-LESSON PLAN 1

Name: Cameron Peppers Date: 4/30/17

Lesson Title: Southern colonization Grade/Level: 9th-12th

Curriculum Standards Focus Question/Big Idea/Goal
SSUSH1 Compare and contrast the development of
English settlement and colonization during the 17th Central Focus:
Century.
a. Investigate how mercantilism and trans-Atlantic How does the development of the Colonies impact
trade led to the development of colonies. the Indians and other Countries?
b. Explain the development of the Southern Colonies,
including but not limited to reasons established,
impact of location and place, relations with American
Indians, and economic development.
Lesson Objective(s)

Students will be able to analyze how mercantilism and Trans-Atlantic impacted the colonies.

Students will be able to recognize the impact of location and place for the southern colonies.

Vocabulary/ Academic Language

Mercantilism, Trans-Atlantic, Colonization, English settlement, Southern Colonies, economic development

for southern colonies

Questions for higher order thinking and assessment

How does the economy of the colonies impact their development?

How does the location of the colonies impact their development?

Assessment/Evaluation

Informal: The teacher will discuss each vocab term. The discussion will also cover other details of the
instruction.

Formal: There will be a quiz at the end of the unit.

Materials
PowerPoint, Marker, Pen and paper

Bell Ringer

Daily Vocab- Pilgrims- the first English settlers.

Anticipatory Set

The teacher will show a picture of the Mayflower and ask the students questions.
Instruction
The teacher will have a PowerPoint that includes the definitions. The PowerPoint will also include
information about the colonies and how their economy impacted their development. After the lecture, the
teacher will start the instruction by asking questions about the vocab. Then, the teacher will walk around the
classroom and check on the student to make sure that they are working on their essays.

Guided and Independent Practice

The teacher will provide an essay topic on the board. The essay topic will be, How did trade and location
play a significant role in the success of the colonies? Then there will be a brief discussion over the topic and
then the teacher will walk around the classroom and check on the students work.

Closure

The teacher will go over the vocab again and then the teacher will ask questions about the essay.

Adaptations to Meet Individual Needs

If a student has trouble talking, then they can show their opinion in the group discussion through a short
essay. An example of this could be a coherent paragraph with a well-developed thesis. If any other students
need help then the teacher will allow them to come in during lunch to get help.

Cross-curricular connections

Reading from the PowerPoint and writing during note taking.

Lesson 2

Name: Cameron Peppers Date: 5/1/17

Lesson Title: Northern Colonization Grade/Level: 9th-12th

Curriculum Standards Focus Question/Big Idea/Goal
SSUSH1
c. Explain the development of the New England Central Focus:
Colonies, including but not limited to reasons
established, impact of location and place, relations
Why were these specific areas colonized?
with American Indians, and economic development.

d. Explain the development of the Mid-Atlantic

Colonies, including but not limited to reasons
established, impact of location and place, relations
with American Indians, and economic development.

Lesson Objective(s)
Students will be able to describe each colony and the reason behind their location.
Students will be able to match each colony to their regional crops.

Vocabulary/ Academic Language

New England Colonies, Mid-Atlantic Colonies, cash crop

Questions for higher order thinking and assessment

How were these colonies successful?

What made these colonies flourish and become independent?

Assessment/Evaluation

Informal: The students will draw a modified venn diagram. This will be turned in at the end of class.

Formal: Quiz over colonies at the end of the unit.

Materials
PowerPoint, pen, paper, marker, whiteboard

Bell Ringer
Daily vocab- Cash crop: A crop that is grown with the intentions of selling for a profit.

Anticipatory Set

The teacher will write a question on the board for the students to think about. This question will be, Why
would settling down in an unknown country seem appealing? The teacher will allow the students to talk
amongst themselves for about 3 minutes. Then, the teacher will ask the class to share their thoughts.

Instruction

The teacher will have PowerPoint that includes the definitions and more information about the lecture. This
information will include each colonies location, cash crop, and their relationships with the Indians. The
teacher will present this material and ask questions about the vocab throughout the lesson.

Guided and Independent Practice

The teacher will draw a modified venn diagram on the board. This venn diagram is a rectangle with three
different sections. The middle section is for the information that the colonies have in common and the other
two sections are for their differences. The teacher will fill out one statement in each box, then the teacher will
walk around the classroom and make sure the students are doing their work.

Closure

The teacher will go over the venn diagram with the students. Then, the teacher will go over the vocab and
answer any questions the students might have.

