Lesson Title

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School

Grand Canyon University *

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550

Subject

History

Date

Jun 5, 2024

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docx

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Uploaded by drunknmunky1996

Lesson Title American Revolution American Revolution American Revolution American Revolution American Revolution Summary and Rationale Over the course of the next three days the students will learn about the American Revolution and will be tasked to discuss the causes of the revolution. This will cover the social, political, and economical impact on colonial America as well as the fallout from the revolution. The students will work in groups covering the main cause of the war and how they impacted the creation of American Democracy and what consequences occurred from the revolutions. The assignment itself will consist of research and using various forms of media such as a video documentary or a PowerPoint covering these topics. Students will be given the chance to create an outline of their presentation and practice among themselves both through Google Classroom and being present in the physical classroom. This day will consist of group meetings among the students pulling together all their research and creating the visual presentation for their group project. This day will be considered the students “Prep” day as they work together compiling their notes and making any changes for their presentation. The presentations made by the students will be used to teach their classmates and teacher about the American Revolution and how it led to America's Independence. This project will cover both the state standard as a Social Studies standard and the art standard by providing a visual presentation. State/National Social Studies and Arts standards. (May include more than one standard per lesson) CA 5.5 Students explain the causes of the American Revolution. 1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts) 2. Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain. CA 5.6 Students understand the course and consequences of the American Revolution. 1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides. 2. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g. Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko ´sciuszko, Baron Friedrich Wilhelm von Steuben). (cde.ca.gov, 2000) CA 8.MA:Cn11

1. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as democracy, environment, and connecting people and places. 2. Analyze and responsibly interact with media arts tools, environments, and legal and technological contexts, considering ethics, media literacy, social media, and virtual worlds. CA Acc.MA:Cn11 1. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. 2. Critically investigate and proactively interact with legal, technological, systemic, and vocational contexts of media arts, considering civic values, media literacy, digital identity, and artist/audience interactivity. (cde.ca.gov, 2019) State/National Science and/or Math standard. (May include more than one standard per lesson) CA 3-5.IC.20: ● Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. CA 3-5.IC.22: ● Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts. (cde.ca.gov, 2018). State/National English/ELA standard. (May include more than one standard per lesson) CA Rl.5.5 ● Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CA Rl.5.9 ● Integrate information from several texts on the same topic to write or speak about the subject knowledgeably. CA SL.5.2 ● Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (cde.ca.gov, 2013). Learning Objectives The learning objectives for the first three days is to teach the students the history of the nation and how the American Revolution changed and shaped history. Along with that the lessons are meant to introduce the forefathers of the country and the roles they played in history as the student’s study and research the outcome from the revolution. Finally, these assignments are meant to start collaborative learning among the students and their peers as they work together to complete their group project. For this day the goal of the lesson is to have the students collaborate, research, and create an outline of their group project and visual presentation for the following day. This day will have the students perform oral presentations with their group discussing the various events of the American Revolution. It is a practice for the

students to give public presentations and to showcase their knowledge of both art design and technology usage. Vocabulary and Academic Language Founding Fathers Revolution Colonist Loyalist Legislature Liberty Absolutism Colony Boston Massacre Boston Tea Party Sons of Liberty Treaty of Paris Declaration of Independence Bill of Rights Emancipation Not Available as presentations will occur this day Instructional Strategies ● Direct instruction ● Indirect instruction ● Collaborative learning ● Experiential learning ● Independent study ● Interactive instruction Direct Instructions: ● I will start the lesson and provide the students with the main points of the lesson including. ○ Events ○ Historical Figures ● Using visual routines such as timelines to highlight the main historical events and to “sort and identify which events lead to each other and use them as a point of reference” (Lalor, 2021). Collaborative Learning: ● During the lessons the students will be assigned groups and will work together to create an outline about their oral presentation. ● One form of lessons for these groups includes “Think-pair-share” for “the students to discuss and consider the information they are using” (Lalor, 2021).Indirect Instructions: ● For Thursday I will be hands off and have the students work together on their project. ● The goal of this lesson is to help the students “practice their critical thinking skills and develop their own understanding of the lesson” (Lakha, 2023). Interactive Instruction:

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