Community & Communication
Three Weeks
Social Studies
Lesson Plan
Teacher:
th
8 Grade Social Studies Teacher
Grade:
8th Grade
Lesson Title:
Community & Communication
STRANDS
Culture
Economics
Geography
Governance and Civics
History
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will understand the origins of the original thirteen colonies. Students will appreciate the cultural and political diversity that existed in each of the colonies at this
time period and how each contributed to the eventual formation of the United States. Students will compare and contrast two primary sources (The Mayflower Compact &
The Fundamental Orders of Connecticut) and explain how each one contributed to the foundation of American democracy. Students will also research the population,
government, flag, economic system, and religion of each of the colony and create a tri-fold presentation to present to the class.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
The 13 Colonies Clip: The video clip explains the birth of America’s first settlements. The clip informs the students that although times were extremely difficult and trying in
the early years of our soon to be nation, the struggles and sacrifices will be worth it. The video attempts to answer the question: How did thirteen unique and diverse
colonies eventually unite to become a force to be respected and revered?
DAY
Objectives
(I can….)
1
I can identify
the first
English
colonies.
I can describe
the founding
and growth of
Jamestown
I can compare
and contrast
the Mayflower
Compact with
the
Fundamental
Orders of
Connecticut
Materials &
Resources
i-pad, Power
Point
presentation,
dry-erase
board, primary
documents
Instructional Procedures
Differentiated
Instruction
Essential Question:
Remediation:
What were the benefits and risks of colonizing America?
Student may
choose between
the two documents
and answer the
question that goes
with the document.
Set: Display the following quote on the board: “We must be knit together in this
work…We must delight in each other, make others’ conditions our own and
rejoice together, labor and suffer together …For we must consider that we shall
be as a City upon a Hill; the eyes of all people are on us.” -John Winthrop. Allow
students to write (3 to 5 minutes) on what they think the quote means. Instruct
students to complete a Think-Pair-Share with a partner and discuss with one
another as to the meaning of the quote. Ask students to volunteer their
responses with the class to initiate discussion. Explain to students the meaning
of the quote…to work together in order to reach a goal.
Teaching Strategy(s):
1. Students will be presented information from a Power Point
presentation. The presentation will explain the beginnings of the
first colonies, mercantilism, Jamestown, the New England colonies,
and democratic traditions.
2. Students will watch a three-minute video clip describing the
Jamestown settlement. Upon completion of the video students will
participate in class discussion regarding the following question:
Enrichment:
Peer tutoring
In recent years
there have been
some people
suggest that we
attempt to colonize
the moon. What
Assessment
Formative
Assessment:
Exit Ticket -Using
the primary
documents, answer
the following
essay: How do you
think the
documents reveal
the English
foundation of
American
democracy?
What made the first years of the Jamestown settlement so difficult?
Summarizing Strategy: Students will be given the task of reading two
primary documents: The Mayflower Compact & The Fundamental Orders
of Connecticut. Students will answer the following questions: Whose
rights did the Mayflower Compact protect? In what ways were the
Fundamental Orders based on religion?
2
I can describe
the common
features
shared by the
southern
colonies.
i-Pad, Power
Point
presentation,
dry-erase
board.
would be some
potential risks and
benefits of doing
this?
Essential Question:
Remediation:
What attracted settlers to the southern colonies?
Heterogeneous
groups
Set: Ask students to list the present day states that once made up the southern
colonies. (VA, MD, NC, SC, GA.)
Peer tutoring
Guided Notes
Teaching Strategy(s):
1. Students will be presented information from a Power Point
presentation. The presentation will include information on the
following: The founding of both Maryland and the Carolinas, and the
development of southern culture.
2. Students will write a letter to King George III persuading him to take
the colonies away from the proprietors and make them royal
colonies.
Summarizing Strategy: Students will be given the following dates: 1607 – 1733.
Enrichment:
Research
information today
about the South
and in one
paragraph instruct
students to explain
what makes one a
“Southerner” by
Formative
Assessment:
Exit Ticket –
Students will
answer todays I can
statement before
class ends.
3
I can explain
how the
English seized
the Middle
Colonies and
established
control from
New England
to the
Southern
colonies
i-Pads,
PowerPoint,
Butcher Paper
for populations
graphs
Students will work in groups to create a timeline using the above dates
containing information about the southern colonies only.
today’s standards.
Essential Question:
Remediation:
What drew settlers to the Middle Colonies?
Extended time to
complete graph of
the three regions.
Set: Ask the following question and allow students to discuss their answers in
groups: How do modern clothes express the attitudes, beliefs, or political
opinions of the wearer?
Teaching Strategy(s):
1. Students will be presented information via Power Point. The
presentation will include the following: Settling the Middle Colonies,
and clothing, rank, and religion.
