Lesson Plan: American Revolutionary War

Lesson Basics
Class level: Beginning Topic: Revolutionary War
Length: 2 hours
Objectives:
The student will be able to:

Ask and answer questions about why they immigrated to the United States
Compare their reasons for immigrating with the colonists reasons
Understand and tell some of the causes for the revolutionary war
Understand the differences of various forms of protest
Identify at least two different types of protest

Language skill primary focus:
X Listening X Speaking X_ Reading _X_ Writing
Benchmarks from Virginia’s Adult ESOL Content Standards:
S2.1 Speak using simple learned phrases and sentences
S2.3 b) Control some subject + verb affirmative and negative combinations in statements and questions.
L2.2 b) Respond to simpleyes/no questions in familiar contexts.
R2.3 b) Use Realia or visuals to understand new vocabulary
R2.3 a) Use decodingskills to associate new vocabulary and phrases with their written forms.
Materials/Equipment:
Handouts 1-
Teacher Materials 1-
Prezi- American Revolution
PowerPoint
Stages of the Lesson Plan
Warm Up/Review
Information Grid
Grouping Strategies:
Pairs, Whole Group
Materials Needed
Information Grid
PowerPoint slides 2-6
Prezi
/ Activity Steps:

Have students think about why they came to the United States- what are some reasons?
You can use slides 2-6 of the PowerPoint to stimulate ideas as needed.
Have students complete an information grid, asking, questions, Did you come here for work? family? Schools? Yes, I did. No, I didn’t. (or simply yes/no)

Practice pronunciation of the questions as a class before, and model the procedure before starting the activity.

When colonists came to the United States from England (show map at the beginning of Prezi), why do you think they left England to come here? Some of the same reasons as you? Go through the reasons on the Prezi.
It’s hard to leave the comfort of your native country to start over in a new country.What type of person does this? (independent, with a strong desire for change) Establish that this independent spirit and desire for change lays the foundation for the colonists wanting to be independent from England

Introduction/Presentation
Prezi
Grouping Strategies:
Whole Group
Materials Needed:
Prezi
Script for Prezi (TM 1-2)
Large print outs of important points (TM 3-17)
Optional: TM 18(Political Cartoon) / Activity Steps:

Hand out TM 3-14 Cards to highlight each event- one with picture, one with title, one with explanation. Hand out one to each person or every other person. Have students hold up their cardwhen their event is discussed.
Tell the story of events leading up to the American Revolution using Prezi. Use Script as desired, tailoring complexity to the specific needs of your students.
Have students get together with other students who have the same event. As a class, retell the story, having students stand up and put events in order as they occur in the retelling. The teacher will fill in England’s role, and guide students to talk about the colonies reaction and protests. This is a good opportunity to practice words such as First, second, then, next. As you go through the protests, discuss what type of protest this is (boycott, demonstration, etc.) to prepare for the guided and communicative practice activities.

Optional:

Political Cartoon with England and angry children…As a group, examine the cartoon. What represents England and the colonies? Describe what is happening in the picture? What is the message? Make the analogy to parent with rebellious teenager(s)
Guided Practice
Types of Protests, Comparing Protests
Grouping Strategies:
Whole group
Materials Needed:

PowerPoint Slides
TM 3-7 (Protest Event Titles)
Handout 2: Spectrums

/ Activity Steps:
The history of these colonial protests helped shape the first Amendment to the Bill of Rights in the United States Constitution. The first Amendment gives the right to free speech, free press, religious freedom, freedom to assemble, and to petition the government if you disagree with something the government is doing.

What are some ways to protest when you disagree with the government?
Discuss pictures of protests in the PowerPoint- What is happening? Label each type of protest. See explanations for each type in the notes on each PowerPoint slide.
Have students work with the others who have cards related to their event. Have them decide which type of protest their event matches.

Comparing Protest Types Along a Spectrum:

Discuss types of protests along a spectrum. As a whole group, discuss the amount of personal risk of each type of protest- you can discuss if each are against the law and other ways protesting can cause problems for the protestor.
As a group, make a human spectrum- one person can represent each of the ends of the spectrum (No personal risk to high personal risk) Other students place themselves along the spectrum to represent where different types of protests would fall along the spectrum. Guide students to write types of protest along the first spectrum on handout 2.

Communicative Practice
Types of Protests, Comparing Protests
Grouping Strategies
Whole Group, Trios
Materials Needed:
PowerPoint Slides
TM 3-7 (Protest Event Titles)
Handout 2: Spectrums /

In pairs or small groups, have students put types of protests along two more spectrums using Handout 2- how harmful/destructive they are, and how effective they feel this type of protest is. Discuss the terms effective and harmful/destructive
Practice asking questions affirmative/negative:
Is a boycott effective?

