Social Studies Unit Plan

Running head: Social Studies Unit Plan
Social Studies Unit Plan

On the Road to Independence: A Look at the Causes of the American
Revolution
Megan Geisel, Amanda Goldstein, Stacy Murphy & Emily Richwine

ELED 434
Fourth Grade Virginia Studies
Part I: Unit Overview and Instructor Background Knowledge

a). Unit Title:
On the Road to Independence: A Look at the Causes of the American Revolution
b). Parent Letter
Dear Parents/Guardian:
On Monday, May 6, 2013, the fourth grade will begin their Virginia Studies unit on the American
Revolutionary War. The students will be exploring and learning several concepts following the VS.5
standards of learning. During the first week of the unit, we will be learning about taxation without
representation, the reasons why the colonies went to war against Great Britain, the importance of the
Declaration of Independence, and about several famous historical figures such as Thomas Jefferson and
Patrick Henry. In addition, we will be defining what a loyalist and a patriot are, and what it means to be
neutral. In the following week, we will focus on several famous battles that occurred during the American
Revolution, including the ones that occurred in the state that we live in! During several of the lessons, the
students will read the Declaration of Independence, and act out various roles associated with the time
period.
Throughout this unit, the students will be engaged in learning activities that will further their
knowledge regarding the American Revolution. Daily writing prompts in their journals will ask students to
answer questions such as, What do you think life would be like if the American Revolution never
happened, and the Declaration of Independence was not written? The students will also have a research
project to complete that will be started in school and continued at home. Students will research and
explore primary and secondary resources through having access to our classroom and school libraries to
obtain information on the American Revolutionary War. They will utilize the information for their research
project and other assignments that will be completed during this unit. In addition to the various
assignments, we will be taking a field trip at the end of the year to the Yorktown Battlefield located in
Yorktown, Virginia on June 14, 2013. Further information will be provided for the field trip and research
project at a later date.
Beyond our class field trip, you may want to explore and learn more about the Revolutionary War by
having your child and the entire family visit several historic sites across Virginia such as George
Washingtons Mount Vernon Estate, Thomas Jeffersons Monticello, and other battlefields including the
battle of Great Bridge and the battle of Petersburg. Additional information for any of these weekend trips
can be found on http://www.americanheritage.com/travel/virginia. If you have any questions or concerns,
please dont hesitate to contact any of us by calling the school phone at (540) 454-2287.
Sincerely,
The Fourth Grade Team
c). Social Studies Content:
What is the substance of this unit?
This unit is an overview of the causes, events, people, and impact of the American Revolutionary War.
The first week of our unit consists of learning why Parliament began to institute taxes in the colonies and
then understanding what taxes felt like for the colonists through performing a class play and a simulation.
The students will research and present on the division of people who supported independence (patriots),
people who supported the Crown (loyalists), and those that decided to remain neutral. The students will
acknowledge the role and impact of Patriot leaders, Patrick Henry and Thomas Jefferson on the American
Revolution. They will also research four different primary sources that influenced the creation of the
Declaration of Independence: John Locke's Second Treatise on Government, Section 22, the Massachusetts
Slave Petition, Malden Massachusetts Statement of Independence, and George Masons Virginia
Declaration of Rights.
What are the most important essential understandings about the topic you will teach?
The French and Indian War is the American name for the North American combat theater of the Seven
Years' War. The Seven Years War was a transcontinental war fought by troops of Great Britain and France.
In America, British colonists fought French colonists and their Native American allies. Although Britain won
the Seven Years' War, it nearly doubled its national debt. Britain, in an attempt to pay off its debt, tried to
impose new taxes on the colonies including the Stamp Act and the Tea Act ("The french," 2013). This
taxation was met with increasingly escalated resistance until Britain sent troops to the colonies. The
purpose of the troops was so that the representatives of the Crown, such as the Governors and tax
collectors, could safely perform their duties. However, many colonists disparaged the use of force and the
imposition of having to house these troops in their own homes. Uprisings arose across the country,
including the Boston Massacre, leading to greater tension between the colonists and Great Britain (Boston
Tea Party Historical Society, 2008). A rift grew between the patriots, those who believed that the colonies
should become independent, and those who wished to remain loyal to Great Britain, the loyalists. There
were also those who did not choose sides and instead remained neutral. Among those that were most
influential to the patriotic cause were Patrick Henry and Thomas Jefferson. Both were members of the
House of Burgesses and delegates of the Continental Congress. Patrick Henry was an orator and activist
that spoke out against the British taxes. He is most famous for his words, Give me liberty or give men
death (Linton & Arnold, 2010). Thomas Jefferson was an alternate that filled in as a delegate for Payton
Randolph when he was recalled by the Royal Governor. Jefferson was appointed a member of the
committee to write the draft for a Declaration of Independence (Linton & Arnold, 2010). The document
created featured modified ideas from other sources and was utilized to delineate the reasons for colonial
independence from Great Britain. Four of the most prominent sources that influenced the Declaration of
Independence were John Locke's Second Treatise on Government, the Massachusetts Slave Petition,
Malden Massachusetts Statement of Independence, and George Masons Virginia Declaration of Rights
("documents contributing to," 2009). John Lockes Second Treatise on Government delineates the political
ideas that were condensed into all men being declared equal, all men endowed with certain unalienable
rights that among these are life, liberty and the pursuit of happiness, government should be instituted
and given their powers by the consent of their people, and, should any form of government become
destructive to the will of the people, it is the peoples right to abolish it and form a new government ("John
Locke's theories," 2013). Massachusetts Slave Petition was a powerful influence through Thomas
Jeffersons forceful disapproval of slavery in his original draft of the Declaration of Independence. In it he
stated, that the king has waged cruel war against human nature itself, violating its most sacred rights of
life & liberty by condoning the slave trade (Heritage Foundation, 2013). Malden Massachusetts Statement
