This unit was designed for eleventh and twelfth-grade students currently enrolled in

American Government at Mountain Valley High School in Rumford, Maine. I will be using my

first-period government class as the basis of this TWS. This class contains a large geographic

spread of where students originate from within the school district, as well as one student being an

international student. All of the students in the class are very familiar with each other given the

small student population within the school. From data conducted, all students state that they have

a reliable internet connection at home. Data collected at the beginning of the semester also states

that most students find social studies to be either quite difficult, boring, or a combination of the

two. I intend to make this an exciting, engaging, and informative class

Throughout this unit, students are encouraged to imagine what it would be like to live

during the time periods we will be discussing. Students explore how the form of government

influences the daily lives of that nation’s citizens. Throughout the unit, students take part in

simulations, analyze primary sources, and engaging in discussions surrounding the government

and how it influenced the people. As students learn about the different early American

governments and the role of the people in it, students will complete on a weekly bases a diary

that has them take on the role of someone living at the time. Each week, students will use events

and concepts discussed throughout the week to write about someone living through these

moments in history.

Listed below is a chart outlining the sequencing of the lessons included in this TWS as

well as the Learning Goals, Activities, and Assessment. Each of these are described in greater

depth within the corresponding tab above.

Date Lesson & Content Overview Learning Activities and Assessment
Goals

2/24 Lesson 1 Day 1: 1, 2, & 3 Pre-assessment:

-Pre-assessment conducted Plicker assessment
-Introduction of final summative assessment
-Weekly homework assignments for the unit
posted

2/25 Lesson 1 Day 2 1&3 Formative:

-Prioritized history on the 13 colonies and Notes taken on worksheet
life in the colonies under British occupation. during station activity

2/28 Lesson 2 3 Formative: Contributions

-The First Continental Congress and participation in
simulation activity
Summative: Weekly
homework questions on
the week’s content
through classroom.

3/2 Lesson 3 2 Formative: Notes written

-Analyzing and interpreting the Declaration on worksheet
of Independence

3/4 Lesson 4 Day 1 2&3 Formative: Notes written

-Analyzing and Interpreting the Articles of on worksheet
Confederation

3/5 Lesson 4 Day 2 1, 2, & 3 Formative: Notes written

-Wrapping up analysis of the Articles of on chalkboard and notes
Confederation taken through oral history
-Shays’ Rebellion from a political and lesson
social-historical viewpoint Summative: Weekly
homework questions

3/13 Lesson 5: Review 1, 2, & 3 Formative: Plicker

assessment (no grade
assigned by performance)
Summative: Weekly
homework questions.