James Madison University College of Education – Social Studies Lesson Plan Format Name: Jennifer McKannan Date: 7/10/11 Subject/Class: U.S. History Grade Level: 11th grade Topic: Colonial Regions NCSS Theme #1 & 3: Culture; People, Places, and Environments Subthemes: Knowledge: concepts such as: location, concepts such as beliefs, values, mores, institutions…; physical and human characteristics… Processes: analyze different interpretations of the causes and effects of migrations of people in various… Essential Questions/Big Ideas: Why did Europeans settle in the English colonies? How did their motivations influence their settlement patterns and colony structures? In what ways did the cultures of Europe, Africa, and the Americas interact? What were the consequences of the interactions of European, African, and American cultures? How did the economic activity of the three colonial regions reflect their geography and the European origins of their settlers? Why was slavery introduced into the colonies? How did the institution of slavery influence European and African life in the colonies? SOLs/Standards addressed: VUS2, 3 Learning Outcomes/Objectives: Identify and contrast the political, social, religious, and economic characteristics of early exploration and settlements of the New England, Middle, and Southern colonies. (explain) Explain the political contributions of the early colonies (House of Burgesses, Mayflower Compact, town meetings). (explain) Identify and locate the original 13 colonies on a map. (skill) Contrast indentured servitude with slavery. (emphatic) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) U1: SWBAT identify and contrast the Students will write 1-2 sentences summarizing political, social, religious, and economic each colonial region. They complete a matrix on characteristics of early exploration and the colonial regions. Students will also complete settlements of the New England, Middle, and a brochure on the colonial regions. Southern colonies. explain the political Students will complete a brochure on the colonial U2: SWBAT contributions of the early colonies. regions; unit test U3: SWBAT identify and locate the original Students will participate in a smartboard exercise 13 colonies on a map. and complete a map quiz. U4: SWBAT contrast indentured servitude Students will answer a direct question by the with slavery. teacher; unit test
James Madison University – College of Education Social Studies Lesson Plan Format Name: Jennifer McKannan Date: 7/10/11 Subject/Class: U.S. History Grade Level: 11th grade Topic: Colonial Regions NCSS Theme #1 & 3: Culture; People, Places, and Environments Subthemes: Knowledge: concepts such as beliefs, values, mores, institutions…; concepts such as: location, physical and human characteristics… Processes: analyze different interpretations of the causes and effects of migrations of people in various… Essential Questions/Big Ideas: Why did Europeans settle in the English colonies? How did their motivations influence their settlement patterns and colony structures? In what ways did the cultures of Europe, Africa, and the Americas interact? What were the consequences of the interactions of European, African, and American cultures? How did the economic activity of the three colonial regions reflect their geography and the European origins of their settlers? Why was slavery introduced into the colonies? How did the institution of slavery influence European and African life in the colonies? SOLs/Standards addressed: VUS2, 3 Learning Outcomes/Objectives: Identify and contrast the political, social, religious, and economic characteristics of early exploration and settlements of the New England, Middle, and Southern colonies. (explain) Explain the political contributions of the early colonies (House of Burgesses, Mayflower Compact, town meetings). (explain) Identify and locate the original 13 colonies on a map. (skill) Contrast indentured servitude with slavery. (emphatic) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) U1: SWBAT identify and contrast the political, social, religious, and economic characteristics of early exploration and settlements of the New England, Middle, and Southern colonies. Students will write 1-2 sentences summarizing each colonial region. They complete a matrix on the colonial regions. Students will also complete a brochure on the colonial regions. U2: SWBAT explain the political contributions of the early colonies. Students will complete a brochure on the colonial regions; unit test U3: SWBAT identify and locate the original 13 colonies on a map. Students will participate in a smartboard exercise and complete a map quiz. U4: SWBAT contrast indentured servitude with slavery. Students will answer a direct question by the teacher; unit test