UMF Unit-Wide Lesson Plan

Name: Bradley Howes Program: Secondary Course: EDU 460 Student

Education Teaching Field Experience
Lesson Topic / Title: The First Continental Congress

Lesson Date: 2/28 Lesson Length: 50 minutes Grade/Age: 12th grade

Learning Objectives & Content Standard Alignment ​- Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions /
Learning Goal 3:​ Students will understand the politics, issues, Reasoning
and compromises that influenced the development of the United • This lesson has students take on
States the persona of a hypothetical
-Students will understand the competing interests of the First representative at the First
Continental Congress by Continental Congress. This will
allow students to understand the
competing interests, politics, and
issues of the time period.

Content Standard(s) Instructional Decisions /

Civics & Government 3: Students understand the political and Reasoning
civic aspects of cultural diversity by: • Students take on the role of a
● (D2) Analyzing the political structures, political power, colonial politician in order to
and political perspectives of the diverse historic and understand the political
current cultures of the United States and the world. structures, power, and varying
perspectives of this time period.

 
 Assessment -​ Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Students demonstrate their understanding by taking on the Instructional Decisions /
character of a colonial representative and justifying their Reasoning
reasoning for certain decisions. • By having student make decisions
Exit Ticket and justify their reasoning for
certain decisions, I am able to see
whether that student understands
the issues and build-up that
eventually lead to the American
Revolution.
• Having an exit ticket will allow
me to determine with quantitative
data whether students were able
to understand the interests of their
colony and the competing
interests of the time period.
Instructional Materials and Resources ​- Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and/or Technology Instructional Decisions /
Simulation of the First Continental Congress Reasoning
In order for this lesson to succeed, I
needed to provide students a brief
history and summary of each
colony and their interests. Each
student would receive a half-page
information sheet. Listed at the top
was the colonies interest. Below
that was a brief summary of the
colonies history and specific
reasons for holding those interests.
Instructional Methods: ​ Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.

 
 Teaching and Learning Sequence Instructional Decisions /
50 Minutes Reasoning
5 minutes​ Map Quiz • As required by Mountain Valley
5 minutes:​ Direct Instruction on the Albany Plan. Some colonies High School, students are
required to be tested on specific
met at Albany to discuss a possible united colonial government to
maps. As discussed on Monday,
better protect themselves, but not enough colonies supported it. students would be tested on their
35 minutes:​ ​Simulation of the First Continental Congress​: knowledge of Eastern Asia.
Students will take on the role of a colonial representative at the • Conducting a simulation on the
First Continental Congress. Each student will be given an First Continental Congress
information sheet describing the background and interests of their appeared to be the most engaging
colony. They will be tasked with protecting and persuading the way of discussing the purpose of
the Congress while also exploring
interests of their colony on various issues that faced the colonies at the competing political and social
the time. issues I wished to discuss in my
5 minutes:​ Closing: During the closing, students will be learning objectives.
completing an exit ticket on whether they were able to defend the • The significance of the First
interests of their colony. Continental Congress as a
historical event is very minor.
Most of the specific details
surrounding the event have been
lost to history, with the exception
of a colony-wide boycott and the
Olive Branch petition. This
allowed me the freedom to have
students discuss issues of the time
that were most likely discussed at
the meeting.

 
 Meeting students’ needs (differentiation, extensions, Instructional Decisions /
modifications, accommodations) Reasoning
My ELL student had the same opportunity to speak given that this • A major problem with debate,
lesson relied most on the ability to speak and convince others to simulations, or other activities is
their way of thinking. that a few speakers dominate the
When setting up this simulation, I wanted to blend structured conversation. Given that I have a
discourse with a debate style in order to ensure that everyone got very small class, I needed to
the ability to speak as well as allow more vocal people to speak. ensure that all students spoke at
least once so the other students
could gauge what that colony felt
on the issue.

Field Course Only – Post lesson

Reflection
I am very satisfied with how this lesson went. The centerpiece of the lesson was the simulation of the First
Continental Congress. Each student took on the role of a representative from the colonies tasked with
voicing and advocating the interests of their individual colonies. I presented several events, from slavery,
trade, and boycotting British goods for students to respond to. Students were able to make arguments and
convince their peers to support their viewpoints. An example is whether to grant slaves freedom if they
joined the militia or colonial army. Originally the southern colonies were outnumbered, but the students
were able to convince enough of their peers to vote against granting freedom to slaves for fighting in
militias. When a vote was tied, the decision would be left to the individual colonies. After each vote, I
would give the historical reality of what happened. All students were able to understand how conflicting
interests influenced the development of the colonies and how that would affect the development of the
United States. Students were engaged throughout the simulation. Students completed the objectives by
taking on the persona of a representative tasked debating and compromising on the various issues relevant
to the First Continental Congress.
Teaching Standards and Rationale
Standard #3 Learning Environments​: The teacher works with learners to create environments that
support individual and collaborative learning, encouraging positive social interaction, active engagement
in learning, and self motivation.
3 (o)​ Values the role of learners in promoting each other’s learning and recognizes the importance of peer
relationships in establishing a climate of learning.

The teacher fosters a learning environment that recognizes the importance of each learner and fosters
positive peer relationships in establishing a positive, interactive, and engaging classroom climate of
learning.

The relationship students have with each other will determine the overall effectiveness of this lesson. Prior
to starting the simulation, I describe that students should attempt to suspend their preconceptions and
beliefs in order to take on the role of a politician of the time. By stating this beforehand, it states to the
class that everyone is playing a role and nothing they say during that role reflects their overall beliefs and

 
 opinions. I further cemented this point by refering to each as “The honorable gentleman or lady from” to
further illustrate that this is an act. By stating that disclaimer, I can then proceed with the lesson. Referring
to my CFA data confirms that most of these students have known each other for the majority of their time
in school. There are a few friend groups within the class mixed in with a set of individualists as well. The
existing positive learning environment within the class as well as the overall maturity level suggests that I
can conduct a lesson of this caliber. Finally, in order to ensure that each student’s voice was heard, I
structured the debate to include elements of free discussion with a structured first round of each student
stating their interest.

Standard #5 Innovative Applications of Content​: The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.
5 (b) ​Engages learners in applying content knowledge to real world problems through the lens of
interdisciplinary themes (e.g., financial literacy, environmental literacy).

The educator designs lessons involving real world problem solving that encourage students to connect
concepts, understanding differing perspectives, think critically and creatively, work collaboratively in
order to solve an authentic issue.

This lesson encourages students to understand the relevant local and global issues relevant at the time of
the First Continental Congress. Issues surrounding the relationship with Great Britain, the relationship of
the colonies, the issue of slavery, the question regarding preparing for war or attempting to mend
relationships are all explored through this lesson. Students view this time period through the lense of a
representative, whose very task is to represent the interests of their colony. These interest they themselves
may not agree with, which further complicates the issue of do they make their decision based on their own
moral compass, or do they actually take up the duty of representing the issues of their constitutents.
Furthermore, on each issues, students must work collaboratively in order to gain enough support for a vote
to go their way. Given that the United States is a representative democracy, students can understand the
difficulties a congressional representative faces in regards to determining issues of their States. By taking
on the persona of a representative, students can engage in this simulation and relate it to current local and
global issues.