Lesson Plan 1: By Barbara Wilt
| Grade Level: 11-12 | Course: U.S. History | Duration: 3-4 class periods |
Overview: This is the introductory lesson to the curriculum unit on the American Revolution. The purpose of this lesson is to expose the students to the events that formed the foundation and provided the colonial rationale for revolt against Britain. The activities are designed to foster exploration of the question: was violent revolution justified?
Goals:
1. Explore the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement.
2. Explore the impact of the American Revolution on politics, economy, and society.
Objectives: (Conforms to National History Standard: 1A)
As a result of these activities, students will:
Cognitive: 1. Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England.
Cognitive: 2. Identify causes and effects of events.
Affective: 3. Begin analyzation of political origins of the Revolution.
Procedure/Activity:
Day One:
Anticipatory Set/ Hook: The instructor will read the story, "The King". This story does not provide names of people or places. The idea of reading the story is to interest students in the events that shaped this king's life. Once the story is completed, students will be asked if they can identify the king and the country he ruled. Once they know that the principal character is King George III of England and the rebellious territory is the American colonies. It is hoped that they will develop interest in the events that were discussed. Furthermore, the story has a bias in favor of the British. It is hoped that this will persuade students to consider both sides of the arguments as they explore the issues surrounding the revolution.
Materials: The story: "The King"
Activity 1:
(Objective 1) [Cognitive mental tasks: Knowledge, Comprehension, & Application]
Time line: Students will be grouped with 4-6 members each. Each group will construct a time line covering 1760-1776. Students should list actions by the British Parliament, responses of American colonists to these actions, and other events of this period that led to war. Students are to use their class textbook as the source for information for this exercise. Time lines may either be linear or vertical in design. An example of expected outcomes will be shown to the class.
A short discussion will follow the activity to clarify that all important events have been identified.
Materials: Example of time line (teacher constructed)
Large sized construction paper.
Glue and scissors need to be available for creative endeavors.
Note: This time line will be used throughout the curriculum unit, continuing into the future curriculum unit on the actual battles or events of the war and students will add important dates and events as they are explored. Therefore, Time lines will have to be stored/displayed in the classroom.
Homework: [Cognitive mental task: Knowledge, Comprehension, Analysis]
Worksheet will be required. Students are to find causes of events that occurred immediately after the French and Indian War. (Sample is attached). Note: Worksheet should/would be expanded to include all critical events up to 1776 for actual class use.
Day Two:
Activity 2:
(Objective 2) [Cognitive mental tasks: Knowledge, Comprehension, Application, Synthesis]
(Objective 3) [Affective mental tasks: Responding, Organization]
Charting Cause and Effect: Students will get back into their same groups as the day before. Each group will construct a chart with three columns entitled Act, Purpose, and Effect. The completed homework assignment will aide students in this activity. In the first row, under the title of "Act," students will fill in such events as the Proclamation of 1763, the Sugar Act of 1764, Stamp Act of 1765, and the Declaratory Act. Students will then complete the chart by describing the purpose of each act and its effect on the colonists. Once students have completed their task, a discussion will be initiated by the instructor concerning the responses to the causes and effects that the groups noted.
Materials: (Same as activity 1)
Homework: [Cognitive mental tasks: Knowledge, Comprehension, Application]
This worksheet provides an entertaining review of the acts imposed by the British Parliament. Students complete limericks that deal with the period beginning with the Townshend Acts and ending with the Boston Massacre. (Sample is provided.)
Day Three: Optional: (dependent on time factor) Both activities one and two must be completed. Otherwise, this time may be used to finish previous activities.
Activity: 3 [Cognitive mental task: Knowledge]
Question and Answer Game: A fun method of review and reiteration of facts and events prior to test. Student will be divided into three teams. Each team will elect a spokesperson to provide the group's answers. Each team will take a turn to choose a question worth 5, 10, or 15 points. Cognitive value of questions vary according to point value. Game is over when all questions have been answered. Points are then totaled for the team. The team with the highest points win.
Materials:
Note cards with appropriate questions and answers. Each card must also contain point value according to difficulty of question.
Day Four:
[Cognitive mental tasks: All levels will be covered on the test, particularly Synthesis & Evaluation]
Chapter/Lesson Test: Questions will be based on critical events leading to the revolution of the colonies, including the causes and effects of those events.
Assessment:
Students will receive participation grades of five points for being in attendance on activity days. Participation points are totaled at the end of each quarter and contribute 5 - 10% of total grade.
Homework will be graded according to an answer key for accuracy. Total possible points will vary according to number of questions on each worksheet. Each question will be worth one point. Total points earned with correct answers will contribute to the total homework grade, which will count as 20% of final grade for the quarter.
Test will graded according to an answer key for accuracy. 100 total possible points available. All chapter/lesson tests combine to count as 40% of final grade for the quarter.
(The remaining 30 - 35% of final grades will be reserved for projects and research papers.)
[Students will be aware of grading criteria as established by the rubric presented to them at the beginning of the term. Copies will be distributed so students can refer back to it as necessary.]
Potential Problems:
Students absent during group activities have lost their participation grade. Attendance is critical for success. However, worksheets and testing can be made-up at the instructors convenience without penalty.
Students with Special Needs:
Physically Impaired, Emotionally Impaired, Developmentally Delayed, or Poor Readers are teamed with others and should not have a problem with participation in activities or discussion.
Homework and testing will be modified according to the guidelines established in the individual IEP's of special needs students if necessary. They may attempt the assignment as presented, but assessment will be handled on an individual basis. (These students would be noted and their names and any modification would be attached).