ࡱ> QSP5@ !bjbj22 ,BXXz38&$J\'3'5'5'5'5'5'5'|(R*5'd!d!d!5'J'"""d!3'"d!3'""(#%% `&z!%o&`'0'%,V+!V+%%V+&lD"L5'5'*f"*TEKS Lesson Plan/Unit Plan Texarkana Independent School District Teacher: Sarah A. Huett Subject/Course: U.S. History Grade(s): Grade 11 Time frame: 45 minutes  Lesson Plan Number: 2 Topic/Process: Colonial Coming of Age Textbook: The Americans: Reconstruction to the Present, McDougall Littell Ch.1, sec 4, pgs. 31-41 Texas Essential Knowledge and Skills (TEKS): 8.4 A, 8.13 B-C, 8.26 B, US8 B, US24 A-C and F (4)History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (A)analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War; (13)Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (B)explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery; and (C)analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history. (26)Culture. The student understands the impact of religion on the American way of life. The student is expected to: (B)describe religious influences on immigration and on social movements, including the impact of the first and second Great Awakenings; and (8)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (B)pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. (24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C)explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context; (F)identify bias in written, oral, and visual material; TAKS: US8 B, US24 A-C and F (8)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (B)pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. (24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C)explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context; (F)identify bias in written, oral, and visual material; ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatEconomicsEconomic differences may lead to conflict. Economics affects relationship between countries.War/ConflictSocial, economic and political oppression often leads to war or conflict.ReligionReligious beliefs may lead to conflict. Religious intolerance often leads to the desire for religious freedom.ChronologyChronology is important to the study of U.S. History. Sequence of Activities (Instructional Strategies): 1. Focus Map Interpretation Activity (TAKS Format) 2. Discussion Development of Two Separate Economies, Religious Awakenings, French/Indian War 3. Activity: Discuss the how tos of Cartoon Interpretation with your students. 4. Activity: Interpret Benjamin Franklins Join or Die political cartoon 5. Activity: Map Activity on the Triangular Trade / Middle Passage. Activity should focus on the trade route, slave destination, effect on colonial populations. Questions to consider in lesson: In what ways was slavery a cruel system? Support your answer with examples from the text and class discussion. 2) How did plantations come to play such a major role in the economy of the southern colonies? Assessment of Activities: Oral Discussion Map Interpretation Cartoon Analysis Classroom Observation Prerequisite Skills: 1. Map interpretation skills from previous social studies classes. 2. Cartoon analysis skills from previous social studies classes. Key Vocabulary: Triangle trade, Middle Passage, Enlightenment, Ben Franklin, Great Awakening, Johnathan Edwards, French and Indian War, Proclamation of 1763 Materials/Resources Needed: Books, overheads, maps, copy of Franklins political cartoon, power point, LCD Projector, internet access Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP. Differentiated Instruction: Have students create a cartoon that portrays a similar message to Franklins cartoon. Students should share their cartoon with the class. Teacher Notes: Sample Test Questions: 1. The turning point in the French and Indian War occurred when the British captured- A. Pittsburgh B. Quebec C. Fort Necessity D. Fort Duquesne 2. The middle passage refers to the part of the triangular trade system that carried A. rum from the West Indies to New England B. manufactured American products to England C. slaves from the West Indies to America D. slaves from Africa to the West Indies and America Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents Initiative. Sarah A. 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