Teacher: D. Covey/B. Goodman |
Unit/Session: Statehood |
Date of Instruction: 10/1/21 |
Standard/s: SS8H3a,b,c,d |
Learning Target/ Teaching Point: Students will analyze the role of Georgia in the American Revolutionary Era.
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Success Criteria: I know that I have it when I can explain the causes of the American Revolution as they impacted Georgia. I know that I have it when I can interpret the three parts of the Declaration of Independence and identify the three Georgia signers of the document. I know that I have it when I can analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War. I know that I have it when I can analyze the weaknesses of the Articles of Confederation and explain how those weaknesses led to the writing of a new federal Constitution. |
Opening (I Do)
| INTRODUCTION/CONNECTION: Remind students that we are taking a test today over the material that we have learned about Georgia in the American Revolutionary Era. This material includes the causes of the American Revolution, the Declaration of Independence, Loyalists and Patriots, and the weaknesses of the Articles of Confederation.
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Direct Instruction Video |
Work Period (We Do, You Do)
| INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will individually take the “American Revolution” Test. |
GUIDED PRACTICE: The teacher will go over the answers after all students have completed the test. Each student will grade their own exam! |
Closing (We Check)
| SUMMARIZE/CHECK FOR UNDERSTANDING: Students will have the opportunity to ask any questions they have pertaining to the grade they received on their assessment. Summative Assessment: Test Grade
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Homework | None |
