HAMPTON MIDDLE SCHOOL



HAMPTON MIDDLE SCHOOL

LESSON PLAN

Grade: 8th Subject: Social Studies

Week of: August 29-September 2, 2011

Teachers: Hendrix, St. Germaine, Oden, Nolder, Payne, Slater, Wills

|Monday |

|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities, hemisphere, physical features, region, relative |

|location, absolute location, precipitation, wetland, fall line, climate, drought |

|Materials: Study Guide for Test, CRCT practice books |

|Standards Addressed: |

|SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures |

|in Georgia. |

|Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. |

|Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. |

|Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern |

|area. |

|SS8G1 The student will describe Georgia with regard to physical features and location. |

|Locate Georgia in relation to region, nation, continent, and hemispheres. |

|Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. |

|Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, |

|Chattahoochee and Savannah Rivers, and barrier islands. |

|Evaluate the impact of climate on Georgia’s development. |

| |

|Topics Covered: The Geography of GA & the Prehistoric Period |

| |

|Essential Questions: |

|How did the Geography of Georgia affect the development of Georgia? |

|How did the development of Native American cultures evolve? |

|How did Native Americans and European exploration impact Georgia? |

| |

|Prime Time: (found pgs. 104-113) |

|Why did England want to establish colonies in North America? (mercantilism/trade) |

|What crop led to the use of indentured servants and slaves in the New World? (Tobacco) |

| |

|Differentiated Strategies: |

|Students may use a peer tutor, small flexible groups, large group |

|Students will use graphic organizers, use an interactive notebook |

| |

|Instructional Strategies/ Activities: |

|Hand out Study Guide |

|Go over study guide |

|Use essential questions to guide discussion |

|CRCT practice books |

| |

|Summarization: Ticket out the door: Write three things you have learned during this unit. Write the one thing you are still unclear about. |

| |

|Reading/ Writing Activity: |

| |

|Level of Bloom’s Taxonomy: Knowledge, Comprehension |

|Tuesday |

|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities, hemisphere, physical features, region, relative |

|location, absolute location, precipitation, wetland, fall line, climate, drought |

|Materials: Unit Test, United Streaming (if needed) |

|Standards Addressed: |

|SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures |

|in Georgia. |

|Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. |

|Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. |

|Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern |

|area. |

|SS8G1 The student will describe Georgia with regard to physical features and location. |

|Locate Georgia in relation to region, nation, continent, and hemispheres. |

|Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. |

|Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, |

|Chattahoochee and Savannah Rivers, and barrier islands. |

|Evaluate the impact of climate on Georgia’s development. |

| |

|Topics Covered: The Geography of GA & the Prehistoric Period |

| |

|Essential Questions: |

|How did the Geography of Georgia affect the development of Georgia? |

|How did the development of Native American cultures evolve? |

|How did Native Americans and European exploration impact Georgia? |

| |

|Prime Time: |

|Who was the first explorer to sail around the world? (Magellan) pg. 106 |

|Why did DeSoto not let the men kill the pigs that they had brought with them? (pg. 108- The pigs protected the men from poisonous reptiles) |

| |

|Differentiated Strategies: |

|Peer study prior to test, independent study |

| |

|Instructional Strategies/ Activities: |

|Give unit assessment |

|If time permits, students can pre-read chapter 3 (pgs. 114-119 |

|United Streaming video on Georgia Stories 104Colonial Georgia (Part 1: Daily Life in Early Georgia, Colonial Surgeon, Pirates)A Segment of: Georgia Stories 104: |

|Colonial Georgia(Part 1: Daily Life in Early Georgia, Colonial Surgeon, Pirates) |

| |

|Summarization: |

|Take up test |

| |

|Reading/ Writing Activity: After watching the video, students need to write a paragraph summarizing the video. |

| |

|Level of Bloom’s Taxonomy: Knowledge, Comprehension |

|Wednesday |

|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |

|Materials: textbook, BLM pages (if needed) |

|Standards Addressed: |

|SS8H2 The student will analyze the colonial period of Georgia’s history. |

|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|

|of Savannah. |

|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |

|Florida. |

|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |

| |

|Topics Covered: The Exploration & Colonization of GA |

| |

|Essential Question: |

|Who was James Oglethorpe and what did he do? (H2a) |

|What was the purpose of the Charter of 1732? (H2a) |

|Why was Georgia settled? (H2a) |

|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |

|Why is Savannah so important to the foundation of Georgia? (H2a) |

|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |

|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |

|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |

| |

|Prime Time: |

|What does mercantilism mean? (pg. 111- a trade policy in which a country exports more than it imports) |

