Day 1 Day 2
National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being
presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Day 3 Day 4
K-12.H.1 Students K-12.H.1 Students
will analyze how will analyze how
major events are major events are
chronologically chronologically
connected and connected and
evaluate their impact evaluate their impact
on one another on one another
(South Dakota (South Dakota
Social Studies Social Studies
Content Standards Content Standards
Revision Revision
Committee, 2015). Committee, 2015).
9-12.H.1.3 Describe 9-12.H.1.3 Describe
causes and effects of causes and effects of
the process of the process of
United States United States
territorial expansion territorial expansion
between the between the
founding and the founding and the
Civil War (South Civil War (South
Dakota Social Dakota Social
Studies Content Studies Content
Standards Revision Standards Revision
Committee, 2015). Committee, 2015).
I can explain how the I can explain how
Navigation Acts various events in
contributed to British England and America
hunger for more from may have contributed
the colonists through to the American
discussion. Revolution through
Day 5
K-12.H.1 Students K-12.H.1 Students will K-12.H.1 Students
will analyze how analyze how major will analyze how
major events are events are major events are
chronologically chronologically chronologically
connected and connected and evaluate connected and
evaluate their impact their impact on one evaluate their
on one another another (South Dakota impact on one
(South Dakota Social Studies Content another (South
Social Studies Standards Revision Dakota Social
Content Standards Committee, 2015). Studies Content
Revision Standards Revision
9-12.H.1.3 Describe
Committee, 2015). Committee, 2015).
causes and effects of
9-12.H.1.3 Describe the process of United 9-12.H.1.3 Describe
causes and effects of States territorial causes and effects
the process of expansion between the of the process of
United States founding and the Civil United States
territorial expansion War (South Dakota territorial expansion
between the Social Studies Content between the
founding and the Standards Revision founding and the
Civil War (South Committee, 2015). Civil War (South
Dakota Social Dakota Social
Studies Content Studies Content
Standards Revision Standards Revision
Committee, 2015). Committee, 2015).
I can recall lasting I can analyze political I can exhibit my
effects of the French cartoons, images, and understanding of the
and Indian War and descriptions to draw a causes of the
how they fed growing conclusion about the American
tension between Great causes of the Revolutionary War on
Britain and the Revolutionary War the Post-Unit Test.
 I can identify three small group and class colonists through through a gallery walk.
men that contributed discussions. worksheet practices
to forward thinking in and small group and
the colonies through class discussions.
discussion.
Academic Language Mercantilism, Magna Carta, English American Revolution, Intolerable Acts, John All Language
General academic Navigation Acts, Bill of Rights, habeas Representation, Adams, Patrick Henry, previously noted
vocabulary and content- parliament, corpus, salutary Continental Congress, Sons of Liberty, Stamp
specific vocabulary included Enlightenment, neglect, Great Pontiac’s Rebellion, Act
in the unit. Benjamin Franklin Awakening Proclamation of 1763
Unit Resources, Created PowerPoint, Created PowerPoint, Created PowerPoint, Created PowerPoint, unit Printed assessments,
Materials, Equipment, unit packet, writing unit packet, writing unit packet, writing packet, writing utensils, scan trons, writing
and Technology utensils, computer, utensils, computer, utensils, computer, computer, projector, utensils, completed
List all resources, materials,
projector, screen, projector, screen, and projector, screen, screen, gallery walk packets for turning it,
equipment, and technology printed article, and speakers. Student Reading documents, tape, and completed study
to be used in the unit. speakers. worksheet, teacher reserved Multi-purpose guides for quizzing
reading, and Political room, textbook, each other and turning
Cartoon Analysis speakers, and Study in.
worksheet. Guides.
Depth of Knowledge 1. What do we 1. What was the 1. Who were the 1. What did you Assessment Day
Lesson Questions remember purpose of the three men that learn about the
What questions can be
about the Navigation contributed to taxes Great
posed throughout the lesson varying Acts? the Britain wanted to
to assess all levels of student climate factors Enlightenment force on the
2. How do you
understanding? for the three ideas brought colonists?
think a group
sections of to the
 Level 1: Recall of people 2. What does this
colonies? colonists?
creates a new picture depict of
 Level 2: Skill/Concepts
2. What does this identity for 2. We do not the Boston Tea
 Level 3: Strategic political themselves? always agree Party?
