What Does It Take For a Faithful People to Rebel?

A Look at the American Revolution

Developed
for
Fifth Grade Students
at Kihei Elementary School

By

Claire Barroga

ITE 322, Social Studies, Elementary
Elementary and Early Childhood Education Program
Institute for Teacher Education
College of Education
University of Hawaii at Manoa
Fall 2011
1

II. DescriptionoftheLearningEnvironment
a. Characteristicsofthecommunityandschoolincludingdemographicinformationandkeyinformationabout
thestudentbody(schoolwebsite)
b. Characteristicsoftheclassroomincludingclasssizeandroomlayout
c. Characteristicsofthestudentsincludinggender,ethnicity,developmentalcharacteristics(cognitive,social,
physical)languagelearningbackground,academicperformance
d. Howyouusedthisinformationandyourknowledgeofmajorconcepts,principlesandtheoriesand/or
researchaboutthedevelopmentofchildrenandyouth(citereferencesseepg.1#1)inplanningtheunit

a. KiheiSchoolscommunitydemographics:

PopulationinJuly2007:18,463.
Males:9,372
(50.8%)
Females:9,091
(49.2%)

Medianresidentage:
35.3
years
Hawaiimedianage:
36.2
years
Zipcodes:96753.

Estimatedmedianhouseholdincomein2009:$60,088(itwas$46,215in2000)
Kihei:
$60,08
8
Hawaii:
$64,09
8
Estimatedpercapitaincomein2009:$28,603

KiheiCDPincome,earnings,andwagesdata

Estimatedmedianhouseorcondovaluein2009:$549,154(itwas$211,500in2000)
Kihei:
$549,15
4
Hawaii:
$517,60
0
Meanpricesin2009:Allhousingunits:$601,192Detachedhouses:$745,605Townhousesorotherattached
units:$663,403In2unitstructures:$618,506In3to4unitstructures:$495,365In5ormoreunit
structures:$343,379

Mediangrossrentin2009:$1,388.

Readmore:http://www.citydata.com/city/KiheiHawaii.html#ixzz1bgcCvfp4

Schoolstudentpopulation:
(Seeschoolwebsite)http://arch.k12.hi.us/PDFs/nclb/2010/Maui/NCLB409.pdf

b.Theclassroomisapproximately27x32with29desksintheroom,arrangedingroupsofsix,alongtabletowards
2

thebackoftheroom,teachersdeskandfilesinonecorneroftheroom,bookshelvesonbothsidesoftheroomone
sidecontainsleisurereadingbooksandtheothercontainsreferencebooksandthestudentscubbieswheretheyhave
theirtextbooksandworkbooks.Nearthebackdoorcontainsmoreshelves,anoldTVthatsnotbeingusedandis
covered,andthesesshelvescontaincratesthecontainstudentassessmentfolderstokeeprecordofthereadingclass
scores.Onthebackwallcontainsthreecabinetsfilledwithteacherresourcesandofficesupplies,atopthosearemore
resources,tissueboxesandpapertowelrolls.Thecabinetsarecoveredwithstudentsgoalsforthequartertotheright
ofthecabinetsarecupboardsaboveandbelowthesink.Onecabinetabovethesinkcontainsextrasoapandart
supplies,anothercontainscalculators,books,andothernooksandcrannies,samewiththeothercabinet,whereasthe
cabinetbelowthesinkcontainscleaningsuppliesandartsupplies.Thecounterareanexttothesinkhasapencil
sharpener,onemugwithsharpenedpencils,onemugwithunsharpenedpencils,oldpaperbookletsstapledtogether
withthestaplerustingkeptinaXeroxbox,acontainerwithstudentsglue,acontainerwithstudentsscissors,and
containerwithstudentsothersupplies.

