The Fight For Independence
Curriculum and Methods: Unit Plan
Katie Kramer
Shelby Smallbone
Lauren Ahern
Fall 2012
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Background:
• The unit we chose is “The Fight for Independence”. Our unit is about the significant
historical events that led up to the American Revolutionary War. The unit will cover topics
such as the unfair laws, intolerable acts, breaking ties with Great Britain, the Articles of
Confederation, and the Declaration of Independence. This is an important topic because it’s
the roots of how our country was formed and developed into what it is today.
Rationale:
• Our rationale for this unit is to educate students on why the Colonists broke from Great
Britain and declared themselves as an independent country. This is important because it
lays the foundation for future information about the formation of our country. “Students
examine the course, character, and consequences of the American Revolution using
geography and economics students to compare the advantages and disadvantages of each
side in the war” (GLCE). Students should be exposed to and learn this information in depth
in order to understand the beginning influences of our government and historical events
that led to the United States becoming an independent nation. “Students deepen their
understanding of perspective by comparing patriot and loyalist perspectives with respect to
events that eventually culminated in the American Revolution” (GLCE). It will help the
students be exposed to our founding fathers and original citizens. This unit will cover seven
social studies and four language arts GLCEs and six CCSS, which is very important for the
students to be exposed to. We are integrating language arts into our unit, which will help
the students practice their comprehension and writing skills.
Class:
• Fifth Grade Social Studies with an integration of Language arts
Length:
• 20 school days
Overview:
• 5th grade Social Studies GLCEs:
• 5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea
Party, the Intolerable Acts, and the Boston Massacre.
• 5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party,
quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how
British and colonial views on authority and the use of power without authority differed
(views on representative government).
• 5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying
the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation). (C)
• 5 – U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to
separate from Great Britain and why they believed they had the right to do so. (C)
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• 5 – U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the
common good, natural rights, limited government, representative government)
influenced the decision to declare independence. (C)
• 5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative
choices for addressing the problem with possible consequences, and describe the course
of action taken.
• 5th grade Language Arts GLCEs:
• R.IT.05.02 identify and describe informational text patterns including compare
contrast, cause/effect, and problem/solution.
• R.CM.05.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
• S.DS.05.01 engage in interactive, extended discourse to socially construct meaning in
book clubs, literature circles, partnerships, or other conversation protocols.
• L.CN.05.02 listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive) in small and large group
settings.
• W.GN.05.03 write a position piece that demonstrates understanding of central ideas and
supporting details (e.g., position/evidence organizational pattern) using multiple
headings and subheadings.
• R.MT.05.01 self-monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature readers to increase
comprehension including: predicting, constructing mental images, visually representing
ideas in text, questioning, rereading or listening again if uncertain about meaning,
inferring, summarizing, and engaging in interpretive discussions.
• R.CM.05.03 analyze global themes, universal truths, and principles within and across
text to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
• S.DS.06.01 engage in interactive, extended discourse to socially construct meaning in
book clubs, literature circles, partnerships, or other conversation protocols.
• 5th Grade Common Core State Standards:
• CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
• CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of view they represent.
• CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
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• CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
• CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the remarks of others.
• CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the discussions.
Long Term Objective:
• Students will identify and apply knowledge of the significant political, economic,
ideological, and historical events that led up to the American’s choice to break ties with
Great Britain to compare and contrast the current events.
Unit Goals:
• Identify unfair laws/intolerable acts.
• Historical events such as Boston Massacre, Boston Tea Party, writing of the Declaration of
Independence and Articles of Confederation.
• Study key people such as George Washington, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
• Identify the role of limited government and representative government and the role it plays
in our government today.
• Study the Mayflower Compact.
• Identify what the House of Burgesses was.
Concepts to be Taught & Brief Explanations:
• Unfair Laws: (1 Day)
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• This lesson is important because it gives students the background information on the Unfair
Acts that were part of the cause of the revolution. This is important because this lays the
foundation for future material being taught.
• Boston Massacre: ( 1 Day)
• GLCE: 5 - U3.1.2: Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• This lesson is important because it will expose students to different view points on the
Boston Massacre. Through a debate style, students will be required to defend their
statements with actual factual information.
• Boston Tea Party: (1 Day)
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
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• This lesson shows students an event in which people rebelled against the British control. It
is important because it was one of the events that led to the United States separation from
England.
• Intolerable Acts: (2 Days)
• GLCE: 5-U3.1.4: Describe the role of the First and Second Continental Congress in
unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
• This lesson provides students with a historical events that led to the creation of the First
and Second Continental Congress. Students need to understand the topics that were
discussed at these meetings because it is part of the many reasons that led to the United
States’ separation from Britain.
• 1st and 2nd Continental Congress (1 day)
• GLCE: 5 – U3.1.4 Describe the role of the First and Second Continental Congress in
unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
• The students will learn about the first and second Continental Congresses because it shows
how the colonies unified themselves. This is important because it leads up to the creation of
the Articles of Confederation and the Declaration of Independence. This will expose the
students to our nation’s founders and help them see what went on to lead to the Colonists
wanting to break from Great Britain.
• British and Colonial views on Authority (1 day)
• 5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering
of soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
• This will be important for the students to analyze both sides of an event they choose and
will lead up to why the Articles of Confederation and Declaration of Independence was
written. It will help the students to understand why both sides did what they did in this
event. Students need to practice this to help them not have biases when studying history
and to see the pros and cons of decisions made from each side of the situation. It will help
them think in a more dynamic way too.
