JZT2 Task 2 Lesson Plan.docx Running head: JLM1 Task Two: Lesson Plan JZT2, Curriculu

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JZT2 Task 2 Lesson Plan.docx Running head: JLM1 Task Two: Lesson Plan JZT2, Curriculum Evaluation, Task 2 Western Governors University Introduction The instructional setting addressed is an ei... ghth-grade social studies class of 30 students. The lesson in review takes place in the first unit of study (“Revolution and the New Nation (1754-1820s)”) during the first semester of the academic year. This lesson covers the Causes of the American Revolution and students have previously studied about the causes of the American Revolution and the three different parties that the colonists chose to join. Differences in Standards The original U.S. history standard in this Social Studies lesson plan and the newly adopted U.S. history standard both require that students will understand the causes of the American Revolution. In their own manner, both standards are set up for students to compare contributions to the American Revolution. One difference between the original and adopted standard is that the old standard has three main focuses: perspectives, event order, and causation, whereas the new standard focuses on the contributions of specific key people and groups to the Revolution. Another difference is that the new standard does not require students to address the reconstruction of the chronology of critical events or analyzing political and economic origins, rather it requires students to compare key people and groups and does so by using the words “compare” and “use” as methods of showing their. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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