Two Different Governments

Student Name: Whitney Rhodes

I. General Information:
Grade Level: 5th
Discipline: Social Studies
Unit Topic: American Revolution
Time Frame: Three Class Periods (45 Minutes)
Text: George vs. George by Rosalyn Schanzer
Other Materials: George vs. George by Rosalyn
Schanzer, Chapter Three Excerpt, Post-It Notes, Scrap
paper, Rubric, highlighters
II. Standards/Indicators
Standard 5.0 History Students will examine significant ideas, beliefs,
and themes; organize patterns and events; and analyze how
individuals and societies have changed over time in Maryland and the
United States.
TOPIC C. CONFLICT BETWEEN IDEAS AND INSTITUTIONS
INDICATOR
1. Analyze the causes of the American Revolution
RI3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.

III. Lesson Objectives

1. Identify and sequence key events between the French and Indian
War and the American Revolution
2. Connect and explain types of relationships. (See CCSS 3 RL2.)
3. Apply content knowledge to determine relationships in an
informational text.
4. Use text-relevant information and language to explain connections
between and/or among events, ideas or concepts, and steps in a text.

IV. Procedures:
Introduction:

Students will do a brain dump of all the information

they know about George Washington and King George
III.
Teaching/Activities:
Day One
1. Students will discuss with the people at their table
what they have learned about the similarities and
differences between George Washington and King
George III.
2. Students will next be asked a series of Think-PairShare questions.
a. Think- Looking at what we know about
George Washington and King George III, how
do you think their governments run? How do
you think each feels about their government
based on what you know already.
b. Pair- Pair with the partner next to you to
discuss your answers and thoughts. Talk this
scenario out, and decide who will be the
speaker for your pair.
c. Share- Share with the class your thoughts
and opinions about the original question.
3. As a class, we will read two excerpts from George
vs. George found on pages 16 & 17.
4. Students will be encouraged to add any
information they feel necessary to our bulletin
board via post-it notes.
5. Students will then read the Chapter Three excerpt
found on the following website:
http://www.digitalhistory.uh.edu/teachers/lesson_p
lans/pdfs/unit1_3.pdf
6. Students will be encouraged to highlight
information, post-it note new information, and use
the dictionary and other resources in the room
( like our text set, or resource list from the
previous day ) to learn and understand the text
meaning.

7. After reading, students will partner with someone

to look over defintions, questions, or information
they found useful in the text.
Day Two
1. Students will re-read the Chapter Three excerpt
from the previous day.
2. The class will then be divided into two groups.
a. One group will be the Colonial Government
b. One group will be the British Government
3. Students as a group will discuss there government.
4. Students will create a skit to explain their
government to the other group of students.
a. Requirements for skit can be found on the
rubric.
5. Each student must take part in the skit, the skit
must be historically accurate based on knowledge
so far, props may be made but are not needed.

Day Three
1. Students will have ten minutes to meet with their
group and make any final changes OR practice
their skit.
2. Students will then preform their skit for the the
opposite group.
3. Following each presentation, viewers can ask
questions about the other form of government to
help them gain a better understanding.
4. Following each skit, the class will have a
discussion to discuss the two types of
governments and answers any last questions, or
fix any misunderstandings that may have accured.
Closure
Students will be given a blank sheet of paper. One one
side of the paper they may display in any way
(writing/pictures) their understanding of the British

Government. On the opposite side, they must do the

same for the Colonial Government.
VI. Evaluation/Assessment:
Assessment of Objectives
Students will be informally observed during their
group work.
Students will be formatively assessed throughout
their post-it note responses.
Students will be formally assessed by a rubric
during their skits.
Students will be formally assessed by their exit
ticket.