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Lesson Plan 1

Students will create a timeline of 10 important events from the Revolutionary War period using the Capzules website. Working in groups of 3, students will incorporate multiple media sources into their timelines such as pictures, videos, and primary sources. Each group will comment on and critique another group's timeline. To check for understanding, the teacher will review each group's timeline to ensure it includes the required elements. Students will reflect on how historical events can impact the future and influence change, drawing connections to their own lives.

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51 views3 pages

Lesson Plan 1

Students will create a timeline of 10 important events from the Revolutionary War period using the Capzules website. Working in groups of 3, students will incorporate multiple media sources into their timelines such as pictures, videos, and primary sources. Each group will comment on and critique another group's timeline. To check for understanding, the teacher will review each group's timeline to ensure it includes the required elements. Students will reflect on how historical events can impact the future and influence change, drawing connections to their own lives.

Uploaded by

api-279894232
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Direct instruction

Subject: 11th Grade U.S. History

ollege Ready Standards, ISTE Standards apply to this lesson

4: Revolution and New Nation, PO 3.

ultiple sources of information

oration

ormula

0 major events in the Revolutionary War period by depicting them in an interactive timeline (Capzules).
ple sources of information presented in diverse formats when selecting which sources to incorporate into the timeline.

te and publish a timeline of the Revolutionary War to fellow peers and the instructor of the classroom.

duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)

splaying the 10 most important events of the American Revolution. For a full 50 points will need to complete the following checklist

der
ary War
portant
ords long
r (appealing color schemes, interesting backgrounds, well picked fonts)
y 9/29, by midnight (Link emailed to Teacher)

ms included in the timeline (Pictures, Videos, Documents, etc.)


her groups timeline on the Capsule website
T 1 props (something they did well) and 1 critique
teacher by 9/30 a paragraph explaining everyones contributions to the project
include a list of everyones name , and a grade determined byt the participant on their overall participation in the projec

complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
Materials/Technology Resources to be Used:

History Textbook
Capzules website
SMART board

Revolutionary Period propaganda


Projector
Notebooks
Pencils
Creative minds

ing, and make RELEVENT to real life) ENGAGE/ hook the students

nning of class. On the board will be an image of a propaganda poster from the Revolutionary War era. Students will be responsible for takin
will be asked to depict any symbols seen in the piece, what the message might be, and what side, patriots or loyalists, do they think the propa
short whole group discussion about the image.

representations and text projected behind me. The lecture will go over the final
s the Battle of Saratoga. I will be lecturing about the end of the war and move
nly touch on the surface about the First Continental and close there in terms of
he next lesson. After 15 minutes of lecture I will have students pull out the
age from the book. The passage will cover the signing of the Declaration of the
oken into groups of four and after another 10 minutes we will regroup and
ial. Then it will lead into a group discussion. I will pose the questions

Student Will: Be specific

Students will take notes during the lecture. Afterwards the


section. Once they are done reading, they will present with
they will collaborate as a whole to analyze the text throug
video and sit quietly while the teacher explains the assignm

pendence different from the Treaty of Paris?

he war?

dependence according to the declaration?

to leave the British monarchy, and no longer by subjected to a strong central


colonists will form their future government?

tomorrows lesson when we discuss the Articles of Confederation. The


ssessment so I may check for understanding what the students just read. Then
ideo that helps reinforce the concept we as a class just learned. The video will
the History Channel. It goes into unknown facts about the Revolutionary War.
Paul Revere warning about the British coming to Lexington, and reveals the
s a fun way to recap some major events before the students move to their
the lesson the teacher will provide instructions and guidelines for the

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/

ods used in the direct instruction will help the kids latch on to at least one style of teaching. If the student is still struggling I will find other o
m website for the students struggling. I could also change my instruction to include a short play the students participate in and play roles of
already have a script read and I would pick volunteers act.

ps of 3. As the students are deciding which events to include the teacher will
students if they have questions. If a group seems to be stagnant the teacher
y posing critical thinking questions. The teacher will ask something along the
may have turned out differently if the Battle of Yorktown did not occur? Do you
ve won their independence? Essentially scaffold with their brainstorming

Student Will: Be specific


Students will group up in 3s. After finding groups student
their timeline using Capzules. Any work not completed in

idea for the project.

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

me some ideas they have for events that they will include. I will ask each student to provide me with one idea. If they do not understand I w
o understand the concept I would try to push for discussion in the small groups. In that group of three, having a child explain an event they f
eer. I could also take a piece of paper and attempt to draw a visual picture while I explain what the timeline should look like. In addition the
explain the project/ major themes of the lesson that day.

ts produced. Teacher will check for 10 events and a brief paragraph as to why
ficant. Teacher will check for at least one video, one map, and at one primary
acher will also check that through the Capzuless site each group left one
other groups timeline.

Student Will: Be specific

Students will collaborate and use multiple media sources t


identify 10 important events from the entire Revolutionary
Students will communicate through the Capzules website
groups timeline. The comment will include one complime

on How will your instruction look different for those students who need differentiation or accommodations? I will have a video uploade

event in the timeline website Capzules. The video watched in class as well as the lecture slides will be posted to a classroom we
or topics of the lesson as well as a recap of the assignment to help the struggling students at home.

What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?

ome together to reflect on the day. We will raise hands and talk about things we learned today. We will also discuss how in history one even
ts they feel will be detrimental to the future. One example would be the presidential debates as they can influence voters and determine the n

Revolutionary war was the beginning of American history itself. Its impact is that is has created a lasting and powerful nation that these stud
hting for what they believed is their right. This concept can be mirrored to today with people fighting for their right to same sex marriages a
war? Would some situation similar to the Revolutionary war be plausible for U.S. own territories?

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