LESSON PLAN
THREE OF THREE
1) Class Makeup
2nd period: This class holds twenty-eight students and is the most advanced class that I observe. This class is the most well-behaved of the three classes and seems to comprehend the material more easily than the other three classes that I observe. From my observation, the class is about sixteen males and twelve females. Of all the classes I observe they are all predominately white, with only six minority students between all three classes. This class specifically has one Hispanic student. This class is a seventh-grade social studies classroom and the class period is fifty-two minutes long.
2) Unit Title
Unit 8: The Causes of the American Revolution
3) Lesson Title
The Sugar Act
4) The Lesson …show more content…
Compelling Question:
What steps would you take to stop the Sugar Act? What steps would you take to show frustration over a new law?
II. Disciplinary Concepts and Tools:
American History – Causes of the American Revolution
III. Evaluating Sources and Using Evidence:
Students will use an excerpt from the Sugar Act to interpret the document and understand the main argument for the implementation of the Sugar Act. Students will use their knowledge to make inferences about how they can promote change in a democratic system.
IV. Conclusions and Informed Action:
I will use the homework assignment to check for student comprehension. The homework assignment will be to pretend you are a colonist during the American revolution. Using your knowledge about the Sugar Act, write a letter to Sam Adams about your frustrations with the new tax and how you are planning about having your voice heard by the King.
d) Objectives:
Students will be able to:
- Interpret the Sugar Act and summarize the key points from the source
- Apply knowledge from the Declaration of Independence and construct the frustration that stems from the Sugar
THREE OF THREE
1) Class Makeup
2nd period: This class holds twenty-eight students and is the most advanced class that I observe. This class is the most well-behaved of the three classes and seems to comprehend the material more easily than the other three classes that I observe. From my observation, the class is about sixteen males and twelve females. Of all the classes I observe they are all predominately white, with only six minority students between all three classes. This class specifically has one Hispanic student. This class is a seventh-grade social studies classroom and the class period is fifty-two minutes long.
2) Unit Title
Unit 8: The Causes of the American Revolution
3) Lesson Title
The Sugar Act
4) The Lesson …show more content…
Compelling Question:
What steps would you take to stop the Sugar Act? What steps would you take to show frustration over a new law?
II. Disciplinary Concepts and Tools:
American History – Causes of the American Revolution
III. Evaluating Sources and Using Evidence:
Students will use an excerpt from the Sugar Act to interpret the document and understand the main argument for the implementation of the Sugar Act. Students will use their knowledge to make inferences about how they can promote change in a democratic system.
IV. Conclusions and Informed Action:
I will use the homework assignment to check for student comprehension. The homework assignment will be to pretend you are a colonist during the American revolution. Using your knowledge about the Sugar Act, write a letter to Sam Adams about your frustrations with the new tax and how you are planning about having your voice heard by the King.
d) Objectives:
Students will be able to:
- Interpret the Sugar Act and summarize the key points from the source
- Apply knowledge from the Declaration of Independence and construct the frustration that stems from the Sugar