Teacher Name: Steward, R



Teacher Name: Roderick Steward Week of: Sept. 19 – Sept. 23

U.S. History PAP/VG Lesson Plans

|Monday |Objective: ⓇSS.8.2A Identify reasons for European exploration and colonization of North America.ⓈSS.8.2B Compare political, economic, |

| |religious, and social reasons for the establishment of the 13 English colonies. ⓇSS.8.10C Analyze the effects of physical and human |

| |geographic factors on major historical and contemporary events in the United States |

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| |Warm-Up: Complete Geographic Handouts on NEC, MC, and SC. |

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| |Classwork: Students transfer information from one source to another: key TEKS SKILL! Using notes from previous classes, students begin |

| |completing “Characteristics of the Colonies” graphic organizer. Groups of 3-4. |

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| |Homework: None |

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|Tuesday |Objective: ⓈSS.8.3B Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of |

| |Burgesses to the growth of representative government. ⓈSS.8.3C Describe how religion and virtue contributed to the growth of |

| |representative government in the American colonies.ⓈSS.8.20A Explain the role of significant individuals such as Thomas Hooker, Charles |

| |de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America. |

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| |Warm-Up: Students get three sheets of paper and create a foldable to be used during class. Take 3 sheets of paper and place them about ½|

| |inch apart. Fold up the bottom edges of the paper to form 5 tabs. When all of the tabs are the same size, crease the paper to hold the |

| |tabs in place and staple the sheets together. |

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| |Classwork: Brief PointPoint or other notetaking resource to understand significance of key “Foundations of American Democracy.” [Magna |

| |Carta -1215, Virginia House of Burgesses -1619, Mayflower Compact -1620, Fundamental Orders of Connecticut -1639, and English Bill of |

| |Rights -1689. Also include the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William |

| |Blackstone, and William Penn. Students transfer information from one source to another: key TEKS SKILL! Using notes from previous |

| |classes, students continue completing “Characteristics of the Colonies” graphic organizer. Groups of 3-4. |

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| |Homework: Work on Characteristics of the Colonies” |

|Wednesday |Objective: Same |

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| |Warm-Up: What causes countries to have conflict with each other? |

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| |Classwork: Use Causes of the American Revolution: The French and Indian War and appropriate text references to discuss the French and |

| |Indian war and its results. Emphasize that the French and Indian War had been costly for the British and that they believed the |

| |colonists should bear the burden of that expense. Discuss the impact of the Proclamation of 1763 on people in the colonies. Using the |

| |Think Aloud and the two-column notes format to model the Note Taking process as you discuss how the French/Indian War and other colonial|

| |issues led to increased resentment by the colonists. Students will work in group of 3-4 to complete the questions/answers and the |

| |graphic organizer from unit planning guide. |

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| |Homework: Students will complete the graphic organizer (short answers in the circles) at home, if necessary. |

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|Thursday |Objective: Same |

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| |Warm-Up: Students create a cause/effect chart to illustrate the cause and effect relationship between actions before, during, and after |

| |the French and Indian War that led to growing resentment by people in the colonies. Use information from last class [questions/answers |

| |and circle chart graphic organizer]. |

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| |Classwork: PowerPoint or other visual to highlight key events between 1763 and 1774, including Notetaking in ISN using Cornell Notes or |

| |Two Column notes. Students complete the Taxation without Representation Flow chart [planning guide resource] to help them visualize the |

| |relationship between actions taken by the British from 1763-1774. |

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| |Homework: Add to cause/effect chart started in Warm-Up. |

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|Friday |Objective: Same |

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| |Warm-Up: Working in their group, students complete the British Actions… Colonists Reactions chart in their ISN. |

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| |Classwork: Mini Assessment [10 questions] |

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| |Homework: None |

| |Objective: ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John |

| |Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, |

| |King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington. |

| |ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the |

| |Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and |

| |signing the Treaty of Paris of 1783. |

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| |Warm-Up: Explain the difference between a Primary and a Secondary Source. Give specific examples to show you know the difference. |

| |Discuss with your group. |

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| |Classwork: Students will use Primary and Secondary sources to create visuals of roles of those significant individuals during the |

| |American Revolution. Information will be in stations in the room for student research. Can be done on paper plates or plain paper. We |

| |will post these “Citizens of the Year” around the room. |

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| |Homework: Extended research on mentioned significant individuals. |

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