Lesson context and rationale culture and Context



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Instructor: Grade and Subject
Lesson Title Date


Instructor: Mr. Robinson Class: Mr. Windom’s 8th Grade Georgia Studies

Lesson: “What started America’s Road to Revolution?” Cedar Grove Middle School

Wednesday, Nov. 19th. 12:50 – 2:05
LESSON CONTEXT AND RATIONALE

Culture and Context

This lesson is intended for an eighth grade Georgia History class at Cedar Grove Middle School. There are 27 students in the class, 26 of whom are African American and 1 of Latino background. As citizens of Georgia and the United States, they are learning about the history of their home state and its role in the history of America.



Identity and Intellectual Development

This lesson will contribute to students’ identities as both Georgians and Americans by familiarizing them with the factors leading up to the American Revolution, and will inform their knowledge about how economics has always been the driving force in America’s policies.



Lesson Rationale

Students of Georgia History in the eighth grade need to have a genuine understanding of what factors and events contributed to America revolting against her former colonial master. They need to be aware of how these factors affected Georgia, and why the colony was split on the issue of independence from Great Britain. This lesson also ties in with the enduring understanding for the class’s current unit: “The actions of individuals, groups, and or institutions affects society through intended and unintended consequences”



Management

The desks in the classroom will be re-arranged to form a semi-circle facing the Promethean board so that students will not be facing each other, and so everyone has a clear view of the presentation without having to turn their heads. The Powerpoint presentation will contain two short videos to break up the monotony of a lecture, and the students will have a timeline worksheet to fill out during the lesson so as to formatively assess them while keeping them on task.



  1. STANDARDS & REQUIREMENTS

2. CCGSP or GPS Standard(s)

SS8H3 – The student will analyze the role of Georgia in the American Revolution

  1. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; including the French and Indian War, Proclamation of 1763, Stamp Act, and Intolerable Acts.

Individual Education Plan Goal(s) and Benchmarks

There are five students in the class with IEPs, three with ADHD and two with EBD.



Modification(s) /Accommodation (s)

Individuals will be given extra time with summative assessment as needed, they will be allowed to finish it at home if necessary



Differentiation

The timeline handout that will be the formative assessment will also serve as a scaffold for note-taking for those who are not as experienced with the process. Summative Assessment will be completed on a double-bubble thinking map, and individuals will be allowed to finish at home if they run out of time.



  1. RESOURCES

Academic Language

Key language demands will be those relating to colonial history, such as Tax, Tariff, Boycott, Great Britain, Act, Rebellion, Massacre, Propaganda, Patriot, and Loyalist



Language Functions

Students will need to be able to identify events and policies that led to the American Revolution, to explain why these policies angered the colonists so much as to demand independence, and to understand how Georgia was affected by these events and why her citizens were split on the question of independence.



Language Vocabulary

Townshend Acts, Stamp Act, Pontiac’s Rebellion, Proclamation, Intolerable, East India Company, Tea Act.



Materials

Promethean Board, Powerpoint Presentation, Timeline handout for formative assessment and assistance with note taking, double bubble map handout for summative assessment.



Technology

Powerpoint Presentation, Promethean Board.

The Powerpoint format will engage students with pictures and short videos that will enhance the ideas and concepts of the lesson.


  1. LESSON PROCEDURE

Enduring Understanding

“The actions of individuals, groups, and or institutions affects society through intended and unintended consequences”



Essential Question(s)

  1. What were some the policies enacted and events that transpired after the French and Indian War that set America on the road to revolution?

  2. Is there an overarching concept that is the reason for both the British enacting these policies and the colonies resisting them?

  3. Why did some Georgia colonists want independence, while others want to remain part of Great Britain?

Lesson Objective(s)

At the end of this lesson, students will be able to identify the events and policies that led the American colonies towards revolt against the British. They will be able to explain why implementation of these British policies angered the colonists so much that they demanded independence. Finally, they will be able to understand how these events shaped Georgia, and why Georgia’s citizens were divided on the issue of independence.