Adaptations to Meet Individual Needs

The teacher will allow students that are struggling to work in pairs. The teacher will also help any students
that ask questions.

Cross-curricular connections

Reading information off the PowerPoint. Drawing a venn diagram and language arts with writing complete
sentences.

Name: Cameron Peppers Date: 5/1/17

Lesson Title: Diversity in the colonies Grade/Level: 9th-12th

Curriculum Standards Focus Question/Big Idea/Goal
SSUSH2 Describe the early English colonial society
and investigate the development of its governance. Central Focus:
a. Describe European cultural diversity including the
contributions of different ethnic and religious groups. How did cultural differences play a role in the
b. Describe the Middle Passage, the growth of the colonies?
African population and their contributions, including
but not limited to architecture, agriculture, and
foodways.
Lesson Objective(s)

Students will be able to provide examples of European cultural diversity in the colonies.

Students will be able to explain the middle passage and the contributions of the African population.

Vocabulary/ Academic Language

Middle passage, Slavery, ethnic groups, religious groups

Questions for higher order thinking and assessment

How can we see European culture in todays society?

Why was the middle passage used for trade?

Assessment/Evaluation

Informal: The teacher will ask the students questions about the material that was presented in class.

Formal: quiz over colonization at the end of the unit.

Materials

PowerPoint, marker, pen, paper

Bell Ringer

Daily vocab- House of Burgesses: This was the first Virginia assembly was the first representative assembly
 in the colonies.

Anticipatory Set

The teacher will show pictures of African influence into the colonies. These pictures will range from
agriculture to music. The teacher will then ask the student if they know what these pictures have in common.
If the students do not respond with the correct answer then the teacher will tell them.

Instruction
The teacher will have a PowerPoint that includes all the definitions. More information about the middle
passage and African influence on the colonies will also be included. The teacher will present the information
in a lecture style. The teacher will ask the students questions during the lecture to keep the students engaged.

Guided and Independent Practice

The teacher will put the students into groups and each group will research African influence on the colonies.
One group will research musical influence, one group will research agricultural influence, one group will
research architecture. The teacher will talk about each topic before releasing the students to do their research.
The teacher will walk around the classroom and help the groups if they need it. As the students research the
information they will write down their findings to go over at the end of class.

Closure

The teacher will have the students come back together as a class to go over their research. Then the teacher
will go over the vocab terms and summarize the information that was given in the lesson.

Adaptations to Meet Individual Needs

The teacher will allow students to come into the classroom during lunch, before school, or after school for
help. The teacher will also accommodate students that are struggling with their research by helping with how
to search and which resources will be helpful.

Cross-curricular connections

Reading from the PowerPoint, and writing after researching

UNIT Colonization

Name: Cameron Peppers Date: 5/1/17

Subject/Content: Colonization Grade Level: 9th-12th

Curriculum Standards Unit Goals

Lesson 1:
SSUSH1 Compare and contrast the development of
English settlement and colonization during the 17th Students will be able to analyze how mercantilism and
Century. a. Investigate how mercantilism and trans- Trans-Atlantic impacted the colonies.
Atlantic trade led to the development of colonies.
b. Explain the development of the Southern Colonies, Students will be able to recognize the impact of
including but not limited to reasons established, location and place for the southern colonies.
impact of location and place, relations with American
Indians, and economic development. Lesson 2:
c. Explain the development of the New England
Colonies, including but not limited to reasons Students will be able to describe each colony and the
established, impact of location and place, relations reason behind their location.
with American Indians, and economic development.
Students will be able to match each colony to their
d. Explain the development of the Mid-Atlantic regional crops.
Colonies, including but not limited to reasons
Lesson 3:
established, impact of location and place, relations
with American Indians, and economic development. Students will be able to provide examples of European
cultural diversity in the colonies.
SSUSH2 Describe the early English colonial society
and investigate the development of its governance. Students will be able to explain the middle passage
a. Describe European cultural diversity including the and the contributions of the African population.
contributions of different ethnic and religious groups.
b. Describe the Middle Passage, the growth of the
African population and their contributions, including
but not limited to architecture, agriculture, and
foodways.

Activities Planned
Lesson 1: The teacher will provide an essay topic on the board. The essay topic will be, How did trade and
location play a significant role in the success of the colonies? Then there will be a brief discussion over the
topic and then the teacher will walk around the classroom and check on the students work.

