Gage Park High School Lesson Plan
Teachers: Roseman Department: Social Studies Course: AP U.S. History Period(s):
Week: 8/27/12 – 8/31/2012
Weekly Objective
Day 1
Day 2
Day 3
Day 4
Day 5
What’s Important this
Week?
LESSON TITLE (50 min.)
The Great Awakening
LESSON TITLE (50 min.)
Law, Patterns, and Expectations
LESSON TITLE (50 min.)
Slaves, Servants, and the Free Poor
LESSON TITLE (50 min.)
Class and Conflict
LESSON TITLE (50 min.)
Trouble Brewing
Objective (SWBAT)
Analyze the roots and the impact of
the Great Awakening on American
life.
Objective (SWBAT)
Integrate multiple sources of
information on law and life in the
colonies.
Objective (SWBAT)
Debate the common difficulties of
different classes in colonial life based on
different informational sources.
Objective (SWBAT)
Determine the main ideas of a
piece on class and conflict in
colonial life.
Objective (SWBAT)
Demonstrate growing
mastery of early course
concepts.
HQIT
Cornell Notes, Outline Creation,
Socratic Seminar, Yes/No & Why
HQIT
MTP, Triple Venn, Exit Slip
HQIT
T/P/S, Cornell Notes, Mini-debate
HQIT
AP-style reading check, SQ3R
HQIT
AP-style m.c. exam
PRIOR KNOWLEDGE
Literacy skills and some
awareness of colonial life.
PRIOR KNOWLEDGE
Literacy skills and awareness of colonial
life.
PRIOR KNOWLEDGE
Literacy skill and awareness of
colonial life.
PRIOR KNOWLEDGE
Exam skills and unit
knowledge.
BELL RINGER/DO NOW
MTP – Suffolk County Court
Records (6 min.)
BELL RINGER/DO NOW
List creation: what would be the
positives and negatives of being a poor
free person in colonial America (5 min.)
BELL RINGER/DO NOW
AP-style reading check –
Bacon’s Rebellion (7 min.)
BELL RINGER/DO NOW
Final quick Q&A review for
test. (5 min.)
POWERFUL PRACTICE(S)
Step 1: SQ3R – Excerpt from
The American People… (35
min.)
Step 2: Review for 1st Test (8
min.)
POWERFUL
PRACTICE(S)
Step 1a: Unit 1 m.c. exam
(45 min.)
and
Step 1b: Binder checks
(45 min.)
Life in the Colonies
Upon Completion of
these lessons, the
students should be able
to:
-Integrate multiple sources of
information on law and life in
the colonies.
-Analyze the roots and the
impact of the Great
Awakening on American life.
-Debate the common
difficulties of different classes
in colonial life based on
different informational
sources.
-Determine the main ideas of
a piece on class and conflict
in colonial life.
-Demonstrate growing
mastery of early course
concepts.
MATERIALS:
Information Resources:
United States History… pp.
42-54, 56-59, Excerpts from:
Nash and Jeffrey’s The
American People: Creating a
Nation and a Society,
George M. Marsden’s
Jonathan Edwards: A Life,
Book Review of Common
Law in Colonial America,
Interesting Narrative of the
Life of Olauduh Equiano,
Richard Frethorne’s Letter to
Father and Mother.
Instructional Tools:
Binders, exit slips.
PRIOR KNOWLEDGE
Literacy skills and awareness of
colonial life.
BELL RINGER/DO NOW
Q.W.: Define freedom of religion &
how you think it was different in
colonial v. current life (5 min.)
POWERFUL PRACTICE(S)
Step 1: Cornell Notes-Freedom of
religion & the Great Awakening. (6
min.)
Step 2: Ind. read & outline creation
from Jonathan Edwards (15 min.)
Step 3: Socratic seminar – the Great
Awakening & freedom of religion. (20
min.)
QUESTIONS TO CHECK FOR
UNDERSTANDING
What is freedom of religion? What is
the Great Awakening? Why was
Jonathan Edwards important? Is
freedom of religion really free?
EXIT ACTIVITY
Yes/No & Why 1. Did colonials have
freedom of religion by their
conception? 2. By ours? (4 min.)
HOMEWORK
Work on text chapter/key terms
POWERFUL PRACTICE(S)
Step 1: Chart creation, Common
Law in Colonial America. (10 min.)
Step 2: Socratic Seminar – what
can we tell about a society based
on laws and practices? (30 min.)
QUESTIONS TO CHECK FOR
UNDERSTANDING
What can you determine about
colonial life based on both
sources? What fields of life were
regulated? What fields were
ignored?
EXIT ACTIVITY
Exit Slip – Which law we saw
would you have changed? Why?
(4 min.)
HOMEWORK
Work on text chapter/key terms
POWERFUL PRACTICE(S)
Step 1: Full class review of BR and
group compilation (5 min.)
Step 2: Individual read/Cornell note
taking of Interesting Narrative or Letter
to Father and Mother (11 min.)
Step 3: T/P/S on above texts (10 min.)
Step 4: Slavery v. Servitude v. Free
Poor mini-debate (15 min.)
QUESTIONS TO CHECK FOR
UNDERSTANDING
What are some of the common issues
between each group? What are some
of the
EXIT ACTIVITY
Summary paragraph ranking which of
the three types had the hardest life with
two details explaining why for each (4
min.)
HOMEWORK
Work on text chapter
QUESTIONS TO CHECK FOR
UNDERSTANDING
What were the different classes
in colonial America? What
kinds of conflict occurred?
QUESTIONS TO CHECK
FOR UNDERSTANDING
Which terms and/or events
are still confusing to you?
EXIT ACTIVITY
N/A
EXIT ACTIVITY
N/A
HOMEWORK
Finish text chapter/key terms,
Finish SQ3R for Monday, Study
for test
HOMEWORK
Begin reading United
States History… pp. 60-76
and start key terms, How
to Write… pp. 13-24 /
Cornell Notes
Gage Park High School Lesson Plan
Teachers: Roseman Department: Social Studies Course: AP U.S. History Period(s):
Common Core Standards
ccsrh2, ccsrh3, ccsrh4,
ccsrh5, ccsrh8, ccsw1a
ACT CRS:
Reading 16-19:
MI&AA, SD, REL, MOW, &
GEN
Week: 8/27/12 – 8/31/2012
VOCABULARY/ WORDS TO KNOW: Colonization, Plymouth, Jamestown, Charter, Pilgrim, Anglican, 13 Colonies, Puritan, Proprietary, Corporate, and Royal Colonies, covenant,
Metacom, indentured servant, Salem Witch Trial, Goody & Goodman, hysteria, DBQ, freedom of religion, common law, de jure, de facto, Great Awakening, Jonathan Edwards,
evangelism, revivalism, fundamentalism, indentured servitude, chattel slavery, Bacon’s Rebellion, class divide, class conflict, walking cities
SPED MODIFICATION: Verbal directions in clearly stated steps, student summarize for understanding, extra examples for new & difficult vocabulary/concepts, choices for responses,
embedded Q&A choices, student response volunteers, extended time for task completion, repeated verbal instruction, explanation of directions w/ concrete examples
REMEDIATION PROCESS: Review and extension in different forms on core material