Teacher’s Name: Chandler Alday
Employee Number: 289282
School: Alonzo and Tracy Mourning Senior High – Biscayne Bay Campus
Social Studies Lesson Plan
1. Title: (Colonialism/11th grade - Regular)
2. Overview - Big Ideas:
Enduring Understanding – It is important for student to understand this because the colonial system of self-governing was the forerunner of our modern system of self-governing states
Essential Question – What was unique about the British colonial experience that laid the foundation for revolution?
3. Lesson Objectives and Key Vocabulary:
Standards -
· SS.CA.4.2. The student understands the ideas that led to the creation of limited government in the United States (e.g., ideas of natural rights philosophy, and the concept of popular sovereignty).
· SS.A.4.4.2. The student understands how religious, social, political, and economic developments shaped the settlement patterns of the North American colonies.
· SS.D.1.4.1. The student understands how many financial and nonfinancial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently.
· SS.A.3.4.3. The student understands the significant economic, political, and cultural interactions among the peoples of Africa, Europe, Asia, and the Americas during the Age of Discovery and the European expansion.
Vocabulary –
· mercantilism, Parliament, Navigation Acts, Dominion of New England, Sir Edmond Andros, Glorious Revolution, salutary neglect, cash crop, slave, triangular trade, middle passage, Stono Rebellion, Enlightenment, Benjamin Franklin, John Adams, Jonathan Edwards, Great Awakening, New France, George Washington, French and Indian War, William Pitt, Pontiac, Proclamation of 1763, George Grenville, Sugar Act
4. Evidence of Student Understanding (Assessment) in this Lesson:
What key knowledge and skills will students acquire as a result of this lesson?
· England and its largely self-governing colonies prospered under a mutually beneficial trade relationship.
· In the Southern colonies, a predominantly agricultural society developed.
· The Northern colonies developed a predominately urban society, based on commerce and trade.
· British victory over the French in North America enlarged the British empire and led to new conflicts with the colonists
What will students be able to do as a result of such knowledge and skills?
· TSW explain how England benefitted from the colonies.
· TSW explain how planters met their needs for labor.
· TSW explain how the Enlightenment and the Great Awakening affected the way people thought.
· TSW explain how victory in the French and Indian War had negative results for the British
5. Materials Needed:
· Textbook – The Americans (Chapter 3 – The Colonies Come of Age)
6. Steps to Deliver the Lesson:
Chapter 1
Introduce the Chapter
· Interpreting the Painting: 18th Century Boston
· Chapter Time Line
· Interact with History
Chapter 4 Section 1 “England and Its Colonies”
Focus and Motivate
· Discuss Main Idea and Terms & Names
Instruct
· Read the section
· Discuss key questions
· Cooperative Learning: Creating Time Lines of Colonial America’s English Rulers
Differentiated Instruction
· Less Proficient Readers: Reading Study Guide
· Spanish Reading Study Guide
Integrate Technology
· Electronic Library of Primary Sources “A Short Discourse on the Present State of the colonies” by Sir Willism Keith
Assess & Reteach
· Section Assessment
· Section Quiz
· Reteaching Activity: Integrated Assessment Book
Chapter 4 Section 2 “The Agricultural South”
Focus and Motivate
· Discuss Main Idea and Terms & Names
Instruct
· Read the section
· Discuss key questions
· World Stage: Serfs, Slaves, and Servants
Differentiated Instruction
· Less Proficient Readers: Reading Study Guide
· Spanish Reading Study Guide
Integrate Technology
· Electronic Library of Primary Sources: from The Interesting Narrative of the Life of Olaudah Equiano
Assess & Reteach
· Section Assessment
· Section Quiz
· Reteaching Activity: Integrated Assessment Book
Chapter 4 Section 3 “The Commercial North”
Focus and Motivate
· Discuss Main Idea and Terms & Names
Instruct
· Read the section
· Discuss key questions
· American Lives: Jonathan Edwards
Differentiated Instruction
· Less Proficient Readers: Reading Study Guide
· Spanish Reading Study Guide
Integrate Technology
· Electronic Library of Primary Sources: “A Letter Regarding Relations with the Indians,” by Samuel Sewell
Assess & Reteach
· Section Assessment
· Section Quiz
· Reteaching Activity: Integrated Assessment Book
Chapter 4 Section 4 “The French and Indian War”
Focus and Motivate
· Discuss Main Idea and Terms & Names
Instruct
· Read the section
· Discuss key questions
· Analyzing Political Cartoons: “Join, or Die”
Differentiated Instruction
· Less Proficient Readers: Reading Study Guide
· Spanish Reading Study Guide
Assess & Reteach
· Section Assessment
· Section Quiz
· Reteaching Activity: Integrated Assessment Book
7. Specific Activities: (From Guided to Independent)
See Steps to Deliver the Lesson:
8. Differentiated Instruction Strategies:
See Steps to Deliver the Lesson:
9. Technology Integration:
See Steps to Deliver the Lesson:
10. Lesson Closure:
TSW create a visual summary of the chapter focusing on the following aspects:
· Trade – The colonies supplied Britain with raw materials and bought Britain’s manufactured goods
· Regional Distinctions – Industry developed in the Northern colonies, while the South became predominantly agricultural.
· French and Indian War – The British victory in the French and Indian War brought about both territorial expansion and new tensions with the American colonies