of Independence was also influential by the towns expression of their concerns to their representative at
the Continental Congress about the actions of the British and why a declaration in favor of independence
was necessary and appropriate at that time. This letter was incorporated through the list of grievances it
presents against Great Britain (Mendosa, 2012). The last primary source that played a key role in shaping
the Declaration of Independence was George Masons Virginia Declaration of Rights. The Virginia
Declaration of Rights most blatant influence to the preamble was in its declaration:
That all men are by nature equally free and independent, and have certain inherent rights, of
which, when they enter into a state of society, they cannot, by any compact, deprive or divest
their posterity; namely, the enjoyment of life and liberty, with the means of acquiring and
possessing property, and pursuing and obtaining happiness and safety. That all power is vested
in, and consequently derived from, the people; that magistrates are their trustees and
servants, and at all times amenable to them. That government is, or ought to be, instituted for
the common benefit, protection, and security, of the people, nation, or community; of all the
various modes and forms of government that is best, which is capable of producing the
greatest degree of happiness and safety, and is most effectually secured against the danger of
mal-administration; and that whenever any government shall be found inadequate or contrary
to these purposes, a majority of the community hath an indubitable, unalienable, and
indefeasible right, to reform, alter, or abolish it, in such manner as shall be judged most
conducive to the public weal ("The Virginia declaration," 2013).
This content lays the foundation for the framework of the Declaration of Independence as well as the ideas
that shaped the formation of a new nation.
The second week of the unit will focus on the battles such as Great Bridge and Yorktown, the
participants in the war including women, minorities, and the French, as well as the unit test and a field trip
to Yorktown, Virginia.
What might be challenging in terms of connecting teacher level knowledge to childrens
capacities for understanding?
The most challenging aspects of connecting teacher level knowledge to the childrens understanding
would be to make the content the students learn relevant to them. This is accomplished through the use
of the play, the simulation, and the research about why people were patriots, loyalists, or remained
neutral. This would allow the students to understand how the colonists felt about the actions of the British
and why independence was an attractive consideration by the colonists. Another aspect that may
challenge the students is the language of the primary documents. The students need the opportunity to
view the language in its original form but also assisted in abridging it to making sense to them. This is
accomplished through collaboration in groups and with the guided assistance of the teacher. The lessons of
the unit should enable the students to learn the material in fun and meaningful ways.
d) Big Ideas.
Parliament believed it had the right to tax the colonies, while the colonists believed they should not
be taxed because they had no representation in Parliament.
Some Virginians were neutral and did not take sides, while other Virginians remained loyal to Great
Britain, and others decided to push for Independence from Great Britain
Thomas Jefferson provided political leadership by expressing the reasons for colonial independence
from Great Britain in the Declaration of Independence.
e) Key Concepts
-
Taxation without representation: Many colonists believed that they did not have any
representation (someone standing in for a person or group and having the power to speak on
their behalf) in the British Parliament. As a result, the laws Parliament passed taxing the colonists
were considered to be illegal and a denial of their rights as Englishmen.
Parliament: An assembly of people chosen by their peers, who participate in the government
and the ruling of the country.
Declaration of Independence: The Declaration of Independence is a statement adopted by the
Continental Congress on July 4, 1776, which announced that the thirteen American colonies were
independent states and no longer colonies of Great Britain.
Patriots: Supporters of the colonies independence from Great Britain.
Loyalists: Colonists in America that wished to remain a part of Great Britain.
f). Rationale:
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In order to be a good citizen, it is essential to understand how and why the country that you are
living in was founded. For this unit, we have focused on the events that led up to the American Revolution,
which later impacted the formation of a new nation. Not only should students know about these historical
moments, but they should also understand the dynamics between the different groups of people during
this time period. One of the lessons in this unit focuses on growing tension between the British and
colonists. Tensions arose as a result of taxation without representation and the dismissal of the colonists to
have the rights of Englishmen. This turmoil split the people into opposing groups: patriots (those in favor of
independence), loyalists (those wishing to stay faithful to the Crown), and those who wished to remain
neutral. Through inquiry, the students will learn more about these groups and the impact of their political
leaders such as Thomas Jefferson and Patrick Henry. By delineating these relationships, the students will
have a better understanding of the grievances of the colonists as stated in the Declaration of
Independence, the risks fighting for independence entailed, and the divergent perspectives of the
participants of the American Revolution. The content that the students will explore in this unit is significant
to American history as it is an exploration of how and why our country was founded. This unit will
contribute to an individuals development as citizens and their lives beyond school. It will give them the
opportunity to explore different points of view as well as give them experience in thinking about decisions
people had to make that changed the outcomes of their lives. Through inquiry students will be capable of
increasing their knowledge about American history to help them become more well rounded developed
citizens. This unit will allow the students to better understand the reasoning behind going to war for
independence. It will additionally describe how the decisions made in the American Revolution impacted
the formation of our nation and in shaping the culture of our society. The students could also be inspired to
learn more about the lives of people in the past, which would allow more outlets for historical learning in
the future.
g) Goals:
Understand taxation and how the process worked in the colonies prior to the American Revolution.
Reflect on (Know) the specific grievances of the colonists as specified in the Declaration of
Independence.
Apply (Do) skills at evaluating the credibility of sources (e.g., identifying the author, intent, when it
was created, for what audience, etc.) when reading the Declaration of Independence.
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h). Unit Objectives

