"Ten Days to 8th Grade Social Studies TAKS - DOC"
Ten Days to 8th Grade Social Studies TAKS (Please refer frequently to the TAKS TEKS for Teachers) Day 1—Era Overview Day 1—Eras Overview 1.) Bell ringer 1.) Bell Ringer (Preassessment)—In Warm Ups PPt.—Fold a sheet of notebook paper in half like a hamburger. Tear along fold. Save half for Warm Ups PPt. tomorrow. Put the eras in order and write one word or person next to that era which describes the era. Turn in. (Glance through these to see what the class 2.) TAKS Warm Up knows already.) Warm Ups PPt. 2.) TAKS Warm Up—See PPt.—Distribute Warm Up sheets to students Copies of Warm Up Notes 3.) Eras Overview Activity 3.) Eras activity Directions: a.) Start with the set of terms and definitions that begins “1607” One set of Day 1 terms b.) Shuffle the terms and definitions and definitions (for the c.) Give each student a term and definition that don’t match sections starting with d.)They should go give their definition to the student who as the matching term “Magna Carta” and e.) When they have a matching term and definition, they should stand around “1607”) with terms the outside of the room with the term and definition separated from definitions f.) Once everyone is standing around the room, check and make sure they’re correct For each class: g.) Ask them to group themselves into categories. (Don’t give them any 18’ of butcher paper categories, let them figure it out.) After they’ve grouped themselves, have each divided into 3’ columns group explain their category and how they each fit. write eras in order in each h.) Ask them to group themselves into new categories. Repeat the last step. column i.) Have them write their term on the correct era on the butcher paper Markers j.) Distribute the set of terms and definitions that begins with “Magna Carta” k.) Repeat steps (b) to (i) 4.) Homework 4.) Option if time allows: assignment Have each student choose 5 terms (fewer if time is short) s/he doesn’t know or knows the least well. S/he should make flashcards for each term which Copies of Hmwk. Day 1 include a picture or symbol. Transparency of Hmwk Day 1 5.) Distribute and explain homework for Day 1 5.) Exit Slip 6.) Exit slip—Students fill out and hand to you as they leave. They may not leave without handing you a completed Exit Slip. Copies of Exit Slip (Long or Short) Optional: Transparency for demonstrating exit slip Day 2—Eras and People Day 2—Eras and People 1.) Bell Ringer 1.) Bell Ringer—On your other half sheet of paper from yesterday, write one significant thing each person did (Washington, Jefferson, Lincoln, Stowe) 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Overview of People 3.) Overview of People Optional: People Review PPt. Optional: Quick Review PowerPt. on the TAKS people using Cornell Copies of all of the notes TAKS people with definitions attached from Activities: Day 1 Terms and a.) Without letting the student see, tape one person (with definition) to his/her Definitions list back. Masking or packing tape b.) Students then go to other students and ask each other “yes” or “no” Markers questions to discover who they are. Examples could include: 4.) People poetry Was I important during the writing of the U.S. Constitution? Did fight during the Civil War? Note: You might include Am I a woman? William Penn, John Am I African-American? Marshall, and James c.) When they correctly guess their identity, they write their person’s name on Monroe, and Dred Scott his/her appropriate era and then return to desk. as well, if your class is large. 4.) People Poetry Consider having copies Collect all of the cards from the students, shuffle them face down, and then deal of the TEA biographies to students or let them draw. Once all names are drawn, students who haven’t and/or wikipedia drawn can team up with someone or cards can be drawn again (so a single information printed out historical person could be drawn twice) and/or access to Student directions: computer lab and/or a.) Draw person’s name books from library b.) Introduce the three types of poetry: Biographic, “I Am,” Narrative available c.) Each student chooses one type Class set of Biographic d.) Briefly research your person by using the index of textbook, TEA Poetry worksheet biographies, nettrekker, library, etc. e.) Write poem and illustrate 5.) Day 2 Homework 5.) Trade and check Day 1’s homework. Distribute and explain Day 2 Copies of Day 2 Homework. Homework 6.) Exit slip (Perhaps the connections one?) 7.) Exit Slip—copies Day 3—People Day 3—People 1.) Bell ringer 1.) Bell ringer—Tear a new sheet of paper in half, write one significant thing each person did (Adams, Hamilton, Mann, Calhoun) 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) People Poetry—finish writing 3.) People Poetry—finish writing Optional: Note: Tell students that everyone will need to work the entire period. People TAKS flashcards (sent to will get done writing their poems at different times. As soon as they get done, campuses after Spring they’ll begin pairing up to complete Venn diagrams on their people. Break) Puzzlemakers and 4.) Poetry Similarities/Differences example a.) As students finish writing, they should begin pairing up with each other. b.) Each pair needs one Venn diagram for both of them. . 