Mymentorteacherhasplentyofresourcesallovertheclassroom,yettheresstillenoughspacetobeableto
navigatearoundtheclassroom.Imthinkingofrearrangingtheseatingarrangementagain,becauseitsbeginningtofeel
crampedintheclassroomagain.However,Ithinkthestudentsareshiftingtheirdesksaround,soIthinktherewillbe
morespaceagainonceIadjustthedeskspacing.

c.24studentsintheclassroom13boysand11girls6PacificIslander,6Caucasian,6Asian,2Hispanic,4other
(halfnationalitiesormixed)7aremorecognitive,9verysocial,and8arephysicallearnersonestudentispulledoutfor
ELLservices,andthereareIbelievetwostudentsintheclasswhohavebeenclassifiedasSPED,butnotsevere.
Studentsswitchoutclassesforreading(languagearts)andreturnformath.Thebacksectionoftheclassroomformath
andtheothercontentareasseemlikeacceleratedlearners,andthischallengesmetomakethelessonsexcitingand
engagingforthemtoo.Ontheotherhand,acouplestudentsrepeatedlystayinduringrecessestomakeuphomework
andusuallydonotdotoowellontests.

a. Learningenvironment,thesumoftheinternalandexternalcircumstancesandinfluencessurroundingand
affectingaperson'slearning(Mosby'sMedicalDictionary,8thedition.2009,Elsevier.).Effectiveteacherstake
severalfactorsintoaccountastheythinkabouttheirteachingpractices,becausetheyunderstandthatthelearnersthat
theyservicewillallhavespecificanduniqueneeds.Thesefactorsincludeinternalandexternalcircumstancesand
influencessurroundingandaffectingthestudent,suchasthephysicalaspectsoftheclassroomandschool,what
resourcesthatareusedorwillbeusedforlessonsorareavailabletobeusedforlessons,SES,abilitylevel,and
differingculturalvalues.Takingallthesefactorsandothersintoaccount,itisimperativeforteacherstoeffectivelyplan
theirlessonstobeabletoaddresslearnersneedstothebestoftheirability.

Inplanningthisunit,thefactorthatIamprimarilyconcernedabouttheamountofresourcesavailableforuse.This
schoolappearstohavelimitedfunds,thereforenotasmanyresourcesaswhatIamaccustomedtoseeingattheschool
thatIparttimeteachat.Atthispointintime,Iamstillgettingtoknowthestudentsmoreandhowtheywork.Iwill
continuetokeepthesefactorsinmindasIfurtherdevelopmyunitplans.

III. Overview

This unit is designed for students enrolled in Mrs. Lani Moreys fifth grade class at Kihei School on
Maui during Spring 2011.

This unit explores the theme of the American Revolution, and four of the major events that led up to
the Revolutionary War the French and Indian War, the Stamp Act, the Boston Massacre, and the
Boston Tea party.

The students work in this unit is linked to HCPS III Social Studies Standard 3:
3

Understand important historical events through the Revolution.

Lesson Overview
As an opening to the unit, the teacher will start with the song Yankee Doodle, playing the
familiar tune on her self-owned flute. Teacher will ask students to join in and sing if they know the
words, or refer to them in the book (p. 263), or projected on the board. Teacher will introduce the
topic for the unit, and four major events that led up to the American Revolution. Following
introductions, students will participate in a pre-assessment carousel activity, where students will list
down what they know about each event that will be covered in the unit through bubble maps on
chart-paper. Group roles will be pre-assigned before participating in this activity, and music will be
played while students are writing their knowledge/questions. The teacher will stop the music and
ring a bell to signal students to switch to the next event chart paper.
After each group has had an opportunity to write on each event chart paper, students will
return to their seats and will review what was written on the chart paper, specifically for the French
and Indian war. This chart paper will be posted up while students take turns reading from their social
studies textbook about the French and Indian War. The teacher will guide students in creating a study
guide for this lessons topic on the board as students copy the guide accurately into their tablet.
During the last five minutes for this lesson, students will complete a graphic organizer provided by
the teacher and submit it in the designated tray.

The next lesson will introduce the Stamp Act; students will have their entry task projected on
the board, a journal, telling students to come up with an issue in school that they would like changed,
for example, making recess longer. The teacher will write students suggestions on the board and then
students will vote on which issue they want most to change. One student will be chosen as the ruler,
and will be given the power of accepting or declining the students proposal. Students will express
their opinions of why they think the rulers decision is fair or unfair.
The class will review the chart paper of things students wrote on how much they know or dont
yet know about the Stamp Act. Students will then increase their knowledge about the Stamp Act
through reading their textbook and collaborating on a study guide. To close this lesson, students will
complete a cause and effect chart for the stamp act. Students drawings will assist in determining the
pace of the next lesson on the Boston Massacre.

This lesson will open up with another journal entry, posing the following questions to students:
Have you ever gotten into a fight because you were teased? What happened? Did things get violent or
was the fight resolved before it got worse?
Students will share their answers and then review the event chart paper with the teacher.
Students will take turns reading about the Boston Massacre in their textbook, and then do a
comparison of the engravings on the Boston Massacre, one done by a British newspaper writer and the
other done by colonist Paul Revere. After comparing the two images, students will write a letter to the
editor of the colonist or British newspaper. Students will choose a side (British or colonist), give an
opinion (I think it was or was not right for the British to shoot the colonists because), and include at
least three facts to support their opinion.

The next lesson will begin with students having a tea tasting. However, students will need to
4

pay two class bucks per cup of tea. Students journal writing question for this lesson will be, Do you
think the price you had to pay for the tea you drank was fair? Why or why not? Give two reasons to
back up your answer. Students will share their answer with the class and then review the chart paper
on the Boston Tea Party.
Students will increase their knowledge by reading about the Boston Tea Party in their book and
write a study guide in their notes with the teacher. To conclude this lesson, students will complete the
cause and effect chart on the Boston Tea Party. If there is any remaining time, the study guides from all
four events will be reviewed.

In the final lesson for this unit, students will be separated into four groups, one per event
covered. Student groups will be assigned an event and instructed to create a group skit, where each
students needs to say an important fact that occurred in their event (who was involved, what
happened, when, where, why it happened (causes), and how this event led to conflict between the
colonists and the British). Students will perform their skit for the class, complete a self-evaluation of
their skit performance, and the teacher will complete a group evaluation.
Students will also complete a chapter test to measure how much they learned in this unit.
Students will be permitted to use notes and textbook resources to assist them. After students
complete their written test, they will place it in the tray for teacher to score and input into grade
book.

IV. Essential Question and Understanding
What does it take for a faithful people to rebel?

As England expanded its control over the American colonies by raising taxes on everyday goods and
sending British troops to the colonies, many colonists became dissatisfied and rebellious.

V. Hawaii Content and Performance Standards in Social Studies, III

The Hawaii Content and Performance Standard, Benchmarks and Performance Assessments for fifth
grade that are evident in the implementation of this unit are

Social Studies Standard 3
Understand important historical events through the Revolution.

Social Studies Standard 6
Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand
how cultural systems change over time.
Benchmarks
SS.5.3.10: Explain how conflict between the English government and the English colonies led to the
outbreak of the American Revolution.

SS.5.8.2: Recognize that governments raise money to pay for goods and services (i.e., taxes) and
describe why the American colonists were dissatisfied with the colonial system of taxation.

VI. Performance Indicators

SS.5.3.10 Students will, in assigned groups of four or five, create a short skit of one of four assigned
events that led up to the outbreak of the American Revolution and present it to the class (see
assessment plan for rubric).

5

SS.5.8.2 Students will create a Frayer model to display their knowledge of the cause and effect of the
Stamp Act and the Boston Tea Party. Students will also state who was involved in the French and Indian
War and three causes of the war in a visual organizer (see assessment plan).






VII. General Learner Outcomes

The General Learner Outcomes that are evident in the implementation of this unit are

GLO 1: Self-Directed Learner The ability to be responsible for ones own learning
Sets priorities and establishes achievable goals and personal plans for learning
Plans and manages time and resources to achieve goals
Monitors progress and evaluates learning experiences

GLO 4: Quality Producer The ability to recognize and produce quality performance and quality
products
Recognizes and understands what quality performances and products are
Understand and sets criteria to meet or exceed Hawaii Content and Performance Standards
Produces evidence that meets or exceeds Hawaii Content and Performance Standards

GLO 5: Effective Communicator The ability to communicate effectively
Listens to, interprets, and uses information effectively
Communicates effectively and clearly through speaking, using appropriate forms, conventions,
and styles to convey ideas and information for a variety of audiences and purposes
Reads with understanding various types of written materials and literature and uses
information for a variety of purposes
Observes and makes sense of visual information

VIII. Hawaii Teacher Performance Standards

The Hawaii Teacher Standards that are evident in the implementation of this unit are

Standard III. Adapts to Learner Diversity
The effective teacher consistently provides opportunities that are inclusive and adapted to diverse
learners.