• Articles of Confederation (1 day)
• GLCE: 5 – U3.1.4 Describe the role of the First and Second Continental Congress in
unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
• This lesson will focus on analyzing the Articles of Confederation to help the students better
understand why the Constitutional Convention was necessary. The students will examine
the document to see why the current governmental structure was not working and what
needed to be done to change this. After analyzing the document it will help them to see
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flaws in their current government and what needed to change. This will help the students
better understand why the Declaration of Independence was written as well.
• Declaration of Independence (1 day)
• GLCE: 5 – U3.1.5 Use the Declaration of Independence to explain why the colonists
wanted to separate from Great Britain and why they believed they had the right to do so.
• This lesson will help the students to understand why the colonists separated from Great
Britain and why the Declaration of Independence was written. Students will have to
analyze and discuss why and how the Declaration of Independence was written. Students
will discuss why the Colonists thought they had the right to break away from Great Britain
which is important for them to understand that it was a big decision that changed our
country forever. This is such an important document from our nation’s history and should
be exposed to the students to help them understand this importance.
• Mayflower Compact (1 day)
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence.
• This lesson will give students the background information on the Mayflower Compact. It
will continue with the importance of the colony that formed. By defining what the word
compact means the students will come to a better understanding of what occurred.
• House of Burgesses (1 day)
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence.
• The students will learn about the House of Burgesses, the first representative government
group in the American Colonies. In this lesson, the students will begin to understand why
we broke away from Great Britain. The purpose of government will start to come into
effect with the exploration of protecting our individual rights.
• Limited and Representative Government (1 day)
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence.
• This lesson will begin with introducing limited and representative government. Through
introducing the terms and reading about a limited government and negative chart.
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Essential Question of the Entire Unit
• What were the causes and effects of why America broke from Great Britain and became an
independent country?
• What economic, ideological, and political factors affected the Colonists choices leading up
to the Revolutionary War?
• What role did this time period play in the development of the Government that we have
today?
• Who were the significant people during this crucial period of time?
• How did this choice to break away from Britain impact our lives today?
Behavior Management:
• To get students attention we will be using the “give me five” method. This will require
students to put down their writing utensils and focus their attention on the teacher. If
students are exhibiting off task or disruptive behavior students will be asked to write their
name on the board. The consequence of this could be staying in for lunch or losing points
on the assignment depending of the severity of the misbehavior. There is a whole class
incentive for students where beans are added to a jar when everyone is on task and taken
away for off task behavior. This is something that would have been started at the beginning
of the school year and continues until the jar is filled. Once the jar is filled students will
receive a whole class reward of some sort.
Modifications and Accommodations:
• Learning Styles:
• Visual:
• Throughout our unit we incorporate a large amount of visual aids. For example, we
show YouTube clips, show a movie, a jeopardy game, and many different
worksheets that meet the needs of these learners. (Graphic Organizer, Venn
Diagrams, etc.)
• Auditory:
• Throughout the unit we incorporate whole group discussions, you tube video,
reading a document out loud, partner discussion, and an individual presentation. All
of these activities meet the needs of auditory learners. Throughout the unit,
students will be encouraged to read with a partner and there will be books on tape
that pertain to this time period. Students will also be asked to repeat directions back
to the teacher when they are given.
Read
/ Write:
•
• Throughout the unit we use worksheets, letters, essays, and actual texts. Also when
students use a Graphic Organizer they are able to chose to format it to meet their
individual needs.
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• Kinesthetic:
• Throughout the unit we incorporate the needs of these learners. During one of our
lessons, students will be asked to make a time line as a class. Also, at the end of the
unit, we will be playing a jeopardy game.
Gifted:
•
• For our gifted learners, we will have more challenging worksheets prepared for them
when they are finished. For a portion of the language arts integration, these students
will read books with higher reading levels, and will have more higher thinking
questions. These students will be placed together for this activity.
• ADHD
• When worksheets are completed in class, these students will be given another sheet of
paper to cover up the worksheet in order to prevent distraction. We will also put a
schedule of the lesson on the board, a schedule of activities and directions. Throughout
the lessons we will also allow students to stand and stretch if we see certain students
getting distracted.
• Learning Disabled
• In order to accommodate these students we will highlight worksheets, modify some
worksheets, and allow these students more time on certain assignment. Students will
also be asked to repeat directions back to the teacher so all students hear the directions
twice. If possible, we will have certain technology available to help these students in
their learning process.
Community Resources:
• To get the students involved in the community, we would take the students and the whole
fifth grade at the end of the unit and American Revolutionary War unit to a local museum
to experience artifacts. Another option would be to ask a local college history professor
who has much more knowledge with the American Revolutionary War to come talk to the
class.
Technology:
• ELMO Machine:
• This is great technology that we used throughout our whole unit because it is
convenient for both the teacher and the students. The teacher can put any documents
under the machine and it will show up on the screen, which is nice not to have to make
overhead copies all the time and books can easily be used under it. It is convenient for
the students because the whole class can see what the teacher is doing on a large screen.
It will definitely enhance teaching and learning in the classroom.
• YouTube Videos:
• We would need a projector to show our YouTube clips for this unit. The YouTube clips
will enhance teaching and student learning because it will expose the students to
engaging ways of learning about the events leading up to the American Revolution. It
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will help them to hear and see other opinions and viewpoint. It will also grab their
attention and motivate them to want to learn about the subject matter because the video
clips are so engaging. Students will also have access to videos from the History
Channel on the Weebly Website that has been created.
iPads:
•
• The students use a classroom-set of iPads to research about the founding father they
choose. This will help expose them to enhancing their research and computer skills.
