Who Are These People and What Did they Do?
|Lesson Synopsis: |
In this lesson, students study many of the people whose names will be remembered forever. Students will create a matrix about these historical figures.
TEKS:
|5.2 |History. The student understands how conflict between the American colonies and Great Britain led to American independence. The |
| |student is expected to: |
|5.2B |Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas |
| |Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions of significant individuals during the |
| |revolutionary period. |
|5.21 |Culture. The student understands the relationship between the arts and the times during which they were created. The student is |
| |expected to: |
|5.21A |Identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American |
| |Progress, "Yankee Doodle," and "Paul Revere's Ride." |
Social Studies Skills TEKS:
|5.24 |Social studies skills. 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: |
|5.24A |Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, |
| |print, and visual material; documents; and artifacts to acquire information about the United States |
|5.24B |Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main |
| |idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. |
|Getting Ready for Instruction |
|Performance Indicator(s): |
• Create a script of a conversation between two historical figures expressing their views on a topic of importance during the pre-revolutionary time period. Use at least one primary source quote from each of the historical figures. (5.2B; 5.24A, 5.24B)
• 3E, 3G
|Key Understandings and Guiding Questions: |
• Las sociedades identifican a las personas como grandes líderes con base a sus contribuciones y acciones durante los tiempos de conflicto.
— ¿Quiénes fueron líderes y personas importantes durante los tiempos de la Guerra de Independencia?
— ¿Cómo sabemos acerca de las motivaciones y las contribuciones de los líderes?
— ¿Cómo adquirimos y validamos la información acerca de los eventos históricos?
— ¿Qué puntos de vista tenían las personas en los tiempos previos a la Guerra de Independencia?
|Vocabulary of Instruction: |
• fuente primaria
• fuente secundaria
• válido
• motivación
• contribución
• periodo de la guerra de independencia
• ley
• líder
• deuda
• proclama
• impuestos
• representación
• Parlamento
|Materials: |
• Refer to the Notes for Teacher section for materials.
|Attachments: |
• Teacher Resource: Before the American Revolution
• Handout: Significant People of the American Revolution
• Handout: Significant People Graphic Organizer (optional)
• Teacher Resource: PowerPoint: Significant People of the American Revolution
• Handout: Significant People Bookmarks
• Handout: Primary Source Quotes (1 per student and 1 for display)
• Handout: Qualities of Leadership
|Resources and References: |
• Longfellow’s poem, “The Landlord’s Tale: Paul Revere’s Ride”:
• Article providing context for the poem: “The British Are Coming (Sort Of)” by Brian Leigh Dunnigan
|Advance Preparation: |
1. Become familiar with content and procedures for the lesson, including the motivations and contributions by significant individuals during the revolutionary period.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Add or delete names on the Handout: Significant People of the American Revolution, as appropriate. Cut apart, making enough name slips as needed for groups, depending on class size.
6. Pre-cut butcher paper for each team
7. Prepare materials and handouts as needed.
8. Gather background material on Founding Fathers such as John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, George Washington, and the group the Sons of Liberty
|Background Information: |
So far this year, students have learned about the exploration and colonization of America. They learned about life in the British colonies. Then, during Celebrate Freedom Week, they learned about a break in the relationship between the British colonies and their mother country. The lessons in this unit go back and fill in the blanks. Why did the break occur? What were the events that led up to the break? Who were the leaders during that time, and what were their motivations and contributions? What were the points of view of people during the time, and how do we know? How do we (and historians) find out about events in the past?
