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Rochester College

Lesson Plan Template


8/27/15

Lesson Title
The American Revolution and Its
Consequences

Teacher Candidate Name


Kristin Miller

Date
17 September, 2015

Lesson Summary
This lesson will conclude the unit on the American Revolution. Students will begin by doing a VTS on
Molly Pitcher by Mary Ludwig.
Subject Area
Social Studies
Grade Level
Fifth Grade
Higher Order Thinking Skills (Revised Blooms)
Students will analyze each sides advantages and disadvantages of the American Revolution. They will
evaluate each sides resources in regards to military leadership, geography, and incentives.
Approximate Time Needed for Lesson
This lesson will be taught over three forty-five minute lesson periods.
Common Core Standards and/or State of Michigan GLCEs and/or HSCEs
5-U3.2.1: Describe the advantages and disadvantages of each side during the American Revolution with
respect to military leadership, geography, types of resources, and incentives.
CCSS.ELA-LITERACY.SL.5.1.D: Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
CCSS.ELA-LITERACY.W.5.2.C: Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
Student Objectives/Learning Outcomes
Students will be able to analyze each sides advantages and disadvantages during the American
Revolution.
Essential Question

Curriculum-Framing Questions
How was the American Revolution impacted by military leadership, geography,
resources, and incentives?

Unit Questions

How was the American Revolution multi-faced? What were the consequences
of this?

Content Questions

What started the American Revolution?

Assessment Summary
This lesson is presented at the end of the unit. The students have already learned about the American
Revolution in regards to military leadership, resources, geography, and incentives. This lesson allows
them to synthesise the information, analyze aspects on a deeper level, ask deeper questions, and show
me what they learned about the American Revolution as a result of this unit. Students will choose one of
three projects to show me how much they have learned.
During the brain spill activity and independent work, I will walk around the classroom and observe the
students. I will be looking for misconceptions, misunderstanding of information, or blank looks from my
students. If a few students have the same issues, the entire class will talk about them before moving on
to the next activity.

Lesson Timeline

Start of the Lesson


The students will begin by doing
a VTS. Next, students will form
groups of four and perform the
Brain Spill activity in regards to
military, geography, resources,
and incentives.

Mid-Lesson Activities
Students will choose project 1,2,
3, or 4. They will work
independently or in groups to
complete their project choices.

End of Lesson Activities


Find someone who chose a
different project than you did.
Write a journal entry on what you
noticed, learned, and liked about
the way they presented the
information.

Prerequisite Skills
Students will understand the causes and motivation behind the American Revolution. They must be able
to formulate, analyze, and evaluate these causes.
Instructional Procedures
Begin class with a VTS on Molly Pitcher by Mary Ludwig. They will discuss what they see in the picture,
imagine what could be happening, what emotions the people involved could be feeling, and the events
taking place as a class.
Next, we will perform the Brain Spill activity. Each student will be given two minutes to write everything
they can remember about the American Revolutions resources, military leadership, resources, and
incentives for each side on a sticky note. They are to have a separate sticky note for each thing they
remember. Next, I will pair them up into groups of four and give them a large sheet of paper. They are to
lay all their sticky notes out and draw lines to those that connect. As students perform this activity, I will
walk around the room to correct misconceptions, misunderstandings, and to help students make
connections.
Once students are done with their brain spill, we will review the important details we remembered, the
connections we made that surprised us, and any questions we still had. If the students missed anything
important, I will address it at this point.
I will explain the next part of the lesson. Students have a choice of three projects to further analyze and
discuss the aspects of the American Revolution for both sides.
Project 1: Students will choose a leader of the American Revolution (one leader for each side), and
disucss how these leaders impacted the war, and how they used their resources and incentives.
Project 2: Students will make a map for each side of the war. They will focus on the geography each side
has covered. Students will mark resources, armies, travel, and important events in the location each
happened.
Project 3: Students will create a video (dramatization or documentary) of the Revolutionary war. They
will look at both sides leaders, geography, resources, and incentives.
Project 4: Students will draw/paint a series of pictures depicting the events of the Revolutionary War.
They will label or explain their picture, along with the geography depicted, leaders depicted, incentives
and resources depicted for each side of the war.
Students will work on their projects for the next 2-3 class periods. I will conference with each student or
group of students to see how their projects are coming, review key ideas with them, and to help them
make connections and analyze the facts.
Closure: Students will find someone who chose a different project than you did. Write a journal entry on
what they noticed, learned, and liked about the way they presented the information.
Accommodations for Differentiated Instruction
Students will be given a warning to review their notes on the
Revolutionary War prior to the brain spill activity. For each special needs
student, I will pre-write a few sticky notes for them to contribute and work
Special Needs Student
off of.
Gifted/Talented Student

The gifted/talented students will further research an area that interests


them: geography, leadership, insentives, or resources used in the
Revolutionary war.

Technology Hardware (Check off all equipment needed)


Camera
Laser Disk
Computer (s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Technology Software (Check off all software needed)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
Other Resources

VCR
Video Camera
Video Conferencing Equipment
Interactive Responders
Other - Click here to enter text.
Web Page Development
Word Processing
Smart notebook software
Other - Click here to enter text.

Included Below
Sticky notes, painting, video camera, pens/pencils, art supplies, large
sheets of paper.
None
None

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