1) The students will identify grievances that the colonists had with King George and Parliament.
2) The students will explain the purpose of the Declaration of Independence and the impact it had on
the journey to the American Revolution.
3) The students will explain taxation without representation and why it was a critical grievance for
the colonists.
4) The students will act out the relationship between the British and the colonists in regards to
taxation to help them understand this material powerfully.
5) The students will understand the various characteristics of patriots, loyalists, and neutrals during
the American Revolution.
6) The students will identify that the Declaration of Independence was written by Benjamin Franklin,
John Adams, Roger Sherman, Robert Livingston and Thomas Jefferson.
7) The students will compare and contrast the differences between different primary sources and
why the Declaration of Independence was written.
8) The students will understand how the impact of the French and Indian War affected Britains
national debt and influenced Britain in deciding to tax the colonies.
i). Virginia 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.
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b) Identifying the various roles played by whites, enslaved African Americans, free African Americans, and
American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick
Henry, and James Lafayette.
Part II: Resources

Materials for whole class:
Lesson Plan #1: Taxation Without Representation
1.
2.
3.
4.
5.
Computer paper
Pencils
Decorated erasers (to act as money for taxation)
Markers
Assessment grid
Lesson Plan #2: Patriots, Loyalists, and Neutrals

1.
2.
3.
4.
5.
6.
Index cards with colors and numbers on them to differentiate between each group.
Posters
The classroom books on the Revolutionary War (APA listed below)
Pencils
Markers
Computers (for Internet use)
Lesson Plan #3: Exploring the Declaration of Independence

1.
2.
3.
4.
5.
Index Cards
Table Cards
Exit Activity
Declaration of Independence Research Worksheets
Declaration of Independence Informational Worksheet (APA listed below)
o John Lockes Second Treatise of Government
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o Massachusetts slave petition

o Malden Massachusetts Statement of Independence
o George Mason and the Virginia Declaration of Rights
6. Declaration of Independence Teacher Key to the Research Worksheet
The books provided below are resources on several topics that we will be exploring on the American
Revolutionary War. All of the books will be placed in our classroom library. The books vary in reading levels
in order to cater to students of all different learning abilities. The students can look at these books during
any free time they may have or they can read them for our AR reading program. Additional books on the
Revolutionary War are located in our school library. The teacher will encourage students throughout the
unit to look at these resources for additional information on the topics we explore.
List of American Revolutionary War Books in our Classroom Library
Anderson, L.H., & Faulkner, M. (2008). Independent dames: What you never knew about the women and
girls of the American
revolution. (1st ed.). New York: Simon & Schuster
Blair, M. (2010). Liberty or death: The surprising story of runaway slaves who sided with the British during
the American revolution.
(1st ed.). Washington D.C.: National Geographic Society Books for Young Readers.
Fink, S. (2002). The declaration of independence: The words that made American. (1st ed.). New York:
Scholastic.
Murray, S. (2002). American revolution. (1st ed.). New York: DK Publishing.
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Osborne, M.P., & Boyce, N.P. (2004). American Revolution: A nonfiction companion to magic tree house
#22: Revolutionary war on
Wednesday. (1st ed.). New York: Random House.
St. George, J., & Hillenbrand, W. (2005). The journey of the one and only: Declaration of independence. (1st
ed.). New York: The
Penguin Group.
Welch, C.A. (2006). Patrick Henry. (1st ed.). Minneapolis, MN: Learner Publications Company.
Roberts , R. (2007). The life and times of Thomas Jefferson. (1st ed.). Hockessin, Delaware: Mitchell Lane
Publishers.
Every student will receive a copy of the Declaration of Independence to read. (APA is below)
(1776). The declaration of independence. Retrieved from:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
Whole Class Homemade Resources
Unit Plan, Day 1. Introduction to American Revolutionary War Activity: Paving the Way to Freedom Class
Play. Created by Emily Richwine, Megan Geisel, Amanda Goldstein and Stacy Murphy.
o This is an introductory learning activity for this unit. The play is a broad overview of the thirteen
colonies, why Great Britain began to tax the colonists, and the uprisings that were beginning to
result. The students will act out various roles including Parliament members, colonists, and soldiers.
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The goal of this introductory learning activity is to excite the students for the history they are about
to learn and discover in the following days.
Lesson Plan #3, Day 5: Declaration of Independence Worksheet: Created by Emily Richwine, Megan
Geisel, Amanda Goldstein and Stacy Murphy.
o During this lesson the students will be assigned several different historical documents. The
documents include John Lockes Second Treatise of Government, Massachusetts Slave Petition,
Malden Massachusetts statement of Independence and George Mason and the Virginia declaration of
rights. The students will also each have a copy of the Declaration of Independence. While they are
reading they will record information in the appropriate box on the worksheet. The students will
record key phrases and any connections they make from the historical document they are assigned
to the Declaration of Independence. (The worksheet is attached below).
Materials for groups:
Group #1: John Lockes Second Treatise of Government
National Endowment for the Humanities. (n.d.). John Lockes second treatise of government. Retrieved
April 21, 2013, from
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/works heets/Locke.pdf
Group #2: Massachusetts slave petition
National Endowment for the Humanities. (n.d.). Massachusetts slave petition. Retrieved April 21, 2013,
from http://presspubs.uchicago.edu/founders/documents/v1ch14s9.html
Group #3: Malden Massachusetts Statement of Independence
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National Endowment for the Humanities. (n.d.). Malden Massachusetts statement of Independence.
Retrieved April 21, 2013,
http://teachingamericanhistory.org/library/index.asp?document=238
Group #4: George Mason and the Virginia Declaration of Rights
National Endowment for the Humanities. (n.d.). George Mason and the Virginia declaration of rights.
Retrieved April 21, 2013,
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Mason.pdf
Materials for individual students:

In our class we do not have any student(s) with severe learning disabilities. There are students of different
reading levels; however, the classroom library is abundant with varied resources for learners of all levels.
The books are listed above under List of American Revolutionary War Books in our Classroom Library.
Part III: Knowing Your Students and their Prior Knowledge