Thinking cartoon with others,
3. How might 3. Why do we have
 portray about but do we
Level 4: Extended the to pay taxes?
Thinking mercantilism? always agree
overthrowing
with how to 4. Do you think it
3. What can we of a British
resolve it? was fair to make
add to our King effect
 understanding the colonist Give an the colonists pay
of across the example. for the British
mercantilism ocean? war debt? Why
3. If the French
in the colonies or why not?
4. Do you think and Indian
from this
to the Great War had not
video?
Awakening occurred, do
4. How do you did indeed you think the
see the spark ideas Continental
Navigation that led to the Army would
Acts affecting American have been
the colonists? Revolution? experienced
Why or why enough to
not? fight the
British?
Explain.
4. Do you think
it was fair for
the British to
tax the
Americans to
pay for their
war? Why or
why not?
Anticipatory Set Bell Ringer: Turn and Talk: Introduction paragraph Questions about taxes as 5 minutes to study
How will students’ prior
read to the students to we know them today. assigned study guide.
What is mercantilism What do you think an
knowledge be activated as introduce the French
and what are the identity is or what Music Parody video
well as gain student interest and Indian War.
benefits? does it mean to you?
in the upcoming content? Read Lesson Objective
How do you think a Class discussion
Turn and Talk about together.
group of people reviewing concepts
their answers.
creates a new identity from the past two
Video: Mercantilism for themselves? lessons.
Class discussion Discussion questions
to link day 1 content
to day 2 content.

Multiple Means of
Representation
Describe how content will
be presented in various
ways to meet the needs of
different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
 English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Presentation of Content
Lecture will be Lecture will be Lecture will be Mini lecture and Students will have an
accompanied by a accompanied by a accompanied by a vocabulary will be by opportunity to review
PowerPoint with PowerPoint with a PowerPoint with PowerPoint with pictures their completed study
videos and pictures. video and pictures. pictures. Notes will be and videos. Vocabulary guide.
Notes will be taken in Notes will be taken in taken in student notes will be taken in
Kahootit Review
the student notebooks the student notebooks notebooks as notebook.
as they are instructed as they are instructed instructed on the Post Assessment
Students will circulate
on the PowerPoint. on the PowerPoint. PowerPoint.
the room to absorb
Article about thinkers
A student reading with information at several
Locke and Payne.
posed questions stations.
worksheet.
Small group and class
Do or Die cartoon discussions.
analysis worksheet.
ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified.
504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint
will be available on will be available on will be available on will be available on will be available on
Canvas for extra time Canvas for extra time Canvas for extra time Canvas for extra time Canvas for extra time
needed to take notes. needed to take notes. needed to take notes. needed to take notes. needed to take notes.
For article reading an For article reading an For worksheet reading, Gallery walk will be Testing center
audible reading will be audible reading will all passages are short done in small groups. available.
provided as students be provided as and easy to read with
Gifted: None identified. Gifted: None
follow along on a hard students follow along large print. Students
identified.
copy. on a hard copy. may opt to work in Early Finishers: Students
Academic will work together Early Finishers:
Gifted: None Gifted: None
Management if extra through discussion and Students will be asked
identified. identified.
time is needed. note taking. Will need to to review assessment
Early Finishers: They Early Finishers: show me completion before handing it in.
Gifted: None
will need to verify Students will work status of Gallery Walk Students can work on
identified.
with me that they are together through documents before any missing
completed with their discussion and note Early Finishers: handing them in. assignments from any
notes, and bell ringer. taking. Students will work classes.
together through
discussion and note
 taking. Will need to
show me completion
status of worksheets
before handing them
in.
Application of Content
Multiple Means of - Discussion in - Discussion in - Discussion in - Discussion in - Students can
Engagement both small both small both small both small review their
How will students explore,
groups and as groups and as groups and as groups and as a study guide.
practice, and apply the a class. a class. a class. class.
