Social Studies – U.S. History To 1877
Unit of Study: Colonization
CURRICULUM OVERVIEW
First Grading Period – Week 1-4
Enduring Understandings (Big Ideas)
 American principles and ideals have evolved over time and have been influenced by
European institutions and beliefs.
 People settle in different areas for different reasons and adapt to their new
surroundings in order to survive.
Unit Rationale
The establishment and development of the United States from colonies to country is a
complex story. American ideals and principles have evolved over time and have roots
in European culture, documents, and institutions. People adapt and settle into new
surroundings for different reasons bringing their ideas, traditions, and principles with
them.
Lessons for this Unit
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Essential Questions
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Why would people want to start over?
What factors form a community?
How do communities change to colonies?
How are colonies different from each other?
How is a government formed?
How do you support a government?
How do people make a living?
How do you use a map to gather information?
How were American ideals influenced by English traditions, cultures, and
geographic factors?
Concepts & Skills
TEKS (Standards)
TEKS 8.1 History
A. Identify the major eras in U.S. history through 1877 and describe their defining
characteristics.
B. Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
C. Explain the significance of the following date: 1607.
TEKS 8.2 History
A. Identify reasons for European exploration and colonization of North America.
B. Compare political, economic, and social reasons for establishment of the 13
colonies.
TEKS 8.3 History
A. Explain the reasons for the growth of representative government and institutions
during the colonial period.
B. Evaluate the importance of the Mayflower Compact, the Fundamental Orders of
Connecticut, and the Virginia House of Burgesses to the growth of representative
government.
Reasons for Colonization
Founding of Jamestown-1607
The Thirteen Colonies
Growth of Representative Government
Guiding Questions
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Why did people move from the “Old World” to the “New World?”
Why did European countries, especially England, colonize the Americas?
What motivations caused European countries to colonize the Americas?
How does geography and environment affect where we live and how do we
adapt to those affects?
 Why is 1607 remembered and celebrated 400 years later?
 How did geography, religion, social factors, and economics influence the
development of the thirteen colonies
 How did English traditions affect the development of representative government
in the colonies?
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can . . .
 explain and define why England wanted to establish colonies in the New World and
describe the characteristics of the colonial era (8.1A, 8.2A)
 list the reasons why England wanted to settle the New World and distinguish which
reasons were political, which were economic, and which were social. (8.2B)
 explain why the year 1607 is important to the history of the U.S. (8.1C)
 explain the reasons for the growth of representative government and evaluate the
importance of founding documents that influenced the growth of representative
government. (8.3 A/B)
 locate on a map the three colonial regions and tell how they were different in their
natural features, lifestyles, economics, and government. (8.10A/B)
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 1 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
TEKS 8.10 Geography
A. Create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States.
B. Pose and answer questions about geographic distributions and patterns shown on
maps, graphs, charts, models, and databases.
TEKS 8.13 Economics
B. Explain reasons for the development of the plantation system, the growth of the
slave trade, and the spread of slavery.
TEKS 8.21 Citizenship
A. Explain the role of significant individuals such as William Penn in the development
of self-government in colonial America.
 explain how the three colonial regions developed different ways of making a living
and how that made conflict in the future. (8.2B)
 explain how the plantation system, the slave trade, and the spread of slavery had an
effect on the economics of the 13 colonies (8.13A)
 explain how William Penn aided in the development of self government in the
colonies (8.21A)
 explain how religion influenced settlements and social movements like the First
Great Awakening. (8.26B)
Concepts & Skills
TEKS (Standards)
TEKS 8.26 Culture
B. Describe religious influences on immigration and on social movements, including
the impact of the First Great Awakening.
TEKS 8.30 Social studies skills
B. Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
organize and interpret information from outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps
TEKS Specificity - Intended Outcome
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ELPS Student Expectations
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
ELPS Specificity - Intended Outcome
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College Readiness Student Expectations
Social Studies Standards
 I – C2: Evaluate changes in the functions and structures of government across
time.
 IV – A2: Situate an informational source in its appropriate contexts
(contemporary, historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
use social studies skills and terminology to analyze information by various
methods, and interpret/organize information gathered from different types of
resources. (8.30 B/C, 8.31 A/B/C)
communicate historical information and research to others in various forms.
(8.30B/D)
Express opinions and ideas and feelings about the reasons why people move
using words and phrases such as settlement, colony, colonization and economics
What I know about the foundation of government in predicting how England
affected the growth of representative government in U.S.
Use reading materials about the original 13 colonies with the support of simplified
texts/visuals/word banks as needed.
College Readiness - Intended Outcome
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Evaluate changes in the functions and structures of government across time.
Situate the effects of the Mayflower Compact, English Bill of Rights, and the Conn.
Fundamental Orders, in its appropriate contexts, on current government structure
(contemporary, historical, cultural).
Work collaboratively with others.
Synthesize and organize information found in the Mayflower Compact, the English
Bill of Rights and the Conn. Fundamental Orders.
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 2 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Evidence of Learning (Summative Assessment)
 Given a map of the 13 colonies, students will locate Jamestown and the colony of Virginia with 80% accuracy.
 Given a timeline, students will demonstrate their understanding by correctly sequencing colonization events with 80% accuracy.
 Given PERSIA graphic organizer, students will be able to explain the political, social, economic, and religious reasons for settling the colonies with 80% accuracy.
 Given a document based question, students will analyze primary and secondary sources to determine the causes and effects of European institutions and documents on the
development of representative government in the 13 colonies with 80% accuracy.
 Given an era map graphic organizer, students will correctly identify and explain the characteristics of the colonization period with 80% accuracy.
 Given the essential questions for this unit, students will be able to respond to the questions in verbal or written form with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 3 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 1: Reasons for Colonization
First Grading Period Unit 1
Guiding Questions
CURRICULUM GUIDE
Essential Pre-requisite Skills
 Why did European countries, especially England, colonize the Americas?
 Why did people move from the “Old World” to the “New World?”
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Concept of colonization (5th grade)
Reasons for immigration (5th grade)
Mapping skills (K-6)
Sequencing of events (K-6)
Reading and interpreting a timeline (K-6)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Grade 5 lesson 4, resources from the social studies website,
and the Social Studies framework to conduct this lesson and daily classroom
instruction……….
Preview
 Write air-tight space suit, dehydrated food, and flag on the chalkboard. Ask the
students to write down, in their interactive notebooks, why astronauts bring
these items with them when traveling in space. (8.1A, 8.2A)
 Have students share their answers and explain that in this activity they will
examine objects carried by people who explored “new worlds” 500 years ago.
They will analyze what these objects reveal about the explorers motives.
Guided Practice
 Introduce and display the graphic organizer of Archeologist investigating a
sunken ship. Ask the following questions: What do you see here? Why would
people investigate a sunken ship? What items or artifacts might you find on a
ship that has been underwater for 400 years? Why would people who
investigate sunken ships want to track where they found each item? (8.1/2 A)
So students can….
Respond to the prompt by writing in their interactive journal
Orally share their items and discuss why they choose those items. Class can
categorize their responses.
Verbally answer the questions in pair/share and follow with a group discussion.
 Distribute Artifact Placards with reading excerpts to the students, working in
pairs or individuals
Read aloud in a pair-share or individually.
 Model how to preview the text (look at titles, pictures, and key words) and then
predict why people moved to North American from Europe.
Correctly identify the artifact and record information from their placard on the
graphic organizer.
 Highlight vocabulary words dealing with the lesson.
 While students are working, create three large labels with the following
headlines and post them in three areas of the classroom: “Motives for
Exploration,” “New Technology that Encouraged Exploration,” and “New
products from the Americas.” (8.30)
After identifying and reading about their artifact, the student must complete this
sentence: “This was important to explorers because…
 Tell students to refer to their graphic organizer to support their answer. Ask
students to explain and justify their answers.
Have pairs carefully examine their placard and decide in which of the three
posted categories they would place the artifact.
Maintain a discussion by having the rest of the class debate the placement of the
artifact.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 4 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Processing Assignment
 Tell students to imagine they are explorers returning from a visit to the New
World. Have them write a one-page Explorer’s Log in which they 1} explain
why they wanted to explore the New World 2) describe one new technology that
helped them as an explorer 3) sketch one new item they brought back to
Europe from the New World.
Vocabulary:
 economics
 colony/colonization
 immigration
 “Old World”
 “New World”
 cash crop
 colonization/colony
 charter
 slavery
Dates:
1607
Places:
Jamestown, Virginia
Institutions:
Virginia House of Burgesses
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
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Gather
Generalization
Give Examples
Implement
Infer
Interpret
List
Locate
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
 Produce written assignment
Resources
Textbook – The American Republic – Section 3.1
Print Resources
History Alive – Sections 2.5, 3.9
Adventure Tales of America – Sections 3.7, 4.1, 4.5
Media Resources/ Internet Resources:
Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First
Permanent British Colony
European Colonization of North America
1607
Primary Resource – John Smith’s Diary
Differentiation
What do you do for students who need more support?
 Express opinions and ideas and feelings about the reasons people move from one
place to another.
Students can begin to create a course timeline of important events in this unit and
include a visual and short summary of the importance of the event.
Teachers can use Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The
First Permanent British Colony or Adventure Tales of America – Sections 3.7, 4.1, 4.5
resources for opportunities for re-teaching information.
What do you do for students who master the learning quickly?
Mini-Document Based Question: Founding of Jamestown. Students can initiate the
procedures for the Document Based Question using Jamestown as the focus of the
writing. Found in DBQ Project binder.
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
College Readiness Objective Addressed in this Lesson
Social Studies Standards

IV – A2: Situate an informational source in its appropriate contexts
(contemporary, historical, cultural).

IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards

I – E2: Work collaboratively

II – C5 Synthesize and organize information effectively.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 5 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
God, Glory, and Gold best describes the reasons forA.writing the Magna Carta
B.the American Revolution
C.settling the North American continent
D.slavery
TAKS
Grade 10 TAKS 2006
One of the main reasons that many people relocated from
Europe to North America during the 17th and 18th centuries
was the availability of
A. inexpensive ship fares
B. fertile farmland in new colonies
C. cheap labor from native sources
D. government-sponsored farm loans
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Mini-Document Based Question: Founding of
Jamestown. Students can initiate the procedures for the
Document Based Question using Jamestown as the focus
of the writing.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 6 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
First Grading Period
Guiding Questions
CURRICULUM GUIDE
Lesson 2: Founding of Jamestown-1607
Essential Pre-requisite Skills
 What motivations caused European countries to colonize the Americas?
 How does geography and environment affect where we live and how do we adapt
to those affects?
 Why is 1607 remembered and celebrated 400 years later?





Mapping skills (K-7)
Reasons for immigration (K-7th grade)
Interpreting and analyzing maps (K-7th grade)
How to read and interpret visuals (2-7th grade)
Sequencing of events (K-7th grade
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Lesson, resources from the Social Studies website, and the
Social Studies framework to conduct this lesson and daily classroom instruction
Hook: On the board, have the students complete the following sentence, “A
successful colony has ____________.”
 While the students are working on this assignment, the teacher can hand out 4
envelopes with written instructions inside and instruct the recipients not to open
the envelopes until they receive the signal.
 Construct a web diagram, with the prompt in the center, and gather the students’
responses.
 After the students have voted on the elements needed in a colony, the teacher
instructs students to open their envelopes and follow the instructions and instructs
those seated to make note of every action that is taking place. (Claim the Room
Activity, History Alive! Teacher Guide, Lesson 1)
 After the activity, teacher will construct a T-chart graphic organizer with one side
labeled Classroom Experience and the other History. Teacher compares the
observations from the students to actual historical facts. (8.1A, 8.2A)
Guided Practice
 Using Visual Discovery strategy, project the transparencies of different counties
who founded colonies in North America. Project the first transparency of
Columbus on the screen. Follow the same instructions for each of the images.
(8.2A)
 After the activity, teacher will construct a T-chart graphic organizer with one side
labeled Classroom Experience and the other History. Teacher compares the
observations from the students to actual historical facts. (8.1A, 8.2A)
Guided Practice
 Using Visual Discovery strategy, project the transparencies of different counties
who founded colonies in North America. Project the first transparency of
Columbus on the screen. Follow the same instructions for each of the images.
(8.2A)
 Teacher will place the students in cooperative groups of 4-5 and pass out the
activity “Pick the Place,” to the students. (8.30B)
So students can….
Respond to the prompt by writing in complete sentences in their interactive
journal
Categorize their responses and, as a classroom, vote on the top three choices.
Selected students read the instructions and move about the room to fulfill the
requirements of the assignment. Other students are observing every action that
each participant is performing.
Verbally recount the activity and complete the T-chart comparing the activity in
the classroom to actual events in history.
As a class, respond to questions such as “What do you see in the picture?”
“What do you think the people are doing in the picture?” “What feelings might
these people experience?” “think these people were feeling at this time and
place?” “Why do you think this group of people are colonizing America?”
Give two pieces of evidence from the picture to support their answer.
Complete the activity and present the finding in class.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 7 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
 After group discussion, teacher projects last transparencies of the landing of
Jamestown and emphasizes the year 1607. Use the Visual Discovery strategy
and hand out the Reading Notes from History Alive! and model how to complete
the reading notes assignment! (8.1C)
 For discussion, ask the students if they were correct in “choosing the place where
the first permanent English colony was settled?”
Processing Assignment
 Assign students to create a historical marker that commemorates the founding of
Jamestown or another settlement established by the Dutch or French.
 Create a historical marker to include 1) appropriate title 2) a brief summary that
clearly explains a) how and when the settlement was established b) Native
Americans living near the settlement were treated c) the settlement flourished or
failed. 3) visuals that illustrate the three main topics of the summary 4) no
spelling and grammatical errors
Vocabulary
 cash crop
 colonial period
 tobacco
 government
 representative government
People
John Rolfe
Pocahontas
John Smith
Institutions
Virginia Company
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement
 Infer
 Interpret
 List
 Locate
 Map
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Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
In pairs, complete the reading notes using the History Alive! textbook.
Respond to the question and create processing assignment for the founding of
Jamestown.
Produce written assignment
Resources
Textbook – The American Republic - Section 3.1
Print Resources
History Alive – Sections 2.5, 3.9
Adventure Tales of America – Sections 3.7, 4.1, 4.5
Ignite! Unit: Exploration and Settlement - Topic 7: Jamestown: The First
Permanent British Colony
Media Resources/ Internet Resources:
Social studies website: http://www.saisd.net/admin/curric/sstudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
European Colonization of North America
1607
Primary Resource – John Smith’s Diary
Glencoe’s Interactive Tutor
Jamestown Pictures – 1
Jamestown Pictures – 2
QAR/QAD
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 8 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
 Express opinions and ideas and feelings about the reasons people move from
one place to another.
Students can begin to create a course timeline of important events in this unit and
include a visual and short summary of the importance of the event.
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First
Permanent British Colony
Use Adventure Tales of America – Sections 3.7, 4.1, 4.5 and distribute activities 1012; pages 16-21 in the student activities book for the text.
Vocabulary Development
Pick 3 vocabulary words and have students develop a Frayer’s square model for the
selected words.
Definition in own words Characteristics/visual
Examples
Non-examples
What do you do for students who master the learning quickly?
Mini-Document Based Question: Founding of Jamestown. Students can initiate the
procedures for the Document Based Question using Jamestown as the focus of the
writing. Found in DBQ Project binder.
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning
Formative Mini Assessments
TAKS
Jamestown was established
John Rolfe developed a mild tobacco
Tobacco became a cash crop. Large plantations began
to develop?
Which of the following statements best completes this
chain of events?
A.Indentured servants left America for a new life.
B.Tenant farmers moved to New England to grow crops.
C.The slave trade and slavery grew in America.
D.The North built more factories to compete with the
South.
2006 8th Grade TAKS
From 1607 to 1609, only 60 of more than 909
Jamestown colonists survived. One reason for the low
survival rate was that –
A. the colonist were frequently attacked by Spanish
explorers.
B. the swampy location caused disease to spread.
C. the colonist endured unexpected flooding.
D. the punishment for all criminal offenses was execution.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Mini-Document Based Question: Founding of
Jamestown. Students can initiate the procedures for the
Document Based Question using Jamestown as the focus
of the writing.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 9 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 3: The Thirteen Colonies
CURRICULUM GUIDE
First Grading Period
Guiding Questions
Essential Pre-requisite Skills
 How did geography, religion, social factors, and economics influence the




