home

=Sclafani/Lehn Wikispace=

This wikispace is a collaborative effort between Cassandra Sclafani, an 8th grade teacher at the Hartford Magnet Trinity College Academy, and Kimberly Lehn, a 1st grade teacher at Batchelder Elementary School. Kim is an aspiring library media specialist and Cassandra teaches Spanish 1.

Click the link provided to gain access to Jing/Screencast on which a detailed description of how to navigate this Wikispace is provided. http://screencast.com/t/j3JNGns1

We have chosen to collaborate on an 8th grade Social Studies Unit entitled The Colonies in Rebellion from the Hartford Public Schools curriculum. You can view the Hartford Public School's unit plan below:


 * ** Grade 8 **
 * Unit 2 The Colonies in Rebellion **
 * Timeline 4-6 weeks ** ||
 * ** Unit GLEs ** ||
 * **__ Prioritized GLEs: __**
 * 1.2-10 ** Analyze the connections among local, state, and national historical events (e.g., immigration, Civil War participation, trade, manufacturing)
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event

__ Supporting GLEs: __
 * 2.5-11 ** Present persuasive pieces on historical questions and use appropriate visual evidence.
 * 3.3-5 ** Justify why people might have different points of view on a historical or contemporary issue. ||
 * ** Unwrapped Prioritized GLEs ** ||
 * Skill--What students need to be able to do.

Analyze (4- Analyzing) Show (2- understanding) || Content--What students need to know:

American Revolution Local, State, national historical events supply and demand market economy

Paul Revere, Lafayette, Parliament, King George III, Nathan Hale, Benedict Arnold || 3. Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Royalists point of view (Document: Patrick Henry's Speech to the Virginia Convention). 3.1-1, (s)3.3-5, (s)2.5-11 || ** Strategies ** ||||  ** Essential Task Assessment (Formative) **  ||  ** Differentiation, Accommodations, Modifications **  ||  ** Resources **  || Works Cited Curriculum. //Unit 2 - The Colonies in Rebellion.// Hartford Public Schools. n.d. Web. 11 June 2012.
 * Supporting Vocabulary **
 * ** Student Learning Objectives ** ||
 * # 1. Define the following vocabulary terms; writs of assistance, boycott, repeal, propaganda, committee of correspondence, militia, minutemen, Loyalists, Patriots, The Stamp Act, Patrick Henry, Sons of Liberty, Townshend Acts, Boston Massacre, Boston Tea Party, Continental Congress, Battle of Lexington and Concord, blockade, guerrilla warfare, Valley Forge, George Washington, Treaty of Paris
 * 1) 2. Create a timeline listing the events that led to the Revolutionary War. 1.2-10
 * 2) 3. Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Royalists point of view (Document: Patrick Henry's Speech to the Virginia Convention). 3.1-1, (s)3.3-5, (s)2.5-11
 * 3) 4. Evaluate Connecticut's involvement in the war for independence. 1.2-10
 * 4) 5. Analyze the effects of the Revolutionary War and the challenges facing the new government (i.e., representation, governmental powers, individual rights, paying debts/army). 1.2-10, 1.1-5 ||
 * ** CMT, CAPT, DRA II, Las Links Connections and Examples ** ||
 * ** Unit Assessment ** ||||||  ** Scoring Guide **  ||
 * ** Enduring Understandings ** ||||||  ** Essential Questions **  ||
 * ** Essential Task I ** ||
 * ** Timeline: 5 Days ** ||
 * ** Prioritized GLEs: **
 * 1.2-10 ** Analyze the connections among local, state, and national historical events (e.g., immigration, Civil War participation, trade, manufacturing)
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event ||
 * ** Student Learning Objective(s): **
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event ||
 * ** Student Learning Objective(s): **
 * ** DRA2, CMT/CAPT, LAS Links Connections and Examples: ** ||
 * ** Instructional **