LESSON PLAN FOUR

American Revolutionary War: The Colonist React Essential Question/s How did the colonists and British Parliaments ideas about government differ from one another? Who was Patrick Henry and what was his contribution to the American Revolution? NCSS THEME Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. VA Standards of learning
VS. 5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence LA 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
j) Identify cause and effect relationships.
VA 4.5 The student will use the following to express meaning in works of art: 1. Colorhue, tint, shade, intensity 2. Textureactual, implied 3. Valueshading 4. Patternrepetition to imply movement 5. Varietyto create interest The student will analyze how line choices affect the intent of a work of art and make selections accordingly.

VA 4.6

VA 4.18 The student will analyze works of art based on visual properties and contextual information. VA 4.19 The student will interpret works of art for multiple meanings.

Objectives Students will be able to describe the differing ideas of government between the colonists and British Parliament. Students will be able to explain that Patrick Henry was a Patriot and recall his contributions to the American Revolution. Materials for Learning Activities Teacher: Power point slides (presented through a SMART board presentation), social studies textbook, SMARTboard with tools, KWL chart, YouTube video: Liberty Kids Student: Social Studies textbook, 3-Ring social studies notebook, worksheet: artwork analysis, pencil Created by Michelle White 2013

Procedures for Learning Activities Introduction RAP (5-10 minutes) Yesterday we began our KWL chart, today lets see if we can add or move anything on the chart. o Review what is on the chart, K, W, and L. Can we add anything to the L? Conflict, Acts/taxes, parliament, representatives, cause and effects o What do we want to know? Can we add anything to this section? Conflict continues, Declaration of Independence, important people that fought in the war or help those fighting, battles, King George Teacher opens SMART board presentation and begins lesson with students. (There is more information in the notes section of each slide) o Looking at the picture from the first (Cover up Join, or Die) slide what do you see? In a previous lesson, in both art and in the classroom, students were taught words to describe, analyze, interpret, and evaluate artwork. When learning these new vocabulary words students were also taught definitions, when to use them, and how to use them. Students will take a few minutes to analyze, then class discussion. Thinking back to our lesson from yesterday and clues from this picture, What do you think might be happening next for the American Colonists? Reveal Join, or Die on the picture. Explain that during that era, there was a superstition that a snake which had been cut into pieces would come back to life if the pieces were put together before sunset. This cartoon was used in the French and Indian War to symbolize that the colonies needed to join together with Great Britain to defeat the French and Indians. It became a symbol of colonial freedom during the American Revolutionary War. Instructional strategies (Revisit KWL throughout lesson) WOW (10 minutes): o Students will open to page 81 in their social studies text book; they read silently as the teacher reads aloud. Students will be prompted to write information directly into their 3ring social studies binders. The teacher will also write this information onto the SMARTboard to better help the students to know what they should write. The information written by the teacher will be student generated. The teacher will stop after each section of the reading to discuss a corresponding slide on the SMARTboard presentation. o The teacher will read The Colonists React, A Midnight Ride, and Farewell to the King?, on page 81. o Once the teacher completes the reading, the students are given a few minutes to complete their final thoughts on their worksheet. Created by Michelle White 2013

Worksheets will be placed into the students 3-ring binder under the American Revolutionary War tab. WIO (20-25 minutes): o Students will watch a video clip from the Liberty Kids season 1, episode 4 (slide 8) http://www.youtube.com/watch?v=kgfgpUE4NpE 14:25-16:17 18:05-end o After watching the clip from Liberty Kids, discuss further what a patriot and loyalist look like. Who were two names that you hear in the clip associated with patriot and loyalist? Patrick Henry: Patriot of Virginia colonists Lord Dunmore: Loyalist of the King o Have students divide into Loyalist or Patriot in the room. Have students answer the questions below on a piece of paper in their binders: If you were a colonist, would you be a Patriot, Neutral, or a Loyalist? Give two reasons why? Once they answer this question they must pair up with someone who is opposite of them, so Loyalist pairs with Patriot or Neutral. They are to o Record the partners name and position o Record their reasonings to choosing Patriot, Neutral, or Loyalist. o Staple this information together and turn in as the exit ticket.

Summary (5 minutes) Review the KWL chart with the class, make any additions or changes as necessary. (Be sure to include Continental Congress, Patrick Henry, Patriot, Loyalist, and Neutral) Connection: At the end of day 2 of American Revolutionary War unit, the teacher gave 24 students the responsibility to be Parliament members and named tasks other students will be taxed for: students being out of their seats, talking without raising hands, using their text books. No additional taxes will be added today. Parliament will continue to have tax collectors collect money, to be given to the queen, parliament, and the tax collectors throughout the day. Money collected will be added, divided up between groups, tallied and graphed daily. Assessment Exit Ticket, students will be thinking about cause and effect of the events that are unfolding during the American Revolution. (Informal Assessment) Differentiation

Created by Michelle White 2013

Interpersonal, auditory learners and students with a lower reading level will be supported by having the teacher read the text book aloud to the whole class verses having students read it themselves. Visual spatial, will be supported during the SMART board lesson, analyzing artwork, and having the teacher review the question from the worksheet, writing the answers on the board.

Created by Michelle White 2013