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US Revolution
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Plan Author: David Riddick
Date Created: 6/1/2003 6:07:36 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Language Arts (English), Social Studies
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Goal(s):
Students will have an understanding of how the colonists began to unite
against the British.
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Concept(s):
Students will learn to write an article or create a poster to justify or
denounce British taxation of colonists.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Facilitating learning experiences that promote
autonomy, interaction, and choice.
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 Question : provide a variety of
grouping structures to promote student interactions and learning?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Writing
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• Sub-Strand 2.0: Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts
of at least 500 to 700 words in each genre. Student writing demonstrates
a command of standard Ameri-can English and the research, organizational,
and drafting strategies outlined in Writing Standard 1.0.
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• Concept : Using the writing strategies of grade five outlined
in Writing Standard 1.0, students:
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Standard 2.4: Write persuasive letters
or compositions: a. State a clear position in support of a proposal. b.
Support a position with relevant evidence. c. Follow a simple
organizational pattern. d. Address reader concerns.
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• Subject : History & Social Science
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• Grade : Grade Five
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• Area : United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the
Enlightenment, and the English traditions of self-government. They
recognize that ours is a nation that has a constitution that derives its
power from the people, that has gone through a revolution, that once
sanctioned slavery, that experienced conflict over land with the original
inhabitants, and that experienced a westward movement that took its
people across the continent. Studying the cause, course, and consequences
of the early explorations through the War for Independence and western
expansion is central to students’ fundamental understanding of how the
principles of the American republic form the basis of a pluralistic
society in which individual rights are secured.
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• Sub-Strand 5.5: Students explain the causes of the American
Revolution.
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Standard 1: Understand how political,
religious, and economic ideas and interests brought about the
Revolution (e.g., resistance to imperial policy, the Stamp Act, the
Townshend Acts, taxes on tea, Coercive Acts).
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Standard 4: Describe the views, lives,
and impact of key individuals during this period (e.g., King George III,
Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin,
John Adams).
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Objective(s):
Cognitive: Students learn how the colonists began to unite against the
British.
Observable behavior: Students will research information through the Social
Studies textbook, handouts, and internet to write their articles or posters
to justify or denounce British taxation.
Criteria: Given a rubric, students will write an article or create a poster
to justify or denounce British taxation of colonists and score a 3 or 4 on
the established criterion chart.
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Prerequisite Background Skills/Knowledge:
This is the first lesson I will have instructed on the American Revolution. I
will check for students' prior knowledge on the concepts of the American
Revolution.
Students should be aware the American Revolution was fought for liberty
against the British. Students should be aware that Britain was the main
superpower of this time.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the textbook and handouts for their
research and copy into their Social Studies journal.
Reading: Students read p. 248 - 253 for British taxes and tactics. Students
may also read information from prior notes and handouts.
Vocabulary: liberty, aggression, tyranny, representation, justice, colonist,
declaration, independence, propaganda, boycott, repeal,
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Chart paper
6) Social Studies textbook p. 248-253
7) American Revolution Quotes
8) Graphic Overview leading to American Revolution
9) Computers - Internet - "Google"
10) Digital Camera
11) IBM formatted disks
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I will ask students why the American Revolution was
fought. I will write down what they know about the American Revolution.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
3rd: Introduce Overhead copy of "Graphic Overview leading to American
Revolution." Discuss the significance of the French and Indian War.
Britain had to tax colonies to pay for the war. Explain the colonists
benefited from the war.
4th: Review the handout, "Causes of American Revolution." Explain
the transition from a struggle over money to struggle over liberty.
5th: Pass out "American Revolution Quotes." Discuss how significant
"print" was in influencing public opinion. Discuss the significance
of Colonial propaganda in the pursuit of liberty and justice. Mention not all
colonists were in agreement. Some were loyal to England.
6th: Students will write an article or create a poster to justify or denounce
British taxation of colonists. Students will generate a rubric with teacher
to address three elements that must be included in student
"Article" or "Poster."
1) Persuasiveness in addressing reader concerns
2) Facts and Details
3) Viewpoint of colonialist
7th: I will open the discussion to the class to share other topics of
interest they may include in their articles or posters.
11th: Students may work independently or in cooperative groups. Students
share with each other their articles and provide positive feedback.
Guided Practice:
I will write what they know and their questions on the transparency.
We will discuss ways to research. We will read quotes together from the
American Revolution.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Some students will research answers on the computer, while other students
will use the textbook's and handouts.
High achieving students will use a digital camera to take pictures and place
in them in their articles. Students may also download pictures from the
internet to place in their articles or posters..
Procedure: Close
To close the lesson, students will share their final articles and posters
with each other. We will discuss how the hopes and fears colonists had during
this time.
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Assessment:
A rubric will be utilized to determine student proficiency in creating an
article or poster to justify or denounce British taxation of colonists, by
scoring a 3 or 4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
British Taxation Article or Poster
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Reflection:
The objective of the lesson was achieved. Students were able to create an
article or poster to justify or denounce British taxation of colonists by
scoring at least a 3 on the established criterion rubric. My students have
progressed marvelously in addressing elements of a criterion rubric in a
group presentation. Most of my students made posters in support of separation
from the British.
The beginning of the lesson felt a little rushed as I tried to cram in the
French/Indian war as a cause for the American Revolution. I was surprised to
find out how much my students already knew about the American Revolution. On
the other hand, I must keep in mind that not all of my students were as vocal
and as knowledgeable about the American Revolution. I was teaching more to
the higher end students than I was to the lower students. I should have asked
more questions to students who were sitting on their hands.
The most successful part of the lesson by far was in allowing students the
opportunity to work in cooperative learning groups to understand the causes
that lead to the American Revolution. This hands on approach provided more
insight than my lecture.
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