- Students will
content? - Students will - Students will - Students will - Students will play Kahootit
take notes take notes take notes take notes during for review.
during lecture during lecture during lecture lecture for future
- Assessment is
for future for future for future studying.
multiple
studying. studying. studying.
- Pictures used for choice.
- Videos and - Video and - Pictures used visual learners.
pictures used pictures used for visual
- Reading
for visual for visual learners.
vocabulary
learners. learners.
- Reading of chorally.
- Article about - Reading of vocabulary
- Gallery Walk
thinkers Payne vocabulary chorally.
Activity.
and Locke. chorally.
- Physical form
of worksheets.
Multiple Means of ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified.
Engagement
504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint 504/IEP: PowerPoint
Differentiation
will be available on will be available on will be available on will be available on will be available on
Explain how materials will Canvas for extra time Canvas for extra time Canvas for extra time Canvas for extra time Canvas for extra time
be differentiated for each of needed to take notes. needed to take notes. needed to take notes. needed to take notes. For needed to take notes.
the following groups: Small group Small group For worksheet reading, Gallery Walk reading, all Testing center
 English Language discussions. For article discussions. all passages are short passages are short and available.
Learners (ELL) reading an audible and easy to read with easy to read with large
Gifted: None Gifted: None
reading will be large print. Students print. Students will be in
 Students with
 special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will
be differentiated for each of
the following groups:
provided as students identified. may opt to work in small groups and could identified.
follow along on a hard Academic read together.
Early Finishers: None Early Finishers:
copy. Management if extra
needed. Gifted: None identified. Students will be asked
time is needed.
Gifted: None to review assessment
Early Finishers: Students
identified. Gifted: None before handing it in.
will work together
identified. Students can work on
Early Finishers: None through discussion and
any missing
needed. Early Finishers: note taking. Will need to
assignments from any
Students will work show me completion
classes.
together through status of Gallery Walk
discussion and note document before handing
taking. Will need to it in.
show me completion
status of worksheets
before handing them
in.
Assessment of Content
- Pre-Test - Turn and Talk - Class - Class Discussion - Study Guide
Discussion review
- Bell ringer - Class - Gallery Walk
Discussion - Student assignment - Quizzing each
- Turn and Talk
Reading and other using
- Class Questions their study
Discussion worksheet guides
- Political - Post-Test
Cartoon
Analysis
Worksheet
ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified. ELL: None identified.
IEP/504: Upon IEP/504: Activities IEP/504: Students may IEP/504: Students may 504/IEP: PowerPoint
request, may have the suited for these read together if needed read together if needed in will be available on
Pre-Test read aloud students. while in class but the small groups while Canvas for extra time
and/or take test in a otherwise may seek circulating the Gallery needed to take notes.
Gifted: None
different location. out extra assistance in Walk stations. Testing center
identified.
  English Language
Learners (ELL)
 Students with
special needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional
resources/support)
Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how
the extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
Other activities are Early Finishers: the Academic Gifted: None identified. available.
suited for these Activities suited for Management room.
Early Finishers: Students Gifted: None
students. these learners.
Gifted: None will need to prove they identified.
Gifted: None identified. have completed the
Early Finishers:
identified. Gallery Walk document
Early Finishers: Students will be asked
before being done.
Early Finishers: Will Students will need to to review assessment
be asked to reread the prove they have before handing it in.
questions to be sure completed the Students can work on
they have chosen as worksheets before any missing
they should on the handing them in. assignments from any
Pre-Test. Other classes.
activities are suited for
these learners.
Extension Activity and/or Homework
PowerPoint and PowerPoint posted to PowerPoint posted to Study Guide fill-in Students should work
Article of Enlightened Canvas for those Canvas for those utilizing their completed on completing any
Thinkers are available needing extra time for needing extra time for packet for structured missing assignments.
on Canvas for students note taking and those note taking and those assessment studying.
who were absent or who were absent. who were absent.
- Gallery Walk
needed to review
Completion of both photo/descriptio
content for deeper
worksheets started in n document will
understanding or
class should be be placed on
completing notes
completed at home if Canvas.
missed in class.
incomplete at the end
of class.