Lesson Plan

Teacher : C Hinson

Course/ Subject: American Government 

Date of Instruction:  

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s:      Making Connections #3 

US History standards: 

US History Standards: 

1. Describe different methods of colonial self-governance in the period of Salutary Neglect

2. Explain colonial response to the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in the Sons and Daughters of Liberty and the Committees of Correspondence.

Learning Target:

I will describe the effects of Britain’s Salutary Neglect 

Success Criteria:

• I can summarize and explain the effects of the French and Indian War 

• I can identify the events that happened that lead to the Declaration of Independence and ultimately the American Revolutionary War 

Introduction/Connection: 

Recap Philosophers/mercantilism

DIRECT INSTRUCTION:

Slides French and Indian War, End of Salutary Neglect  ppt

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Guided Reading Salutary Neglect

Video Clips: French/Indian War

America Story of Us (French and Indian War)

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Video clips in the slides to help supplement content

Graphic Organizers assist visual learners

Achieve Article (differentiated by lexile)

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Teacher observation, student participation

Success Criteria Check off