4.) Poetry c.) As a class, choose two people randomly. They should each read their Similarities/Differences poems aloud to each other. d.) When they finish, they should find a new partner and complete another Transparency of Venn Venn diagram. diagram—When you e.) Share out class insights and aha’s towards the end of the period. spot a really good one, ask that pair to fill in the 5.) Trade and check Day 2’s homework. Distribute and explain transparency and share Homework Day 3 with the class Copies of Venn diagram 6.) Exit slip 5.) Homework Options if time allows: Quiz each other on flashcards 6.) Exit Slip Display poems in hallway and do a gallery walk Introduce the puzzlemaker and do one on the people. Day 4—Politics Day 4—Politics 1.) Bell ringer 1.) Bell ringer 2.) TAKS Warm Up 2.) TAKS Warm Up and notes 3.) Political Documents 3.) Political Documents -Copies of Documents a.) Distribute copies of Documents Student Notes Transparencies Student b.) Complete the “Magna Carta” and “English Bill of Rights” transparencies as Notes a class. -Documents Transpar- c.) Pair students up and give each pair a transparency. encies (made into d.) Set a timer for 8-10 minutes. transparencies) e.) Students then present their document while every else takes notes. -Vis-à-vis markers 4.) 4 Corners discussion—Which of the following was the most important 4.) 4 Corners discussion document in the making the U.S. what it is today: Constitution, Bill of Rights, 14th Amendment, Declaration of Independence ? 5.) Homework—Copies of Day 4 homework 5.) Homework—Trade and check Day 3 and distribute Day 4 6.) Exit Slip 6.) Exit Slip Day 5—Politics Stations Day 5—Politics Stations 1.) Bell ringer 1.) Bell ringer 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Politics Stations 3.) Politics Stations -Choose 5-6 stations a.) Distribute stations contract—explain that their grade for the day will depend (depending on size of on how hard they work. Their learning is in their hands. They need to identify class). their own gaps in learning and fill it in. -Post explanations of what b.) Introduce the concept of stations, explain how they will be rotating. to do at station. Emphasize that students who do not take advantage of the stations will have a -Make sure the stations are separate activity in their desks. stocked with all needed materials Choices include: graffiti wall, cubing, puzzlemaker, picture analysis, grievances matching, TAKS Study Guide reading, supporting idea chart, t-shirt 4.) Debrief stations station, matching and categorizing, t-shirt station, alphabet station, kids’ book mimic station 5.) Homework—Copies of Day 4.) Debrief—Ask students what went well with the stations and where improvements could be made. 6.) Exit Slip (Probably the stations contract) 5.) Homework—Check Day 4 and Distribute Day 5 6.) Exit Slip (probably the stations contract) Day 6—Geographic Day 6—Geographic Influences Influences 1.) Bell ringer 1.) Bell ringer 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Map Activity 3.) Map Activity Individual—One map for each Blank pieces of paper or --OR-- copies of either blank U.S. Pairs—Divide responsibilities map or U.S. states maps --OR-- Groups of 3—One person is the researcher/director, one person is the artist (who draws), one person is the writer/labeler 4.) Homework 1.) On your piece of paper, draw an outline of the United States. 5.) Exit Slip 2.) Draw in and label Appalachian Mountains Mississippi River Great Plains Rocky Mountains 3.) Draw in and label the area taken up by New England colonies Middle colonies Southern colonies 4.) Draw trees and snow in New England, bread and wheat in the Middle colonies, and rice and tobacco in the Southern colonies 5.) Put a star in for the Battles of Lexington and Concord, Saratoga, Yorktown Write in the importance of each battle 6.) Draw in and label the territory acquired by the U.S.