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Trull 1 Table: Design for Teaching and Learning

Lesson: Focus and Activity Type

1. Focus: Georgia Constitution of 1777 Activity: In small groups students will create their own constitution for their county. After learning about the Georgia Constitution of 1777 students will reconvene in their small groups and make a vinn diagram comparing the strengths and weaknesses of the Georgia Constitution

“Know” Enduring Understandings

- Students will know the contents, strengths, and weaknesses of the Georgia Constitution of 1777 -Value democracy - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. - The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences -The purpose in engaging in effective and collaborative discussions with other individuals - The student will understand that as a

“Do” Skills Development

- Analyze the strengths and weaknesses of the Georgia Constitution of 1777 - Compare similarities and differences -Demonstrate and analyze how people’s feelings and ideas influence their decisions -Examine the foundations of the institutions that affect their lives, and determine how they can contribute to the shared goals and desires of society. - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. -Make use of their problem solving skills in and outside of school

“Be” Nonacademic/ Character Trait Development

Alignment to NMSA and GPS Standards

- Demonstrate social compassion, fairness, and justice.

GPS: Social Studies: SS8H4

-Demonstrate responsibility -Be leaders in the classroom, in their community, and in society -Contributing citizen -Accepts others points of view -Logical thinkers - Open-minded -Be aware of situations that might cause conflict

English: ELACC8SL1

NMSA Standard 1, 3, 4, 5, 6

Main Resources Utilized

Meyers, C. C. (2008). The Empire State of the South. Macon, GA: Mercer University Press------Primary source document: Georgia Constitution of 1777

Connections to Technology, the community, or family to develop Higher Order skills Community: In order to incorporate students’ knowledge and experiences into the activity I am having students use their knowledge and experiences to create a constitution for their county. Students will use what they know about their community- its rules, what needs to be changed, what works, etc.- to create a constitution.

Assessment Utilized

Formative: Discussions 3,2,1 Upcoming: Quiz Summative: Test

Duration minutes a proportio instructi devoted which con area

First small group sessi 15 minutes

Second sm group sessi 20 minutes

Instruction Social Scie 30 minutes

Instruction English included in small grou time

Trull 2 to their county’s Constitution strengths and weaknesses.

2. Focus: Articles of Confederation Activity: After learning about the strengths and weaknesses of the Articles students will complete a Primary Source Analysis Defending the Articles of Confederation

society increases in complexity and interacts with other societies, the complexity of the government also increases - Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information - Students will know the contents, strengths, and weaknesses of the Articles of Confederation -Value the importance of primary documents in the field of Social Science. -Students will value diverse perspectives -Understand the importance of analyzing and synthesizing historical content - Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information - The student will

-Analyze the strengths and weaknesses of the Articles of Confederation and explain how the weaknesses in the Articles of Confederation led to a need to revise the Articles. -Draw conclusions and make generalizations -Develop a civic competence that requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance

- Analytical -Not quick to accept facts and suggests at their face value -Value multiple perspectives -Inquisitive and investigative -Resourceful investigator -Open minded toward others’ beliefs and attitudes

GPS: Social Studies: SS8H4 English: ELACC68WHST2 NMSA Standard 3, 4, 5

-Library of Congress to retrieve the primary document- The Articles of Confederation -Teachers pay teachers to retrieve the primary source analysis

Technology:

Formative:

After students have successfully completed the primary document analysis, the analysis will be pulled up on the promethean board. Students’ will be asked to come to the bored and fill in the correct answers and provide their interpretations of the content presented and questions asked.

3,2,1 Collection of Primary Source Analysis Upcoming: Quiz Summative: Test

Primary So Analysis: 3 minutes

Instruction Social Scie 30 minutes

Instruction English integrated the primary source ana time

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3. Focus: Georgia at the Constitutional Convention & Brief Overview of US Constitution and Bill of Rights Activity: Students will be given the option of completing the following two activities: if Abraham Baldwin or William Few had an Instagram Activity OR create a Facebook page (handout) of either Abraham Baldwin or William Few * When

know how to write about informatively about historical events as well as analytically. -Students will value and understand the importance of our nation’s beginning while becoming civilly competent and engaged citizens -The student will know the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. -The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences - The student will understand that as a society increases in complexity and interacts with other

-Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution. -Demonstrate and analyze how people’s feelings and ideas influence their decisions

-Reflective thinkers -Makes inferences -Creative -Informative -Analytical of other points of view -Resourceful investigator -Authentic -Develop the ability to appreciate multiple perspectives

GPS: Social Studies: SS8H4 NMSA Standard 1, 3, 4, 5

- Library of Congress to retrieve the primary source documentsUS Constitution and The Bill of Rights -Teachers pay teachers to retrieve the Instagram and Facebook templates -New Georgia EncyclopediaGeorgia at the Constitutional Convention

Technology: The use of technology is implemented in this activity because it asks students to use their knowledge of technology and social networking to create a Facebook page or Instagram post for either Abraham Baldwin or William Few. Technology will also be used to show students examples of these activities.

Formative: Discussions Collection of Instagram post or Facebook profile 3,2,1 Later: Quiz Summative: Test

Facebook/ Instagram Activity: 3 minutes

Social Stud Instruction 30 minutes

Trull 4 Baldwin or Few posts these things on either Facebook or Instagram they are either about to go, at, or just went to the Constitutional Convention 4. Focus: Economic and Technological growth of Georgia Activity: Webquest (link to the webquest is included in lesson plans). While exploring the webquest about the growth of Georgia between 1789 and 1840, students will complete a history detective guide to help them keep track of their

societies, the complexity of the government also increases

-The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840 -How to conquer conflict and embrace change - The student will know how to locate, analyze, and synthesize information related to social studies topics - Students will know and understand different strategies for reading primary and secondary documents in the discipline of Social Science -Understand the

-Explain the establishment of the University of Georgia, Louisville, and the spread of Baptists and Methodist churches. -Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia’s growth. -Interpret timelines -Identify and use primary and secondary sources -Determine the central ideas or information of a primary or secondary source -Use evidence, reasoning, hypotheses, and explanations when interpreting and analyzing historical documents and information

-Knowledgeable of different words and their meanings -Able to read critically and analytically - Appreciative of the documentation of our history -Resourceful investigator

GPS: Social Studies: SS8H5 English: ELACC68RH2 Science: S8CS9 NMSA Standard 1, 3, 4, 5

-Webquest (weebly) linkincluded in the lesson plan. Will include pictures, websites, games, reviews, primary source documents, secondary source documents, etc. - Teachers pay teachers for history detective handout

Technology: Students will be making use of the technology provided to them, the MAC lab, to research the information and concepts presented in the webquest. They will be reading documents online, playing games, looking at pictures, and navigating the web.

Formative: Discussions Collection of their history detective 3,2,1 Quiz Summative: Test

Webquest a history detective: 6 minutes

Instruction social scien science, an English integrated webqeust

Trull 5 learning

importance taking on a the role of a historian and analyzing and synthesizing historical information

5. Focus: The Dahlonega Gold Rush, Headright system, land lotteries, and Yazoo Land Fraud

- The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840 - The student will know how to locate, analyze, and synthesize information related to social studies topics - The student will understand that when there is conflict between or within societies, change is the result - The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences - Understand the importance of

Activity: Students will rotate to different stations: - The Gold Rush Station -The Headright System Station -The Land Lotteries Station -The Yazoo Land Fraud Station

-Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud. -Identify issues and/or problems and alternative solutions -Determine that conflict resolution can involve aggression, compromise, cooperation, and change. -Analyze how people respond to and resolve conflicts in various different ways. - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. - Records investigations clearly and accurately -Use a map to explain impact of geography on historical events

GPS: Social Studies: SS8H5 English: ELACC8SL1 Science: S8CS9 NMSA Standard 1, 3, 4, 5

The Gold Rush Station: “America’s First Gold Rush” Georgia Story

Technology:

Formative:

In station one the students will be using technology to watch the Georgia Story.

Discussions

-The Headright system station: Provide information on the headright system from the New Georgia Encyclopedia and then have students make inferences on why it was called the headright system and if they can think of a better name for it

An online animated rocket timer will be used to allow students to see how much time the have left at each station. The rocket will blast when it is time for the small groups to switch stations.

