EDU 155/255 Social Studies and the Arts

Opportunity Task #1: Social Studies and Arts Lesson Plans

Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.

Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.

Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.

Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.

Standards and Criteria for Success:

Your product must meet the following standards:
1. Two lesson plans that are effective and engaging.
● Students will know where they are going, why, and what is required of them.
(goals, reason for learning, performance requirements and evaluative criteria)
● Students will be hooked – engaged.
● Plan will provide adequate opportunities to explore/experience big ideas and
instruction to equip students with knowledge and skills required.
● Students will have sufficient opportunities to rethink, rehearse, revise and/or
refine their work based upon timely feedback.
● Students will have an opportunity to self-evaluate their work, reflect on their
learning and set future goals.
● Plan is tailored and flexible to address the interests and learning styles of all
students.
● Plan is organized and sequenced to maximize engagement and effectiveness.
2. You will teach one of these lessons in class
 Lesson Plan Format for
Specially Designed Academic Instruction in English (SDAIE)
with SIOP Elements

Grade/Class/Subject: 5th Grade, Social Studies Teacher: Maria Razo, Claire Luna

Time/Duration of the lesson: 50 Minutes

English Language Proficiency of Students: Expanding- Students are able to express ideas and
opinions using oral and written production, they are able to actively collaborate read grade level
text.

Standards:
 5.5 Students explain the causes of the American Revolution.
o 1. Understand how political, religious, and economic ideas and interests brought
about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the
Townshend Acts, taxes on tea, Coercive Acts).

Unit/Theme: This lesson is one of many in an American Revolution Unit. The unit will cover the
causes of the American Revolution. Vocabulary that names acts that helped contribute the
American Revolution will also be covered in the unit. Explicit instruction will be given on the
terms, since sometimes students are not clear on what there mean and can cause confusion in
understanding how and why colonists reacted in a certain way.

Lesson Topic: Causes of the American Revolution. Students will identify the new laws and
policies imposed under King George III’s “New Colonial Policy,” which included taxation
without representation. Students will describe reasons for growing tensions between colonists
and England, and evaluate causes for the colonists’ movement towards the Revolutionary War.

Objectives:

Content:

 Students will-
o Identify new laws and policies under King George III's "New Colonial Policy"
o Describe reasons for growing tensions between colonists and England
o Evaluate causes for the colonists movement to the Revolutionary War

Language:
 Students will be able to identify what the Sugar Act; Stamp Act; Quartering Act;
Townshend Act; Coercive/Intolerable Act; Tea Act, Taxation without Representation.
Assessment:
Assessment will be based on the observations the teacher makes. During student’s presentation
and during student discussions, teacher can assess students and listen for misconceptions and
provide clarification and see what areas students are struggling. Also, the quick write up response
that students turn in will also help teacher see what the take away from the lesson was.

Key Vocabulary: Sugar Act; Stamp Act; Quartering Act; Townshend Act; Coercive/Intolerable
Act; Tea Act, Taxation without Representation.

Supplementary Materials:
 Projector & computer with BrainPOP
 Peanut M&M's (make sure you have alternative for students that are allergic to peanuts)
 Slide close sandwich bags
 Tablets
 Anchor chart paper
 Markers

Technology in Support of Learning:

 Projector
 Computer
 Tablets
 BrainPOP video

Anticipated Misunderstandings/Difficulties:
Students may have difficulty separating the different acts and their causes because many of the
acts came about by similar means. For example, in protection of the colonies or to make money.

