Lesson Plan # 1
DAY 1
Course
American History
Lesson Essential Question (LEQ)
OR
Learning Objective (LLO)
Content Standards
Identify at least two NCS content strands (History,
Civics & Government, Economics, Geography,
Behavioral Sciences), with one content objective as
a main focus and content objectives from other
areas as supporting focus
Inquiry (Skill) Standard
Enter objective(s) from NCS Inquiry Strand
Activity
The questions below serve as guideposts for each
section. If your lesson requires, you may want to
rearrange or repeat Acquisition and/or Extending &
Refining (leave Pre-Lesson & Closure as is).
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Lesson Topic & Unit Name
Rising Tensions that lead to the American
Revolution
American Revolution through War of 1812
Why did colonists distrust the British Government?
● AH.C&G.1.I Explain how various views on freedom and equality contributed to the development of
American political thought and system of government.
● AH.C&G.1.3 Explain how various individuals and groups strategized, organized, advocated, and protested to expand
or restrict freedom and equality.
● I.1.3 b Identify a variety of primary and secondary sources in support of compelling and supporting
questions.
Details of Activities
What are the students doing? Provide the necessary
setting, steps, materials, and prompts. Be explicit so any
substitute teacher can effectively conduct your lesson.
Show this google slides
Notecards to write down ideas.
play. Fish and Tea
Use google slides this will cover big key events
such as Acts, Patriot vs. Loyalists, Boston Tea
Party, and Boston Massacre.
Students should take notes, putting down
important information. (there is also a
note-taking guide that students may use)
Secondary History / Social Studies
Instructor Date(s)
Ms. King 8/30-9/1
Purpose-Rationale Time
Why are students doing this activity? How does the activity Provide estimated
align to the content and skill standards and/or LEQ/ LLO? minutes in each
row
Students will use context clues from the 5 minutes
information they may already know. This is a
good way to get a general gauge of where the
class is starting knowledge-wise. Students should
write their names on their answers so I can also
compare where each student starts and ends.
This also starts their process of directing sources
from this period. The picture of the soldiers
firing guns is a primary source.
This will be used to give background for in-class 15 minutes
activities, so students have some understanding.
It should be short and concise without much
rambling. It is important for students to take
notes, so they have reference information
throughout the unit and to look back on it
before the final. This is why the incentive of being
ASU Dept. of History· History Education Program· 2022-2023

Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Extending & Refining II (individual)
How do students apply the knowledge they have
learned in acquisition and group work? In this
section, students begin to work independently with
the goal of demonstrating their understanding on
their own.
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Number off students by 3’s(groups should
contain one 1, one 2, one 3)
students will be given three different
documents
After 13 minutes, students will be able to ask
questions, then change groups and do the
same process with their next group.
After another 13 minutes, students will do it a
final time with one last group.
At the end of this assignment, students will
turn in their packets
In total, students should have made three
switches and sat with three different sets of
people.
Students will return to their desks and be
handed a final packet. This packet will have
three different pictures that they should begin
to unpack. These pictures will cover the
Boston Massacre and Boston Tea Party. These
are to be done individually.
Exit Ticket: Students will get back their
original note card. They will put down on
another side one key part of at least 2 Acts or
key differences between Loyalists and Patriots.
able to use notes for the final
assignment/assessment is used. There is also a
note-taking paper that students may use. The
note-taking guide is for students who may
struggle to take notes. This is to guide them in
the right direction for what they should be
writing down.
The purpose of this activity is to allow students 45 minutes
to work together to formulate ideas. This also
allows some students who may not have fully
understood what to do to observe their peers
and learn different ways than what I explained. It
also allows for collaboration. The reason they
will switch groups is so they can maybe hear
different ideas or think a different way. This will
also help students to begin to gain more notes
for their unit assessment. While also gaining
information for the next day's lesson plan. The
reason students will turn this assignment in is, so
they are not lost for the next day.
This is a time for students to try unpacking by 15 minutes
themselves. This will allow students who may be
afraid to ask peers questions time to ask the
instructor questions. Students should also turn
this document in so it is also not lost. The reason
they are doing this separately is so the instructor
can see where everyone is at ruffly and can assign
some groups to help students who may be
struggling with the topic.
Students are welcome to ask questions if they
are unsure about how to dissect the document
though the questions should not necessarily be
focused on the right or wrong answer.
This exit ticket is more fact-based because if 10 minutes
students are struggling to grasp a concept, I will
know by the next day and can touch back on it.
This way, when they begin the next assignment
ASU Dept. of History· History Education Program· 2022-2023

DAY 2
Activity
The questions below serve as guideposts for each
section. If your lesson requires, you may want to
rearrange or repeat Acquisition and/or Extending &
Refining (leave Pre-Lesson & Closure as is).
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Details of Activities
What are the students doing? Provide the necessary
setting, steps, materials, and prompts. Be explicit so any
substitute teacher can effectively conduct your lesson.
