Goals & Objectives
Students will learn the various causes of the American Revolution and will become familiarized with pre-Revolutionary terminology and ideals.
Students will distinguish and evaluate the social, ideological, and political conditions that led to the American Revolution
Students will distinguish and evaluate the social, ideological, and political conditions that led to the American Revolution
California Content Standards & Common Core Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
CCS 6-8 10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
CCS 6-8 10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Lesson Introduction
The teacher will introduce the lesson by posing various questions to the students, specifically the following:
Think about the last time you were treated unfairly in life. Did your parents or friends do anything that upset you? Explain.
1) What was wrong with it?
2) How did it make you feel?
3) What did you do to respond?
4) Was it an exercise of tyranny?
* Tyranny = Showing power in a cruel or arbitrary way
Students will answer the Quickwrite in their journals, think/pair share with a partner their responses, and then the teacher will relay the feeling of being oppressed to how American colonists felt right before the American Revolution.
Think about the last time you were treated unfairly in life. Did your parents or friends do anything that upset you? Explain.
1) What was wrong with it?
2) How did it make you feel?
3) What did you do to respond?
4) Was it an exercise of tyranny?
* Tyranny = Showing power in a cruel or arbitrary way
Students will answer the Quickwrite in their journals, think/pair share with a partner their responses, and then the teacher will relay the feeling of being oppressed to how American colonists felt right before the American Revolution.
Vocabulary
Students will have guided notes with appropriate vocabulary terms bolded to place on emphasis on the important ones. When lecturing, the teacher will make sure to spend extra time giving students appropriate definitions of the most important terms of the Unit. These vocabulary terms include:
The Enlightenment
John Locke
The Social Contract
Great Awakening
Consent of the governed
No taxation without representation
The Boston Massacre
Stamp Act
Tea Act
Boston Tea Party
The Enlightenment
John Locke
The Social Contract
Great Awakening
Consent of the governed
No taxation without representation
The Boston Massacre
Stamp Act
Tea Act
Boston Tea Party
Content Delivery (Lecture)
The method of instruction used will be a teacher lecture, specifically using Slide Rocket to present the various causes and thinking involved that led to the American Revolution. This include the social and political precursors.
Student Engagement
Guided Notes will be a way to keep students engaged actively in the lecture. Not only will they have to fill in appropriate blanks on the pages, they will have to answer questions as they are embedded within the presentation. They will use their oral skills to hear a lecture from Jonathan Edwards, use their visual skills to see a video of “No More Kings”, and will put their acting skills to good use during a “simulation” of the Boston Massacre.
Lesson Closure
The teacher will close the lesson presenting students with an opportunity to finish out their lecture notes. They will answer the 3 questions at the end of their notes, all-encompassing questions meant to review what they have learned during the course of the presentation. They will also be given an opportunity to put extra notes on the side of all they have taken (hence the right side on the entire table).
Assessment
Formatively, the teacher has various checks along the course of the lesson to ensure students are actively engaged in the lesson and understanding it. The questions posed in various slides that students will need to answer will give the teacher a means to assess how far students are progressing with the information. The teacher, in seeing if the students are able to answer the question or not is able to get immediate information on whether the students are able to process the information correctly and effectively. This will also allow the educator time to give appropriate feedback, whether positive or negative.
Collecting the guided notes at the end of the class is another formative assessment. The teacher can look through the notes to make sure the students have filled it out appropriately, check each students’ responses to see if they are getting it on an individual-level, and write appropriate feedback on the notes to give back to the students.
Collecting the guided notes at the end of the class is another formative assessment. The teacher can look through the notes to make sure the students have filled it out appropriately, check each students’ responses to see if they are getting it on an individual-level, and write appropriate feedback on the notes to give back to the students.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The teacher will make sure to give appropriate attention to English Learners and Striving Readers when they are given the opportunity to answer the questions posed during the course of the presentation.
The teacher will also make sure there is an appropriate list of vocabulary words key to the Unit are present in a bulletin board somewhere near the front of the room. This will ensure students that need extra help familiarizing with vocabulary terms have a ready-place to look when they are confused during the course of the lecture.
The teacher will also make sure there is an appropriate list of vocabulary words key to the Unit are present in a bulletin board somewhere near the front of the room. This will ensure students that need extra help familiarizing with vocabulary terms have a ready-place to look when they are confused during the course of the lecture.
Lesson Resources
No More Kings, Schoolhouse Rock Video: http://www.youtube.com/watch?v=t-9pDZMRCpQ
Jonathan Edwards Sermon, Sinners in the Hands of an Angry God: http://www.ccel.org/ccel/edwards/sermons.sinners.html
Boston Massacre Online Game: http://bostonhistory.org/sub/bostonmassacre/game.html
Jonathan Edwards Sermon, Sinners in the Hands of an Angry God: http://www.ccel.org/ccel/edwards/sermons.sinners.html
Boston Massacre Online Game: http://bostonhistory.org/sub/bostonmassacre/game.html