Students may misunderstand why these acts were placed on the people of the colonies in terms of
the King’s Perspective (which will be addressed in a separate lesson)
 Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: Doing this sets the tone of the lesson and
Randomly pick one student to be King George III. allows the students to be able to roleplay
This student will sit at the front of the classroom. throughout the lesson. This also allows
Inform the rest of the class that they are colonists the students to immediately obtain
living in the 13 colonies. interest and connect themselves to the
lesson because it is a new experience for
them and a student is chosen to be in
charge.
Develop Understandings (Instruction): Students are able to roleplay and
Explain the term, The “New Colonial Policy” experience the frustrations of the
meant: colonists constantly being taxed during
–Place the colonies under strict British political this period in history.
and economic control
–Make the colonies respect and obey British laws The instructor provides a short and
–Make the colonies pay their part in maintaining concise introduction to the various acts
the British Empire and what they will be learning in depth
for the rest of the unit. While not
Inform students that The New Colonial Policy completely told all of the information in
began with the Proclamation of 1763, where full, students can still easily understand
colonists were forced to move back to the east of what the acts are and how they worked in
the Appalachian Mountains. The next laws passed the colonies through the demonstration
to interrupt colonists lives were the Quartering Act and hands on experience.
and writs of assistance. After explaining these two
policies, do a general survey of the class and ask Because the students are allowed to act
them how they feel about the king right now? out the roles of colonists, tax collector,
and King, they are able to feel firsthand
Distribute two sandwich bags to the students, one what the colonists are feeling and are
with X amount of M&M’s while the other one able to come up with similar frustrations
remains empty. Students will have different and justifications for being angry.
amounts of M&M’S. The teacher will now play
the role of Parliament and tax collector. The amount of M&Ms given to each
student also provides a real life
Inform the students: By order of King George III a experience in which some people have
new law called the Sugar Act is in place. Each more money than others. More well off
colonist must pay a tax on sugar. Place 4 M&M’s people may not have had a problem with
in your tax bag (the empty sandwich bag and the the taxes and it allows the students to
amount can vary depending on the teacher). think about all aspects of tax collecting
Monitor the class to make sure all students are and why so many taxes were placed on
doing this. Ask students to share what they think? the colonists for various reasons. The
Go through each Act and tax, while explaining punishments also upped the stakes for the
what it is and ask students to place M&M’s in their students, so they could discover the very
bags. real punishments for peat could not pay
 The Stamp Act, colonists are required to pay the king.
tax on all legal documents, permits,
 commercial contracts, newspapers, pamphlets,
and playing cards.
 Sugar Act- colonist are to pay extra tax on
sugar.
 Quartering Acts- colonists provide food, drink,
quarters, fuel, and transportation to British
forces stationed in their towns or villages.
 Townshend Acts- colonists must pay extra tax
on common products.
Writing about the experience allows the
students to think about their feelings and
connect them to what the colonists were
probably feeling at this time as well.
Being able to share their writing also
mimics the colonist sharing their feelings
and ideas with each other which
ultimately led to the American
Revolution

Students will become irritated and complain that

they are running out of M&M’s. Students that run
out of M&M’s and who cannot pay the next tax
should be placed under arrest and sent to a
designated area in the class. Make sure you take up
their tax bag. After you have gone through each
Act, take up all tax bags. Survey how many
students have any M&M’s left. Then give all the
tax bags to the student that is king. Students will
be in an uproar.

