Unit Title: Agriculture Week: Two Weeks
Social Studies
Lesson Plan
Teacher:
th
8 Grade Social Studies Teacher
Grade:
8th Grade
Lesson Title:
Agriculture and the American Revolution
STRANDS
Economics
Governance and Civics
History
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will gain an understanding of the connection between agriculture in colonial America and the origins of the American Revolutionary War. Students will analyze
precursors to the Revolution such as the Proclamation of 1763, which restricted colonists from speculating in land beyond the Appalachian Mountains, the Sugar Act
(1765), Stamp Act (1766), and the Boston Tea Party (1773). Students will also examine how the Revolutionary War affected the colonies major export at the timetobacco. Students will gain insight as to the development of the plantation economy in the South and how the issue of slavery is eventually passed on for another
generation of Americans to contend with. Students will evaluate the affect of agriculture as one of the major advantages to American forces in winning the war.
The project for this unit will be the construction of raised bed vegetable gardens. Students will construct their own raised beds with the assistance of a master gardener
from our community. Students will learn the history and processes of raised bed gardening and apply the fundamentals of crop production to the current needs of food
production.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
American Revolution Introductory Video
Day 1: This introductory video to the American Revolutionary War provides a brief explanation as to why America goes to war with the all-powerful British Empire. It
mentions the fact that America is born out of revolution and that one of the major causes for revolt against Britain had to do with commerce, most notably taxation.
Students are introduced to the philosophical differences as to why Britain was fighting in the war and why America was fighting in the war and why those who fought for
America ultimately beat the greatest fighting force the world had ever known.
DAY
Objectives
(I can….)
1
I can
describe why
the colonists
felt
threatened
by
Parliament’s
new laws.
I can explain
how the
colonists
reacted
when
Parliament
took over the
assemblies ‘
power to tax.
Materials &
Resources
i-Pads, dry
erase board,
markers
Instructional Procedures
Differentiated
Instruction
Essential Question:
Remediation:
Explain why the relationship between the American colonies and Great
Britain began to crumble.
Extended time for their
rap song.
Set: Have students answer the following question: What are some ways
that you protest rules or situations that you think are unfair? Allow
students to write (3 to 5 minutes) using their i-Pads on what they think
the quote means. Instruct students to share answers with other students
at their table. Ask students to volunteer their responses by air playing on
the classroom television. Discussion to follow. Make sure to mention the
fact that the right to protest and petition the government IS a protected
right today.
Students create “baseball
cards” about today’s
topics.
Teaching Strategy(s):
1. Students will complete a time line beginning with the year
Enrichment:
Peer Tutoring
Students may research a
news story that pertains to
current boycotting
attempts around the world
and write a brief summary.
Assessment
Formative
Assessment: Exit
Ticket: Students
will choose one of
the two “I CAN”
statements and
answer on an
index card.
1763 and ending with 1766. Students will use their i-pads to
research historical persons and or events occurring between
the colonies and England within those three years. The
people and events should include the following:
Proclamation of 1763, Quartering Act, Sugar Act, Stamp Act,
Patrick Henry, Sons of Liberty, and boycott.
2. Students will be chosen at random and asked to air play their
findings for the class. Discussion will follow regarding the
various events.
3. Students will pretend they are one of the Sons of Liberty.
Students will write a rap song protesting Parliament’s new
laws. Students will voluntarily perform their song for the
class.
Summarizing Strategy: In one paragraph, explain at least THREE reasons
as to why the relationship between the colonies and Great Britain began
to disintegrate.
2
I can explain
how the
Townshend
Acts angered
the American
colonists.
I can
describe
events
leading up to
the Boston
Tea Party of
1773.
i-Pad, 2
Political
Cartoons: The
Bostonians in
Distress
(Appendix A)
and The
Bostonians
Paying the
Excise-Man
(Appendix B)
Essential Question:
Remediation:
How did the meeting of the First Continental Congress in September
1774 plant the seeds of a future independent government?
Heterogeneous groups
Set: Show a picture of The Boston Massacre on the screen. Ask students
what inferences they can make by analyzing the picture. Ask the students
the meaning of the term propaganda.
Teaching Strategy(s):
1. Students will view a PowerPoint presentation on the following:
Townshend Acts, Boston Massacre, Boston Tea Party, Intolerable
Acts, First Continental Congress, Lexington & Concord. (20
Peer tutoring
Enrichment:
Students will create their
own political cartoon on
one of the topics discussed
in today’s lesson.
Formative
Assessment: Exit
Ticket: Students
will choose two of
the three I CAN
statements and
explain to their
neighbor before
leaving class.
