This lesson plan is on the American Revolution

Subject(s): Social Studies Grades(s): Grades 4-5

Tiffany Jordan

THE AMERICAN REVOLUTION

Grade level

:

5th

Length:

Three days.

Performance Expectations

:

1. The students will brainstorm and create

concept maps or outlines before starting projects.

2. The students will conduct interviews,

have discussions and/or debates, role play events, or create

biographies based on the events during the American Revolution.

3. The students will reflect on their projects

and others’ projects.

Materials

:

– sign-up sheet

– notebooks

– posterboards

– costumes (hats, sticks, sheets, boots,

etc.)

– markers, crayons, colored pencils

– construction paper

– folders

Procedures:

Introduction: The previous day, briefly

introduce today’s lesson and have students sign up for the

groups numbering their first three choices. Today, have the students

grouped according to the choices on the sign-up sheet and have

them brainstorm ideas while writing them down in a concept web

or some form of outline.

Development: The students will interact in

one of the 4 centers:

I. Interviews:

The students are to create mock interviews

with important figures during the American Revolution such as:

Paul Revere, Ethan Allen, George Washington, Peter Salem, Sons

of Liberty, etc. The students should be allowed to do any type

of interview, whether it be a news report, one-on-one interview,

taped interview, etc. Must have at least 10 questions.

II. Discussions:

The students are to form into groups such

as the British, American colonists, the French, the Indians, or

others that were involved with the Revolution. The students can

explain how their group took part in the war before and after,

discuss why their group fought, and explain ways their group could

have avoided fighting. Another possibility for the students doing

the discussion is to have debates between the groups. Whether

doing a discussion or debate, have students write thoughts on

posterboard, addressing each of the previous questions and other

ideas the group constructed. Must be at least 10 minutes.

III. Role-Playing:

The students in this center are to act out

certain events that took place in the Revolution such as the Boston

Massacre, the Boston Tea Party, the Sons of Liberty, etc. The

play should include a written dialogue, a setting and/or background,

and if possible costumes. Must be at least 10 minutes.

IV. Biographies:

The students are to create biographies on

important women figures during the American Revolution. The students

can either draw pictures, write a book, create poems, etc. Must

have cover page, body, and closing.

Closure:

Have students do their interviews, discussions/debates,

role-playing, or biographies in front of the class. As each group

presents, have the students who are sitting write down one question

or comment they have about the groupÕs project. When a

group is done, let students create their own class discussions

from the questions and comments, letting the group that presented

attempt to answer the questions on their own. Have each group

collect the questions and comments and put in a folder.

Assessment:

Have groups turn in a folder consisting of

each group’s concept map or outline, questions and comments

from classmates, and individual group member’s reflections

and thoughts about their project.

Make a checklist for each group based on:

– completion of concept map (all points given

or return and have them redo.)

-completion of project’s requirements

(all points or return and have them redo)

-reflections from each student (all points

or return and have them redo)

Adaptations/Consideration:

For those

who do not like to present in front of the whole class, they can

have the option of using videotapes or tape recorders. Also, if

students need more time and are working efficiently, have groups

that are ready to present go one day, and the other(s) the next

day. Encourage students to use outside resources allowing them

to visit library or computer lab during classtime.

References:

Helmus,

T., Arnsdorf, V., Toppin, E., and Pounds, N. (1986).

The United

States and its neighbors.

Morristown, NJ: Silver Burdett

Company.

The United States: Its history and neighbors

.

(1991). New York: Harcourt Brace Jovanovich, Inc.

Search

Filter

By Subject:

By Grade:

Monthly Newsletter

Subject(s): Social Studies Grades(s): Grades 4-5

Leave a Comment Cancel Comment