development of the thirteen colonies?
Mapping skills (K-7th grade)
Interpreting and analyzing maps (K-7th grade)
How to read and interpret visuals (2-7th grade)
Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Lesson 3 & 4 , resources from the Social Studies website, and
the Social Studies framework to conduct this lesson and daily classroom instruction
Hook
 Teacher hands out Preview Assignment 3 in History Alive Lesson 3 to the
students and projects the map of the 13 colonies. (8.30, 8.10 A/B)
 Teacher asks for responses to the questions and begins to demonstrate the
“Who’s the mama!” kinesthetic activity for remembering the reasons and colonial
regions of the colonies.
Guided Practice
 Distribute placards detailing one of the colonies. Place the students in
cooperative groups and, using Virginia colony as an example, teacher will model
the final product and presentation. (8.2B, 8.13B, 8.21A, 8.26B)
Independent Practice:
Distribute a blank Persia chart and a blank 13 colonies map.
Guided Practice
 Project a transparency of Boston in the 18th century. Tell students to pretend
that they are British newspaper reporters who have traveled to London to
investigate life in the colonies. Tell them to pretend they are standing in the
square observing this scene.
 Divide students into groups of 2 and hand out reading notes from Lesson 4.
So students can….
Students examine the map and working with a partner, record answers to the
questions 1) Identify four details from the map 2) Into how many regions are the
13 colonies divided? 3) Which region had large tobacco plantations 4) In which
region was fishing important 5) In which region would you find ironworks 6) Why
do you think many large farms were located in the Southern Colonies? 7) Why
do you think so much shipbuilding took place in the New England Colonies?
Students respond and practice the kinesthetic activity. Further demonstrate
mastery by listing the colonies, the reasons for settlement, and the colonial
region in their interactive notebook.
Each group must present a poster which details the following 1) geography 2)
reasons/date/founders of settlement 3) economy 4) government/leadership 5)
slogan to get people to move there and colony flag which details a particular
characteristic of the colony.
Answer: Would you live there? Why? As a group, students read their
corresponding section on the colony and begin preparing their poster. After
each presentation, students must rank the colony on a scale of 1 (best) to 8
(worst) and give three supporting details on their ranking.
Use notes from the presentation and from the hook activity to fill in the required
information.
Respond in their interactive notebook and report their response to the following
questions: What do you see? What aspects of colonial life are represented
here? Describe the buildings? What are the people doing? What does this
scene tell you about daily life in colonial American?
Take notes and make quick sketches, diagrams or symbols to represent main
ideas from the section. When students’ have finished with a section, the teacher
will check work and students continue with the assignment
 Teacher models the following steps: Examine one of the placards, which contain
primary or secondary source information about one of the aspects of colonial life.
Take notes on what they see in their placard. Pairs return to their desks and read
the section that corresponds to the placard.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 10 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Processing Assignment
 Students will use notes and assignments to construct a journal about colonial life
in America. Students will pretend to be a British journalist who has spent a year
living in the colonies.
 The students want their journal to be published so that the British will have an
accurate view of life in colonial America. The journal should include 1) a catchy
title 2) have entries that are dated and can describe at least one aspect of
colonial life 3) include information on a t least eight aspects of colonial life 4)
include at least four simple sketches to illustrate key ideas about colonial life 5)
have creative touches to make your journal personal.
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Puritans
Pilgrims
Middle Passage
William Penn
Proprietary
Royal
Charter
Indentured servant
People:
William Penn
Places/Events:
Middle Colonies
Southern Colonies
New England
Great Awakening
Plymouth
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement
 Infer
 Interpret
 List
 Locate
 Map
 Obtain
 Organize
 Plan
 Predict
 Prepare







Present
Relate
Solve
Take Action
Theorize
Trace
Use
Produce written assignment
RESOURCES:
Textbook – The American Republic Ch. 3 – Sec. 2
Print Resources
History Alive – Sections 3.3-3.5
Adventure Tales of America – Section 4
Ignite! Unit: Exploration and Settlement - Topic 7: Jamestown:
The First Permanent British Colony
Media Resources/ Internet Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
European Colonization of North America
1607
Primary Resource – John Smith’s Diary
Glencoe’s Interactive Tutor
Jamestown Pictures – 1
Jamestown Pictures – 2
QAR/QAD
Plymouth Plantation
SAISD Web Resources
13 Colonies PowerPoint Colonial Economics
Small Maps For Pop-Up
Art in History
Landing of the Pilgrims
Media Resources
Tom Snyder Map Maker and Time Liner
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 11 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
Slave Ship Experiential Exercise: History Alive! Supplemental Binder
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
Teacher can use Ignite Learning! to re-teach lesson
Unit: Exploration & Settlement- The Promise of a New Land: Topic 5: Freedom
of Religion, Topic 8: Indentured Servants; to review or re-teach the content
Use Adventure Tales of America – Section 4 and activities found in student activity
guide: Activities 10-12; pages 16-21
Students can begin to create a course timeline of important events in this unit and
include a visual and short summary of the importance of the event.
What do you do for students who master the learning quickly?
Extension: Focus on William Penn Teacher can use the Tea Party strategy to
deepen understanding of the Middle Colonies and the leadership qualities of William
Penn to broaden the lesson’s focus. Materials for this activity can be found on the
Social Studies web site and excerpt taken from The History of US Vol. II, Chapter 9—
Making the 13 colonies (8.21A)
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Document Based Question: What caused the Salem Witch Trial Hysteria of 1692
Use to introduce students to analyzing primary source documents and emphasize the
role of religion on the development of the New England colonies.
WebQuest:
http://oncampus.richmond.edu/academics/education/projects/webquests/colonial/
Evidence of Learning
Formative Mini Assessments
The thirteen original colonies were located on the
A. Pacific coast.
B. Atlantic coast.
C. Gulf of Mexico.
D. Mississippi River.
TAKS
Grade 10 Study Guide
What geographic feature formed the western boundary of
the 13 colonies?
A. The Atlantic Ocean
B. Lake Erie and Lake Ontario
C. French Territory
D. The Appalachian Mountains
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Document Based Question: What caused the Salem
Witch Trial Hysteria of 1692
Use to introduce students to analyzing primary source
documents and emphasize the role of religion on the
development of the New England colonies.
WebQuest:
http://oncampus.richmond.edu/academics/education/
projects/webquests/colonial/
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 12 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 4: The Growth of Representative Government
CURRICULUM GUIDE
First Grading Period
Guiding Questions
Essential Pre-requisite Skills
 How did English traditions affect the development of representative government in
the colonies?
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Mayflower Compact (5th grade)
Monarchy (3rd grade)
Representative government (4th grade)
How to read and interpret primary source documents (4th grade)
Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Textbook , resources from the Social Studies website, and the
Social Studies framework to conduct this lesson and daily classroom instruction
Hook
 Teacher writes on the board the following question: “What traits did you inherit
from your parents?”
 Teacher writes various responses on the board and makes the comparisons
between the students and parents to the traits shared by the colonies and the
mother country “England.” One of those traits is representative government.
 To illustrate a definition of representative government, the teacher asks the
students to nominate someone to take a test on behalf of the entire class.
 Teacher places nominated students names on the board and tells the students
that they will vote on one of these students. Teacher reminds them to vote on the
person who will represent their best interests. In this case, someone who will
make the best grade.
 Teacher announces the representative for the class and asks the class to define
what is meant by “representative government.” Teacher writes down on board
various responses and helps the class identify a definition for the term.
Guided Practice
 The teacher passes out excerpts of primary source documents from England and
several from the colonies that detail the effects England traditions had on the
growth of representative government in the colonies. Teacher can review what is
a primary source and secondary source. (8.3 A/B, 8.30)
Independent Practice:
 Teacher will pass out a blank cause and effect chart to the students. Chart details
each document and institution from England and how it affected the documents
and institutions in the colonies.
Processing Assignment:
 From the hook activity, teacher reminds students to look at their definition of
representative government.

Teacher creates a 10 question test with 3 choice option for each question.
Teacher hands out the test only to the students but, not the elected student. The
So students can….
Respond to the question in their interactive journal and will share with their class
one of the traits they wrote down.
Nominate classmates to take a test at the end of the week on behalf of their
class.
Vote for their class representative. Student picks up the vote and begins to tally
the results.
Respond to the question orally and after discussion on responses record the
definition in their interactive notebooks.
In cooperative groups, produce a poster with the following information 1) use
Soaps strategy for each primary source document 2) interpret the excerpt from
the document in their own words 3) draw a visual which captures the main idea
of the document. 4) Answer the question: Why would representative
government develop in the colonies?
Use their notes from the presentations to fill in the required information.
The teacher reads each question and the students respond by holding up a strip
of colored paper. The representative can either write down what the students
decide or reject it and place his own answer on the test.
Students revise their definition of representative government in their interactive
notebooks and brainstorm in their notebooks some possible problems caused by
this form of government.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 13 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
teacher instructs the students that they must choose the correct answer by
holding up one of the three strips of colored paper. A=Red, B=Blue, C=White
 Based on the exercise, the teacher asks if there is anything to add to their original
definition of representative government and what problems may be caused by this
form of government.
Vocabulary:
 Compact
 self-government/government
 representative
government/representative
 primary sources
 secondary sources
 democracy
 monarchy
Primary Source Documents
Magna Carta
English Bill of Rights
Mayflower Compact
Fundamental Orders of
Connecticut
Institutions
Virginia House of Burgesses
Parliament
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement

