a). Student knowledge and interests.
Prior to this unit, students have already learned about English colonization in America. More
specifically, they have learned about the establishment of Jamestown and how the Natives interacted with
the English settlers. They were also fortunate enough to be given the opportunity to go to the Jamestown
Settlement, to have a first hand experience in exploring the content they learned in class. This trip was not
only informational, but also sparked a great interest for this topic within the classroom. They were eager to
continue to learn about the relationships between the British, the Colonists, and the Native Americans.
They wished to learn more about the groups interactions with one another and the escalation of tensions
leading up to the American Revolution.
17
When teaching new material, an instructor should anticipate misconceptions that students will
previously have about the given topic. As a teacher it is necessary to teach the entire well-rounded story.
We cannot only teach a single biased account from one viewpoint, from the Loyalists or Patriots for
example. Instead, we should have multiple resources on a variety of perspectives in order to open the eyes
of the students to the points of view of all the participants of the American Revolution. The informational
books that we have provided for the students to use throughout the week and in lessons will not only
enforce their conceptions about the American Revolution, but also, hopefully, allow them to steer away
from their preconceived misconceptions, as well. In this class, the students are very excited to learn about
the American Revolution, largely as a result of their field trip. This will help add to the powerful Social
Studies perceived in this unit plan.
b). Linguistic, social and academic challenges, resources and supports.
In this fourth grade class, there are many well-behaved and bright students. I am not very concerned
with how well they will behave because they usually listen and cooperate very nicely with one another. If
there is a problem with listening, I will talk to the student individually and refocus them to the task at
hand.
Although these students are usually well behaved, there are some children who have trouble
focusing that may cause classroom disruptions if not actively engaged or given appropriate assistance in
the lessons. These students are usually very shy, which disallows them to openly participate with their
classmates. I will try my hardest to create an open and positive atmosphere to help all of the students, not
only the ones just stated, to participate in conversation and activities eagerly. If students do not participate
in the conversations, I will individually ask them questions so they feel less intimidated discussing their
thoughts. Overall, I feel that, because the students included here are very bright and well behaved, each
student should gain powerful information from this unit.
Part IV: Lesson Overviews and Lesson Plans

a) Narrative Overview of Introductory Lesson: Provide an overview for the first lesson in your
unit.
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This introductory lesson is a broad overview of the thirteen colonies, why Great Britain began to tax
the colonists, and the uprisings that were beginning to result. The French and Indian War (17541763) is
the American name for the North American combat theater of the Seven Years' War. The Seven Years War
was a transcontinental war fought by troops of Great Britain and France. In America, British colonists
fought French colonists and their Native American allies. Although Britain won the Seven Years' War, it
nearly doubled its national debt. Britain, in an attempt to pay off its debt, tried to impose new taxes on the
colonies. This taxation was met with increasingly escalated resistance until Britain sent troops to the
colonies. The purpose of the troops was so that the representatives of the Crown, such as the Governors
and tax collectors, could safely perform their duties. However, many colonists disparaged the use of force
and the imposition of having to house these troops in their own homes. Uprisings arose across the country,
including the Boston Tea Party, leading to greater tension between the colonists and Great Britain. For the
lesson, the students would perform in a class play. Each of the students would be given a role either
consisting of soldiers, members of the British Parliament, and colonists. The play would be based around
the historical storyline of the ending of the French and Indian War, and the resulting attempts of Great
Britain to tax the colonists in order to relieve its national debt. The play will end with two of the colonists
deciding on how to respond to the taxation and what it means for the future of the colonies. One of the
students, playing a colonist, will say, I am not sure what will happen if we fight back, but we will all find
out soon. The students will give each other a round of applause and the teacher will tell them that what
we will be learning over the course of the next two weeks. We will cover what made the colonists so mad
about taxation tomorrow, how the country became divided between supporters of independence, people
loyal to the crown, and others who wished to remain neutral. This will also include the role of the
Declaration of Independence, as well as the breakout of war that forever changed the fate of the nation.
b) Three Lesson Plans
Lesson Plan #1
A. TITLE
Taxation Without Representation/The Revolutionary War
B. RATIONALE
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In this lesson, we will be focusing on how colonists were taxed by the British without being
represented, during the Revolutionary War. Not only do certain items have taxes on them, but
we also need to pay taxes every year. This may be a concept that students have not been
introduced to before. We can also compare and contrast the taxes during this time period to
present day, to make more sense of the issue. They will hopefully realize how unfair this
system was and how lucky they should feel today to be equally represented by the
government. Students may not like the idea of taxes, but they will realize that the current
conditions are much more fair and better than they were during this historical time period.
C. CONTEXT OF LESSON
After deciding with my cooperating teacher that I will teach my lesson during immersion week,
she said that the best topic to cover during this time would be the Revolutionary War. The
students will already be doing a unit on this, so they will have prior knowledge to this to the
relationship between the British and colonists, and what factors caused the war to begin. I also
think that the varied activities that we do will pertain to all of the learners, allowing them to
work in diverse ways. The SOL, VS.5 will be covered, that states, VS.5 The student will
demonstrate knowledge of the role of Virginia in the American Revolution. This lesson will
cover the standards that my teacher wants covered and statewide standards, as well, being
developmentally appropriate.
D. LEARNING OBJECTIVES
Understand
U1. Students will
understand that the
relationship between
the British and
colonists was hostile
for many reasons,
including being taxed
without representation.
Know
K1. The students will be
led through a guided
discussion prior to the
actual activity to express
what they know about
the Revolutionary War.
(CONTENT)
Do
D1. The students will act
out the relationship
between the British and
the colonists in regards to
taxation to help them
understand this material
powerfully. This will make
them understand how the

(CONTENT)
- In relation to the
SOLs
VS.5 The student will
demonstrate
knowledge of
the role of Virginia in
the
American Revolution
by
e) Describing everyday
life in colonial
Virginia.
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- In relation to the SOLs
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
colonists felt with this

mistreatment from the
British. (PROCESSFOCUSED)
In relation to the SOLs
VS.5 The student will
demonstrate knowledge
of the
role of Virginia in the
American
Revolution by
e) Describing everyday
life in colonial Virginia.
E. ASSESSING LEARNING
Objectives:
U1. Students will
understand that the
relationship between the
British and colonists was
hostile for many
reasons, including being
taxed without being
represented. (CONTENT)
Diagnostic features:
U1. Students will brainstorm
reasons why the British and
colonists did not get along.
By drawing a picture to
represent this, with one fact
written at the bottom, I will
be able to assess whether or
not they understand the
relationship or not.
K1. The students will be

led through a guided
K1. Students will talk about
discussion prior to the
the Revolutionary War at
actual activity to express their tables together while I
Support:
U1. Some students are
lower functioning socially.
If they are not
participating in
conversation, I will go sit
with their table and ask
them a few questions
about what they think
caused the bad
relationship to form
the colonists. They might
be more interested in

what they know about
the Revolutionary War.
(CONTENT)
D1. The students will act
out the relationship
the colonists in regards
to taxation to help them
understand this material
powerfully. (PROCESSFOCUSED)
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go around and listen. I will
take note of who is
participating in conversation
with an assessment grid.
drawing, or writing, and

