Educ. Tech Lesson--Unit Plan

8/6/2019 Educ. Tech Lesson--Unit Plan

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Teacher__Sarah Curtis__________ Subject(s) ________Social Studies

________________

Lesson Plan Title_______The Boston Massacre_____ Date__July 23, 2011_______

Grade Level/Age______6th Grade

_______ Lesson Length: 70 minutes

See last page for Unit Calendar

Virginia SOLs

Social Studies

USI.6 (Lesson SOL) The student will demonstrate knowledge of the causes and results of the American Revolution by:

a) identifying the issues of dissatisfaction that led to the American Revolution;

USI.1 (Unit SOL) The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the

ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States

history to 1865;

c) sequence events in United States history from pre-Columbian times to 1865;e) evaluate and discuss issues orally and in writing;

h) interpret patriotic slogans and excerpts from notable speeches and documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the

decisions and how people and nations responded to positive and negative incentives.

ISTE Technology Standards

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students:

b. create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.


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6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.b. select and use applications effectively and productively.

c. transfer current knowledge to learning of new technologies.

Language Arts:

6.2 The student will listen critically and express opinions in oral presentations.

b) Compare and contrast viewpoints.

e) Summarize what is heard.

6.3 The student will read and learn the meanings of unfamiliar words and phrases.

c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

d) Use word-reference materials.

Objectives:

Upon completion of this lesson, the 6th grade learners will be able to summarize both opposing sides of the Boston Massacre trial and to

hypothesize the massacres significance as a means of colonist propaganda.

Evaluation:

Formative:

-Observation of participation during Learning Teams activity

-Observation of contributions to Graphic Organizer during Learning Teams

Summative:-Rubric for Blog Reflection (Seeincludedrubric below)

-Ongoing during unit--Unit Digital Story Project

-At the beginning of the unit, the students will watch the Digital Story I created using Animoto as a teaser-trailer for the

Revolutionary War unit. Students will be given several topic to choose from that relate to some aspect of the War. One for the options for

the final project will be related to this particular lesson: Using StoryBird or Animoto students are to create a narrative of the Boston

Massacre.


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Description of Blog Assignment to be completed later during Reflection Time: (The Schoolhasinstituted 20 minutesatthe

endofeachschooldayforReflection. Duringthe American Revolution Unitstudentswillusetheirreflectiontimetopostresponsesto

assigned blog questionsandwillcommentonotherstudentsposts)

--Link for Class Blog: http://kidblog.org/MsCurtissClass/ Throughout the unit students will be completing blog reflections based

on a question from the social studies lesson. During the closure give the days assignment.

--Todays question to be completed after the Social Studies lesson during the set aside 20 minutes reflection time before school

dismissal:

**If you were a member of the jury and heard all of the eyewitness accounts described today, would you vote that the soldiers

were guilty or innocent? Pretend you are one of the jurors and write a letter to a family member who is not living in Boston. Make

sure to describe the growing tension between the colonists and the royal government, summarize the opposing viewpoints

described in the trial, state which side you agree with and hypothesize what might be a repercussion in the colonies as a result of

the Boston Massacre. Your blog reflection will be graded according to this rubric:

Rubric for Blog Reflection

Criteria Yes

(1pt)

No

(0pts)

At least one reason for the rising tension between the colonists and the royalgovernment ______ ______

Summary of witnesses opposing testimonies______ ______

Explanation of which side student/juror voted for

______ ______

Prediction how other colonies will react to news of the Boston Massacre______ ______

Blog entry has few spelling or grammar errors

TOTAL POINTS:___________/5points

______ ______


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Resources:

Forteacher:

-class blog http://kidblog.org/MsCurtissClass/

-Smartboard

-Internet

-Image of Paul Reveres Engraving of the Boston Massacre:

http://videoindex.pbs.org/resources/liberty/primary/ps5.html

-Graphic Organizer on Smartboard

-John Adams defense speech excerpt

-Computers with Internet for class blog (laptop cart)

-Differentiation/Accommodations:

-Blog rubric for GT students

-text-to-speech software

-voice recorder

-defined vocabulary with images handout for ELL studentsForstudents:

-account with class blog

-Graphic Organizer worksheets

-Learning Teams: Assigned Primary Source (see below)

-Blog rubric

-Computers with Internet for class blog (laptop cart)

-Dictionary


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Accommodations/Differentiation:

GT:--For blog entry GT students will have an additional requirement on their rubric--they must answer a high level thinking question, Why

might John Adams, one of the colonists who opposed the royal governments Townshend Acts, have agreed to act as a defender of the

soldiers?

