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Here students read about the rights of pre-1760 colonists and design “Go Britain” bumper stickers


Art, Social Studies  


4, 5, 6, 7, 8  

Title – If Colonists Had Cars….
By – Jaclyn Budziszewski
Primary Subject – Social Studies
Secondary Subjects – Art
Grade Level – 4-8

Concept / Topic To Teach:

    The students are learning about how life in the colonies was prior to the American Revolution. From 1700 to the early 1760s, the colonists liked Great Britain and had no reason to revolt. It was after 1763 that things began to change and the colonist started to dislike Great Britain. This activity fits into the context of what I am teaching because it allows the students to realize that, at one point, the colonists did like Great Britain.

Standards Addressed:

      5th Grade Social Studies TEKS:

        (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence.

          (B) analyze the causes and effects of events prior to and during the American Revolution such as the Boston Tea Party; and

        (25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

          (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

          (D) identify different points of view about an issue or topic;
        (26) Social studies skills. The student communicates in written, oral, and visual forms.

          (E) use standard grammar, spelling, sentence structure, and punctuation.

      4th grade Core Knowledge sequence:

        American History and Geography

          I. The American Revolution

            Teachers: In fourth grade students should undertake a detailed study of the causes, major figures, and consequences of the American Revolution, with a focus on main events and figures, as well as these questions:

          • What caused the colonists to break away and become an independent nation?
          • What significant ideas and values are at the heart of the American Revolution?

      USA – Nat. Council for Social Studies Expectations of Excellence Curriculum Standards for Social Studies:

        Strand II: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
        Strand III: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.
        Strand V: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
      Strand VI: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

General Goal(s):

    The students will understand that before 1760, the colonists loved Great Britain and that the colonists did not want to revolt against Great Britain at that time.

Specific Objectives:

    The students will read about the rights of colonists, and design “Go Britain” bumper stickers by using Manila paper, crayons, markers, pencils, and information from their textbook.

Required Materials:

    Pearson Learning Core Knowledge History & Geography book pgs. 201-203, crayons, markers, Manila paper, notebook paper, and pencils

Anticipatory Set (Lead-In) (Day 1):

    Have the students join you on the floor and ask them to tell you everything they know about Great Britain and the colonists. Based on their answers you can lead into the activity.

Step-By-Step Procedures (Day 1 continued):

    Have the students go and get a History and Geography book, then come back to the floor. Next, have them open the book to page 201. The reading has two sections, so I read aloud the first section (stopping to ask questions about bolded words, and have random students read aloud definitions, etc.) and then put the students into groups of two or three to finish the last section. The last section is about “The Rights of Colonists.” While the students read in their groups they need to write down three of the rights they read about. This gives them a purpose for their reading. When everyone completes the reading, we join back on the floor to discuss the rights of the colonist. I then introduce them to the bumper sticker activity that they will be doing tomorrow. Tell the class, “If bumper stickers had existed in colonial days, one of them surely would have read, ‘Proud to Be British.’ For that’s how American colonists felt in the middle of the 1700s. Tomorrow you are going to get to design a bumper sticker displaying British pride. Here are a few examples from students in the past. What do you see on every one of these stickers?” The students should say things like color, dates, words, British flag, etc. This will lead into you telling them about the checklist. Give each student a checklist, then say, “Here is what I am using to grade the bumper sticker activity. Next to each requirement there is a box. What do you think you are going to do to that box? (Check it off.) When? (After we did that part on our sticker) That is correct! Now, why do I want you to turn this paper in? (Because that way you know we did it and you have something to put a grade on, instead of our cool bumper stickers.) Exactly! Now, we have to pack up to switch classes, but you have all social studies period tomorrow to complete your sticker.”

Plan For Independent Practice (Day 2):

    When students enter the class, have them meet you on the floor repeat from yesterday, “if bumper stickers had existed in colonial days, one of them surely would have read, ‘Proud to Be British.’ For that’s how American colonists felt in the middle of the 1700s.” Then just skim over what they will be doing. Maybe say, “Now go get a piece of Manila paper and checklist off the front table and go design the best bumper sticker you can think of. When you are finished, turn in your sticker and checklist, and then we will put it up on the bulletin board. Feel free to look at the examples, but I want to see you work not theirs.” Then the students can make their bumper sticker the rest of the class period. (A lot of my students wanted to draw a British flag, so I googled “British flag” on images and displayed it on the NetTV.)

Assessment Based On Objectives:

    The students will be assessed based on the checklist I handed out.

Adaptations (For Students With Learning Disabilities):

    For students who have a hard time being creative, there will be examples displayed and left out while the students are working on their own bumper stickers. For students who have a hard time writing neatly, they may use alphabet stencils to write their letters. For students who speak a different language, they may create their bumper sticker in their native language.

Extensions (For Gifted Students):

    For students who are gifted, have them create an advertisement (skit) to present to the class displaying pride for Great Britain.

Possible Connections To Other Subjects:

      Art, Reading

E-Mail Jaclyn Budziszewski !

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