2. Students will research the population of New England, the Southern
Colonies, and the Middle Colonies in 1700. Students will create a graph
to compare the population in the three regions.
Summarizing Strategy: Students will create a chart on their i-Pads and compare
the New England, Middle, and Southern colonies using the following categories:
population, ethnic make-up, slave count, religion, and crops produced.
Students may also
choose to compare
two colonies
instead of three.
Enrichment:
Students will
research clothing
trends today and
create a power
point presentation
describing what it
means to society
today.
Formative
Assessment:
Exit Ticket-Students
will explain why
New Netherland’s
location causes
England to view the
colony as a threat?
4
I can
successfully
label the 13
original
colonies on a
map.
i-Pads, 13
British Colonies
Map (Appendix
A).
Essential Question:
Remediation:
What geographic feature acted as a barrier to settlers traveling west in the
colonies?
Extended time
completing map.
½ Project Day – See Unit Plan
Colonial Commercial Project – Planning
Set: Give students a blank map of the 13 original colonies. Tell them they have
fifteen minutes to correctly label as many colonies as possible. Once time has
expired, allow students to use their i-pads to find a correct map of the 13
original colonies to check their answers.
Teaching Strategy(s):
Summative
Assessment:
Students will take a
map test over the
Pair up with
13 original
stronger
colonies. Students
performing student. will correctly label
the colonies as well
Enrichment:
as label if each
Students will
colony was
research the kinds
considered a New
of foods available
England Colony,
to colonists during
Middle Colony, or a
this time period
Southern Colony.
and list them.
1. Students will be given a map and instructed to correctly label the 13
original colonies.
2. Students will color the correct sections: New England Colonies, Middle
Colonies, and Southern Colonies using different colors for each section.
Summarizing Strategy: Students will write a paragraph explaining why they
want to come to the colonies to start a new life with their families. Students
must specifically state why they are leaving Europe to begin anew.
5
I can explain
the meaning
of the
i-Pads, copy of
the local
Essential Question:
Remediation:
How did the colonies enrich England?
Grouping
Formative
Assessment:
following:
finance, jointstock
company,
investors, and
mercantilism.
newspaper.
Set: Ask students to choose three stocks that they are interested in and read
their current stock value per share.
Teaching Strategy(s):
1. Instruct students on how to read stock market values from the
newspaper.
2. Next, allow students to pair up and create their own European company
investing in the colonies.
3. Students will design their own stock certificates displaying the company
name, date, emblem, and shareholder name(s).
4. Students will be judged for creativity, neatness, and originality.
Summarizing Strategy: Students will complete an illustration depicting the
meaning of mercantilism.
Enrichment:
Students may
research present
day stock
certificates and
make a comparison
chart showing
pictures of the
certificates.
Students will use
an index card
provided and
define the terms in
today’s I can
statement.
6
I can explain
the effects of
Atlantic trade
on New
England.
I can analyze
the cause and
effects of King
Philip’s War.
i-pad, Power
Point
presentation,
dry-erase
board.
Essential Question:
Remediation:
How did commerce and religion aid in the development of New England?
Peer tutoring
Set: Ask students the following question to generate discussion: Why was
shipbuilding prominent in the New England colonies?
Students will be
paired with
stronger student to
complete cause and
effect chart.
Teaching Strategy(s):
1. Students will view a Power Point presentation on the following topics:
The Navigation Acts, triangular trade, King Philip’s War and Puritan
society.
2. Upon completion of the presentation, students will be allowed to
partner up and review their notes from the presentation.
Summarizing Strategy: Students will be given seven minutes to write a summary
paragraph explaining the day’s lesson. Next, students will work in pairs on a
Cause and Effect chart they can create on their i-Pads of King Philip’s War.
Students will answer why King Philip attacked the colonists and what happened
to the Native Americans and the colonists after the war.
7
Project Day – See Unit Plan
Colonial Commercial Project – Script Writing and Building
Enrichment:
Students will
research how ships
are built today
versus the colonial
era. Students will
create a “T” chart
on their i-Pads to
draw comparisons.
Formative
Assessment:
Exit Ticket Students will be
assessed from the
paragraph
summary of todays
lesson as well as
the Cause and
Effect chart
8
Project Day – See Unit Plan
Colonial Commercial Project – Filming
9
I can identify
the various
products that
were
exchanged as
part of the
triangular
trade system.
i-Pads, World
Map (Appendix
A), Rulers.
Essential Question:
Remediation:
What were some of the popular trade routes at this time and their distances
from one port to another?
Extended time for
those who did not
complete their
distance
measurements.
½ Project Day – See Unit Plan
Colonial News Network – Planning
Formative
Assessment:
Students will
answer the first I
can statement
from today’s lesson
as an exit ticket.
I can identify
popular
triangular
trade routes
and distances
from one port
to another on
a world map.
