Secondary / ESL Lesson Plan Template -- 2021-2022 Academic Year

Name: Russell Finelsen Lesson Topic: Start of the Revolutionary War Era: End of Salutary Neglect,
the French and Indian War, and Albany Congress

Content Area: AP US History Grade Level(s): 11th grade

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will convey the relevance and significance of this lesson to students.

This lesson will start the unit about the Revolutionary War era, 1754-1803. The lesson will provide the underpinnings of the relationship between the
colonies and the British, considering how the relationship quickly changed from the colonists being happy to the colonists being mad. After I teach this
specific lesson, the class would learn about the various taxes the British levied on the colonies. The content is important to learn because it provides
information for students to compare and contrast - specifically, they can compare and contrast relationships between the British and the colonists from
before 1754, 1754-1763, and after 1763. This lesson is relevant to students because it will help students to see that the same picture can be seen, used, and
interpreted in competing ways, depending on who is looking at the picture and the context surrounding the picture.

VSOLs/CCSSs Addressed: (some of these overlap across grade levels or are not addressed in its entirety during this short lesson)

VUS.4 The student will apply social science skills to understand the issues and events leading to and during the Revolutionary Period by

a) describing the results of the French and Indian War;

Learning Targets
As a result of this lesson, students will...

Explore the following ESSENTIAL QUESTIONS… UNDERSTAND THAT…

How do two people view the same image or situation differently? Students will understand that the colonies’ relationship with the British
drastically changed after the French and Indian War.

KNOW… BE ABLE TO (DO)...

Students will know the causes and effects of the French and Indian War.
Students will know the definition of salutary neglect.
Students will know the importance of the Albany Congress and the Albany
Plan.
Students will be able to perform HIPP for the Join, or Die political cartoon.
Students will be able to cite evidence while explaining why the Albany
Congress was held.
Students will be able to explain the important developments from the
Albany Congress.

Plan for Assessment

As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. Your plan should include at least one formative assessment at a minimum, and may also include diagnostic/pre-assessment or
summative assessments depending on the nature of the learning targets and the placement of the lesson within the context of the unit. Please add/remove tables as needed.

Assessment #1

Learning target(s) for which you will collect data (write out):

Students will understand that the colonies’ relationship with the British drastically changed after the French and Indian War.
Students will know the causes and effects of the French and Indian War.
Students will know the definition of salutary neglect.
Students will know the importance of the Albany Congress and the Albany Plan.
Students will be able to perform HIPP for the Join, or Die political cartoon.
Students will be able to cite evidence while explaining why the Albany Congress was held.
Students will be able to explain the important developments from the Albany Congress.

Type of Assessment (choose and highlight one): Possible Options: ● Problem set
● Diagnostic Assessment or Pre-Assessment (before the lesson) ● Previous class work ● Strategic questioning
● Graphic organizer ● Learning/response log
● Formative Assessment (during the lesson) ● Journal entry ● Exit ticket
● Think/Pair/Share ● 3-2-1 countdown
● Summative Assessment (after the lesson) ● 1-minute essay ● Other

Specific Plan (What does the assessment entail, and what evidence will help you determine students’ progress towards the learning target(s)?):

Students will answer questions and complete a HIPP chart regarding the Join, or Die political cartoon, considering the events of the French and Indian War
and the Albany Congress. Students will progress toward the learning targets if they are able to show that the political cartoon aimed to unite the colonies
to protect themselves against possible attacks by the French or Native Americans.
 Lesson Sequence

Steps in the Lesson (including Modalities & Resources)
● You should include all steps in the lesson. Please list each step in a new row and indicate the estimated time
frame for completing the step.
● Scripting may or may not be included, but the plan should be explicit and clear enough that another person
would be able to teach from it.
● As you outline each step in the lesson, you should clarify the resources (digital and/or analog) and modalities
to be used. Please use consistent labeling for clarity.
● Guiding questions:
○ What will students be doing during each step?
○ What will you (the instructor) be doing during each step?
○ What directions will need to be provided to students to help them know what to do?
○ How will you transition from one activity to another?
○ How will you help the students see the relevance/importance of what they are learning?
○ Is the plan clear enough that another individual would be able to teach from it?
○ What grouping modes will be used during this step of the lesson -- whole group, small group, individual?
○ What specific digital and/or analog resources will be utilized during this step of the lesson?
Planning for Learner Diversity / Instructional Scaffolds
● You should identify specific ways you plan to ensure equity and
inclusion by building on learners’ diversity.
● Guiding questions:
○ How can you leverage students’ prior experiences and assets in this
step of the lesson?
○ How does this step address and build on learner diversity to ensure
equity?
○ What challenges/ opportunities/barriers might exist for individuals
or groups of learners in accessing content and learning activities in
this step of the lesson?
○ How will you utilize Universal Design for Learning (UDL) and/or
differentiation so that all students can access the content and
learning activities?
○ What feedback can you provide to acknowledge and value each
student’s contributions?

Time Steps in the Lesson (including Modalities & Resources Utilized) Planning for Student Diversity /
frame Instructional Scaffolds

5 I will ask students how their weekend was and how they felt about the DBQ homework. The hook of the dress will get
minutes I will show students “the dress” photo and ask what colors they see. students interested and thinking
I will explain to the students that due to the lighting of the photo, people might see the colors of the about how people see things in
dress differently. This connects to the study of images and the reactions to various events. This is how I different ways.
will introduce the lecture.

7 After a quick review of the prior unit, specifically the Great Awakening and democratic developments, I I plan to write on the board during
minutes will lecture students about salutary neglect, the French and Indian War, and the Albany Plan. During the the lecture so students can see what
lecture, I will ask students various questions to test their knowledge and help them make connections I am saying, while not depending on
across time. just listening.

15 I will pass out the Join, or Die political cartoon worksheet. The first two questions, I will help students The worksheet is a scaffold that will
minutes answer. The next two questions will be a pair-share activity, to help students think critically about the help students analyze the political
relationships between the colonies. Students will then be directed to complete the HIPP chart in a group cartoon. This activity will allow me
for 3 minutes, then afterwards, I would go over the chart with the whole class. to get constant feedback from
students if they understand or do
not understand the work.
10 I will finish my part of the lesson by lecturing students about the Treaty of Paris and the effect of the
minutes French and Indian War and its treaty on the American colonies.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

PowerPoint lecture (slides 1-8)

Notes sheet for lecturing
Join, or Die Political Cartoon Analysis Worksheet
Name:

Join, or Die Political Cartoon Analysis: 1754 - Albany Congress

Join, or Die cartoon, by Benjamin Franklin (1754).

1. Who published the cartoon?

2. When was the cartoon first published?

3. Why is New England included, but not the individual colonies in New England of Massachusetts,
New Hampshire, Connecticut, and Rhode Island?

4. Why is Georgia excluded, or left out, from the cartoon?

5. Why and when was the cartoon shared across the colonies the second time?

6. How have colonial views about the British changed between 1754 and 1765? Cite specific
points of evidence in your explanation.
Directions: Fill out the following HIPPO chart when directed for the Albany Congress and the
Stamp Act Congress.

1754 - Albany Congress HIPPO: Join, or Die Political 1765 - Stamp Act Congress
Cartoon

Historical Context: When,

where, during what?

Intended Audience: Who is

supposed to read the cartoon?

Purpose: Why?

Point of View: Who created OR

shared the cartoon?

Outside Information