The iPads will allow students to search the web and find much more information about
their founding father compared to being limited to books.
• Weebly Website:
• During this unit, students will have access to a Weebly website. This Weebly website
will serve as a resource for students who might need extra practice. Within the tabs of
the website, there are links for games, videos, online quizzes and flashcards for students
to have extra practice. This website will also be used during the Founding Fathers
project, as there are pages that link to outside websites that pertain to each individual.
This allows students to have a guide while researching, while also allowing students to
have a safe online experience.
• http://fightforindependenceunit.weebly.com/
Assessment:
• Pre-Assessment:
• For our pre-assessment for this unit, we will be doing a KWL chart. The KWL chart
will help the teacher assess student prior knowledge on the events that led up the
Revolutionary War. This will also help the teacher note any misconceptions that
students have as well as take note of what students want to learn. At the end of the unit,
students will fill out the third column in this chart to enable the teacher to assess student
learning and progress. After completing the KWL chart at the beginning of the unit,
students will also write a brief paragraph regarding what they are most interested in
learning. This could help guide instruction and create engaging activities for students.
• Formative:
• Included in each daily lesson plan is a description of how students will be assessed on
the particular day’s topic.
Summative:
•
• We created an assessment that uses higher level thinking of Blooms Taxonomy. This
test includes short answer and fill in the blank questions. See attached document.
• Rubrics:
• Founding Fathers Project
• Our main rubric is for the founding fathers project. This project will be worth 80
points. It consists of assessing: historical accuracy, content, sources, overall
presentation, presentation length, teamwork / organization, group evaluation,
creativity, and mechanics. This will serve as a guide to help assess student learning
and presentation skills.
• Newspaper Project Rubric:
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• Another rubric will be used in the Newspaper project that students complete while
learning about the Intolerable Acts. Students will be assessed on: mechanics,
organization, content, sentence fluency, word choice, ideas and sources. This
project will be twenty one points.
Daily Lesson Plans:
Introduction Lesson
Monday, Day One
Instructional Objective(s):
• The student will demonstrate prior knowledge of the events that lead up to the
Revolutionary War through the use of a KWL chart.
GLCE or District Objective(s):
• CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
Anticipatory Set:
• Review the French and Indian War and the establishment of the thirteen original colonies in
an entire class discussion
Essential Question:
• How did it feel to be British or a Colonist before the Revolutionary War?
Activity:
• Guided Practice:
• Start off this unit by doing an activity in which students can feel what it would feel like
to be separated from the rest of the school, and then into two halves of the classroom.
This activity will show the tension between Great Britain and the Colonists. This is an
engaging activity that will allow them to compare their current classroom to what they
will be learning and help them get excited to see why there was so much tension
between the two groups.
• http://www.ushistory.org/carpentershall/edu/revwarintro.htm
• Independent Practice:
• KWL Chart:
• Students will complete a KWL chart, which will enable students to demonstrate the
knowledge that they already have. The results of this KWL chart will allow the
teacher to assess student knowledge. Along with the KWL chart, students will also
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write a brief paragraph regarding what they most look forward to learning in this
unit. This writing activity can help the teacher understand what students are most
interested in and aid the teacher in preparing engaging activities.
Strategies
• Real life scenario connection
• KWL
• Writing what they already know
Materials:
• KWL chart
Technology:
• There will be no technology for this specific lesson.
Closure:
• The KWL will be reviewed as an entire class.
Assessment:
• Formative:
• The KWL chart will be used as a form of formative and summative assessment.
The Unfair Laws (The Stamp Act)
Tuesday, Day Two
Instructional Objectives:
• The student will identify the Stamp Act and analyze the cause and effects that it had on the
American Colonists through an in class activity and small group discussion.
GLCE or District Objective(s):
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• L.RP.06.05 respond to multiple text types when listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to compare/contrast similarities and
differences in idea, form, and style to evaluate quality and to identify personal and
universal themes.
• CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
Anticipatory Set:
• At the beginning of the day all students will be given fake money. Throughout the day,
until the Social Studies lesson is taught, students will be required to pay a tax on
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worksheets that they turn in, books that are borrowed, or worksheets handed out. With the
fake money, students will be required to buy “stamps” (stickers) to place on any of the
above items. Without it, work will not be accepted.
• This lesson will open with a discussion of the above activity and how it made the students
feel. This discussion will ultimately lead into the topic of the day.
Essential Question:
• What was the Stamp Act?
• What were the causes of the Stamp Act?
• What was the impact it had on the American Revolution?
Activity:
• Guided Practice:
• Have students work with a group to determine if a writer of a document supports or
opposes the Stamp Act. After completing this, students will be asked what they believe
the impact of the Stamp Act was on Colonial view of Britain.
Independent
Practice:
•
• Hand out worksheet that asks students to write what they believe was the cause of the
Stamp Act. Students will also describe what they believe the impact of the Stamp Act
was. Students will describe if they agree or do not agree with the stamp act, supporting
their answer with discussions from class.
Strategies:
• Whole class discussion:
• Explain what the Stamp Act was and display a portion via Elmo projector.
• What: Law
• Who passed it: Parliament
• Why it was written: to raise money for the war between Britain and France.
• Ask students to identify items that are being taxed and write on board.
• Explain concept of taxes, what they were used for both back than and today. Based off
of that information, ask the students to decide if they agree or disagree with the Stamp
Act.
• Tally student response on board.
Jigsaw:
•
• Break students into groups of four, and hand each group a document that was written
during this time period. Have students decide if the author supports or opposes the
Stamp Act.
