Reminder:   Each day for 14 days (April 2-22),  students will review the 11 units we have covered this year.   The following is the format we will use until April 22, which is the day before our Social Studies STAAR Test.

• Warm-ups – A warm-up is used at the beginning of class as an opportunity to formally assess their understanding of the day’s identified TEKS and targeted content.  There are 3 sections—matching, questions from the unit, and released STAAR® questions. 
• Lessons – A lesson is a PowerPoint presentation designed to review the most tested content on the Grade 8 Social Studies STAAR®. Each slide provides visuals to aid in your understanding of essential content. (bridge between warm-ups and assignments)  
• Assignments – An assignment is used after the lesson to allow the students an opportunity to practice and reinforce necessary content associated with the day’s identified TEKS and targeted content. 
• Assessment– A quiz will be administered at the beginning of the class period each day covering the previous day’s unit of study.  Then, the next unit will begin with the warm-up, lesson, and assignment.  Each day will begin with a quiz over the previous unit.  You are responsible for each day’s lessons if you are absent.

Monday:   Unit 4 Part 2:  Writing the Constitution

Tuesday:   Unit 5:  Early Republic

Wednesday:   STAAR Reading Test

Thursday:   Unit 6:  Age of Jackson

Friday:   Unit 7:  Westward Expansion (Manifest Destiny)

Monday:   No school

Tuesday:   Complete reporting category chart and introduce STAAR Blitz:  An introduction to the process for our STAAR Review covering units 1-11.  8th Social Studies STAAR test is April 23.  The following is the plan for each day: 

• Warm-ups – A warm-up is used at the beginning of class as an opportunity to formally assess their understanding of the day’s identified TEKS and targeted content.  There are 3 sections—matching, questions from the unit, and released STAAR® questions. 
• Lessons – A lesson is a PowerPoint presentation designed to review the most tested content on the Grade 8 Social Studies STAAR®. Each slide provides visuals to aid in your understanding of essential content. (bridge between warm-ups and assignments)  
• Assignments – An assignment is used after the lesson to allow the students an opportunity to practice and reinforce necessary content associated with the day’s identified TEKS and targeted content. 
• Assessment– A quiz will be administered at the beginning of the class period each day covering the previous day’s unit of study.  Then, the next unit will begin with the warm-up, lesson, and assignment.  Each day will begin with a quiz over the previous unit.  You are responsible for each day’s lessons if you are absent.

Wednesday:  Each day for 14 days (April 2-22),  students will review the 11 units we have covered this year.   

Today’s unit to be covered is Unit 2:  Colonial America.

Thursday:   Each day for 14 days (April 2-22),  students will review the 11 units we have covered this year.   

Today’s unit to be covered is Unit 3:  American Independence

Friday:   Each day for 14 days (April 2-22),  students will review the 11 units we have covered this year.   

Today’s unit to be covered is Unit 4:  Writing the Constitution (Part 1)

Monday:   Students will examine and evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, religious influences and care of the disabled during the 1800s.

Tuesday:  Continue with Monday’s objective and activity.  (Religion, Prison and Mental Health, Temperance, Education, Women, Abolition, Transcendentalism, and Civil Disobedience. ). Review for Unit 8 Part 2:  Reform Movement Test on Wednesday. 

Wednesday:   DMAC Test:  Unit 8:  Reform Movement (This is part 2 of the Industrialization Era)

Thursday:   Students will complete their Reporting Category Chart for both of the Unit 8 tests.

Friday:   School Holiday.

 

Monday:  Students will examine and evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, religious influences and care of the disabled during the 1800s.

Tuesday:   Students will Identify examples of American art, music, and literature that reflect society in different eras such as the Hudson River School artists, the “Battle Hymn of the Republic,” and transcendental literature.

Wednesday:   Review Unit 8:  Industrialization and Reform Era for Thursday’s test.

 Thursday:   Test:  Unit 8:  Industrialization and Reform Era.

