Teacher Name: Steward, R
Teacher Name: Roderick Steward Week of: October 17-21
U.S. History PAP/VG Lesson Plans
|Monday | |
| |Objective: Ⓡ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. Ⓢ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. |
| | |
| |Warm-Up: Get a textbook, open to page 143, and then analyze the map. Mentally answer the two Geography Skill questions: 1. Concord 2. |
| |About 6-7 miles. |
| | |
| |Classwork: Students will work together in their cooperative groups to complete an HISD handout on Events of the American Revolution to |
| |1776 |
| | |
| |ELPS Standards: Reading, and Writing |
| | |
| |Objective: ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, |
|Tuesday |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. Ⓢ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. |
| | |
| |Warm-Up: Discuss with a partner the what the purpose of government is according the what was written in the Declaration of Independence |
| | |
| |Classwork: Students will watch a PowerPoint on Winning the American Revolution. They will write cloze type notes from the PowerPoint. |
| | |
| |ELPS Standards: Listening, Reading, and Writing |
|Wednesday | |
| | |
| |Objective: Ⓡ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. Ⓢ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. |
| | |
| |Warm-Up: Add Marquis de Lafayette to your foldable. Use information from the notes from the PowerPoint from yesterday. You should also |
| |read about him from page 174 for any additional information such as the quote from that page. [“The future of America is closely bound |
| |up with the future of all mankind.”] |
| | |
| |Classwork: Classwork: Students will work read for information from the textbook to identify those who actually fought in the war, died |
| |in the war, those who supported the troops, lost lands and family members during the war. Specifically, students are looking for the |
| |roles of women, African-Americans, Loyalists, and foreigner [those from other countries], and Native Americans. This will be |
| |accomplished by completing a Winning the American Revolution handout that includes 10 questions. Completed in ISN. |
| | |
| |ELPS Standards: Reading and Writing |
| | |
|Thursday |Objective: Ⓡ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. Ⓢ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. |
| | |
| |Warm-Up: Add Bernardo Gálvez to your foldable “Leaders of the American Revolution.” |
| | |
| |Classwork: Complete Work from yesterday and then students will complete a Word Window which includes the following: Lexington &Concord, |
| |Loyalists, Patriot, Battle of Bunker Hill, Declaration of Independence, Valley Forge Suffering, Battle of Saratoga, Battle of Yorktown, |
| |& Treaty of Paris 1783. |
| |Students will work together in their cooperative groups to read for information from the textbook to identify those who actually fought |
| |in the war, died in the war, those who supported the troops, lost lands and family members during the war. Specifically, students are |
| |looking for the roles of women, African-Americans, Loyalists, and foreigner [those from other countries], and Native Americans. |
| | |
| |Homework: Complete Word Window and make index card “cheat sheet” to be used for History Frame tomorrow. |
| | |
| |ELPS Standards: Reading, and Writing |
|Friday |Objective: Ⓡ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. Ⓢ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. |
| | |
| |Warm-Up: Discuss with a partner the important details of the American Revolution: beginning, ending, key battles, key people, alliances,|
| |etc. |
| | |
| |Classwork: Students will complete a History Frame in which they summarize the important people, events, dates, and places of the |
| |American Revolution. For example, they should include places such as Lexington and Concord, Valley Forge, Saratoga, and Yorktown. They |
| |should also include the people such as those they included in their “American Revolution Leaders” foldable as well as their contributors|
| |to the American Revolution notes. |
| | |
| |ELPS Standards: Listening, Reading, and Writing |
| | |
| |Next week we will study the strengths and weaknesses of the Articles of Confederation, issues at the Constitutional Convention; |
| |ratifying the Constitution including the Federalists/Anti-Federalists debates; |
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