UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Fiske Lesson #: 1 Facet: Explain and Perspective
Grade Level: 9-12 Numbers of Days: 3-4
Topic: Early Colonial History
PART I:
Objectives
Students will understand that European nations were motivated to move west to the "New World" because of
economical and imperial reasons.
Students will know the English, the French, the Germans, the Dutch, and the Swedish Colonists, and various Native
Tribes. The Colombian Exchange.
Students will be able to show why European powers decided to move west and analyze the motives of colonists in
moving west.
Product:
Blog and Video Interview
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science
Standards (NGSS) Alignment
Maine Learning Results
Content Area: E. Social Studies
Standard: E2 History, Individual, Cultural, International, and Global Connections in History
Grade Level Span: 9- Diploma "The Colonial Era, 1500-1754"
Students understand historical aspects of unity and diversity in the United States and the world, including Native
American communities.
Rationale:
Students will understand how Europeans ended up in the "New World" and their initial interactions with the Native
American populous.
Assessments
Pre-Assessment: (Lesson 1 only)
I would create either a checklist, or survey for the students to take to see where they are with knowledge of the
Early Colonial History,
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
I will be using the thumbs up system to determine whether or not the students are grasping the Colonial history. The
Likert Scale will be used to gauge the level of knowledge of Colonial History.
Section II – timely feedback for products (self, peer, teacher)
Students upon completing work, will be using a checklist to examine their fruits of labor. A teacher will use a
checklist to assess the students progress, as well as a comments sheet with suggestions.
Summative (Assessment of Learning): 100 points
Blogs: Students could create blogs in groups, and compile pictures, documents, and videos concerning the push
west by European powers.
They will break down into groups of three or four, and pick a topic in which to write. One student could handle
responsibility for collecting information from each medium. Once they have collected all of their information and
media, they will construct a blog. 50 points
Video Interview: Students could create "interviews" of famous leaders and average colonists of the time period.
This can is an exercise that allows for an exceptional amount of creativity. Students will break into groups of three
or four and act out as colonists, based off of historical facts. One student will act as a news reporter, one as a
camera man, and one or two as the colonist. As long as time allows, students can switch roles and do more than
one. 50 points
Integration
Technology (SAMR):
Blogs: Students will achieve a level of modification with the blogs, as they will have not only text information, but
access to photos and videos, to share with their classmates.
Video Interview: Students will achieve a level of augmentation with their video interviews, as they will be
presenting their info in the perspective of a colonist, on a video format.
Content Areas:
Technology: I will be integrating Blogger, and a Movie Maker into my lesson plan.
Science: Science can be integrated by discussing various technologies used by colonists and explorers to get from
Europe to North America.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will be working in Roundtables to compile knowledge into a flowchart that will show a series of events in
the colonization process
Section II – Groups and Roles for Product
Students can create blogs in groups of three or four, and compile pictures, documents, and videos concerning the
push west by European powers. One student could search for photos, another could search for videos, and another
could add text, and function as an editor. In addition, they can create "interviews" of famous leaders and average
colonists of the time period. In this scenario, one or two could function as a colonist, another as the camera man,
and the other as a news anchor.
Differentiated Instruction
MI Strategies
Logical: Discuss and examine the lives of colonists.
Verbal: Students will be asked to participate in their class lectures.
Visual: Class slideshows depicting maps from the early stages of colonization.
Musical: Have the students "Drop a verse" on colonization by writing a jingle verse.
Intrapersonal: Students could write an essay concerning what they think life would be like during the voyage to
America, or witnessing the arrival of Europeans.
Interpersonal: Students will work in groups to create posters to display interactions between various Europeans,
and Natives.
Kinesthetic: Students could "colonize" a land, and explain how they would go about doing so, why they would,
and if they were Native populous, explain how they would react.
Naturalist: Discuss the animals traded between Europeans and Natives during the Colombian Exchange.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery
Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and
accommodations.
Plan for accommodating absent students:
Depending on the duration of absence, different protocols will be taken. If the student is absent for one class, they
will be provided the material to catch up to the rest of the class on their own time. If they were assigned to a group,
they will ask the group what they must to contribute fairly. If there is a long term absence, further action will be
taken, and fitting accordingly to the individual situation.
