Component 1 Assignment

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School

Sam Houston State University *

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3336

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Sociology

Date

Jan 9, 2024

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docx

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Component 1 Reading, Assessment, and Product Overview and Purpose All components are designed to do two things. First, to prepare you for the test in Social Studies. Second, to give you as many tools and ideas as possible for your future classroom. Each component will include reading to prepare you for the work you will be doing, an assessment for you to show your comprehension, and a mini lesson plan. The mini lesson plan will be in each component and will all include TEKS for Social Studies and Language Arts, a skill section based on the information you read about for the component, a childrens’ literature portion, accommodations for your students, descriptions of your lesson process along with the student product, and a reflection piece. For each component, download the document, answer on the document WITHOUT CHANGING THE FORMAT , and upload to BlackBoard. A. Reading for Component 1 Read the information or watch the video. You will be using the information you learn in the assessment that follows. ● Russell Text: Ancient World Pages 1-27 Early Colonies and Revolution Read each of the assignments below and use the information in your assessment that follows. If there is a warning when you click the link, copy and paste the link into your browser. ● Colonial America https://www.history.com/news/13-colonies-facts ● Causes of the American Revolution https://www.historyhit.com/causes-of-american- revolution/ ● Timeline of the Revolution https://www.nps.gov/subjects/americanrevolution/timeline.htm ● Important Battles of the American Revolution https://www.history.com/news/battles- american-revolution-victory ● https://www.worldatlas.com/articles/major-battles-of-the-american-revolutionary-war.html ● Important People of the American Revolution https://guides.lib.jjay.cuny.edu/c.php? g=288395&p=1922291 ● https://www.history.com/news/sons-of-liberty-members-causes

B. Component 1 Assessment Worth up to 20 Points Part 1 Part 1: The name of this assessment strategy is History Frame. For this assessment, you will choose 4 [four] events from all the material you read for this component. For each of the events you will tell the date, where it happened, the key people [or person] involved, the resolution or outcome of the event, and the significance or lesson to be learned. Please use the format I have given you here. Event # 1: Battle of Ticonderoga Date: May 10, 1775 Where: New York Key People: Ethan Allen, Green Mountain Boys, Jonathan Trumble, Henry Knox, and Benedict Arnold Resolution or outcome: It secured the strategic passageway north to Canada and netted the patriots an important cache of artillery. Significance or lesson: It served as a morale booster and provided key artillery for the Continental Army in that first year of the war. Event # 2: Battle of Trenton Date: December 26, 1776 Where: Delaware Key People: George Washington, Johann Rall, John Sullivan, Henry Knox Resolution or outcome: The Americans won the battle and it was George Washington’s first military victory. Significance or lesson: The victories reasserted American control of much of New Jersey and greatly improved the morale and unity of the colonial army and militias. Event # 3: Battle Yorktown Date: September 29- October 19, 1781 Where: Yorktown Key People: Charles Cornwallis, George Washington, Henry Clinton,

Resolution or outcome: The British surrender forecast the end of British rule in the colonies and the birth of a new nation which is the United States of America. Significance or lesson: The final battle of the American Revolution. Event # 4: Battle of Bunker Hill Date: June 17, 1775 Where: Charlestown, Massachusetts Key People: Joseph Warren, William Prescott, John Pitcairn Resolution or outcome: The American patriots were defeated at the Battle of Bunker Hill, but they proved themselves by going against the superior British Army. Significance or lesson: The fierce battle confirmed any reconciliation between England and her American colonies was no longer possible. Part II: From what you have read for this component. Write a 3.2.1 summarization 3 most important points. 2 things you didn't know. 1 most important thing you learned. 3 :Colonies seeking rights to free trade started the war. The protest began in opposition to taxes levied without colonial representation by the British monarchy and Parliament. The 1777 Battle of Saratoga are considered a turning point in the war. 2:The Battle of Bunker Hill, also called Battle OF Breed’s Hill, is the first major battle of the American Revolution. The American patriots were defeated at the Battle of Bunker Hill but they proved they could hold their own against the superior British Army. 1:Over 1,500 Revolutionary War battles occurred during the American Revolution within the thirteen colonies. TEKS Suggestions for Component 1: Since each component’s work should be geared toward the topic and your grade level, I will give a suggestion for several grade levels for Social Studies. Although the work you submit must be on the component topic, you are not restricted to my TEKS choices. The choices I give you are a starting point. You are welcome to choose your own TEKS that are related to the component information. TEKS: Here are some Social Studies TEKS to make it easier for you.

