LESSON PLAN THREE

American Revolutionary War: Life and Liberty Essential Question/s How did the colonists and British Parliaments ideas about government differ from one another? 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 LA 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. j) Identify cause and effect relationships.
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 describe the differing ideas of government between the colonists and British Parliament. Materials for Learning Activities Teacher: Power point slides (presented through a SMART board presentation), book: George vs. George: The American Revolution as seen from Both Sides by Rosalyn Schanzer, SMARTboard with tools, KWL chart Student: 3-Ring social studies notebook, pencil, worksheets: Life and Liberty, artwork analysis, and exit ticket. Procedures for Learning Activities Introduction (RAP-5-10 minutes)

Created by Michelle White 2013

Today we are going to start our lesson off with a KWL chart to see what we know and what we want to learn about over the rest of our unit on the American Revolution. o Who can start us out, what do we know already? (Conflict, French and Indian War: battle over land, American Indians fought on both sides, maintaining new land and debt of war is expensive) o What do we want to know? (conflict continues, how will the British pay for maintaining new land and paying the debt of the war off, who are people that fought in the war, Declaration of Independence) There are two photos today for the preview portion of the RAP, fill out the sheets that are coming around to you. o Looking at the picture from the first (Cover text on bottom of photo with slide cover) and second slide what do you see? Today the photos are not on the sheets, but you will be answering questions similar to those you have seen in previous days. Once completed have students place the sheets 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 Acts and the Boston Tea Party. Artwork #1: American Indians throwing boxes into the water. They are on a ship. It is dark in shading. Colonists cheering on the docks. Artwork #2: Newspaper heading. Boston Tea Party. Colonists dress up as Mohawk Indians and throw tea into the Boston Harbor. Review Causes and Effects: French and Indian War, Taxes, leading into the Boston Tea Party

Instructional strategies (20-30 minutes) (Revisit KWL throughout lesson) WOW (10 minutes): Worksheet: Life and Liberty will be passed out to students to fill out while the teacher reads from the text book aloud. o Students will listen, at the carpet, as the teacher reads to pages 18-22 in the book: George vs. George: The American Revolution as seen from Both Sides. 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 worksheet is titled for the section in the students textbooks, but follows along with the book George vs. George also. When introducing Parliament, refer to slide 4 with photo. The teacher will stop after each section so that the students can fill in the worksheet, then they will discuss the questions for that Created by Michelle White 2013

section. Students will fill in their worksheet as the teacher fills in the questions on the SMARTboard. o The teacher will read Who Will Pay?, Life and Liberty, Trouble in Boston and Not Another Tax!. 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): Students join the teacher at the carpet as pages 23-25 are read from George vs. George: The American Revolution as seen from Both Sides out loud. o Students will be given their WIO worksheet and dismissed back to their table groups. Students will draw a scene from the Boston Tea Party, sketching with pencil and using color to enhance their artwork. Once complete, students will compare their artwork with the artwork of another student in their table groups. Students will write down the similarities and differences between their two drawings.

Summary (5 minutes) Students are given an exit ticket: Looking at the picture from the last slide what do you see? o Exit tickets will be passed out by table captains. o Students will take a few minutes to analyze the artwork. o Exit tickets will be collected to see students understanding of the days lesson and to see their interpretations of the artwork provided.

Connection: At the end of day 2 of American Revolutionary War unit, the teacher gave 24 students the responsibility to be Parliament members and named tasks other students will be taxed for: students being out of their seats, talking without raising hands, using their text books. Additional taxes will be added today, 1-2 new tasks that will be taxed. Parliament will continue to have tax collectors collect money, to be given to the queen, parliament, and the tax collectors throughout the day. Money collected will be added, divided up between groups, tallied and graphed daily. Assessment Exit Ticket, students will be thinking about cause and effect of the events that are unfolding during the American Revolution, as well as understanding the frustration of the American colonists during this time. (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.

Created by Michelle White 2013

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