Friday:   Students will understand how political, economic, and social factors led to the growth of sectionalism and the Civil War.

Monday:   Students will analyze/debate the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason.

Tuesday:   Students will summarize rights guaranteed in the Bill of Rights and the purposes for amending the U.S. Constitution.

Wednesday:   Students will identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries. (Focusing on Texas and local elections. (November 7)

Thursday:   Review Unit 4:   Writing the Constitution for their test on Wednesday.

Friday:   Students will be tested over Unit 4:  Writing the Constitution

Monday:   RED RIBBON WEEK GUEST SPEAKER. (National Family Partnership, formerly the National Federation of Parents for Drug Free Youth, was established as a grassroots, nonprofit organization in 1980 by a handful of concerned and determined parents who were convinced they should begin to play a leadership role in drug prevention.  Since its founding thirty years ago, NFP has devoted its efforts to the well-being of youth. Today, NFP is a national leader in drug prevention education & advocacy. Our mission is to lead and support our nation’s families and communities in nurturing the full potential of healthy, drug free youth.)

Students will recite the Preamble to the Constitution.  Each day, we add one goal and practice memorizing the Preamble up to that point.  The students will recite the Preamble (individually) next Monday or Tuesday.

Tuesday:   Students will analyze the 7 Principles of the Constitution:     . 

 

Wednesday:   Students will analyze/debate the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason.

Thursday:   Students will explain the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.

Friday:   Students will summarize rights guaranteed in the Bill of Rights and the purposes for amending the U.S. Constitution.

 

 

 

 

1st 9 Weeks Test is Wednesday covering Units 1,2,3.

Monday:   Students will review information covered this 9 weeks:  Unit 1:  Thinking like a Historian and Unit 2:  Colonial America.

Tuesday:   Students will review information covered this 9 weeks:  Unit 3:  American Independence

Wednesday:   1st 9 Weeks Exam

Thursday:   Students will complete their Reporting Categories chart.  (Examine and discuss 1st 9 Weeks Test.  Students will take ownership in their learning by examining the questions and analyzing students’ strenghts and areas of concern on  each test. The following categories are tested on each unit exam as well as on the STAAR test in April. 

Reporting Category 1 (Demonstrate an understanding of issues and events in U.S. History)

Reporting Category  2 (Demonstrate an understanding of geographic and cultural influences on historical issues and events)

Reporting Category 3   (Demonstrate an understanding of the role of government and the civic process on historical issues and events)

Reporting Category 4 (Demonstrate an understanding of economic and technological influences on  historical issues and events)

Friday:  Introduce Unit 4:  Address the creation and the adoption of the United States Constitution including a study of ideas and compromise.

Monday:   Compare the physical geography in the American colonies and how it affected settlement and economic patterns in the region.  (13English Colony Quiz on Wednesday)

Assign “Letter Home” writing assignment.  Due Friday by 7:30 AM. (Test grade)

Tuesday:   Analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication.  (similarities and differences).

Wednesday:   Explain the importance of documents and colonial legislative bodies to the growth of representative government.  How does religion contribute to this as well?  (Compare the impact of Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America as well as Eliza Lucas Pinckney, Anne Hutchinson, and Pocahontas and the role of women in American society during Colonial times.). 13 English Colony Quiz

Thursday:   Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.

Friday:  Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery.  Letter Home assignment due by 7:30 AM.

 

Monday:   Identify reasons for English, Spanish, and French exploration and colonization of North America. (Assign vocabulary terms.  Due Wednesday, quiz on Wednesday)

Tuesday:   Examine places of settlements  in Colonial America..   Explore the physical geography in the American colonies affected settlement and economic patterns in the region.

Wednesday:   Compare political, economic, religious, and social reasons for the establishment of the 13 English colonies. Vocabu lary terms due.  Quiz.

Thursday:   Analyze and compare places and regions of Colonial America in terms of physical and human characteristics.(Similarities and differences)

Friday:   Explain the reasons for the growth of representative government and institutions during the colonial period.