Brooke Barr

Education Field Experience EDUC 230-02

Professor Suk
Spring 2015
High School Lesson Plan
Grade Level: 11
Subject: High School Social Studies

Topic: Pre-Revolutionary War

Objective: The students will be able to (SWBAT) convey the events that led up to the
Revolutionary War and be able to put themselves in the mindset of the colonist during
this time period.
Standards: NJCCCS for Social Studies 6.1.8.D.2.a (NJCCCS, 2009)
Analyze the power struggle among European countries, and determine its impact
on people living in Europe and the Americas.
Materials: laptops, notebooks, pencils, PowerPoint slides, projector and screen,
textbooks, blank newspaper sheet
Prerequisite Skills and Knowledge: The students have recently completed
bookwork on the French and Indian War and other factors that began the thinking of
revolution.
Anticipatory Set: Written on the board:
As we study the French and Indian War, think about the following:
What was it like to live during this war?
What are some things that might cause tension between England and the
colonies?
Input and Modeling: The teacher will give a PowerPoint presentation that focuses
on key events and the outcome of the French and Indian war. The students will look at
pictures and quotes from the time period in order to full understand the colonists
mindset. The teacher then instructs students to complete a journal entry from the point of
view of a colonist.
Student Practice and Checking for Understanding1. Each student will work individually to complete journal entries throughout the
week on various topics relating to the colonists view point during the major
events leading up to the Revolutionary War.
2. As the students are working individually the teacher will go around asking
questions about the journal entry.
3. After the three lessons the student will have three journal entries relating to the
three lecture topics during the week.

Closure: Lesson Wrap-up and Culminating Activity

1. On the final day of the unit students will be broken up into groups.
2. Each group will be responsible for a newspaper that shows their understanding of
the colonists mindset leading up to the Revolution.
3. They may use their laptops and journal entries to complete the provided template.
4. After completion the newspapers will be printed and the students will use tea
leaves to age the newspapers.
5. The newspapers will be shared in class before being handed in for grading.
6. The article submissions will be graded with a rubric that evaluates content,
completion, factual information, organization, and teamwork.
References
Education, The New Jersey Department of. (2009) 2009 Core curriculum
content standards revision project. Retrieved from social studies standards report
http://www.njcccs.org/ContentAreaTabularView.aspx?
code=6&Desc=Social+Studies.