UNLV/Department of Teaching & Learning
Secondary Lesson Plan Template
UNLV Student:
Ben Little
PSMT Name:
Adriane Casolari
Course & Grade:
AP US History
Lesson Topic:
Road to Revolution
Date:
9/28-29/15
Estimated Time:
80 minutes
1. State Standard(s): H2.[6-8].9
2. Teaching Model(s):Student Centered Presentations, Teacher Centered Lecture
3. Objective(s): Describe the events, course, and results of the American Revolution, including the
contributions of women, African Americans, and Native Americans
4. Instructional Procedures: (80 mins total)
(We have a Flipped Classroom, meaning that students do all required reading, notes, and
vocabulary at home. When students are in class we will do an activity, have a discussion, or give
supplemental lectures in order to make connections from the newly read material to past and
future material.)
a. Introduction: Review of chapter 5 (10 mins)
Bloom’s Level 1: Remembering; Basic recall of facts
Planned Questions
i. What was/when was/who fought in King George’s War?
ii. What was/when was/who was involved in Albany Congress?
iii. What was the Albany Plan?
iv. What was/when was/who fought in The Seven Years War?
v. Who was William Pitt? Why was he important?
vi. What did America gain with the Treaty of Paris?
vii. What was/when was/who fought in Pontiac’s War?
viii. What was the Proclamation Line?
b. Activities or Learning Experiences: Student Presentations (50 mins) Rubric Below
(Students are presenting their research on several acts and taxes imposed by England on the
Colonies prior to the Revolutionary war. Presentations can be in any form and can include; skits,
music, PowerPoint, video, etc.)
While groups are presenting the rest of the class will be taking notes on topic of presentations.
Bloom’s Level 6: Creating: Using several sources of information and creating something new
i. Topics for presentations: The Writs of Assistance, The Sugar Act, The Stamp Act,
The Declaratory Act, the Quartering Act, the Townshend Duties, The Liberty,
Daughters of Liberty, The Boston Massacre, Committees of Correspondence, The
Tea Act, Intolerable Acts, First Continental Congress
c. Closure: Check for understanding Q and A(5 mins)
Bloom’s Level 1: Remembering; Basic recall of facts
i. Questions: What is/are the:
1. Writs of Assistance?
2. The Sugar Act?
3. The Stamp Act?
4. The Declaratory Act?
5. The Quartering Act?
6. The Townshend Duties?
7. The Liberty?
8. Daughters of Liberty?
9. The Boston Massacre?
10. Committees of Correspondence?
11. The Tea Act? Intolerable Acts?
12. First Continental Congress?
d. Extension and Contingency Plans:
i. One class period will not be enough to finish all presentations. If time permits we
will allow for more presentations. If time runs long, we will continue
presentations next class meeting.
5. Accommodations and Modifications:
a. Several students present with diabetes. Allow for snacks and drinks to accommodate. No
other IEPs or 504s are present in any class period. Most lectures and activities include
music, videos, PowerPoints, and etc. Class is designed to allow for a variety of learning styles
including but not limited to: Audio, Visual, and Kinesthetic.
6. Assessment and Evaluation of Learning:
a. Beginning and end Qs and As (questions included above)
b. Presentation Rubric (rubric added below)
7. Homework Assignment:
a. No homework assigned. Students that have not presented yet may continue to refine their
presentations.
8. Supplemental Material: Road to Revolution Presentations Rubric:
Name:
Road to Revolution Presentations
Topic:
Grade: All will be ranked on a scale of 1-5. Five being the highest and most
complete and one being the lowest with the most room for improvement
Definition of topic (is it clear and effort and research is obvious) -
/5
Purpose of Act/ Event described-
/5
What outcome did this event/tax led to? -
/5
Physical representation-
/5
Comments: