Kyle Knox HIS 396 Lesson Plan #2

10/23/12

1) Unit: High School, 11th Grade U.S. History- Colonial Discrepancies, Lesson #2 2) Aim: What were the political, social, and economic factors that affected not only the American colonists but other groups as well? 3) Goals: -Study the major social, political, economic, cultural, and religious developments in New York State and the United States. -Compare and contrast the experiences of different ethnic, national, and religious groups. -Understand the interrelationships between world events and developments in the United States. -Prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues and events from United States history. 4) Objectives: Students will learn how to: a) From the homework collected which was assigned from the previous class, students will be more familiar with independently apply sentence-writing skills and how to survey the text. b) The lecture will show them how to take notes more effectively again by using the Roman numerical system: Ex: 1) Main topic (American causes for rebellion) a) Information about topic (Economic) i) Details about information (Stamp Act did.. etc.) c) After the lecture, well discuss skills necessary for a proper essay creation i) Selecting a topic ii) Write sample topic sentences iii) Write sample thesis statements iv) Organize ideas for writing v) Select the best thesis 5) Materials: -overhead projector -textbooks -computer

6) Schedule: a) Warm-up -Ask the students to pull out their homework from last night. Pick on a few students who have done it to answer the questions asked. This will help show that the students note-taking and reading comprehension skills are improving or are evident. Then collect the homework. After this ask the students: i) What were the three main topics regarding last nights reading for homework? - See if the students can identify Political, social, and economic shown in the readings assigned for homework. Political: evidence shown in colonists creation of the Continental Congress, Suffolk Resolves, etc. (pgs. 140-142 in text). Look at the Boston Massacre, tyrannical rule over a society hundreds of miles away and the political repercussions that followed in England (pgs 132-133). Social: identify the different ethnic groups and how they were treated during this time period, including Native Americans and African slaves. The Proclamation of 1763, used to calm Native Americans, colonists upset though because that was land they fought for in the past. (pgs 124-126, and 135) Economic: Have students refer back to notes taken from last class, go over Acts that Britain used to help with the debt from the French and Indian War, and how colonists did not approve of the laws passed by England to do so seeing as how they were thousands of miles apart. (10 minutes) b) Lecture: Go over points made about the political and social aspects of this time period with the class. During this time students will be taking notes in their notebooks as I give the lecture, using a Roman numerical system in order to organize their ideas in a clear manner. (For a more in depth look into the political and social aspects, look below to see more detailed information as well as using the textbook for a reference) Political: The colonists were upset with the fact that they were being misrepresented in terms of the economy by their own government in England, thousands of miles away. As discussed in previous chapters and last class, the colonists had previous involvement with the Virginia House of Burgesses and other systems, and last chapter we talked about sovereignty or the ability to

govern. The Continental Congress showed how the colonists used representation regarding issues that arose for the members. Each colony received one vote, regardless of the size of the colony or how many people were present for that colonys delegation. This was to ensure that everybody had a voice and no vote could outweigh another. Identified that people had rights to life, liberty, and property. Start to look at Enlightenment thinkers: o John Locke: Life, liberty, and property o Voltaire: Freedom of speech I do not agree with what you have to say but Ill defend to the death your right to say it. o Montesquieu: separation of powers, somewhat shown in English Constitution Social: While the rights of the colonists were neglected by the British, there were other groups that were neglected in general by the majority populations as well. (Students will learn multicultural, and socio-economic backgrounds of different peoples in the American colonies) o Native Americans: Native peoples fought in the Seven Years War on either side; however with the Proclamation of 1763 they were somewhat relieved. Somewhat because the Proclamation, which extended to the Ohio River Valley gave room for Native Americans to live without colonial intrusion. However for the Native American groups that were between it, they did not have a voice and remained aggressive towards colonial expansion. Pontiacs War, which was going on at the time of the signing of the Proclamation, led to the English using smallpox as a weapon against Native Americans. Tensions maintained after the War ended. o African Slaves: during this time period, slavery was legal in every one of the 13 colonies. While colonist were out protesting against the disregard of rights that the British displayed towards them, Africans were still an enslaved group that people did not believe had any rights as they were property. However during this time, certain religious groups came forward and started to question the rationality of protesting an oppressive government while a certain sect of people with that area are enslaved themselves (irony). (40 minutes) c) Essay building After the lecture I will handout a worksheet to the students which shows a generalized outline on what the structure of an essay would look like (included with this plan). This will help students get a visual image of how to

write an essay and should help increase their writing skills. Along with this, I plan on going over the system and methods explained in the sheet to further solidify their understanding of essay writing. After I have completely gone over the sheet with them, they will each work on the essay outline provided in the essay. Those that do not finish it will have to finish it for homework. They will have to bring it in for next class because they are going to use is to help themselves write essays next class. (30 minutes) d) Wrap-up: 10 minutes before class ends, I will ask students at random some of the different social, political, and economic problems they have encountered from reading the unit in regard to the relationships within America during this time. Briefly go over essay writing for a little bit, and ask students what they have come up with so far for their thesis statements by randomly asking students. Homework: Finish outline for essay outline for homework if they did not finish it in class and make sure to have it for next class. Also answer question number 5 on page 143 in the textbook: Question 5: How did Americans oppose the new measures? Who participated in the various forms of resistance? How effective were the different kinds of resistance? What effect did resistance to British measures have on Americans internal politics and sense of identity as Americans? (10 minutes)