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This lesson plan is on the American Revolution
Grade level : 5th
Length: Three days.
Performance Expectations :
1. The students will brainstorm and create concept maps or outlines before starting projects.
2. The students will conduct interviews, have discussions and/or debates, role play events, or create biographies based on the events during the American Revolution.
3. The students will reflect on their projects and others’ projects.
– sign-up sheet
– costumes (hats, sticks, sheets, boots, etc.)
– markers, crayons, colored pencils
– construction paper
Introduction: The previous day, briefly introduce today’s lesson and have students sign up for the groups numbering their first three choices. Today, have the students grouped according to the choices on the sign-up sheet and have them brainstorm ideas while writing them down in a concept web or some form of outline.
Development: The students will interact in one of the 4 centers:
The students are to create mock interviews with important figures during the American Revolution such as: Paul Revere, Ethan Allen, George Washington, Peter Salem, Sons of Liberty, etc. The students should be allowed to do any type of interview, whether it be a news report, one-on-one interview, taped interview, etc. Must have at least 10 questions.
The students are to form into groups such as the British, American colonists, the French, the Indians, or others that were involved with the Revolution. The students can explain how their group took part in the war before and after, discuss why their group fought, and explain ways their group could have avoided fighting. Another possibility for the students doing the discussion is to have debates between the groups. Whether doing a discussion or debate, have students write thoughts on posterboard, addressing each of the previous questions and other ideas the group constructed. Must be at least 10 minutes.
The students in this center are to act out certain events that took place in the Revolution such as the Boston Massacre, the Boston Tea Party, the Sons of Liberty, etc. The play should include a written dialogue, a setting and/or background, and if possible costumes. Must be at least 10 minutes.
The students are to create biographies on important women figures during the American Revolution. The students can either draw pictures, write a book, create poems, etc. Must have cover page, body, and closing.
Have students do their interviews, discussions/debates, role-playing, or biographies in front of the class. As each group presents, have the students who are sitting write down one question or comment they have about the groupÕs project. When a group is done, let students create their own class discussions from the questions and comments, letting the group that presented attempt to answer the questions on their own. Have each group collect the questions and comments and put in a folder.
Have groups turn in a folder consisting of each group’s concept map or outline, questions and comments from classmates, and individual group member’s reflections and thoughts about their project.
Make a checklist for each group based on:
– completion of concept map (all points given or return and have them redo.)
-completion of project’s requirements (all points or return and have them redo)
-reflections from each student (all points or return and have them redo)
For those who do not like to present in front of the whole class, they can have the option of using videotapes or tape recorders. Also, if students need more time and are working efficiently, have groups that are ready to present go one day, and the other(s) the next day. Encourage students to use outside resources allowing them to visit library or computer lab during classtime.
Helmus, T., Arnsdorf, V., Toppin, E., and Pounds, N. (1986). The United States and its neighbors. Morristown, NJ: Silver Burdett Company.
The United States: Its history and neighbors . (1991). New York: Harcourt Brace Jovanovich, Inc.