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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