Plan #3 of 5
(Click For Dropdown Boxes For Numbers.)
From the Unit Entitled: This Revolution Wasn’t Televised!
Concept-Based Teaching and Learning Plan
Overview
Course/Grade:
Grade 4 Social Studies
Title:
3 R’s: Revolution, Reaction and Reform
Description:
During this teaching and learning segment, students will be introduced to three key concepts in Social
Studies for which they will use throughout the year.
4.H.1.3 Explain how people, events and developments brought about changes to communities in various
regions of North Carolina.
Clarifying Objectives:
4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-Colonial period through
Reconstruction.
4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the
state, nation and world.
4.E.2.1 Explain how personal financial decisions such as spending, saving, and paying taxes, can positively
and/or negatively affect everyday life.
Key Concepts:
Revolution, Reaction, Reform
Approximate Time
Needed:
Five, 1 hour segments of time
Generalizations and Guiding Questions (What Students Should Understand)
*For each generalization identify the Clarifying Objective(s) that supports this generalization.
Generalization: A revolution may alter the economic, social, and political way of life of a community.
Guiding Questions
What is the difference between a revolution that occurs during war and one involving technology? (C)
How did the Revolutionary war impact North Carolina? (F)
Was the Revolutionary War a revolution, a reaction, or a reform? (P)
Generalization:
Guiding Questions
Generalization:
Guiding Questions
Generalization:
Guiding Questions
Generalization:
Guiding Questions
Essential Content (What Students Should Know) & Skills (What Students Should Be Able To Do)
1
Content Knowledge
1. Various meanings of key concepts
2. Reasons for the American Revolution
3. Impact the American Revolution had on the North
Carolina.
Skills
Analyze primary and secondary sources
Learning Experiences
Formative Assessment Plan
Learning Target
Criteria for Success
Collecting Evidence
Documenting Evidence
(For each learning target, identify the
Clarifying Objective that supports the
target.)
I can analyze a source of
information
 I will list the things I see Responses from I See, I
Think, I Wonder activity
in the image.
 I will write what I think
the image depicts.
 I will write 1 thing I am
still wondering about
what is happening in
the image.
I can identify examples
of revolution, reaction
and reform.
Completed Graphic
Organizer
Journal entries
I will provide examples of Responses from I See, I
revolution, reaction and Think, I Wonder activity
reform.
I will use evidence to
support my position.
Observations
Guided questions
Reviewing journal entries
Observations
Guided questions
Reviewing journal entries
Completed Graphic
Organizer
Journal entries
I can explain multiple
causes of the American
Revolution
I can explain the political
impact of the American
Revolution on NC
Misconceptions
What misconceptions do you think students might have? What will you do to address the misconceptions to move learning forward?
(e.g., how will you adjust instruction, what descriptive feedback will you provide)?
(a) a revolution only results from war (b) a factual example could only be a revolution or a reaction
Tasks
1. Students will take out their Social Studies
journals and complete a “Quick Write.” They
will place Revolution and Reaction at the top of
Know (K)
Understand (U)
Do (D)
Various meanings
of key concepts
2
their paper and write as much information about
each that they know. This will be used to
stimulate their thinking prior to teaching as well
as gauge their prior knowledge. After about 4
minutes, students will share their thoughts with
each other in their table teams first and then as a
whole class.
2. In their table teams, students will rotate through Various meanings
various stations responding to images posted on of key concepts
the walls using the “I See, I Think, I Wonder”
process. They will write on the posters, what
they think is happening in the images -- What do
they see? What do they think? What do they
wonder? Then, they will determine whether
they think it is a revolution, a reaction or both.
[Each poster represents a different meaning of
either revolution or reaction. Once each team
has rotated through each poster, they will discuss
each poster and definition as a whole class.]
Analyze primary
and secondary
sources
Use evidence to
support a position
3. Students will review the formal definitions of
Various meanings
each word provided on the graphic organizer. As of key concepts
a class, they will discuss which definition fits the
best with each poster. Beside each definition,
students should fill in examples in the first blank
column and write any personal connection they
may have with the word in the second blank
column.
DAY 2
4. Students will take out their Social Studies
journals and add the word Reform to their list of
definitions as another “Quick Write.” After
sharing their ideas with their table teams, they
will share as a whole class
Various meanings
of key concepts
5. Students will write down at least one change
they would make to their school (about 3
minutes). Then they will tell why they would like
to see that specific reform and justify why they
think their reform would benefit the school.
Various meanings
of key concepts
Using evidence to
support a position
(ELA)
6. Working in pairs and using the newspapers
provided by the teacher, students will find
examples of revolution, reaction and reform.
Various meanings
of key concepts
Analyze primary
and secondary
sources
7. Students will create a foldable or vocabulary
book with their definitions of the three key
concepts so that they can reference them during
Various meanings
of key concepts
3
future teaching and learning segments.
DAY 3
8. Students will use the online sticky notes tool to
record everything they know about the American
Revolution.
Identify facts
about the
American
Revolution
9. Students will read the document packet to verify
the information they identified on the electronic
sticky notes.
Various meanings
of key concepts
Summative Assessment (When Applicable)
*For each assessment identify the Clarifying Objective(s) that you are assessing.
Assessment Type
(i.e. selected response, constructed response, performance task)
Know (K)
Understand (U)
Do (D)
Resources/Teacher Notes
Differentiation
Students will have opportunities to engage in various types of activities that tap into multiple
modalities from quick writing, class discussions, group think, responding to images, moving
around the room,
Technological Engagement
Resources/Supplies
Extended/ Remedial Learning
Opportunities
Prior Preparation
Reflections of Teaching and Learning
Student Reflection
Students will have the opportunity to
Teacher Reflection
Feedback/Instructional
Adjustments
4