Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade/ Social

studies

Central Focus: Analyze cause and effects of the American Revolution

Essential Standard/Common Core Objective:

5.H.1.3 Analyze the impact of major conflicts, battles and wars on the
development of our nation through Reconstruction.

Date submitted:

Date taught:

Daily Lesson Objective: After learning about the causes and effects of the American Revolution, students will write a
paragraph identifying which act, tax, law, or event would most anger them, and support their decision with at least two
reasons.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Function: Explain opinion using reasoning with facts and details
Collaboration
Academic Vocab:
Communication
French and Indian War
Critical Thinking
Proclamation of 1763
Innovation
Sugar Act
Creativity
Townshend Duties
Tea Act
Boston Massacre
Boston Tea Part
Intolerable Acts
Declaration of Independence
King George III
George Washington
Treaty of Paris
Prior Knowledge: Students should have a basic understanding of colonial life and the various events that lead up to the
Revolutionary War.

Activity

1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

Teacher will begin by saying, If you like playing video games raise
your hand. Many students in the class will raise their hand. Then the
teacher will say, Ok well, I have some bad news. From now on, every
time that you play a video game, you will have to pay money before you
play. You need to pay a tax. Then the teacher will say, When you
wake up in the morning what do you eat for breakfast? Students will
have a variety of different answers. Then teacher will say, Well sorry,
but now I will have to collect some money from you because you eat
cereal, waffles, etc. After the teacher continues with a few questions
like this, teacher will ask the students how they feel. Many students will
feel angry, shocked, sad, etc. Then the teacher will explain that this is
exactly how the colonists felt during the time leading up to the American
Revolution because they were caught off guard.
So today we will be identifying the causes and effects of the American
Revolution.
When we talk about the Revolutionary War we have to first understand
the factors that lead to war. Lets look at the immediate causes of the
American Revolution.

Time

3-5 min

1 min
10 min

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auses%20of%20The%20American%20Revolution/cause%20and%20eff
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Have students take notes using the graphic organizer handout while
going through the powerpoint.

4. Guided Practice

Now that we have a better understanding of some of the causes

that led to the war, I want to break up into 5 groups and discuss
each cause. What you are going to do is, in your groups you are
going to put yourselves in the shoes of the colonists. I want each
group to write down how they would react to the actions of the
British. After about 10-15 minutes we are going to discuss each
groups reaction to the various causes. I have assigned the
following causes to each group: The Stamp Act (Group 1),
Taxation without Representation (Group 2), The Intolerable Act
(Group 3) the Townsend Acts (Group 4), and The Boston
Massacre (Group 5).

15-20 min

After about 10-15 minutes, have students return to the meeting

area and sit in their groups. Then each group will get an
opportunity to share their reactions to the specific cause they
focused on. Remind students that when they are sharing with their
classmates, they need to remember that they are still colonists.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Have students return to their seats, and on a piece of paper write

the following question as I write it on the board:
If you were a colonist living in America in the late 1700s,
which event, tax, act, or law would have angered you most
and why?
Have the students answer this question in paragraph form, with at
least two supporting details and facts from what they learned
today. If students are confused give them an example: If I were a
colonist living in America in the late 1700s, the Stamp Act would
have angered me the most because.

20 min

Formative: Teacher questioning throughout the lesson, group presentations

Summative: Collect students writing and determine mastery with the following criteria:
Selected an event, tax, act, or law
Provided at least two supporting details or facts from the lesson
Wrote in paragraph form
Have students turn to a partner and share their paragraphs for a couple of
minutes.
3-5 min
Closure statement: So today class, we learned about several causes and
effects of the American Revolution, and were able to put ourselves in

their shoes in order to imagine what it was like.

8. Assessment Results of
all objectives/skills:
Targeted Students
Modifications/Accommodations:
Group behavior students with appropriate groups
prior to lesson.

Student/Small Group Modifications/Accommodations:

For those who finish early, have them write a second paragraph
taking a different look on another tax, act, event, or law.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Powerpoint
Paper and pencil
Graphic organizer
Various references provided by CT (USA Social Studies Weekly, printed info on each act)
Reflection on lesson: