Weebly



Causes of the American RevolutionStephanie ZingarettiSST-309-03December 2013Table of ContentsIntroduction pg. 3KUDS/I Can Statements pg. 4Final Assessment pg. 7Lesson 1: What Could It Be? Stamp and Tea pg. 8Lesson 2: The Intolerable Massacre pg. 12Lesson 3: Declaration of Independence pg. 16Lesson 4: Importance of the Declaration of Independence pg.22Lesson 5: Roles of Men Part 1 pg. 24Lesson 6: Roles of Men Part 2 pg.26Resources pg.28Bibliography pg.345th grade Causes of the American Revolution UnitOverview: The Grade Level Content Expectations for 5th grade under the third era, Revolution and the New Nation, we look at the third unit Causes of the American Revolution. This section focuses on the importance of declaring independence for America. It also focuses on the events and people that made a significant impact on why American wanted to declare independence and the process of becoming independent. The American colonies were tired of being under control of King George and wanted to be in control of their own fate. Events such as the Stamp Act and people such as George Washington helped America become independent. Rationale: Learning about revolution and declaring for independence is important for students so they can relate this to their own life experiences. There could come a time when students need to fight for what they believe in. They can use the experiences of our founding fathers and the process of becoming independent to fight for something that they truly want in their life.Introduction: This unit is designed to teach students the importance of America declaring independence and the events/people that had a significant impact on this process. Students will know the causes and effects of the events involved in declaring independence and the roles of the men during the process of revolution.Grade Level Content Expectations: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-U3.1.5- 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.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.KUD's: Know, Understand, Do ,Vocabulary and “I Can” StatementsGLCEKnow-What will students know upon learning this?Understand- What will students understand?Do-What will students do to show they understand?VocabularyI Can5-U3.1.2Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.Verb- DescribeStudents will know what these events are and characteristics of the events. Events are listed in the GLCE.Students will understand the causes and effects of each of the events listed in the GLCE.Lesson 1- Learning about the causes and effects of The Stamp Act and The Boston Tea Party Students will create a foldable called a “4 Door book” to show they understand the causes and effects of those two events.Lesson 2- Learning about the causes and effects of the Intolerable Acts and the Boston Massacre Students will complete their foldable by putting in the causes and effects of the last two events.CauseEffectStamp ActBoston Tea PartyIntolerable ActsBoston MassacreI can describe causes and effects of the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre5-U3.1.5Use 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.Verb-ExplainStudents will need to know what the Declaration of Independence is.Students will understand by using the document to explain why the colonists wanted to separate and why they believed they were allowed to do so.Lesson 3-Students will look at resources of the Declaration of Independence to make a meaning of what it is, do a scavenger hunt, and looked at chapters of the signers of the Declaration Lesson 4-Students will be looking at the importance of the Declaration, they will be interpreting quotes to understand the importance.Declaration of IndependenceseparateI can explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so using the Declaration of Independence.5-U3.1.6Identify 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 PaineVerb- IdentifyStudents will know who the individuals are.Students will understand the role in each of the individuals leading the colonists to revolution.Lesson 5-Students will learn about the following individuals George Washington, Thomas Jefferson, Benjamin Franklin, and Patrick Henry by doing a web quest on the Library of Congress. Students will start to create a layer book of these four individuals and their key role in leading the revolution.Lesson 6- This lesson is a continuation from Lesson 5 where students will search on the remaining three individuals and finish the layer book of their key roles in leading the colonists to revolution.RevolutionRoleI can identify the key roles of the certain individuals in leading the colonists to revolution.Important Things to Know:The “Do” part of my KUDs will go more in depth in the lesson plans that follow.The Vocabulary Lessons will be implemented within the six lessons for this unit. I found it easiest for me to organize it this way.Final Assessment Ideas:Students will show that they know the Causes of the American Revolution by completing a final project. This project consists in 2 parts. The first part requires students to be in groups of 4. Each group will be assigned a different event from the Revolution from the ones that we have talked about. These events include The Stamp Act, Boston Tea Party, The Intolerable Acts, and the Boston Massacre. Students need to come up with a way to show the class the causes, effects, and