view a plan
The causes of the American Revolution are the focus of this internet workshop and rubric
Social Studies, Computers & Internet
Title – Causes of the American Revolution
By – Jeff Hopper
Primary Subject – Social Studies
Secondary Subjects – Computers / Internet
Grade Level – 4th
Time/Class Period: 1 – 1 Ã‚Â½ hours (2 class periods)
State Learning Standards:
Overall Goal: In this internet workshop, students will gain an overview of several events that contributed directly to the beginning of the American Revolution. They will use critical thinking skills to consider the reasons why the colonists reacted to certain British acts in the ways that they did.
- Students will be able to use given internet resources to read for information.
- Students will be able to identify three events that helped cause the American Revolution
- Students will be able to explain why these events angered the colonists
- Students will be able to use internet information to support their own opinions and to agree or disagree with others’ opinions
Materials and Resources:
- Website http://www.pbs.org/wnet/historyofus/web01/segment3.html
- Questions on overhead projector
- In your opinion, why did colonists object to taxation without representation?
- Do you agree or disagree with the colonists’ decision to stage the Boston Tea Party?
- What acts were intolerable to the colonists? Do you think they were intolerable?
- Who were the Sons of Liberty?
- Chart paper and markers
Procedure/Activity for Class Period 1:
- 1. Review with students the French-Indian War and its outcome.
- 2. Tell students that following this war, the British wanted the colonists to help them pay for the cost of the war.
- 3. Inform students that they are going to visit a website that gives them information on the events that followed the French-Indian War, and eventually led to the American Revolution.
- 4. Instruct students to go to
- 5. Introduce students to the various icons on the page that link to historical documents, images, and sound clips. Show them how to click on highlighted words for a definition.
- 6. Let students know that they will work in small groups (2-3) for approximately 30 minutes to investigate the website. Their task is to create a 3-columned chart on which to take notes on the actions taken by the British that upset the colonists, the reactions of the colonists, and the possible reasons for the colonists’ reactions.
- 7. At the end of the work session, students will come together to discuss their findings in a large group, and to share/hear each others’ ideas.
Class Period 2:
- 1. Allow students to revisit yesterday’s website for 10 minutes.
- 2. Draw students’ attention to the questions on the overhead projector. Tell them that they are to work together with their groups to answer the questions, based on their reading, their own opinions, and the opinions of their classmates that were shared at the end of the lesson yesterday.
- 3. When students are finished with the task, allow the whole class to participate in creating a chart listing the causes of the Revolutionary War, as well as possible reasons why the groups involved were so upset. This chart will become a valuable classroom resource as they continue with this social studies unit.
Closure: This lesson on the causes of the American Revolution will be followed by a study of the timeline of the actual war, as well as its outcomes. As a culmination of the unit, small groups will create Power Point slideshows that include causes, events, and outcomes of the revolution.
Assessment/Evaluation: See rubric.
Internet Workshop – American Revolution
Student Name: ________________________________________
|Identifies causes of the revolution.||Student identifies all the main causes of the revolution as stated in the article.||The student lists all but one of the main causes of the revolution.||The student lists one or two of the main causes of the revolution, using the article for reference. S/he does not highlight any incorrect points||The student cannot find relevant information with accuracy.|
|Relates Graphics to Text||Student accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text.||Student accurately explains how each graphic/diagram is related to the text.||Student accurately explains how some of the diagrams are related to the text.||Student has difficulty relating graphics and diagrams to the text.|
|Formulates opinions||Student uses textual information to form reasonable opinions about the reasons colonists were angered.||Student uses textual information to form opinions about why the colonists were angered. Not all opinions are reasonable.||Student forms opinions about why the colonists were angered. Opinions are not based on textual information.||Student has difficulty forming opinions.|
|Participation in group discussion||Student participates fully in group discussion. Shares own ideas and is open to the ideas of others.||Student participates somewhat in group discussion. Shares own ideas and is open to similar ideas from other students.||Student participates reluctantly in group discussion. Is not open to ideas of others.||Student does not participate in group discussion unless called upon.|
E-Mail Jeff Hopper !