Dr. David Hollier’s Lesson Plan Builder
Use this worksheet, either electronically as a Word document or manually as a printed document, to organize the
information in your lesson before entering data in the Lesson Plan Builder.
Step 1A: Enter Basic Information about the Lesson
Name of Lesson: The Boston Massacre
Lesson Grade Level: Secondary – 11th grade
Additional Grade Levels: 10th/12th
Co-Contributors
Step 1B: Specify the Instructional Setting
Instructional Setting:
Single Student
Small Group
X Whole Class
Step 1C: Enter Lesson Description and Objective(s)
General Description of
Lesson:
Discussion of the word Revolution, a depiction of the Boston Massacre, and to
explain what the Quartering Act of 1765 was.
Objective(s) of Lesson:
1) The students will learn the meaning of the word revolution
2) The students will demonstrate knowledge of the Boston Massacre
through the depiction
3) The students will learn about the Quartering Act of 1765 and how it
affected the revolution
Step 2A: Select the Subject and Strand(s)/Domain(s)
Subject Area: U.S. History
Strand(s)/Domain(s) American Revolution
Additional Subjects: World History
Cross Curricular Revolution, British History, French Revolution
Connections:
Dr. Hollier adapted info from 2002 California Learning Resource Network
Page 1
Step 2B: Select the Standard(s) Addressed by your Lesson Plan
Standard(s): Chapter 113.42.9 (A)
The student understands the causes and effects of major political revolutions
between 1750 and 1914. The students is expected to compare the causes,
characteristics, and consequences of the American and French revolutions,
emphasizing the role of the Enlightenment, the Glorious Revolution, and
religion
Chapter 113.42.29 (C) (D) (E)
The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The
student is expected to explain the difference between primary and secondary
sources and examine those sources to analyze frame of reference, historical
context, and point of view; evaluate the validity of a source based on language,
corroboration with other sources, and information about the author.
Chapter 113.42.30 (A) (B) (C)
The student communicates in written, oral, and visual forms. The student is
expected to use social studies terminology correctly; use standard grammar,
spelling, sentence structure, and punctuation; interpret and create written, oral,
visual presentations of social studies information
Dr. Hollier adapted info from 2002 California Learning Resource Network
Page 2
Step 3A: Specify the types of assessments that will be used
Assessment type(s) X Writing Samples
Demonstrations
Observations
Portfolios
Surveys
Interviews
Projects
Rubrics
Journals
Teacher-made test
X Other: Reading Text
Step 3B: Specify how student learning will be assessed
Describe the assessment
plan: The student will read The Boston Massacre Account, by Captain Thomas
Preston and will be expected to turn in a one page response of Captain
Thomas’s perspective of the Boston Massacre, due by the following class.
Step 4A: Select the electronic learning resource(s) you would like to use in this
lesson plan
Select resource(s): Video – school tube Captain Preston account from the Boston Massarce.
Step 4B: Select the computer and video resource(s) needed for this lesson
Software Applications:
Database
Email
X Presentation
Publishing
Computer Equipment: X Computer (Win or Mac)
X Internet Connection
CD Drive
DVD Drive
Printer
Video Equipment:
VCR
DVD Player
Laserdisc Player
Spreadsheet
X Web Browser
Word Processing
Other:
X Sound Capabilities
Digital Camera
X Projection Device
Web TV
Other:
Television
Video Camera
Other:
Step 4C: Select the teacher’s required technology competency level
Teacher Competency
Novice
Level: X Intermediate
Advanced
N/A (no computer skills required)
Dr. Hollier adapted info from 2002 California Learning Resource Network
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Step 4D: Add instructional materials to be used as resources with this lesson
Materials and Resources
used by teachers and Students - Text, paper, pen/pencil.
students: Teachers – computer, internet connection, lecture ready
Step 5: Specify how the lesson will be implemented
Teacher Procedure:
Through Powerpoint and lecture.
Student Tasks: To listen, participate in discussions, and take notes.
Time Required: # of class periods:
Notes, tips, suggestions,
and/or extension activities:
1
# of minutes per class period:
Dr. Hollier adapted info from 2002 California Learning Resource Network
50 minutes
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