Assessment Link

The formative assessment the students will be completing throughout the lesson links to the lesson objectives through a timeline format, helps to scaffold the students’ note-taking skills, and provides them with a study guide that they can use at home. The summative assessment in the form of a double-bubble map will assess whether the student has learned the causes of the American Revolution that they were taught in the lesson.



Introduction to Lesson

The introduction to the lesson will start with me asking the students if they remember the names of the two sides that were fighting each other in Georgia during the American Revolution. Whether I hear a correct answer or not, I will show them the first slide of the Powerpoint presentation, which features a graphic of a New England Patriots helmet vs. two British flags and a crown with the word “loyalist” underneath. This will connect to their prior knowledge of seeing these terms, and hopefully the familiarity of a culturally relevant football mascot will help to ingrain the term into their memory. (On a pre-test, almost everyone got the question about Patriots and Loyalists wrong, so I want to make sure I hammer this point home). The 2nd slide of the Powerpoint presentation will list an overview of concepts that they are about to learn. They have some prior knowledge of these concepts from seeing the terms, but have not gone in depth with them. (5 minutes for Introduction)



Body of Lesson

(35 minutes)

The students will have been given blank timeline handouts to fill as the lesson progresses that will serve as both scaffolded note-taking, formative assessments, and as a content-specific vocabulary builder.

*The lesson starts with a short video about Pontiac’s Rebellion. After the video we will briefly discuss why that came to be, and the plight of the Native Americans, which will lead into our next topic, the Proclamation of 1763. We will discuss the intended and unintended effects of the proclamation, and I will make sure that they know the meaning of any academic content words that arise.

*We will continue exploring British policies that led to war, and the students will continue filling out their timelines with these policies, details, and effects on Georgia when applicable.

*During the Stamp Act and Sugar Act section, I will engage the students on the difference between internal and external taxes by relating it to things they purchase every day.

*We will continue through the Townshend acts and discuss the meaning and method of “boycott”

* A short video about the Boston Massacre will be shown, and we will follow with a short discussion of the concept of “propaganda”

* The Boston Tea Party will be explained, as well as the Intolerable Acts that followed as punishment.

Closure

(5 minutes)

This lesson will wrap up by tying all of the events and policies that they just learned about to the start of the American Revolution. The same image from the introduction of Patriots vs. Loyalists will be shown to them, and we will briefly discuss how they were the two fighting forces in Georgia.

Knowledge of the content vocabulary words from the lesson that have been defined by the students on their timeline handout will be informally assessed by asking the general classroom.



  1. ASSESSMENT

Evaluation (Assessment Plan for IEP Goals and/or 504 Plans)

(20 minutes)

The students’ formative assessment will have been ongoing in the form of a timeline handout/content vocabulary builder. I will take those up temporarily while I give them their summative assessment of a double-bubble thinking map on which they will show that they have learned the standard of explaining the immediate and long-term causes of the Revolutionary War. Those students with IEP’s will be able to finish the summative assessment at home if they need more time. At the end of class, I will hand back their formative assessments for them to use as study guides in the future.


  1. REFLECTION

Analyzing Teaching Effectiveness

I thought that the lesson went well, and was effective in its mission to familiarize, in a more personal way than a textbook, these 8th grade students with the events and policies that led to the American Revolution. After teaching the lesson to two different classes, I realize that the time it takes for the body of the lesson varies greatly with the amount of questions asked by the class. In the future, I will have a back- up plan, possibly some “bonus scenes” of the lesson in classes for whom the lesson flies by.



Also, I am now aware that I should have used either a “Cause & Effect” thinking map or a “Sequencing” thinking map for my summative assessment, rather than the “Bubble” map that I used. In the future, I will make sure to be aware of the specific processes behind each of the thinking maps, and use them accordingly and correctly.

After grading the summative assessments and talking with students afterwards, its seems like a lot of the lesson stuck with them, which made me happy that I had engaged them and related the information to them in such a way that they would remember it.


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