This unit plan provides students the opportunity to demonstrate their knowledge through means
other than writing, including oral communication and through drawing in their visual organizers.

Standard VIII. Uses Assessment Strategies
The effective teacher consistently applies appropriate assessment strategies to evaluate and ensure
the continuous intellectual social, physical, and emotional development of the learner.

This unit engages students in a self-assessment activity, assessing themselves on their own product.
Students will also have their final product, a storybook, a comic/drawing, or a skit assessed based on a
teacher-created rubric.
6

IX.DurationofUnit

ThisunitontheAmericanRevolution(UnitingtheColonies)willtakeplaceduringthe4thquarterfromMarch19,2011
toMarch28,2011andwillbe5lessonslong.Eachlessonwillbe45minuteslongheldrightafterlunchfrom
approximately12:30PMto1:15PM.

X. Assessment Plan

a. In this integrated unit students will learn what it takes for a faithful people to rebel, specifically
events that led up to the American Revolution (enduring understanding). To pre-assess students prior
knowledge and stimulate interest in the subject, students will be separated into groups and provide
terms or phrases to fill bubble maps on chart paper in different corners of the classroom. This will be a
carousel activity where the teacher will play music while students are writing their knowledge, then
will stop the music for each group to rotate and start the music again until the groups return to their
original place.

Formative assessments will be used throughout this unit to monitor student understanding. Students
will create graphic organizers to recall information about the - who, what, when, where, why of an
event. Students will also have the opportunity to write a letter of opinion with facts to support their
opinion of the Boston Massacre.

b. Pre-assessment: Bubble Map Carousel
5
th
grade is the first year that students are required to demonstrate their understanding of American
history. Therefore, how much or little students know about the American Revolution is a necessity of
the teacher for this unit. The teacher will provide the necessary materials for the carousel activity, and
inform students to create a list of questions on one side of the chart paper under the already
designated area.

The pre-assessment will be conducted during the beginning of the first lesson in the unit plan. The
pre-assessment will help the teacher deduce what the students already know about the American
Revolution and if the tasks from the unit require any major modifications.

c. Formative assessment: Graphic organizers, letter, skits, and presentations
Students will be formatively assessed throughout the unit. The teacher will assess students on their
ability to identify causes and effects of conflicts through graphic organizers; this will enable students
who are not strong writers to draw pictures to convey their understanding. Students will also
demonstrate understanding through guided writing on their viewpoint regarding the Boston
Massacre. The teacher will show two pictures, one being a depiction drawn by Paul Revere, and the
other drawn by someone representing the British side. Students will also present a skit or a group
drawing on one of the events leading up to the American Revolution, and will have the opportunity to
present these performances/drawings to their peers.

These formative assessments will assist the teacher in assessing students progress towards
accomplishing the goals of this unit.

Graphic Organizers
7

French and Indian War

Why did it start?
Who were the two sides?










Draw a picture/pictures of the causes and
effects of the Stamp Act & the Boston Tea
Party

Stamp Act





Cause






Effect
Boston Tea Party





Cause






Effect










Writing Rubric

5 pts. 4 pts. 3 pts. 2pts. 1 pt. 0 pts.
Chose a
side
(Colonist/
Chose a
side
(Colonist/
Chose a
side
(Colonist/
Chose a side
(Colonist/
British)
Chose a side
(Colonist/Brit
ish)
Did not
choose a
side
8

