DAILY LESSON PLAN Teacher: Josh Schuyler Instructional Group Size Subject/Activity 25

11th Grade US HIstory

1. Essential Question: How did the role of religion in Massachusetts Bay effect the development of the colony?

GPS: SSUSH1 b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillips War), the establishment of town meetings and development of a legislature, religious tensions that led to the founding of Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter and the transition to a royal colony. Objective: Given 5 questions on the settlement and religion of Massachusetts Bay Colony, the students will answer using smart response clickers with 4/5 (80%) correct to achieve mastery. Introduction Anticipatory Set: TTW say, What if today our church officials/government taught us that we are to believe in a way that would contradict our own values and beliefs. TTW show a short video on the Salem Witch Trials, and then the students will discuss the video amongst themselves. Purpose in students life: TTW tell the students that the fact that they can believe whatever they want in this country is because religious freedom was founded in Massachusetts Bay Colony. This is the reason Massachusetts Bay Colony became Rhode Island and Massachusetts. Input: TTW tell the students that today we are going to learn about the settlement and religion in Massachusetts Bay Colony. TTW use a power point as a reference to help students write down notes. TTW begin teaching how the settlement of Massachusetts was different from the colony in Virginia. TTW say, In yesterdays lesson Virginia we seen as a colony that was established for investors to make profits, but today we will understand that Puritans left England for the chance to practice their religion in peace. TTW say, Direct Democracy was created during the travel at sea aboard the Mayflower so that all land owning men could participate in government. TTW then say, The Mayflower compact was used since the ships name was the Mayflower. TTW say, Puritans left England to escape religious persecution, but when they arrived in the Colony they attempted to silence anyone with different views. TTW then say, Roger Williams founded Rhode Island in protest to the Puritans pushing their religious views on others that would arrive and not worship in the same manner, or women that would speak out against religious views. TTW introduce Anne Hutchinson as the example, and show how she would be exiled out of Massachusetts and find religious freedom in Rhode Island. TTW divide the students into five strategic groups based upon the live data from the quiz on the previous day. TTW tell the students that today you will be working with your group to complete five centers. At the centers your group will find instructions on how to complete each task and you will find a discussion question that will need to be answered with complete sentences. Each center will give you different types of text to help you better understand the impact of religion on the colony. TTW tell the students, I will model for you how I want for you to complete each center and then you will go to the center that matches your group

number and from there you will rotate clockwise. TTW say, Remember that this is a timed activity so please make sure you stay on task at each center. TTW begin to model the different centers. Center one will be a video over the Mayflower compact using an I Pad and after the video (Search the primary documents after viewing the video using the I Pad app Colonization First-hand American History. Search for the document titled Mayflower voyage and write down 5 challenges the Pilgrims faced while at sea), Center 2 will be a short audio sermon Sinners in the Angry Hands of God by John Edwards, Center 3 the students will be searching a primary source reading about Anne Hutchinson, a woman that would challenge Puritan law and be exiled from the colony using the I Pad app Manual for the United States of America 2nd edition , Center 4 will be a visual about the Salem Witch Trial using the app for the I Pad covering the Salem Witch Trials Volume 1 and 2, and Center 5 will be a Web Quest over values and beliefs, government, contributions, and witch trials in the Puritan Colony. TTW say, follow the handout and take notes over the different activities associated with the web quest handout. The web quest will follow the handout; so make sure you are in the right column when you are writing down your notes. Technology Apps Incorporated: 1. I used the apps that incorporate primary resources into the class lecture. 2. For the students that do not have the technology to view the article they will complete the center activity that has been provided with handouts if needed. 3. At center 1 I will have my personal I Pad for student use. Modeling: TTW show the students as I move through the centers how to complete the activities using my thinking. TTW say, Here in center one I want to read the discussion question, then begin the video to view. TTW say, as you view the video write down ideas that associate to the Mayflower Compact. These questions should guide my answer to the question, How did the Mayflower Compact create the idea of Direct Democracy? TTW then say, Rotate to the next center and I will walk to the next center. TTW say, Here in center two first read the discussion question, next begin the short audio sermon and write down ideas about how the Puritans worshipped, and lastly these ideas should help you understand how to answer the question, Did the Puritans feel that God was loving and forgiven? Give examples to your answer. TTW then say, Rotate to the next center. TTW say each group will get a copy of the primary source on which they can write. TTW say, Read the discussion question first, next as you begin to read the passage highlight the ideas that will help you answer the question, describe how Anne Hutchinson helped create the idea of religious expression? TTW say, Rotate to the next center and will walk to center 4. TTW say, Here we will find a visual that will show us a scene from the Salem Witch Trial. Again, we want to read the question first, next write down ideas about what we see in the picture. When answering the question, How did Puritans get confessions out of people that were called witches? Finally, TTW say, Use the ideas that you come up with to answer the questions. TTW say, Rotate to the last center and complete a computer web quest. TTW say, Use the graphic organizer and associated website to answer the questions about beliefs and values, government, contributions, and finally the witch trials. Checking for Understanding: TSW complete the discussion questions associated with the different centers. While the students work, TTW move around to the different groups and pose a question to make sure they understand the concepts. For example, in center 2, TTW say, How did Puritan Pastors preach sermons to the congregation at a church service? TSW respond, They shout a lot, they feel God is unforgiving. If they cannot answer the question, TTW help them by giving examples or hints to guide their thinking. Guided Independent Practice: TTW move around the room and observe the groups as they move to different centers. TTW be available for questions if the students need help. TSW work with their

groups to answer the discussion questions. 1. Video on I pad about Mayflower Compact. 2. Sermon form puritan pastor John Edwards on IPod. 3. Short reading about Ann Hutchinson. 4. Visual about Salem Witch Trial. 5. Computer web quest about Puritans. For the teacher to clearly identify groups that have problems, TSW use colors that associate their understanding with the color green for I got it, yellow for not sure, and red for not understanding. Independent Practice: TSW be provided with a smart response clicker. TTW display 5 questions on the smart board one at a time for the students to answer. TSW correctly answer 4/5 (80%) or above to show mastery. Closure: TTW say, Today we learned about the development of Massachusetts Colony, and it was important because it helped create direct democracy, and showed how the establishment of religious freedom was created. TTW say, Tomorrow we will learn about the mid-Atlantic colonies and how the development of plantations developed the triangular trade. Materials: IPAD IPOD Laptop Computer Smart Board Smart Response Clicker Primary Source: Anne Hutchinson Visual: Salem Witch Trials Pencil/Pens Highlighters http://www3.delta.edu/pahutchi/puritans.html web quest web quest graphic organizer

Evaluation: To meet the criterion for mastery of the objective, the student will use the smart response clickers and score 4/5 (80%) on questions that cover the settlement and religion of Massachusetts Bay Colony. Remediation: From student responses TTW conference small groups based on areas needing improvement. During the conference TTW reteach the material giving handouts with specific key words and concepts highlighted and explain. Enrichment: For the students that achieved mastery of the objective, TTW will partner the students and give them two websites http://oregonstate.edu/instruct/ed416/ae1.html and http://www.gotquestions.org/predestination.html. These websites will give additional information on the development of Puritan Society. They will be given 4 questions to complete for enrichment into Puritan religion and education. (1. Why did the Puritans feel education was important? 2. How did they view teachers? 3. What is predestination? 4. What role did this play in Puritan society?) This activity will engage these students that achieved mastery and give deeper understanding into the development of Massachusetts Bay Colony.