Resources
Textbook – The American Republic – Pages 77, 79, 109, 110, 119,
208, 611-613
Print Resources
History Alive
Pages 39, 41, 52
Adventure Tales of America
Pages 50, 56, 125, 182
Media/Internet Resources
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
QAR/QAD
Plymouth Plantation
SAISD Web Resources
13 Colonies PowerPoint Colonial Economics
Small Maps For Pop-Up
Colonial Williamsburg
Infer
Interpret
List
Locate
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Differentiation
What do you do for students who need more support?
Teacher can use the following resources: Ignite! Learning Unit- Birth of
Constitution: European Influences, American Influences;
Adventure Tales of America :Pgs 50, 56, 125, 182
Students can choose a list of 5 words from the word wall and a list of 5 words from their
excerpts from the primary sources in this unit and create a vocabulary guide.
Word
Definititon
An agreement
compact
between
people
What do you do for students who master the learning quickly?
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of
social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
Picture
College Readiness Objective Addressed in this Lesson
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 14 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
FOUNDING DOCUMENTS TREASURE HUNT
The student will
1. Identify passages from the English Bill of Rights, Magna Carta, and the Mayflower
Compact.
2. Paraphrase the passage into today’s language.
3. Predict if these passages influenced the United States today and how they impact
today’s society.
DIRECTIONS: Teacher compiles a list of quotations from the summaries of the early
English laws. Students will indicate which law the quotation
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning
Formative Mini Assessments
Mayflower Compact, Fundamental Orders of
Connecticut, and Magna Carta
What was the major importance of the three items shown
above?
A. They led to the growth of representative government
in America.
B. They occurred after the American Revolution.
C. They were acts passed under the Articles of the
Confederation.
D. They caused the War of 1812.
TAKS
TAKS 2006
The idea of representative government flourished in
colonial America because the colonist wanted –
A the people to be the source of power
B to be responsible for their own defense
C government power to be held by only a few leaders
D a president to control the government
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
FOUNDING DOCUMENTS TREASURE HUNT
The student will
1. Identify passages from the English Bill of Rights,
Magna Carta, and the Mayflower Compact.
2. Paraphrase the passage into today’s language.
3. Predict if these passages influenced the United States
today and how they impact today’s society.
DIRECTIONS: Teacher compiles a list of quotations from
the summaries of the early English laws. Students will
indicate which law the quotation
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 15 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Unit of Study: The American Revolution
CURRICULUM OVERVIEW
First Grading Period – Unit 2 Week 5-9
Enduring Understandings (Big Ideas)
 Power over others can be used in a negative manner, become abusive and lead to
the outbreak of violence when peaceful means fail.
 In any contest, the chances of victory are higher for the side that plays at home, has
good leaders, finds a source of motivation, and receives outside help.
Unit Rationale
The foundation of America ideals, government, and values are rooted in the study of
the causes and events of the American Revolution, the writing of the Declaration of
Independence, and the leadership qualities of the people of that period.
Lessons for this Unit
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
French and Indian War
Road to Revolution
Declaration of Independence
American Revolution
Essential Questions
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What causes conflict?
Can war have consequences for the victor?
Why should dates be remembered?
What is revolution?
When is war justified?
How are ideals formed?
How do people influence a movement?
How do important actions shape the outcome of an event?
Guiding Questions
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



What types of consequences can war have on the victor?
What were the circumstances that lead to the forming of the United States?
Why is the year 1776 important in American history?
How do the Founding Father”s define American ideals during the Revolution?
What events are important during the American Revolution?
How does the Declaration of Independence define American ideals?
Was the American Revolution justified?
Concepts & Skills
TEKS (Standards)
TEKS 8.1 History
A. identify the major eras in U.S. history through 1877 and describe their defining
characteristics
C. explain the significance of the following dates: 1776.
TEKS 8.4
A. analyze causes of the American Revolution, including mercantilism and British
economic policies following the French and Indian War
B. explain the roles played by significant individuals during the American Revolution,
including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the
Marquis de Lafayette, Thomas Paine, and George Washington;
C. 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; and signing the Treaty of
Paris
TEKS 8.10 Geography
A. create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States
B. Pose and answer questions about geographic distributions and patterns shown
on
TEKS Specificity - Intended Outcome
” I CAN”
 Show how Britain’s efforts to tighten control on the colonies after the French and
Indian War led to the American Revolution. (8.4A)
 Describe the defining characteristics of the Revolutionary Era. (8.1A)
 Explain why 1776 is one of the most important dates in American history. (8.1C)
 Tell about the significance of individuals of the revolutionary era, such as Thomas
Jefferson, George Washington, Benjamin Franklin, King George III., Samuel Adams,
Marquis de Lafayette, John Paul Jones, and Thomas Paine. (8.4B, 8.23B)
 Explain how events like declaring independence and the battles of Lexington and
Concord helped cause the American Revolution. (8.4C)
 Tell why the colonies declared independence, the ideals reflected in the Declaration
of Independence, and the complaints listed against the King. (8.16 A/C)
 Tell what the term unalienable right means and give examples of them (8.20A)
 Explain why battles such as Saratoga and Yorktown were important to the outcome
of the Revolutionary War and analyze the leadership qualities and example of
George Washington as a model of civic virtue. (8.4C, 8.23A, 8.21B)
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 16 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
maps, graphs, charts, models, and databases.
C. Analyze the effects of physical and human geographic factors on major historical
and contemporary events in the United States.
TEKS 8.11 Geography
A. Locate places and regions of importance in the United States during the 18th
century.
TEKS 8.16 Government
A. Identify influences of ideas from the Declaration of Independence.
C. Identify colonial grievances listed in the Declaration of Independence.
Concepts & Skills
TEKS (Standards)
TEKS 8.20 Citizenship
A. Define and give examples of unalienable rights
TEKS 8.21 Citizenship
B. Evaluate the contributions of the Founding Fathers as models of civic virtue
TEKS 8.23 Citizenship
A. Analyze the leadership qualities of elected and appointed leaders of the United
States such as George Washington
TEKS 8.23 Citizenship
B. describe the contributions of military leader John Paul Jones.
ELPS Student Expectations
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
College Readiness Student Expectations
Social Studies Standards
 I – C2: Evaluate changes in the functions and structures of government across
time.
 IV – A2: Situate an informational source in its appropriate contexts
(contemporary, historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
 Explain the important points of the Treaty of Paris of 1783. (8.4C)
 locate and us Geographical data, based on the revolutionary era, represented by
the following and not limited to:
 Geographical data represented by: (8.10 A.B.C.)
o Thematic Maps
o Political Maps
o Physical Maps
o Charts/Graphs
TEKS Specificity - Intended Outcome
I can use my social studies skills to find and interpret primary and secondary sources
to better understand historical information. I can also find the main idea, summarize,
draw inferences and conclusions. Finally, I can communicate in written, oral, and
visual forms. (8.30 B/C/D, 8.31 A/B/C)
ELPS Specificity - Intended Outcome
 Express opinions and ideas and feelings about the American Revolution using
words and phrases such as tyranny, monarchy, freedom and revolution.
 What I know about the Declaration of Independence to predict the meaning of
inalienable rights.
 Use reading materials about the American Revolution with the support of simplified
texts/visuals/word banks as needed.
College Readiness - Intended Outcome
 Evaluate changes in the functions and structures of government across time.
 Situate the Declaration of Independence, the Articles of Confederation and the Bill
of Rights in its appropriate contexts (contemporary, historical, cultural).
 Work collaboratively with others.
 Synthesize and organize information found in the Declaration of Independence, the
Constitution and the Bill of Rights the effectively.
Evidence of Learning (Summative Assessment)
 Given a map of the thirteen colonies, the student interprets and analyzes information on different battle maps with 80% accuracy.
 Given the date 1776, students will explain the significance of the date with 80% accuracy in their interactive journal.
 Given an excerpt from the Declaration of Independence, the students will be able to define and interpret the founding ideals of American in their interactive notebooks with
80% accuracy.
 Given a era mapping graphic organizer, students will be able to correctly identify and give the significance of important people, places, and events with 80% accuracy.
 Given the essential questions from this unit, the student will be able to reflect and articulate the answers to the questions in written or verbal form with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 17 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 1: French and Indian War
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How did the results of the French and Indian War lead to the American
 Location of thirteen colonies (5th grade)
 Identify France and Britain on a map (4th grade)
 Identify bias, point of view, and frame of reference (4th grade)
Revolution?
 How did the economic policy of mercantilism affect the colonies?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use resources from the Social Studies website, and the Social Studies framework to
conduct this lesson and daily classroom instruction…
Hook
 write on the board “How can bad actions come out of a good event?”
 discuss the various responses from the students and have the students recall the
“claim the room” activity. Ask the students, “What do you think would happen
when two of the post-it notes tried to claim the same area?”
 explain why the colonies and England would have conflicts with France over
territory. It is called the French and Indian War because the French would gain
the Native Americans as allies against Great Britain. Though the English would
consider the results a victory, it would have negative consequences for the
colonies. (8.4A)
 use the game; rock, paper, scissors, to demonstrate the economic policy of
mercantilism. Explain the rules of the game; Teacher divides the classroom into
three areas to represent the three colonial regions. The teacher distributes three
different types of materials to students in these areas to symbolize the economic
products of that area. For example, a pencil could represent lumbering,
shipbuilding that took place in New England colonies, a piece of cloth could
represent the cotton, tobacco that was grown in the Southern colonies, and a pen
could represent the iron works and seaports of the Middle colonies. (8.2A/B)
 during the game, teacher places a crown on his head to symbolize the power of
the monarch. After students have gathered materials from each other, teacher
walks around the room and collects some or all of the materials from students.
 debrief the students by asking what happened during the activity? Who did each
section represent? What conclusions can be drawn about mercantilism? How
can we define mercantilism? (8.4A)
 gathers responses and leads the class in writing a definition of the term. After
defining the term, the teacher asks “Is this a fair policy?”
Guided Practice
 project the Benjamin Franklin cartoon “Join or Die” and model how to interpret a
political cartoon (look at titles, graphics, and dialogue/writings) and use the think
aloud strategy to interpret the cartoon. (8.4B, 8.30A)
 project another political cartoon that details the Franklin’s Albany Plan.
So students can….
Write their reflections in their interactive journal and will verbally report on their
writings.
Verbally answer with comments like, “offer to buy it from the other country.”
“go to war.” “split it in half.”
Create a cause and effect graphic organizer in their interactive notebooks and
complete the cause portion of the organizer.
Move around the room, challenging each other in the game of rock, paper,
scissors for the purpose of defining the term of mercantilism.
Write their reflections on the questions in their interactive notebook and define
the term of mercantilism.
Respond in their interactive notebooks and share their responses to the class.
Respond to the cartoon and write down the title, summarizing the dialogue or
text, identifying any character or image, and complete the following sentence
stem, “The cartoon is telling the reader that _______.”
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 18 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Independent Practice
 have students read about the Proclamation of 1783 and create a political cartoon
that is favorable toward British actions. (8.4A)
Processing Assignment
 have students review and complete the cause and effect graphic organizer
created in the hook activity.
Vocabulary:
 Appalachian Mountains
 taxation
 mercantilism
 Act
Dates
July 4, 1776
Events
French and Indian War (7 Years
War)
Primary Source Documents
Proclamation of 1763
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement
 Infer
 Interpret
 List
 Locate
 Map
 Obtain
 Organize
 Plan
 Predict
 Prepare