Set: Students will answer the following statement using their i-Pads: List as
many products as you can think of that are in your house at the moment that
was not made in America. Instruct students to share their answers by table and
then create one list that may be chosen to airplay for the class. Next, pick one
table to airplay their list and initiate discussion.
Teaching Strategy(s):
1. Distribute world maps (Appendix A) to the students.
2. Talk to the students about distance and how far places are from one
another within the local community.
3. Tell students to find exact locations of these points of the triangle trade:
Bristol, England; Ivory Coast, Africa; Charleston, South Carolina.
4. Once students have their sites on their maps marked they may use
rulers to connect the dots, which should form a triangle.
5. Next, students will need to find the following distances using the scale
on the world map: How far did ships travel from England to the Ivory
Coast? How far did Africans travel from the Ivory Coast to Charleston?
How far did the ships have to travel to return to England?
Summarizing Strategy: Ask students to look at the shirt tags of the other
students at their tables. Student will compile a list of the countries in which the
shirts were made and using one i-Pad from each table. Students will airplay their
results. Students will write one paragraph explaining what the term “Global
Economy” means in the 21st century.
Enrichment:
Students will
research what it
was like to be a
slave traveling in a
boat as part of the
triangular trade
system.
10
I can describe
several factors
that helped
weaken
Puritan
religious
control?
i-pad, Salem
Witchcraft
video (Appendix
B), dry-erase
board, markers.
Essential Question:
Remediation:
Why did Puritan religious control weaken in the later 1600s?
Peer tutoring
½ Project Day – See Unit Plan
Colonial News Network – Filming
Extended time to
complete their
letter.
Enrichment:
I can describe
several Puritan
values that
presently
reflect
American
culture.
Set: Watch the following clip about the Salem Witch Trials: Salem Witch Trial
Clip. Ask students the following question: Why did the group of girls accuse so
many individuals of witchcraft?
Teaching Strategy(s):
1. Students will be divided into groups: Group #1 will research economic
success in Puritan life/society. Group #2 will research the Salem Witch
Trials. Group #3 will research the Puritan legacy, which still has effects
on our society today.
2. Students will create PowerPoint’s in order to present to the class.
Students will
research
McCarthyism of the
1950’s and write a
paragraph on how
it related to the
Salem Witch Trials.
Formative
Assessment:
Students will be
assessed with
regards to their
presentation skills
and the
information
gathered for
today’s
assignment.
Summarizing Strategy: Students will write a letter to a relative in England. The
letter will include the social changes that are occurring in Puritan life at the
present, the changes in control of the colony, and the person’s perspective on
these changes.
11
I can describe
how the
i-pad, Power
Point
Essential Question:
How did the plantation economy of the South develop and what role did
Remediation:
Formative
Assessment:
search for
cheap labor
will lead to
slavery in the
South.
I can explain
why the
middle
colonies
developed so
rapidly.
presentation,
dry-erase
board, primary
documents.
slavery play in building cities in the Middle colonies?
½ Project Day – See Unit Plan
Colonial News Network – Filming
Enrichment:
Set: Ask students the following: How did farming in the South differ from
farming in New England?
Teaching Strategy(s):
1. Students will be presented information from a Power Point
presentation. The presentation will explain the following: The Rise of
the plantation economy, Bacon’s Rebellion in 1676, slavery, growth of
Northern cities, and the birth of regionalism in colonial America.
2. Students will watch a short video regarding the impact of tobacco on
colonial America. Students will write five facts from the video clip to add
to today’s notes.
3. Students will be placed in groups and will create an advertisement
promoting immigration to either the Middle Colonies or the Southern
Colonies. Students will need to brainstorm a list of “selling points” about
the colonies to attract immigrants over. Students will need to include
text and images within their brochures.
Summarizing Strategy: Students will create a compare and contrast chart
comparing both the Middle and Southern colonies. Students will have the
following categories included in their charts: Religious Groups, Soil and Climate,
Economy, and the role of Slavery.
Students will
research how much
tobacco is farmed
in the United States
today and explain
why they think it
has declined in
recent years,
especially in
Tennessee.
Exit Ticket - In one
paragraph,
students will
answer both I can
statements in
today’s lesson.
Students will also
be assessed upon
completion of the
advertisement
promoting
immigration to
their respective
colony.
12
I can describe
what daily life
in the colonies
was like.
I can explain
the impacts of
both the Great
Awakening
and the
Enlightenment
on colonial
society.
i-Pad, Power
Point
presentation,
dry-erase
board.
Essential Question:
Remediation:
How did the discovery of natural scientific laws affect people’s thoughts in
American colonial society, especially between people and government?
-Heterogeneous
groups
½ Project Day – See Unit Plan
Colonial News Network – Filming
-Peer tutoring
-Guided Notes
Enrichment:
Set: Ask students to brainstorm ideas pertaining to the following questions:
What chores are you expected to do at your house? Next, ask the students if
they were a boy or girl in colonial America, what chores they think they would
be required to do?
