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Social Studies Lesson

The document outlines Julia Coston's 4th grade lesson plan on the American Revolution. The lesson plan has the following goals: 1) Describe the key events that caused the American Revolution by creating a three-tab foldable, 2) Explain the importance of remembering how the US gained independence, 3) Analyze the historical events and conditions that led to the American Revolution. The lesson involves splitting students into groups that will rotate through stations learning about different causes of the American Revolution, such as the Boston Massacre and taxation without representation. Students will fill out their foldables at each station and then present what they learned. Julia will assess understanding by checking the completed foldables and a class discussion on the pros and cons of

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69 views3 pages

Social Studies Lesson

The document outlines Julia Coston's 4th grade lesson plan on the American Revolution. The lesson plan has the following goals: 1) Describe the key events that caused the American Revolution by creating a three-tab foldable, 2) Explain the importance of remembering how the US gained independence, 3) Analyze the historical events and conditions that led to the American Revolution. The lesson involves splitting students into groups that will rotate through stations learning about different causes of the American Revolution, such as the Boston Massacre and taxation without representation. Students will fill out their foldables at each station and then present what they learned. Julia will assess understanding by checking the completed foldables and a class discussion on the pros and cons of

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Julia Coston’s 4th grade lesson on the American revolution

(part of multiple lessons)

LESSON RATIONALE
Learning about the American Revolution is important because it provides American children an understanding
of how their country gain its independence and why. Recapping the events of the American Revolution shows
the students what events in history caused it and shows them the importance of remembering the hard work it
took to create the United States. By teaching this lesson, the students will be able to explain the moments in
history that caused the American Revolution.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal: By creating the foldable the students will be able to describe the causation of the American
Revolution.
B. Objective: By filling out and presenting the three-tab book foldable, the students will be able to describe
key events that caused the American Revolution.
C. Standards: IAS/NCSS
a. 4.1.3 Explain the importance of the Revolutionary War and other key events and people that
influenced the development of Indiana as a state.
b. NCSS 6 Learners will be able to analyze conditions and actions related to power, authority,
and governance that contribute to conflict and cooperation among groups and nations, or
detract from cooperation.

II. Management Plan


a. Materials:
 26 three-tab book foldables (pg 22)
 PowerPoint
 Document camera
 6 papers with the instructions for the stations
 iPads
 Small sheets of paper and color pencils (for stamps)
 Small bags with sugar
 Fake coins
 Boston Massacre drawing sheets
 A container
 Glue
 Small popsicle sticks
 Tea bags

b. Time: 1 hour with 20 minutes for stations included


c. Space: The entire classroom
d. Behavior: I will be using be using a few call and response ideas to help get the students attention throughout
the lesson. I will also have a timer and bell to signify changes. This will help keep the students on task and
understanding what is going on. The students will also be engaged in various tasks throughout the lesson that
will help with keeping their attention.
III. Adaptation to Individual Differences and Diverse Learners—
a. For the students who have trouble with reading and reading comprehension, there is either a
listening version of the passage I am having them read or a video they will watch that helps to
explain the content the students are learning about. They also can always ask other group
members to help explain it for them.
b. For the students who tend to finish their work faster than the rest of the group, there will be an
activity the pertains to the event that the student just learned about that they can start on. It will
keep them busy until the other members of the group finishes, so they do not disrupt the class.

PLAN FOR INSTRUCTION


IV. Anticipatory Set
I will split the class up into groups of three and then give them instructions on what I want them to do. I
will allow for questions to help clarify and then I will go around to each group and chose who will be doing
what for the activity. I will allow for 5 minutes or so of explaining and decision making before I expect a side to
be chosen. I will go around to each group and ask the third person what side they picked. Then I will ask the
whole class questions. Let the students answer that as well.

V.Purpose: Today we will be learning about what happened in the colonies to cause the colonists to gain
enough courage to fight back against the British rule, create their own power and cause the American
Revolution. We investigate and learn this information to better understand why the United States
became a country and why we are able to call yourselves American.

VI. Lesson Presentation (Input/Output)


 The students will sit back down in their seats and I will go over some terms with them. I will be
using a slide show for the words and definitions. I will pass out the three tab foldables to each
student. Then I will show mine on the document camera for them.
 I will then put the students into the three different groups. Within those groups will be two
smaller groups. I will give each of them a piece of paper that says group 1a on it. I will give this
group members their piece of paper as well. I will continue to do this for group 2a, 2b, 3a, and
3b.
 There will be instructions at each station about what I want the groups to do and the questions
they should answer for the foldable. I will then have group 1a and 1b move first. Then group 2a
and 2b will move. Finally group 3a and 3b will move to their spot.
 Each group will have twenty minutes to finish learning the information and writing it in the
foldable. The activities are extra and do not have to be finished by the time the timer goes off. I
will be walking around to make sure the students are on task and to help them if they need it
whether it is help with the foldable or the activity.

VII. Check for understanding


 When the timer goes off I will have everybody focus on me to get the next instructions. Once
everybody sits down we will start the presentations. The class will be using the document camera
to present their information. I will pick on one or two people to go up to the document camera.
The student(s) will go up and present their information to the class while the students in the other
group write down the information. I will ask groups 1b, 2a, 2b, 3a, and 3b who wants to present
their information and the same process with happen. By the end of the presentations each student
should have a completely filled out three-tab book on the causes of the American Revolution. I
will go around to check that each student has finished writing in their foldable before collecting
them and moving on.
VIII. Review learning outcomes / Closure
 I will go up to the board at the front of the room and create a pro/con diagram on the board. I will
have the students help me fill it out with the new found information we know about the beginning of
the American Revolution. I will a couple students give me some pros. If hands are raised I will let
some students add a few cons. I will let the students answer.
PLAN FOR ASSESSMENT
A. Formative: I will be assessing students as I walk around making sure that all students are understanding
the learning and that they filling out the foldable correctly. As they interact with their group members I
will note the conversation that is going on about their topics and what they have to say about it. I will
also be assessing how well they know the topic when they have to share what they learned with their
classmates. Also how well they help me fill out the pro/con list about leaving the British rule or not.
B. Summative: I will collect the foldables from each student to see what they wrote in their foldable about
each topic. This will be each students official assessment on how much they learned in this particular
lesson.

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