can show me that they
understand the
information that way.
D1. While acting this out,

every student should
participate. Opportunities will
be given for everyone to
communicate with each
other. If one fails to do so, I
will write comments about it
on an assessment grid
before trying to help them
get more involved in the
activity.
K1. If students are not

talking in the group, I will
sit and have a guided one
on one conversation with
them.
- NOTE: I will make an

assessment grid once this
assessment method is
approved.
F. RELATED VIRGINIA STANDARDS OF LEARNING
D1. One of the boys in this

class is autistic and I think
that this might be a
challenge for him. I will
see how he reacts to this
activity first, and then go
from there. If he is
participating I will let him
be, but if not I will try to
guide him to talk with
others. I might also allow
him to choose whether he
wants to be a colonist or a
British man, so he feels
more comfortable in his
role. Other students will
probably not be given the
option.
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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;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George Washington,
Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
G. MATERIALS NEEDED
-Computer paper
-Pencils
-Decorated erasers (to act as money for taxation)
-Markers
-Assessment grid
-The students and cooperating teacher have all of the items needed for this assignment,
except the erasers. I will buy them and bring them in myself.
H. PROCEDURE
Activity
Element
& Time
Procedures and
management
Students
Introducti
on (10
minutes)
I will first tell the

students that we will
continue to discuss
the Revolutionary
The students
will be
participating by
responding to
Academic, physical,
social & linguistic
differentiation,
resources, and
support
The shy students
will be supported
during this time
through listening.
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War from the
previous week. This
portion of the activity
will be held in a group
discussion.
Activity 1
(15
minutes)
The students will
draw a picture of the

British and colonists
to represent their
relationship with in
groups at their tables.
They will write a
sentence or two at
the bottom of it to
describe their
thoughts.
Transition
(1
minute)
Once all of the

groups have shared
their drawings, I will
tell the class that we
will participate in
another activity
where they will have
a chance to act
questions and
group discussion.
I will ask them
what the British
and colonists
relationships
were like. This
will be a lead into
talking about
taxation without
representation.
Students will
be working
together to
brainstorm ideas,
draw, and write
about this topic.
Once they are
done, they will
share their
pictures with the
rest of the class.
If they choose not

to verbally
participate they
will still be able to
listen to their
classmates
opinions.
While the students

are working, I will
be going around
the room to make
sure that everyone
is participating. If
someone is not
contributing I will
try to engage them
with questions and
ask if they want to
help their group
work together.

Activity 2
(20
minutes)
Conclusio
n
24
I will explain that
five students will be

chosen randomly to
be the British and the
rest of the class will
be colonists. The
British will be given
the chance to vote on
which goods they
would like to be taxed
(pencils, chairs,
markers, etc.) The
British will go around
the room and
demand erasers (fake
money) from their
classmates if they
own any of the taxed
materials at their
desk. If the colonists
complain about being
taxed, they will also
have to pay with
more erasers. We will
continue to do this
until the class seems
to realize how unfair
this method of
taxation really is.
We will hold a
class discussion as to
how each group of
people felt while
Whether the
students are
colonists or
British people,
they will be
participating in
this activity by
acting out their
part
appropriately.
The British will
go around the
room while the
colonists are
sitting in their
desks and ask
them for money.
In return, the
colonists will
have to pay their
taxes for their
owned goods
appropriately.
I cannot force any

of the students to
participate, but I
will give special
attention to the
boy who is autistic
and others who are
usually shy. If they
have a difficult
time participating
normally, this
unique experience
might not be an
easy instance for
them to participate
in either. I will try
my best to make
the entire class
feel comfortable
during this lesson.
Hopefully
everyone will try
to talk about how
they felt when
I will ask questions

to people who did
not seem to
participate as
25
acting out different
roles.
I will ask the
students from each
group how they felt in
their role (upset,
angered, scared,
powerful, etc.)
The teacher will
ask how they think
they would have felt
if they were in the
other group.
We will also talk

about how they
would feel if this
happened today and
how they would
react.
I. DIFFERENTIATION:
they were acting.

People from both
parties will be
asked to
contribute their
opinions and
feelings of how
they felt. We will
be able to relate
this to the real
lives of the
people during
this time period.
By allowing
students to voice
their opinions
and listen to
others, new
ideas and
feelings will be
brought up. This
will also make
the lesson more
personal, rather
than the children
just listening to
what the teacher
has to say.
much in previous
discussions during
the lesson to
contribute during
this time.
26
In my practicum classroom, there are many well-behaved and bright students. I am not very
concerned with how well they will behave because they usually listen to their teacher and
cooperate. If there is a problem with listening, I will try to talk to people individually and ask
them to stay on task. I anticipate that during the discussion sections this might be the biggest
issue. I will tell the students that if they cooperate during this time they will be able to have
more fun later on when they get to act out a scene after the discussion is done. I will also tell
them that I will give them the erasers to keep if they all participate well as a class together for
positive reinforcement to behave in a collaborative way as a whole class.
Even though the students are well behaved, there are some children who have disabilities.
These problems mainly result in the students being shy and unwilling to participate. If this
were a math lesson, I would say that they would have more difficulty with understanding the
content. Since this is basically just verbal interaction, though, I believe that everyone will
understand the gist of what is being discussed. I will try my hardest to create an opening and
positive atmosphere to help all of the students, not only the ones just stated, to participate in
this conversation eagerly. If this is not the case, though, I will try to ask these students
questions individually so they feel less intimidated to talk about their thoughts. All in all, I feel
that because this class is so smart and well behaved, each student should get a lot of
meaningful information out of this lesson.
J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I think that the biggest problem during this lesson could be students staying on task. In regular
Social Studies lessons, they do a lot of worksheets and read out of textbooks. Since this lesson
involves moving around the classroom and doing different activities, the students might be
excited. This is a good thing as long as they can continue to stay focused with the material. If
students do not talk about the topics that are supposed to be discussed, I will try to create
more guided discussions and ask them appropriate, topic related questions. The only other
problem that I can picture happening is with the shy and lower ability students, which I have
already addressed how I will handle getting them to participate throughout this lesson. I know
that I cannot foresee all of the problems that could occur during these activities, but I know
that it is very helpful to anticipate some of them before I teach, so I know how to handle them
as they might arise.
27
Lesson Plan #2
a) Lesson Title and length
Patriots, Loyalists, and Neutrals (45 minutes)
b) Lesson Objective(s)
Students will be able to be able to carry out the process of inquiry

