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
inexchange for their voyage to be paid Town meeting Local governments with landowners allowed to participate New England governments All landowning males could vote / direct democracy Totalitarian Instructional Plan: What the Teacher Will Do What the Students Will Do *Introduction (5 min) Columbus Bell Ringer: Students will study the engraving and cartoon of Columbus’ arrival and answer the following question: Columbus’s landing in the Americas is one of the great turning points in world history. How do the illustrations give us some insight into our changing views of Columbus and his times? Students will study the illustrations and answer the question. PowerPoint Notes (10 min) Motives of Exploration How did advancements during the Renaissance lead to European exploration? What were the political motives of exploration / colonization? What were the economic motives of exploration / colonization? What were the religious motives of exploration / colonization? In what ways were the English colonies different from the French colonies? Students will complete a note template. Revenue from increased trade and the creation of strong states, along with new technologies in navigation and shipping facilitated exploration. Competition for global empires Gold; trade routes; fur trades Religious freedom; spread missionary work Population; use of the land; religion; how they were governed; permanent settlements Geography Review (8 min) Map Activity of the 13 Colonies Students will identify the names of the colonies on the smartboard map.