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Boston Tea Party

Student Name: Whitney Rhodes

I. General Information:
Grade Level: 5th
Discipline: Social Studies
Unit Topic: American Revolution
Time Frame: One Class, 45 Minutes
Text: George vs. George By: Rosalyn Schanzer
Other Materials: George vs. George By: Rosalyn
Schanzer, Computers set up with Fakebook access,
scrap paper, drawing materials
II. Standards/Indicators
Standard 5.0 History Students will examine significant ideas, beliefs,
and themes; organize patterns and events; and analyze how
individuals and societies have changed over time in Maryland and the
United States.
1. Analyze the causes of the American Revolution
RI3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
W1.a Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writers purpose. (SC, 5)

III. Lesson Objectives

1. Identify and sequence key events between the French and Indian
War and the American Revolution
2. Examine the viewpoints of Patriots and Loyalists regarding British
colonial policy after the Seven Years' War
3. Connect and explain types of relationships. (See CCSS 3 RL2.)
4. Apply content knowledge to determine relationships in an
informational text.
5. Use text-relevant information and language to explain connections
between and/or among events, ideas or concepts, and steps in a text.

6. Formulate an opinion
7. Generate that support that includes facts and details

IV. Procedures:
Introduction: I will begin by asking students to thinkpair-share: What is your favorite drink? What if
everytime you wanted to drink it, you had to pay a tax?
The tax that you paid, went to a cause you didnt
believe in. How would this make you feel?

1. Students will read in partners A Tempest Over Tea
1770-1774 from Rosalyn Schanzers George vs.
2. Upon completeing their reading, they will be asked
to find an open computer and answer prompts on
our Fakebook Page for the Boston Tea Party.
a. Students must answer Ms.Rhodes question,
plus one more.
3. While students are rotating through the computers
that are set up, others will be working on creating
a comic strip for the Boston Tea Party.
a. The comic strip should include details about
the causes leading up to the Boston Tea
Party, as well as what happened at the
Boston Tea Party.
4. If free time is available following the completion of
both assignments, students will be allowed to read
from the text set, and be encouraged to add
information the bulletin board via post-it notes.
Students will be asked to share their comic strip with
the memebrs at their table. They will then be asked to
display their comic strips throughout the room.
VI. Evaluation/Assessment:

Assessment of Objectives
Responses on the Fakebook will be evaluated as a
formative assessment. Teacher should look to see if
students are grasping the different views of the people
during this time. The comic strip will also be used for
this matter.