Name: Troi Hicks
Social Studies Lesson Plan Template
Fall 2013
Lesson Title: The American Revolution
Objectives: (What do you want your students to be able to do?)
TSWBAT: identify 3 events that led to the American Revolution.
: identify main ideas of the Declaration of Independence.
: analyze the Enlightenment’s influence on American Revolution and
subsequent government.
North Carolina SCOS and 21st century skills:
NC SCOS 6.2: Analyze political revolutions in terms of their causes and impact on
independence, governing bodies, and church-state relations
21st Century: Civic Literacy- Understanding the local and global implications of civic
decisions.
:Creativity and Innovation- create new and worthwhile ideas (both
incremental and radical concepts.
Materials:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
Initiatory Activity (aka Bellringer, Do-Now, Anticipatory Set)
When students enter my class, they will watch “Too Late to Apologize- A
Declaration” (http://www.youtube.com/watch?v=uZfRaWAtBVg ) and then answer
the following question in their bellringer journals:
1) This song is from the point of view of the American colonists. What were the
main arguments for why they needed independence from Britain?
Strategies (What methods are you going to use to teach? Please include a detailed
description, step-by-step in numerical order, of the instructional approaches/teaching
strategies that you will use. What will you and the students be doing in this lesson? How
long will each activity take?)
Time
Activity
3.5 minute Bellringer
video, 5 http://www.youtube.com/watch?v=uZfRaWAtBVg
minutes to
write
8.5
minutes
15 minutes Tell students the narrative of events leading to the Declaration of
Independence and subsequent war. Pass out transcription of the
Declaration; read aloud the first two sections of the Declaration (“When
in the course” through “facts submitted to a candid world.”
15 minutes Go through the Declaration worksheet as a class to make sure students
are clear on precise details.
(Worksheet from mkaminsk.weebly.com)
20 minutes Talk about formation of American government and how Enlightenment
ideas informed the process. Make chart of this with students. (Attached;
chart from McDougal Littell Ancient World History: Patterns of
Interaction textbook, page 566)
30 minutes Students will write their own Declarations of Independence from school,
modeled after the original document. (Needs list of “injuries,” etc.)
5 minutes Closing Questions
Instructional Activities with accommodations for English Language Learners and
Exceptional Children…
There is a Spanish subtitles option for the video (although it would be a Google
translation); provide Spanish translation of Declaration of Independence. For
student with dyslexia, I will provide a paraphrased version of the Declaration so the
length is not so overwhelming.
Ending of class (How will you conclude class?)
When class ends, students will answer the following question in their “Closing
Question” journals:
1) What ideas from the Enlightenment are in the founding documents of the USA?
(use bullet points, not complete sentences)
Assessment (How will you know students achieved the objectives?)
Students will be assessed through the presence of Enlightenment ideas in their
individual Declarations.
Assessment with accommodations for English Language Learners and Exceptional
Children…
Students can use dictionaries and translators when necessary. I will allow more time
on the individual Declarations as needed.
Alternate strategies for re-teaching material for students who did not achieve
mastery…
I will give students a bulleted list of facts about the American Revolution and the
Declaration.
Transition (How will this relate to the next day’s lesson?)
This relates to tomorrow…
The American Revolution inspired French revolutionaries to act.