British)
Gave an
opinion
Used 3
facts to
support
opinion
British)
Gave an
Opinion
Used 2
facts to
support
opinion
British)
Gave an
Opinion
Used 1 fact
to support
opinion
Gave an
Opinion
Did not use
any facts to
support
opinion
Did not give
an Opinion
Did not use
facts to
support
opinion
Did not give
an opinion
Did not use
facts to
support
opinion










Group Skit Performance Rubric

Meets with Excellence Meets with
Proficiency
Developing
Proficiency
Well Below
Social
Studies:
SS.5.3.10
SS5.8.2
Characters
chosen are
relevant to the
event discussed
(6 characters)
Stories provide
a thorough
description of
the event 5
Ws
Information is
historically
accurate used
at least 5 facts +
How event
caused conflict
between Britain
and colonists
Characters
chosen are
mostly relevant
to the event
discussed (4
characters)
Stories provide
some
description of
the event 3/5
Ws
Information is
mostly
historically
accurate used
4 facts + How
Characters
chosen are
somewhat
relevant to the
event
discussed (2 or
3 characters)
Stories provide
little
description of
the event 2/5
Ws
Information is
partially
historically
accurate
Used 3 facts
Characters chosen
are not relevant to
the event
discussed (0 or 1
character)
Stories provide no
description of the
event 0 or 1/5
Ws
Information is not
historically
accurate Used 2
or less facts)
Language
Arts:
LA.5.6.2
Voice:
Loud
(Can hear from
the opposite
end of the
classroom)
Clear
(Can
understand
from opposite
end of the
Voice:
Loud
Clear
Engaging
Voice:
Soft
(Can not hear
from other end
of the room)
Unclear at
times
(May not be
enunciating)
Voice:
Too soft
(group
members
cannot hear
what person is
saying)
Unclear (group
members
cannot
understand
9

classroom)
Engaging
(Voice not
monotonous)
what person is
saying
Disengaging
(Voice is
mumbles and
monotonous)






d. Summative assessment: Chapter Test
As a summative assessment for this unit, students will complete a chapter test that includes questions
based on the standards, benchmarks, and enduring understanding from the unit. These tests will be
completed individually, however accommodations will be made according to student needs. All
students will be allowed to use their notes taken throughout the unit. For students with below grade
level writing skills and ELL students, students will be encouraged to draw pictures for the essay
portion of the test.

10

Chapter 8 Test
Part One: Test Your Understanding
MULTIPLE CHOICE

Directions: Circle the letter of the best answer.

1) Who was involved in the French and Indian War?
A The French and Indians
B The French and Native Americans
C The French and the British
D The French and the Italians

2) What was the purpose of the French and Indian War?
F To drive out the Native Americans from claimed lands
G To gain control of the Ohio Valley
H To show off Frances power
J To take over the colonies

3) Who helped France in the French and Indian War?
A More French soldiers
B The British
C Native Americans
D No one

4) What items did British Parliament raise taxes for that required colonists to pay?
F Sugar
G Newspapers
H Tea
J All of the above

5) What was the Stamp Act and why did it upset colonists?
A Every Sunday colonists were required to pay tax collectors to act like stamps; colonists
thought it should be free instead of having to pay
B A tax placed on all types of documents such as newspapers and playing cards; colonists
didnt have a say in deciding to pass the law
C A tax placed on stamps and letters when mailing a letter; colonists thought the tax was
way too high
D A special event where everyone received a stamp book and stamps, and could stamp each
others stamp book; colonists didnt get to have their own special stamp

6) What caused the Boston Massacre?
F Colonists insulted British soldiers and threw rocks and snowballs at them
G Britain wanted to have complete control of the colonies by scaring the colonists
H British soldiers wanted to direct their anger on the colonists
J The soldiers were bored and killed colonists for fun

7) What was the Albany Plan of Union?
A A plan developed by Benjamin Franklin to make each colony an independent country
B A place made by George Washington to join Britain
C A plan developed by Benjamin Franklin to unite the colonies
11

D A plan made by George Washington to defeat France and claim all their land
8) What was the Boston Tea Party?
F A party where colonists ate Boston cream pie with their tea
G Colonists disguised as Mohawk Indians dumping crates of tea into the harbor as a protest
to the tea tax
H The king of England sailed to Boston to have tea with the president
J British soldiers dressed as Apache Indians and gave tea to colonists for free and paying
taxes for them