I can explain
why the
American
Revolution
began.
minutes)
2. Interpreting Political Cartoons: Students will be given two
political cartoons: The Bostonians in Distress (A) & The
Bostonians Paying the Excise-Man (B)
3. Students will answer the following questions for Critical Thinking:
Which cartoon is sympathetic to the colonists? How would both
these images have helped unite the colonies against British
policies?
Summarizing Strategy: Students will illustrate on an index card the
following topics using NO words: Patriots, Loyalists, Lexington & Concord,
and Militia.
3
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening –
Research and Planning
4
I can explain
the
significance
of the
Second
Continental
Congress.
I can
describe the
events that
led to the
Battle of
Bunker Hill.
I can explain
several of
the major
ideas found
in the
Declaration
i-Pads, dry
erase board,
MacBook,
PowerPoint,
index cards.
Essential Question:
Remediation:
How did a rebellion become a revolution?
Peer Tutoring
Extended time for
Set- Display the following statement on the screen: The Declaration of
completion of today’s
Independence states that people have the right to “Life, Liberty, and the
pursuit of Happiness.” Next, ask the class what those rights mean to them assignment.
and generate a class discussion.
Enrichment:
Teaching Strategy-
1. Students will create a “History Channel Documentary” using their
MacBook’s and PowerPoint. Students will be required to add
video from historically respected websites in their presentations.
2. Topics will include: The Siege of Boston, Ethan Allen, the Second
Continental Congress, Battle of Bunker Hill, Thomas Paine and
Common Sense, & the Declaration of Independence.
3. Students will then be given 6 index cards each and create their
own “baseball cards” on the other topics. Students will carousel
Students may choose one
of the topics that they DID
NOT present on and create
a newspaper article
describing the historical
significance of the chosen
topic.
.
Summative
Assessment:
Students will be
graded on the
accuracy of the
information
included in their
presentation as
well as their
presentation skills.
of
Independenc
e.
around to the other students i-Pads and fill out at least five facts
about the other students topic.
Summarize and Conclude: Students will create a timeline that
summarizes the events leading up to the adoption of the Declaration of
Independence. Students should begin with the year 1775 and the Second
Continental Congress.
5
I can explain
the impact
that tobacco
had on the
economy of
colonial
Virginia as a
cash crop.
i-Pads, Pictures
of the
following:
Tobacco Plants
(Appendix C),
slave laborers
cutting tobacco
(Appendix D),
cured tobacco
(Appendix E)
Essential Question:
Remediation:
What role did tobacco play in both the economy of colonial America
and the rise of slavery in the colonies prior to the American Revolution?
Students who work at a
slower pace will choose
one of the two subjects to
read about.
Set: Students will be shown pictures from the Internet of tobacco plants
in a field, slave laborers cutting tobacco, and cured tobacco.
Enrichment:
Students will research
using their i-Pads where
slave labor exists in the
modern world and what
1. Students will be given “Economic Evaluation of Tobacco Prices &
Slave Labor” readings (Appendix F) and (Appendix G-Answer Key). item/items are being
produced.
2. Students may work with a partner to complete the readings and
answer the questions. Students will also be required to complete
the graphs dealing with tobacco prices and the number of slaves
being imported into Virginia.
3. Students will share out their findings with the class as the activity
is discussed.
Teaching Strategy(s):
Summarizing Strategy: Allow the same group of students that completed
the class activity to write a paragraph essay explaining the impact that
Formative
Assessment: Exit
Ticket-Students
will answer today’s
I can statement on
an index card
before exiting the
classroom.
tobacco had on the colonial economy and the role that slavery played in
the process.
6
I can
describe how
the war
divided
Americans.
I can explain
General
Washington’
s strategy for
winning the
war.
I can analyze
the effects of
the Battles of
Saratoga.
i-Pad, Picture
of Washington
crossing the
Delaware
(Appendix H),
Dry Erase
Board, Marker.
Essential Question:
Remediation:
How were the Battles of Saratoga a “turning point” in the American
Revolution?
Heterogeneous groups
Set: Show the famous painting of Washington crossing the Delaware
River. Ask students the following question: What are some things that
stand out to you in this picture.
Students who need more
time to learn the
information will have the
opportunity to sit at a
table with other students
for peer tutoring.
Teaching Strategy(s):
1. Students will participate in a PowerPoint presentation on
the following: Loyalists, Patriots, War Preparation:
America and Britain, Victory at Trenton, & the Battles of
Saratoga. (15 minutes)
2. Students will create a timeline using their i-Pads.
Students must include five relevant events that occurred
leading up to and including the Battles of Saratoga.
Entries should include the date, the event, and a
sentence explaining why that event was relevant in the
American Revolution.
