Lesson Title
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School
Grand Canyon University *
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Course
550
Subject
History
Date
Jun 5, 2024
Type
docx
Pages
6
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
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Direct instruction
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Indirect instruction
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Collaborative learning
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Experiential learning
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Independent study ●
Interactive instruction
Direct Instructions:
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I will start the lesson and provide the students with the main points of the lesson including.
○
Events
○
Historical Figures
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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:
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During the lessons the students will be assigned groups and will work together to create an outline about their oral presentation.
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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:
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For Thursday I will be hands off and have the students work together on their project.
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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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●
This relies on the students teaching their peers about the American Revolution and providing thought provoking ideas for their peers to consider after the presentations.
Activities and Engagement Strategies
Polling:
Have the students take place in a poll where I ask them about the historical events and take in consideration their thought process Quick Write:
Provide the students with a “5-minute” session where they answer a writing prompt. The writing prompt can consist of “the student’s opinion of the lesson and what they learn from it” (UC Berkeley, 2024) Think-Pair-Share:
Have the student groups work and collaborate about their project and what information they will need for the presentation.
Think-Pair-Share:
Have the student groups work and collaborate about their project and what information they will need for the presentation.
Oral Presentation:
The students will perform a group presentation discussing the history of the American Revolution and the effect it has had on history.
Real-World Connections
Viewing the News:
History is constantly being made and using resources like the news will provide the students with an event that is currently happening in the world.
Viewing the News:
History is constantly being made and using resources like the news will provide the students with an event that is currently happening in the world.
Class Trip:
Take the class on a field trip to the history museum or if need take a virtual tour using technology such as “Augmented Reality” (AR) to experience the trip virtually.
Guest Speaker:
Have a guest speaker such as a historian over video calls and have them explain to the students in detail about the major events of the American Revolution.
Viewing the News:
History is constantly being made and using resources like the news will provide the students with an event that is currently happening in the world.
Differentiation ●
Special Education
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Gifted
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ELLs
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Early finishers ●
Special Education Students
○
Following an IEP I can provide specialized lessons for the students to follow.
○
Offer a later deadline for the student to finish their project.
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Provide a simplified project for the student to complete.
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Gifted Students
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Provide the student with a leadership role for the group, allowing them to assign specific tasks to the group.
○
Promote independent learning opportunities for them to self-direct their learning.
○
Encourage peer mentoring.
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English Language Learners
○
Provide translated resources for student comprehension.
○
Pair the student with an efficient English-speaking partner.
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Early Finishers
○
Encourage supporting other peers with their assignments.
○
Provide opportunity to one-on-one feedback for the project.
Materials, Resources, and Technology Needed Textbooks
Chromebook
Writing Utensils
Notebooks
Digital Textbooks
Chromebook
Google Docs Program
Microsoft Teams or another video calling program.
Web Camera
Textbooks
Chromebook
Writing Utensils
Notebooks
Notecards
PowerPoint Program
Digital Textbooks
Chromebook
Google Docs Program
Microsoft Teams or another video calling program.
PowerPoint Program
Web camera
Chromebook
PowerPoint
Web Camera
Projector
Formative Assessment Strategies Planned
Two Roses and a Thorn:
Students will take a note card and write two things they learned about the lesson and one thing that they are still struggling with. Write a Letter to a Historical Figure:
Upon learning about the different key figures of the revolution I will have the students write a letter to a person of their choosing asking questions about the events we are learning.
Timeline:
Each group will get a timeline printout and will work together to fill in the blanks by providing the events and years.
Virtual Bingo:
Test the students' knowledge of the American Revolution by playing a game of bingo that the students can interactive and click on the events that are called. Presentation Recap:
After the students' presentation each student will write a paragraph talking about what they have
learned from their peers' presentations. They will not be allowed to write about their presentation. Summative Assessment
(This should be a short description of the summative assessment) The final assignment for the year will be the group presentation project and the purpose for this is to provide the students
practice for researching and collaborating. The assessment consists of a group presentation that the students create describing a historical event of their choosing that is set during the American Revolution. The groups will choose an event, describe the importance of that event, the impact it had on history, and what outcome occurred from that event. Reflection:
Over the course of this week the goal is to provide the students with different learning opportunities and to help promote both collaborative works and self-learning actions. This lesson will provide the students an opportunity to self-direct their project and think about what information they need to research and consider when creating their presentation. The overall goal of this lesson plan is to give students the opportunity to self-learn, research, collaborate, and create a project that will help prepare them for the higher levels of learning such as middle school and high school.
Along with that I also want the students to take notice of current events of the world which is why I promote having them check the news for certain days as I want them to see that historical events are being made daily and will have an impact at some point in time. Being able to have a
guest speaker or taking a field trip will also entertain the students as they will be new perspectives for the students to consider when researching their project. The assessments themselves are to provide a different form of learning and give the students an opportunity to express their interest in what events they like and keep the lessons interesting for the students to keep them engaged. As for the presentation project, it provides the students practice in researching materials using certified resources and creating a research paper. Using the research, they’ve obtained to create a visual representation of their work and have practice creating presentations that captivate their audience and practice their expression and creativity. Another goal of the project is for the students to work collaboratively with their peers, since I will oversee assigning the members of the groups. The final lesson for the students to accomplish from this project is to practice oral presentation and public speaking since this type of project has become more frequent in high echelons of learning.
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