LESSON PLAN TEMPLATE

TEACHER NAME: Ms. Mallory Chester

LESSON SUBJECT: Humanities
LESSON TITLE: The American Revolution- What Efforts Were Made to Prevent
War?
GRADE: 9
LESSON DATE: 18th October 2017
RATIONALE
This is the final lesson of a 5-part unit on the American Revolution. This lesson will ask students
to grapple with the question: what efforts were made to avoid war? while continuing to think
about greater themes within the revolution. The activities in this lesson will work to further
students understanding of the Revolution as well has help them to develop skill such as the
ability to read with purpose using sources on different topics from the time. Students will also
begin to build the ability to identify primary and secondary sources through sources from the
period of the Revolution, understand their differences, and explain why these sources are
important to their greater understanding of the American Revolution. Students will also attempt
to make connections between issues faced during the American Revolution to issues in our world
today.
CURRICULUM CONNECTIONS
Big Idea
- Disparities in power alter the balance of relationships between individuals and between
societies.
Content
- Political, social, economic, and technological revolutions
Curricular Competency
- Explain and infer different perspectives on past or present people, places, issues, or
events by considering prevailing norms, values, worldviews, and beliefs
- Assess how prevailing conditions and the actions of individuals or groups affect events,
decisions, or developments
LEARNING INTENTIONS
- Students will be able to define primary and secondary sources (sources related to the
American Revolution), their differences, and identify examples of the two and explain
their reasoning.
- Students will be able to read purposefully while examining documents about the
American Revolution, keeping in mind the question of what steps were taken to prevent
war?
- Students will be able to draw connections between issues during the American
Revolution and our world today: Trump vs. NAFTA
PRE-REQUISITE CONCEPTS AND SKILLS
Students will know the originating causes of the American Revolution, key players, and a brief
timeline of early events. Students will understand that Colonists were at odds with Britain and
the King over things like unfair taxation. Students will be able to begin to make the conclusions
that these two groups were at odds at this time, and that war was imminent.
MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS
LESSON
- PowerPoint Slides
- 5 Table toppers on colored construction paper with names of events for Activity #1
- Colored construction paper with colors matching the table tent cards (5 pieces to match 5
table toppers)
- Slips that correlate with events on 5 table toppers (enough to split groups equally into 5
groups)
- Sources for activity #1 (2 sources per group, 5 groups)
- Primary and Secondary documents for Activity #2 (1 per group, 5 groups)
- Worksheets Activity #2 (1per student)
- American Revolution Word Search (1per student)
DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)
- Have extra work (American Revolution themed word search) for students who finish
early
- Students are placed into groups at random, so that students who may have challenges
reading or drawing greater connections can get help from stronger students
- If the whole class finishes early, have the students write a brief reflection on the question:
do you think the efforts to prevent war during the American Revolution were enough?
Do you think the British and/or the Colonists could have done more? Explain.
ASSESSMENT AND EVALUATION
- After their initial research assignment, students and their groups will share with the class
what they have learned about events surrounding the question of what was done to
prevent war? within the American Revolution. Students will demonstrate their ability to
read purposefully by answering the five Ws about their specific person/event and be able
to teach these skills to the rest of the class. The fullness of their answers will demonstrate
their understanding of what was going on surrounding their person/event within the
greater scheme of the American Revolution.
- After review of the difference between primary and secondary sources, students will
complete a worksheet that asks them to identify the type of source they are analyzing as
either primary or secondary. Students will be able to explain the choice for their
reasoning to demonstrate their understanding of different sources. Students will then
continue their demonstration of thinking/reading purposefully by answering the five Ws
in a way that is like that of the first activity. Students will submit these worksheets upon
completion. These worksheets will be given a grade of 1-4.
 LESSON ACTIVITIES