Present
Relate
Solve
Take Action
Theorize
Trace
Use
Create a political cartoon based on the Proclamation of 1763 and must contain
1) a title or catchy slogan 2) an image or character which depicts the main idea
of the document 3) dialogue or text which explains the main idea of the
document
Complete the cause and effect graphic organizer and create a foldable of the
French and Indian War, ncorporating their political cartoon and answering the
question, “Are the effects of the French and Indian War on the colonies cause to
call for independence?”
Resources:
Textbooks:
The American Republic
Sections 4.4, 5.1-3
Print Resources
History Alive
Sections 5.1-9
Adventure Tales of America
Sections 9.1-9
Internet/Media Resources Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
QAR/QAD
SAISD Web Resources
Ignite Learning
Unit: Before the RevolutionProclamation of 1763 (video), Colonial/British Tensions, Colonial Unity,
Loyalists and Patriots, England in Debt, Quartering Act (jingle), Tea Party
(song), Names – Intolerable
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 19 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
Teachers can use these resources to review or re-teach content: Ignite Learning:
Unit: Before the RevolutionProclamation of 1763 (video), Colonial/British Tensions, Colonial Unity, Loyalists and
Patriots, England in Debt, Quartering Act (jingle), Tea Party (song), Names – Intolerable
Adventure Tales of America: Sections 9.1-9 and activities found in Student Activity
Book: Activities 13-15; pgs. 22-27.
What do you do for students who need more support?
Students can begin the biographical study of George Washington and Benjamin Franklin
during this lesson, which can serve as a preview to their roles in the American
Revolution, Constitutional Convention, and the early nation period. Students can begin
a personal timeline on both of these individuals and add to the timeline as the course
continues and the roles of these individuals change.
Mini Document Based Question: Teacher can use the documents for this lesson and
continue modeling the Document Based Question process. Students can follow the
document based question process to answer the question
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of
social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
What were the political, social, and economic reasons that colonist rebelled against the
King in 1776?
http://www.smithsoniansource.org/display/dbq/viewdetails.aspx?TopicId=1004&D
bqId=1001
Evidence of Learning
Formative Mini Assessments
The British form of mercantilism was called the Old
Colonial System. Why would the colonists object to
the Old Colonial System?
A.It outlawed trade within the colonies.
B.It allowed other countries to trade with the Great
Britain.
C.It only restricted merchants and traders, not farmers.
D.It restricted their ability to trade freely.*
TAKS
The Proclamation of 1763 stated that colonist could not
settle beyond which of the following geographical
features?
A Mississippi River
B Great Plains
C Appalachian Mountains*
D Rocky Mountains
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Mini Document Based Question: Teacher can use the
documents for this lesson and continue modeling the
Document Based Question process. Students can follow
the document based question process to answer the
question
What were the political, social, and economic reasons
that colonist rebelled against the King in 1776?
http://www.smithsoniansource.org/display/dbq/viewd
etails.aspx?TopicId=1004&DbqId=1001
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 20 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 2: Road of Revolution
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How was the American Revolution inevitable?
 What were the circumstances that lead to the forming of the United States?
 How does America’s Founding Father”s defined American ideals during the
Revolution?
 Revolution (4th grade)
 Causes of the American Revolution (5th grade)
 Interpreting and analyzing primary sources and visuals (2-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive! Lesson 5, resources from the Social Studies website, and the
Social Studies framework to conduct this lesson and daily classroom instruction…
Hook
 Tell students you just received an important memo from the principal. Then read
them the memo, which you may want to put on school letterhead to make it look
authentic. After reading, invite questions. Expect students to show concern and
anger. Adopt a neutral stance. Validate students’ concerns and feeling, but make
it clear that you must carry out the policy. Tell students that they will now need a
graphic organizer to complete today’s assignment. Explain they must pay 10
cents for the photocopied graphic organizer. Tell students who have no money
that they can borrow money or fill out an IOU. Ask a volunteer to collect the
money. Mention that the volunteer’s fee for the graphic organizer will be waived.
Pass out the sheet to students who paid the fee. Remind those who did not pay
the fee that they will receive a zero for the assignment and will have to sit quietly
while the class continues. After a few minutes, explain to students that the memo
was fictitious. Return the students’ money. Then hold a class discussion or
journal reflection. (8.4A)
 After the discussion, tell students the feelings they experienced are similar to
those felt by many colonists between 1763 and 1775, when a series of British
laws were imposed on them without their input. Have students draw a T-chart in
their interactive notebooks titled Paying for Photocopies: Like Taxation without
Representation.
Guided Practice
 Arrange the students in cooperative groups and distribute reading notes to each
student. Explain that the reading notes challenge students to compare the building
tensions between the colonists and Britain to a strained relationship between
students and a principal. Model how to complete the notes by reading section 5.2
in History Alive! and using the thinking aloud strategy complete the “In History”
section of their Reading Notes. (8.4A, B, C)
Independent Practice
 Assign groups to complete a section of the reading notes, Sections 5.3 through
5.8, and to be prepared to share their findings.
So students can….
Respond to the following questions orally or in their interactive journals. How did
you feel when the principal’s memorandum was read? What seemed unfair
about it? Did you understand the principal’s reasoning? What were your
feelings toward the principal? What were your feelings toward the volunteer fee
collector? How did you feel about my reaction? Why did some of you pay?
Why did some of you not pay? Why did this activity provoke such strong
reactions?
*Note: Prior to the activity, inform administration of this activity due to the strong
emotional response from the students.
Compare and complete the T-chart by relating the classroom experience to the
historical event. For example, in the classroom, the principal decided to charge
students 10 cents for copies to help with school finances while, in history, the
British government passed various laws, such as the Stamp Act, to help pay
debts from the French and Indian War.
Groups complete their assigned reading section and present their section to the
class. Groups must respond to the following questions in their reading notes:
Is this cause for revolution? Who was right in their actions; the British or
colonists? Why?
Students quickly introduce their characters the class to create a sense of
camaraderie among the Loyalist, Patriots, and Neutralists.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 21 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Experiential Exercise
 Tell students they will assume the roles of historical figures and re-create a 1776
colonial town meeting at which they will debate whether to declare independence
from Britain. Loyalist and Patriots will try to persuade Neutralist to join their
cause.
 Assign each student the role of a historical figure. (descriptions of historical
figures are found in Student Handout 5: Historical Figures for Colonial Town
Meeting}. Have students read the descriptions of their characters to understand
the characters’ views on independence. (8.4A, B, C)
 Describes the materials that Loyalist and Patriots must prepare for the town
meeting
 Describe the materials that Neutralist must prepare for the town meeting.
 Direct students to work in teams as they prepare for the town meeting. Have
Loyalist, Patriots, and Neutralists move to different areas of the classroom.
Encourage Loyalists and Patriots to confer among themselves to develop
propaganda and key ideas, strategize for the meeting, and build unity. Neutralists
may want to visit both sides to get ideas for their two-sided Loyalist/Patriots signs
and to develop key questions.
 Set up the classroom in a U configuration for the town meeting and arrange
patriots according to their degree of support for independence, from most radical
to most moderate; Loyalist on opposite side seated according to their degree of
opposition to independence. Neutralist should align themselves the same way, so
that characters who are loyal to Britain sit near the Loyalist and those who
sympathize with the Patriots sit near the Patriots.
Conduct the town meeting by dramatically welcoming the distinguished historical
figures to the town meeting. Act as moderator to allow a Loyalist to make an
argument against independence, a Patriot to rebut, and a Neutralist to ask a
follow-up question. Then allow a Patriot to make an argument for independence,
a Loyalist to rebut, and so on. The short speeches and rebuttals made by Loyalist
and Patriots should reflect the key ideas they prepared. Encourage Neutralists to
use their two-sided signs throughout the meeting to indicate which way they are
being swayed at the moment. At the end of the town meeting, have Neutralists
join the side whose arguments they found most convincing. (8.30) Have students
respond in character to Transparency of statue of King George. Ask Loyalist to
comment on what is happening in the scene. Then ask Patriots to comment.
 debrief the town meeting by holding a class discussion or have students reflect on
the questions in their interactive journals: How did you feel during the town
meeting? What were the key ideas voiced by Loyalist against independence?
What were the key ideas voiced by Patriots for independence? Why were
colonist neutral? Whose arguments did you find most convincing?
Processing Assignment
 have students write a dialogue between a Loyalist and Patriot. It must contain at
least three key reasons why Patriots support independence and three key
reasons why Loyalist oppose independence; use language that reflects the
passionate feelings held by Loyalist and Patriots on the topic of independence.
Will prepare the following materials to use in their town meeting: Nameplates:
must display character’s name in large, easy-to-read lettering. Must contain a
quotation that represents the character’s view on independence. Color,
illustrations, or other graphics may be added. Will be displayed to the historical
figures desk during the town meeting.
Propaganda: must communicate key beliefs held by the historical figure. Must
use striking graphics and/or clever words or slogans to influence and sway the
Neutralists. Must be visible from a distance of at least 10 fee. Key ideas: must
list three to five key ideas supporting the historical figure’s view on
independence. Must be written clearly on the back of the propaganda. Must be
used in short speeches the historical figure will give during the town meeting.
Neutralist must prepare Nameplate, Two-sided Loyalist/Patriot sign: must create
simple, visually appealing graphic symbols for Loyalist and Patriots on either
side of a large piece of paper. Will be used to indicate which way a Neutralist is
being swayed during the town meeting. Key Questions: Student must prepare at
least three questions to ask each side during the town meeting.
Within 5-7 minutes arrange their seating order and attach their nameplates to
their desks and prepare their propaganda.
Hold a town meeting and debate the issues during the meeting.
Orally respond to questions
Orally respond to the question or reflect on the questions in their interactive
notebooks.
Dialogue, based on whether or not to declare independence, must begin with
the following linesLoyalist: It’s not a smart idea to break away from England and declare
independence.
Patriot: Not a smart idea? I’ll tell you why it’s a smart idea.
Loyalist: Okay, but you need to hear my side of it, too.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 22 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Vocabulary:
 reaction
 quartering
 rebellion
 Militia
 revolution
 tyranny/tyrant
 boycott
 propaganda
 taxation
 protest
 “No taxation without
representation”
 Massacre
People/Organizations
Patrick Henry
Thomas Paine
Samuel Adams
King George III
Ben Franklin
George Washington
Thomas Jefferson
Committees of Correspondence
“Sons of Liberty”
First/Second Continental Congress
Events
Boston Tea Party
Boston Massacre
Lexington and Concord
Primary Source Documents
Coercive/Coercive Acts
Intolerable/Intolerable Acts
Sugar Act
Stamp Act
Quartering Act
Townhend Acts
Tea Act
“Common Sense”
Articles of Confederation








TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement
 Infer
 Interpret
 List
 Locate
 Map
 Obtain
 Organize
 Plan
 Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbooks:
The American Republic
Sections 4.4, 5.1-3
Print Resources
History Alive
Sections 5.1-9
Adventure Tales of America
Sections 9.1-9
Media/Internet Resources
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
QAR/QAD
SAISD Web Resources
The French & Indian War
Ignite Learning
Unit: Before the RevolutionProclamation of 1763 (video), Colonial/British Tensions,
Colonial Unity, Loyalists and Patriots, England in Debt,
Quartering Act (jingle), Tea Party (song), Names – Intolerable
Differentiation
What do you do for students who need more support?
Point of View/Propaganda Exercise: Display a picture of Paul Revere’s Boston
Massacre and follow instructions for Visual Discovery (Ask who would agree with this
viewpoint. Patriot/Loyalist). Display a picture that shows a viewpoint similar to
eyewitness accounts of the event and follow same procedure. Have students read a
primary source description of the event and compare/contrast the picture with the
primary source description. Point of View/Propaganda Exercise: Activity from History
Alive! Supplemental Binder.
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 23 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
What do you do for students who need more support?
Vocabulary Strategy using Adventure Tales of America workbook, pages. 23 and 27.
To reemphasize key terms, people, and events, students will write, draw, and color their
definitions of those key terms, people, and events that are important in this era.
Ignite Learning
Unit: Before the RevolutionProclamation of 1763 (video), Colonial/British Tensions, Colonial Unity, Loyalists and
Patriots, England in Debt, Quartering Act (jingle), Tea Party (song), Names – Intolerable
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning
Formative Mini Assessments
French and Indian War
Stamp Act
Tea Act
?
Which of the following events best fits into the sequence
of events listed above?
A.Jamestown is established by the Virginia Company.
B.Protestors throw tobacco in the New York City Harbor.
C.The Industrial Revolution begins in Great Britain.
D.The Coercive Acts are passed in response to the Tea
Party.
TAKS Benchmark
Grade 11 TAKS October 2005
“I had no hesitation to declare that I had but one
gentleman to my mind for that important command,
and that was a gentleman from Virginia…whose skill
and experience as an officer, whose independent
fortune, great talents, and excellent universal
character, would command, …and unite…all the
colonies better than any other person in the Union.”
John Adams, Second Continental Congress, 1775
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Mini Document Based Question: Teacher can use the
documents for this lesson and continue modeling the
Document Based Question process. Students can follow
the document based question process to answer the
question
What were the political, social, and economic reasons
that colonist rebelled against the King in 1776?
http://www.smithsoniansource.org/display/dbq/viewdetails
.aspx?TopicId=1004&DbqId=1001
In the excerpt above, which individual was John Adams
recommending to serve as commander of the Continental
army?
A. Patrick Henry
B. Benjamin Franklin
C. Ethan Allen
D. George Washington
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 24 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 3: The Declaration of Independence
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions




Essential Pre-requisite Skills
 Declaration of Independence (3th grade in textbook)
 Causes of the American Revolution (5th grade)
 Interpreting and analyzing primary sources and visuals (2-7th grade)
How does the Declaration of Independence define American ideals?
Why is the year 1776 important in United States history?
How are American ideals defined today?
Was the American Revolution justifiable?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive! Lesson 6, resources from the Social Studies website, and the
Social Studies framework to conduct this lesson and daily classroom instruction…
Hook
 Ask students to explain the phrase “It was the last straw.” Describe a situation in
which the statement was true for you.
 After sharing responses, ask, “What do you think was the last straw that provoked
colonists to end their relationship with Britain?.
Guided Practice
 Tell students they will be interpreting a major document that is the basis of
America’s ideals and democracy. First, they will practice the skill of interpreting
documents by looking at Thomas Paine’s “Common Sense.”
 Distribute the graphic organizer and foldable for the “Common Sense” activity.
 Project the image of Thomas Paine and the various sections of “Common Sense”
and begin building background information on the pamphlet. (8.30, 8.1A, 8.4B)
 Project different key excerpts from the pamphlet. Model for the students how to
read and interpret difficult text by using the think aloud strategy. Repeat the
process with the entire class before allowing them to try in pairs or individually.
 Tell students they are now ready to interpret the Declaration of Independence.
Project the image of the signing of the Declaration of Independence and use
Visual Discovery strategy to build interest. Project images of events leading to the
Declaration of Independence and show the “Reading of the Declaration of
Independence” Video. Emphasize the date and writer of the Declaration of
Independence. (8.1A,C)
Independent Practice
 Distribute graphic organizer with excerpts from Declaration of Independence.
 Organize the students into cooperative groups of 4-5 and hand out directions for
the activity. Assign each group an excerpt from the Declaration of Independence
to interpret. Each group will present their poster to the class. Each person in the
group should have a vocabulary page and decide on roles listed in the
instructions. (8.16A/C, 8.30A)
 Allow students to complete their graphic organizer by gathering information from
the presentations.
So students can….
Write a short paragraph in their interactive notebooks and will orally share their
responses
Verbally respond to the question in a teacher lead discussion
Label and complete portions of the foldable based on the information presented
to the students.
Write interpretations of various excerpts on the graphic organizer and complete
the foldable for the activity
Respond orally or in their interactive notebooks to questions: What do you see?
Who is missing from the picture? Why are they missing? What dangers do
these people face?
Read the Declaration of Independence along with the video.
Compose a poster which gives the groups interpretation of the excerpt, an
illustration of the meaning of the excerpt, and whether it addresses one of the
following subject areas: Natural Rights, Purpose of Government, Source of
Governments’ Power, the Purpose of Revolution, Grievances Against the
Present Form of Government.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 25 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Processing Activity
 Distribute the assignment which identifies five ideals found in the Declaration of
Independence. (8.30A)
Vocabulary:
 inalienable rights
 independence
 declaration
 grievance
 liberty
Date
1776
People
Thomas Paine
Thomas Jefferson
King George III
Institution
Second Continental Congress
Primary Source Documents
“Common Sense”
Declaration of Independence
“American Crisis”
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop
 Draw
 Explain
 Evaluate
 Gather
 Generalization
 Give Examples
 Implement
 Infer
 Interpret
 List
 Locate
 Map
 Obtain
 Organize
 Plan
 Predict
 Prepare
 Present
 Relate
 Solve
 Take Action
 Theorize
 Trace
 Use
Identify, define, and give textual evidence on the five ideals found in the
Declaration of Independence. Compare and contrast the meaning of those
definitions between the year 1776 and what they mean in today’s society.
Resources
Textbook – The American Republic
Sec. 6.1 – 7.1
Print Resources
History Alive – Sec. 7.1 – 8.3
Adventure Tales of America – Sec. 10.1 – 11.2
Media/Internet Resources
Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
QAR/QAD
SAISD Web Resources
Ignite! Learning
Unit-Before the Revolution- Tensions Rise 1763-1776: Topic 9: Events Leading to
the Second Continental Congress (May 1775),
Topic 10: The Spirit of Revolution
Unit-The American Revolution- The Shot Heard ‘Round the World 1775-1783: Topic
1: The Beginning of War, Topic 2: Key Battles.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 26 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
Vocabulary Strategy: Use Adventure Tales of America workbook, pages. 23 and 27. To
reemphasize key terms, people, and events, students will write, draw, and color their
definitions of those key terms, people, and events that are important in this era.
Ignite! Learning
Unit-Before the Revolution- Tensions Rise 1763-1776:
Topic 9: Events Leading to the Second Continental Congress (May 1775),
Topic 10: The Spirit of Revolution
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of
social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
Unit-The American Revolution- The Shot Heard ‘Round the World 1775-1783:
Topic 1: The Beginning of War, Topic 2: Key Battles.
What do you do for students who master the learning quickly?
Biography Profile: Students can extend their biography timelines of Benjamin Franklin
and George Washington during the revolutionary period. Students can add new
biography studies for Thomas Jefferson, King George III, Samuel Adams, and Patrick
Henry and construct timelines for these historic individuals.
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning
Formative Mini Assessments
What was the effect of Thomas Paine’s Common Sense
within America?
A. He influenced Americans to declare independence
from Great Britain.
B. He angered Americans to declare war on France.
C. He frightened merchants who were sympathetic
towards the rebels.
D. He helped the people of Canada fight the British
army.
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Grade 11 TAKS October 2005
Mini Document Based Question:
Many members of the First Continental Congress opposed
declaring independence because they –
A. saw no reason to declare what was already obvious to
the colonist.
B. believed reconciliation with Great Britain was still
possible.
C. were waiting for the outcome of battles between British
and French troops.
D. needed time to recruit and train soldiers.
Students will use the documents and knowledge of
colonial history from 1764-1776 to evaluate the following
statement:
The radical views of the colonial revolutionaries clashed
with the conservative philosophy of the loyalist colonists.
Consider the political, religious, economic, and social
reasons for the American Revolution.
http://www.smithsoniansource.org/display/dbq/viewd
etails.aspx?TopicId=1004&DbqId=1001
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 27 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Social Studies – U.S. History To 1877
Lesson 4: American Revolution
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How does conflict inspire positive character traits and leadership qualities?
 How does the American Revolution reflect the founding ideals of the Declaration
of Independence?
 Was the American Revolution truly a revolution?
 How do the Founding Fathers define American ideals during the Revolution?
 What events are important during the American Revolution?
 Declaration of Independence (3rd grade in textbook)
 American Revolution (5th grade)
 Interpreting and analyzing primary sources and visuals (2-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive! Lesson 7, resources from the Social Studies website, and the
Social Studies framework to conduct this lesson and daily classroom instruction…
Hook
 tell the students that they will be playing capture the flag and will be going outside
to the playing field. Divide students into three teams. Ask the class, “who has
ever played capture the flag before?” (8.4B/C, 8.1A)
 Ask the Red team, “who on this team has the most experience?” Remove that
player from the Red team and the student becomes the leader of the Blue Team.
The Blue team is comprised of the quarter of the class with the least experience in
playing capture the flag. Anyone who refuses to play becomes part of the White
team and must stand on the sidelines a cheer their chosen team.
 Take students to the field and explain the rules of the game: 1) the object of the
game is to capture the other team’s flag and bring it back to your team’s side of
the field without being tagged by a member of the other team. 2) When you are
on your side of the field, your job is to play “defense” and tag members of the
other team if they come onto your side. If you go onto the other team’s side of the
field, your job is to play “offense” and try to capture their flag and bring it back to
your side without getting tagged. You may not throw or hand the flag to another
teammate. 3) If you are tagged on the other team’s side of the field, you must
leave the field immediately and sit next to the teacher. If you are tagged while the
flag is in your hand, you must return the flag first. The teacher will tell you when
you can reenter the game. If the teacher sees you tagged, and you do not come
out immediately, you will be eliminated from the remainder of the game. 4) Only
one student on each team can guard the team’s flag, and he or she cannot touch
or move the flag. All other team members must play offense or defense. 5)
When you hear the whistle, stop playing and return to your side of the field.
 Conduct six rounds of Capture the Flag (rounds can last 3-5 minutes). Follow the
steps outlined for each round. Round 1: Step 1: Prepare the team for the first
round. Have the Red Team stand in a line and warm up by stretching and jogging
in place. Move half the Red team ten yards away from the playing field. Tell these
students they can only enter the game when you tell them. Tell the White team to
So students can….
Those with the most experience, raise their hands, and move to one side. This
group should be the largest group and is labeled the red team.
*Make sure Principal gives permission to use this outside activity.
Students on the blue team move to another side of the room.
Students play the first round.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 28 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.