Lesson 2: The teacher will draw a modified venn diagram on the board. This venn diagram is a rectangle with
three different sections. The middle section is for the information that the colonies have in common and the
other two sections are for their differences. The teacher will fill out one statement in each box, then the teacher
will walk around the classroom and make sure the students are doing their work.

Lesson 3: The teacher will put the students into groups and each group will research African influence on the
colonies. One group will research musical influence, one group will research agricultural influence, one group
will research architecture. The teacher will talk about each topic before releasing the students to do their
research. The teacher will walk around the classroom and help the groups if they need it. As the students
research the information they will write down their findings to go over at the end of class.

Assessment
Informal:

Lesson 1: The teacher will discuss each vocab term. The discussion will also cover other details of the
instruction.
Lesson 2: The students will draw a modified venn diagram. This will be turned in at the end of class.

Lesson 3: The teacher will ask the students questions about the material that was presented in class.

Formal: A quiz at the end of the lessons over colonization.

Unit Title: Colonization Grade Level: 9th-12th

Guiding Question: How did the colonies develop and how were they influenced?

State Content Skills Activities Assessment(s) Resources

Standard(s)

SSUSH1 Southern analyze how Short essay, Essay http://www.ushistor

Compare and Colonization mercantilism Group discussion y.org/us/5.asp
contrast the and Trans-
development of Atlantic
English impacted the
settlement and colonies.
colonization
during the 17th recognize the
Century. impact of
a. Investigate location and
how place for the
mercantilism southern
and trans- colonies.
Atlantic trade
led to the
development of
colonies.
b. Explain the
development of
the Southern
Colonies,
including but
not limited to
reasons
established,
impact of
location and
place, relations
with American
Indians, and
economic
development.
SSUSH1 Northern describe each Modified Venn Class Will use the
c. Explain the Colonization colony and Diagram. discussion information provided
development of the reason over Venn in the textbook
the New behind their Diagram.
England location
Colonies,
including but match each
colony to
not limited to their regional
reasons crops.
established, .
impact of
location and
place, relations
with American
Indians, and
economic
development.

d. Explain the
development of
the Mid-
Atlantic
Colonies,
including but
not limited to
reasons
established,
impact of
location and
place, relations
with American
Indians, and
economic
development.

SSUSH2 Diversity in provide Research Observe the http://slaverebellion.org/

Describe the the colonies examples of groups about students and index.php?page=african-
early English contribution-to-american-
European the African ask them
colonial society culture
cultural influence in the questions
and investigate
the diversity in Colonies. about the
development of the colonies. material that
its governance. was presented
a. Describe in class.
European explain the
cultural middle
diversity passage and
including the the
contributions contributions
of different of the
ethnic and African
religious population.
groups. b.
Describe the
Middle
Passage, the
growth of the
African
population and
their
contributions,
including but
not limited to
architecture,
agriculture, and
foodways.

SSUSH 2 c. Colonial Explain the Short essay The essay will

Describe Governance different about the be turned in.
different methods of lecture. Then The teacher
methods of the colonial move into class will check for
colonial self- government discussion comprehensio
governance in s. about the n of the
the period of lesson. material
Describe the
Salutary presented in
diversity in
Neglect the lesson.
all the
d. Explain the colonies.
role of the
Great
Awakening in
creating unity
in the colonies
and
challenging
traditional
authority.

SSUSH3 American Specify Draw a map of Observe the Will use the maps
Analyze the Revolution which war the geography students and provided in the
causes of the and treaty for each check the textbook.
American laid the significant students
Revolution. a. groundwork battle. geography
Explain how for the maps.
the French American
and Indian revolution.
War and the
Describe the
1763 Treaty of
stamp act
Paris laid the
and
groundwork
intolerable
for the
acts.
American
Revolution. b.
Explain
colonial
response to
the
Proclamation
of 1763, the
Stamp Act,
and the
Intolerable
Acts as seen in
the Sons and
Daughters of
Liberty and
the
Committees of
Corresponden
ce.

SSUSH 3 c. Common Recognize Summarize Check for http://www.constitut

Explain the Sense and the Thomas Thomas understanding ion.org/tp/comsense.
importance of American Paines Paines of Thomas htm
Thomas Revolution Common Common Sense. Paines
Paines Sense. Common Sense.
Common Sense
to the
movement for
independence.

