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Subject: Social Studies - Grade 8
General Goal: Students will be able to describe the events that lead up to the
Specific Objectives: (1) Students will be able to explain the results of the French
and Indian War. (2) Students will be able to describe how Britain tried to regulate
colonial trade. (3) Students will be able to explain why the colonists protested new
Materials needed: Social studies textbook, anticipation guide, chart paper, markers,
and glossed text for student X.
Estimated time required: One block schedule period.
Planned classroom management strategies: Teacher will use whole class instruction and
- Motivating activity- as a warm-up, the teacher will ask the students to list some
causes of conflict and was conflicts can be settled. The teacher will then tell the
students that they will study the conflicts that lead up to the American Revolutionary war
and the form(s) of conflict resolution used by the colonists. Next, teacher will use an
anticipation guide to set the purpose for the lesson.
- Demonstration/Modeling and Guided Practice: Teacher will review the objectives with
the students. Both teacher and students will survey the text using the SQ3R strategy.
Next, teacher will read aloud the first section of the text. The teacher will then ask
both literal and inferential questions to spark a short discussion. Teacher will break
children into groups. Each group will be assigned a conflict that lead up to the American
Revolutionary War. (They will read their portion of the text and record the events on the
chart paper provided.) The teacher will model the French and Indian War conflict.
- Independent Practice: Teacher will assign each cooperative group a section of the
text to read and prepare a presentation to the class. The following will be covered: trade
regulations, new taxes, colonists protests, and acts of congress.
- Accomodation/Adaption- For student X, who has an I.E.P., a gloss of the text will be
provided. (See example) Student will read over the glossed text and work along with peers
to prepare the chart for presentation.
- Evaluation/Testing/Procedure for Collecting Formative and Summative Evaluation-
- Formative: Teacher will watch each group present their portion of the conflict.
Teacher will fix any misconceptions students may have when necessary.
- Summative: Teacher will ask students to complete the comprehension questions in
their textbook. (The form of evaluation that will be used for student X will be the same
as the rest of the class. Adaptations will include the teacher reading the questions to
the student and the student responding either orally or in writing.)
Reflection/Self-Evaluation: Based on the presentations and the results of the
comprehension questions, the teacher will decide whether the lesson was a success or not.
The teacher will also ask the students to state whether they learned by doing the
cooperative group presentations.