9) What were the Intolerable Acts?
A A law passed to have British block Boston Harbor to prevent ships from coming or
leaving
B A law passed to stop Massachusettss legislature from making laws and holding meetings
C A law passed requiring colonists to quarter British soldiers in their homes
D All of the above

10) What did the First Continental Congress send to British Parliament?
F Letters that threatened to kill Parliament members
G Letters of apology for the Boston Tea Party
H A signed contract of peace with Britain
J A petition of a developed statement of rights

Matching

Directions: Match the definition with the best word choice. Write the correct letter in the space
provided.

_____ 1) The British government who makes laws
_____ 2) A formal meeting of government representatives who have permission to make laws
_____ 3) to work against ones government
_____ 4) the complete control of a product or service
_____ 5) a partner or friend during times of war
_____ 6) a sudden complete change, such as the overthrow of an established government
_____ 7) unacceptable
_____ 8) To provide housing to another person for free
_____ 9) an official document
_____ 10) The freedom of people to make their own laws

a. Revolution f. Intolerable
b. Parliament g. Declaration
c. Monopoly h. Ally
d. Treason i. Congress
e. Quarter j. Liberty







12

Fill in the Blank

Fill in each blank with one of the following words: petition, repeal, delegate, budget, alliance; each
word will be used only once.

1) The British formed a(n) _________________________ with the Iroquois in the French and Indian War.

2) _________________________ are representatives from the colonies.

3) The merchants urged Parliament to _________________________, or cancel, the Stamp Act.

4) British Parliament created new tax laws as part of the ____________________, or plan for spending money.

5) Delegates stated their rights in a ________________________, or a signed request, they sent to Parliament.

Essay (5 pts.)

Should the colonists become independent from England or remain loyal to their home country? Write
your answer below and four reasons supporting your answer.
















e. Culminating Project: Presentation and Self-Evaluation
As a culminating project and demonstration of the enduring understanding, students will decide if the
colonists should declare independence or to remain loyal to the king, and present a pictorial display of
their decision through an art medium of the students choice.








13

XI. Resources

Materials
Based on ~25 students

25 copies of the chapter test
Colored markers for the carousel bubble map activity
4 sheets of chart paper
Social studies textbook (TE)
Bell
One stack of filler paper
25 copies of graphic organizers (French and Indian War see X. Assessment Plan p. 7)
25 copies of cause and effect graphic organizers (see X. Assessment Plan p. 8)
30 copies of rubrics (25 for student self-evaluation and 5 for group presentations 4 + 1
extra)
50 8 oz. cups (from Jamba Juice?)
2 thermoses of 2 different types of tea (Earl Grey and some fruit tea)
Creamer
Sugar
Plastic/wooden stirrers from Starbucks
Basket for class bucks

XII. Use of Technology
Laptop
Mac projector adaptor
Projector
PowerPoint
Yankee Doodle song on laptop (iTunes)
ELMO
Timer


14

XIII. Outline of Individual lessons

Lesson One
(Date)

Teacher will: Students will:
Have the lyrics to Yankee Doodle projected
on the board
Tell students to sing along to the tune as
teacher plays the tune on the flute (or sing
the song with students), reading the lyrics
either projected on the board, or in their
textbook on p. 263
Explain to students that this song is a tune
that the British originally used during the
time period of the American Revolution to
tease the Colonists, but the Colonists turned
it around and used the tune to tease the
British
Explain to students that they will be learning
about four major events that led up to the
American Revolution, the French and Indian
War, the Sugar Act, the Boston Massacre and
the Boston Tea Party
Tell students that they will be participating
in a carousel activity to see how much they
know about the four different events that led
up to the Revolutionary War
Assign students into four different groups by
number them off 1 4
Number each event and have numbered
groups go to their assigned event chart
paper taped on the wall
Have markers already placed by each chart
paper
Explain activity to students:
Students will have 5 minutes to list what
they know about the event and questions
they may have about the event
Teacher will play music from the
Revolutionary time period as they are
writing
When five minutes are up, teacher will
stop music and ring a bell to signal to
students that they need to rotate to the
next event (if they were at event #1, go to
event #2, and so on)
Repeat this 3 more times until groups
return to the chart paper they originally
started at


