Buena Vista University Lesson Plan Stage 1 Desired Results What will students understand?

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Buena Vista University Lesson Plan
Stage 1 Desired Results

What will students understand?

Subject/Grade Level

American History – 7th Grade

Connection to IA/Common Core

(National Standards)

Understand historical patterns, periods of time and the relationships among these elements.

Understand how and why people create, maintain or change systems of power, authority, and governance.

Understand the role of culture and cultural diffusion on the development and maintenance of societies.

Understand the role of individuals and groups within a society as promoters of change or the status quo.

Understand the effect of economic needs and wants on individual and group decisions.

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Transfer Goals

(From Unit Plan)

Students will be able to analyze and interpret historical and present day information sources.

Students will be able to synthesize information.

Students will be able to use terminology, perspective, and elaborated thinking processes to determine when actions are justified by a people toward their government.

Big Idea(s)

(From Unit Plan)

Conflict results from disagreement over power and authority.

Perspectives of an event often differ and can lead to conflict.

Liberty is often at the heart of revolution and is why people revolt against their governments in many ways.

Essential and Topical Question(s)

(From Unit Plan)

When is revolution justified?

Why and how do people rebel against their government?

How did the relationship between Great Britain and the colonies go from one of respect and kindness to one of hatred and war?

Knowledge, Vocabulary & Skills

(From Unit Plan)


Facts about the events leading up to the American Revolution.

French and Indian War

Debt and solution

Proclamation of 1763

Navigation Acts

Taxes (list)

American vs. British Perspectives

Boston Massacre

Boston Tea Party

First Continental Congress

Major Figures (Ben Franklin, Sam Adams, etc.)

Types of resistance – boycott, smuggle, protest, violence, mobs, attack property


Lexington & Concord













Students will be able to analyze primary and secondary resources.

Students will learn note-taking skills.

Students will learn elaborated and authentic communication skills.

Stage 2 Evidence of Understanding

How will we know students understand?

PreTest for Prior Knowledge (formal/informal)

On the first day of class, I will ask students to write down how much they know about the American Revolution in three minutes. Then we will talk about the information students know. This will give me an idea of what I will need to teach, what students already can understand, and misconceptions students have.

Check for Understanding /Formative Assessment

Opportunities for formative assessment will be scattered throughout the lesson in the form of daily work, response questions, and exit slips.

Summative Assessment for the Lesson

Formal assessments from this unit will include:

  • Periodic worksheets and question responses

  • Essays over these questions: What if the French and Indian War had never happened? Was the American Revolution really a war over taxes? Was the American Revolution inevitable? The revolutionary war is often called the “American War for Independence”; was the American Revolution really that revolutionary?

  • Students will complete a project where they prepare a short biography of an important patriot leader and their role in propelling the colonies toward revolution.

  • Students will complete an analysis of the Boston Massacre, asking themselves this question: Was it murder or self-defense? To do so, students will analyze primary resources. They will present it to classmates.

  • Students will complete a PowerPoint presentation where they answer the essential question (when is revolution justified) by stating whether they would be a patriot or a loyalist and why. They will present this to classmates.

Final Summative Assessment

(From Unit Plan)

Students will take a formal exam consisting of multiple choice, fill-in-the-blank, and essay questions. The test will also include a “skills” portion where students will have to analyze a primary resource document.

Stage 3 Learning Plan

What experiences do students need to have to meet the lesson objectives as they move towards the unit transfer goals?
Week 4: November 10 – 14

Lesson 1 – Monday 11/10 – Tuesday 11/11

Lesson Objective: The goal of this day’s lesson is for students to understand how the British tired to solve the problems created by the French and Indian War.
(2 minutes) Bell Ringer: Discuss with a neighbor – what were the problems created by the French and Indian War?
Write #s on board about how much debt GB was in – have students create a response. 1754: 75 million, 1763: 150 million ($280 million)
(10 minutes) Introduction of New Knowledge: We will go over as a class what the problems were (DEBT, OPEN LAND), and I will write them on the board as students write them into their graphic organizer. We will discuss why they are problems - Going to have to pay for the war somehow, open land you have to protect – will make Natives mad, but colonists want it.

Then I will ask students to take one minute to brainstorm with their partner what GENERAL solutions they think they would come up with to solve each of these problems. Students will share out their ideas and I will write them on the board. I will direct them to come up with the three general right answers: 1) RAISE MONEY, 2) CUT COSTS, and 3) ASSERT CONTROL. I will then ask them for specific predictions for how the British will carry out those goals and write those on the board.

(25 minutes) Meaning-Making: Then, students will take part in a DRTA reading activity. As a class we will begin reading the section of the text that talks about what Great Britain did to solve its problems. Periodically, I will have students reassess their predicted solutions—were they right about what the British did? In the box provided, they will take notes on what the British actually did. We will go through this process three times, each time comparing our predictions (solutions) to the British solutions and discussing in-depth what the British actually did.
(3 minutes) Wrap-Up: To wrap up the class period, I will revisit the problem/solution framework. I will write on the board what the British generally did in order to solve their problems: 1) Cut Costs, 2) Raise revenue, 3) Assert control, and describe how each of the items above fits into the categories. Then I will ask students this question: Were the potential solutions you brainstormed similar to what the British really did? How? Do the British actions seem more justified?
Homework: Worksheet for section 2.

Lesson Objective: Today, students will be working on the skill of perspective. I want them to be able to see the events from both the perspective of the British and the colonists. We will also gain deeper understanding of the events.

