United States History

Mr. Miguel Flores

Student Name: ______________________ Period: _______

Term or Word:
Definition Origin of the Word
(write the definition of the word) (write the origin of the word)

Where did I hear it? How can I use it?
(How was the word used in speech or reading?)
(What 2 topics and 1 sentences can relate to this word?)

 United States History

Mr. Miguel Flores
Student Name: ______________________ Period: _______
Term or Word: J
ustice
Definition Origin of the Word
(write the definition of the word) (write the origin of the word and possible definition )

1. just behavior or treatment. Latin-Justus-Jusitia
"a concern for justice, peace, and g
enuine respect
for people" Old English-justise
Administration of the l
aw

Where did I hear it? How can I use it?

(How was the word used in speech or reading?) (What 2 topics and 1 sentences can relate to this word?)
Highlight the word Highlight the word

Topics:
We the People of the United States, in Order to Government and Prison system
form a more perfect Union, establish Justice,
insure domestic Tranquility, provide for the Sentence:
common defence, promote the general Welfare, The united states has a long history of fighting
and secure the Blessings of Liberty to ourselves for justice
and our Posterity, do ordain and establish this
Constitution for the United States

 United States History

Mr. Miguel Flores
Common Core Standards Addressed:
ELA.L 4.4a-4d
4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes. CA
c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELA. L.4.6
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

Activity Design and Purpose:

The Vocabulary Activity above is a modified activity and method that will be used to introduce or review Tier II vocabulary in United
States History 11. The activity is created to add to a lesson or allow lecture to follow. Its objective is to have the student feel comfortable
enough with the word that they in fact will have a stronger sense of the content being presented or read, allowing students to demonstrate
independence in gathering vocabulary (ELA.Language 4.6) The Vocabulary Activity itself is designed with the framework of
ELA.Language 4.4a-4d in mind. Each open box is meant to reflect the major objective of each subcategory of vocabulary acquisition.

The purpose of the vocabulary activity can be used for various levels of vocabulary acquisition. It is best used for English Learners in
United States History in particular when reviewing the primary documents that may have a historical tone. Although the design of the
vocabulary activity could stand alone it is crucial to reinforce the language acquisition through use in speech, writing, reading and
listening. In addition it is recommended that these documents remain out during the lesson and invite students to participate when the
vocabulary word appears, students will be ready to participate.
 United States History
Mr. Miguel Flores

Sample Tier II words for the activity:

Justice
Demographics
Unanimous
Advocate
Consent