Summarizing Strategy: In a paragraph, explain what the two most
important results of the Patriot victories at the Battles of Saratoga were
Enrichment:
Students will define the
term Mercenaries.
Students will then
research why the United
Nations banned the use of
mercenaries in an
agreement in 1989.
Formative
Assessment:
Students will
answer an exit
ticket regarding
ALL three of
today’s I can
statements.
7
I can identify
reasons why
both France
and Spain
entered the
war on
America’s
side.
I can
describe the
harsh
conditions
for American
troops at
Valley Forge.
i-Pads, Primary
Sources: Valley
Forge
(Appendix I).
Essential Question:
Remediation:
How did Valley Forge transform the American army?
Extended time
Set: Show video clip: Valley Forge Clip
Create a newspaper article
describing the conditions
of Valley Forge. Students
may select a picture from
the Internet to use in their
story.
Teaching Strategy(s):
1. Students will read primary sources regarding the
conditions at Valley Forge.
2. Students will compile a list at their tables as they read of
the hardships the soldiers were facing.
3. Each table will select a scribe to Airplay their list.
Summarizing Strategy: Students will complete the essays from the
documents making sure to cite information from the texts.
8
Enrichment:
Students will research
what kinds of foods a
typical Revolutionary War
soldier ate on a daily basis.
Formative
Assessment:
Students will
answer using an
index card both I
can statements for
today’s lesson.
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening –
Building and Planting
9
Project Day – See Unit Plan
Feeding America: Exploring Raised Bed Gardening –
Building and Planting
10
I can explain
what
happened
when the
war moved
to the South.
I can analyze
reasons why
the
Americans
won the war.
i-pad, Dry
Erase Board,
Marker, Half of
a poster board,
pen/pencil,
tape
Essential Question:
Remediation:
What role did agriculture play as one of America’s strengths in winning
the Revolutionary War?
Extended time
Set: Allow students to work with a partner. Students will answer the
following question: What were some of the requirements an army
needed during the Revolution in order to win on the battlefield? Students
will compile a list and be prepared to share out. Students will next
answer the same question, but in reference to a modern day army.
Compare the lists.
Teaching Strategy(s):
Peer Tutoring
Enrichment:
Students will choose two
topics they didn’t have and
create a “Fast Facts”
notecard explaining three
facts about the topics.
Formative
Assessment:
Students will
answer the second
I can statement
from today’s
lesson on their iPads.
1. Students will create front page newspaper stories on the
following topics: The Battle of Charles Town, Lord
Cornwallis, Battle of Yorktown, Battle of King’s Mountain,
Battle of Camden, Battle of Cowpens, Treaty of Paris
(1783), General Horatio Gates, Francis Marion, General
Nathanael Greene, Marquis de Lafayette, General George
Washington, Virginia Statute of Religious Freedom,
General Benedict Arnold.
2. Students will also add a “Local “ story that explains the
impact of agriculture and farming on the victory of
American forces.
3. Students should begin with a lead that answers the
questions: Who, What, When, Where, and Why.
Summarizing Strategy: Hang the “newspapers” around the room and
allow the students to carousel to each other’s newspapers and fill in
information about the topics (notes) on their i-Pads.
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 8.2.01 Understand fundamental economic concepts and their application to a variety of economic systems.
GLE 8.2.02 Understand global economic connections, conflicts, and interdependence.
GLE 8.2.03 Understand the potential costs and benefits of individual economic choices in the market economy.
GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market economy.
GLE 8.4.01 Appreciate the development of people's need to organize themselves into a system of governance.
GLE 8.4.02 Recognize the purposes and structure of governments.
GLE 8.4.03 Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.
GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.
GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.
GLE 8.5.05 Identify the role that desire for freedom played in the settlement of the New World.
GLE 8.5.06 Understand the place of historical events in the context of past, present and future.
GLE 8.5.08 Understand the social, cultural and political events that shaped African slavery in colonial America.
GLE 8.6.01 Recognize the impact of individual and group decisions on citizens and communities.
GLE 8.6.02 Understand how groups can impact change at the local, state national and world levels.
SPI 8.2.5. Identify various forms of taxation (i.e., tariffs, sales tax, excise tax).
8.4.spi.1. Identify the rights, responsibilities, and privileges of a member of the United States of America (i.e., Declaration of Independence, Articles of Confederation,
Constitution, Bill of Rights).
8.4.spi.5. Identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions and nations.
8.5.spi.4. Recognize causes and consequences of conflict, (i.e., French and Indian, revolutionary War, War of 1812).
8.5.spi.6. Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).
8.5.spi.14. Recognize the course of conflicts including major battles, alliances, strategy, leadership, resources, or technology using a diagram for the Revolutionary War.