Вы находитесь на странице: 1из 4

David Rush

Dr Penny



Lesson Overview Title: Plymouth Author: David Rush Subject: History Grade Level: 7th Grade

UDL Lesson Plans

Unit Description This lesson is a part of a series of lessons that focus on the colonial history of the United States. In this lesson students will learn about the settling of present day Massachusetts. Topics discussed will include: religious freedom, the Mayflower, puritans, Native Americans, and Thanksgiving.

Class Discussion Before class begins the teacher will write down the term “Religious Freedom” on the whiteboard. He will then ask the class their interpretation of the term. The teacher will then make a list of these interpretations and write them down on the whiteboard. After this has occurred the teacher will segway into a discussion about the Puritans. He will explain who they were and why they left England for religious freedom. He will give a brief history and then discuss their voyage on the Mayflower, their arrival in the United States, and their early interactions with Native Americans.

Class Activity:

The class will then begin an assignment where the objective is to create a comic strip about the Puritans. Slides in the comic strip should include leaving England for religious freedom, riding across the Atlantic in the Mayflower, the hardships of early colonial life, and the friendship with Native Americans.

Class Discussion:

After the comic strip has been worked on for twenty minutes or so another discussion will take place. The teacher will discuss the first Thanksgiving and the friendship between Native

Americans and colonists. Students will then be asked for things that they feel thankful for and a list will be compiled on the whiteboard.


The class will conclude with students watching “When is Thanksgiving? Colonizing America:

Crash Course US History #2”


For homework students will continue working on their comic strip.


Whiteboard Marker Computer that can display Youtube videos for the whole class to see Pencils Paper Crayons/Colored Pencils (Optional)

Potential Barriers:

While this lesson is an attempt to align with UDL principles (offering something for everyone) there are still some difficulties that could be faced by learners. The main issue comes in the realms of learning styles, as well as aptitudes. For students who learn audiologically the lecture will be a great opportunity to gain information. However, for the more visual learners, the lecture will be problematic. The same goes for the movie and comic strip. For students who are artistic and learn through drawing and creative outlets the comic strip will be a great learning tool. However, for those who struggle with drawing, this could be frustrating. By offering a lecture, drawing, and a video, the teacher of this lesson is attempting to follow UDL standards by reaching several different learning styles and therefore servicing many different students. The same information is being relayed through all three mediums, therefore it is three different opportunities to share the information. UDL Principles are to allow multiple means of engagement, representation, and action and expression. The different mediums offer multiple means of engagement and representation. However, the comic strip is only on means of action and expression. This is a barrier to UDL Principles. In future, the instructor should perhaps offer the opportunity for the students to choose between several activities such as a comic strip, writing a play or story, or even a song about what they learned.


Lesson Overview Title: Jamestown Author: David Rush Subject: History Grade Level: 7th Grade

Unit Description This lesson is a part of a series of lessons that focus on the colonial history of the United States. This lesson focuses on Jamestown Colony. Themes that will be discussed in this lesson include Jamestown as a settlement, John Smith, Pocahontas, John Rolfe, and cash crops.

Discussion Class will first be asked what they know about Jamestown. Instructor will give brief history of Jamestown. He will explain why it was founded. He will then pause to show a scene from Disney’s “Pocahontas” showing a dramatization of voyage over. He will then discuss the miserable conditions of Jamestown as a settlement. He will show a clip from Terrence Malick’s “The New World” that provides a depiction of living conditions of Jamestown. He will then discuss John Smith’s role in making Jamestown a more habitable place. He will then ask class if they know about Pocahontas. He will discuss her alleged relationship with Smith and eventual marriage to colonist John Rolfe. He will then discuss the discovery of tobacco by Rolfe and its role in creating a thriving economy in the new colony.


Students will then be instructed to get into groups of five. In their groups they will work together

to make a short play about Jamestown. The subject of the play can be anything about Jamestown.

They are free to be creative and discuss anything they learned in class. The play is only meant to be two minutes long. After twenty minutes of working together students will perform their plays

in front of the class.

Homework Assignment

A map of the thirteen colonies will be assigned at the end of class. The homework assignment

will be to label the thirteen colonies on the map in a similar fashion to the one found in their assigned textbook.

Materials Computer with access to Youtube “Pocahontas” Clip

“New World” Clip Map of Thirteen Colonies Textbook with map of Thirteen Colonies Paper and Pencils to write down play dialogue (Optional)

Potential Barriers This lesson attempts to follow the principles of UDL in the fact that it provides multiple means of engagement. Instead of just a lecture (audiological learning), it offers movie clips as visuals to help in the learning process, as well as a play as a way to showcase and reflect on new found knowledge. However, despite the attempts to reach multiple learners it does not offer multiple means of expression and action. The only way for students to express what they learned is through the play. If a student is not comfortable speaking in front of others, or does not learn by acting out information, they will not be serviced through this experience. The homework assignment offers an opportunity for learners who retain information through artistic expression, but does not offer an opportunity for others. This creates barriers in trying to stay with the principles of UDL. Future ideas are to offer multiple means of expression. Students should be given a choice for homework that allows them to correlate to their learning style. They could either do the map or answer questions from a reading.