the reasons why this certain event let to American colonists to become independent. These ways can include a short play, a song, or a poster. After students have done the first part, students will form into two groups. One group will be assigned at the American colonists and the other group will be assigned as the British. American colonists will need to show evidence of what Britain is doing wrong and why they want to be independent while Britain needs to show evidence of why they believe what they are doing is right. Each side will speak and take turns explaining their thoughts. Students might take into account to give certain students roles such as the colonists involved and King George. This will be very similar to debate but it will allow students to show the teacher that they understand the reasons American colonists had of wanting to become independent and the views of Britain and on the choices they made throughout the process.After students have completed the above project they will be asked an essay question. This question will ask students to describe the causes of the American Revolution. It will tell students to include at least two events to support their reasoning and to mention three colonists who were key roles. The essay should be about a page long if students answer the question with the components and their explanation is fully clear. However, it might go longer as well. Lesson 1: What Could it Be? Stamp and Tea (Two Days)GLCE(s) Addressed: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.Lesson Objectives:Students will be able to explain the difference between cause and effect. Students will be able to describe the causes and effects of the Stamp Act and the Boston Tea Party.Day One:Anticipatory Set: Students will work in their groups to come up with a definition for the meaning of cause and effect. Once the groups have come up with their definition we will do a whiteboard splash with each group’s definition of cause and effect. Input:Task Analysis:Give students the definition of cause and effect. Have students re-describe those definitions in their own words.Introduce to students The Stamp Act.Students will identify the causes and effects of this event by searching the Library of Congress. Students will then draw the meaning of cause and effect within this event.Students will create a four door foldable to put the causes and effects of this event on in one section of the foldable.Thinking Levels:Knowledge: What are the causes and effects of The Stamp Act?Application: Use the Library of Congress to find the causes and effects of the event.Analysis: Compare the causes and effects. How are they different from each other?Synthesis: Create a 4 door foldable to show the knowledge of the causes and effects.Evaluation: Did I successfully find the causes and effects of the Stamp Act?Why or why not?Learning Styles:Intrapersonal: Students will create their 4 door foldable on their own to display the causes and effects of these events. Interpersonal: Students will work in their groups to find the causes and effects of each event. Adaptations: If students are having problems using the website, students can go to a search engine and search the causes and effects that way. Extensions: Have students look for any interesting facts that are involved with either The Stamp Act. They will be able to share these with the class. Methods/Materials:Present: through demonstration, lecture, and explorationMaterials: computers, construction paper, markersModeling: Using the Library of Congress WebsiteHow to create a 4 door foldableCheck for Understanding:What are the causes of the Stamp Act? What are the effects of the Stamp Act? Explain to me in your own words the difference between a cause and an effect.Guided Practice:Students will search the Library of Congress to find the causes and effects of the events under teacher supervision making sure students are staying on task.Students will create their 4 door foldable while the teacher is observing and being available for any help/questions.Closure:Knowledge: What are the causes and effects of the Stamp Act? Comprehension: Why did the colonists re-act the way that they did during these two events?Application: Using the information found, record the results in your foldable.Synthesis: Students will share one thing they put on their foldable. The foldable will be an exit pass for the day and students will receive them for the next lesson.Day 2:Anticipatory Set: Students will explain to each other in their groups the difference between cause and effect. It will be important to understand these for this lesson as well. Do the strategy of All Hands Raised and wait for students’ hands to be raised to call on someone to give the correct answer. Input:Task Analysis:Have students explain the difference between cause and effect.Introduce to students The Boston Tea Party.Students will identify the causes and effects of this event by searching the Library of Congress. Students will draw the meaning of cause and effect within this event.Students will add to their four door foldable the causes and effects of this event on in one section of the foldable.Thinking Levels:Knowledge: What are the causes and effects of The Boston Tea Party?Application: Use the Library of Congress to find the causes and effects of the event.Analysis: Compare the causes and effects. How are they different