• After sufficient time, have students begin to switch groups to share their findings
with one another.
Materials:
• Fake money
• Stamps for students
• Documents for students to analyze
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• Journal Worksheet
Technology:
• Elmo projector to allow students to see a portion of the Stamp Act document.
Closure:
• Have students share their journal responses with the rest of the class. Take this time to
further explain and misconceptions that students might have. Mention that these acts
ultimately lead to a rebellion of some sort that will be talked about later.
Assessment:
• Formative:
• Journal worksheet that students complete for independent practice. When students turn
in this material, the teacher will be able to take note of any misconceptions or confusion
that students might have.
The Boston Massacre
Wednesday, Day Three
Instructional Objective:
• The student will analyze the opinions and accounts of both the American Colonists and
British Soldiers.
GLCE or District Objective(s):
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
Anticipatory Set:
• Show video on Boston Massacre (.39s -1:43): http://www.youtube.com/watch?
v=_u3TtT1ljrE
• After video is finished, hand out readers theatre script and have students read through it as
a class.
Essential Question:
• What was the Boston Massacre and how can I justify the actions of those involved?
Activity:
• Guided Practice:
• Have a brief excerpt from both of the documents from the two people. Briefly model
what students are to do on the Venn Diagram.
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• Independent Practice:
• Although not completely independent, students will be asked to complete the Venn
diagram individually. This Venn Diagram will have students compare and contrast the
statements made by Colonial Americans and British Soldiers. This keeps both students
involved and engaged in the material, while also allowing students to add additional
material if needed.
Strategies:
• Whole class discussion about the events that led up to the Boston Massacre --- create a
timeline on the board.
• Prior to discussion have students look over a timeline. Ask students what they think
might be the events that led up to it. What did these events cause? What did the events
after the Boston Massacre cause?
• Partner discussion:
• Hand out two different documents that represent a view point from the British Soldier
and one from a colonists perspective.
• Have students read the material independently and take notes on the perspective of
the particular person.
• After allowing adequate time, have students get with a partner and complete a Venn
diagram of what each group believes is the cause of the Boston Massacre.
Materials:
• Readers theater script
• Computer with projector to show you tube video
• Venn Diagram worksheet
• Two testimonials from the Boston Massacre (British Solider and Colonists)
Technology:
• Computer with a projector in order to show youtube video.
Closure:
• Teacher will show a completed Venn diagram to students so that they can check for
understanding. Students will also turn in their final Venn Diagrams.
Assessment:
• Formative:
• Whole class discussion and observation of responses that students made.
• Students will turn in the Venn diagram worksheet. However, while students are
working in pairs, teacher will walk around the room and ask questions to students
regarding what they are writing.
The Boston Tea Party
Thursday, Day Four
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Instructional Objective(s):
• The student will demonstrate knowledge of the events that led up to Boston Tea Party and
the effect it had on the American Revolution through partner discussion and a whole class
discussion.
GLCE or District Objective:
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• R.MT.05.01 self-monitor comprehension when reading or listening to text by automatically
applying and discussing the strategies used by mature readers to increase comprehension
including: predicting, constructing mental images, visually representing ideas in text,
questioning, rereading or listening again if uncertain about meaning, inferring,
summarizing, and engaging in interpretive discussions.
Anticipatory Set:
• Read students story entitled: Boston Tea Party by Pamela Duncan Edwards.
• Discuss key points throughout the story regarding what led up to the Boston Tea Party,
during the Boston Tea Party, and what happened after.
Essential Question:
• What caused the Boston Tea Party and what role did it play in the American Revolution?
Activity:
• Guided Practice:
• Have students work in pairs to create a timeline of the events that led up to the Boston
Tea Party after reading the story aloud.
• After allowing 5-7 minutes to complete timeline, create a whole class time line with
teacher guidance.
• In the format of a whole class discussion, have students hold a “Sons of Liberty”
meeting, where they decide whether to hold the Boston Tea Party or not. Teacher
serves as a facilitator of discussion, asking questions when appropriate, and asking
students what they believe might be the outcome.
• Independent Practice:
• There will be no independent practice for this lesson. Rather it will be done in partners
and whole class discussion.
Strategies:
• Partner discussion:
• Students will work in partners to complete a timeline based off of the reading of the
book mentioned above.
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Materials:
• Timeline worksheet
• Boston Tea Party Book.
• Multiple copies so students can look at book while creating the timeline?
Technology:
• No technology will be used in this lesson.
Closure:
• Summarize what students said during the class discussion. Take time to clear up any
misconceptions that students might have.
• Have students write on an “exit slip” the most memorable information that they learned.
Assessment:
• Formative:
• Throughout the whole class discussion, teacher will be taking note of what students are
saying and what misconceptions that they might have.
• The exit slip at the end of this lesson will serve as an assessment. Students will be
asked to write three causes and three impacts of the Boston Tea Party. This will enable
the teacher to take note of misconceptions that students might be having.
The Intolerable Acts
Friday and Monday, Days 5 and 6
Instructional Objectives:
• Day One:
• The student will recognize the events that led to each of the Intolerable Acts (Boston
Port Act, Massachusetts Government Act, Administration of Justice Act, Quebec Act)
and the effect it had on the creation of the First and Second Continental Congress.
• Day Two:
• The student will demonstrate knowledge of each of the Intolerable Acts through the
creation of front page newspaper article through small group discussion.
GLCE or District Objectives:
• GLCE: 5 - U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
• L.CN.05.02 listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive) in small and large group
settings.