Special Education:

--Text-to-Speech software can be used for students who are below reading level

--Students with fine-motor skill difficulties who are not able to easily write information in the graphic organizer can be assisted by a peer

note-taker.

--Students with fine-motor skill difficulties may complete verbal blog entry by recording their response as opposed to typing them

ELLs:

--These students will receive one of the eyewitness accounts that includes the least amount of unfamiliar vocabulary. (Unfamiliar

vocabularyis boldedintheprimarysources below)

--Unfamiliar vocabulary will be defined and when appropriate, a picture/image will be provided to aide understanding. (Ive gone through

and bolded some of the words in the sources that would need to be defined.)

PRIMARY SOURCESTaken from: http://videoindex.pbs.org/resources/liberty/primary/doc5.html

Account of George Sanderlin during the trial

On hearing the noise [of a fight], Samuel Atwood came up to see what was the matter, and entering the alley heard the latter part of the

combat, and when the boys [who had been fighting] had dispersed he met the ten or twelve soldiers [who had been fighting with

them] rushing down the alley toward the square, and asked them if they intended to murder people? They answered "Yes, by God,"

[and struck and wounded Atwood].


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For Teachers Use

Excerpt of John Adams address to the Jurors

We talk much of Liberty and property. But if we cut up the law of self-defense, we cut away the foundation of both. Place yourself in the

situation of the . . . sentry. . . . The people are crying [out], Kill them! Kill them! Knock them [the soldiers] down!--heaving snowballs,

oyster shells, clubs, white birch sticks three and a half inches in diameter. . . . Consider yourselves in this situation and then judge if

a reasonable man would not consider they were going to kill him.

References:

Griffel, M. Description of opening activities. Retrieved from http://www.lites.lth5.k12.il.us/finale_units/5th/revolution/openact.pdf

PBS. Eyewitness accounts of the Boston massacre. Retrieved from http://videoindex.pbs.org/resources/liberty/primary/doc5.html

Virginia Department of Education (2010). United States history to 1865. Historyandsocialsciencestandardsoflearning: Enhancedscopeandsequence, 72-93.

Animoto Intro Video: http://www.youtube.com/watch?v=_WonstCI4YY


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American Revolution Unit --- November 20??

Sun Mon Tue Wed Thu

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Intro to Unit

-French & Indian War. Venn Diagram

contrastingFrench, Brit, & Colonists

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During Tech Lab, students learn

to operate Blog. Students will

write blog reflections in response

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Colonists

Grievances

-Timelineofmajor

5


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perspectives

-Introto Digital Storytelling. Watch:

http://www.youtube.com/watch?v=_WonstCI4YY

to prompts for remainder of

Social Studies Amer Rev unit

during Reflection time.

http://kidblog.org/MsCurtissClass/

Acts

-Studentsdiscover

theActswhile

rotatingthrough

stationsabouteach

one

-Key People:King

George III, Patrick

Henry

-Blogresponse

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Enlightenment Ideas

-UnveilresultsofBoston MassacreTrial

-Overviewof John Lockeinfluences

-Patrick Henry & Thomas Paineprimarysources

-Blogresponse

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Major Events of

Revolution (Part

A)

-CreateTimeline.

Include: BostonTea

Party, 1

st

Continental

Congress, Lexington

& Concord,

Declarationof

Independence

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During Technology

Lab, students begin

work on Unit

project: Digital

Storytelling.

Students choosetopic from given

options.


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Major Events of Revolution (Part B)

-BattleofSaratoga, Surrenderat Yorktown,

TreatyofParis

-Discussionaboutadvantagesthehelped

Americanswin

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During Technology Lab, students

continue work on Unit project:

Digital Storytelling

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Important Figures

-George Washington

& BenjaminFranklin

-WebQuestabout

important

accomplishments

andinfluencesof

thesemen.

24

During Technology

Lab, students finish

work on Unit

project: Digital

Storytelling

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Assessment

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Educ. Tech Lesson--Unit Plan

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