Lesson Plans – Subject to Change
U.S. History 8th Grade Green
Week : 09/12/16 to 09/16/16 / Unit : 2 / Duration: 20 daysStandard(s): /
Focus Standards for the Unit
1. SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies. Examples may include, but are not limited to, colonial governments, geographic influences, occupations, religion, education, settlement patterns, and social patterns.
2. SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. Examples may include, but are not limited to, subsistence farming, cash crop farming, and maritime industries.
3. SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies. Examples may include, but are not limited to, John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards, William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert.
4. SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations. Examples may include, but are not limited to, war, disease, loss of land, westward displacement of tribes causing increased conflict between tribes, and dependence on trade for Western goods, including guns.
5. SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War. Examples may include, but are not limited to, ongoing conflict between France and England, territorial disputes, trade competition, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British debt.
6. SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.
Learning Goal: / Students will be able to compare and contrast the geography, economy, and religious values of the New England, Middle, and Southern colonies.
Essential Question / 1. How did the English start colonies with distinct qualities in North America?
2. Why was the Mayflower Compact a turning point in colonial settlement?
3. How did religious beliefs and dissent shape the culture of the British colonies?
4. In what ways were Native American populations in the colonies affected by British settlement?
5. How did geographic factors drive the economies of the Northern, Middle, and Southern colonies?
6. How did various groups (men, women, indentured servants, etc.) influence colonial life?
HOT Question(s) / 1. Was colonial America a democratic society?
2. Was slavery the basis of freedom in colonial America?
3. Did Great Britain lose more than it gained from its victory in the French and Indian War?
4. Were the colonists justified in resisting British policies after the French and Indian War?
5. Was the American War for Independence inevitable?
Assessment: / Students will create a Flip Book and brochure that addresses the following standards:
SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies
SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources
SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies
Key Vocabulary / New England, Middle, and Southern colonies, indentured servants, slaves as labor sources, John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards, William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert, Native Americans, French and Indian War, Ft. Duquesne, Ft. Quebec, Treaty of Paris, African Americans, women
Monday / Benchmarks: SS.8.A.2.2, SS.8.A.2.3 and SS.8.A.2.4 / Comparing and contrasting the 13 colonies
Daily Agenda
Daily Objective / Students will understand how the English started colonies with distinct qualities in North America and be able to compare the characteristics of the New England, Middle, and Southern colonies.
Bell Ringer
(Anticipate) / Explain the difference between Primary Sources and Secondary Sources
I DO: / Explain we have a “catch up day” to finish Level 1 tasks and work on the 13 Colonies Flip Boo—student choice
WE DO: / We discuss vest choice for individual students tasks choice
You DO: / Work on selected tasks
Exit Ticket
(Reflection) / What did you chose to work on today? Explain what did you learn that was the most onteresting to you.
Homework / Work on Flip Book
Tuesday / Benchmark: SS.8.A.2.2, SS.8.A.2.3, SS.8.A.2.4 / Comparing and contrasting the 13 colonies
Daily Agenda
Daily Objective / Students will understand how the English started colonies with distinct qualities in North America and be able to compare the characteristics of the New England, Middle, and Southern colonies.
ANTICIPATE
( Bell ringer) / Please explain the difference between middle and southern colonies how are they alike and how are they different.
I DO: / I will go over PowerPoint about the 13 colonies to help students complete their look book for level 3 end product.
WE DO: / Students will take detailed Cornell notes
You DO: / Students will summarize their notes and begin working on Level 3 look book.
REFLECT:
(Exit Ticket / Students will post a status update and explain where they are on the learning scale and why they are there.
Homework: / Finish Level #1 go on to Level #2
Wednesday / Benchmark: SS.8.A.2.2, SS.8.A.2.3, SS.8.A.2.4 / Comparing and contrasting the 13 colonies
Daily Agenda
Daily Objective / Students will understand how the English started colonies with distinct qualities in North America and be able to compare the characteristics of the New England, Middle, and Southern colonies.