Yes it is, No it’s not.

Is a riot risky?

Yes, it is, no, it’s not.
Have students use the PowerPoint to scroll through the types of protests and ask/answer questions on computers if available or you can have students create index cards with types of protests including a picture, explanation, or translation. They can use the cards to prompt each question.
Application
Protest or Praise Email
Grouping Strategies:
Whole group, small groups
Materials Needed:
Email template / Activity Steps

What are some current issues that are worth protesting?
Bring in visuals of current global and local issues
Brainstorm a list of words to express dissatisfaction with the issue. Protest, disagree, unfair
Have students form groups to focus on different issues and write an email praising or protesting something. Talk about the power of praise to maintain important programs. If possible, guide students through finding relevant contacts to send their emails.
Use email template or guiding questions as needed, based on the level of your students.

Evaluation
On-going
Grouping Strategies:
various
Materials Needed: / Activity Steps
On-going evaluation of student understanding, especially in the communicative practice spectrum activity, the Application email activity, and the extension Venn Diagram activity.
Extension
Advocacy Quotes
Venn Diagram
Grouping Strategies:
Individual
Materials Needed:
Online Venn Diagram Tool
Teacher Resources 2 / Activity Steps: Advocacy Quotes

Brainstorm reasons why to protest/advocate for an issue and why not to. Either in a whole group, or if students are able, have them brainstorm in pairs or small groups before sharing with the whole class
Present one or more famous quotes about advocacy (Teacher Resources 2)

Break down the meaning of individual words, and the total message of the quote. Ask students if they agree or disagree with the quote.
Activity Steps: Venn Diagram

What type of protests are common in your native country? Discuss/review what protests are common in the United States.

Have students complete a Venn Diagram organizing types of protests common in each and both countries.

Teacher Resources 1

Advocacy Letter Sample and Outline

Sample Advocacy Letter

Dear Mayor Matthias,

I am writing this letter to protest against the bus fare increase.

It costs me $5 to get to work every day. I cannot pay more. Please do not raise the bus fare.

Sincerely,

Rosa Hernandez

Protest letter Outline:

Hook: Start with something that will grab the reader’s attention

Why: Clearly state your concern

You: Explain your personal experience of this issue

Ask: What you want (use verbs)

Thanks: thanks for time and attention

Teacher Resources 2

Advocacy Quotes

“Do not let what you cannot do interfere with what you can do.” – John Wooden

“It is not enough to be compassionate. You must act.” Tenzin Gyatso

“We must become the change we wish to create.” Gandhi

“Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it’s the only thing that ever has.” Margaret Mead

"I am only one, But still I am one. I cannot do everything, But still I can do something; And because I cannot do everything I will not refuse to do the something that I can do." ~Helen Keller

“Get into politics as though your life depended on it. It does.” Justin Dart

“I learned a long time ago the wisest thing I can do it be on my own side, be an advocate for myself and others like me.” Maya Angelou

“Never be afraid to raise your voice for honesty and truth and compassion against injustice and lying and greed. If people all over the world...would do this, it would change the earth.” – William Faulkner

“And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.” – John F. Kennedy

"There is always time to make right what is wrong." Susan Griffin

Teacher Resources 3

Resources by Lesson Components

Warm Up/ Review:

PowerPoint:

Introduction/Presentation:

Prezi:

Link to audio avatar of Patrick Henry’s Give Me Liberty:

Guided Practice:

You can use the Prezi as a guide as needed.

Communicative Practice:

Use additional pictures/pantomime as needed to explain various types of protests.

Extension:

Online Venn Diagram Maker:

Suggestions for adapting the lesson to higher levels:

Warm Up-

For the information grid, have students ask the open ended question, “Why did you come to the United States?”, instead of Yes/No questions.
Students can also ask/answer questions about the colonists, “Why did they come? They came because…”

Introduction/Presentation:

Elaborate on the info. in the Prezi. Have students discuss what they see in the pictures so they can take a more active role in the story.

Guided Practice:

Language will be at a higher level and more in depth retelling about the event.

Communicative Practice:

Have students explain their rationale for the placement along the spectrum.

Application:

Perhaps have students search the internet for information to support their arguments.

Evaluation:

Extension:

Present all the quotes. Have students choose their favorite and write or say why.

Citizenship Test Questions Addressed:

A: Colonial Period and Independence

What is one reason colonists came to America?

▪ freedom
▪ political liberty
▪ religious freedom
▪ economic opportunity ▪ practice their religion ▪ escape persecution

Why did the colonists fight the British?