Extensions
Technology (SAMR):
Blogs: Students will achieve a level of modification with the blogs, as they will have not only text information, but
access to photos and videos, to share with their classmates.
Video Interview: Students will achieve a level of augmentation with their video interviews, as they will be
presenting their info in the perspective of a colonist, on a video format.
Gifted Students:
Both the blogs and video interviews will be published upon completion to websites for public display.
Materials, Resources and Technology
Notebooks
Computers
Pens
Rubrics
Checklists
Movie Maker
Camera
Props
Projector
Journals
iBook creator software.
Source for Lesson Plan and Research
http://www.teachingushistory.org/lessons/col_his_bg_notes.html
-This website is a great resource. The link directly speaks about some of the early colonies, who colonized them,
and the significance of each. There are three colonies that are examined more closely out of the thirteen; Roanoke,
Plymouth, and South Carolina.
http://colonialswedes.net/History/History.html
-Many people growing up have never been told of the imperial power that Sweden once was. Sweden's Empire
stretched much of Northern Europe, and at one point decided to colonize the "New World" as well. As a result a
colony was founded in the area that is now Delaware, Maryland, and Pennsylvania. The Swedes got into the fur and
tobacco trades much like the French, Dutch, and the English.
http://www.newnetherlandinstitute.org/history-and-heritage/digital-exhibitions/a-tour-of-new-netherland/
-This website explores some of the Dutch Colonies that existed in modern day New York, New Jersey,
Pennsylvania, Maryland, Connecticut, and Delaware. The Dutch owned a great deal of trading throughout the
Atlantic world. It has a table of contents that have articles telling of the colonization process of each of the regions
that they settled in, and what life was like for the Dutch.
http://www.britannica.com/place/New-France
-The French explored much of the area north of where the English were situated. The French settled along the St.
Lawrence River, and expanded north along it. The initial French settlers became fur traders and traded on a large
scale with the local Native populations, and with others back in France.
http://m.landofthebrave.info/walter-raleigh.htm
- Walter Raleigh was an explorer employed by England. Sadly, he was most known for his failed settlement of
Roanoke, of which, the fate of the colonists has never been discovered. Shortly thereafter he was imprisoned a few
times, and had a few ill fated explorations. He was imprisoned once more, and executed.
http://www.newworldencyclopedia.org/entry/English_Civil_War
- The English Civil War was a series of three brief wars between 1642, and 1651. The war was a power struggle
between various powers of England. The violence spilled over into Scotland and Ireland, and saw great bloodshed.
Some were displaced by the result of violence, and some of those who fought on the losing side, (each side had lost
in one of the wars) fled to America. This also left the political structure in shambles.
http://www.britannica.com/event/Thirty-Years-War
- The Thirty Years War was a brutal conflict that plunged much of Europe into war between 1618-1648. Nations of
Protestant and Catholic affiliation were both devastated by the war. The war stripped many civilians of all they had.
Farms and homes were looted and burned by opposing armies. As a result many in the region were displaced, and
many departed for America in the following years.
http://www.articlemyriad.com/consequences-effects-thirty-years-war/
- This resource focuses more on life post Thirty Years War. The war was originally kicked off because of religious
conflict was aided by the instability of the European nations. In addition to the war that just ended, a great illness
struck hard.
http://www.literacynet.org/mi/assessment/findyourstrengths.html
Multiple Intelligences Assessment
https://www.draw.io/
Flowchart
https://www.youtube.com/watch?v=rKVQKQxxUlk
Blogger Tutorial
https://www.youtube.com/watch?v=J79_0h3ozS0
iMovie tutorial
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information
from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the
teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
The class will be set up in desk island style. Desks will be put into “islands” of four to help prepare each class for
discussion, and to easily be ready for compiling main points into flowcharts together.