root for the Blue Team. Ask the White team: Who will win? Why? Step 2: Have
students play for approximately two minutes. Do not allow the other half of the
Red team to enter the game this round. Be sure to blow the whistle to end the
round before the Red team can capture the Blue team’s flag. Step 3: Allow
students one minute to rest, and permit Red and Blue players who are not in the
game to enter. Have the remainder of the Red team enter the game. Allow
students who have been tagged to enter the game.
Round 2: Step 1: Prepare the teams for the second round of the game. Tell
the Blue team that they will receive a prize, such as candy, if the team wins the
game. Do not offer the Red team any prize if they win. Tell one student on the
Blue team that even if the Blue team wins, you cannot guarantee that he or she
will receive the prize offered other members of the Blue team. Give that student
the opportunity to switch to the Red team. Ask the White team: Who do you think
will win? Why? Step 2: Have students play for approximately two minutes. Be
sure to blow the whistle to end the round before the Red team can capture the
Blue team’s flag. Step 3: Allow students one minute to rest and students who
have been tagged to enter the game
Round 3: Step 1: Prepare the teams for the third round of the game. Call the
Blue team aside and deliver a brief “pep talk.” Encourage the Blue team to keep a
positive attitude even though their situation looks difficult. Tell them, “These are
the times that try men’s souls.” Add a second flag that the Red team must
capture. Tell both teams that the Red team must capture both flags to win. Tell
the players on the Red team that one person may not capture both flags at once.
Ask the White team: Who do you think will win? Why? Steps 2 and 3 are
repeated from Round 2.
Round 4: Step 1: Prepare the teams for the fourth round of the game by telling
the Blue team that they do not have to capture the Red flag in order to win the
game. They only have to keep the Red team from capturing all the Blue flags.
Call the Blue team aside and explain that if they can hold on for one more round,
they may receive help. Allow one volunteer from the White team to join the Blue
team. Ask the White team: Who do you think will win? Why? Steps 2 and 3 are
repeated from Round 2.
Round 5: Step 1: Prepare the teams for the fifth round of the game. Add a third
flag for the Red team to capture. Tell both teams that the Red team must capture
all three flags to win. Remind the players on the Red team that one person may
not capture more than one flag at a time. Secretly tell the White team to enter the
game on the Blue team’s side at the teacher’s signal. Explain that if the Blue
team wins, the White team will win a prize too. Steps 2 and 3 are repeated from
Round 2.
Round 6: Ask the Red team members if they want to continue to play under the
current rules. Expect many Red team members to say they are ready to quit and
a few members to want to continue playing. Step 2: Declare the Blue team the
winner. Have a representative from the Red team concede victory by shaking
hands with representatives from the Blue team and the White team. Step 3:
Announce the end of the game. Have the Red team hand over its flag to the Blue
team. Reward the Blue and White teams. Have the Blue team captain promise
the Red team that its members will be treated with respect.
Teams return to the classroom and debrief activity. Teacher asks the following
questions: (to the Red team) How did you feel at the very beginning of the game?
White team responds to teacher’s question and teams play Round 2
White team responds to teacher’s question and teams play Round 3
White team responds to teacher’s questions and teams play Round 4
Teams play Round 5
Teams play Round 6
Orally respond to questions.
Draw a T-Chart and compare the different actions during the activity with actual
history.
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 29 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
Why? (to the Blue team) How did you feel at the very beginning of the game?
Why? (to the White team) At the very beginning of the game, which team did you
think would win? Why? (to the Red team) How did you feel as the game went
on? Why? (to the Blue team) How did you feel as the game went on? Why?
(to the White team) What rule changes helped the Blue team win?
 have students draw a T-chart in the interactive notebook to compare “Capture the
Flag” with historical facts.
Guided Practice
 Explain that in this lesson, students will study the American Revolution and how
the Continental Army was able to defeat the British. Distribute the reading notes
to students. Tell students that the three teams shown in the graphic organizer
represent the British, American, and French forces in the Revolutionary War.
Have students in pairs or individually complete the reading notes.
Independent Practice
 Divide the students into cooperative groups and assign the group a major battle or
event of the Revolution to investigate and create a poster on their assignment.
Model the presentation using the Battle of Trenton as an example. Assign the
groups, one of the following battles or events: Lexington and Concord, Saratoga,
Yorktown, Treaty of Paris. (8.1A, 8.4B/C, 8.10A, B, C, 8.11A, 8.23B)
 Instruct students to create a timeline foldable based on the information from the
various presentations.
Processing Activity
 Explain that students are to create a Fourth of July banner that commemorates
the reasons the Continental Army was able to defeat the British in the
Revolutionary War.
Vocabulary:
 Militia
 Redcoats
 Continental Army
 Patriots
 Minutemen
 war
 revolution
 Loyalist
 mercenaries
 strategy
 tactic
Events
 Lexington and Concord
 Battle of Saratoga
 Battle of Yorktown
People
 Marquis of Lafayette
 General George Washington
TAKS Vocabulary
 Acquiring
 Analyze
 Answer
 Apply
 Asking
 Assess
 Attribute
 Choose
 Communicating
 Compare
 Conclude
 Consider
 Construct
 Contrast
 Defend
 Describe
 Design
 Develop



















Gather
Generalization
Give Examples
Implement
Infer
Interpret
List
Locate
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Students read and answer the corresponding questions in their Reading Notes
and annotate the activity map by completing the unfinished sentences.
Will use their reading notes and textbooks to research the battle or event
assigned to their group. Their poster must contain the following information:
Who fought in the battle or participated in the event? What was the outcome of
the battle or the outcome of the event? When did the battle or event take place?
Where did the battle or event take place? Why was the battle or event
important? A symbol or image that represents that battle or event.
Create the timeline foldable of Revolutionary War with a summary of the
importance and outcomes of the assigned battle or event and a image, graphic,
or symbol to represent that battle or event.
Complete these steps: 1) create a slogan for your banner in large letters. 2)
Decorate the banner with at least five simple visual symbols that represent
different reasons the Americans won the Revolutionary War. 3) Beneath the
banner, write a three- or four-word caption that explains what each symbol
represents.
Resources
Textbook – The American Republic to 1877
Chap. 6
Print Resources
History Alive Chap. 7
Adventure Tales of America Sec. 10
Media/Internet Resources
Video: The History Channel
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
Tutorial for History Alive! http://tutorial.teachtci.com/
Rubi Star for Creating Rubrics
Facts on File http://www.fofweb.com/subscription
Britannica Online http://school.eb.com
http://spanish.eb.com
World Book http://www.worldbookonline.com
TeachingBooks net Sharing the Spirit of Books and Reading
http://teachingbooks.net/home/
Power Media Plus http://www.powermediaplus.com
EBSCO http://search.epnet.com
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 30 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.
 General Charles Cornwallis
 John Paul Jones
Primary Source Documents
Treaty of Paris of 1783
 Draw
 Explain
 Evaluate
 Trace
 Use
QAR/QAD
SAISD Web Resources
Library of Congressl
Differentiation
What do you do for students who need more support?
Teacher can use following resources to review or re-teach content:
Ignite! Learning-Unit-The American Revolution- The Shot Heard ‘Round the World 17751783: Topic 1: The Beginning of War, Topic 2: Key Battles. Topic 3: Revolution,
“Promise of Freedom” (After the Rev.), “Price of Victory” (Winning the War: Pro and
Con, Hard Times after the Revolution
Adventure Tales of America Sec. 10. Chapters 56-60, pgs. 130-137
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
What do you do for students who master the learning quickly?
College Readiness Objective Addressed in this Lesson
Writing Strategy: Students can pretend that they are soldiers in the Continental Army
who has fought under General Washington for most of the war. Write a letter home to
your family, after the Battle of Yorktown. Following items should be in your letter:
1) Explanation of at least three reasons why Americans were able to defeat the British in
the Revolutionary War. 2) Description of what General Washington was like as a
leader. Give at least two specific examples.
3) Description of what Valley Forge was like, and how you were able to survive.
Social Studies Standards
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning
Formative Mini Assessments
Which of the following items demonstrates a geographic
disadvantage that the British army had during the
American Revolution?
A.The large amount of money it took to feed and house
the troops.
B.The number of British soldiers who deserted the Army
to go back home.
C.The vast distance between America and Great Britain.*
D.The speeches made by American revolutionaries,
stirring the population.
TAKS
Interim Assessment 07
1773 Boston Tea Party
1775 Battles of Lexington and Concord
1777 Battle of Saratoga
1781
?
Which battle best completes the timeline?
A. Bunker Hill
B. Trenton
C. Yorktown*
D. Timbers
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Using primary source documents the students will
investigate the role of women during the American
Revolution and evaluate their contributions during this
era. For assessment, refer students to the brainstorming
list created in the beginning of the lesson. In a
discussion, add new information---information gathered
from the study of specific women---to the list. For
assessment, have each student write a paragraph
describing two contributions women made to the
American Revolution.
http://www.smithsoniansource.org/display/lessonplan
/viewdetails.aspx?TopicId=1004&LessonPlanId=1022
Mini-Document Based Question: Valley Forge: Would
you quit?
SAISD © 2010-2011 – First Grading Period
Social Studies U.S. History To 1877- 8TH Grade
Page 31 of 31
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the Middle School level are to be considered Power Standards.