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• W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
• Common Core: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
• a.Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
• b.Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
Anticipatory Set:
• Day One:
• Show students an example of front page of Newspapers, stating how they capture the
most important information for that given day.
• Assign students to groups and allow them to start researching one of the Intolerable
Acts.
Day
Two:
•
• Discussion of important presentation techniques, what is needed from the audience,
presenter, etc.
• Have students break into groups where each person in the group has researched another
Intolerable Act (Jigsaw Method).
Essential Question:
• What were the Intolerable Acts?
• What was the impact the Intolerable Acts have on the creation of the First and Second
Continental Congress.
Activity:
• Students will be asked to create a newspaper group with another group of students. It will
be a team effort. Students will be asked to answer the basic of the Act:
• Who
• What
• Where
• When
• Why
• How
Guided
Practice (Day One)
•
• Throughout this research process, students will be working with a group, but the
teacher will also be walking around the room to guide students in the process.
• Independent Practice (Day Two)
• After completing the Newspaper article assignment, students will be asked to complete
a worksheet on the basic information of each act. This will be done while the students
are wondering around the room learning about each others’ acts.
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Strategies:
• Small group discussion (Day One):
• Students will complete the newspaper project in small groups. This will also students
to brainstorm and collaborate with one another and research at a quicker pace. Within
the group, each student will be asked to choose a main role. (Notetaker or Researcher)
Students will work as a group to complete the front newspaper article.
• Jigsaw Method (Day Two):
• In order to present these projects to one another, students will be assigned groups that
consist of a person from each of the other groups. Within these groups, have students
share what they learned about each of the acts. Have other students fill out a worksheet
with information about each act.
Materials:
• Computers
• If no computers, printed articles off regarding each of the acts.
• Printer paper
• Markers, crayons, or colored pencils
Technology:
• If possible have computers available for students to research.
Closure:
• Have students share the most memorable information that they learned about each of the
acts.
• Ask students how they think these acts might tie into the overall American Revolution.
Assessment:
• Formative:
• One way that students will be assessed is via the newspaper cover sheet that they
created. However, since this was created in a group setting, students will also be asked
to write a paragraph about the act that they researched. Each student will also be
required to take notes on each of the Intolerable Acts that their group members
discussed, which can also serve as an assessment.
1st and 2nd Continental Congresses
(Indirect Lesson)
Tuesday, Day 7
Instructional Objective:
• Students will discover the role of the first and second Continental Congress in beginning
the process of breaking away from Great Britain.
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GLCE or District Objective(s):
• 5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying the
colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of
Confederation).
Anticipatory Set:
• Engage students in a whole-class discussion about new rules of the school and individual
classrooms. Put the rules on the ELMO machine and tell the students this is actually
happening. Thinking about what we’ve learned before, what might you as students do to
prove to our principal that our classroom wants to break away from these demands and
rules? (Examples: All teachers will monitor recess, talking in hallways results in paying a
fine, everyone has to eat hot lunch and pay taxes on it)
• First half of the period, have students brain storm with their tables and write down a list of
ideas that they would use to break away from the rest of the school.
Essential Question:
• Why would the Colonists want to break from Great Britain?
• How would they be able to do this?
• What led to this choice?
• What was the role of the First and Second Continental Congresses?
Activity:
• Guided Practice:
• Have a whole-class discussion over what the students came up with. Discuss pros and
cons of this.
• After the introductory activity, explain to the students what the First and Second
Continental Congresses were. As an entire class use the ELMO machine to make a
chart of what led up these meetings.
• Independent Practice:
• Students read a brief handout about the First and Second Continental Congresses.
Students will then fill out reading comprehension and discussion questions about what
they read with a partner. The homework will be a vocabulary matching worksheet that
will help them remember the terms they had just read and learned about.
Strategies:
• Small-group Discussion
• Students will work with their individual table groups to brain storm ideas to break away
from the new school rules.
• Whole-class Discussion
• Engaging the student in a whole-class discussion about what they came up with in their
groups will help the students to hear what their peers came up with and help them
communicate their ideas orally to the rest of the class.
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• Reading/Handout
• This will help the students read informational text about the first and second
Continental Congress and then work on a worksheet that will help them write down
what they learned from the article.
Materials:
• Background reading about the 1st and 2nd Continental Congresses
• Discussion Questions Handout
Technology:
• For this lesson, the ELMO machine would most benefit the students. During the whole
group guided practice, the students can all see the material as it is written on the machine. It
will help for students in the back to read clearly.
Closure:
• When students have finished the discussion worksheet with their partners, I will have each
group share one of their answers to the class so that the students can learn from one another
and the teacher can formally assess how well the class understood the roles of the first and
second Continental Congresses.
Assessment:
• Formative:
• The whole-class discussion
• Small-group discussion
• Discussion question worksheet
These three methods will orally and visually help see how well the class as a whole and
individual students are understanding the material.
British and Colonial View Points
Wednesday, Day 8
Instructional Objective:
• Students will compare and contrast viewpoints from the British and the Colonials during
the time period leading up to the Revolutionary War by choosing a significant event and/or
a disagreement between the two sides and analyzing the rational for their decisions.
GLCE or District Objective(s):
• 5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering
of soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
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• R.IT.05.02 identify and describe informational text patterns including compare/contrast,
cause/effect, and problem/solution.
• CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
• R. CM. 05. 04. Apply significant knowledge from grade-level science, social studies, and
mathematic texts.
Anticipatory Set:
• Review with a brief discussion about the Boston Tea Party, Boston Massacre, Stamp Act,
the Intolerable Acts and other events already discussed in the unit.
