LESSON PLAN TWO

American Revolutionary War: The Battle for Land Begins Essential Question/s What major conflict caused the American colonists to revolt against Great Britain? NCSS THEME Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. VA Standards of learning
VS. 5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence
VA 4.5 The student will use the following to express meaning in works of art: 1. Colorhue, tint, shade, intensity 2. Textureactual, implied 3. Valueshading 4. Patternrepetition to imply movement 5. Varietyto create interest The student will analyze how line choices affect the intent of a work of art and make selections accordingly.

VA 4.6

VA 4.18 The student will analyze works of art based on visual properties and contextual information. VA 4.19 The student will interpret works of art for multiple meanings.

Objectives Students will be able to identify the conflict that caused the American colonists to revolt against Great Britain. Materials for Learning Activities Teacher: Power point slides (presented through a SMART board presentation), social studies textbook, SMARTboard with tools, If you lived at the time of the American Revolution by Kay Moore illustrated by Daniel OLeary Student: Social Studies textbook, 3-Ring social studies notebook, worksheet: The Battle for Land Begins and artwork analysis, pencil, scrap paper for exit ticket Procedures for Learning Activities Introduction (3-5 minutes) Yesterday in social studies a great deal of things happened. Who can share one thing they remember? o Discussion on classroom punishment (standing for four on the floor), recording feelings, cause and effect, learning the American colonists were punished for something they did not do. Created by Michelle White 2013

Instructional strategies (30-45 minutes) RAP (10 minutes): Teacher opens SMART board presentation and begins lesson with students. (There is more information in the notes section of each slide) o Looking at the picture from the second slide what do you see? This photo is attached to a page of questions to be passed out and placed into students 3ring social studies binders. In a previous lesson, in both art and in the classroom, students were taught words to describe, analyze, interpret, and evaluate artwork. When learning these new vocabulary words students were also taught definitions, when to use them, and how to use them. Students will take a few minutes to analyze the artwork, and then a class discussion will begin on the artwork. The teacher will discuss the connection of the artwork to todays lesson on the French and Indian War. French are in the background facing the audience, Indians in the foreground crouched down and facing away from the audience, dark in hue (reds and blues). Artist was European, most likely white. WOW (10 minutes): Worksheet: The Battle for Land Begins will be passed out to students to fill out while the teacher reads from the text book aloud. o Students will open to pages 78-79 in their social studies text book; they read silently as the teacher reads aloud. Students will fill out their worksheets while the teacher reads each section of the textbook. The worksheet follows each section of the textbook that is to be read. The teacher will stop after each section so that the students can fill in the worksheet, then they will discuss the questions for that section. Students will fill in their worksheet as the teacher fills in the questions on the SMARTboard. The teacher will read Old Enemies, New Battles, This is MY Land!, The French and Indian War: 1754-1763, and red boxes on pages 78-79. Teacher will not read the section, Who Will Pay? on page 79, save for Lesson 3. o Once the teacher completes the reading and going over the worksheet, the students are given a few minutes to complete their final thoughts on their worksheet. Worksheets will be placed into the students 3-ring binder under the American Revolutionary War tab. WIO (20 minutes): Teacher reads pages 12-13 from If you lived at the time of the American Revolution out loud. o Break students into table groups and have them discuss the following points: Discuss major American colonies and their locations, discuss the differences between life then and life now. (Population, road conditions, mail delivery)

Created by Michelle White 2013

Map of America Pre-French and Indian War map and Post-French and Indian War, discuss the differences in land that is now owned by Great Britain and what this could mean for the American People. Summary (5 minutes) Students are given an exit ticket with two questions: 1. The British have won the French and Indian War, but WHO was going to pay to maintain all this new land? 2. WHO was going to pay down the debt of 9 years of war? o Students will write exit tickets on recycled paper, half sheets, and turn them in to the teacher once completed. Connection: Math 4.5 Student will c) add and subtract with decimals Math 4.14 The student will collect, organize, display, and interpret data from a variety of graphs. At the end of day 2 of American Revolutionary War unit, the teacher will pull 2-4 students before they are dismissed for buses. These students will be given a brief overview of Parliament and be named Parliament figures, they will be asked to tax students over the course of the next few days for different actions or behaviors. The members of the classroom Parliament will decide what will be taxed: students being out of their seats, talking without raising hands, using their text books. For the first day there will only be 1 tax imposed on the colonists. As Parliamentary figures they will also be in charge of picking 2-3 tax collectors for the colonies. In return Parliament and the tax collectors will receive portions of the taxes collected. The queen will receive 60%, Parliament 35%, and Tax Collectors 5%. The taxes will be taken from students class reward system money and collected throughout the entire day. Signs will be posted throughout the classroom and times will be designated to collect taxes. 1 table group will be Parliament 3-4 table groups of colonists; each of these table groups will have 1 tax collector at the table Money collected will be added, divided up between groups, tallied and graphed daily. Assessment Exit Ticket, students will be predicting who they believe will be paying for maintaining the new land acquired by Great Britain and the cost of being at war for 9 years. (Informal Assessment) Differentiation Interpersonal, auditory learners and students with a lower reading level will be supported by having the teacher read the text book aloud to the whole class verses having students read it themselves. Visual spatial, will be supported during the SMART board lesson, analyzing artwork, and having the teacher review the question from the worksheet, writing the answers on the board.

Created by Michelle White 2013