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https://docs.google.com/document/d/193IOIVN9ECH5Pmv4CfY-BF1-JN52F5mEgrV0K5lYaAo/edit?usp=sharing And I am adding some Language Arts suggestions to save you a minute. https://docs.google.com/document/d/1cdm3EgFj7AJRo6XgjF0wwrfFBSnlOzBirtdcusNjfWk/edit?usp=sharing C. Component 1 M ini Lesson Plan Worth up to 55 points. The Mini Lesson plan [MLP] is used for each component. The Mini Lesson Plan is to be an outline of the lesson you would teach on the readings you have done for the component. The MLP has several parts to it which are listed here. There is a place for your TEKS for LA and SS, the process you will use to teach [it can be a step by step process], the product the students will complete, the skill asked for in each component, the children’s literature you will be using to teach the lesson, accommodations for your students [you are allowed to choose for yourself, but be smart and choose different accommodations for each component], and your reflection on the lesson. All the components of each mini lesson plan should be a blueprint of how you would teach the component. For example, the first one is about Early US History to the Revolution—therefore your mini lesson plan and all its parts should be about that. The skill lesson, your choice for the children's literature—everything. The Mini Lesson plan will include the following in the format I have given here.

Grade Level and TEKS for SS and LA Social Studies TEKS and Grade level:5.2.A (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to: (A) analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party; Language Arts TEKS and Grade Level: (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and Accommodations Please choose 3 specific accommodations needed [such as dyslexic, hearing impaired] and what you would do to accommodate. Accommodation Name My Accommodation Accomodation # 1: Dyslexic I would provide recorded audio so the assignments that are online can be read to him/her. Accomodation # 2: English Learner I would provide visuals of important key people. I would chunk the information and ask for reassurance that they understood. Accomodation # 3: Austistic I would provide visuals and sensory breaks from the lesson. I would provide a low- distraction work area for the student. Your Process Describe the Process you would use to teach the lesson. I would provide a BrainPOP jr video of the event that will be discussed. I would like to see if students have background knowledge of the event or important people that were involved. I would then explain them how this event impacted our world. Student Product Describe the product your students Students will construct a timeline of the events that happened in the Battle of Bunker Hill. They will identify important people that were involved in this battle.

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Children’s Literature Title Snow Fight: A Warcraft Tale Author Chris Metzen Short Synopsis The characters battle in a cold winter storm. The warrior characters take an exciting adventure to give bullying the cold shoulder and learn that games are better with fair play. How you will tie it to the lesson Compare how the characters in the book and the people that battle at Bunker Hill dealt with disagreements and a battle for what they believe in. Component Skill [Artifact] In this component the skill can be directly linked to the component lesson or to your students personally. Either way, it is teaching the skill of artifacts. Use this link to the assignment on the Keeping Quilt. The Keeping Quilt Assignment Please answer the questions from the Keeping Quilt below—and be prepared to share with the class at our next meeting. 1. A family heirloom holds stories and memories from the past about the lives of loved ones who are no longer around. My family does not have a family heirloom but I have my school ring which I will pass down to my children. 2. The only thing that my family has done is las doce uvas de la suerte, "the twelve grapes of luck") is a Spanish tradition that consists of eating a grape with each of the twelve clock bell strikes at midnight of December 31 to welcome the New Year. Each grape and clock bell strike represents each of the coming twelve months. 3. Aji de Gallina. It is a Peruvian dish my mother taught me to make that she has learned from her mother. It is a spicy creamy shredded chicken served with rice, boiled eggs, and potato. Materials What materials do you need for your lesson? Manilla paper, crayons, map pencils, timeline template for reference Reflection Write a reflection on this component. You are not limited on what you can say here, but here are some thoughts to get you started: What you learned Ideas on how to implement the information

