Differentiation / Language objective: Students will orally express the purpose of the Act from the point of view of using the stems below.

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Wilfred Arnold Hodges
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1 Website Examples Page 1 8 SS Updated: 11/11/2014 Who, Why (Bloom's), What (content), How (academic task) 8.4A - analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. Content objective: Students will demonstrate comprehension of the purposes and effects of the Stamp Act & Intolerable Acts by conducting a simulation of the Stamp Act and creating a visual to depict the Intolerable Acts. Differentiation / Language objective: Students will orally express the purpose of the Act from the point of view of using the stems below. The (purpose, effects) of the Act is, and is needed because. The purpose of the Act was different from the 's point of view and the 's point of view because. 8.4B - explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington. Content objective: Students will demonstrate analysis of significant individuals and their contributions during the American Revolution by creating the baseball style cards connecting individuals and their significant role. Differentiation / Language objective: Students will orally explain the significant role played by during the American Revolution using the stems below. played a significant role during the American Revolution because of his/her action around. Students will demonstrate comprehension of the 2nd Continental Congress by identifying the who, the what, and the why of this event.

2 Website Examples Page 2 Students will orally or in writing express the significance and impact of 2nd CC using the stems below. The significance of the 2nd Continental Congress was, and the evidence to support this is. The impact of the 2nd Continental Congress was, and the evidence to support this is. Students will demonstrate knowledge of the issues surrounding the important event of the Battle of Yorktown by stating the significance and one major impact to a table partner. Students will orally or in writing express the significance and impact of Battle of Yorktown using the stems below. The significance of the Battle of Yorktown was, and the evidence to support this is. The impact of the Battle of Yorktown was, and the evidence to support this is. Students will demonstrate knowledge of the Articles of Confederation by reading, creating a T- chart of the strengths and weaknesses of the AOC, and determining what the government could do in a variety of scenarios. Students will orally or in writing justify the what the government could or could not do under the AOC using the stem, under the AOC the government could/could not because the government had power to/or no power to. 8.4D - analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise Students will demonstrate comprehension of arguments faced during the Constitutional Convention by categorizing the arguments on the umbrella graphic organizer and writing a summary. Students will orally explain evidence of particular groups opinions about proportional representation using the stems below.

3 Website Examples Page 3 OL: wanted proportional representation because. OL: did not want proportional representation because. PAP: A more valid argument for proportional representation would have been. 8.4E - analyze the arguments for and against ratification Students will demonstrate analysis of ratification arguments by creating a movie trailer that promotes the arguments used by the Federalists or the Anti-Federalists. Students will orally express the ratification arguments by creating a movie trailer. ALL: Federalists/Anti-Federalists believe because. (pieces of evidence) OL: Those who are against this run the risk of. PAP: Imagine a world with (outcome of suggestions of opposing opinion) 8.4E - analyze the arguments for and against ratification Students will demonstrate analysis of ratification arguments by comparing opposing arguments and opinions of the Federalists and Anti-Federalists on a Venn Diagram. Students will orally express their interpretation of the Federalists/Anti-Federalists views on specific issues. On the issue,, (Federalists/Anti-Federalists) believed. Their rationale for their position was, and were in support of their beliefs. 8.5A - describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government Students will demonstrate comprehension of major domestic problems faced by the leaders of the new republic by defining the authority of the central government as limited or unlimited or compromise of the two using the group activity Freeland/Rulerland. Students will orally express their opinions about a compromise between limited and unlimited governments using the stems below. The advantages/disadvantages of government are. I believe type of government is best because.

4 Website Examples Page 4 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 8.15A - identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government Students will demonstrate application of influences from historical documents of the Constitution by comparing historical documents to our government today. OL: I can orally explain how a section of the Constitution is like our government today. PAP: I can orally explain how each section of the Constitution is like our government today. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 8.15B - summarize the strengths and weaknesses of the Articles of Confederation Students will demonstrate knowledge of the AOC by item analysis (?). Students will in writing express the significance and impact of the AOC using the following stems. The significance of the AOC was it was a government, and three pieces of evidence to support this are. The impact of the AOC was the had the power, and three pieces of evidence to support this are. Students will demonstrate comprehension of the difficulties to govern under the AOC by identifying the strengths and weaknesses of the AOC, and determining if there was enough strength to continue with the AOC. Students will in writing express the significance and impact of the AOC using the following stems. The difficulty of governing under the AOC was, and the four pieces of evidence to support this are. The impact of government under the AOC was, and the two pieces of evidence to support this are. 8.17A - analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason OL: Students will demonstrate application of key individuals perspectives at Constitutional Convention by conducting background research on each key figure to complete the biography page.

5 I can in writing list at least 5 important facts about Constitutional Convention members on biography sheet. Website Examples Page 5

First Semester Cumulative Standards and Rubric

First Semester Cumulative Standards and Rubric History Strands understand traditional historical points of reference in U.S. history through 1877 (8.1) understand the causes of exploration and colonization eras (8.2) (A) identify the major eras and