|Getting Ready for Instruction Supplemental Planning Document |
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
|Instructional Procedures |
|Instructional Procedures |Notes for Teacher |
|ENGAGE – Sources |NOTE: 1 Day = 50 minutes |
| |Suggested Day 1 – 20 minutes |
|Students think about what they know about the American Revolution. |Materials: |
| |chart/butcher paper |
|Students then contribute to a class K-H-W-H-L-H chart about the Revolution. (What do you know, |Longfellow’s poem, “The Landlord’s Tale: Paul Revere’s Ride.” |
|How do you know it, What do you want to know, How will you learn it, What have you learned, How | |
|did you learn it), providing information, asking questions, etc. |Article providing context for the poem’s events: “The British Are |
| |Coming (Sort Of)” by Brian Leigh Dunnigan |
|Teacher scribes things students know about the American Revolution, questions they have, sources| |
|they quote, etc. | |
| |Instructional Note: |
|Read aloud Longfellow’s poem, “The Landlord’s Tale: Paul Revere’s Ride” |Try not to edit student remarks about the American Revolution since |
| (written in1860) |learning things they thought were true were not is part of the |
| |critical-thinking process, but use discretion in choosing what to |
|Return to the chart and add any information from the poem to the chart |include so students will gain information about important pieces of |
| |history during the lesson and be able to move items to the What I’ve |
|Discuss how people find out about events that happen. Ask questions such as: |Learned column at the end of the lesson. |
|Tell me a story about something that happened when you were little. |Keep the chart to refer to and add to throughout the unit (3 lessons).|
|How do you know that happened? | |
|Do you know anything about your grandparents when they were little? How do you know? | |
| | |
|Provide context for Longfellow’s poem by reading/summarizing the article “The British Are Coming| |
|(Sort Of)” by Brian Leigh Dunnigan ( ) | |
| | |
|Return to the chart. Students add questions and add information from the poem to the chart. Make| |
|sure the questions in What I Want to Know include ideas such as: | |
|What did individuals do to contribute to gaining American Independence? | |
|Why did Paul Revere and others at the time do what they did? What was their motivation? | |
|Why did the colonists rebel against England? | |
| | |
|Discuss how stories change depending on who is telling the story, and how stories change over | |
|time. Lead discussion to include how to find real, accurate information. (Refer back to | |
|statements in article. Primary sources are a good way – in the person’s own words.) | |
|EXPLORE – Significant People of the American Revolution |Suggested Day 1 (continued) – 30 minutes |
|Provide background and some context by reading the Teacher Resource: Before the American |Materials: |
|Revolution. |Valid primary and secondary source documents related to individuals |
| |being researched, their leadership qualities, motivations, |
|Students, working individually or in small groups, choose (or are assigned) a significant person|contributions during the revolutionary period, and their points of |
|to research (see Handout: Significant People of the American Revolution, Add or delete names as |view |
|appropriate. More than 1 group/individual may research the same person, depending on class |Gather background materials of Founding Fathers such as John Adams, |
|size.) |Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, George|
| |Washington, and the group the Sons of Liberty |
|Distribute, or have students draw a graphic organizer on which to gather information. If | |
|desired, use the Handout: Significant People Graphic Organizer |Attachments: |
| |Teacher Resource: Before the American Revolution. |
|Show the Teacher Resource: PowerPoint: Significant People of the American Revolution to provide |Handout: Significant People of the American Revolution |
|students with a visual of the people they will research. (Add or delete names as appropriate. |Handout: Significant People Graphic Organizer (optional) |
|More than 1 group/individual may research the same person, depending on class size.) |Teacher Resource: PowerPoint: Significant People of the American |
| |Revolution |
|Provide students with access to primary and secondary documents about the people, their | |
|contributions and motivations during the revolutionary period. (Include the textbook, library |TEKS: 5.2B, 5.24A, 5.24B |
|and other classroom resources, and appropriate websites.) | |
| | |
|Students research their person, gathering information about their person, especially information| |
|to identify motivations and contributions during the revolutionary period and add the | |
|information to their graphic organizer. | |
| | |
|Teacher circulates, probing with questions, clarifying and correcting information, and providing| |
|additional information as needed to ensure appropriate information is gained (who, what, when, | |
|where, why, contributions and motivations, and some understanding of the person’s beliefs and of| |
|point of view). | |
|EXPLAIN – Revisiting information |Suggested Day 2 – 5 minutes |
|Student groups revisit information gained, adding and adjusting information on their graphic | |
|organizer and making sure information is correct and addresses questions of who, what, when, | |
|where, why (contributions and motivations). | |
|If students have researched independently, form Expert groups of students who have researched | |
|the same person. | |
| | |