from each other?Synthesis: Add to the 4 door foldable to show the knowledge of the causes and effects.Evaluation: Did I successfully find the causes and effects of the Boston Tea Party. Why or why not?Learning Styles:Intrapersonal: Students will create their 4 door foldable on their own to display the causes and effects of these events. Interpersonal: Students will work in their groups to find the causes and effects of each event. Adaptations: If students are having problems using the website, students can go to a search engine and search the causes and effects that way. Extensions: Have students look for any interesting facts that are involved with either The Stamp Act or The Boston Tea Party. They will be able to share these with the class. Methods/Materials:Present: through demonstration, lecture, and explorationMaterials: computers, construction paper, markersModeling: Using the Library of Congress WebsiteHow to create a 4 door foldableCheck for Understanding:What are the causes of the Stamp Act? The Boston Tea Party?What are the effects of the Stamp Act? The Boston Tea Party?Explain to me in your own words the difference between a cause and an effect.Guided Practice:Students will search the Library of Congress to find the causes and effects of the events under teacher supervision making sure students are staying on task.Students will create their 4 door foldable while the teacher is observing and being available for any help/questions.Closure:Knowledge: What are the causes and effects of the Stamp Act? The Boston Tea Party?Comprehension: Why did the colonists re-act the way that they did during these two events?Application: Using the information found, record the results in your foldable.Synthesis: Students will share one thing they put on their foldable. The foldable will be an exit pass for the day and students will receive them for the next lesson.Lesson 2: The Intolerable Massacre (Two Days)Day 1GLCE(s) Addressed: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.Lesson Objectives:Students will be able to describe the causes and effects of the Intolerable Acts and the Boston MassacreAnticipatory Set: Ask students this question to answer individually: Why do you think the events we have talked about so far have a significant on America wanting to be independent from Britain? Have students share their answers if desired.Input:Task Analysis:Have students make a vocabulary foldable and add cause and effect to it. Have students re-explain in their groups the difference between cause and effect. Introduce to students The Intolerable Acts.Students will identify the causes and effects of this event by looking at Resource B for The Intolerable Acts.Students will add to their 4 door foldable to put the causes and effects of this event on. Ending these two lessons students will have this to look back on for their assessment.Thinking Levels:Knowledge: What are the causes and effects of the Intolerable Acts?Application: Use Resource B to find the causes and effects of the events.Analysis: Compare the causes and effects. How are they different? How are they similar?Synthesis: Add on to the 4 door foldable to show the knowledge of the causes and effects.Evaluation: Did I successfully find the causes and effects the Intolerable Acts? Why or why not?Learning Styles:Intrapersonal: Students will add on to their 4 door foldable on their own to display the causes and effects of these events. Interpersonal: Students will work in their groups and use the resources provided to find the causes and effects of each event. Adaptations: If students are having problems using the resources, teacher can start the students as a whole together working through one resource. Have them work in their groups for the second resource. Extensions: After looking at these two resources, how are these events similar or different to the ones we looked at before? What do all four of them have in common?Methods/Materials:Present: through demonstration, lecture, and explorationMaterials: resources, construction paper, markers, highlighters/pencilsModeling: Guide the Resource PagesImportance of HighlightingCheck for Understanding:What are the causes of The Intolerable Acts?What are the effects of The Intolerable Acts?Explain to me in your own words the difference between a cause and an effect.What do all four of the events we have learned have in common?Guided Practice:Students will use the resources provided to find the causes and effects of the events under teacher supervision making sure students are staying on task.Students will add on to their 4 door foldable while the teacher is observing and being available for any help/questions.Closure:Knowledge: What are the causes and effects of The Intolerable Acts?Comprehension: Why did the colonists re-act the way that they did during this events? What does this event have in common with the other two?Application: Using the information found, record the results in your foldable.Synthesis: If you were a colonist, how would you have reacted to any of the events we have talked about?Day 2Anticipatory Set: Ask students this question to answer individually: Why do you think the events we have talked about so far have a significant on America wanting to be independent from Britain? Have students share their answers if desired.Input:Task Analysis:Have students re-explain in their groups the difference between