Agenda (include days and times)
Day One: Names and Ice Breaker (10Min)
MI Survey and discussion (25 Min)
Pre-Assessment (10 Min)
Introduction to lesson: Exploration (35 Min)
Due Next Day: Read Syllabus
Day Two: Ask for and answer any questions regarding syllabus (1-5min)
Brain warm ups: This day in history game (5-10min)
Lesson Part A: Settlements in a New World: New England (30min)
Lesson Part B: Settlements in a New World: Middle Colonies (25 min)
Fill out flowcharts throughout two sections
Discuss upcoming projects (10min)
Day Three: Brain warm ups: This day in history (5-10 min)
Lesson Part C: The Southern Colonies (30 min)
Continue flow charts throughout.
Begin tutorials, create work groups, and start project (40 min)
Due Next Day: Post Blogs
Day Four: Brain warm ups: This day in history (5-10min)
Present Video Interviews (50min)
Provide constructive feedback for each (2min a piece total 10min)
Close Section (10min)
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.)
Students will understand that European nations were motivated to move west to the "New World" because of
economical and imperial reasons. It is important to understand the beginning of our nation, and the events that
shaped it, in order to better understand the present. Students will understand historical aspects of unity and diversity
in the United States and the world, including Native American communities. I will create either a checklist for the
students to take to see where they are with knowledge of the Early Colonial History. The content will be over some
of the key terms, and events that occurred during this time frame. I will hook the students by opening the class in a
seminar style on why they believe colonists left their homes. This way I can learn what I need to teach, and what
not to teach. In the last half hour or so, I will provide an overview of the lesson and what we will be covering. I will
poll students for motives as to why people in power and average people would move to the new found Americas in
a discussion manner. They will also explore what life was like for the colonists in New England as well as their
interactions with each other and Native Americans. Before the students leave, I will be asking them to read over the
syllabus, and look for any questions they may have.
Where, Why , What, Hook Tailors: Linguistic, Logic, Intrapersonal, Naturalist, Interpersonal
Students will know the English, the French, the Germans, the Dutch, and the Swedish Colonists, various Native
Tribes, and the Colombian Exchange. The students will be introduced to each by a slideshow with maps, and
illustrations. Throughout the students will have not only the lecture, but means of using the information through
constructive activities. The first section of class will be dealing with the history of the New England colonies, and
how they were settled. I will break them into groups to compile knowledge learned from this lesson into flow
charts. The same thing will be done for the Middle Colonies. The idea is to engage the students to work in groups to
summarize points that they take away from each lesson. Students will explore what life was like in the Middle
Colonies. Afterwards, we will be covering the southern colonies. We will be examining what life was like for the
southerners and compare and contrasting them to the other two styles of colonies.
(Students will know….) See content notes
Students will be working in a round tables method to compile knowledge into a flowchart that will show a series of
events in the colonization process. Students upon completing work, will be using a checklist to examine their fruits
of labor.
Equip, Explore, Rethink, Tailors: Intrapersonal, interpersonal, linguistic, logic, kinesthetic
Students will be able to show why European powers decided to move west and analyze the motives of colonists in
moving west. The students will be focusing on the Explain and Perspectives facet. This means that the goal of this
class is to continually be able to look through different perspectives, and explain what they gather. To do this,
students will have to examine the lives of a diverse group of people. Students will be able to construct a blog, and
or an interview using a movie making software. I will first introduce the students to a video tutorial, and then after
help the students who may not have a solid grasp on it thus far. Students create the blogs in groups of three or four,
and compile pictures, documents, and videos concerning the push west by European powers. One student could
search for photos, another could search for videos, and another could add text, and function as an editor. In
addition, they can create "interviews" of famous leaders and average colonists of the time period. In this scenario,
one or two could function as a colonist, another as the camera man, and the other as a news anchor. By having the
students create a product with technology, it will help solidify their knowledge of Early Colonial History, and
increase their technological knowledge. The last day of the section, the class will consist of presentations of the
video interviews. After each group has presented, positive and constructive feedback will be given both by their
fellow students and myself to help them grow their skills in technology, and communication. Once everyone has
gone, I will wrap up the unit and ask the students for any last questions and comments concerning the section.
