OLD Social Studies
- Overview
- K-8 Curriculum and Documents
- Kindergarten Overview
- Grade 1 Overview
- Grade 2 Overview
- Grade 2 MC3 Unit 1 What is a Community?
- Grade 2 MC3 Unit 2 Where is My Community and What is it Like There?
- Grade 2 MC3 Unit 3 How Do Citizens Live Together in a Community?
- Grade 2 MC3 Unit 4 How Do People Work Together in a Community?
- Grade 2 MC3 Unit 5 How Do Communities Change?
- Grade 2 MC3 Unit 6 How Can a Citizen Affect a Community?
- Grade 3 Overview
- Grade 3 MC3 Pacing Guide
- Grade 3 MC3 Unit 1-Geography page 1
- Grade 3 MC3 Unit 1-Geography page 2
- Grade 3 MC3 Unit 1-Geography page 3
- Grade 3 MC 3 Unit 1-Geography page 4
- Grade 3 MC 3 Unit 1-Geography page 5
- Grade 3 MC3 Unit 2-Economy
- Grade 3 MC3 Unit 3- History
- Grade 3 MC3 Unit 4-Growth of Michigan
- Grade 3 MC3 Unit 5- Government
- Grade 3 MC3 Unit 6-Public Issues
- Grade 3 MC3 Overview
- Grade 4 Overview
- Grade 5 Overview
- Grade 6 Overview
- Grade 7 MC3 Overview
- Grade 8 MC3 Overview
- Grade 8 - I Can... (2013) list
- Grade 8 MC3 Unit 1 GLCE Breakdown &
- Grade 8 MC3 Unit 2 GLCE breakdown & "I can" statements
- Grade 8 MC3 Unit 3 GLCE Breakdown & "I can" statements
- Grade 8 MC3 Unit 4 GLCE Breakdown & "I can" statements
- Grade 8 MC3 Unit 5 GLCE Breakdown & "I can" statement
- Grade 8 MC3 Unit 6 GLCE Breakdown & "I can" statements
- Grade 8 MC3 Unit 7 GLCE Breakdown &
- Grade 8 MC3 Unit 8 GLCE Breakdown &
- 8th Grade US History - 2015
- High School Curriculum and Documents
- Grade 6/9 First 10 days Overview Page
- U.S. History/Geography Overview
- World History/Geography MC3 Overview
- Economics MC3 Overview/Pacing Guide
- HS Economics I CAN...
- MC3 Economics Unit 1 Cover Page
- MC3 Economics Unit 2 Cover Page
- MC3 Economics Unit 3 Cover Page
- MC3 Economics Unit 4 Cover Page
- MC3 Economics Unit 5 Cover Page
- MC3 Economics Unit 6 Cover Page
- MC3 Economics Unit 7 Cover Page
- MC3 Economics Unit 8 Cover Page
- MC3 Economics Unit 9 Cover Page
- Civics and Government Overview and MC3 Units
- Netflix Sources and Descriptions
- World History ~ 2015
- U.S. History ~ 2015
- Practice
- Social Studies Resources
- Social Studies EUP Lesson Bank
- HS US History I Can Statements
- Grade 6/9 First 10 Days -introduction
- Grade 6/9 First 10 Days- Day 1
- Grade 6/9 First 10 Days- Day 3
- Grade 6/9 First 10 days- Day 4
- Grade 6/9 First 10 Days- Day 5
- Grade 6/9 First 10 Days- Day 6
- Grade 6/9 First 10 Days- Day 7
- Grade 6/9 First 10 Days- Day 8
- Grade 6/9 First 10 Days- Day 9
- Grade 6/9 First 10 Days- Day 10
- K-12 The First Days of School...
- Local History - Teacher's Guide and Student Information Pages
- Local History - Building of Fort Brady
- Local History - Change and Opportunity
- Local History - Industry in the Sault
- Local History - Lumbering and Railroads
- Local History - New Businesses Develop
- Local History - Portaging Around the Rapids
- Local History - The First Shipping Canal
- Local History - The Military Presence
- Local History - The Power Canal
- Local History - The Railroad Comes to the Sault
- Local History - The Sault's Governor
- Local History - Years of Progress
- Local History- Father Marquette's Mission
- Local History- Fort Repentigny
- Local history- John Johnston Builds His Home
- Local history- Saint Lusson's Proclamation
- Local history- The Cass Expedition
- Local History- The First European
- Local History- The First people
- Local History- The First White Settler
- Local history- The French Fur Traders
- Local History- The Sault's First Indian Agent
- Local History- The War of 1812
- Local History - Building of Fort Brady
- Primary Sources
- GLCE/HSCE Standards and Common Core Standards
- EUP Regional History Day
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UNIT: Creating Effective CitizensDay 8TitleFocus: Practice Take a Stand EssayMini Lesson: Use a graphic organizer and rubric to create your "Take a Stand" essay.
Scaffolding Decisions: If your students have little knowledge of the Core Democratic Values, this may be a time to review them. See CDV activity.
Connection: Yesterday, you analyzed other students" writing on a "Take a Stand" essay and looked at the rubric to see how to write a complete essay. Today, we are going to use that knowledge to plan and practice an essay. We will use "Look, Label, and Decide" before we write.
Teaching Point:1. Model "Look, Label, and Decide" using data section.2. Writing this essay asks for specific components:-
statement of position
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CDV
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information from data
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prior knowledge (Grade 9)
We know organizers can help us organize our thoughts. Our graphic organizer will help you include all portions of the rubric for completing the essay successfully.Scaffolding Decisions: If the teachers in the grades below you use a different organizer, insert that one here.
3. Model how to complete the graphic organizer using the data section provided. See organizer sheet if you have not used this one before.Active Engagement:Small groups will take information, look at it, label it, and decide a position.Individually, students will plug the information into a graphic organizer.Share student work. Discuss why the organizer helps us.NOTE: Explain to students they will have to draw their own organizer on the test. You will not be able to provide them with one.Share/Link:Point out strengths in their work.Tomorrow, we will take our information in our pencil organizer and learn how to write an essay from our thoughts and information.Add Use the Pencil Organizer (Grade 6) and "ipod" organizer (Grade 9).
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Last Modified on February 14, 2018