Essential Questions:
• Why did the Colonials and British act the way they did in that specific event leading up to
the Revolutionary War?
• How did it benefit the Colonials or British in that specific event?
• What views did the British and Colonials have about authority and the use of power?
Activity:
• Guided Practice:
• In the review of the Stamp Act, Boston Massacre, Boston Tea Party, and the Intolerable
Acts, the students will be led in guided discussion about what occurred during those
events.
• Independent Practice:
• Students will complete a large Venn Diagram about an event of their choice, leading up
to the Revolutionary War, comparing the British’s view points with the Colonials on a
medium-sized poster board. Students can take home to finish if they don’t in class.
Strategies:
• Whole class discussion
• Venn Diagram compare and contrast method
Materials:
• Medium-sized poster board
• Coloring Utensils
Technology:
• There will be no technology for this specific lesson. The students will engage in discussion
and then work on their poster boards. If needed to research their event in more depth, they
can use the computers in the classroom.
Closure:
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• Have students spend the last couple of minutes discussing with someone else doing their
same topic to get ideas from their peers. Don’t give too much time for this because students
should come up with majority of their own ideas rather than their peers.
Assessment:
• Formative:
• The whole class discussion will help to see where the class is in understanding the
events already discussed. The individual posters will be a good way to assess where
each student is in understanding both viewpoints of the British and Colonials. This will
also show how well the students can compare and contrast two viewpoints as well.
Articles of Confederation
Thursday, Day Nine
Instructional Objective:
• Students will make historical inferences about the Articles of Confederation, which will
help them better understand why the Constitutional Convention was necessary, and
demonstrate this through discussion and writing. The students will address how the First
and Second Continental Congresses helped with the Articles of Confederation.
GLCE or District Objective(s):
• GLCE: 5 – U3.1.4 Describe the role of the First and Second Continental Congress in
unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
• R. CM. 05. 03 Analyze global themes, universal truths, and principles within and across
text to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
Anticipatory Set:
• To open up this lesson, I will show a clip from YouTube explaining what the Articles of
Confederation were in an entertaining way.
• http://www.youtube.com/watch?v=h10eSXRFsTM
• I will also go over what they have practiced and learned about inferencing in Language
Arts for the past few weeks.
Essential Question:
• What are the strengths and weaknesses of the Articles of Confederation?
• How did the First and Second Continental Congresses effect the Articles of Confederation
• How effective were the Articles of Confederation?
• How did it have an impact on various groups of society during this time?
Activity:
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• Guided Practice:
• As an entire class, we will have the original document on the overhead and go through
the “Primary Document Analysis” worksheet together. We will lead the students in a
group discussion about what the document was, how it was made, who made it, and
why it was made. Then have the students work in groups of four or five on their graphic
organizer worksheets and each student needs to fill out the worksheet. At the end of
class, have each group share one possible problem that may have arisen from the
Articles of Confederation. Explain to the students what a Primary Document Analysis
source is, how to read them, and why they are using them for this activity.
Independent Practice:
• For homework, have the students write an essay based on this prompt: “Based on your
identity summarize how the Articles of Confederation would have affected you and your
family and explain whether you would have supported keeping the Articles of
Confederation, simple revision to the articles, or getting rid of the articles completely?”
Strategies:
• Graphic Organizers
• Essay
Materials:
• Primary Document Analysis Worksheet
• Articles of Confederation Graphic Organizer
• Articles of Confederation 1777
• Projector for YouTube clip
Technology:
• For this lesson, we are using a YouTube clip on the projector to engage the students in a
quick video about the Articles of Confederation.
Closure:
• Having each group share the positives/concerns with the Articles of Confederation and
what they may have done differently to the rest of the class will be a good conclusion to
what they had learned that day.
Assessment:
• Primary Document Analysis Worksheet: This will expose students to the actual document
to help with historical thinking and analysis. It will show us what the students are/are not
understanding when they first see the document.
• Articles of Confederation Graphic Organizer: This will help the students summarize the
document and force them to gather conclusions about what was positive and negative about
the document.
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• Reflective Writing: This will help students practice their writing and analyzing a document
to gather their own opinions on what they would have done or how it would have affected
their families and society today.
Declaration of Independence
Friday, Day 10
Instructional Objective:
• Students will be able to understand the structure of the Declaration and identify the chief
grievances advanced by the American patriots. They will explain how it related to the
events that preceded the Constitutional Convention.
• Students will analyze the common good of the Declaration of Independence and compare it
to their own declaration.
GLCE or District Objective(s):
• GLCE: 5 -- U3.1.5 Use the Declaration of Independence to explain why the colonists
wanted to separate from Great Britain and why they believed they had the right to do so.
• R.IT.05.02 identify and describe informational text patterns including compare/contrast,
cause/effect, and problem/solution.
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more
•
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
Anticipatory Set:
• Start the lesson off, by working with the students to create a declaration for the classroom
and the rules that they would establish. Have the students explain why they chose what
they did and have them sign it. Have them review how they would break off from the rest
of the school a few days earlier. Then have the students create their own declaration from
the school because of these new rules.
Essential Question:
• What are the major ideas expressed in the Declaration of Independence?
• Why was the Declaration of Independence written and why was it such an important
decision and why it is still used today?
• Who helped create the Declaration of Independence
Activity:
• Guided Practice:
• Read parts of the Declaration of Independence to the students. Have it available for
them to see on the overhead projector/ELMO. Make a chart on the white board of pros
and cons of the document. Then make another chart that compares and contrasts the
Declaration of Independence with your class’s new declaration.