The students will discuss issues orally, in writing, and through presentation.
Students will understand the various characteristics of Patriots, Loyalists, and Neutrals during the American
Revolution.
Students will be able to acknowledge the role and impact that Patriot leaders, Patrick Henry and Thomas
Jefferson had on the American Revolution through an exit slip.
c) Virginia 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.
b) Identifying the various roles played by whites, enslaved African Americans, free African Americans,
and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson,
Patrick Henry, and James Lafayette.
d) Materials needed
Index cards with colors and numbers on them to differentiate between each group.
Posters
The classroom books on the Revolutionary War
Computers (for Internet use)
Pencils
Markers

Activity
Element
& Time (in
minutes)
Introduction- 2
minutes
Activity 1- 2
minutes
28
Procedures and
management
Students
Academic, social & linguistic adaptations,

resources, and support
When students walk into

the classroom, they will
choose an index card from
their teacher at random.
Each card will have a
number and color on it.
There will be four identical
cards per group.
The teacher will

explain what each
group color represents.
The green group will be
Loyalists, yellow will be
neutral, and the purple
will be Patriots.
Students will be
asked to sit with
their group of
four at a
designated
table.
If students get out of hand with the freedom

granted, the teacher will try to keep them
focused and in line. This portion of the lesson
should not be a problem for the boy with slight
autism or the shy students.
If the shy students are not willing to

participate, the teacher will go around and try
to prompt them with questions throughout the
lesson.
Transition- 1
minute
Activity 2- 15
The teacher will

refocus students into
the larger group setting
and begin to explain
what activity we will be
doing for this lesson.
The teacher will
The
students will
form their
groups and
be given a
few minutes
to talk about
the
information
they know
about their
designated
group.
The
- If the shy students and the autistic student

minutes
provide resources for

the students (i.e. books
& printed out Internet
articles). The teacher
will hand out the same
type of resources to
each group to use for
their inquiry-based
portion of this activity.
Transition- 1
minute
Activity 3- 10
minutes
29
After 15 minutes of
working, the students

will be asked to hang up
their posters around the
room for the entire
class to see their work.
The teacher will ask
each group to share
students will
do research
with their
designated
team on the
group that
they were
assigned.
Once they
have
adequate
information,
they will
make a
poster with
the benefits
and
negativities
of being a
part of each
group to later
share with
their
classmates.
Students
will hang
their posters
on the board.
are not willing to participate, the teacher will

go around and try to prompt them with
questions throughout the lesson.
- If children have trouble staying on task, the
teacher will be there for classroom
management purposes.
Students
will explain
- If a student feels uncomfortable sharing with

their group, the other students make explain
orally. It would interrupt their presentation if
30
their posters with their

classmates.
Transition- 1
minute
Once everyone is
done presenting, they
will be asked to go back
to their regular seats.
Activity 4- 10
minutes
Conclusion- 5
minutes
The teacher will

introduce new
information about
Patriot leaders Thomas
Jefferson and Patrick
Henry video clips and
discussion.
After reading the
story to the students,
the teacher will tell
them that they will go
into more detail about
this topic tomorrow.
what they
found. The
group
members will
explain the
pros and
cons that
each group
faced during
the American
Revolution.
Students
will go back
to their
designated
seats and
wait for
teacher
instruction
Students
will sit quietly
and listen to
the teacher
read.
the teacher interfered.

-If students seem to get hyper and off task, the
teacher will ask them direct questions to keep
them focused.
Students
will complete
exit slips
before the
lesson is
over.
If students have trouble filling out the exit slip,

the teacher will ask them to write questions
they have about what they learned during this
class period, to clarify this information during
the next class period.
- If students talk or do not seem to be paying

attention, the teacher will pause reading. The
silence will hopefully remind students to pay
attention and listen to the story.
31
Specifically, Thomas
Jefferson and Patrick
Henrys role during the
American Revolution,
with inclusion of the
Declaration of
Independence, as well.
Students will be
given an exit slip
regarding that asks
them to explain one
important fact about
each group, as well as
both of the leaders
mentioned during the
last activity.
Assessment
Task
1. Students will
participate in group
discussion before they
create their posters.
2. Students will be
capable of carrying out
the inquiry process,
which they can
demonstrate on their
Diagnostic features
1. Students will talk amongst
themselves. They will stay on
task with the people in their
group, discussing their
designated group during the
American Revolution. This will
allow the teacher to assess their
previous knowledge to this topic
with a data collection sheet.
Support
1. If the shy students are not willing to
participate, the teacher will go around and
try to prompt them with questions
throughout the lesson.
2. - If the shy students and the autistic
student are not willing to participate, the
teacher will go around and try to prompt
them with questions throughout the lesson.
- If children have trouble staying on task,

posters during their
presentation.
3. Students will show
what they have learned
about Thomas Jefferson
and Patrick Henry in their
exit slip.
2. Students will analyze the

different resources at their table.
They will discern the appropriate
information to portray on their
poster for the rest of the class to
see. The teacher will use the
finished product as a method of
assessment.
32
the teacher will be there for classroom
management purposes.
3. If students have trouble filling out the exit
slip, the teacher will ask them to write
questions they have about what they
learned during this class period to clarify
this information during the next class
period.
3. Students will write correct

information about these patriotic
leaders on their exit slip. They
will also ask questions if they are
unsure about anything they have
for the next day.
Lesson Plan #3
Exploring the Declaration of Independence (45 minutes)
Virginia SOLs:
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;
Objectives:

