Unit 3 Lesson Plans Common Language / Vocabulary



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Unit 3 Lesson Plans

Common Language / Vocabulary

Learning Goal for Unit: Students will be able to determine whether the American colonists were justified in declaring independence from Great Britain and fighting the American Revolution

Essential Question for 10/15- 10/20: How did the French and Indian War draw colonist closer together, but increase friction with Britain?

Daily Objective 10/15-10/20: Students will examine the cause, course, and consequences of the French and Indian War.

Higher Order Question 10/15- 10/20: Do you think history would have been different if the Native American refused to take sides during the French and Indian War?

Date: 10/15/15

Bell Ringer: Why is it important to actively read? 1 paragraph

I do: Go over scale and facilitate 5QR2 model.

SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 – 1774.  SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1774.  SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. SS.8.A.3.4 Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war.  SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era.  SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.  SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence.  SS.8.A.3.15 Examine this time period (1763- 1815) from the perspective of historically underrepresented groups (children, indentured servants, Native Americans, slaves, women, working class). 

George Washington   French and Indian War   Battle of Bunker Hill 

 Militia   The Albany Congress   Duty 

 Boycott   Proclamation of 1763   Sugar Act 

 Petition   Stamp Act   Quartering Act 

 Writ of Assistance   John Adams   The Boston Massacre 

 Samuel Adams   Tea Act   Monopoly 

 Repeal   Boston Tea Party   Intolerable Acts 

 Minutemen   Patriots   Blockade 

 Mercenary   Loyalists   Olive Branch Petition 

 Committees of Correspondence   Second Continental Congress   The Declaration of Independence 

We do: We will work in groups to complete Cornell notes on the Ch. 5 Section 1

You do: Read, synthesize heading and turn them into questions, and summarize section 

Exit Ticket: Please explain what you learned in today’s class.

Date: 10/16/15 

Bell Ringer: Please unpack standard SS.8.A.3.1 please copy standard off board, write standard in your own words, than complete T-chart.

I do: I will start a class discussion on what causes war, I will facilitate the lesson on the French and Indian War.

We do: Students will work in groups to complete French and Indian activity

You do: Work effectively with your group, you will answer questions and unpack standards.

Homework: 

1) The French were mad at the English colonists because:

2) The English colonists were mad at the French because:

3) The Native Americans were mad at the British because:

For these reasons, they fought a war.  Between 1754 and 1763, English soldiers (from the American colonies and England) battled French and Native American soldiers, which is why Americans call it the French and Indian War.  Most other countries call it the Seven Years War.  When the fighting stopped in 1763, America was a very different place.

4) Why do you think it’s called the Seven Years War?

5) In what ways might a war affect a country?  List as many ways as you can think of.

Date 10/19 

Bell Ringer: Please complete a circle map on the French and Indian War, then write one paragraph on your findings.

I do: I will facilitate the lesson we will discuss. If country who are fighting war actually benefit from their actions or do they suffer. We will complete lecture on power point of the French and Indian War.

We do: Students will take Cornell notes.

You do: Students will summarize their notes.

Exit Ticket: Please list three causes of the French and Indian War, two consequences of the war, and one your opinion weather the war was beneficial or unbeneficial to the parties that fought in the war.

Homework: Please create a circle map of all the factors of colonization of the new world. Then create and outline for your essay.

 Date 10/20

Bell Ringer: How do countries survive war? How has war impacted the United States in the last 14 years?

I do: I will facilitate the lesson about the causes of effects of the French in Indian War through explaining how to complete foldable on the impact of French and Indian war.

We do: Students will work in groups to complete a foldable on the causes and effects of the French and Indian War.

You do: You will work effectively in groups to complete foldable. 

Exit Ticket: Students will complete a learning log on what you have learned in today’s class.

Homework: Please go home and complete a rough draft of your essay. (You will be writing the essay for the entire class period on the 10/21/15.

Date: 10/21/15- 10/22/15

Bell Ringer: Students will complete a circle graph of the major factors that shaped these colonies.