3,2,1 Observations

-The land lotteries station: Provide the information about the land

Summative: Test Essay

Each small group will spend 12 minutes at station

English, Science, an Social Scie instruction integrated stations

Trull 6 analyzing and synthesizing historical content -The purpose in engaging in effective and collaborative discussions with other individuals - Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information

6. Focus: The Growth of Slavery Activity: Read aloud: Bruh Rabbit Individually, students will

-The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840 - The student will understand that the

lotteries from the New Georgia Encyclopedia and then have students make their own land lottery ticket to sell

- Analyze the growth of slavery and its implications - Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. -Collect, provide evidence,

-Aware of the past struggle for equality and the continuation of the struggle today -Value diversity while respecting and supporting the equality of all human beings -Become more

GPS: Social Studies: SS8H5 English: ELACC8RL9 Science: S8CS9, S8CS1

-The Yazoo Land Fraud Station: Provide the information about the Yazoo Land Fraud and then have students analyze the map of Georgia to determine why it was a fraud and how much land there really was. Bruh Rabbit Tale in Hamilton, V. (1985). The People Could Fly: American Black Folktales. New York, NY: Scholastic.

Technology: Students will have the option of creating their concept map on the computer

Formative:

Family: Because student’s will most likely need to continue working on the concept map at home, students will

3,2,1

Read Alou minutes

Concept map Discussions

Summative: Test Essay

Concept M 30 minutes extra time needed at h that is okay

Social stud instruction 30 minutes

Trull 7 complete a concept map about the growth of slavery in Georgia between 1789 and 1840, its implications, and how the growth relates to the other topics studied (such as the cotton gin, the US Constitution, the GA Constitution, etc.)

beliefs and ideals of a society influence the social, political, and economic decisions of that society. - Value the role that culture plays in the shaping of their lives and society - Understand the importance of past and present inequalities - Understand the importance of learning about the mistakes in the past

develop reasoning, create hypothesis, and formulate explanations when making sense of collected evidence -Students will exhibit the traits of curiosity, honesty, openness, and skepticism in their efforts to understand how the world works.

7. Focus: -The Creek Nation and change -The Cherokee Nation and Change - Civilization Policy -Cherokee Phoenix -Cherokee

- The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840 -The purpose in engaging in effective and collaborative

-Analyze the events that led to the removal of the Creeks and Cherokees -Analyze how culture is both a unifying and divisive force in human relations. -Demonstrate that conflict resolution can involve aggression, compromise, cooperation, and change. -Analyze how people respond to and resolve

sensitive to the plight of African Americans -Be aware of the mistakes of the past -Culturally sensitive and culturally aware -Analytical, critical, and logical thinkers -Makes inferences -Creative -Informative -Open-minded Appreciative of the role culture plays in the shaping of their lives and society -Be aware of their personal identity

NMSA Standard 3, 4, 5

GPS: Social Studies: SS8H5 English: ELACC8SL1 NMSA Standard 1, 3, 4, 5

be asked to share with their families what they are currently learning and ask their families for their insight and understanding.

Graphic organizer in Klein, P., & Pascoe, C. (2005). Georgia in the American Experience. Evanston, IL: McDougal Littell.

Social stud science, an English instruction integrated concept ma

Technology:

Formative

Technology will be used to show students primary documents of the Cherokee Phoenix as well as the Cherokee Constitution

Discussions 3,2,1 Observations of graphic organizers Summative: Test Essay

Small grou 25 minutes Social Stud instruction 40 minutes

Social stud and Englis instruction integrated graphic organizer completion

Trull 8 Constitution Activity: Students will be divided into small groups and on chart paper will create a graphic organizer describing the changes in Cherokee Life (the graphic organizer is included in lesson plans). Includes religion, food, language, and government

8. Focus: Removal of the Creek and Cherokees -Indian Removal Act - Cherokee Nation v Georgia -Worcester v.

discussions with other individuals - The student will know how to locate, analyze, and synthesize information related to social studies topics - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. - The student will understand that when there is conflict between or within societies, change is the result - Students will value diversity while respecting and supporting the equality of all human beings

conflicts in various different ways. -Engage effectively in small group collaboration

- The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840 -The purpose in

-Analyze the events that led to the removal of the Creeks and Cherokees -Identify issues and/or problems and alternative solutions -Draw conclusions and make generalizations -Analyze how people respond to and resolve conflicts in various

small grou time

GPS: Social Studies: SS8H5 English: ELACC8SL1 NMSA Standard 1, 3, 4, 5

Technology:

Formative:

Students will use technology to research their argument and position on the Indian Removal in preparation for their debate.