TEACHER ACTIVITIES STUDENT CLASS PACIN

ACTIVITIES MANAGEMEN G
T
CONSIDERATI
ONS
PRE-LESSON -Ask students not
-Set tent cards with names for Activity #1 on to touch the tent
tables before students arrive along with cards, sources,
Activity #1 Sources and construction paper and colored paper
INTRODUCTION on their desks 5min
-Show video review to review what students until its time for
have learned about the American Revolution the assignment
so far
https://www.youtube.com/watch?v=tfnrdWY
mZus
-As students watch video, hand out group slips -Make sure
at random. Once video is finished, have students bring all
students move into their groups based on their -Students their belongings 5min
slips which correlate with tent cards on the answer with them when
table questions they move into 10min
- Review the reasons for tensions between the about the groups. Make
American Colonists and the British various sure students have
-Show video explanation of NAFTA. Have taxations, a pen.
students work in groups to discuss Donald confrontations
Trumps battle with NAFTA. etc. 20min
http://money.cnn.com/2017/10/17/news/econo -Students will
my/donald-trump-nafta/index.html draw out
BODY similarities
-Introduce Activity #1 (slide with instructions between tax
on PowerPoint on projector screen) . . . Show issues during
students example of five Ws on coloured the American
paper (use Benjamin Franklins involvement Revolution
in preventing war as an example). Inform and tax issues
students of time limit, an that they must be today -Teacher is
prepared to discuss their findings with the -Students ask constantly
class. any questions circulating,
they may have making sure
about the students are
activity staying on task.
-Students use -Teacher may
sources to offer students the 15min
create 5 Ws use of chrome
sheet to share books if they
with class would like to do
 more research,
but only if they
-Bring class back together, have students stay on task.
present the 5Ws sheets about their event to
the class. Debrief after each presentation with
slides that contain key information about the
event in case students have missed anything 25min
-Answer any questions students may have -Suggest that
about events/people and their relevance to the students each
American Revolution and what efforts were - Students will present a W that
made to avoid war/confirm student present their way one person
understanding findings to the isnt presenting
-Ask one student from each group to bring class, and ask everything
sources/tent cards/completed 5 Ws sheet to each other
the front questions
-Begin Activity #2 by showing students video -Students
on primary/secondary sources confirm
https://www.youtube.com/watch?v=tfnrdWY knowledge by
mZus answering
- While students watch the video, hand out verbal
examples of primary/secondary sources as questions
well as the activity work sheet to the groups. -If students
-After video, have students define primary and become distracted
secondary sources, as well as their differences, - One student from video by
in a class discussion. Have students give returns you handing out
examples. material to the worksheets,
-Give example: put two documents on class you may have to
PowerPoint, see if students can tell you which -Students wait until after to
is primary and which is secondary. watch video finish.
- Explain activity: have students work in and consider
groups to complete worksheet which asks primary/secon
them to examine their source (each group has dary sources
a different source), identify it as
primary/secondary and answer the rest of the -If students
questions on the worksheet which aim at cannot get the
teaching students to read with purpose. -Students correct answer
define you may need to
sources/give go over the
examples differences again

-Make sure students know they will be -Circulate and 5min

handing this worksheet in for tomorrows answer any
class. They will have the rest of class to Students questions/make
complete the worksheet, what they do not get demonstrate sure students are
done will be for homework. knowledge on task
IF NEEDED
-Have an American Revolution themed word through proper -Groups may
search for students who my finish early identification need to be
-If the class has finished early, have students -Students ask changed for this
answer question on the board: Were the any questions activity if original
efforts made to avoid war enough? Could the they may have groups displayed
American Colonists and/or the British done about the problematic
more to prevent war? Explain. activity behaviors.
CLOSURE -Students -Encourage
-Review efforts made to avoid war with examine students who
students documents and dont finish
-Make sure students know there will likely be work on before the end of
a quiz/test during the next class as this is a assignment class to take
culminating lesson at the end of the greater sheet in their pictures of the
unit on the American Revolution. groups. document so they
can complete the
work sheet at
home.

-Students
write a brief
response and
hand it in on
their way out
of class.