HAMPTON MIDDLE SCHOOL



HAMPTON MIDDLE SCHOOL

LESSON PLAN

Grade: 8th Subject: Social Studies

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

Week of: February 13-17, 2012 (wk#25)

| Monday, Tuesday, Wednesday, Thursday, Friday |

|Key Vocabulary: white supremacy, new south, temperance, martial law, county unit system, Jim Crow laws, segregated, injunction, poll tax, grandfather clause, 19th |

|amendment, lynchings, NAACP, neutral, armistice, propaganda, gerrymander |

|Material: textbooks, CRCT books, handouts or copies/transparencies of graphic organizers |

|Standards Addressed: |

|SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. |

|a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta|

|Riot, the Leo Frank Case, and the county unit system had on Georgia during this period. |

|b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence. |

|c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon. |

|d. Give reasons for World War I and describe Georgia's contributions. |

| |

|Essential Questions: |

|What were the causes of WWI? (H7d) |

|Who were the civil right’s activists of this period and how did their views differ? |

|How did society and politics deny rights to certain individuals and groups during this era? (H7a, b) |

|What were the causes of the outbreak of WWI? What was Georgia‟s role in WWI? (H7d) |

|What was the impact of the Bourbon Triumvriate on Georgia politics and economy? |

|What were the beliefs of the Populists, and how did Populist Tom Watson change Georgia and the nation? (H7a) |

|What were the differences in political views and philosophy among the following: Bourbon Triumvirate, Henry Grady, Tom Watson, Rebecca Latimer Felton? (H7a) |

|What do the 1906 Atlanta Race Riot and the Leo Frank case have in common? |

| |

|Prime Time: Students will write questions in interactive notebook then find the answers by researching in their textbooks. |

|Instructional Strategies/ Activities: |

|Read pages 346- 348 Tom Watson & Populist Party |

|Notes on material |

|BLM page 100 |

|Read pages 349-350 The County Unit System |

|Notes on material |

|Read pages 351-360 Jim Crow Laws, Plessy v Ferguson, Booker T Washington, WEB Dubois, John Hope, Alonzo Herndon,1906 Race Riots, Trial of Leo Franks—all of these |

|discuss how African-Americans were denied rights and racial violence of this time. |

|Notes on material |

|BLM page 101 |

|Read pages 370-373 World War 1 “What were the causes of the outbreak of WWI?” “What was GA’s role?” |

|Notes on material |

|GA Stories video clips—discuss the info after you watch the video |

|BLM pgs. 107-108 (Chapter 10 Test Review) |

|CRCT pages |

|Text book: Chapter Review pages 374-375 |

|Given a list of key people and events from the New South era and a list of descriptions, students will select accurate descriptive passages for each person or |

|event. |

|After studying the women’s suffrage movement, the Leo Frank Case, and Jim Crow laws, students will create signs to protest the denial of rights to these people or |

|groups. Either allow the students to select or assign 1/3 of the class to work with one of the above. Students will then create a protest sign for the person or |

|event they have selected or been assigned. They must back up their demands with accurate statements. Individually, students should write a paragraph or design a |

|graphic organizer comparing and contrasting the three events. Conclude with an opinion of which group received the most unjust treatment and why. |

|Read Henry Grady‟s “The New South” and describe how the four major transportation systems of Georgia have helped to alleviate the circumstances described in Grady‟s|

|speech. |

|Define profit and entrepreneurship. Describe how Alonzo Herndon fits this description. What risks was Herndon taking? Discuss how the risks he might face would be |

|different if he were beginning his business today. |

|Show an understanding of Georgia‟s contributions to WWI by completing the Georgia’s Contributions to World War I” chart |

| |

|Differentiated Strategies: |

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

|Students will use an interactive notebook |

|Graphic organizers |

|Video: GA Stories video links for SS8H7: |

| |

|Reading/ Writing Activity: SUMMATIVE ASSESSMENTS |

|Students will write a paragraph in response to their chosen primary source document. |

|Students will complete a short essay question on the quiz at the end of the section. |

|Students should write a paragraph or design a graphic organizer comparing and contrasting the three events |

| |

|Summarization: FORMATIVE ASSESSMENTS |

|Notes on reading |

|Thumbs up/down on questions |

|Graphic organizer |

|Notebook checks |

|Oral Questioning. |

|Shared reading assignments |

| |

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

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