Sing Yankee Doodle, following the lyrics
that are projected on the screen or in their
textbook if they dont know the words


Listen attentively (not fidgeting with things
on or in their desk, looking at the teacher)
while teacher explains origin of tune and
introduction to unit











Number off 1 4

Go with their numbered group with the
numbered event chart paper taped on the
wall


Write what they know about the event for
five minutes and any questions they may
have




Point to the next chart paper theyre going to
when the teacher stops the music and then
rotate when the teacher rings the bell


Repeat this 3 more times until return to the
first chart paper they were at

15

Tell students to return to their seats

Project lesson objective on the board and
read it with the class:
- Students will be able to state which groups
were involved in the French and Indian War
and three causes that started the war in a
visual organizer
Take chart paper on French and Indian War
from the wall and review it with students
Have students turn to page 268 in their
textbook
Call on individual students to read passages
aloud from the book
Write study guide notes on the board as
students are reading
When finish reading a headed passage, have
students copy down notes on board
For those who finish copying down notes
quickly, have them read notes with teacher
When get through reading about French and
Indian War in textbook, pass out copy of
visual organizer (see X. Assessment Plan
p. 7)
Have students write their name on visual
organizer and place completed sheet in
designated tray
Return to their original seat
Read lesson objective with teacher





Read chart paper on French and Indian War
with the teacher
Turn to page 268 in their textbook

Read aloud from the book if called upon



Copy down notes on the board as instructed

Read notes with teacher if finished copying
them down
Complete copy of French and Indian War
visual organizer


Write name on competed visual organizer if
havent already done so and place in
designated tray


16

Lesson Two
(Date)

Teacher will: Students will:
Have entry task projected on the board:
In your social studies tablet, write an
issue in school that you would like to see
changed.
> Example: Recesses should be made
longer
Give students five minutes to do entry task
Write student suggestions on the board
Have students vote on which issue they want
most changed
Choose one student to be the ruler and one
student to submit the proposal of their voted
issue; the ruler had absolute power to either
accept or deny the students proposal and
must give a reason why accepting or denying
proposal
Ask students if the rulers decision was fair
or unfair
Shift gears and make connections to the
lesson on the Stamp Act; explain that
colonists were being forced to pay for
everything, and found that what their ruler
was doing wasnt fair
Project lesson objective: Students will draw a
picture or series of pictures showing the
causes and effects of the Stamp Act
Take chart paper on Stamp Act from previous
lesson and review with students
Choose students to read about the Sugar Act
first on p. 280 to build background
knowledge on the Stamp Act and give group
points to students who are tracking and can
continue reading where the previous person
did without assistance
Collaborate with students on a study guide
Have students copy study guide from board
after every headed passage
Read notes on board with students who
finish copying notes quickly
Ask comprehension questions in between
Distribute cause/effect formative assessment
to students
Provide examples of cause/effect pictures
Tell students to keep cause/effect sheet in
tablet for safe keeping; will be using with a
future lesson
Do entry task for five minutes (or less)






Tell their issue suggestions to the teacher
Vote on which issue they want the most

If chosen as ruler, decide whether to accept
or deny the students voted proposal, and
state why they accepted/denied proposal



State whether the rulers decision was fair or
not and why





Read lesson objective with teacher


Read Stamp Act chart paper with teacher

Turn to p. 280 in textbook and track with
finger so know where to read




Copy notes on board

Read notes with teacher if finish copying
early
Answer comprehension questions teacher
asks in between passages
Complete cause/effect sheet on Stamp Act,
using teacher-created example projected via
ELMO
Place cause/effect sheet in tablet for safe
keeping and future lesson
17

Lesson Three
(Date)

