Lesson Plan

Lesson Title: Colonization

Grade Level: 11

Interdisciplinary Connections: ELA - Students will be writing in their writing journals as well as writing
within a graphic organizer to sort out aspects of Colonialism and answering questions based on
Colonialism.

Lesson Duration: 45 minutes

Language Function: (Bloom’s Taxonomy): Students will collaboratively analyze how colonization as
an American Ideal has changed over time.

Syntax and Discourse: Writing

EL Learner Needs
Communication Needs: Printed out versions of notes and documents should be available for EL
learners. Relevant vocabulary for the lesson should also be printed out and translated for the
students. Students will be strategically grouped to enhance the student’s learning.
Special Ed
Students need to be redirected to their resources with the goal of being more autonomous. Avoid
dependence on the teacher.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement:

The purpose of this lesson is for students to learn about Colonialism and American ideals and how
both have changed over time. This directly connects to the prior lesson in that they will begin with
the same classroom procedures and expectations and begin answering their unit EQ. This directly
connects to the EQ and final product because they are going to analyze how Colonization has
changed over time to something we no longer call Colonialism.

NYS Next Generation Learning Standards: (All phases)

11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America
prompted cultural contact and exchange between diverse peoples; cultural differences and
misunderstandings at times led to conflict. A variety of factors contributed to the
development of regional differences, including social and racial hierarchies, in colonial
America.
(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)
 - Students will trace European contact with Native Americans, including the Dutch, the English,
the French and the Spanish.

Special Ed: Alternate Achievement: Dynamic Learning Maps- (DLM)

EE.RL.11-12.1 Analyze a text to determine its meaning and cite textual evidence to support explicit
and implicit understandings.

Objective(s):
Special Ed: IEP Goal(s) addressed:
- Students will be able to collaboratively analyze how colonization as an American Ideal has
changed over time.
- Students will be able to define Colonialism.
- Students will be able to define American Ideals.

Academic Language: Colonialism, American Ideals

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: Writing journals, political images, readings on

colonization, graphic organizer, powerpoint.

STUDENT ASSESSMENT

Before the lesson:

I will be assessing the students on making connections between Colonization and American ideals and
the practices of U.S. colonization today. I will be assessing this through leading a discussion based on
images of North America before colonization and the current U.S. military presence around the world.

During the lesson:

Informal Formative Assessment: I will walk around the class during guided practice and independent
practice to answer any questions that students might have and make sure the students are staying on
task and discussing the readings, answering the questions, and making connections between the
content and their EQ.

Formal Formative Assessment: I will be assessing whether the students gained an understanding about
Colonialism and American ideals and how they changed over time through station work and
discussions based on a set of short readings. This will also be assessed through their use of a graphic
organizer and responses to the given sets of questions.

At the end of the lesson:

At the end of class, I will have the students complete a writing assignment in their writing journals.
Through this writing assignment, I will be assessing whether the students can define or write what they
learned about colonialism, make connections to American ideals in their EQ, and make connections to
present-day issues like racism. I will be able to tell what my students took away from today’s lesson.

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: Elicit Prior Knowledge (ENGAGE)

- I will begin the class with a discussion based on two images. I will provide them with the
following images on American colonialism:

I will ask:
Right Here: Why is this unique? Have you seen something like this before?
Probing: Who are these people? What happened to erase these populations of people?
Once we have established that these images reference the time before colonization I will show the
following image:

Think and Search: What word would you use to describe this process of erasure of people, and
replacing them with other cultures?
Hopefully the students will respond with “colonize” or “colonization.”
I will explain that colonization is the action or process of settling among and establishing control
over the indigenous people of an area.
I will ask: how does America define colonization and how do they feel about it?
I will then explain that an American ideal is a principle or value that American strives to abide by or
achieve. An example of this is freedom.
“Now let’s look back at this image. Looking at this image, do we still practice colonization today?
Why or why not? Would the U.S. view it as an American ideal? Why or why not?”
Following the discussion, we will begin the activity for today.
Procedures (Overview of lesson):
Instructional Strategies/THE FIVE E’S
EXPLORE
I will introduce the station's activity for today.
Students will be separated into three groups for a station's activity.

I will group students homogeneously according to language so students can discuss in their native
language. If there are no language partners I will allow students to use translators on their phone.

At station 1, there will be a short reading on how natural resources were flipped during colonization.
Also at this station will be a graphic organizer with these subcategories: Land, People, and
Resources. Whenever they come across ways colonialism affected land, people, or resources, they
will write it down in that column. They will also be encouraged to write down important dates.

There will also be different questions at each station and they will write down their responses on a
looseleaf sheet of paper, each student will have their own sheet. Station 1’s questions: How did the
environment affect the lives of Native Americans? How about the colonists once they settled? How
did colonists use North American natural resources to their benefit?

Station 1 Reading:
https://www.whalingmuseum.org/explore/exhibitions/harboring-hope-in-old-dartmouth/natural-re
sources

At station 2, there will be a timeline of Native American history. Students will use their graphic
organizer in this station as well. Station 2’s questions will be: How were Native Americans affected
by Colonialism across time? How do you think they might be treated today?

Station 2 Reading:
https://www.history.com/topics/native-american-history/native-american-timeline

At station 3, there will be a short reading on the impacts of Colonization. They will continue to fill
out their graphic organizer with information regarding the three concepts. Station 3’s questions will
be: How did Colonialism impact the environment in North America? Do we still have similar impacts
on our environment today? What are some other ways Colonialism impacted North America? Can
these be connected to the concept of erasure?

Station 3 Reading:
https://courses.lumenlearning.com/suny-ushistory1os2xmaster/chapter/the-impact-of-colonization
/

EXPLAIN
Once the students have finished at all three stations, we will conduct a chalk talk. Around the room
will be large blank sheets of paper titled “18th century,” “19th century,” “20th century,” and “21st
century.” The students will walk around to each sheet and write how they would define colonization
throughout each period of time.

ELABORATE (OR EXTEND)

Now, the students will walk back through and highlight where they see American idealism (based on
what they think American ideals were) within their definitions of colonization.
Once they have done that, I will ask them “How have they both changed?” “How have American
ideals changed in terms of colonization?” “Do we still colonize? What do we call it now?” How do
these readings relate to what we discussed about erasure?” and we will have a short discussion.

EVALUATE
I will continue the discussion with the class:
“What have you learned about colonization today? What else do you want to know or what are you
confused about?”
Students will self-evaluate.

Differentiation :

Specially and Culturally Designed Instruction (e.g. Students with IEPs, 504s, ELLs etc.):

● EL Learners in the class were given translated material so that they can
understand the content and task better and were grouped homogeneously so
that they can discuss in their native languages.
● Content was presented in audio, visual, and written forms for students who learn
differently or have visual and hearing impairments.

Closure:
At the end of class, I will collect their graphic organizers and their responses to the questions at each
station. I will have the students complete a writing assignment in their writing journals asking the
following:
- What did you learn about Colonialism today?
- Do you think racism stemmed from the time of Colonialism? Why or why not?
- Where do you stand in response to our semester EQ? Do you think Colonialism is an event that
changed or affirmed American ideals?
Through this, I will be assessing what they took from today’s content and if they can make connections
between today’s content and their Essential Question.
Powerpoint:
https://docs.google.com/presentation/d/1nJg3bXL_BZi-9K_yCFXdlRKw_q8lEFWVTwOk9
QRu5Bo/edit?usp=sharing

Graphic Organizer: Take notes in the Graphic Organizer below with your
findings from each station’s readings regarding Land, People, and Natural
Resources.
Land People Natural Resources