DBQ Social Studies Lesson Plan

Group Members/Group Name: _________________________________________________________

Thematic Unit Theme/Title/Grade Level: American Revolution - 5th Grade______
Group Wiki space address: _______________________________________________________
Daily Lesson Plan Day/Title: _Initial Lesson Womens role during the American Revolution______
Lesson Length (i.e. 30 minutes): ___45 60 minutes________________
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
Women had many different roles during the American Revolution. Some of the roles were traditional roles and some were
unorthodox. Women were nurses, seamstresses, cooks, maids, soldiers, spies, camp followers, and homemakers. Students
should begin to develop an understanding of the different roles women played during this time and how their influence
contributed to birth of the United States.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
should begin with: The student will
The student will gain a deeper understanding of the various roles that women performed during the American Revolution.
They will also have a deeper understanding of Betsy Ross and what her role was during the American Revolution after
exploring the Document Based Question (DBQ) Glogster webpage at http://mjcac.edu.glogster.com/women-of-theamerican-revolution/. The student will demonstrate this understanding by answering, in detail, the questions in the DBQ
after exploring the primary and secondary sources and visiting the websites presented on the webpage.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?
SS.5.A.1.1 - Use primary and secondary sources to understand history.
SS.5.A.5.2 - Identify significant individuals and groups who played a role in the American Revolution.
SS.5.A.5.4 - Examine and explain the changing roles and impact of significant women during the American Revolution.
LAFS.5.RI.3.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to
a question quickly or to solve a problem efficiently.
LAFS.5.RI.3.9Integrateinformationfromseveraltextsonthesametopicinordertowriteorspeakaboutthesubject
knowledgeably.

These can be downloaded from the

Florida Dept of Education
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DBQ Social Studies Lesson Plan

www.cpalms.org/homepage/index.aspx.

Student Activities &

Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
Anticipatory Set:
Read aloud pages 40 - 41, and 44-50 from Who Was Betsy Ross? By James Buckley, Jr. to capture students attention and
introduce Betsy Ross before presenting the Glogster. Explain that women had many different roles during the American
Revolution and Betsy Ross is an example of one woman who made a great contribution towards the freedom of the United
States. In order to assess background knowledge, ask the students what they know about the American Revolution and what
roles they think women played during that time period.
Instructional and Input
1. Display Glogster on the white board. Model how to use and click on pictures to enlarge and that some pictures have
hyperlinks that will take them to another website. Explain to the students that they will be responsible for answering all of
the questions on the website including the main question, What was the role of women during the American Revolution?
Let students know that the all of the questions can be answered by exploring websites that are linked to the Glogster.
2. Have a couple of Who Was Betsy Ross? books available for students to look at and refer to.
3. Separate students into groups of 4. Have students explore Glogster. Students need to collaborate with each other to find
the answers to the questions on the Glogster as a group. Each person can choose a role in the group. One can be the recorder
(writes down everyones ideas and answers to the questions), one can be the messenger (communicates any messages or
questions to the teacher), one can be the leader (makes sure everyones voices are heard) and one person can be the
timekeeper (keeps track of time and keeps everyone on task).
4. The class will participate in whole group discussion and each group will have an opportunity to discuss what they
discovered in their research and how they answered the questions.
5. Exit Slip The student will complete an exit slip that states, Write one question you have about todays lesson. This
will allow me to address any misconceptions or questions the students may have. It also allows students to reflect on the
days lesson.

Resources/Materials

ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
References:
Buckley, J. (2014). Who Was Betsy Ross?. New York: Penguins Young Readers Group.
Melissa Caccavale Summer 2015 - SSE6115

DBQ Social Studies Lesson Plan

Danyluk, K. (2015). Womens Service with the Revolutionary Army. Retrieved June 7, 2015, from Colonial Williamsburg:
http://www.history.org/history/teaching/enewsletter/volume7/nov08/women_revarmy.cfm
ExplorePAHistory.com. (2011). Birth of Our Nation's Flag (Betsy Ross). Retrieved June 7, 2015, from Explore PA
History.com: http://explorepahistory.com/displayimage.php?imgId=1-2-2B9
Historic Philadephia, Inc. (2015). Betsy Ross House Virtual Tour. Retrieved June 5, 2015, from Historic Philadelphia:
http://historicphiladelphia.org/virtualbrh/
Independence Hall Association. (2015). Betsy Ross and the American Flag. Retrieved June 7, 2-15, from U.S. History.org:
http://www.ushistory.org/betsy/flagtale.html
Independence Hall Association. (2014). Betsy Ross: Her LIfe. Retrieved June 7, 2015, from U.S. History.org:
http://www.ushistory.org/betsy/flaglife.html
Materials:
KWL Chart, Venn Diagram, blank Timeline, blank 8 x 10 paper

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: Have students complete a KWL chart to assess prior knowledge.
Unit Post-Assessment: Students will choose one of the following to demonstrate understanding:

Complete a Venn Diagram comparing Traditional Roles of Women Before American Revolution vs. Roles During
American Revolution
Write in their social studies journal describing what they learned using key concepts.
Students are to complete a timeline of Betsy Rosss life and key events.
Students can write a snapshot biography of Betsy Ross.
Students can write about what it must have been like being a woman during the American Revolution.

Daily Lesson Plan Assessment:

Formative throughout the lesson
DBQ activity
Whole group discussion of answers to questions.
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DBQ Social Studies Lesson Plan

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
ESOL/ Students with Learning Differences: SLIDE (Show, Look, Investigate, Demonstrate, Experience) and TREAD (Tell,
Read, Explain, Ask/Answer, Discuss) http://education.ucf.edu/stll/edg4410New.cfm (appropriate for students based on
need), graphic organizers, cooperative learning, flexible grouping, printed materials for group tasks
Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the lesson, opportunity to
explore many points of view and opportunity to analyze and evaluate material, opportunity for independent projects (student
suggested/identified), flexible grouping

Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Homework: Fact or Fiction: Betsy Ross sewed the first flag for General Washington. Students will perform research, using
the Glogster website and a minimum of 3 more sources to include text and/or technology, to write about whether or not they
believe Betsy Ross was the first person who made the flag for General Washington. The student will defend their position
using evidence from text, primary and/or secondary sources, and technology.

Melissa Caccavale Summer 2015 - SSE6115

DBQ Social Studies Lesson Plan

Melissa Caccavale Summer 2015 - SSE6115

DBQ Social Studies Lesson Plan

NAME:
Roles of Women

Before Revolution

During Revolution

Melissa Caccavale Summer 2015 - SSE6115

DBQ Social Studies Lesson Plan

Melissa Caccavale Summer 2015 - SSE6115