ANTICIPATE
( Bell ringer) / Students will complete document analysis sheet they will analyze the mayflower compact.
I DO: / I will finish PowerPoint on Colonies and complete conferences for student to gage student progression.
WE DO: / Students will take detailed Cornell notes
You DO: / Students will summarize their notes and complete individual conference on student progression.
REFLECT:
(Exit Ticket / Why is it important to reflect on learning?
Homework / Work on Level 2 tasks
Thursday / Benchmark: SS.8.A.2.2, SS.8.A.2.3, SS.8.A.2.4 / Comparing and contrasting the 13 colonies
Daily Objective / PLC Day – Students will be with PL teacher L. Amos
ANTICIPATE
( Bell ringer)
I DO:
WE DO:
You DO:
REFLECT:
(Exit Ticket
Homework: / Work on Level 2 tasks and Flip book
Friday / Benchmark: SS.8.A.2.2, SS.8.A.2.3, SS.8.A.2.4 / Comparing and contrasting the 13 colonies
Daily Agenda / Daily Agenda
Daily Objective / Students will understand how the English started colonies with distinct qualities in North America and be able to compare the characteristics of the New England, Middle, and Southern colonies.
ANTICIPATE
( Bell ringer) / Explain how the Middle Colonies differed from the New England colonies.
I DO: / I will go over Colonial Life PowerPoint
WE DO: / Students will take detailed Cornell Notes
You DO: / Students will summarize their notes and work on completing Level #2 task
REFLECT:
(Exit Ticket / Explain the major difference between all three major colonial regions.
Homework / Work on Level 2 task (Due on Monday)
Unit: 2
Scale # / Requirements for Level4 / LEVEL 4: I can evaluate the causes, course, and consequences of British settlement in the American colonies by describing the religious and economic events and conditions that led to the colonization of America.In addition, I will be able to express how the American Colonies shaped our nation’s values
3 / LEVEL 3
Evaluate the goals and competition for colonization
Compare and contrast Spanish, French, and English colonization in the New World
Compare and contrast early settlements in the New World: Roanoke, Jamestown, and Plymouth.
Evaluate how Native American populations were impacted by colonial settlement
Compare and contrast colonial regions in regards to location and climate, economy, social life, and political and civic life.
Evaluate colonial life in respect to the different groups that settled in distinct regions
Compare and contrast the colonial experience between large landowners, farmers, artisans, women and Native Americas
Evaluate the goals of mercantilism
Compare and contrast the colonial experience between slaves and indentured servants
Evaluate the experience/perspective of African Americans arriving in the New World
2 / LEVEL 2: Students will:
a.Define colonization
b. Describe Spanish, French, and English settlements in the Americas
c. Identify early English colonies
d. Understand how colonists and Native Americans interacted
e. Understand the characteristics of colonial regions
f. Differentiate the colonial regions gaining understanding of each specific location and climate, economy, social life, and political and civic life.
g. Describe how colonial life differentiated between large landowners, farmers, artisans, women and Native Americas
h. Define mercantilism
i. Understand the triangular trade, slavery, and indentured servitude
Understand slavery and the middle passage
1 / LEVEL 1: With help, a partial understanding of some of the simpler details and process (Level 2 content) and some of the more complex ideas and processes (Level 3).
0 / LEVEL 0: Even with help, no understanding
Notes: Lesson Plans are subject to change.
WICR Strategies used during each unit.Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
· Read directions for the student
· Check for understanding
· Allow to leave class for assistance
· Extra time for exams
· Daily agenda / · Allow student time to step out to de-escalate
· Testing in small groups
· Use of a planner/binder for organization
· English Language Dictionary / · Extended time on assignments =1 day
· Preferential seating
· Written direction given
· Break directions into chunks / · Read Aloud to Students
· Visual manipulatives
· Cooperative Learning,
· Vocabulary, Description, Introduction,
.