Phase 1: (Monday)
Briefly introduce the American Revolution to the class.
***The American Revolution was a political disturbance that took place between 1765 and 1783. During this time colonists in the Thirteen American Colonies rejected the British monarchy and aristocracy. They also overthrew the authority of Great Britain, and founded the United States of America.
**Ask students what they know about the American Revolution and talk about it.
Have students watch the 11 minute youtube video titled:
Tea, Taxes, and The American Revolution: Crash Course World History #28
http://www.youtube.comwatch?v=HlUiSBXQHCw
Have a class discussion after students watch the video.
Discuss what students learned about the video they just watched.
Have students start taking notes on what students shared and what they watched on the video while discussing it with a partner.
**Differentiated Instruction:
For those students who need a little extra help due to their different learning abilities and different learning levels, I will have them pair up with a higher learning level buddy. This buddy will assist them as needed and and will allow student to copy their notes or have me make a photo copy of notes for the other student. This buddy will receive extra credit or a privilege option for the help they provide their partner.
Talk about what the next few days will be like on this lesson.
Homework:
- Have students choose one important event or person from the American Revolution lesson.
- have them write a brief summary about the event, document, person, land or object.
- have them draw a picture about their event (examples: tea cup, face of person, patriot, loyalist, ship, document...etc.)
- have students look for a water or juice bottle to complete this project due Wednesday.
|
Adams, John - Second President of the United States
|
|
Adams, Samuel - American Revolutionary
|
|
Allen, William - Loyalist - former mayor of Philadelphia
|
|
Allen, Ethan - American Revolutionary War patriot, hero, and politician.
|
|
Franklin, Benjamin - American Statesman
|
|
Franklin, William - Loyalist, Govenor of New Jersey, Son of Ben Franklin
|
|
Greene, Nathanael - American General during the American Revolutionary War
|
|
Hancock, John - American Politician, Entrepreneur, and Soldier
|
|
Henry, Patrick - Founding father of American Revolutionary War and governor of Virginia
|
|
Howe, John - Loyalist printer during the American Revolution
King George III
|
|
Lee, Francis Lightfoot - Active in Virginia politics and signer of the Declaration of Independence
|
|
Paine, Thomas - Author of "Common Sense" and Revolutionary
|
|
Prescott, William - American colonel in the Revolutionary War
|
|
Revere, Paul - American Activist and Artisan
|
|
Rush, Benjamin - Signatory of the Declaration of Independence
|
|
Warren, Joseph - Doctor, Soldier and Statesman of the American Revolution
|
|
Washington, George - First President of the United States
|
|
Wilson, James - Signer of the Declaration of Independence
|
-
(http://www.ushistory.org/declaration/revwartimeline.htm)
Phase 2: (Tuesday)
Write the important key words/terms list up on the board.
Have students write these key words/terms down and then have them work in small groups to find the definition or brief explanation of the term in their textbooks.
key words/terms: Continental Army, blocade, patriots, loyalist, "The Crisis", calvary, neutral, ratify, mercenaries, recruit, deserted, inflation, ambush, liberty, justice, regiment, rebel, smuggle, repeal, disguise, treason, preamble, Constitutional, taxes, representation, and revolution.
-The teacher will walk around the room to make sure students are on task and being productive.
-The teacher will be available to answer questions and direct students to needed resources or pages.
-The students will place this vocabulary list into their "American Revolution" folder when they are done with it.
Differentiatied Instruction:
The students with different learning abilities and learning levels or difficulties will get to break up their vocabulary list in two parts and complete in two days instead of one. If students are still having difficulty, teacher will be available before or after school to help student complete work.
Homework:
- Students will choose one key revolutionary war event and make a graphic organizer called the four corners.
Middle Section: What? (Event)
Corner 1: Who?
Corner 2: Where?
Corner 3: When?
Corner 4: Why?
-Students need to add a simple drawing to some of these sections, as possible.
This homework assignment is due tomorrow (Wednesday). It is to be turned in at turned in at beginning of class. After the teacher briefly reviews the homework assignments, teacher will pass back homework for students to add to their American Revolution folder.
Phase 3: (Wednesday)
-Pass out worksheet on the French and Indian War.
-Have students read article and answer questions at end of article.
-Pass out worksheet on cause and effects of the French and Indian War.
-Have students put these completed worksheets in their "American Revolution" folder.
-The teacher will assign students to groups.
-Once students are in their assigned groups, the teacher will pass out a list of the assigned key terms, key events and dates, and infulential/important people of the revolutionary war period for each group.
-The teacher will pass out index cards and have students start creating the flash cards on key terms, key events and dates, and influential/important people of the revolutionary war period. (Students can use their textbooks and any work in their American Revolution folders)
-Colect flash cards before class ends.
Homework:
-Hand out a map worksheet (of the American Revolutionary war areas), at the end of class.
-Have student color and label the map, they can refer to their textbook page...
Phase 4: (Thursday)
Have students watch the following videos:
- Watch YouTube video: Schoolhouse Rock – The Shot Heard Round the World. (www.youtube.com/watch?v=EdDgmwEljl8
- Watch YouTube video: Tea Party – Schoolhouse Rock – No More Kings. (www.youtube.com/watch?v=t-9pDZMRCpQ
-Pass out the Battle Information Sheet. Give students 10 minutes. If students do not finish the worksheet, it is HOMEWORK.
TO BE TURNED IN FRIDAY.
-Have students break into groups and continue creating flash cards on assigned information.
-The teacher will walk around the room to make sure students are on task and also to answer questions as needed.
-Collect flash cards before class ends.
Phase 5: (Friday)
***HAVE STUDENTS TURN IN THEIR FOLDERS....AND THEN....
-Have students Stand at their desk.
-Start the Unit Trivia Game using the flash cards created by students in the past couple of days.
-Go down the rows and start the questions....if a student gets it wrong, they must sit down and ask the question again to the next student...until the question is answered correctly.
-Continue asking questions until the last student standing.
Differentiated Instruction:
I will give all students a fair chance to answer questions by reading the question for each student slowly, will count to 10 (in my head as to not make students nervous by making it known that they have a specific amount of time to answer), and give some clues as needed.
OFFER PRIZE OR FUN PRIVILEGE TO THE LAST STUDENTS STANDING BY THE END OF THE GAME.....