▪ because of high taxes (taxation without representation)
▪ because the British army stayed in their houses (boarding, quartering)

▪ because they didn’t have self-government

Who wrote the Declaration of Independence? (Thomas) Jefferson

When was the Declaration of Independence adopted? July 4, 1776

There were 13 original states. Name three.

▪ New Hampshire ▪ Massachusetts ▪ Rhode Island
▪ Connecticut

▪ New York
▪ New Jersey
▪ Pennsylvania
▪ Delaware
▪ Maryland
▪ Virginia
▪ North Carolina ▪ South Carolina ▪ Georgia

Handout 1

Information Grid: Reasons to Immigrate

Name / Why did you come to the United States?
Work / Schools / Family / Safety / Religion / Other

Handout 2

Place each type of Protest along the line where it falls:

Teacher Materials 1

Script “Talking Points” for American Revolution Prezi

Choose how simple or complex you want to discuss each event based on the specific needs of your class.

Before the United States was a country, it was a colony of England. We are going to learn about how the people who lived here (colonists) protested against taxes and other rules England tried to make the colonists follow.

Protests are words or action that shows you do not agree or approve of something

2-7: People in England (and some other countries) went to the new world.

Why did they go?

Some wanted land, a better way of life, religious freedom, freedom from persecution, and self-government.They sailed on ships to the new world.

8-11England had a war with the French over land in the west part of the new world.They won, but it cost a lot of money.They wanted the colonies to help pay for it. They told the colonies they had to pay for the soldiers to have a place to sleep (The quartering act). They also made the colonists pay more for sugar and use only English money and not live in the land West of the Appalachian Mountains.

12-13:The first direct tax to the colonies was the stamp act. England made the people pay to have a stamp on all paper, documents and playing cards.

14-19: England’s constitution says the people must have someone to say what they want and agree to the tax before a law can be made. This is Taxation without Representation.

The colonists were angry! What did they do? PROTEST!

The people went into the streets with signs and shouting to show they didn’t agree

They also wrote and signed petitions to send to the King.

England stopped the tax

20-22: Then England made the Townshend Acts. These were more taxes on things like lead, glass, paint, and tea.

23-27:The colonists were angry! What did they do? PROTEST!

The colonists decided to not buy things from England (This is called a boycott)

The colonists made their own tea from raspberry leaves and made their own cloth.

28-32:The colonists were angry! What did they do? PROTEST!

On March 5, 1770 in Boston, many angry colonists yelled and threw things at some British soldiers who were making people pay the taxes. The soldiers shot and killed 5 people. They called this the Boston Massacre. (You can talk about how a massacre is when a large number of people are killed. Why do you think it was called a massacre when only 5 people were killed?)

Teacher Materials 2

Script “Talking Points” for American Revolution Prezi (Continued)

33-39: The British took away many of the taxes, except on tea. The colonists thought if they paid this tax, then England would make more taxes without their agreement.

The colonists were angry! What did they do? PROTEST!

One night many people went onto 3 ships and threw 342 boxes of tea into the water.

40-45:The British made the Coersive Acts. They were called the Intolerable Acts by the colonists. They took away Massachusetts government, did not allow town meetings, closed Boston Harbor, and made the colonies pay to house British soldiers.

46-48:The colonists were angry! What did they do? PROTEST!

At a meeting, Patrick Henry said, “Give me liberty, or give me death”.

49-51: The Revolutionary war started. A revolution is a change in power- a complete turnaround from one way of doing things to another. Swing your arm in a large arc to emphasis the complete change.

52-55: The colonists wrote a declaration of independence and then the articles of confederation- the first constitution of the United States. Later Thomas Jefferson wrote the United States Constitution.

Teacher Materials 3

The Boston Tea Party

Teacher Materials 4

The Boston Massacre

Teacher Materials 5

The Boycott of English Goods

Teacher Materials 6

Demonstrations against the Stamp Act

Teacher Materials 7

Petitions

Teacher Materials 8

Many people sign a paper. The paper says they want to try to not have a war.

Teacher Materials 9

Men went on ships and threw tea in the water

Teacher Materials 10

Many people yelled and threw things at British soldiers. The soldiers killed

5 people.

Teacher Materials 11

Many people made signs and walked in the streets to say no to taxes.

Teacher Materials 12

The people did not buy any

British things.

They made their own tea and cloth.

Teacher Materials 13

Image from:

Teacher Materials 14

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Teacher Materials 15

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Teacher Materials 16

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Teacher Materials 18

Poor Old England Endeavoring to Reclaim her Wicked American Children = and therefore is England maimed & forc’d to go with a Staff. Shakespeare. [1777]; Pub Apr 1 1777 by M Darly 39 Strand, (28 x 44 cm)