Understand
U#1: The students will
understand why the
Declaration of
Independence was
created.
33
Know
K#1: The students will
know that the Declaration
of Independence was
created in order to claim
independence from
England.
K#2: The Declaration of
Independence was
written by Benjamin
Franklin, John Adams,
Roger Sherman, Robert
Livingston and Thomas
Jefferson
Do
D#1: The students will compare
and contrast the differences
between the primary sources and
why the Declaration of
Independence was created.
D#2: The students will analyze the
primary sources used when
creating the Declaration of
Independence.
Assessment:
Task:
1. Declaration of Independence
Research worksheet
2. Discussion
3. Exit Slip
Diagnostic features:
1. On the Declaration of
Independence research
worksheet the teacher can
check that all of the students
are writing down the facts
associated with their assigned
part so they are able to share
the information within their
assigned group. The teacher will
also look to see if they are
writing down the correct
information. At the end of the
lesson, every student should
have the whole worksheet
Support:
Some students are lower
functioning socially (one
autistic student). If they
are not participating in
conversation, the
teacher will go sit with
their table engage in
conversation with them
and their group to
encourage them to
share their thoughts.
They might be more
interested in drawing, or
writing, in order to show
34
completed.
2. During the students
discussion within their groups,
the teacher will assess/observe
students on their
participation/sharing of their
assigned part. The teacher will
also observe to see if they are
actively listening and paying
attention to the other students
who are speaking.
3. Through giving an exit activity
at the end of class the teacher
will be able to assess if this
lesson was a meaningful
learning experience for the
students. The correct responses
on the exit activity should be
answers that were taken from
the research worksheet and
learned from the discussion with
their peers. By reviewing the
exit activity responses, it will
help determine if the teacher
needs to reteach any of the
information or review some of
the facts the next day.
Materials:
Index Cards
me that they understand

the information
35
Table Cards
Exit Activity
Declaration of Independence Research Worksheets
Declaration of Independence Informational Worksheet
o John Lockes Second Treatise of Government
o Massachusetts slave petition
o Malden Massachusetts Statement of Independence
o George Mason and the Virginia Declaration of Rights
o Get these from the website
http://edsitement.neh.gov/lesson-plan/declaration-independence-expression-americanmind#section-16197
Declaration of Independence Teacher Key to the Research Worksheet
Copies of the Declaration of Independence
Smart Board
Idoc
Procedure:
Preparation of the learning environment (1 min)
As the students enter the classroom, they will be handed an index card with a number from 1-4 written on
it as well as a letter from a-f. The students will move to the table that corresponds with the number on
their index card (Do not worry about the letter for now). All students should have a pencil. There should be
five to six groups depending on which class it is (The teacher will be instructing three different classes, and
the size varies between 20-24 students). Each student should have a colored research worksheet and an
informational worksheet on the Declaration of Independence. At the front of the classroom a large picture
of Declaration of Independence will be displayed on the smart board.
Engage-Introduction of the lesson (5 Minutes)
36
The teacher will introduce the learning activity by sharing the following with the class, Today we will be
learning about a very important document in American history. As you walked into the classroom, you
probably noticed a large picture on the smart board. Who can tell me what this is a picture of? (Wait for
students response) This is the Declaration of Independence. Can anyone tell me what the Declaration of
Independence was? (Wait for students response) The Declaration of Independence is the document that
claimed Americas independence from England. Today, we will be looking at four different documents in
order to understand the Declaration of Independence.
Implementation of the lesson (specific procedures and directions) (30 minutes)
As soon as all of the students are seated at their assigned tables based on the number on their index card,
check to make sure each student has a colored Declaration of Independence research worksheet and an
information worksheet. (Each group should have the same color research worksheet. i.e. group 1 has all
purple research worksheets, group 2 has all green research worksheets).
Each group is assigned to research one of four different primary resources in order to understand the
Declaration of Independence. Group one is researching and reading from John Locke's Second Treatise on
Government, Section 22. Group two is researching and reading from the Massachusetts Slave Petition.
Group three is researching and reading from Malden Massachusetts Statement of Independence and group
four is researching and reading from George Mason and the Virginia Declaration of Rights. Due to the lack
of available computers within the classroom and time constraints (45 minutes), the students will be
provided with an informational worksheet that corresponds with their tables assignment. The students will
have 10-12 minutes to read and complete their assigned section on the worksheet.
What the teacher will say:
Today boys and girls you were given an index card containing a number and a letter and were told to sit
at the table that corresponded with the number on your index card. Each table will be reading and
researching information about the Declaration of Independence. You will be reading from different primary
sources. Table one is researching and reading from John Locke's Second Treatise on Government, Section
22. Table two is researching and reading from f the Massachusetts Slave Petition. Table three is researching
and reading from Malden Massachusetts Statement of Independence and table four is researching and
reading from George Mason and the Virginia Declaration of Right. This should be done individually within
your group. As you read, complete the section of the research worksheet that you were assigned. The
section is highlighted on the research worksheet. You will have 10-12 minutes to complete your
37
assignment. When you are finished, please sit quietly, and wait for the next set of directions. For example,
if you are at table one, you will move to another table depending on the letter on your index card and
share your information with a student from tables 2,3 and 4. At the end everyone should have shared their
assigned part with your group. But for now, when you are finished please sit quietly, and wait for the next
directions.
As the students work on their assigned research, the teacher will walk around the classroom to monitor
their progress and answer any individual questions. Once everyone has completed their section of the
worksheet, share the following directions:
Look at your index card. All students holding a card with letter a should move to table one, letter b to
table 2, letter c to table 3, letter d to table 4 and letter e to table 5 (another table in the room that
has not been used yet). Make sure that you take your colored worksheet and pencil with you. Once you
are at your assigned table, your task is to share the information that you collected on the Declaration of
Independence with the other students sitting with you. The table number listed on your card will determine
the order of when you will share that information. Therefore, the students who have the number one on
their index card will share first, then the students with number two on their index cards will share second
and so forth. You will have 10 minutes to share amongst your group members the information that you
learned about the Declaration of Independence, so each student will have about 3 minutes to share their
information. Then we will all come together to review the research worksheet. Each table will share with
the rest of the class what they learned.
Walk around the classroom to observe and check on each group to make sure that each student is sharing
the research information that they found concerning The Declaration of Independence. Once the students
have shared their information within their groups, get everyones attention.
What the teacher will say: (10 minutes)
Boys and girls, we are now going to go over the research worksheet. Please fill in the research
worksheet as we discuss and learn more about the Declaration of Independence. What did you all learn
from John Locke's Second Treatise on Government, Section 22 ?
38
Call on a student to answer the question. Once a student has given the correct answer, fill in their
response on the research worksheet utilizing the document camera. All of the students should be writing
down the answers on each section of their research worksheet.
Continue this process with all the primary sources and go through the entire worksheet calling on different
tables and students to share the information that they researched. As the students complete the
worksheet, rephrase/add more detail to the responses if needed. Make sure to add these details to the
worksheet on the idoc cam so the students are able to write it down.
Closure and Cleanup (5 minutes)
Once the Declaration of Independence has been discussed and the research worksheet is finished, tell the
students to clear their desks of everything with the exception of a pencil.
Boys and girls, we are coming to the end of class so I need everyone to clear their desks by putting their
research worksheets away in their binders. All you need is a pencil. I will be handing out your exit activity.
Your exit activity is to write down two facts you learned about the Declaration of Independence today in
Social Studies. When you are finished, turn your exit activity over, and sit quietly until you are dismissed.
Once the students are finished with their exit activity, dismiss the students by saying,
It is time to rotate to your next class. Please gather all of your belongings, and hand me your exit activity,
informational sheet, and index card on your way out the door. Have a great day!
Differentiation:
By using the jigsaw approach in this history class, the lesson will appeal to students of different learning
styles/abilities. There is writing, discussion, reading, movement, and sharing involved. By dividing the class
into groups and assigning each group a different primary source, it allows the students to examine
different parts of the Declaration of Independence in detail. By sharing with their classmates what they
learned, it initiates teamwork. By having the students move around the classroom, the kinesthetic learners
stay involved. Organizing the notes into a graphic organizer appeals to the visual learners. It provides the
39
class with the information and facts concerning the Declaration of Independence that are critical for all
students to know.
Declaration of Independence
Lockes 2nd Treatise
Key Phrases:
______________________________________________
______________________________________________
______________________________________________
Connections to the Declaration of
Independence:
______________________________________________
______________________________________________
______________________________________________
Massachusetts slave
Petition
Key Phrases:
_________________________________________________
_________________________________________________
_________________________________________________
Key Phrases:
______________________________________________
______________________________________________
______________________________________________

