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2 24-2 25 Chapter 2 Section 2 Monday Tuesday Lesson 1
2 24-2 25 Chapter 2 Section 2 Monday Tuesday Lesson 1
Name: Bradley Howes Program: Secondary Course: EDU 460 Student Teaching Field
Education Experience
Lesson Topic / Title: The 13 colonies under British Occupation
Lesson Date: 2/24 & 2/25 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 / Reasoning
Learning Goal 1: Students will explore how different • This time period represents the first form of
governments affect the freedoms, welfare, and daily life of its government in the eventual United States.
citizens. The 13 colonies were part of an
Learning Goal 3: Students will understand the politics, issues, Imperialistic, Unitary, Constitutional
and compromises that influenced the development of the United Monarchy. The colonies had very little say
States in the growing hegemony of the British
Empire, apart from fueling Great Britain’s
economy.
• The rights of the colonist while under
British occupation varied greatly between
the start of the French and Indian War to the
outbreak of the Revolutionary War. As
Great Britain imposed greater control on the
colonies, the rights of the people were
continually intruded upon.
• A combination of specific issues and
politics eventually culminated in the
Revolutionary War. By understanding each
step in this progression, students will know
that war with Great Britain was not an
inevitable outcome, but a series of events
culminating in the War.
Content Standard(s) Instructional Decisions / Reasoning
Civics & Government 2: Students understand the constitutional Instructional Decisions / Reasoning
and legal rights, the civic duties and responsibilities, and roles of • This lesson analyzes the time period of the
citizens in a constitutional democracy and the role of citizens 13 colonies prior to the Revolutionary War.
living under other forms of government in the world by: More specifically, this lesson analyzes the
● (F3) Evaluating how people influence government and structure of the British Parliament and the
work for the common good, including voting, writing to role of the King in a Constitutional
legislators, performing community service, and engaging Monarchy.
in civil disobedience.
• Examining the structure of the British
Civics & Government 3: Students understand political and civic government also provides a point of
aspects of cultural diversity by: reference for what the United States
● (D2) Analyzing the political structures, political power, government will eventually become.
and political perspectives of the diverse historic and
current cultures of the United States and the world.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Monday: Plicker Pre-assessment: I will be conducting a Instructional Decisions / Reasoning
-Pre-assessment of all important concepts surrounding the 13 • The goal of the Plicker pre-assessment is to
colonies, the Articles of Confederation, and the Constitution. assess my student’s current understanding
without it feeling like an assessment. None
Tuesday: Checking for Understanding of my students had seen a Plicker survey
-Thumbs up, sideways, and down when moving from information before and were very engaged. With each
station to information station. square being anonymous and the only task
required of the students is to rotate a card,
students were engaged in answering.
• The data collected through the app allows
me to identify specific students struggling
with content as well as gauge, classwide
understanding of the subject.
• Thumbs up, sideways, and down is a rapid
response check I can take in order to
determine my students' understanding. If
students hesitate, look around, or
demonstrate insecure answering, I can
provide a general summary of the station.
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 / Reasoning
Monday • Given that this lesson marked the start of
For Students the second unit, I wanted to provide both
Diary in the Young United States Summative Assessment online and physical copies of the weekly
Description & Rubric assignments and final summative
Syllabus Questions assessment. My students have a preference
for physical copies, which further prompted
For Teacher me to provide a physical copy. This
Colonial Reaction Articles preference for physical copies carries over
Plicker Pre-Test Questions (Attached with Lesson Plan) into my usage of informational packets and
Tuesday artifacts
Students
Station Packet • By providing multiple stations with artifacts
around the room, I could discuss in-depth
Teacher about specific events and include artifacts
Station Packet and articles to read.
Map of British Territory By the 1760s,
Map of the Continental US
The Stamp Act and what was taxed
fallout of the Stamp Act
Painting of King George the 3rd
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 / Reasoning
Monday • The unit summative assessment allows
50 minutes students to choose the way in which they
wish to complete the assignment. The first
5-minute intro option takes a social history approach by
10-minute Diary in the Young United States Summative allowing students to write a believable diary
Assessment: I will be discussing the summative assessment story about an individual living between the
replacing an end of unit test. This assessment will be completed in Revolution and the establishment of the
parts with their traditionally assigned syllabus work, which they Constitution. The second option allows
expect from this class. students to pick a relevant historical figure
and chronicle their beliefs/thoughts on
15-minute Plicker Pre-Test: Using Plicker cards, I will conduct a specific issues through an informal diary.
multiple-choice pre-test on basic information about the unit’s Both options have a set of weekly
content. The app has been downloaded to my phone and I have vocabulary that can structure their writing
collaborated with a colleague for use of their Apple TV for that and demonstrate their understanding of the
day. objectives.
• I opted to do my Plicker survey in the
15-minute Review Asiatic Map: All social studies teachers at middle of the lesson because I knew it
Mountain Valley High School are required to administer a would be interesting and engaging for
pre-scheduled map quiz on a specific area of the world. The week students.
after February break will have all social studies teachers • My classroom does not have a projector, so
administering the same map quiz on Eastern Asia. Instruction on I collaborate with my neighboring teacher to
the map quiz is to be kept to a minimum as the school encourages borrow their Apple TV for the purpose of
students to study on their own time. I plan to allow students to conducting my Plicker pre-assessment.
answer the quiz to the best of their ability for 5 minutes. • By utilizing stations, I can incorporate
Afterward, I will go through each country in numerical order. student movement within the lesson.
• Each station also allows me to focus on a
5-minute closing specific topic in-depth and provide a clear
sequence for the events we will discuss.
