HAMPTON MIDDLE SCHOOL
HAMPTON MIDDLE SCHOOL
LESSON PLAN
Grade: 8th Subject: Social Studies
Week of: August 15-19, 2011
Teachers: Hendrix, St. Germaine, Oden, Nolder, Payne, Slater, Wills
|Monday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities |
|Materials: Venn diagram, textbooks, interactive notebooks |
|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. |
| |
|Topics Covered: |
|The Prehistoric Period |
| |
|Essential Question: |
|How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo Period through the Mississippian Period? |
|What impact did environment have on the development of the prehistoric Native American cultures? |
| |
|Prime Time: |
|Copy vocabulary in Interactive Notebook- discuss definitions (test Friday) |
|Modification: if your students can’t do all the vocab in a short time, you can have them do ½ today and ½ tomorrow. |
| |
|Instructional Strategies/ Activities: (2 days) |
|Read pages 68-71, discuss as an introduction to our topic…point out pics and maps (visual learners) |
|Page 72-73, point out the Population, Life Expectancy (we will compare/contrast these in every unit). You may review the other signs of the times as you see |
|interest. Also, have students view the timeline. |
|Read pgs. 74- 83—after each section, have students take notes on the important parts of the section. Write the notes in their Interactive notebook. (this can be |
|done in groups or as a whole group) |
| |
|Differentiated Strategies: |
|Students may use a peer to assist in finding information about the four cultures. |
|Students may research more in-depth about each culture and bring in information for the class timeline. |
| |
|Summarization: |
|Use a VENN diagram- students compare Nomadic Living and Permanent Settlement (food, housing, etc) |
| |
|Reading/ Writing Activity: |
|Students will write a “Dear Diary” entry. They will pretend they are a member of one of the clans studied in the lesson and tell about a day in their life. |
|DETAILS!!! |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |
|Tuesday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities |
|Materials: Venn diagram, textbooks, interactive notebooks |
|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. |
| |
|Topics Covered: |
|The Prehistoric Period |
| |
|Essential Question: |
|How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo Period through the Mississippian Period? |
|What impact did environment have on the development of the prehistoric Native American cultures? |
| |
|Prime Time: |
|What does B.C. stand for? (pg 74) Answer: Before Christ |
|What does A.D. stand for? (pg. 74) Answer: Anno Domini (Latin for “in the year of our Lord”) |
| |
|Instructional Strategies/ Activities: CONTINUE MONDAY’S LESSON PLANS |
|Copy vocabulary in Interactive Notebook- discuss definitions |
|Read pages 68-71, discuss as an introduction to our topic…point out pics and maps (visual learners) |
|Page 72-73, point out the Population, Life Expectancy (we will compare/contrast these in every unit). You may review the other signs of the times as you see |
|interest. Also, have students view the timeline. |
|Read pgs. 74- 83—after each section, have students take notes on the important parts of the section. Write the notes in their Interactive notebook. (this can be |
|done in groups or as a whole group) |
| |
|Differentiated Strategies: |
|Students may use a peer to assist in finding information about the four cultures. |
|Students may research more in-depth about each culture and bring in information for the class timeline. |
| |
|Summarization: |
|Use a VENN diagram- students compare Nomadic Living and Permanent Settlement (food, housing, etc) |
| |
|Reading/ Writing Activity: |
|Students will write a “Dear Diary” entry. They will pretend they are a member of one of the clans studied in the lesson and tell about a day in their life. |
|DETAILS!!! |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |
|Wednesday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities |
|Materials: paper or transparency per group, textbook, interactive notebook |
|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. |
| |
|Topics Covered: |
|The Prehistoric Period |
| |
|Essential Question: |
|How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo Period through the Mississippian Period? |
|What impact did environment have on the development of the prehistoric Native American cultures? |
| |
|Prime Time: |
|What is the nation’s only marble elementary school? (pg. 52) Answer: The Tate School |
|What is the longest river in Georgia? (use map on pg 59 to help). Answer: The Chattahoochee –436 miles long |
| |
|Instructional Strategies/ Activities: (2 DAYS) |
|Pages 84-96 |
|Read pages 84-85 together. Discuss the Creeks |
|Introduce the “other” group…the Cherokees. They mostly lived in the north Georgia mountains. |
|Divide students into groups. Assign each group a section from pages 86-96 (skip pg. 87, 90) to present to the class. |
|Students will present the information while the class writes in their notebooks |
| |
|Differentiated Strategies: |
|Work in small groups, flexible grouping |
|Additional time as needed |
| |
|Summarization: |
|Students will explain their section of the Cherokee nation |
| |
|Reading/ Writing Activity: Students will write one paragraph expressing what the Cherokee and Creek tribes can teach us today. |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Application |
|Thursday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities |
|Materials: paper or transparency per group, textbook, interactive notebook, BLM 26, 29, |
|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. |
| |
|Topics Covered: |
|The Prehistoric Period |
| |
|Essential Question: |
|How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo Period through the Mississippian Period? |
|What impact did environment have on the development of the prehistoric Native American cultures? |
| |
|Prime Time: |
|What are Georgia’s two major deep water seaports? (pg. 60) Answer: Savannah and Brunswick |
|What does the word “Chattahoochee” mean? (pg. 62) Answer: River of the painted rock. |
| |
|Instructional Strategies/ Activities: (continuation of Wednesday) |
|Students will present the information while the class writes in their notebooks |
|Chapter Review pg.98-99 |
|BLM 26 “Pre-contact Indians” |
|BLM 29 “Which Clan” |
| |
|Differentiated Strategies: |
|Work in small groups, flexible grouping |
|Additional time as needed |
| |
|Summarization: |
|Students will explain their section of the Cherokee nation |
| |
|Reading/ Writing Activity: Students will write one paragraph expressing what the Cherokee and Creek tribes can teach us today. |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Application |
|Friday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities |
|Materials: BLM 34 and 35, Prime time quiz |
|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. |
| |
|Topics Covered: |
|The Prehistoric Period |
| |
|Essential Question: |
|How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo Period through the Mississippian Period? |
|What impact did environment have on the development of the prehistoric Native American cultures? |
| |
|Prime Time: |
|Quiz |
| |
|Instructional Strategies/ Activities: |
|Assessment on SS8H1a--- use BLM pg. 34, 35 |
|Current events—have students share their current events with the class |
|Video from United Streaming “Woodland Indians”…use quiz questions |
| |
|Differentiated Strategies: |
|Extended time |
| |
|Summarization: |
|Students will explain how their current event applies to GA history. |
| |
|Reading/ Writing Activity: Students will write a summary of the Woodland Indians video. |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Application |
Weekly Assessments:
• Quiz on Friday over SS8H1a
• Quiz on prime time
• Current Events
Performance Based Activities:
• Venn diagram, current events, group project
Learning Targets:
• The student will understand that the movement and migration of people and ideas affected all societies involved.
• The student will understand that location affects a society’s economy, culture, and development.
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