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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

FP.C&G.1.1 Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy.
RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
WHST.1.a Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Analyze the relationship between salutary neglect and eventual colonial unrest and rebellion
-Analyze the viewpoints of both the colonists and the British concerning power and authority.
-Cite evidence to justify an action

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

-Salutary neglect between a nation and its colonies may alter the political and economic relationship and can lead to desires for reform and independence
-Reasons for colonial unrest and rebellion
-Colonial and British perspectives concerning power and authority

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How did the debate over power and authority alter the political and economic relationship between Great Britain and the colonies?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the essential question underlining the words “political” and “economic.” Discuss the words “political” (relating to the government’s actions and role) and “economic” (the way in which the government spends money/taxes)

Quick Write:

What are some examples in the news of actions people have taken if they do not agree with the actions of businesses or government?

Possible answers: Letters, protests, boycotts, sit-ins

Complete the Civil Disobedience Word Web, focusing on the CIVIL part of disobedience.

Key Vocabulary (for explicit instruction):
Political, economic, mercantilism, neglect, civil disobedience

Vocabulary Strategy:
Civil Disobedience Word Web

Previewing (what, who, when):
Preview the use of a World Web with the word resistance

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Constructing Arguments Graphic Organizer

Previewing (what, who, when):
Model the use of constructing arguments organizer steps:
Identify the claim (given: The colonists were justified in boycotting/protesingt British power and authority.)
Identify strong, logical reasons to support the claim (after evidence is presented they will classify it on either the “Why?” or “Why not?” side of the g.o.
Give facts, evidence, and examples to support each reason
Preview using the statement “Lebron James is the best NBA player.”
Present the following facts in which students have to put on the “Why?” or “Why not?” side of the g.o.
Lebron James has 3 NBA championships (Steph Curry has 2)
Steph Curry has been the leader in steals more than Lebron James (1 v. 0)
Steph Curry has 16 victories over Lebron James and Lebron only has 13 victories over Steph Curry
In matchups between Steph Curry and Lebron James, Lebron has averaged more points (31.4 vs. 23.4)
Scaffolding (what, who, when):
Provide visuals of the examples of power or authority that the British exerted over the colonists
Provide a writing frame for the “Why not” side of the g.o.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Interactive lecture with PowerPoint about the political and economic relationship of the colonies and Great Britain (mercantilism, salutary neglect, self-government)

Opinion Share in Collaborative Pairs: In pairs, create an analogy that could be used to describe the Britain’s policy of salutary neglect.

Example: Great Britain’s policy of salutary neglect is like a teacher that assigns homework, but never collects it.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Quick Write:
If then…
If Great Britain didn’t strictly enforce their laws, then…
If self-government was created, then…
If the Virginia House of Burgesses was successful, then…
If Great Britain did not practice the policy of salutary neglect, then…

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Interactive lecture with PowerPoint about how and why Great Britain exerted its power and authority over the colonies. Fill in the “Why?” side of the Graphic Organizer

Use a Think Aloud to model the thinking when examining the “Why Not” side of the Graphic Organizer using the Proclamation of 1763.

Previewing (what, who, when):

Scaffolding (what, who, when):
Partially completed graphic organizer

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Viewpoint Analysis
Think of two different viewpoints on the validity of the Stamp Act. What are the two viewpoints and the reasons for each? Write the two viewpoints on the banners and the reasons on the thought bubbles. Then, decide what your viewpoint would have been on the validity of the Stamp Act. Add your viewpoint to the third banner.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students analyze an excerpt from the Coercive/Intolerable Acts, a painting (The Bostonians Paying the Excise-man, or Tarring and Feathering, 1774.) and fill in the rest of the “Why Not” section of the graphic organizer.

Previewing (what, who, when):

Scaffolding (what, who, when):
Partially completed graphic organizer with line #s guiding them to the answer

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Poem for Two Voices
Using graphic organizer, students will write a Poem for Two Voices that shows the similarities and differences between the perspectives of King George and a colonist.

Example:
Colonist

King George
I am being taxed without being represented.

I am taxing the colonie to pay back war debt.

We are worried about money

We want to expand into French & Indian territory

We want to protect against another war by passing the Proclamation of 1763

We both fought against the French & Indians.

We want freedom of trade

We want to ensure our profits with the Navigation Acts.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

After reading an an excerpt from “How a Secret Society Made Its Mark on Early Americans,” and using the graphic oraganizer write an editorial that justifies the actions of the Sons of Liberty. Use the following vocabulary words in the editorial: authority, salutary neglect, civil disobedience.

Differentiated Assignment for Struggling Students:

Provide a framed paragraph

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