Tuesday
50 minutes
5-minutes French & Indian War (Seven Years War, which lasted 9
years in the US): Some Historians describe the Seven Years War
as a World War because of the geographic scope of the conflict.
The French & Indian War was the part of the Seven Years War
restricted to the North American Continent. The conflict itself
involved the British and Native American allies vs the French and
Native allies. Lasting 9 years, the conclusion saw Britain
victorious, gaining Canada, all territory east of the Mississippi,
and Florida. The victory over the French, however, strained the
British Empire. British territory in North America had tripled in
size, the government debt had doubled, American colonists
eagerly looking to expand westward into the Native American
territory, rule over the colonies had been incredibly loose, and tax
collection in the colonies compared to the homeland were night
and day different, with the main island being taxed the heaviest
out of all.
This is when I argue that the tone between Britain and the
American colonies changed to outwardly antagonistic. It showed
two things. 1, that the British Government would bend to protests
and riots. 2 Britain was going to keep trying to assert power over
the colonies.
5-minutes closing
Tuesday: I am satisfied with Tuesday’s lesson. According to my pre-assessment data, the majority of my
students retained the basic principles of the American Revolution, but lacked understanding of the buildup
to the Revolution. The overriding purpose of this lesson was to meet students where they were and
re-teach the lead up to the American Revolution. This lesson was primarily taught via direct instruction
with students moving between stations. Each student had a sheet with the information written down and
questions to guide note-taking. One major change I would make would be increasing either the number of
stations or including more engaging artifacts at each station. When I reached the last station, which just
had a picture of King George the 3rd, the students remained where they were. According to assessment
data collected on 3/3/20, the majority of students were able to correctly answer questions regarding the
French & Indian War, the Proclamation of 1763, the Stamp Act, Actual vs Virtual Representation, and the
King George, thus meaning that students met the objectives of the lesson.
Teaching Standards and Rationale
Standard #6 Assessment: The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning
and instruction.
6 (a) Balances the use of formative and summative assessment as appropriate to support, verify, and
document learning.
The teacher properly understands and utilizes pre-assessment, formative assessment, and summative
assessments for guiding on-going planning and instruction. The teacher provides multiple methods of
assessment in order to support, verify and document individual learner growth.
The primary purpose of this lesson was to gauge, verify, and document what my students knew regarding
the United States under British occupation, the Revolutionary War, the Articles of Confederation, and the
Constitution. My formative Plicker pre-assessment would allow me to gather data and plan for on-going
instruction. From the data collected, it became apparent that I had to teach a lesson on the lead up to the
American Revolution. This took the form of designing a station activity of all the major points we would
be discussing moving forward. As an educator, I have to meet the needs of my students, in this case
teaching a brief lesson on American History. In order to determine whether this lesson was effective, I
examined the summative assessment data retrieved from the weekly homework assignments surrounding
the topics discussed during the weeks. All students demonstrated sufficient understanding of the content
and could relate the historical background to its influences on government and politics.
Standard #7 Planning for Instruction: The teacher draws upon knowledge of content areas,
cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every
student in meeting rigorous learning goals.
7 (d) Plans for instruction based on formative and summative assessment data, prior learner knowledge,
and learner interest.
The educator uses data, prior knowledge, and learner interest to plan and support all students in achieving
learning objectives. The teacher plans instruction based on assessment data, content areas,
cross-disciplinary skills, pedagogy, the community and the needs of individual learners.
When laying out my plan for the section of the United States under British occupation, I was originally
going to focus specifically on Britain’s government and the early colonial governments prior to the First
Continental Congress. Upon conducting my Plicker pre-assessment, it became apparent that most students
had a limited understanding on the build-up to the American Revolution. Most students could not identify
who won the French & Indian War and which colonies comprised the original 13. With this information, I
adjusted my plan to accommodate a station-based lesson. This way I could still discuss the structure of the
British government while also highlighting the importance of the Proclamation of 1763, Stamp Act, and
the Boston Massacre. Though this is strictly speaking a government class, it is impossible to avoid the
historical context of the era because it influences the daily lives, freedom, and politics of the people living
at the time. The summative assessment of a weekly diary utilizes skills traditionally learned in an English
class. I combined this with a survey I conducted at the beginning of the semester for me to learn more
about my students. That data illustrated that a majority of my students would prefer to write an essay or
story, which allowed me to develop my final summative assessment.
Standard #9 Reflection and Continuous Growth: The teacher is a reflective practitioner who uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (students, families, and other professionals in the learning community), and adapts practice to meet
the needs of each learner.
9 (l) Takes responsibility for student learning and uses ongoing analysis and reflection to improve
planning and practice.
The teacher takes responsibility for student learning and adapts their practice, presentation, and
pedagogical skills in order to meet the needs of each learner. The educator is a reflective practitioner who
evaluates their overall strengths, weaknesses, and general effectiveness in order to consistently improve
their planning and practice.
From the data collected, I knew that my student did not have the prerequisite understanding of the
Pre-American Revolution time period in order to properly understand the foundations of American
Government. In order to ensure that students would have the information they needed, I planned a lesson
specifically on the major parts of the build-up to the American Revolution that we would be revisiting
consistently. In order to accomplish this, I designed a timeline station activity that relied primarily on me
lecturing and students moving from one station to another. Though the class met the objective, I reflected
on the overall execution and engagement of the lesson. The lesson itself was very linear, with students
reading information and listening to me lecture. If I were to run a station activity like this again, I would
instead allow for more freedom in engaging with the content at each station. I would also include a greater
blend of articles, images, and objects for students to interact with. When I design these lessons I attempt to
find the most engaging ways of achieving the objectives for the day. The forms of this will constantly vary
because I consistently reflect on what went well and what will I change next time.