Teacher will: Students will:
Have entry task projected on board:
In your social studies tablet, answer the
following questions:
Have you ever gotten into a fight
because you were being teased?
What happened?
Did things get violent or was the fight
resolved or broken up before it got
worse?
Give students five minutes to complete entry
task
Call on a few students to share their answer
Connect entry task to Boston Massacre
Review chart paper on Boston Massacre with
students
Tell students to open their textbook to page
285 in their textbook
Call on students to read and do study guide
on board
Have students copy down notes and read
notes with students who finish copying down
quickly
Tell students to turn to page 286 and 287
Ask students what they see in Picture A and
then what they see in Picture B
Read to students Why It Matters and What
You Need To Know on page 286
Ask students questions on page 287
Explain to students that they will be writing
a letter to the editor of either the colonist or
British newspaper, give an opinion of
whether or not it was British soldiers right
to shoot the colonists, and include at least
three facts to support their opinion
Provide example of a letter to the editor (for
both sides)
Have students place letter in designated tray
Work on entry task for five minutes










Share their answer for entry task if called
upon
Read chart paper on Boston Massacre

Open textbook to page 285 in their textbook



Copy down notes in their tablet and read
notes with teacher if finish copying down
early
Turn to page 286 and 287 in their book
Say what they see in Picture A and what they
see in Picture B
Listen attentively to teacher as she reads
aloud
Answer questions teacher asks






Write a letter to the editor using the
example projected via ELMO as reference
Make sure name is on the letter when placing
it in the designated tray


18

Lesson Four
(Date)

Teacher will: Students will:
Project the ad: 1 cuppa tea, 2 class bucks
Have students participate in a tea tasting
Tell students if they want a cup of tea, they
need to pay 2 class bucks per cup
Have a basket for students to place class
bucks in
Project entry task: Do you think the price
you had to pay for the tea you drank was fair?
Why or why not? Give two reasons to back up
your answer.
Choose students to share their answer with
the class
Connect entry task to Boston Tea Party
Review chart paper on Boston Tea Party with
the class
Choose students to read about Boston Tea
Party (starts on page 288)
Use points method (tracking)
Write study guide on board
Have students copy notes on board
Read notes on board with students

Have students take out cause and effect sheet
from previous lesson to complete


If there is time in class, review study guides
from all four events with the class

Participate in tea tasting
Pay 2 class bucks for 1 8 oz. cup of tea

Place class bucks in basket

Write entry task in tablet (5 minutes)



Share answer with the rest of the class


Read chart paper on Boston Tea Party with
teacher
Read aloud from textbook, starting on page
288


Copy notes on board
Read notes with teacher if finish copying
early
Take out cause and effect sheet and complete
the Boston Tea Party portion
Place complete sheet in the tray with their
name written on it
Review study guides from all four events
with teacher if there is extra time


19

Lesson Five
(Date)

Teacher will: Students will:
Have students sit in their groups for the
events they started at during the carousel
activity
Tell students that they will be working
together with their group to create a skit to
teach the class about their event
Show a short example to the class using
volunteer students (probably demonstrate
Sugar Act)
Remind students to applaud after each
performance as a polite audience should
Allow time for students to collaborate on
their skit together and can create props/
small costumes if they wish
Inform students that they will be performing
tomorrow, gives morning recess and lunch
recess the following day to rehearse before
class performance
As each group performs, assess performance
using rubric (see X. Assessment Plan p. 9)
After students complete performance,
remind them to complete the self-evaluation
sheet rubric (same assessment as teacher
uses for group performance) and place it in
the designated tray (or on teachers desk)
Following day, do a short review with
students before calling on students to pass
out the privacy shields and passing out the
chapter tests (students should already have
social studies materials on their desks)
Sit with their event group


Listen attentively while teacher explains
activity

Watch example performance with classmates
and teacher

Practice applauding after performance

Collaborate with group to create their skit
(props and costumes are optional)

Use time wisely to practice performance
will be tomorrow




Complete self-evaluation sheet rubric with
their name written on it and place complete
evaluation in designated tray


Participate in review with teacher
Pass out privacy shields if called upon
Write name on chapter test
Complete chapter test
Place completed chapter test in designated
tray


20