U.S. History 8th grade
August/September 2016
Monday
August 29, 2016
EQ:
What were the different types
of labor available in each
colonial region?
Benchmarks:
SS.8.A.2.3
Unit EQ:
How did geographical and
economic differences shape
regional development of the
English colonies?
Bellringer:
What types of labor do you
think they had in colonies?
Learning Goal:
You will understand how the
experiences of the colonists
influenced America’s political
and social ideals.
Measureable objective:
You will be able to assess the
differences between the types
of labor and the extent of each
within the colonies.
HOTQ:
Why do you think that the
system of using indentured
servants for labor eventually
ended in the colonial period,
English Colonies/Salem DBQ
Tuesday
Wednesday
August 30, 2016
August 31, 2016
Early release
EQ:
EQ:
What is the topic of this DBQ? What are the key points of
these documents?
Thursday/Friday
September 1/2, 2016
Notes
EQ:
What are the key points of
these documents?
Tutoring available upon
request.
Accommodations:
Available in a separate
file
Benchmarks:
Benchmarks:
SS.8.A.1.1, SS.8.A.1.5,
SS.8.A.1.1, SS.8.A.1.5,
SS.8.A.2.4
SS.8.A.2.4
Unit EQ:
What caused the Salem Witch Trial Hysteria of 1692?
Benchmarks:
SS.8.A.1.1, SS.8.A.1.5,
SS.8.A.2.4
Bellringer:
What do you think causes
hysteria?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Measureable objective:
You will be able to identify the
topic of the DBQ.
Bellringer:
Who do you think might have
been accusing the people of
being witches?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Measureable objective:
You will be able to explain the
key points of the documents.
Bellringer:
Do you think the accusers
actually believed there were
any actual witches?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Measureable objective:
You will be able to explain the
key points of the documents.
HOTQ:
What do you think hysteria
means?
Do you think the Salem Witch
Trials were just?
HOTQ:
Why do you think more men
than women were involved
both as the accused and the
accusers?
HOTQ:
Does the testimony in support
Upham? Explain your
thinking.
Based on this document, what
can you say about what
Notes:
-Academic Assistance is
available after school
on Thursdays until 5pm
with signed permission
slip.
Standards:
SS.8.A.1.1: Provide
supporting details for an
answer from text,
interview for oral
history, check validity of
information from
research/text, and
identify strong vs. weak
arguments.
SS.8.A.1.5: Identify,
within both primary and
secondary sources, the
author, audience,
format, and purpose of
significant historical
documents.
U.S. History 8th grade
August/September 2016
yet the use of slaves continued
for many years?

Agenda:
Labor Comparison
Chart
Do you think something similar Based on this document, what
could happen now?
can you say about what
caused the Salem witch trial
hysteria?
Agenda:
Agenda:
 Introduce DBQ topic
 Analyze Documents AB
 Hook exercise
 Background essay
caused the Salem witch trial
hysteria?

Agenda:
Analyze Documents CH
Investigative Activity(homework):
Reflection/Exit survey:
How were the types of labor
different?
Reflection/Exit survey:
What is the question this DBQ
is asking? (in your own words)
Reflection/Exit survey:
Why do you think so many of
the people accused of
witchcraft were female?
Reflection/Exit survey:
Who was accusing people of
being witches? (male/female,
young/old)
SS.8.A.2.4: Identify the
impact of key colonial
figures on the
economic, political, and
social development of
the colonies.
SS.8.A.2.3: Differentiate
economic systems of
New England, Middle,
and Southern colonies
including indentured
servants and slaves as
labor sources.
Vocabulary:
African Diaspora, charter, colony, conquistadors, Columbian Exchange, empire, Northwest Passage, Middle Passage, plantation, St. Augustine
Indentured servants, mercantilism, triangular trade, Mayflower Compact, Fort Mose, English Bill of Rights, Great Awakening
Resources and Links:
https://www.gilderlehrman.org/
http://docsteach.org/
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
• developed answers to
questions
Process writing
• rough draft
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
Organization
Organization strategies that
help students succeed in
academic & social situations
Reading
Any strategies in reading
that help students
understand the content
~Binder
~Organizational Tools
~Use of Calendar/Planners
~Thinking Maps
~Project Planning
~DBQ Document Sheets
~Vocabulary Word Maps
Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
U.S. History 8th grade
August/September 2016
• peer editing and revising
must figure out the answer
~Problem solving in groups
~Common Board
During reading activities
• final copy
from information in the text. ~Projects in groups
~Teach Time Management
• marking the text
• using a rubric as evaluation
• annotating the text
On-demand/Timed writing
• Costa’s Level 3: Students
• reciprocal reading
• writing that is completed in apply what they have
• Cornell notes
class within a set amount of
learned or use what they
• graphic organizers
time
have learned to evaluate or
• grade is evaluated using a
create.
After reading strategies
rubric
• summarizing
Cornell Notes
Higher level questioning
• Socratic seminar
• taking notes on the most
in tutorials in AVID
• Philosophical chairs
important information on the elective classes
• writing
right
Socratic seminar
• group projects
• writing higher level
Philosophical chairs
questions about the notes on Fishbowl discussions
the left
• summarizing
• using the notes to study
Reflective writing
• students write about what
they
have learned and what they
still don’t understand
The English Colonies Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as identifying particular sources of influence
on the beliefs of the colonists and what their influence was.
3 – In addition to 2, you will be able to assess the differences between the types of labor and the extent of each within the colonies.
2 – In addition to 1, you will be able to describe the political differences between types of colonies.
1 – You will be able to identify the different colonies, colonial regions, & origins of their colonists.
DBQ Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as integrating additional documents into your
argument beyond the DBQ documents.
3 – In addition to 2, you will be able to synthesize the information from the documents into a coherent argument answering the DBQ question.
2 – In addition to 1, you will be able to explain the key points of the documents.
U.S. History 8th grade
August/September 2016
1 – You will be able to identify the topic of the DBQ.