GA Studies:
SS8H4
The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.
a. Analyze the strengths and weaknesses of both the
b. Describe the role of
SS8H5
The student will explain the significant factors that affected the development of
a. Explain the establishment of the
b. Evaluate the impact of land policies pursued by
c. Explain how technological developments including the cotton gin and railroad impacted
d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
SS8CG1
The student will describe the role of citizens under
SS8E1
The student will give examples of the kinds of goods and services produced in
SS8E2
The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time periods.
Monday
EQ(s)
What was
How did many Georgians obtain land in the twenty years following the end of the American Revolution?
What are the concepts of separtation of powers and checks and balance?
KQ (s): What are the branches of the
Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.
Yazoo land fraud --
Work Session:
Students will read Chapter 6 Section 1 and 2 (page 174-178). Students will make a three column graphic organizer (with pictures symbolizing each branch of government) for the
Tuesday
EQ (s);
How did many Georgians obtain land in the twenty years following the end of the American Revolution?
How did lifestyles differ in
How did technological developments including the cotton gin and railroad impacted
Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.
Depression --turnpike
cotton gin --mechanical reaper
pioneers --frontier
cultural refinements --townsfolk
Work Session: Students will read Chapter 6 Section 3 and 4 (page 179-188). Students will view a video about ELI WHITNEY and his invention of the cotton -Georgia Stories 107.
Name_______________________________ Date____________________
Video 2
Program 7: The First Century of Statehood, Part II
Story 1: King Cotton and the Cotton Gin
Do You Remember?
1. How many slaves were there in
2. Where was cotton first grown in
3. How were cotton seeds originally removed from cotton?
4. How long did it take to remove the seeds by hand to get one pound of cotton?
5. Who invented the cotton gin? When?
6. How many times more cotton could the cotton gin produce than a person could by hand?
7. Why did the invention of the cotton gin increase the need for slaves?
8. What were the slaves needed for in cotton production?
9. What were the two greatest forms of wealth in
What Do You Think?
10. What benefits were provided by the cotton gin? What harm was caused?
11. Why do you think that picking cotton by hand was such a hard task?
Want to Learn More?
12. Visit a cotton farm. Ask how the production of cotton is different today than it was in 1860.
13. Visit the Agrirama in Tifton to see how cotton is grown and harvested.
What’s the Connection?
See page 180 in your textbook.
Answers to Video 2, Program 7, Story 1
1. less than 30,000; more than 460,000
2. along the coast; it was referred to as Sea Island cotton
3. by hand
4. eight hours
5. Eli Whitney in 1793
6. 50 times
7. Slaves were needed to grow more cotton since the cotton gin could remove the seeds so much faster. Growing cotton became much more profitable than before.
8. to plant, cultivate, and pick the cotton
9. slaves and land
10. Answers will vary. It might be said that the economics of the South were greatly improved; more cotton meant more cloth to make clothes. There is no doubt that the invention of the cotton gin increased the need for slaves, and there was great harm produced by this institution.
11. Picking cotton is a backbreaking and sometimes painful task.
12. Get responses from students who have visited a cotton farmer.
13. Get responses from students who have visited Agrirama.
Wednesday
EQ(s)
How did technological developments including the cotton gin and railroad impacted
How did
Opener: List COTTON on the board. Ask students to list how many things they know that are made out of cotton.
Work session:
If cotton bolls can be ordered from Utah Agriculture in the Classroom, students will predict how many seeds are in bolls and try to pick them to see how difficult this was. https://extension.usu.edu/aitc/cart/details.cfm?ProdID=40&category=0
See King Cotton Activity pdf.
Students will write a paragraph explaining how the cotton gin worked to clean the cotton.
End:
Students will display their writings on the WRITING WALL!
Thursday-
EQ(s):
=What were the causes of the War of 1812?
-Why were the Indians removed from
Opener: Students will define contextual vocabulary using the glossary and chapter text features of their textbooks on a VOCABULARY GRAPHIC ORGANIZER.
Embargo president James Madison
war hawks Treaty of
syllabary
Treaty of
White Sticks Treaty of Indian Springs
Trail of Tears
Work Session: Students will read Ch 6, Sections 5 and 6 and complete GUIDED READING ACTIVITIES. Students will participate in class discussions. Students will complete a CAUSE/EFFECT graphic organizer listing causes of the War of 1812.
End: Students will post g.o.s on the bulletin board for later review.
Friday-
Students will review ppt for review and add vocabulary to the WORD WALL.
REVIEW DAY!! Play QUIZSHOW and/or WHITEBOARD REVIEW for CLASS POINTS.
Students will read the poem, “The Indians Lament” by Hankinson and discuss.
If time allows, view Georgia Stories 108-The Trail of Tears and have students draw pictures of what they thought this might be like for the Cherokee and Creek Indians. How do they feel about this?
Fun Sites:
Ben’s Guide to Government
http://bensguide.gpo.gov/6-8/government/branches.html
Branches of Government Game
http://www.usmint.gov/kids/games/branchesOfPower/
Branches of
http://sos.georgia.gov/archives/tours/html/branches_of_government.html
PREVIEW of CIVIL WAR/King Cotton:
http://www.sonofthesouth.net/leefoundation/civil-war/1861/september/king-cotton.htm
ELA
GPS:
ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).
e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
ELA8W2. The student demonstrates competence in a variety of genres.
