[Complete Lesson Plan] Lead Up To The American Revolution; Opinions/P.O.V.s (Made Summer 2023)

Lesson Plan Overview Information
Teacher’s Name:	Elliot Maxwell Sibert-Sweeney
Lesson Title:	Lead Up To The American Revolution; Opinions/P.O.V.s
Grade Level:	9-10
Subject Area:	History
Duration:	50 minutes (one class period)

Lesson Standards  Indiana College & Career Ready Standards: https://www.in.gov/doe/students/indiana-academic-standards/

Indiana College & Career Ready Standards (list ALL that apply): USH.1.1: Read key documents from the Founding Era and analyze major ideas about government, individual rights, and the general welfare embedded in these documents. USH.10.4:Assess competing historical interpretations of a particular historical moment, event, or change. **Include the number and descriptor for each standard!

Lesson Learning Objectives (Tell me what students will be able to know/do at the end of this lesson.)

Learning Objectives (list ALL that apply): Students will be able to analyze separate sources of historical information and compare their points of view Students will be able to assess the changes in perspective America went through between two separate historical sources Students will be able to interpret cause and effect from historical documents Students will learn how to search for clarifying information on the internet **Helpful Hint: Use Bloom’s Taxonomy Action Verbs to help you write your learning objectives!

Lesson Materials & Equipment (List the materials & equipment needed to complete this lesson):

Lesson Materials & Equipment (list ALL that apply): Printed Source 1: https://www.loc.gov/item/rbpe.0370300b/ (Print out of the digital source) Printed Source 2: https://www.archives.gov/founding-docs/declaration-transcript (Print out of the digital source) Student Chromebooks **List your additional print or digital source (or sources) here and any other materials you’ll need to complete this lesson.

Lesson Opening Activity (Explain how you are going to start your lesson. How are you going to engage students in this lesson? BE DETAILED HERE):

Lesson Opening Activity (2-5 sentences): I will begin class with a review of close reading practices and suggestions on how to read complex documents. After this I will explain to my students the events taking place around the time of source 1 (British Actions, American Responses, Vice Versa, Current Political Debates, etc.). Once the setting has been introduced I  will present my students with source 1.

Lesson Procedure (List the steps involved in your lesson. BE DETAILED HERE):

Review today’s agenda Lesson Opening Activity (as described above) Instruct class to read source 1 individually while practicing the techniques explained in the above step. I will take questions from students about source 1 and engage in an open conversation about various points Class will split into many small groups, likely 3-5 students per group, and together each group will read source 2 Each group will then present confusing aspects they found in source 2 which I will attempt to help clarify and we will then engage in another open, classwide discussion. After this I will have each group compare and contrast the sources and discuss the ways in which source 2 may have come about after source 1. An open class discussion will be held in which different groups will present their beliefs and opinions on the matter, backing them up with the sources. Lesson Closure (as described below) **You may have more or less than 10 steps. Just make sure you are being extremely detailed, thorough, and explicit so I understand exactly what you are doing in your lesson!

Lesson Closure (Explain how are you going to effectively close/end the lesson? Will you do an exit ticket, review what they learned? BE DETAILED HERE):

Lesson Closure (2-5 sentences): I will end class with a review of how to find clarifying information online and what sources are trustworthy or not. I will then work with the class as a whole to help them find explanations for things in source 1, with them looking things up alongside me and writing down the explanations and clarifications we discover.

Homework [Will you give your students homework at the end of the lesson? If so, list the homework assignment(s) below and explain what they are]:

Students will be instructed to seek out answers to the questions they have about source 2 and, on a separate piece of paper, write out what they discovered and what questions they still have as well as how they found their answers. If a student believes they have no questions then they will instead be asked to write a 1 paragraph minimum explanation of each source. Students will be graded on the first option by their effort and on the second by accuracy, clarity, knowledge of the material, and their writing quality.