Students upon completing work, will be using a checklist to examine their fruits of labor. A teacher will use a
checklist to assess the students progress, as well as a comments sheet with suggestions
Experience, Revise, Refine, Tailors: Visual, Kinesthetic, Verbal, Interpersonal, Intrapersonal, Naturalist, logical
I will be continually keeping track of each students progress. I will do so via notes on the students as they work,
and will be comparing their products to a checklist to gauge for understanding. This first lesson provides the basis
on how America was colonized by Europeans. The lesson will tell of who settled the area, and for what reasons, so
that they can connect it to future lessons, when they must find reasons, and explain certain events.
Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal, logic, Visual
Teacher Content Notes
Students will know the English, the French, the Germans, the Dutch, and the Swedish Colonists, and
various Native Tribes. The Columbian Exchange.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
http://www.teachingushistory.org/lessons/col_his_bg_notes.html
-This website is a great resource. The link directly speaks about some of the early colonies, who colonized
them, and the significance of each. There are three colonies that are examined more closely out of the
thirteen; Roanoke, Plymouth, and South Carolina.
http://colonialswedes.net/History/History.html
-Many people growing up have never been told of the imperial power that Sweden once was. Sweden's
Empire stretched much of Northern Europe, and at one point decided to colonize the "New World" as
well. As a result a colony was founded in the area that is now Delaware, Maryland, and Pennsylvania. The
Swedes got into the fur and tobacco trades much like the French, Dutch, and the English.
http://www.newnetherlandinstitute.org/history-and-heritage/digital-exhibitions/a-tour-of-new-netherland/
-This website explores some of the Dutch Colonies that existed in modern day New York, New Jersey,
Pennsylvania, Maryland, Connecticut, and Delaware. The Dutch owned a great deal of trading throughout
the Atlantic world. It has a table of contents that have articles telling of the colonization process of each of
the regions that they settled in, and what life was like for the Dutch.
http://www.britannica.com/place/New-France
-The French explored much of the area north of where the English were situated. The French settled along
the St. Lawrence River, and expanded north along it. The initial French settlers became fur traders and
traded on a large scale with the local Native populations, and with others back in France.
http://m.landofthebrave.info/walter-raleigh.htm
- Walter Raleigh was an explorer employed by England. Sadly, he was most known for his failed
settlement of Roanoke, of which, the fate of the colonists has never been discovered. Shortly thereafter he
was imprisoned a few times, and had a few ill fated explorations. He was imprisoned once more, and
executed.
http://www.newworldencyclopedia.org/entry/English_Civil_War
- The English Civil War was a series of three brief wars between 1642, and 1651. The war was a power
struggle between various powers of England. The violence spilled over into Scotland and Ireland, and saw
great bloodshed. Some were displaced by the result of violence, and some of those who fought on the
losing side, (each side had lost in one of the wars) fled to America. This also left the political structure in
shambles.
http://www.britannica.com/event/Thirty-Years-War
- The Thirty Years War was a brutal conflict that plunged much of Europe into war between 1618-1648.
Nations of Protestant and Catholic affiliation were both devastated by the war. The war stripped many
civilians of all they had. Farms and homes were looted and burned by opposing armies. As a result many
in the region were displaced, and many departed for America in the following years.
http://www.articlemyriad.com/consequences-effects-thirty-years-war/
- This resource focuses more on life post Thirty Years War. The war was originally kicked off because of
religious conflict was aided by the instability of the European nations. In addition to the war that just
ended, a great illness struck hard.
Handouts
Rubrics
Checklists
Flowcharts
Journals
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Learning Styles
Clipboard: Those who identify as being a clipboard learner benefit from structure, consistent instruction,
clear expectations, and sequential learning. While this lesson will be very open to student input and
hypothesis, I will be guiding the content and presenting the information. This way the whole class stays
on topic.
Microscope: Those who identify as microscope learners benefit the most from deep exploration of content.
This means that they enjoy doing some of their own research to figure out key concepts, and enjoy
detailed lessons. In this lesson we will be exploring some of the motives for colonists to move to the
Americas and be looking for common themes.