Independence:
_________________________________________________
_________________________________________________
_________________________________________________
Key Phrases:
_________________________________________________
_________________________________________________
_________________________________________________

Independence:
______________________________________________
______________________________________________
______________________________________________

Independence:
_________________________________________________
_________________________________________________
Malden Statement of
Independence
Virginia Declaration of
Rights
40
c) Narrative overview of Closing Lesson (Abstract):

Following the Declaration of Independence lesson, the students will receive one or two more lessons
on the Declaration of Independence depending on their understanding of the material. This is a very
important document in the United States and it is important for students to fully grasp it meaning and
importance before moving on to the next topic in the unit. Once the students understand the different
facets of the document, they will then move into the different battles of the American Revolution. These
battles will include the battle of Lexington, Concord, and Great Bridge. They will also receive information
on the assistance from France during these different battles. The unit will close out with the Battle of
Yorktown, the last major battle of the American Revolution and what put an end to the conflict. Once all
the lessons have been taught, the students will take part in a review day to reinforce everything they have
learned throughout the unit and complete the summative assessment, a unit test.
After this unit has been taught, the students will attend a field trip to Yorktown. During this field trip,
students will be able to use their knowledge garnered throughout the unit and make connections to what
they see at the site. After the field trip, student will have an assignment to complete at home, reflecting on
the information they learned in class and during the field trip.
c) Out-of-school learning: opportunities to expand and enrich the curriculum outside of class:
The students will take part in multiple of school learning activities. The activities are listed below.
Research Project:
The main activity of the unit will be a research project. The students will select the Lexington, Concord,
Great Bridge, or Yorktown battle to research, write a paper on, and create a poster to present to the class.
Some of the time spent working on this project will take place in class, but a majority will be completed
outside of class. In order to ensure all the students do not pick the same battle, there will be a sign up
sheet for students to pick which battle they would like complete.
At Home Writing Prompts:
At various points throughout the unit, they students will have to write in their journals. In their journals,
they will reflect on the lessons, connect ideas from this unit to other units, and write about what life would
be like if the American Revolution did not happen and the Declaration of Independence was not written.
41
Student Library:
In the classroom library, there will be various books on the American Revolution, the individuals involved
and the Declaration of Independence. Students will be able to take these books home and read them. If
students decide to take these books home, they will be encouraged to journal about the books and what
new information they learned through the books that may have not been mentioned in class. Most of these
books are also AR reading books so students will be able to take a test on these books once they read
them.
Field Trip and Reflection:
After this unit has been taught, the students will attend a field trip to Yorktown. During this field trip, the
students will be able to use the knowledge they garnered throughout the unit to make connections to what
they see at the site. After the field trip, student will have an assignment to complete at home, reflecting on
the information they learned in class and the field trip.
42
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http://www.archives.gov/exhibits/charters/declaration_transcript.html
Anderson, L.H., & Faulkner, M. (2008). Independent dames: What you never knew about the women and
girls of the American
revolution. (1st ed.). New York: Simon & Schuster
Blair, M. (2010). Liberty or death: The surprising story of runaway slaves who sided with the British during
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(1st ed.). Washington D.C.: National Geographic Society Books for Young Readers.
Boston Tea Party Historical Society. (2008). Timeline of events preceding the Boston tea party. Retrieved
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Heritage Foundation. (2013). Slave petition for freedom to the Massachusetts legislature. Retrieved from
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Murray, S. (2002). American revolution. (1st ed.). New York: DK Publishing.
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National Endowment for the Humanities. (n.d.). Malden Massachusetts statement of independence.
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