8th+Grade+Social+Studies+Day+4

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Social Studies Unit Plan] Day 1] 2] 3] [4] 5] 6] 7] 8] 9] 10]

Subject: ** Social Studies Conflicts leading up to the Civil War 8th grade Time Frame: ** Focus attention/motivation: 5 minutes Instructional Input/Modeling: 15 minutes Student Engagement/Practice: 15 minutes Closure: 5 minutes Overall Purpose/Goal: ** The purpose of this lesson is to identify and evaluate the reasons the Republican Party was founded and the effects of the Dred Scott decision. · **16.A.3b **Make inferences about historical events and eras using historical maps and other historical sources. · **16.B.3c (US) **Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. · **3.A.3** Write compositions that contain complete sentences and effective paragraphs using English conventions. · **1.B.3d** Read age-appropriate material with fluency and accuracy. Instructional Objectives: ** · Students will analyze the reasons why the South fought so hard to keep slavery in a journal response. · Students will discuss the importance of the founding of the Republican Party, the Dred Scott decision, and John Brown’s raid. · Students will list three important things they learned along with one question they still have regarding their reading and discussion during class. Materials: ** · Textbook · Finished letters · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Double-sided worksheet for Section 3
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 * State Standards:**
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Procedures: ** 1.) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">When students come into class they will respond to the following journal prompt: Why did the South fight so hard to keep slavery? Once they have written their responses, students will discuss what they have written with the class. (focus attention/motivation)   2.)  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">After the journal, students will be given the opportunity to read their letter they addressed to the President out loud to the class. (student engagement/practicing) 3.) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Then, students will read section 3 of their textbook in small groups and fill out the double-sided notes worksheet. (instructional input/modeling)   4.)  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">When they are done reading, the class will discuss the answers to the double-sided notes. (student engagement/practicing) 5.) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will then fill out an endnote where they will write down three things they learned during class and ask one question about a topic they are confused about. Assessment(s): ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will be informally assessed on their participation during discussion of the double-sided worksheet.  · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will be formally assessed on the reading of the letter to the President.
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· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students with a learning disability will be put into groups with higher level students who can help guide them through their double-sided notes. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ELL students will be paired with students who are more fluent in English and can help translate any confusing parts of the text.
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