Puppy: Puppy learners are individuals who benefit the most from a comfortable and encouraging
environment. They get the most out of an especially warm, friendly classroom experience. This class will
be open for discussion, and students will be encouraged to freely share their reasoning.
Beach Ball: Beach Ball students enjoy a laid back learning experience. The lesson is versatile, equipped
with multiple choices, and resources. They work the best when they are allowed a little more freedom
when completing an assignment. We will be examining several colonies with multiple backgrounds. At
the end, they will be able to focus on one particular set of people or region in which to study.
Rationale: It is important to recognize the various learning styles for the classroom to better accommodate
them. In doing so, students will not only individually grow, but watch how others think and work.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners
in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: I will be using the thumbs up system to determine whether or not the students are grasping the Colonial
history. The Likert Scale will be used to gauge the level of knowledge of Colonial History.
Summative: Blogs: Students could create blogs in groups, and compile pictures, documents, and videos concerning
the push west by European powers.
They will break down into groups of three or four, and pick a topic in which to write. One student could handle
responsibility for collecting information from each medium. Once they have collected all of their information and
media, they will construct a blog.
Video Interview: Students could create "interviews" of famous leaders and average colonists of the time period.
This can is an exercise that allows for an exceptional amount of creativity. Students will break into groups of three
or four and act out as colonists, based off of historical facts. One student will act as a news reporter, one as a
camera man, and one or two as the colonist. As long as time allows, students can switch roles and do more than
one.
Rationale: It is important to continually be evaluating student progress, so that we as educators can adjust if
necessary. To check in a formative fashion, I will be using the Likert Scale and the Thumbs up methods to check
for understanding, and depth of understanding. Upon completing the lessons, students will be compiling blogs and
video interviews to check for their overall understanding. These mediums are broad, and will allow for a large
audience to be assessed.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
Content Knowledge:
Early Colonial History
MLR or CCSS or NGSS
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science
Standards (NGSS) Alignment
Maine Learning Results
Content Area: E. Social Studies
Standard: E2 History, Individual, Cultural, International, and Global Connections in History
Grade Level Span: 9- Diploma "The Colonial Era, 1500-1754"
Students understand historical aspects of unity and diversity in the United States and the world, including Native
American communities.
Facet: Explain and Perspective
Rationale: Students will understand how Europeans ended up in the "New World" and their initial interactions with
the Native American populous.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
MI Strategies:
Logical: Discuss and examine the lives of colonists.
Verbal: Students will be asked to participate in their class lectures.
Visual: Class slideshows depicting maps from the early stages of colonization.
Musical: Have the students "Drop a verse" on colonization by writing a jingle verse.
Intrapersonal: Students could write an essay concerning what they think life would be like during the voyage to
America, or witnessing the arrival of Europeans.
Interpersonal: Students will work in groups to create posters to display interactions between various Europeans,
and Natives.
Kinesthetic: Students could "colonize" a land, and explain how they would go about doing so, why they would,
and if they were Native populous, explain how they would react.
Naturalist: Discuss the animals traded between Europeans and Natives during the Colombian Exchange.
SAMR: Blogs: Students will achieve a level of modification with the blogs, as they will have not only text
information, but access to photos and videos, to share with their classmates.
Video Interview: Students will achieve a level of augmentation with their video interviews, as they will be
presenting their info in the perspective of a colonist, on a video format.
Rationale: By differentiating how we deliver our content, we are better able to meet the learning needs of each
student. This allows for a meaningful, engaged, learning environment. By incorporating technology into the
classroom via the products, we allow the students to present their new found knowledge, and learn how to use up
and coming technology that will bring the content to new levels.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments
Rationale: 1C: Students will be working in groups to create blogs and interviews that will assess their
understanding in the process. They will have to plan each out, and be creative in designing the blog, and the video
interview.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and
evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETSS.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals, managing their own learning, and assessing
their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
Rationale: 2B: By creating video interviews and blogs, the students will get to create material concerning a
historical figure or event of their choice. Throughout the designing process, they will be able to see how far they
have come in the content knowledge.