—Be sure to write when each was acquired and how (purchase, war, annexation, etc.) Treaty of Paris 1783 Louisiana Purchase Florida Cession Texas Annexation Oregon Country Mexican Cession Gadsden Purchase 7.) Economic— North—factories, railroads, canals, people, big cities South—plantations, cotton, tobacco West—gold in California 8.) Conflict Draw in the Missouri Compromise Draw in Bloody Kansas Put a star in for the battles of Gettysburg and Vicksburg Write in the importance of each battle Maps 101 Links to some excellent interactive maps: Industry and Agriculture in the North and South http://www.maps101.com/Application/Catalog/Product.aspx?cid=353&pid=738 Status of Slavery in the Territories, 1850-1854 http://www.maps101.com/Application/Catalog/Product.aspx?cid=353&pid=745 Secession of the Southern States, 1861 http://www.maps101.com/Application/Catalog/Product.aspx?cid=353&pid=742 4.) Homework—Trade and Check Day 5. Explain and distribute Day 6 5.) Exit Slip Day 7—The Hard Stuff Day 7—The Hard Stuff—teach and reteach tour 1.) Bell ringer 1.) Bell ringer—Distribute Hard Stuff preassessment as they enter. Copies of Hard Stuff 2.) TAKS Warm Up preassessment 3.) Check Hard Stuff preassessment 2.) TAKS Warm Up 4.) Hard Stuff Stations 3.) Hard Stuff Stations a.) Label the 6 stations: -Station labels --7 principles -Explanation sheets to --Compromises assist “expert” --Federalists, Anti-Federalists, and political parties --Change—reform, Supreme Court, amendment process 4.) Optional: If students --Causes—Revolutionary War, War of 1812, Mexican War, Civil War have learned all they need --Social Studies Terms to learn on the Hard Stuff, they can choose to do a b.) Find one person who got all of the questions correct for that station and post station in their seat them there. (puzzlemaker, cubing, t- shirt, etc.) c.) Students should go to a station that they missed questions for. “Expert” teaches the students at the station. Expert needs to make sure that everyone 5.) Homework understands. Expert randomly chooses one person to stay behind to explain to the next group. 6.) Exit Slip d.) Everyone else changes to another station where they need to learn. Repeat step (c). 4.) Optional: Stations in seats for students who finish 5.) Homework—practice flashcards 6.) Exit Slip Day 8—Individual Day 8—Individual Practice Practice 1.) Bell ringer 1.) Bell ringer 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Practice Test—Relax and use your strategies on these 20 questions. 3.) Practice Test Copies of Practice Test For students who finish early: Stations Stations in your seat 5.) Homework 5.) Homework—practice flashcards 6.) Exit Slip 6.) Exit Slip Day 9—Checking Day 9—Checking Practice Practice 1.) Bell ringer 1.) Bell ringer 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Group game to check TAKS 3.) Group game to check a.) Give a completion grade for finishing Final TAKS Practice to each student TAKS b.) Put students into groups of about 4. c.) Each group should select a leader. 4.) Learning stations d.) Each group goes through Final TAKS Practice talking through questions and (see day 5) deciding on a group correct answer. e.) Game begins: 5.) Homework Group #1 gets asked question #1. If correct, they get one point. Group #2 gets asked question #2. If correct, they get one point… 6.) Exit Slip f.) Group with most points wins. 4.) Learning stations or Jeopardy (see directions on Day 10) 5.) Homework—practice flashcards 6.) Exit Slip Day 10—Jeopardy Day 10—Jeopardy 1.) Bell ringer 1.) Bell ringer—What will you do tonight and tomorrow morning to prepare for the Social Studies TAKS? 2.) TAKS Warm Up 2.) TAKS Warm Up 3.) Jeopardy Choose a Jeopardy 3.) Play Jeopardy! game based on class’s a.) Each student gets a blank Jeopardy! Sheet. All students need to write down needs the questions and answers on their own blank Jeopardy forms. (Easy grade for Cover questions and you, great review for them, and they have to pay attention to every question.) answers with individual b.) Divide class into two halves and flip coin. sticky notes c.) Ask the first person in the first row of team #1 to choose a category and Instructions for playing point value (10-50 pts. From top to bottom). Only that person may attempt an Jeopardy answer. Any help from the rest of the team will result in an automatic steal. Copies of blank d.) If the person gets the answer correct, that team gets the points, and the first Jeopardy game person in the first row of the other team gets to answer their choice of the next question. 4.) Exit Slip—I can e.) If the person gets the answer wrong, the other team gets to try to steal. On a statement steal, the entire team may discuss the best possible answer, but the final answer must come from the next person who would get to choose a question. f.) Whether or not the steal is successful, the first person in the first row of the other team still gets to choose and try to answer the next question without help. (Help is only allowed on a steal.) g.) Go down the rows in order so that all (or most) students have a chance to answer at least one question on his/her own. 4.) Exit Slip—I can statement