Review and Intervention
For the U.S. History 8th Grade STAAR Exam
"The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives."
- Jigsaw Grouping Strategy
- Historical Thinking: Periodization and Era Review
- Reviewing the Court Cases: A LRE resource http://www.texasbar.com/civic
- Frame That Case
- ICivics and LRE
- Make it Your Own
- Next steps/discussion
- Evaluation/End of session
- Examine your image-discuss with your table which major era of U.S. History might be represented by your image.
- Attach your picture to the piece of paper and write the name of the Era at the top
- Label one section of the poster: What I SEE:
- Each team member will use a post it note for each new idea, record the things you can SEE in your image.
- Label another section of the poster: What I THINK:
- Using post it note for each new idea, record the things you THINK about this image.
- Label a third section: What I WONDER:
- Finally, using a post it note for each new idea, record the things you WONDER about after viewing this image.
- Attach your paper to the wall.
Summary: Write a simple summary of the image and era based upon your comments and the comments of others in the room. Share out summaries.
Jigsaw Puzzle Pieces
As a grouping option, use this tool to divide your images into 4 puzzle pieces. Cut these apart and have each student match their puzzle piece with students who can complete the image.http://www.presentationmagazine.com/editable-jigsaw-pieces-template-7271.htm
Historical Thinking and Era Review
- Timeline: Grade 8 U.S. History Eras
- Characteristics of Eras in U.S. History
- Placard Assignment: Review of Historical Era
Reviewing Key Eras and Dates
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
Frame That Case-Law Related Education Resources http://www.texasbar.com/civic
(18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
(A) identify the origin of judicial review and analyze examples of congressional and presidential responses;
(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
(C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States.
Make it Your Own
Discuss and record your answers to the following questions:
What are six major things that you need students to know about the era?
What are subtopics that fall under this era?
What details are necessary?
Find and save six images that represent the six major things students need to know about this era.
Future Professional Development needs.
Thank you for your time today!