|Students prepare to present the information to the rest of the class | |
| | |
|Teacher circulates to make sure information is correct. | |
|EXPLORE – Significant People Bookmarks |Suggested Day 2 (continued) – 20 minutes |
|Distribute the Handout: Significant People Bookmarks. |Materials: |
| |Completed student notes from Day 1 |
|Student groups present their information to the rest of the class, who take notes on the |K-H-W-H-L-H chart begun on Day 1 |
|appropriate bookmark. (2-3 minutes each) | |
| |Attachments: |
| |Handout: Significant People Bookmarks |
| | |
| |Instructional Note: |
| |The square at the top of each bookmark is for a picture of the person,|
| |student-drawn or distribute copies from the Teacher Resource: |
| |PowerPoint: Significant People of the American Revolution. They can |
| |add the pictures at a later time, or for homework. When finished, |
| |students can cut apart their bookmarks to use. |
|EXPLAIN – Significant People Bookmarks |Suggested Day 2 (continued) – 10 minutes |
|Students choose one bookmark to share with a partner. |Materials: |
| |Completed student bookmarks |
|Revisit the K-H-W-H-L-H chart begun on Day 1. |K-H-W-H-L-H chart begun on Day 1 |
| | |
|Facilitate a brief discussion where students share what they have learned. Add information to | |
|the chart. (Allow students who researched the person indicate how and where they found correct | |
|information from valid primary and secondary sources.) | |
|EXPLORE – Point of view |Suggested Day 2– 10 minutes |
|Facilitate a brief general discussion about the people and issues surrounding the |Materials: |
|pre-revolutionary time to focus student thinking. |Quotes from significant people from the revolutionary period |
| | |
|Encourage students to include points of view in the discussion. |Attachments: |
|What do you think these leaders would think about (topics such as): |Handout: Primary Source Quotes (1 per student and 1 for display) |
|Taxation | |
|Quartering Troops | |
|No representation in Parliament | |
|Closing Boston harbor | |
| | |
|Display and distribute the Handout: Primary Source Quotes. | |
| | |
|Read and discuss the quotes to help students build understanding of points of view of Loyalists | |
|and Patriots. | |
|EXPLAIN – Government, Military, and Civilian Leaders |Suggested Day 2 (continued) – 5 minutes |
|Students, in pairs, use the quotes to begin a conversation between historical figures. Each |Materials: |
|partner chooses a historical figure to act out. They use what they know about the historical |Handout: Primary Source Quotes from Explore section |
|figure to create a conversation where they talk about their point of view, their contributions, | |
|and their motivation for their actions. | |
| | |
|At the end of their conversation, students summarize the historical person’s point of view. | |
|ELABORATE – Leaders during the Revolutionary period |Suggested Day 3 – 20 minutes |
|Students discuss what they have learned during this lesson, returning to the K-H-W-H-L-H chart |Attachments: |
|begun on Day 1. |Handout: Qualities of Leadership |
| | |
|Move the discussion to the historical figures studied and their leadership roles in the |Instructional Note: |
|revolutionary period |This lesson is based on the Five Qualities Good Leaders Express from |
| |the Girl Scouts. Other leadership frameworks are available, from Small|
|Introduce characteristics/qualities of Leadership. (Such as from the Girl Scouts or other |Business Administration, from Purdue University, and other |
|leadership organization) |organizations. If desired, choose another model to use. |
| | |
| | |
|Vision: Know yourself and where you’re going. | |
| | |
|Commitment and responsibility | |
| | |
|Willing to learn | |
| | |
|Willing to change | |
| | |
|Go the extra mile | |
| | |
| | |
|Distribute the graphic organizer Handout: Qualities of Leadership. | |
| | |
|Discuss the historical people studied in terms of the qualities of Leadership. Students add | |
|information to the graphic organizer while discussing. | |
| | |
|Continue the discussion, providing students an opportunity to use what they have learned to | |
|answer the guiding questions and support the Key Understanding | |
|Societies identify individuals as great leaders based on their contributions and actions during | |
|times of conflict. | |
|Who were leaders and significant people during the time of the American Revolution? | |
|How do we know about the motivations and contributions of the leaders? | |
|How do we acquire and validate information about historical events? | |
|What points of view were held by the people in pre-revolutionary times? | |
|EVALUATE – Conversation |Suggested Day 3 – 30 minutes |
|Create a script of a conversation between two historical figures expressing their views on a |Instructional Note: |
|topic of importance during the pre-revolutionary time period. Use at least one primary source |Students could work together to discuss ideas, but must write their |
|quote from each of the historical figures. (5.2B; 5.24A, 5.24B) |own conversations. |
|3E, 3G 3E, 3G |Provide time for students to act out their scripts or perform them |
| |with a partner. |
|Students, in pairs, think about the people and information they learned in the lesson | |
| | |
|Choose two historical figures and imagine a conversation between them regarding a topic of | |
|importance during the pre-revolutionary time period. | |
| | |
|Write the script of a conversation between the two where they share their points of view. Use at| |
|least one primary source quote for each person. | |
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