Standard(s)
Number of Standard
Kid Friendly Language
History 2: The historical eras,
individuals, groups, ideas and
themes from the origins of the
American Revolution through
Reconstruction and their
relationships with one another
History 2A: Determine and
explain the historical context
of key people and events from
the origins of the American
Revolution through
Reconstruction including the
examination of different
perspectives (DOK 1-2)
Lesson Plans American Studies
Week of September 3rd –September 6th
Tuesday- Finish Pilgrims
Wednesday- Finish Pilgrims
and Puritans, Mayflower
and Puritans, Mayflower
Compact
Compact
History 2A: Determine and
History 2A: Determine and
explain the historical context
explain the historical context
of key people and events from of key people and events from
the origins of the American
the origins of the American
Revolution through
Revolution through
Reconstruction including the
Reconstruction including the
examination of different
examination of different
perspectives (DOK 1-2)
perspectives (DOK 1-2)
History 1a: Use and interpret
History 1a: Use and interpret
documents and other relevant
documents and other relevant
primary and secondary sources primary and secondary sources
pertaining to United States
pertaining to United States
history from multiple
history from multiple
perspectives (DOK 1-4)
perspectives (DOK 1-4)
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Students can analyze primary
and secondary sources related
to American history to help
them determine the American
colonies’ relationship with
England before the revolution,
including the reasons British
people came to America.
I can explain who the
Separatists were and how they
became Pilgrims and came to
America using 5 details.
Students can analyze primary
and secondary sources related
to American history to help
them determine the American
colonies’ relationship with
England before the revolution,
including the reasons British
people came to America.
I can read and determine the
historical significance of the
Mayflower Compact and
explain using an IVF sentence.
Students can analyze primary
and secondary sources related
to American history to help
them determine the American
colonies’ relationship with
England before the revolution,
including the reasons British
people came to America.
I can read and determine the
historical significance of the
Mayflower Compact and
explain using an IVF sentence.
Why did people agree to come
to America? What factors
might have forced people to
come to America? What
reasons did governments have
for sending people to
America?
What religious reasons existed
that caused people to come to
America? What was the
Mayflower Compact? Why
was the Mayflower Compact
created?
What religious reasons existed
that caused people to come to
America? What was the
Mayflower Compact? Why
was the Mayflower Compact
created?
Lesson Component
Learning Target:
Student “I Can…”
statement
Questions
Varied, high quality,
DOK 2,3 that will be
used
Written prior to lesson
Monday: Pilgrims
Thursday- Choice Board
Assessment
Friday- Choice Board
Assessment
History 2: The historical eras,
individuals, groups, ideas and
themes from the origins of the
American Revolution through
Reconstruction and their
relationships with one another
History 2A: Determine and
explain the historical context
of key people and events from
the origins of the American
Revolution through
Reconstruction including the
examination of different
perspectives (DOK 1-2)
History 2: The historical eras,
individuals, groups, ideas and
themes from the origins of the
American Revolution through
Reconstruction and their
relationships with one another
History 2A: Determine and
explain the historical context
of key people and events from
the origins of the American
Revolution through
Reconstruction including the
examination of different
perspectives (DOK 1-2)
Students can analyze primary
and secondary sources related
to American history to help
them determine the American
colonies’ relationship with
England before the revolution,
including the reasons British
people came to America.
I can describe the different
economic, religious, and social
reasons British people came to
North America in a product of
my choice.
Why did people agree to come
to America? What factors
might have forced people to
come to America? What
reasons did governments have
for sending people to
America?
Students can analyze primary
and secondary sources related
to American history to help
them determine the American
colonies’ relationship with
England before the revolution,
including the reasons British
people came to America.
I can describe the different
economic, religious, and social
reasons British people came to
North America in a product of
my choice.
Why did people agree to come
to America? What factors
might have forced people to
come to America? What
reasons did governments have
for sending people to
America?
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for
progress toward Mastery
Closure/Student
Reflection
Hook: Write down all the
reasons that we’ve learned
about that describe why people
left England to come to
America.
I Do: Show students I drive
folder. Show assignment
PowerPoint. Go over
directions. Put students
without computers in groups
with people who have them.
We Do: Students will work in
groups to answer the questions
on each PowerPoint slide.
Questions are related to small
readings on the slideshow.
You Do: Exit Ticket: Explain
who the Separatists were and
how they became pilgrims and
came to America.
Hook: You are a Separatist
living in England. Describe
why living in England is
difficult for you.
Hook: You are a Separatist
living in England. Describe
why living in England is
difficult for you.
Hook: Complete the table
(reasons people came to
America- social, religious,
economic)
Hook: Complete the table
(reasons people came to
America- social, religious,
economic)
Students will complete the
PowerPoint from
Friday/Monday. Complete
poems (Pilgrims, Puritans)
Students will complete the
PowerPoint from
Friday/Monday.
Explain choice board project.
Show students an exemplar.
Explain choice board project.
Show students an exemplar.
Remaining class time will be
time for them to work on
project.
Remaining class time will be
time for them to work on
project.
Exit Ticket: Grade your
project for demonstrating
mastery of content.
Exit Ticket: Grade your
project for demonstrating
mastery of content.
Mayflower Compact: Read
compact with students. Help
them to understand the
language. Go over questions
we have to answer.
We do: Students will work in
groups to complete the
questions about the compact.
If time allows: Discussion of
our answers.
Exit ticket: This document can
best be used to create a
historical argument that
explains: a) How colonists
independently began creating
their own governments in the
new world to create stability.
b) How all the colonists
coming to America were
concerned with religious
matters. c) How the pilgrims
wanted to create a nation
completely separated from
England. d) How the pilgrims
tried to create a new religious
government in North America
that was not connected to
England.
Provide a 1 sentence reason
for why you selected the letter
you did.
Mayflower Compact: Read
compact with students. Help
them to understand the
language. Go over questions
we have to answer.
We do: Students will work in
groups to complete the
questions about the compact.
If time allows: Discussion of
our answers.
Exit ticket: This document can
best be used to create a
historical argument that
explains: a) How colonists
independently began creating
their own governments in the
new world to create stability.
b) How all the colonists
coming to America were
concerned with religious
matters. c) How the pilgrims
wanted to create a nation
completely separated from
England. d) How the pilgrims
tried to create a new religious
government in North America
that was not connected to
England.
Provide a 1 sentence reason
for why you selected the letter
you did.
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they
do or don’t demonstrate
mastery?
Varied Learning
Abilities
A: 5 details about the Pilgrims
P: 4 details
PP: 3 details
U: 0-2 details
A: Correct answer with
explanation
PP: Correct answer with no
explanation
U: Incorrect answer
A: Correct answer with
explanation
PP: Correct answer with no
explanation
U: Incorrect answer
Grouping, reading is chunked
Grouping, modeling
document reading/language,
small group work
Grouping, modeling
document reading/language,
small group work
Revolution
Primary Source
Secondary Source
Colony/colonize
Pilgrim
Puritan
Revolution
Primary Source
Secondary Source
Colony/colonize
Pilgrim
Puritan
Revolution
Primary Source
Secondary Source
Colony/colonize
Pilgrim
Puritan
What are you doing to
address the unique needs
of students
Key Vocabulary Terms
Additional Information
Choice of assignment
Choice of assignment