real and how much is not?

9. TEACHER MODEL Teacher will model how to complete graphic, “Stop and Think” Teacher will watch one segment of movie (First 20 minutes) Using Stop and Think graphic, respond to question Stop # 1: In your opinion, through the movies depiction of African Americans, did they benefit from fighting in the war? Provide evidence from movie to support your answer.____________________________________________

10. GUIDED PRACTICE DAY ONE Stop # 1: In your opinion, through the movies depiction of African Americans, did they benefit from fighting in the war? Provide evidence from movie to support your answer. Stop #2: Explain the difference in the militia army and the regular army? Stop #3: What does “fixing the flag” say about the character of Gabriel? Stop #4: Summarize two important battles depicted in the movie. What was the strategic value of the southern campaign (as depicted in this film)? Stop #5: There were almost as many loyalists as there were patriots during the American Revolution. Who were loyalists? How did they differ from patriots? What happened to them after the war? Summary of Stops:

11. GUIDED PRACTICE DAY TWO Stop # 1: In your opinion, through the movies depiction of African Americans, did they benefit from fighting in the war? Provide evidence from movie to support your answer. Stop #2: Explain the difference in the militia army and the regular army? Stop #3: What does “fixing the flag” say about the character of Gabriel? Stop #4: Summarize two important battles depicted in the movie. What was the strategic value of the southern campaign (as depicted in this film)? Stop #5: There were almost as many loyalists as there were patriots during the American Revolution. Who were loyalists? How did they differ from patriots? What happened to them after the war? Summary of Stops:

12. CLOSURE 1.Why did Mel Gibson decide to go to war? A.Because he felt it was his duty B.Because he was betrayed by a British merchant C.Because of the death of his youngest son at the hands of a British soldier D. Because his slaves asked him to fight 2. What happened to Gabriel and what was his reaction? A.He was wounded and decided to stay home and live happy B.He was wounded and decided to continue his efforts for the colonials C.He was not wounded and decided to leave the colonial army D.He was wounded and decided to continue his efforts for the British 3. What was the tactic of war that the colonials sometimes used? A.Guerilla B.Blitzkrieg C.Amazing Fight D.Flight school techniques

13. INDEPENDENT PRACTICE The Patriot “If you mean by patriot, am I angry about taxation without representation, well, yes I am. Should the American colonies govern themselves independently? I believe that they can, and they should. But if you are asking me, am I willing to go to war with England? Well, then the answer is Students are to complete and respond to the following quote by Benjamin Martin. Explain what he meant using evidence from the movie to support your answer.

14. BELL WORK NOVEMBER 12, 2014 1. As settlers from Barbados came to the Carolinas, what did they bring with them that increased South Carolina’s economic prosperity? a. Knowledge of trapping and hunting b. A well developed system of slave labor c. mass quantities of silver and gold d. a democratic government. Answer: b 2. What was the role of the Sons of Liberty in the colonies? a. To enforced taxes b. to sign the Declaration of Independence c. to keep peace between colonists and British soldiers d. to enforce boycotts Answer: d

15. AGENDA Bell Work Review Guided Practice- American Revolution Study Guide Closure- Q & A using test questions (whiteboards) Independent Practice-

16. REMINDERS Study notes nightly American Revolution Test- Thursday

17. QUICK REVIEW Pair Share Discuss with your partner: The sequence of events that led to the American Revolution. Discuss Responses

18. ROAD TO REVOLUTION State Standard 8-2 The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation Americans. Focus Statement Summarize the events surrounding the American Revolution that transformed British colonists into American citizens. Students will demonstrate an understanding of South Carolina’s pivotal role in this process.

19. TEACHER MODEL 1. During the American Revolution, support was divided throughout the colonies. Those who supported the King were known as ___________________ Teacher will model how to complete study guide using notes and graphics

20. GUIDED PRACTICE 2.Which SC guerrilla leader was given the name “Swamp Fox”, and is known for giving the British a hard time in the swamps of the Pee Dee. _________________________________________________ Teacher and Students will work together to complete study guide question #2 using notes and graphic organizers

21. CLOSURE Students will respond to test questions using their whiteboards

22. INDEPENDENT PRACTICE Students will complete study guides

23. BELLWORK Review your Study Guide

24. AGENDA Review any questions that may remain about test content *I Do- model test taking strategies quest. 1 *We Do- complete a question using the strategies (quest. 2) *Closure- Review testing strategies *You Do- Complete test

25. REMINDERS Study notes nightly

26. QUICK REVIEW Pair Share Review study guide with your partner

27. ROAD TO REVOLUTION State Standard 8-2 The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation Americans. Focus Statement Summarize the events surrounding the American Revolution that transformed British colonists into American citizens. Students will demonstrate an understanding of South Carolina’s pivotal role in this process.

28. RELEVANCE Did you know that what you do in the 8th grade on pass will determine your classes next year?

29. TEACHER MODEL I Do: Teacher will model test taking strategies that should be used on question #1 What was the cause of the conflict between the American ( British) colonists and the French government that erupted in 1754, called the French and Indian War?(8-2.1) a. trade policies known as mercantilism b. taxes on sugar and molasses from the West Indies c. American (British) colonists moving west across the Appalachian mountains d. French claims to Quebec and Montreal

30. GUIDED PRACTICE We Do: Teacher will lead students through test taking strategies for question #2 The Declaration of Independence (8-2.3 ) f. said that monarchies were a good system of government. g. defined what the colonists believed to be their rights. h. was written primarily by Benjamin Franklin. j. organized the First Continental Congress.

31. CLOSURE Students will review testing strategies using whiteboards

32. INDEPENDENT PRACTICE You Do: Complete test

33. MATERIALS NEEDED SC Standards Building of A Nation Textbook Student Resource Manual Document Camera/Promethean Board PowerPoint Teacher Created Notes Teacher Created Graphic Organizers Informational Text Primary Source Documents Video-The Patriot American Revolution Study guide/test