(3 minutes) Bell Ringer: Discuss this question—what were the first four ways the British tried to solve their debt/land problem?
(2 minutes) Introduction of New Knowledge: At the beginning of class I will tell students the objective for the day—to understand the perspective of the British and the colonists on the British solutions. I will also introduce the “Road to Revolution” wall and explain the concept: at each event where the British made the colonists angry I want them to write the British a “ticket”—get it - road to revolution! One person will make the ticket out, but we will have to agree upon what it says. First, though, we need to explore the perspectives so we make sure we understand each side of the story before writing our tickets.
(30 minutes) Meaning-Making: Today will be mostly a meaning-making day. I will divide students into two groups—colonists and British. Then I will tell them that today we will become the historical people we are talking about—we have to think and act like them; try to put ourselves into their shoes. For each of the events we discussed yesterday, I am going to ask each group to tell me the perspective of their side on the issue. We will discuss why the British felt the way they did and why the colonists felt the way they did.
After discussing the first event, I will model how I want the tickets to be made out. After discussing the remaining three events, I will have a student come up to the front of the class and fill out the ticket under the elmo while the rest of the students help.
(5 minutes) Wrap-Up: To wrap up this day, I will ask students this question: How did the French and Indian War change the relationship between the British and the colonists? Why was it the “war that made America?” To help them, I will tell them to think about the three solutions to the British problem of debt and open land. 1) British started to believe that colonists should pay their share of the debt (it was for their protection after all), 2) British resent colonies b/c already in debt and will have to spend more money because of open land/protection, and 3) British felt they had to do something about the relaxed attitude of the colonists – whip them into shape, they’d let them go for too long, assert control.
Homework: Read section 3 and do the graphic organizer for Thursday.

Lesson 2 – Wednesday 11/12

I will be on campus for our midterm meeting this day. Mr. Tokheim will be taking over. Typically he likes to take one day a week to play the news game, so he intends to do that today. He will also answer any student questions over what we learned so far.

Lesson 3 – Thursday 11/13 – Friday 11/14

Day 1

Lesson Objective: The objective for today is for students to understand the next few angering actions of the British, and to understand how the colonists resisted the British.

(10 minutes) Bell Ringer: I will tell students a story about the United States government outlawing cell phones. This is a story I expect students to be able to relate to. Then I will ask them how upset they would be. I will ask them to brainstorm: How would you resist? We will talk about the reasons why people get angry with their governments and what methods they can take to get what they want. I will be sure to bring in modern examples of resistance: sit-in on wall street, Ghandi, revolution in Ukraine, people protesting in St. Louis Missouri, etc.

(20 minutes) Introduction of New Knowledge: After we discuss how students would resist, I will then introduce the idea of the colonists resisting the British. I will have students get out their graphic organizers. We will go through each of the events of resistance, making out a “ticket” for each event and discussing it in-depth. How did the British Crown raise money, cut costs, or assert control in this chapter? (Stamp Act, Declaratory Act, Townshend Acts)

(10 minutes) Meaning-Making: We will also discuss the types of resistance used by the colonists, focusing on answering these questions—Is all resistance violent? Why did the colonists start to resist now? How does resistance encourage change? What were the results of the resistance? How unified were the colonists? (Compare to committees of correspondence, stamp act congress to Franklin’s failed Albany Plan). Why might a citizen want to know how to resist his/her government? These questions will help us to answer the essential question—why and how do people rebel against their government?
(5 minutes) Wrap-Up: To wrap up the period, I will ask students this question: Was King George III really a tyrant? Was it his fault? Were the Brits all that bad? Students will go to the part of the room where the sign that displays what they believe is and then we will discuss.
Homework: Students will be assigned the worksheet associated with section 3, due tomorrow.
Day 2

Lesson Objective: Today, students will understand the different perspectives of the British and the colonists on taxation, and they will answer some bigger meaning-making questions.

(5 minutes) Bell Ringer: Quiz your neighbor on the actions taken by the British up to this point.
(10 minutes) Introduction of New Knowledge: At the beginning of class, I will have students read the POV section on taxation without representation. We will then discuss their reading in content-focused terms—the British believed in virtual representation while the colonists did not. We will also go more in-depth conceptually: How did their perspectives differ? Were taxes really the main issue?
(25 minutes) Meaning-Making: I had a list of HOT questions I wanted students to answer, and I felt like this was a great opportunity to introduce them to the students and ask them to discuss. To do so, I placed “agree” “disagree” etc. signs all around the room. I will tell students to take their notebooks with them. I will ask a HOT question and they are to go to the place in the room with the sign with which they agree. Then they are to discuss their opinions with nearby neighbors and write down a response to the question. This will be graded. Here are the questions: 1) Is violence necessary when people resist their governments? Think of a resistance movement where violence was used and one where violence was not used. Did they meet their goals? *TJ’s quote about blood being necessary – do you agree? 2) Are revolutions necessary? Think: could the disagreements between the colonists and Britain have been solved another way? Come up with potential solutions to their misunderstandings and disagreements. 3) Are rights violations reasons for revolution? 4) Did the Americans have a good reason for being mad at the British over taxation, or were they just being wimps? 5) Suppose the British gave colonists the right to elect members of Parliament (the Townshend Acts still passed because of the British members of Parliament, even though American members voted against them). Do you think the colonists’ actions would have been the same?
Homework: No homework

May 6, 2012

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