Social Studies Lesson Plan Template

Group Members/Group Name: __Sheanalyn Shawver_______________________________________________________

Thematic Unit Theme/Title/Grade Level: _Women of the American Revolution / Mercy Otis Warren / _______________
Group Wiki space address: _Glog Address: http://sheanalyn.edu.glogster.com/mercy-otis-warren/ ___________________
Daily Lesson Plan Day/Title: _ DBQ Lesson: What were some womens views about the American Revolution?___________
Lesson Length (ie. 30 minutes): __30 minutes__________________
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

The American Revolution was a time of political upheaval between the original American colonists and the British. Between
1765 and 1783, the American colonists fought for their independence from Britain and overthrew the strongest military force
of its time. These events helped establish the United States of America. Students should be able to develop an understanding
of the events that took place during this time period and discern various political views from prominent figures during this
time.

The student will be able to recognize and identify important women during this Revolutionary period. By reading and
understanding multiple primary documents in the forms of letters and books, students will be able to deduce multiple
viewpoints of women who lived during this radical time in American history.

NCSS Theme: Time, Continuity, & Change Social studies programs should include experiences that provide for the study
of the ways human beings view themselves in and over time, so that the learner can:
1. Demonstrate an understanding that different people may describe the same event or situation in diverse ways,
citing reasons for the differences in views.
2. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying
how they contribute to our understanding of the past.
SS.5.A.1.1 Use primary and secondary sources to understand history.
SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution
LAFS.5.RL.2.6 Describe how a narrators or speakers point of view influences how events are described.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Anticipatory Set: As students enter the classroom, have the Glog set up on the big screen. Once students settle into their
seats, play the Primary vs. Secondary Source video located in the middle of the Glog. When the video is complete, ask
students to explain the differences between primary and secondary sources and give examples of each through a class
discussion.
Instructional Input and Procedures:
1. As a class, demonstrate to students the aspects of the Glog. Show them that there are 5 documents located alongside the
bottom and that once clicked on, the link will take them to another website with a transcription of each primary document.
Also demonstrate to students that the guided questions scroll down to unveil 5 questions, each with two parts to them.
2. Tell students that today they are going to be detectives and use primary documents to uncover answers. The overarching
question is What were some womens views about the American Revolution?
3. Have students go to computers and use the Glog to answer the guided questions. They should click on the primary
documents alongside the bottom, read through the documents, and answer the questions to the best of their ability.
3. Check for understanding Walk around and help any students who may be struggling with finding the answers or
understanding motivations.
4. Come back together as a class and discuss the answers. More than likely, students will come up with different answers so
discussions can take place especially if there are any differences.
5. As an informal check, students will complete a quick-write pass out the door. They must answer the over-arching
question: What were some womens views about the American Revolution?

Resources/Materials

Resources:
Adams, A. (1775) Letter to Mercy Otis Warren. Massachusetts Historical Society. Retrieved from
http://www.masshist.org/database/viewer.php?item_id=952&img_step=1&mode=transcript#page1
Macaulay, C. (1775) Letter to Mercy Otis Warren. Digital History. Retrieved from
http://www.digitalhistory.uh.edu/exhibits/dearmadam/01800-02text.html
Shawver, S. (2015). Mercy Otis Warren. Glogster. Retrieved from http://sheanalyn.edu.glogster.com/mercy-otis-warren/
Warren, M. O. (1780) Letter to John Adams. National Archives. Retrieved from
http://founders.archives.gov/documents/Adams/06-10-02-0257
Warren, M. O. (1805) A Survey of the Situation of America on the Conclusion of the War with Britain. The History of the
Rise, Progress, and Termination of the American Revolution (Chapter 30). Retrieved from
http://americainclass.org/sources/makingrevolution/independence/text2/warrenhistoryamerrev.pdf
Winthrop, H. F. (1774) Letter to Mercy Otis Warren. Massachusetts Historical Society. Retrieved from
http://www.masshist.org/database/viewer.php?item_id=514&img_step=1&mode=transcript#page1
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Materials:
Computer
Paper and pen/pencil
Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment:
KWL Chart
Unit Post-Assessment:
Chose one important woman figure from the Revolutionary War and write a short biography about this person
Daily Lesson Plan Assessment:
Quick Write (Pass out the door) What were some womens views about the American Revolution?
Informal discussions throughout lesson

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
ESOL/Students with Learning Differences:
SLIDE (Show, Look, Investigate, Demonstrate, Experience)
TREAD (Tell, Read, Explain, Ask/Answer, Discuss) http://education.ucf.edu/stll/edg4410New.cfm
o (appropriate for students based on need),
graphic organizers
cooperative learning
flexible grouping
Gifted/Talented:
Multi-level and multi-dimensional aspects of the lesson
interactive nature of the lesson
opportunity to explore many points of view and opportunity to analyze and evaluate material
opportunity for independent projects (student suggested/identified)
flexible grouping
Homework: Investigate online to find other primary documents related to women during the American Revolution. Be
prepared to share your findings with the class.

Modified 5/15 Van De Mark from document created by L. Spaulding