Have students write about how they feel as

colonists about the king’s “New Colonial Policy”.
Students will share their writings with a table
partner and then with the rest of the class during
class discussion. Explain to students that this is an
example of Taxation without Representation-
invite students to share what this term might mean.
Provide the definition and relate back to activity
just completed.
Practice/Application:
Students will watch BrainPop Movie Causes of the The BrainPop movie will provide an
American Revolution. What kind of king would animated outlet for understanding for
you describe Moby as? Why? those that still need extra help in
comprehending the causes of the
Explain that now that we have some understanding American Revolution.
of some of the causes that led to the war, we will
break up into 6 groups and discuss each cause. Students will be able to discuss their
Groups will be mixed heterogeneously and mixed thoughts with their group and hopefully
according to ability levels. Each student will be clear up any misconceptions in students
given a role so that all may equally participate in that are still having a trouble
the group. The designated roles will be researcher, comprehending the subject matter.
2 scribes (1 for graphic organizer, the other for
anchor chart), and a presenter. Allowing the students to research on the
safe sites alone and in groups allow them
Each group will be assigned a topic: Sugar Act; to find more information that they can
Stamp Act; Quartering Act; Townshend Act; use. Epic! Provides many children’s level
Coercive/Intolerable Act; Tea Act. Each group will books about various subjects in history
be given the opportunity to research their topic and across all subjects. The website can
using online tools like Epic! and website help them to center their thoughts and
amercanhistorycentra.com. find what they are supposed to be
looking for specifically while they
Each group will become an expert on their act and research.
present their findings to the class. Using a graphic
organizer, students will list what the act was, Putting their ideas into an anchor chart
define the act, and describe its impact on the allows the students to put together their
colonists. Instructor will walk around and monitor findings in a clear and concise way in
research, discussions and help guide students. any format of their choosing. They can
utilize colors, pictures, and other
Using the information that students gather, the graphics and charts to help explain to
groups will create an anchor chart to present their their peers what is happening.
act to the class.
Providing designated roles allows for all
students to equally participate and
provide input to their task.
Wrap-up: Reiterating the feelings of the colonists
Teacher will go over each poster and explain to now that the classroom is completely
students to relate how they felt when the M&M’s informed about all the acts provides a
were taken from them and how the colonist might chance for the students to make the
have felt. Students will be asked to do a quick connections for why the American
response on why do they think this might have Revolution happened. There were real
caused the American Revolution. Students will problems that the colonists were trying to
share with a partner and then be asked to share in solve and it all did not center around
the classroom if they want to. money or the amount of M&Ms they had.

Extension: It is important to ensure that the students

This lesson can be used as an extension to talk know that while the colonists had a
about the different perspectives the colonist and specific perspective about something, all
the King had about the acts. The colonist perceived these acts had to come from somewhere.
the acts as something the King did to gain control It is a common misconception that the
and power; however, there were other reasons King was greedy and selfish, but history
behind these acts, what were they? is not so black and white and that we
must research and learn about both sides
Students can read primary resources that share a of what happened to be able to
point of view of a participants in the Boston Tea understand the events in full. Different
Party which can give a different perspective as to source accounts can provide students
what happened. with new perspectives about what
happened.
Differentiating Instruction for EL focus student: (How do your choices support this student?)
Captions allow the students to be able to
The BrainPOP video is able to provide captions for both listen and read the information. It
the students that need to be able to read what they removes misconceptions that happen
are listening to so they are able to comprehend the from mishearing a word and provides
information fully. two separate ways to obtain information.
Allowing more time for students to
Allowing more time for the students to research develop their ideas and create their charts
and finish their anchor charts if needed. provides the motivation to complete their
work given that other groups are
Depending on their level, Epic! Provides reading occupied while the group is working as
material to all ages and the students can choose a well. The people in their group may also
lower reading level depending on their needs. provide supports for the EL learners that
need it.
Providing specific roles that the students can
choose from lets EL learners choose a role that Providing separate reading levels for
they are more comfortable with fulfilling. those that need it allows everyone to be
able to fully participate in the task that
they are trying to complete.

The roles designated to each group

allows the EL learner to choose the role
they feel most comfortable with fulfilling
whether it’s researching, writing, or
speaking.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
The students will be given the attention if
For students with special needs, students will be needed to ensure that they are able to
grouped heterogeneously, which will provide successfully complete the task like their
opportunities for them to contribute to a group. For peers. The groups are based on their
the response, they will be given more time, or if ability levels and these students will be
needed they can verbally share their response with provided students that can provide help
the teacher as she/he takes notes. Also the response and support to them should they want or
can be cut down to a few sentences if needed. need it.

For students who get it, they will be asked to
create a timeline of the acts and to demonstrate
how they are causes of the American revolution.
Students will have to explain their reason citing at
least 1 source.
For students that “get it” they will still be
using the task, but apply it more
abstractly in a timeline that they will
have to figure out on their own to
develop an understanding of when all this
happened in this period of history. Being
able to use language that can cite their
source and justify their answers will
provide another kind of understanding to
the class and the student when it is
presented.