Lesson Plan #2
Bad Relations
Introduction: Today's lesson will focus on the poor relationships between the British Loyalists and the American Patriots. The lecture will focus on why people decided to fight for their respective sides.
Objectives:
Content/Knowledge (Head):
1. Students will be able to identify reasons for both sides choosing to fight the war.
Process/Skills (Hands):
1. Students will be able to use their notes to think critically about why the American Revolution was the start of our independence.
Values/Dispositions (Heart):
1. Students will be able to identify different values gained by America's independence as well as the importance of this achievement.
Standards:
State – Illinois Social Science Learning Standards (2016)
1.SS.EC.3.6-8.MdC: Explain barriers to trade and how those barriers influence trade among nations.
State – Common Core State Standards: Grades 6-12 Literacy in History/Social Studies
1. CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
National – Align with National Standards Germane to Lesson Plan Content Focus
1. NCSS 6: Power, Authority, and Governance
Central Focus:
1. The central focus of this lesson is for students to learn about the two sides of the American Revolution. During this lesson, students will learn about the advantages and disadvantages for both sides and will use this to help them reach conclusions later on.
Academic & Conceptual Foundation:
Facts and Concepts
Inquiry, Interpretations, or Analyses
1. The people did not want to be taxed and moved.
2. Taxation without representation led to war.
3. Those who were taxed wanted to fight more than those who were not.
Arguments or Conclusions
1. Boston Tea Party and Massacre were preludes to a huge bloody war nobody wanted.
Assessment:
Provide opportunity for students to demonstrate their ability to do the following: understand/use facts and concepts; use inquiry, interpretation, or analysis skills to build and support arguments or conclusions.
Informal
Formal
Syntax – Procedures
1. Analytical:
a. Teacher Instructions: I will lecture students on the American Revolution.
b. Resources: PowerPoint (2-1) Exit Ticket (2-2)
c. Student Activity: Students will take notes during the lecture and use their notes to complete the exit ticket presented in the final seven minutes of class.
2. Practical:
a. Teacher Instructions
1. Go over the American Revolution.
b. Resource
1. 2-1.
c. Student Activity
1. Students will be paired up to answer questions on their google quiz.
3. Creative:
a. Teacher Instructions
1. Give students an opportunity to propose a solution to the problem that is not war.
b. Resource
1. 2-1.
2. 2-2
c. Student Activity
1. Students will answer the prompt from the exit ticket.
Resources (Source Citations & Bookmarks)
Objectives:
Content/Knowledge (Head):
1. Students will be able to identify reasons for both sides choosing to fight the war.
Process/Skills (Hands):
1. Students will be able to use their notes to think critically about why the American Revolution was the start of our independence.
Values/Dispositions (Heart):
1. Students will be able to identify different values gained by America's independence as well as the importance of this achievement.
Standards:
State – Illinois Social Science Learning Standards (2016)
1.SS.EC.3.6-8.MdC: Explain barriers to trade and how those barriers influence trade among nations.
State – Common Core State Standards: Grades 6-12 Literacy in History/Social Studies
1. CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
National – Align with National Standards Germane to Lesson Plan Content Focus
1. NCSS 6: Power, Authority, and Governance
Central Focus:
1. The central focus of this lesson is for students to learn about the two sides of the American Revolution. During this lesson, students will learn about the advantages and disadvantages for both sides and will use this to help them reach conclusions later on.
Academic & Conceptual Foundation:
Facts and Concepts
- Sugar Act - passed in 1764
- Stamp Act
- Declaratory Act
- Townshend Act
- Tea Act
Inquiry, Interpretations, or Analyses
1. The people did not want to be taxed and moved.
2. Taxation without representation led to war.
3. Those who were taxed wanted to fight more than those who were not.
Arguments or Conclusions
1. Boston Tea Party and Massacre were preludes to a huge bloody war nobody wanted.
Assessment:
Provide opportunity for students to demonstrate their ability to do the following: understand/use facts and concepts; use inquiry, interpretation, or analysis skills to build and support arguments or conclusions.
Informal
- Exit Ticket
Formal
- Google Quiz
Syntax – Procedures
1. Analytical:
a. Teacher Instructions: I will lecture students on the American Revolution.
b. Resources: PowerPoint (2-1) Exit Ticket (2-2)
c. Student Activity: Students will take notes during the lecture and use their notes to complete the exit ticket presented in the final seven minutes of class.
2. Practical:
a. Teacher Instructions
1. Go over the American Revolution.
b. Resource
1. 2-1.
c. Student Activity
1. Students will be paired up to answer questions on their google quiz.
3. Creative:
a. Teacher Instructions
1. Give students an opportunity to propose a solution to the problem that is not war.
b. Resource
1. 2-1.
2. 2-2
c. Student Activity
1. Students will answer the prompt from the exit ticket.
Resources (Source Citations & Bookmarks)
Source 2-1 (PowerPoint)
Source 2-2 (Exit Ticket)
Source 2-3 (Google Assignment)
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
2-1.pptx |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Google Quiz |