How you can use this to teach a combination of Language and Social Studies. Incorporating social studies into your language arts block enriches student language acquisition, reading, writing, listening and speaking. Students get to discover the “why” behind each individual’s choices, their interactions with each other and the world. It challenges them intellectually and asks them to reason and think while connecting with them emotionally as they learn about the highs and lows of the human experience.

D. Lesson Plan Video Assignment Worth up to 15 points Lesson Plan Video Assignment Directions: In this activity you will practice identifying and writing parts of the social studies lesson plan. Respond to the questions as you watch the social studies lesson video. Use the TEKS and Objective listed in this assignment, not the video. Responses should be written in complete sentences and free of grammatical errors. Video Link: https://www.youtube.com/watch?v=OsjXTZfEh4I&feature=youtu.be Rationale Write a 2-3 sentence rationale for this lesson. The importance of this lesson is to show the importance of different structures that symbolizes things around us and America. It is important to know the symbols that are incorporated in America. Students will be able to identify important American symbols and explain their meaning. Materials and Resources List the materials and resources needed for the lesson Pictures of different symbols that symbolize America. The Internet was used to show Brainpop, online stories, and virtual field trips. Student Grouping Describe how students are grouped throughout the lesson. The students were grouped by fours. In the beginning of the lesson, the teacher asked students of any background knowledge they have of immigration, Ellis Island. The teacher then does think-pair-share. Introduction/Focus/Engage How was the lesson introduced? How were students engaged in the introduction? The teacher mentioned that they have discussed immigration and Ellis’s Island. The teacher had the students to think of what they have learned in their minds quietly while she continued addressing key points. The teacher then had the students (pair) in their table groups and share things they know of the topic. Instructional Procedures/Methods/Activities Describe the instructional procedure, methods, and activities observed in the lesson. Facts and opinions of the Statue of Liberty and discuss what facts to input in their facts sheet that they are completing as a whole group. She used a BrainPop video as an engaging video that students can enjoy in a student friendly language while also learning. The teacher connects through the activities with immigration and the Statue of Liberty. She also presented an online book that is over the Statue of Liberty. She also presented an online field trip in climbing the steps to the top of the Statue of Liberty. She had students stand up and climb to experience how long it would take

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them. The students get to experience the view of the inside of the crown on a virtual tour. She lastly gave them a craft of the crown of Statue of Liberty that students can wear. Closure Describe the lesson closure The teacher had students write 3 sentences describing the Statue of Liberty and are able to use the facts they have gathered from the resources they were presented. They also need to write of what the Statue Of Liberty symbolizes. Once done they get to draw something that they saw on their virtual field trip. Assessment Describe the assessment strategies observed in the lesson. The teacher did assessment by walking around observing the conversations of the table groups. She asked questions related to the topic. At the end, she asked students to provide three facts of the Statue of Liberty and what it symbolizes. Reflection Write a 5-7 sentence paragraph sharing your overall impression of the lesson. Were the activities and assessments aligned to the TEKS and the objective? How did students engage in the content of the lesson? I enjoyed the lesson that the teacher presented. She provided several resources so students can be engaged in that relates to the topic and addressed what they have learned previously that ties into the lesson. She also presented a craft that students can create and relate to one of the symbols of America. The students were sharing their thoughts on the topic throughout the lesson. Social Studies Strands 10 points See Sheet and directions in BB. E. Sample Test Questions Follow the link below to test yourself with questions. Sample Test Questions

Component 1 Assignment

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