I do: I will facilitate the lesson We do: Students will work on their essay using all the notes, foldable and text book. You do: Students will organize their thoughts through graphic organizer and write their mulita paragraph essay on  The major factors that lead to the colonization of America.  Exit Ticket:  Students will complete a learning log on what they have learned. Homework: Finish your essays they are due on Thursday 10/22/15 when you first come in. Date :10/27/15 Essential Question 10/27/15: How can understanding what is expected of me help me in the future? Objective 10/27/15: Students will unpack the standards to determine what is expected of them to learn. Bell Ringer: Students will write 1 paragraph and explain why it is important to unpack the standards. I do: I will facilitate the lesson and assist groups with unpacking the standards. We do: We will work in groups to unpack standards and each group will present their given standards to the class. You do: Students will work effectively in their groups and update the standard section of their notebook with all  given standards. Homework: finish unpacking your standards Essential Questions 10/28/15 -11/04/15: How did the relationship between the colonist fall apart?  How did Britain tax polices move the colonist closer to rebellion? Objective 10/28/15- 11/04/15: Student will identify the cause of the Boston massacre. Students will also  explain how Britain tried to maintain its control over the colonies. Students will be able to analyze the strain  relationship the colonist grew to have with Great Britain. Students will determine the cause of too much taxation on colonist leading to the American revolution. 1. Higher Order Questions 10/28/15 -11/04/15:  2. Why was democracy important to the colonists? 3. Describe something that is happening in the world today that reminds you of an event that led to the American Revolution? 4. Did Great Britain lose more than it gained from its victory in the French and Indian War? 5. Were the colonists justified in resisting British policies after the French and Indian War? 6. Was the American War for Independence inevitable? 7. Would you have been a revolutionary in 1776 ? 8. Did the Declaration of Independence establish the foundation of American government? 9. Was the American Revolution a “radical” revolution? Write the answer a colonial parent would give a child who has asked “Mommy or Daddy what is taxation without 

Representation mean? Date: 10/28/15 Bell Ringer: Please think about a time when you resisted authority, how did you resist and what were you resisting against write 1 paragraph. I do: I will facilitate the lesson on Major Causes of Rev.  power point. We do: Students will take Cornell notes You do: Students will complete the Cornell notes and summarize their notes. Exit Ticket: Students will summarize their notes. Homework: Complete Cornell notes on Ch. 5 Section 2 Date: 10/29/15 Bell Ringer: Answer the questions on power point about pg. 148 in textbook I do: I will facilitate and explain the power point on events leading up to the shot heard round the world, And other causes of Revolutionary war ppt. We do: Students will take notes on power point  You do: Students will summarize their notes. Exit Ticket: Students will summarize their notes.

Date: 10/30/15

Bell Ringer: Students will write one paragraph summarizing what they learned from the lecture yesterday

I do:  I will facilitate the lesson by instructing student on 5QR2 method on Ch.5 Section 3 and 4

We do: Students will work in groups to complete Cornell notes using the 5QR2 method.

You do:  Students will answer questions and complete Cornell notes summary.

Homework: Finish Cornell Notes

DBQ 11/2- 11/6 

                                             Unit # 3 Road to Independence   Unit Learning Goal: After studying this unit, students will be able to determine whether the American colonists were justified in declaring independence from Great Britain and fighting the American Revolution. 

LEVEL 4: I can examine the causes, course, and consequences of the American Revolution and apply

the knowledge to how it impacts our current lifestyle and government today.

LEVEL 3:  I can: 

a. Evaluate the causes and effects of the French and Indian War as well as the Albany Plan for

Union


b. Evaluate the colonial reactions to the Proclamation of 1763

c. Compare and contrast the Sugar Act, the Quartering Acts, the Stamp Act, the Townshend

Acts the Tea Act, Intolerable Acts, and Quebec Act as acts that angered the American

colonists

d. Compare and contrast the ways in which colonists resisted and objected English rule and

government

e. Assess the significance of the battles of Lexington and Concord

f. Compare and Contrast the first and second Continental Congress’

g. Compare and contrast the ideas and beliefs of Patriots and Loyalists. 

h. Evaluate the success of the “Olive Branch Petition” and the “Declaration of the Causes and

Necessities of Taking up Arms.”

i. Evaluate the contributions of key individuals in the lead up to war. 

j. Evaluate the importance of the battle at Fort Ticonderoga

k. Assess the significance of the Battle of Bunker Hill 

LEVEL 2: I can:

a. Describe the French and Indian War in North America as well as the Albany Plan for Union

b. Understand the Proclamation of 1763 and the actions of King George III

c. Describe how British rule and government led to conflict 

d. Describe the Boston “Massacre,” the Committees of Correspondence, the Sons of Liberty,

the Daughters of Liberty, the Boston Tea Party, and the First Continental Congress as

colonists means of showing opposition to England’s rule

e. Students will be able to describe the battles of Lexington, Bunker Hill, Fort Ticonderoga

and Concord

f. Identify the need for the second Continental Congress

g. Identify the split between Patriots and Loyalists

h. Identify specific  colonial documents drafted during the war



i. Describe the role of key individuals with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry and Thomas Paine. 

LEVEL 1:  With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas. 


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