Debate 3,2,1 Summative: Test Essay

Debate: 45 minutes

Instruction Social Stud 20 minutes

Social stud and Englis instruction included in

Trull 9 Georgia Activity: Students will participate in a debate- one side will be for the removal of the Indians while the other side will be against it (students will prepare their argument the night before).

9. Focus: Removal of the Creek and Cherokees and The Trail or Tears

engaging in effective and collaborative discussions with other individuals - The student will know how to locate, analyze, and synthesize information related to social studies topics - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. - The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences - Develop unbiased views and be able to leave personal judgments aside

different ways -Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics while building on each others’ ideas and expressing their own clearly -Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented

- The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and

-Analyze the events that led to the removal of the Creeks and Cherokees -Identify and use primary resources -Draw conclusions and make generalizations -Determine the meaning of words and phrases as they

Family:

debate time

Students will be asked to practice presenting their evidence for their argument and their debate skills in front of family members.

-Aware of the past struggle for equality and the continuation of the struggle today -Able to recognize a diversity of view

GPS: Social Studies: SS8H5 English: ELACC68RH4. ELACC6-

Meyers, C. C. (2008). The Empire State of the South. Macon, GA: Mercer University Press------Primary source

Technology:

Formative:

3,2,1

Primary document scavenger hunt: 20 minutes

Students will be asked to do a quick Google search on John Brunett in order to obtain the necessary background

Discussion

Historical perspective journal

Eye-witnes account an journal wri

Trull 10 Activity: Primary document scavenger hunt-The Treaty of New Echota Eye-witness account of the Trail of Tears study and interpretationstudents will read the account and write their thoughts and feelings about it in their historical perspective journals

1840 -Values the importance of primary documents in the field of Social Science. - The student will know how to locate, analyze, and synthesize information related to social studies topics - Students will know and understand different strategies for reading primary and secondary documents in the discipline of Social Science - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. - The student will understand that when there is conflict between or within societies, change is the result - Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information

are used in a text -Determine the central ideas or information of a primary or secondary source -Demonstrate and analyze how people’s feelings and ideas influence their decisions -Develop a civic competence that requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance

points and perspectives -Be more sensitive to the plight of Native Americans -Be aware of the mistakes of the past -Empathic -Appreciative of the documentation of our history -Resourceful investigator -Respectful of power and authority while being aware of individual rights

8RH2, NMSA Standard 3, 4, 5

document: The Treaty of New Echota The Cherokee Nation’s Website for John Brunett’s Story of the Trail of Tears

information for the eyewitness journal. Students can use phones iPads, kindles, or computers.

20 minutes Summative: Test Essay

Instruction Social Stud 26 minutes

Instruction social stud and Englis included in primary document scavenger eyewitness reading, an journal wri

Trull 11 - Understand the importance of past and present inequalities - Understand the importance of learning about the mistakes in the past 10. Focus: Valuing diverse perspectives Activity: Historical perspective journals

- The student will know how to write about informatively about historical events as well as analytically. -The student will understand that when there is conflict between or within societies, change is the result - The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.

-Write informative/explanatory texts, including the narration of historical events. -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - Demonstrate and analyze how people’s feelings and ideas influence their decisions -Able to recognize a diversity of view points and perspectives

-See themselves as a member of a particular culture while being able to identify with that culture -Reflective thinkers -Creative -Informative -Analytical of other points of view -Be aware of their capacity to effect change in their communities, society, and world -Willing to share innermost thoughts and feelings -Confident in one’s ability to express their values, beliefs, and attitudes

GPS: Social Studies: SS8H4, SS8H5 English: ELACC68WHST2, ELACC68WHST4 NMSA Standard 1, 3, 4, 5, 6

Family & Community: Students will integrate their knowledge and experiences with the community as well as with their families into their historical perspective journals.

Formative: Historical perspective journals Summative: Essay

Journal wr 10 minutes everyday

Instruction Social Stud and Englis integrated journal wri time

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