The student produces writing (multi-paragraph expository composition such
as description, explanation, comparison and contrast, or problem and solution) that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Develops a controlling idea that conveys a perspective on the subject.
c. Creates an organizing structure appropriate to purpose, audience, and context.
d. Develops the topic with supporting details.
e. Excludes extraneous and inappropriate information.
f. Follows an organizational pattern appropriate to the type of composition.
g. Concludes with a detailed summary linked to the purpose of the composition.
The student produces a multi-paragraph persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. States a clear position or perspective in support of a proposition or proposal.
c. Creates an organizing structure that is appropriate to the needs, values, and
interests of a specified audience, and arranges details, reasons, and examples.
d. Includes appropriate relevant information and arguments.
e. Excludes information and arguments that are irrelevant.
f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.
g. Supports arguments with detailed evidence, citing sources of information as
appropriate.
h. Anticipates and addresses reader concerns and counter-arguments.
i. Provides a sense of closure to the writing.
ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing for appropriate organization, consistent point of view, and
transitions between paragraphs, passages, and ideas.
c. Edits writing to improve word choice, grammar, punctuation, etc.
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.
b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.
c. Revises sentences by correcting misplaced and dangling modifiers.
d. Revises sentences by correcting errors in usage.
e. Demonstrates appropriate comma and semicolon usage (compound, complex,
and compound-complex sentences, split dialogue, and for clarity).
f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb clauses and phrases).
g. Produces final drafts/presentations that demonstrate accurate spelling and the
correct use of punctuation and capitalization.
EQ(s):
What do I need to know in order to pass the 8th grade Writing Assessment?
How do I distinguish an expository writing prompt from a persuasive writing prompt?
How do I produce a piece of writing that is engaging to readers?
How do I support my statements and claims with anecdotes, descriptions, facts and statistics, and specific examples?
KQ(s);
What are the stages in the writing process?
Where can I find interesting ideas and facts to share in my writing?
Monday-
Opener: We’ll review the writing process on board using a flow chart.
Work Session: Students will be introduced to the 8th grade Writing Assessment Rubric and Domains (Ideas, Organization, Style, and Conventions) and provided copies for each student’s WRITER’S GUIDE. Students will use a “modified” rubric that includes the 8th grade Writing Assessment domains broken down into more simple language that is easier to understand and apply to self-correction of writing samples. Students will compare/contrast EXPOSITORY and PERSUASIVE WRITING using a VENN DIAGRAM.
Students will be shown an example of the WRITING PROMPT given on last year’s 8th grade Writing Assessment and discuss how a topic could be either expository or persuasive based on the directions given. Have students work in pairs to categorize sample prompts into its appropriate category.
End: Students will display VENN DIAGRAMS in the room for later referencing.
Tuesday-
Opener: Students will complete an ANTICIPATION GUIDE on news article about babies in
Work Session: While reading the news article, students will complete a cloze paragraph. Students will finish their ANTICIPATION GUIDE. Students are placed in pairs and given two sets of discussion questions. Students may discuss their opinions for 10-15 minutes. Students are to choose one of the questions and turn it into a STATEMENT that will be the TOPIC of their essay. Students will distinguish between expository and persuasive writing. Students are then given a PREWRITING GRAPHIC organizer to list ideas for their writing. (3 things about…)Teacher will conference with students about how to gather ideas for writing.
End: Students will THINK/PAIR/SHARE their IDEAS with a peer.
Wednesday
Opener: Students will complete chart below on the board. Students will choose to agree or disagree with naming babies after famous people and discuss their reasons.
NAMES: What are your favorite names? Complete the table below. Share what you wrote with your partner(s).
Favourite… | Name | Why I like this name |
boy’s name | ||
girl’s name | ||
actor’s name | ||
singer’s name | ||
sports star name | ||
politician’s name |
NAMING: Students A strongly believe it is wrong for parents to name their child after a famous person; Students B strongly believe naming a child after a famous person will help them in life. Change partners again and talk about your conversations.
Students will continue working on rough drafts of their essay and organizing their ideas using the TOPIC/3 things about…graphic organizer. Students will be encouraged to add facts, etc. Students will be given an informational sheet on
End: Students will share their writing with a peer for peer correction and ideas.
Thursday
Opener: Students will edit a paragraph for corrections as a class. Students will rate the paragraph given the modified rubric based on the 8th grade writing assessment. They will make suggestions on how to improve the writing.
Work Session: Students will conference with teacher and each other (using a revision/editing checklist) to correct their essays. They will rate their essays based on the rubric provided them. Revision: Students will look for one thing to add such as a fact or example. Students will look for one thing to delete or correct such as run-on sentences /fragments.
End: Students will read aloud their essays to a peer for corrections.
Friday- WRITERS’ CELEBRATION
Students will complete a grammar mini-lesson on RUN-ON Sentences and FRAGMENTS. Students will finish their essays and write a final copy in pen. Students will share their essays with peers in the AUTHOR’S CHAIR and enjoy snacks as a reward for their efforts this week!
FUN SITES:
Practice Reading and Skill-Level....
http://www.freewebarcade.com/physics-games.php
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