|Describe the difference between slaves and indentured servants. (pg 112- indentured servants were for a time period of 4-7yrs, slaves were property for life, no |

|rights) |

| |

|Differentiated Strategies: |

|Students may use a peer tutor, small flexible groups, large group |

|Students will draw maps, create diagrams, use graphic organizers, use an interactive notebook |

| |

|Instructional Strategies/ Activities: |

|Have students write down the new standard in their interactive notebook. |

|From last week: Read pages 114-119. As you read, refer back to the standard and essential questions. |

|Group work: Students will make a T-chart in their interactive notebooks. One side will say “The Trustees Agreed to:” the other side will say “The Colonists |

|Agreed to:” (This is in your BLM pg 38—but instead of copying it, have students do this.) Using what you read, fill in 5 statements on each side. |

|Students take notes |

|BLM pg. 40, 41 are good to reinforce standards |

|TEST pg. 43, 44 |

|If you have time, review yesterday’s test. Go over each question/answer with students. |

| |

|Summarization: |

|Who first proposed a colony for debtors? |

|What were some reasons Great Britain wanted to settle Georgia? |

| |

|Reading/ Writing Activity: Read “By the Side of the Road” on pg. 119. Why do you think historic markers are important? Do you think they are necessary? What is |

|the danger of having too many or too few? |

| |

|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |

|Thursday |

|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |

|Materials: textbook, handout: The Three Main Reasons |

|Standards Addressed: |

|SS8H2 The student will analyze the colonial period of Georgia’s history. |

|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|

|of Savannah. |

|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |

|Florida. |

|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |

| |

|Topics Covered: The Exploration & Colonization of GA |

| |

|Essential Question: |

|Who was James Oglethorpe and what did he do? (H2a) |

|What was the purpose of the Charter of 1732? (H2a) |

|Why was Georgia settled? (H2a) |

|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |

|Why is Savannah so important to the foundation of Georgia? (H2a) |

|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |

|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |

|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |

| |

|Prime Time: (pgs 114-119) |

|Who first proposed a colony for debtors? (Dr. Thomas Bray) |

|What problems in England led Oglethorpe to plan for the new colony? (imprisonment of debtors, lack of work for people who could not pay their debts) |

|Know all the vocabulary words for today. |

| |

|Differentiated Strategies: |

|Students may use a peer tutor, small flexible groups, large group |

|Students will draw maps, create diagrams, use graphic organizers, use an interactive notebook |

| |

|Instructional Strategies/ Activities: (2 days) |

|Read pages 120-129 |

|The student will read analyze the Charter of 1732. |

|Following this silent study, students should participate in a class discussion led by the teacher. |

|Working individually, the students should use the information from the charter of 1732 and their textbooks and complete the chart, The Three Main Reasons for the |

|Founding of Georgia |

|Once the chart is complete students should write a paragraph about each reason. |

| |

|Summarization: |

|After describing the reason, they should evaluate whether or not the colony was able to fulfill the reason and if so how and why and if not, why not. |

| |

|Reading/ Writing Activity: Once the chart is complete students should write a paragraph about each reason. |

|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |

|Friday |

|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |

|Materials: Prime time quiz |

|SS8H2 The student will analyze the colonial period of Georgia’s history. |

|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|

|of Savannah. |

|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |

|Florida. |

|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |

| |

|Topics Covered: The Exploration & Colonization of GA |

| |

|Essential Question: |

|Who was James Oglethorpe and what did he do? (H2a) |

|What was the purpose of the Charter of 1732? (H2a) |

|Why was Georgia settled? (H2a) |

|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |

|Why is Savannah so important to the foundation of Georgia? (H2a) |

|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |

|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |

|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |

| |

| |

|Prime Time: |

|QUIZ |

| |

|Differentiated Strategies: |

|Oral presentations, group response, independent research |

| |

|Instructional Strategies/ Activities: |

|CURRENT EVENTS |

|Continue yesterdays lesson plan |

| |

|Summarization: |

|Students will present their current events. |

| |

|Reading/ Writing Activity: Current Event- write two paragraphs about event |

| |

|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |

Weekly Assessments:

• Unit test

• Quiz on Prime Time

Performance Based Activities:

• Current Events

Learning Targets:

The students will understand:

• when there is conflict between or within societies, change is the result.

• the movement or migration of people and ideas affects all societies involved.

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