SSUSH4 Declaration of Recall the Discuss in Class http://www.ushistor

Analyze the Independence meaning groups the discussion y.org/Declaration/do
ideological, behind the purpose about the cument/
military, Declaration behind the Declaration of
social, and of Declaration of Independence
diplomatic Independen Independence.
aspects of the ce.
American
Explain the
Revolution. a.
roles of
Investigate the
Thomas
intellectual
Jefferson
sources,
and the five
organization,
committee.
and argument
of the
Declaration of
Independence
including the
role of
Thomas
Jefferson and
the Committee
of Five.

SSUSH 4 b. French Evaluate the Draw a chart The chart will https://history.state.
Explain the alliance, French and list be checked for gov/milestones/177
reason for and diplomacy of Alliance benefits of the accuracy and 6-1783/french-
significance of Ben Franklin with the French for alliance
the French and John colonies. alliance, and understanding.
alliance and Adams diplomacy of
Break down
other foreign Benjamin
the benefits
assistance Franklin and
of the
including the John Adams.
Diplomacy
diplomacy of
of Benjamin
Benjamin
Franklin and
Franklin and
John Adams.
John Adams.

SSUSH 4 c. George Discuss Draw a concept Class http://www.georgew

Analyze Washington George map of George discussion ashington.si.edu/life/
George as a military Washington Washington over the chrono_military.html
Washington as leader as military that includes concept map.
a military leader. his major This is
leader, victories, as checking for
Elaborate on comprehension
including but well as, the
the people
not limited to people that
that
the influence influenced him.
influenced
of Baron von
George
Steuben, the
Marquis de Washington
LaFayette, and s military
the strategy.
significance of
Valley Forge in
the creation of
a professional
military.

SSUSH 4 d. Significant Describe the Make a list of The list of http://theamericanre

Investigate the battles and significant the major major battles volution.org/battles.a
role of significant battles. battles during will be turned spx
geography at war efforts the in for a grade.
Differentiate
the Battles of Revolutionary Checking for
between a
Trenton, War. Then accuracy and
morale
Saratoga, and include details comprehensio
boost win
Yorktown. e. about each n.
and a
Examine the battle.
turning
roles of
point in the
women,
war.
American
Indians, and
enslaved and
free Blacks in
supporting the
war effort.

Name: Cameron Peppers

Pacing Guide

Grade Level: 9th-12th Subject: United States

Monday Tuesday Wednesday Thursday Friday

Week 1- Southern Northern Northern Northern

SSUSH1a, b, c, d. Colonizati Colonizatio Colonizatio Colonizatio
on n n n and
Southern
Southern
Colonizatio
Colonizatio
n
n review
Week 2 European European Colonial Colonial
Diversity Diversity governanc Governanc
SSUSH 2a, b, c, d
e e and
European diversity.
Diversity

Week 3 American American American American

Revolution Revolution Revolution Revolution
SSUSH 3a, b, c Treaty of Proclamatio Intolerable Thomas
American Paris 1763 n of 1763 act Paines
Stamp act Common
Revolution
The French Sense.
and Indian
War

Week 4 Declaratio Declaration French Diplomacy

n of of alliance of Ben
SSUSH 3a, b, c
independe Independe with the Franklin
SSUSH 4 a, b nce nce colonies. and John
Role of Adams.
American Thomas
Revolution Jefferson
review and the
committee
of Five.

Week 5 George George George The Battle

Washingto Washington Washingto of Valley
SSUSH 4 c
n as a and the n and the Forge
Connection military people that people
between leader influenced that
the French his military influenced
alliance decisions. his
and the military
start of the decisions.
American
Revolution

Week 6 Role of Battle of Battle of Treaty of

geography Saratoga, Yorktown Paris 1783,
SSUSH 4 d, e, f Supporting
in the and Battle and its
Turning major of Trenton. war efforts significanc
points in battles e.
the war.
 Importanc
e of George
Washingto
n

Week 7 Articles of Constitutio Constitutio Constitutio

Confederat n n n
SSUSH 5 a, b, c, d,
ion
e

Articles of
Confederat
ion

Week 8 George John Thomas Thomas

Washingto Adams Jeffersons Jeffersons
SSUSH 5 e
ns presidency presidency presidency
SSUSH 6 a, b, c, d presidency James
Madisons
Constitutio presidency
n
George
Washingto
ns
presidency

Week 9 James Indian Andrew Second

Monroe Removal Jackson Great
SSUSH 6 d, e
presidency and Andrew and Henry Awakening
SSUSH 7a, b, c Andrew Jackson Clay
Jackson
James
Madisons
presidency
James
Monroe
Presidency