HAMPTON MIDDLE SCHOOL - Weebly
HAMPTON MIDDLE SCHOOL
LESSON PLAN
Grade: 8th Subject: Social Studies
Week of: August 29-September 2, 2011
Teachers: Hendrix, St. Germaine, Oden, Nolder, Payne, Slater, Wills
|Monday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities, hemisphere, physical features, region, relative |
|location, absolute location, precipitation, wetland, fall line, climate, drought |
|Materials: Study Guide for Test, CRCT practice books |
|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. |
|Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. |
|Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern |
|area. |
|SS8G1 The student will describe Georgia with regard to physical features and location. |
|Locate Georgia in relation to region, nation, continent, and hemispheres. |
|Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. |
|Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, |
|Chattahoochee and Savannah Rivers, and barrier islands. |
|Evaluate the impact of climate on Georgia’s development. |
| |
|Topics Covered: The Geography of GA & the Prehistoric Period |
| |
|Essential Questions: |
|How did the Geography of Georgia affect the development of Georgia? |
|How did the development of Native American cultures evolve? |
|How did Native Americans and European exploration impact Georgia? |
| |
|Prime Time: (found pgs. 104-113) |
|Why did England want to establish colonies in North America? (mercantilism/trade) |
|What crop led to the use of indentured servants and slaves in the New World? (Tobacco) |
| |
|Differentiated Strategies: |
|Students may use a peer tutor, small flexible groups, large group |
|Students will use graphic organizers, use an interactive notebook |
| |
|Instructional Strategies/ Activities: |
|Hand out Study Guide |
|Go over study guide |
|Use essential questions to guide discussion |
|CRCT practice books |
| |
|Summarization: Ticket out the door: Write three things you have learned during this unit. Write the one thing you are still unclear about. |
| |
|Reading/ Writing Activity: |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension |
|Tuesday |
|Key Vocabulary: archaeologist, artifact, shale, anthropologist, culture, horticulture, tribe, antiquities, hemisphere, physical features, region, relative |
|location, absolute location, precipitation, wetland, fall line, climate, drought |
|Materials: Unit Test, United Streaming (if needed) |
|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. |
|Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. |
|Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern |
|area. |
|SS8G1 The student will describe Georgia with regard to physical features and location. |
|Locate Georgia in relation to region, nation, continent, and hemispheres. |
|Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. |
|Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, |
|Chattahoochee and Savannah Rivers, and barrier islands. |
|Evaluate the impact of climate on Georgia’s development. |
| |
|Topics Covered: The Geography of GA & the Prehistoric Period |
| |
|Essential Questions: |
|How did the Geography of Georgia affect the development of Georgia? |
|How did the development of Native American cultures evolve? |
|How did Native Americans and European exploration impact Georgia? |
| |
|Prime Time: |
|Who was the first explorer to sail around the world? (Magellan) pg. 106 |
|Why did DeSoto not let the men kill the pigs that they had brought with them? (pg. 108- The pigs protected the men from poisonous reptiles) |
| |
|Differentiated Strategies: |
|Peer study prior to test, independent study |
| |
|Instructional Strategies/ Activities: |
|Give unit assessment |
|If time permits, students can pre-read chapter 3 (pgs. 114-119 |
|United Streaming video on Georgia Stories 104Colonial Georgia (Part 1: Daily Life in Early Georgia, Colonial Surgeon, Pirates)A Segment of: Georgia Stories 104: |
|Colonial Georgia(Part 1: Daily Life in Early Georgia, Colonial Surgeon, Pirates) |
| |
|Summarization: |
|Take up test |
| |
|Reading/ Writing Activity: After watching the video, students need to write a paragraph summarizing the video. |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension |
|Wednesday |
|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |
|Materials: textbook, BLM pages (if needed) |
|Standards Addressed: |
|SS8H2 The student will analyze the colonial period of Georgia’s history. |
|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|
|of Savannah. |
|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |
|Florida. |
|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |
| |
|Topics Covered: The Exploration & Colonization of GA |
| |
|Essential Question: |
|Who was James Oglethorpe and what did he do? (H2a) |
|What was the purpose of the Charter of 1732? (H2a) |
|Why was Georgia settled? (H2a) |
|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |
|Why is Savannah so important to the foundation of Georgia? (H2a) |
|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |
|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |
|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |
| |
|Prime Time: |
|What does mercantilism mean? (pg. 111- a trade policy in which a country exports more than it imports) |
|Describe the difference between slaves and indentured servants. (pg 112- indentured servants were for a time period of 4-7yrs, slaves were property for life, no |
|rights) |
| |
|Differentiated Strategies: |
|Students may use a peer tutor, small flexible groups, large group |
|Students will draw maps, create diagrams, use graphic organizers, use an interactive notebook |
| |
|Instructional Strategies/ Activities: |
|Have students write down the new standard in their interactive notebook. |
|From last week: Read pages 114-119. As you read, refer back to the standard and essential questions. |
|Group work: Students will make a T-chart in their interactive notebooks. One side will say “The Trustees Agreed to:” the other side will say “The Colonists |
|Agreed to:” (This is in your BLM pg 38—but instead of copying it, have students do this.) Using what you read, fill in 5 statements on each side. |
|Students take notes |
|BLM pg. 40, 41 are good to reinforce standards |
|TEST pg. 43, 44 |
|If you have time, review yesterday’s test. Go over each question/answer with students. |
| |
|Summarization: |
|Who first proposed a colony for debtors? |
|What were some reasons Great Britain wanted to settle Georgia? |
| |
|Reading/ Writing Activity: Read “By the Side of the Road” on pg. 119. Why do you think historic markers are important? Do you think they are necessary? What is |
|the danger of having too many or too few? |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |
|Thursday |
|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |
|Materials: textbook, handout: The Three Main Reasons |
|Standards Addressed: |
|SS8H2 The student will analyze the colonial period of Georgia’s history. |
|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|
|of Savannah. |
|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |
|Florida. |
|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |
| |
|Topics Covered: The Exploration & Colonization of GA |
| |
|Essential Question: |
|Who was James Oglethorpe and what did he do? (H2a) |
|What was the purpose of the Charter of 1732? (H2a) |
|Why was Georgia settled? (H2a) |
|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |
|Why is Savannah so important to the foundation of Georgia? (H2a) |
|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |
|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |
|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |
| |
|Prime Time: (pgs 114-119) |
|Who first proposed a colony for debtors? (Dr. Thomas Bray) |
|What problems in England led Oglethorpe to plan for the new colony? (imprisonment of debtors, lack of work for people who could not pay their debts) |
|Know all the vocabulary words for today. |
| |
|Differentiated Strategies: |
|Students may use a peer tutor, small flexible groups, large group |
|Students will draw maps, create diagrams, use graphic organizers, use an interactive notebook |
| |
|Instructional Strategies/ Activities: (2 days) |
|Read pages 120-129 |
|The student will read analyze the Charter of 1732. |
|Following this silent study, students should participate in a class discussion led by the teacher. |
|Working individually, the students should use the information from the charter of 1732 and their textbooks and complete the chart, The Three Main Reasons for the |
|Founding of Georgia |
|Once the chart is complete students should write a paragraph about each reason. |
| |
|Summarization: |
|After describing the reason, they should evaluate whether or not the colony was able to fulfill the reason and if so how and why and if not, why not. |
| |
|Reading/ Writing Activity: Once the chart is complete students should write a paragraph about each reason. |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |
|Friday |
|Key Vocabulary: colony, indentured servant, slave, trustee, charter, regulations, artisan, militia, mercantilism |
|Materials: Prime time quiz |
|SS8H2 The student will analyze the colonial period of Georgia’s history. |
|Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city|
|of Savannah. |
|Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from |
|Florida. |
|Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governor. |
| |
|Topics Covered: The Exploration & Colonization of GA |
| |
|Essential Question: |
|Who was James Oglethorpe and what did he do? (H2a) |
|What was the purpose of the Charter of 1732? (H2a) |
|Why was Georgia settled? (H2a) |
|What role did Tomochichi and Mary Musgrove play in the settlement of Georgia? (H2a) |
|Why is Savannah so important to the foundation of Georgia? (H2a) |
|What persons were instrumental in the establishment of the Georgia colony and why? (H2a, b) |
|How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c) |
|What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) |
| |
| |
|Prime Time: |
|QUIZ |
| |
|Differentiated Strategies: |
|Oral presentations, group response, independent research |
| |
|Instructional Strategies/ Activities: |
|CURRENT EVENTS |
|Continue yesterdays lesson plan |
| |
|Summarization: |
|Students will present their current events. |
| |
|Reading/ Writing Activity: Current Event- write two paragraphs about event |
| |
|Level of Bloom’s Taxonomy: Knowledge, Comprehension, Analysis, Evaluation |
Weekly Assessments:
• Unit test
• Quiz on Prime Time
Performance Based Activities:
• Current Events
Learning Targets:
The students will understand:
• when there is conflict between or within societies, change is the result.
• the movement or migration of people and ideas affects all societies involved.
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