cause and effect. Introduce to students The Boston MassacreStudents will identify the causes and effects of this event by looking at Resource A for The Boston Massacre.Students will add to their 4 door foldable to put the causes and effects of this event on. Students can use this foldable to reference for the final assessment.Thinking Levels:Knowledge: What are the causes and effects of the Boston Massacre?Application: Use Resource A to find the causes and effects of the events.Analysis: Compare the causes and effects. How are they different? How are they similar?Synthesis: Add on to the 4 door foldable to show the knowledge of the causes and effects.Evaluation: Did I successfully find the causes and effects the Boston Massacre? Why or why not?Learning Styles:Intrapersonal: Students will add on to their 4 door foldable on their own to display the causes and effects of these events. Interpersonal: Students will work in their groups and use the resources provided to find the causes and effects of each event. Adaptations: If students are having problems using the resources, teacher can start the students as a whole together working through one resource. Have them work in their groups for the second resource. Extensions: After looking at these two resources, how are these events similar or different to the ones we looked at before? What do all four of them have in common?Methods/Materials:Present: through demonstration, lecture, and explorationMaterials: resources, construction paper, markers, highlighters/pencilsModeling: Guide the Resource PagesImportance of HighlightingCheck for Understanding:What are the causes of The Boston Massacre?What are the effects of The Boston Massacre?Explain to me in your own words the difference between a cause and an effect.What do all four of the events we have learned have in common?Guided Practice:Students will use the resources provided to find the causes and effects of the events under teacher supervision making sure students are staying on task.Students will add on to their 4 door foldable while the teacher is observing and being available for any help/questions.Closure:Knowledge: What are the causes and effects of The Boston Massacre?Comprehension: Why did the colonists re-act the way that they did during this events? What does this event have in common with the other two?Application: Using the information found, record the results in your foldable.Synthesis: If you were a colonist, how would you have reacted to any of the events we have talked about?Lesson 3: Declaration of Independence (Three Days)Day 1GLCE(s) Addressed: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.Lesson Objectives:Students will be able explain why the colonists wanted to become independent by looking at events and the actual Declaration of Independence.Anticipatory Set: Ask students this question to answer individually: Why do you think the events we have talked about so far have a significant on America wanting to be independent from Britain? Have students share their answers if desired.Input:Task Analysis:Have students make a vocabulary foldable and add cause and effect to it. Have students re-explain in their groups the difference between cause and effect. Read the story “Give Me Liberty” to the studentsIntroduce the Declaration of IndependenceStudents will be encouraged to take notes during today’s activities so they may use them for the next couple of daysHave students write down what the Declaration of Independence is based on what we did.Thinking Levels:Knowledge: What is the Declaration of Independence?Application: Students writing down in their own words what the Declaration of Independence is.Analysis: Compare the Declaration to one event we have learned about. How are they similar to each other?Synthesis: Create a web branching off ideas connected to the Declaration of IndependenceEvaluation: Did I successfully understand the Declaration of Independence? Why or why not?Learning Styles:Intrapersonal: Students will write in their own words what the Declaration of Independence.Interpersonal: Students will work in their groups to create their webs connecting ideas to the Declaration of IndependenceAdaptations: If students are having difficulty they can work with one other person while writing their thoughts.Extensions: Have students prepare to share their ideas to their webs.Modeling:Vocabulary FoldableMethods/Materials:Present: through lecture, and explorationMaterials: book, white paper/pencil/crayonsCheck for Understanding:What is the Declaration of Independence?Guided Practice:Students will use the book and lecture to come up with a definition of what the Declaration of Independence with guidance from the teacherStudents will create their webs connecting the Declaration of Independence to different events. The teacher will be available to answer any questions from the students. Closure:Knowledge: What is the Declaration of Independence? Comprehension: Why did colonists want to create this document?Application: Using the information provided, write a definition of the document in your own words.Synthesis: Would you have gone on board with the colonists with creating the document? Why or why not?Day 2Anticipatory Set: Have the students explore the book, “The Signers”. Have them read the back, the cover, a couple pages to see what the book is about. Students will share what they discovered.Input:Task