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Independent Practice:
• Have students make a list of the most important factors of the Declaration of Independence.
For homework, have them write a short paragraph about why this document is still used
today.
Strategies
• Whole class discussion/collaboration
• This will help the students hear what others have to say about the Declaration of
Independence. The class can brain storm and create a declaration together.
• Creating lists
• This will help the students to brain storm with a small group about the Declaration of
Independence.
• Short paragraph practice
• This will help students individually discover how the Declaration is still used today.
Materials:
• Declaration of Independence document
Technology:
• ELMO for the Declaration of Independence document to be seen by the entire class.
Closure:
• After working on their paragraphs for the end of the period, bring the class back together,
and review the declaration they created and the Declaration of Independence, and the charts
comparing and contrasting the two. Explain the importance of the document to the class.
Have students write down one thing they learned, one thing they wish they knew, and one
thing that really confused them.
Assessment:
• Formative:
• Look at the list the students created of the important factors of the document, the exit
slip they filled out, and then their paragraphs for homework will help to assess
individually what students are understanding and which ones need more guidance. This
will help to see as a whole class and individually what students are understanding and
what they are struggling with.
Movie 1776
Rationale: This movie is appropriate for fifth graders and will expose them to them in more indepth knowledge of why the Colonists broke from Great Britain. It will evoke emotion, out text
into action, as well as create a visual for students to refer to.
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Monday, Day 11
Instructional Objective(s):
• Students will watch the movie 1776 and develop a stronger understanding of why the
Declaration of Independence was created and the impact it had on America during that time
period until today. Students will be exposed to our famous founding fathers and their role
in the signing of the Declaration of the Independence.
GLCE or District Objective(s):
• CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
• 5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative
choices for addressing the problem with possible consequences, and describe the course of
action taken.
• 5 – U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick
Henry, Samuel Adams, John Adams, and Thomas Paine.
• 5 – U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to
separate from Great Britain and why they believed they had the right to do so.
Anticipatory Set:
• (Day one) Before the movie, go over background information about the founding fathers,
the Declaration of Independence, and the events leading up to the signing with a whole
class discussion.
• (Day two) Before starting the movie for the second day, have the students talk at their
tables in small groups about what happened in the movie the day before. Have them fill out
a character chart and important events chart too. Have the students add information to this
chart when watching the second part of the movie.
Essential Question:
• Who helped create the Declaration of Independence?
• What did the Declaration of Independence consist of?
• What individual roles did each person play in this creation?
• Why did America choose to create the Declaration of Independence?
Activity:
• Guided Practice:
• The whole-class discussion before playing the movie will be a good way to get the
students excited and prepared to comprehend it to the best of their abilities. After the
movie
• Independent Practice:
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• Have students fill out a worksheet about the movie as they watch. This way you can
assess that they understood the material and paid attention to the plot, characters,
setting, and events.
Strategies
• Discussion
• Viewing a Movie
Materials:
• Worksheet
• Movie: 1776 directed by Peter H. Cut
Technology:
• Television to play the movie on
Closure:
• Day one: Stop the movie early to have the students discuss in their group the three most
important facts they learned and then share with the rest of the class.
• Day two: Have students discuss within their groups how they would have handled the
situation differently.
Assessment:
• Formative
• The worksheets the students fill out during the movie will help see who paid attention
and understand the content. Students will be exposed to the founding fathers in the
movie and they will need to address who handled it through this and how it was
handled. The small group and whole class discussions will help to see what the students
thought were important.
Our Founding Fathers Project
Tuesday, Wednesday, Thursday, Friday: Days 13, 14, 15, 16
Instructional Objective:
• The student will demonstrate and apply knowledge on a founding father of the United
States of America, through analyzing research, a short essay, and presentation.
GLCE or District Objective(s):
• 5 – U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick
Henry, Samuel Adams, John Adams, and Thomas Paine.
27
• CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
Anticipatory Set:
• Discussion and reflection on movie that was watched.
Essential Question:
• Who were our founding fathers and what was the impact that they made on our country?
Activity:
• Guided Practice:
• Students will be allowed to work with peers during the research process in order to
collaborate with one another. While students are researching, the teacher will be
wondering around the room in order to guide students in researching.
• Independent Practice:
• Students will be required to write their own short essay as well as present about their
person in small groups of 2-3 people. This essay will be a research-based biography
short essay in which they will cite sources. The students have already been exposed to
this form of writing.
Strategies:
• Graphic Organizers:
• So students can organize their information that they are researching.
Partner
Discussion:
•
• Partner discussion will be helpful so that students can collaborate with one another on
the research that they are conducting.
Materials:
• Ipads in order to conduct research in the classroom
• Computers so students can type up their short essays.
Technology:
• Ipads
• Computers
Closure:
• FIll out a self-assessment of their work on a daily basis.
• At the end of the project have students self-asses their own performance on the project
overall.
Assessment:
• Formative:
28
• As students are researching in their small groups they will fill out a worksheet that will
guide student research about their specific founder. At the end of the lesson, have the
students write three significant facts they learned and self-evaluate on productivity.
Mayflower Compact
Monday, Day 17
Instructional Objective:
• Students will develop a better understanding of what the Mayflower Compact was and why
it occurred and the importance of the how the colony formed.
GLCE or District Objective:
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence.
• R.MT.05.01: Self monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature readers to increase
comprehension including: predicting, constructing mental images, visually representing
ideas in text, questioning, rereading, or listening again if uncertain about meaning,
inferring, summarizing, and engaging in interpretive discussions.
