American Revolution

Submitted by bvancil on Sun, 03/04/2012 - 19:10Printable version Bookmark and Share
Created By:
Beth Vancil
Title/Role:
Educator
Organization/School Name:
Engvall Elementary
Location:
California

Grade Level:
5
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Social studies
Content Topic:
Effects of the American Revolution
Standards for the 21st-Century Learner
Skills Indicator(s):
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Dispostion Indicator(s):
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
Scenario:
The TL and the classroom teacher meet to plan a research project. The students will conduct research on an event in the American Revolution. The classroom teacher or TL will have read a short nonfiction book on the American Revolution, which will help build their background knowledge. Then the students will be given a list of questions to answer that will help focus their research. The TL will present online sites that will facilitate the student’s research process. The students will come to the library/computer lab, prepared in their pairs, to begin the search for the answers to the assigned questions. The classroom teacher and the TL will monitor the student’s progress over the course of the project, suggest new research direction if needed and support changes that need to be made in the student’s research.

Overview:
Students will research an event from the American Revolution and gather information about the event’s impact on American life at the time. They will prepare a presentation addressing the event and focusing on the essential questions: How did that event impact American life today? How would American life be different today if that event had not taken place?

Final Product:
After the student pairs have completed their research, they will present their findings in a creative way. This may be a dramatization of the event, a PowerPoint presentation, a diorama or art board collage, a newspaper report, an original song, rap or poem, or a book with illustrations.

Library Lesson:
Students will learn to use print and electronic materials to research an event from the American Revolution and to answer questions about its historical significance. They will verify their research information between the various resources.

Estimated Lesson Time:
120 minutes
Assessment
Product:
Student pairs will create a presentation based on their research of an event from the American Revolution. There are a variety of presentation options to choose from and they will be evaluated on a rubric.

Process:
The classroom teacher and the TL will monitor the student pair’s progress and facilitate their research progression. They will also provide support with the student pair’s presentation choices

Self Questioning:
Did I understand the event I researched? Did I verify the information I gathered? Does my presentation convey the conclusions I drew from the research?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://

Resources instructor will use:
Projector
Laptop
White board
VCR/DVD player

Instruction/Activities
Direct instruction:
The classroom teacher or the TL will read a short nonfiction text about the American Revolution, which will help build background knowledge. The classroom teacher will guide the students through the search process for the print text – nonfiction library books. The classroom teacher will present the American Revolution events the student pairs will choose from to do their research projects.

Modeling and guided practice:
The TL will introduce the pathfinder for the American Revolution. The TL will select a similar topic from the American Revolution and take the students through the process of locating online information. The classroom teacher will work with those students who still need assistance with the print resources.

Independent practice:
During the student’s weekly computer lab time, they will research and gather information about their event from the American Revolution. After the student pairs have collected their information, they will work cooperatively to complete a presentation for the class to illustrate their findings


Have you taught this lesson before:
Yes

Strategies for differentiation:
In this lesson, students will be paired to support each other’s learning. Additional support will be given to those students who need help with the various websites in order to maximize their success with this project. The TL, the classroom teacher and peer will be available for assistance.