Sarah A. Huett U.S. History Lesson Plan T.I.S.D. 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 or less

Re-Teach Lesson Plan Number: 23

Topic/Process: TAKS Review: Causes of the Growth of Representative Government and Constitutional Influences

Textbook: Throughout Textbook

Texas Essential Knowledge and Skills (TEKS): 8.3 A, 8.16 A (3) History. The student understands the foundations of representative government in the United States. The student is expected to:

(A) explain the reasons for the growth of representative government and institutions during the colonial period;

(16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:

(A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government;

TAKS: 8.3 A, 8.16 A (3) History. The student understands the foundations of representative government in the United States. The student is expected to:

(A) explain the reasons for the growth of representative government and institutions during the colonial period;

(16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:

(A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government; Sarah A. Huett U.S. History Lesson Plan T.I.S.D. Concepts Enduring Understandings/Generalizations/Principles The student will understand that Government Government reflects societal beliefs and values.

Sequence of Activities (Instructional Strategies):

1. Lecture/Class Discussion: Review with students the reasons why representative government grew in colonial America: English tradition, religious tradition, salutary neglect, and colonial assemblies. Next, review with students the premise of each historical document and its influence on the U.S. government. Be sure to include the following historical documents: Magna Carta, English Bill of Rights, Declaration of Independence and Federalist Papers.

Once you have finished the review, give students a pop quiz (with TAKS formatted questions) of the material you just reviewed. After you grade the quiz; be sure to re-review any material the students seemed to have trouble with.

Questions to Consider in Lesson:

1) What was the colonist experience with the representative government before they came to America?

2) How did salutary neglect contribute to the colonist desire for representative, self government?

Assessment of Activities:

Classroom Observation Classroom Discussion Quiz

Prerequisite Skills:

Key Vocabulary:

Magna Carta, English Bill of Rights, Declaration of Independence, Federalist Papers, Virginia House of Burgess, New England town meetings, salutary neglect, colonial assemblies.

Materials/Resources Needed:

Overheads, projector, pens, paper, copies of quiz Sarah A. Huett U.S. History Lesson Plan T.I.S.D. Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students create a timeline tracing the documents and events that led to representative, self-government in the United States.

Teacher Notes:

Sample Test Questions:

1. Under England’s policy of salutary neglect-

A. the Crown’s loose enforcement of colonial tax laws was good for the colonies B. the English made no attempt to govern the American colonies C. the colonists’ neglect of tax laws was good for England D. the colonists refused to salute British soldiers

2. Which of the following government bodies was most responsive to the needs of American Colonists?

A. the British Parliament B. royal governors C. the British Crown D. locally-elected colonial assemblies

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.