Analysis:Have students explain to each other what the Declaration of Independence is.Introduce students to the book, “The Signers”Assign a chapter to each group.Students will analyze the chapter and report out what they learned to the class. Teacher will gather the work for each group to put onto a handout for the students. Thinking Levels:Knowledge: Who were the signers of the Declaration? What was their part in this?Application: Students analyzing the chapters and reporting out to the class on the different signers.Analysis: Compare the signers. Do they have similar views? Do they have any differences?Synthesis: Create a way to present to the class the assigned signers information.Evaluation: Did I successfully research one of the signers of the constitution? Why or why not?Learning Styles:Interpersonal: Students will work in their groups to analyze chapters of signers who signed the Declaration of Independence. Adaptations: If students are having difficulty reading the chapter in the time given for this activity, give them more time to read the chapter.Extensions: Give groups who finish early another chapter to analyze for fun.Methods/Materials:Present: through lecture and explorationMaterials: paper/pencil, notecardsCheck for Understanding:Name some signers from the Declaration of Independence.What are some of their reasons for wanting to create this document?Why did they support this document?Guided Practice:Students will analyze chapters from the book, “The Signers”. The teacher will print out the chapters for each group to read. Students will use the chapter to research any information about the signers with guidance from the teacher when needed. The teacher will be available to answer any questions from the students. Closure:Knowledge: Who are the signers of the Declaration?Comprehension: Why did they sign the document? What were their views?Application: Use the information from the presentations to support your thoughts.Synthesis: Pretend you are one of the signers, how would you present your opinion to other colonists on creating the Declaration?Day 3Anticipatory Set: Play the students the music video, “Too Late to Apologize”. This is a parody involving things all Declaration of Independence. This is an enjoyable video to get the kids ready for today. (Under Resources)Input:Task Analysis:Have students create a 4 door booklet to display the “who, what, when, and why” of the Declaration of Independence. Introduce students to their Scavenger Hunt assignment.Students will work in groups using Resource C to do the scavenger hunt. The activity sheet is Resource D.The teacher will go over the answers with the students.Thinking Levels:Knowledge: What are the “who, what, when, and why” of the Declaration of Independence?Application: Students doing the Scavenger Hunt.Analysis: The questions in the scavenger hunt allow the students to use their critical thinking skills.Synthesis: Create a riddle for the other students to solve using the Declaration of IndependenceEvaluation: Did I successfully complete the booklet and scavenger hunt? Why or why not?Learning Styles:Interpersonal: Students will work in their groups to complete the scavenger hunt.Intrapersonal: Students will work individually to complete the 4 door booklet.Adaptations: If students are struggling with the scavenger hunt, work on it as a whole class.Extensions: Have students share their riddles to the class. The class can solve the riddles using Resource C.Modeling:4 door FoldableMethods/Materials:Present: through demonstration, lecture and explorationMaterials: pencil, resource, worksheetCheck for Understanding:For this section the teacher can check for understanding using the questions from the scavenger hunt. Some questions can lead to a good class discussion.Guided Practice:Students will complete the 4 door booklet and the scavenger hunt with guidance and observation from the teacher. The teacher will be available to answer any questions from the students.Closure:Knowledge: Questions from the Scavenger Hunt prehension: According to the answers, what is the importance of the Declaration?Application: Have students share their riddles for the class to solve.Synthesis: What part of the Declaration do you think is the most important and why?Lesson 4: The Importance of the Declaration of IndependenceGLCE(s) Addressed: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.Lesson Objectives:Students will be able explain why the colonists wanted to become independent by looking at events and the actual Declaration of Independence.Students will understand the importance of the Declaration of Independence.Anticipatory Set: Have students finish sharing their riddles. Students can solve these using Resource C from the day before to get this day started. Show the students the two political cartoons from the Resource Page.Input:Task Analysis:Introduce the students to today’s activity of interpreting two famous quotes.Students will use Resource E to interpret the quotes.Students will first interpret the quotes individually. Then they will work in pairs to compare and contrast answers. From this, students should be able to infer the importance of this document. The teacher will guide the conversation to lead the students to the importance.Thinking Levels:Knowledge: What is the importance of the Declaration of Independence?Application: Students interpreting two quotes in