The question “Was the American Revolution a
revolution?” will be on the board.
Students will go onto linked document and
respond.
Since the content is the same for both days,
this time should be used as a discussion to
clear up unclear points/short presentation to
recap
Students will work in groups of 3. They will
use their unpacking documents to create a
new act to be imposed on Colonists. Students
should be given materials such as 11x17 paper
and writing utensils. Ideas for acts could be
things like a paper tax, tax on textiles(clothes),
and tax on various imported goods. Students
should choose a way to express their ideas
Students will work on this assignment for 35
minutes(every 10-15 minutes, students should
be checked on and asked questions). Students
should brainstorm first and then begin the
assignment. On a first come, first serve basis,
students will choose their intended acts, as
acts can not be repeated.
they are not lost since they will be building on
one another.
Purpose-Rationale Time
Why are students doing this activity? How does the activity Provide estimated
align to the content and skill standards and/or LEQ/ LLO? minutes in each
row
This bell ringer will be used to bring students 5 minutes
back to what we learned the previous day. They
are also answering the question on the board,
which is a key question for this unit. This
question will remain on the board until the
lessons on the Constitution, as students will gain
more context to the question.
This allows students to continue to jog their 10 minutes
memory.
The purpose of the instructor's explanation is so 45 minutes
students can understand the assignment better.
But also to reinforce rising tensions between the
British Government and Colonists.
The main idea of this assignment is for students
to understand why Colonists were upset. Most
acts were imposed on basic goods the Colonists
used. This also allows them to see rising tensions
between Colonists and the British government.
However, it also connects to oppressive
governments.
They will need to be able to explain why their act
could upset the Colonists and the potential ways
Colonists could react.
They should try to write like they are the
monarch of Britain.
ASU Dept. of History· History Education Program· 2022-2023
Extending & Refining II (individual)
How do students apply the knowledge they have
learned in acquisition and group work? In this
section, students begin to work independently with
the goal of demonstrating their understanding on
their own.
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Accomodations: What adjustments are you making for diverse learners (ELLs, struggling readers, gifted & talented)?
Target Group of Student
Assessments: How do formative assessments measure progress? How do summative assessments learned skills & content?
Formative - Informal
Which activities act as formative assessments?
How might you, or the students, use FAs in this
lesson as learning tools?
Summative - Formal
Which activities act as summative assessments?
How will SAs in this lesson prepare students for the
unit summative assessment?
Materials & Supplies
Sources & Notes
Students will work on their own to write a Students should touch on and explain the idea of 25 minutes
2-3 paragraph reflection on the past two days. rising tensions between Colonists and the British
They should include some content-based Government. Which is mentioned in the learning
information, but they will also reanswer the objective. The questions that are answered are
same question of do they think the American open-ended to allow for multiple answers as
Revolution is a revolution. Why do they there is no true right or wrong answer. The
believe what they believe? Who was at fault? reason for 25 minutes is that students are being
Why? asked to make a stand on a side and some
students may be on the fence and will be
encouraged to choose one side or another.
In the last 5 minutes of class, students will be The student will do this to provide me with a 5 minutes
given a sticky note they should evaluate one response to the lesson. Things that should be
thing they think they did really well with and changed and adjusted. Or things that worked
one thing they did not do well with. really well.
At risk students Strategies These activities allow for a decent amount of feedback.
This is a good time to give them positive reinforcement.
This also allows time to talk to any students who may
be struggling with outside-of-class things. Also with this
being a participation assignment, it allows for low-stakes
participation. So they can feel included without adding
any more stress.
The exit ticket at the end of lesson 2 and the google form at the beginning of lesson 2 is the formative assessments.
They have students use inquired knowledge to answer questions or to give their opinion. Another formative
assessment in this unit is the group assignment from lesson 2. This will test the student's understanding of the
unpacking documents and see if they can come up with a tax that would have upset the colonists the way the taxes
imposed by the British Government did.
The short quiz at the end of lesson 2 will act as the summative assessment. While it will be no more than 10
questions, it will focus mainly on content to see if there were any main points that were missed.
● Google Doc ● Fish and Tea link to youtube ● google form for bell ● Paper(9x11) ,
● Link to note taking ringer on lesson 2 colored
document pencils,
crayons, etc.
Sources (cited in Chicago Manual of Style) Notes to self (post-lesson)
●
ASU Dept. of History· History Education Program· 2022-2023
Where did you research content for today’s lesson?
Where did you find helpful information, primary &
secondary sources, and lesson plan ideas?
● Chapters, All, and All Chapters. “The
American Revolution.” The American yawp,
May 22, 2013.
https://www.americanyawp.com/text/05-the-a
merican-revolution/.
● Boston Tea Party Ships & Museum. “The Tea
Act: Boston Tea Party Facts: 1773.” Boston
Tea Party Ships, June 15, 2022.
https://www.bostonteapartyship.com/the-tea-
act.
ASU Dept. of History· History Education Program· 2022-2023