Teaching Strategy(s):
1. Students will be presented information from a Power Point
presentation. The presentation will include information on the
following: Colonial life, education and literacy, the Great Awakening, the
Enlightenment, and John Locke
2. Students will research a colonial chore or game that a young boy or girl
would have participated in during the colonial period. Students will then
complete a “how to” pamphlet listing and/or illustrating each step in the
chore or game. Students will demonstrate their chore or game to the
class.
Summarizing Strategy: Students will write a response to the following essay
question: What was John Locke’s basic idea about the relationship between
people and their government? Students will also draw a comic strip illustrating
Students will
research the
current Tea Party
movement.
Students will
explain why it was
formed and what
it’s ultimate goal is.
Formative
Assessment:
Exit Ticket –
Students will
answer today’s I
can statement
before class ends.
how the values and ideas of the Enlightenment influenced colonial thinking.
13
I can identify
issues that
created
conflicts
between
England and
the colonies
over colonists’
rights.
i-Pads, Dry
erase board,
markers.
Essential Question:
Remediation:
How were colonial rights affected by political changes in England?
-Prompting
½ Project Day – See Unit Plan
-Extended Time
Colonial News Network – Filming and Editing
Set: Write the following quotation on the board: “ No free man shall be seized
or imprisoned, or stripped of his or her possessions, or exiled…nor will we
proceed …against him …except by the lawful judgment of his equals or by the
law of the land.”-Magna Carta. Ask students what they think the quote is
describing. Inform students that this (Magna Carta) will provide a foundation on
which our Constitution will be based upon.
Enrichment:
Students will
research a current
news story
pertaining to
unlawful arrest and
write a summary
Formative
Assessment:
Exit Ticket- Explain
one major conflict
between the
colonies and
England. Students
will also explain at
least three
freedoms they
enjoy most as a
citizen of the
United States.
Teaching Strategy:
1. Students will view a Power Point on the following subjects: Magna
Carta, British Parliament, and the English Bill of Rights.
2. Students will research the following question: What rights enjoyed by
modern day Americans can be traced back to the Magna Carta of 1215?
3. Students will compile a list and choose one person as scribe to write
their findings on the board in order to generate class discussion.
Summarizing Strategy: Students will write a “Letter to the Editor” denouncing
the arrest of John Peter Zenger in 1735. Students will be required to briefly
explain the events leading up to Zenger’s arrest and then express their thoughts
as to why they believe his arrest was wrong.
paragraph on.
14
Project Day – See Unit Plan
Colonial News Network – Editing and Exporting
15
Project Day – See Unit Plan
Colonial News Network – Screening
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 8.2.01 Understand fundamental economic concepts and their application to a variety of economic systems.
GLE 8.2.02 Understand global economic connections, conflicts, and interdependence.
GLE 8.2.03 Understand the potential costs and benefits of individual economic choices in the market economy.
GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market economy.
GLE 8.4.01 Appreciate the development of people's need to organize themselves into a system of governance.
GLE 8.4.02 Recognize the purposes and structure of governments.
GLE 8.4.03 Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.
GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.
GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.
GLE 8.5.05 Identify the role that desire for freedom played in the settlement of the New World.
GLE 8.5.06 Understand the place of historical events in the context of past, present and future.
GLE 8.5.08 Understand the social, cultural and political events that shaped African slavery in colonial America.
GLE 8.6.01 Recognize the impact of individual and group decisions on citizens and communities.
GLE 8.6.02 Understand how groups can impact change at the local, state national and world levels.
SPI 8.1. 5. Identify how religion contributed to early American society (i.e. impact on government, education, social norms, slavery, tolerance).
8.1.spi.7. Recognize how immigration and cultural diffusion have influenced the character of a place (i.e., religion within certain colonies, African songs in the American south, British v.
French influences).
8.2.spi.1. Recognize America's natural resources (i.e., land, timber, fish, animal pelts, peppers, sweet potatoes, squash, pumpkins, turkeys, peanuts, potatoes, tomatoes, tobacco, cacao,
beans, and vanilla).
8.2.spi.4. Recognize the economic activities of early America (i.e., agriculture, industry, and service).
8.2.spi.9. Analyze in economic terms, (i.e., climate, triangle trade, infrastructure, topography), why slavery flourished in the South as opposed to the North.
8.4.spi.5. Identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions and nations.
8.5.spi.4. Recognize causes and consequences of conflict, (i.e., French and Indian, Revolutionary War, War of 1812).
8.5.spi.7. Recognize the historical impacts of European settlement in North America.
8.5.spi.8. Determine the social, political, and economic factors that contribute to the institution of slavery in America.
8.6.spi.3. Recognize examples of stereotyping, prejudice, conformity, and altruism in early American history.