Lesson Plans 9

advertisement

US History, Advanced Placement

Ms. Simien 2-6 November 2015

Thematic Essential Questions

Identity

Work, Exchange, and

Technology

Peopling

What were the chief similarities and differences among the development of English,

Spanish, Dutch, and French colonies in America?

How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What was their effect on emerging cultural and regional differences?

Why did various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions?

Politics and Power In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries?

America in the World How did the competition between European empires around the world affect relations among the various peoples in North America?

Environment and

Geography

How and why did the English North American colonies develop into distinct regions?

Ideas, Beliefs, and

Cultures

How did the expansion of cultural contact that took place with permanent colonization alter conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions?

People, Places, Events and Terms (PPETs)

New American republic

French-Indian fur trade networks alliances encroachment tribal lands

Pontiac's Rebellion

Iroquois Confederation

Seven Years' War

Stamp Act

Committees of Correspondence grassroots movements mobilization

British subjects ideas of Enlightenment

Sons of Liberty loyalist opposition foreign policy neutral trading rights

French Revolution

George Washington's Farewell

Address partisan debates democratic ideas republican forms of governments imperial systems

Protestant evangelical religious fervor hereditary privilege

John Locke

Jean-Jacques Rousseau

Adam Smith

Thomas Paine's Common Sense

Declaration of Independence

Articles of Confederation centralized power property qualifications for voting

Constitution federalism separation of powers

Bill of Rights liberty versus order delegates ratification political parties

Kentucky and Virginia Resolutions

Hamilton's Financial Plan

American Revolution abolition of slavery

Abigail Adams

Haiti march of the Paxton boys backcountry cultures

Shays' Rebellion frontier vs. tidewater Virginia corridos trans-Appalachian West

Northwest Ordinance private property

Northwest Territory seizure of Indian lands treaties free navigation diplomatic initiatives

Jay's Treaty

Pinckney's Treaty republican motherhood

Key Concepts

 Students will analyze Pontiac’s Rebellion by completing a Conflict Analysis Chart. (PEO-4)(POL-1)

Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. (WXT-1)(WXT-2)(WXT-6)(WOR-2)(CUL-4)

 Students will define the term “Scots-Irish” and relate it to the overall concept of ethnic identity. (ID-4)

 Students will evaluate H.W. Brands’ characterization of Benjamin Franklin as the “First American” by analyzing a selection from Brands’ biography of Benjamin Franklin. They will also evaluate Franklin as an

© Houston ISD Curriculum

2013 – 2014

US History, Advanced Placement

Ms. Simien 2-6 November 2015 embodiment of Enlightenment thought. (ID-1)(WXT-2)(WOR-2)(CUL-4)

 Students will write an essay with a thesis statement for the DBQ from the 2005 AP U.S. History Exam: “To what extent did the American Revolution fundamentally change American Society?” Students will be required to address changes and/or continuities in American society accompanying the American

Revolution, and they will be required to situate these changes and/or continuities within larger global processes.

Students will compose a set of six footnotes identifying Enlightenment ideas and diplomatic strategies in the

Declaration of Independence. They will also summarize the assumption of thirteen independent States found in the document. (ID-1)(WOR-2)

Students will compare and contrast the Articles of Confederation with the Constitution using a Comparison

Chart.

Period III (1763-1800)

Monday, 0 November 2015

1. Engage and Connect : America the Story of Us Film

2. Introduce New Learning:

3. Guided and Independent practice:

4. Close the Lesson and Assess Mastery:

Tuesday, 10 November 2015

1. Engage and Connect : School House Rock Preamble

2. Introduce New Learning: Constitution Lecture

Preamble-Article III

3. Guided and Independent practice: Students will complete questions over the Preamble and Constitution

4. Close the Lesson and Assess Mastery: Ask students to give you a response signal such as Fist-to-Five to show their level of familiarity with new concepts of the

Constitution

Wednesday, 11November 2015

1. Engage and Connect : School House Rock

2. Introduce New Learning: Lecture Articles 4-7

3. Guided and Independent practice: Compete questions over Articles IV-VII

5. Close the Lesson and Assess Mastery: Ask students to give you a response signal such as Fist-to-Five to show their level of familiarity with new concepts of the

Checks for Understanding

Ask students to give you a response signal such as Fist-to-

Five to show their level of familiarity

Visually scan the room to ensure that students are focusing on the vocabulary and perhaps adding notes or highlighting.

Monitor students’ nonverbal cues, talk, and writing to address any areas of confusion.

Check for student answers to the questions posed. Affirm positive responses and clarify

Circulate the room to ensure

© Houston ISD Curriculum

2013 – 2014

US History, Advanced Placement

Ms. Simien 2-6 November 2015

Period III (1763-1800)

Constitution

Thursday, 12 November 2015

1. Engage and Connect : List some amendments to the

Constitution

2. Introduce New Learning: Lecture Bill of Rights

3. Guided and Independent practice: Bill of Rights

Worksheet

4. Close the Lesson and Assess Mastery: Ask students to give you a response signal such as Fist-to-Five to show their level of familiarity with new concepts of the

Constitution

Friday, 13 November 2015

1. Engage and Connect : Constitution Test

2. Introduce New Learning: Lecture

3. Guided and Independent practice:

4. Close the Lesson and Assess Mastery:

Checks for Understanding students are completing tasks correctly. Provide feedback and clarify any misunderstandings.

Redirect, reteach, and extend assistance to those who need it.

If time permits, cold call [randomly] on individual students to share their answers to the exit ticket.

© Houston ISD Curriculum

2013 – 2014

Download