order to understand the importance. Analysis: Compare the quotes, what are the similarities and differences of the two quotes?Synthesis: In groups students can use the computers to find another quote to share with the class that is similar to the two quotes already looked at.Evaluation: Do I successfully understand the important of the Declaration of Independence? Why or why not?Learning Styles:Intrapersonal: Students will write in their own words the interpretation of each quote.Interpersonal: Students will work in pairs to compare and contrast the interpretations.Adaptations: If students are having difficulty they can work with their partner instead of doing it by themselves.Extensions: Have students try to make sense of understanding the importance before class discussion.Methods/Materials:Present: through lecture, direction, and explorationMaterials: resource, pencilCheck for Understanding:What is the importance of the Declaration of Independence?What evidence do you have to support your answer?Guided Practice:Students will use Resource E to interpret the quotes with guidance and direction from the teacher. Students will find their own quote related to the other quotes already used having the teacher observe the students on the computer.Closure:Knowledge: What is the importance Declaration of Independence? Comprehension: What do the two quotes mean?Application: Using the class discussion, what do the two quotes say is the importance of the document? Synthesis: What quote did you choose? What does the quote you chose say the importance of the document is?Lesson 5: Roles of Men Part 1 (Two Days)GLCE(s) Addressed: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 PaineLesson Objectives:Students will know the roles of Thomas Jefferson, George Washington, Benjamin Franklin, and Patrick Henry during the American Revolution.Anticipatory Set: Have students watch the video, “Declaration of Independence”. This video will conclude the lesson on this document. (Under Resources)Input:Task Analysis:Introduce to the students Thomas Jefferson, George Washington, Benjamin Franklin, and Thomas Paine.Students will use Resource F to find the roles of these men in the American Revolution.Students will work in pairs to complete the activity.Students will write their answers on Resource G.Students will then create a layer book with 8 sheets of paper and record the roles of the first four men.Thinking Levels: Knowledge: What is the role of Thomas Jefferson, George Washington, Benjamin Franklin, and Patrick Henry during the revolution?Application: Students using Resource F to find the roles of the men. Analysis: Compare the roles. Are some similar to others? Are some different to others?Synthesis: If you could be one of the men that you are learning about. Who would you be and why?Evaluation: Do I successfully know the roles of Thomas Jefferson, George Washington, Benjamin Franklin, and Patrick Henry? Why or why not?Learning Styles:Interpersonal: Students will work in pairs to complete the activity of finding the roles on men and compare their results to the second pair in their group.Intrapersonal: Students will work individually on their layer book with 8 sheets of paper to fit all of the men.Adaptations: If students are having trouble in their pairs with completing the activity, they can work as a whole group to complete it.Extensions: Have students look at the other people who are not listed on the activity to see what their role was also in the American Revolution.Modeling:8 layer FoldableMethods/Materials:Present: through lecture, direction, and explorationMaterials: resources, pencil, construction paper, crayons/markersCheck for Understanding:What are the roles of Thomas Jefferson, George Washington, Benjamin Franklin, and Patrick Henry?Guided Practice:Students will use Resource F and G to complete the activity with guidance and direction from the teacher. Students will create their 8 sheet layer book while the teacher is observing and available for help or to answer any questions.Closure:Knowledge: What is the role of the men in this lesson?Comprehension: Using the resources, how are the roles similar and different?Application: Using the resources to find the roles of the men in this lessonSynthesis: What other person did you find interesting to read about? What was their role in the revolution?Day 2 Students will continue their work from this lesson on the second day.Lesson 6: Roles of Men Part 2 (Two Days)GLCE(s) Addressed: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 PaineLesson Objectives:Students will know the roles of Samuel Adams, John Adams, and Thomas Paine during the American Revolution.Anticipatory Set: The teacher will ask students trivia from the previous lessons in this unit. Students who answer a question correctly get a piece of candy from the Prize Box. All students get one turn before another student can get another.Input:Task Analysis:Introduce to the students Samuel Adams, John Adams, and Thomas Paine.Students will use Resource F to find the roles of these men in the American Revolution.Students will work in pairs to complete the activity.Students will write their answers on Resource G.Students will then finish their layer book with 8 sheets of paper and record the roles of the first four men.Thinking Levels: Knowledge: What is the role of Samuel Adams, John Adams, and Thomas Paine during the