Anticipatory Set:
• Introduce the Mayflower Compact and how it contributed to the common good.
Essential Question:
• What was the importance of the Mayflower Compact?
• What was its effect on the colony?
Activity:
• Give background to what the Mayflower Document was and how it helped lead to the
voyage.
• Read the Mayflower Document as a class.
• Discussion of what society is and how the Mayflower document helped or hurt the
society.
Guided
Practice:
•
• Define the word compact and discuss its meaning Connect it to the 1st agreement to
create a self- government in America.
• Independent Practice:
• Students perform a quick write up answering a series of questions related to the
document.
29
Strategies:
• The teacher will first introduce the Mayflower document by giving background information
on what happened. After introducing the document the conversation will continue by
having the students read the Mayflower Compact and answer a series of questions.
• Materials:
• The Mayflower Compact Document
• Worksheet with a series of questions as well as having the students define what compact
means.
Technology:
• ELMO- will show the document on the screen where students can either look at the
document in front of them or look up at the screen.
Closure:
• At the end of the lesson, the question of how the Mayflower Compact could be considered
good for the common good will be asked. This will bring the lesson to a conclusion
because the class will discuss the positives and negatives of the document.
Assessment:
• Formative:
• The students will discuss and answer a series of questions of what they think of the
Mayflower Compact. For homework, the students will have to complete a page long
reflection as to what they thought of the Mayflower Compact and how it helped the
common good.
House of Burgesses
Tuesday, Day 18
Instructional Objective:
• The student will understand the break from Great Britain and how the House of Burgesses
and how it played a role in developing an independent country.
GLCE or District Objective:
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence.
• W.GN.05.03 write a position piece that demonstrates understanding of central ideas and
supporting details (e.g., position/evidence organizational pattern) using multiple headings
and subheadings.
30
Anticipatory Set:
• Discussion of the House of Burgesses and how it’s representative government group
formed in the American colonies.
Essential Question:
• What was the importance of the House of Burgesses?
• How did its representative government group play a role in the formation of the American
Revolution?
Activity:
• The House of Burgesses document will be read in class. Discuss its meaning and the
history leading up to it. Talk about individual rights leading up to the United States
and the meaning of the common good.
• Guided Practice:
• The students will take part in the in class discussion as to what the House of Burgesses
document did to increase the involvement of the United States breaking away from
England.
• Independent Practice:
• Each student will write their own letter to the King of England declaring why the
United States wants to break away from Great Britain.
Strategies:
• The teacher will first introduce the House of Burgesses document by giving background
information on what happened. After introducing the document the students will then create
their own letter to the King of England explaining why they would like to break away from
Britain.
Materials:
• The House of Burgesses Document
Technology:
• ELMO- will show the document on the screen where students can either look at the
document in front of them or look up at the screen.
Closure:
• At the end of the lesson, the students will all take turns to read their letters to the class. The
teacher will then close with reinforcing the importance of the House of Burgesses
document and how it played a large role in the movement of the American Revolution.
Assessment:
• Formative:
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• The students will discuss and create their own document of the House of Burgesses.
Each student will then proceed to read theirs aloud to the entire class. The students will
create a better understanding of what the document means by the creation of their own.
Limited and Representative Government
Wednesday, Day 19
Instructional Objective:
• Students will comprehend and define the importance limited and representative
government.
GLCE or District Objective:
• 5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes
of government such as protecting individual rights and promoting the common good, natural
rights, limited government, representative government) influenced the decision to declare
independence.
Anticipatory Set:
• Discussion of limited and representative government and how it affects the American
Revolution.
Essential Question:
• What is representative government?
• What type of government do we use today?
• What is limited government?
Activity:
• Introduce and define the key terms.
• Read the handout out loud as a class.
• Answer any questions the students might have regarding the handout.
• Guided Practice:
• The students will work on a worksheet that will relate directly to what a limited
government is and how it affect the United States.
Independent
Practice:
•
• For homework, the students will have to complete a worksheet of what a representative
government is and how it plays a role in the United States.
Strategies:
• The teacher will first introduce what limited government is as well as representative
government is by reading a packet of what it is and how it affects the United States. After
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completing the reading, the students will then complete a worksheet of what they just
learned.
Materials:
• Limited Government document
• Representative Government document
• Worksheets
Technology:
• ELMO- will show the document on the screen where students can either look at the
document in front of them or look up at the screen.
Closure:
• At the end of the lesson, the teacher will then close with a review of what a representative
and limited government are and the importance of how it affects the United States.
Assessment:
• Formative:
• The students will complete a worksheet for homework on a what a representative
government is and how it relates to the American Revolution.
Review Day
Thursday, Day 20
Instructional Objective(s):
• This lesson will give students the time to review the material covered over the month. To
prepare for the unit test the next day the students will play a game of jeopardy. During the
game the students will be able to ask questions as well as use life lines to help each other
out. Essentially, building a community.
GLCE or District Objective:
• N/A
Anticipatory Set:
•Break the students up into groups for the game of jeopardy.
Essential Question:
•What was the importance of the events that led up to the American Revolution?
Activity:
•Play the game of jeopardy
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Strategies:
•The teacher will first introduce the game of jeopardy. After introducing the game the
teacher will then split the class up into groups. The groups will help each other answer the
question. Which ever group answers first wins the point.
Materials:
•Jeopardy game
Technology:
• ELMO- will show the game on the screen.
Closure:
•At the end of the lesson, the question of how the events of the American Revolution will
come to a close when the teacher ends the game.
Assessment:
Formative:
•The students will answer the questions during the jeopardy game.
34