revolution?Application: Students using Resource F to find the roles of the men. Analysis: Compare the roles. Are some similar to others? Are some different to others?Synthesis: If you could be one of the men that you are learning about. Who would you be and why?Evaluation: Do I successfully know the roles of Samuel Adams, John Adams, and Thomas Paine? Why or why not?Learning Styles:Interpersonal: Students will work in pairs to complete the activity of finding the roles on men and compare their results to the second pair in their group.Intrapersonal: Students will work individually on their layer book with 8 sheets of paper to fit all of the men.Adaptations: If students are having trouble in their pairs with completing the activity, they can work as a whole group to complete it.Extensions: Have students look at the other people who are not listed on the activity to see what their role was also in the American Revolution.Methods/Materials:Present: through lecture, direction, and explorationMaterials: resources, pencil, construction paper, crayons/markersCheck for Understanding:What are the roles of Samuel Adams, John Adams, and Thomas Paine?Guided Practice:Students will use Resource F and G to complete the activity with guidance and direction from the teacher. Students will create their 8 sheet layer book while the teacher is observing and available for help or to answer any questions.Closure:Knowledge: What is the role of the men in this lesson?Comprehension: Using the resources, how are the roles similar and different?Application: Using the resources to find the roles of the men in this lessonSynthesis: What other person did you find interesting to read about? What was their role in the revolution?Day 2Students will continue their work from this lesson on the second day.Resources for Lessons:Resource A: Resource B: Library of Congress: Political Cartoon Links Resource C: F: :“The Signers” by: Dennis Brindell Fradin“Give Me Liberty” by: Russell Freedman“Big Book of Social Studies” by: Dinah Zike (This resource was used for the Foldables)Too Late to Apologize Music Video of Independence Video Clip D:NAME: _________________________________DATE: _________________________________DECLARATION OF INDEPENDENCE SCAVENGER HUNTDirections: Using your copy of the Declaration of Independence, find the answers to following questions. 1. What was the date the Declaration of Independence was signed? 2. What single word at the beginning of the Declaration shows that all 13 colonies agreed with the Declaration? 3. What did the Declaration of Independence say was “necessary”?4. What truths were “self-evident”?5. Where do governments get their power? 6. What rights do people have when the government becomes destructive? 7. What words describe how governments should be organized? 8. Under what conditions should a government be changed? Should people change the government whenever they want? Explain.9. Who was the “despot” that the colonies complained about? 10. What words show that the colonies have put up with the wrongdoings of England?11. What did the King do about the laws?12. What did the King do about taxes that the colonists thought were wrong?13. What did the King’s officers do to the colonists that were unfair? 14. What did the King do with his army soldiers that were wrong?15. What did the colonists do before the Declaration of Independence to try to get the King to stop his actions?16. What words tell you that the King did not listen to the complaints of the colonists before the Declaration of Independence? 17. What powers will the free and independent states now have as they break ties with England? 18. What final lines of the Declaration of Independence illustrate the magnitude and unity of the signers? Resource E:“The assertion that 'all men are created equal' was of no practical use in effecting our separation from Great Britain and it was placed in the Declaration not for that, but for future use.” Abraham Lincoln“Freedom in never more than one generation away from extinction. We didn’t pass it to our children in the bloodstream. It must be fought for, protested, and handed on for them to do the same.” Ronald ReaganResource G:Chart of the Roles of American ColonistsAmerican Colonist:Role:George WashingtonThomas JeffersonBenjamin FranklinPatrick HenryThomas PaineSamuel AdamsJohn AdamsBibilography:Library of Congress. (2013). Website of the United States. Washington, DC: .Pynes, Jayne. (n.d.). Declaration of Independence Scavenger Hunt. Retrieved from of the Brave. (n.d). Intolerable Acts. Retrieved from . (n.d). Boston Massacre. Retrieved from boston-massacrePolitical Cartoons Retrieved from Charters of Freedom. (n.d). Declaration of Independence. Retrieved from http:// exhibits/charters/declaration_transcript.htmlMr.Nussbaum. (n.d). People of the American Revolution. Retrieved from . (n.d). Too Late to Apologize: A Declaration. Retrieved from http:// watch?v=uZfRaWAtBVg History. (n.d.). Declaration of Independence. Retrieved from , Dinah. (2002). Big Book of Social Studies: Read, Write, Research. San Antonio, TX:Dinah-Might Adventures.Freedman, Russell. (2002). Give Me Liberty: The Story of the Declaration of IndependenceNew York City: Holiday House.Fradin, Dennis Brindell. (2003). The Signers: The 56 Stories Behind the Declaration of Independence. New York: Walker and Company. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download