Design for Learning

Instructors: Michelle Lawless and Kristen Fuller

Title: Lack of Freedom
Curriculum Area: Social Studies

Grade Level/Cooperating Teacher: 5th

Date: April 13-14, 2016
Estimated Time: 2 days

Standards Connection:
Social Studies 5.8 (ALEX): Identify major events of the American Revolution, including the
battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.
Describing principles contained in the Declaration of Independence
Learning Objective:
When given a chalk talk, the students will explain how the colonists freedom had been taken
away economically and politically by the British with no errors.
Learning Objective Stated in Kid-Friendly Language:
By the end of this lesson, you are going to do a chalk talk explaining how the colonists freedom
had been taken away in two different ways.
Evaluation of Learning Objective:
The students will be doing a chalk talk. There will be two anchor charts around the room -- one
about how the colonists were not free economically and one about how the colonists were not
free politically. On the economics anchor chart, the students will write a brief description of how
the colonists did not have economic freedom. On the politics anchor chart, the students will write
a brief description of how the colonists did not have political freedom. They will write their
answers on sticky notes and post them on the anchor charts. Students who correctly give an
example of how the colonists were not free both economically and politically will be in the green
zone. Students who give correct examples for one or zero areas (economics or politics) will be in
the red zone.
Engagement:
The teacher will begin the school day by doing a simulation that is unknown to the students. In
this simulation, she will treat the students like the colonists were treated by the British
government. The students will have to use their Beeson Bills, which are money they get for
positive behavior and can buy things with at a certain time, to pay for common tasks, like going
to the restroom, sharpening their pencils, and getting water. Once social studies time arrives, the
teacher will explain the simulation and begin to discuss the concepts of freedom and activism.
She will use a PowerPoint titled Freedom and Activism in Colonial America to teach this unit
with. Then, the students will create a photo essay about these two concepts. Lastly, the teacher
will state the essential question of the unit and the learning objective of this lesson.
Good morning boys and girls, welcome to school today! Today I have decided to change our
routine a little bit. I think this is going to be a great implementation into our classroom! You will
now have to pay me 10 Beeson Bills anytime you go to the restroom, get water, or sharpen your
pencil. Throughout the day, the teacher will say things such as, need to go to the bathroom? Im
sorry that will be 10 Beeson Bills or you must pay me 10 Beeson Bills if you get that sip of

water. When social studies time arrives, the teacher will begin to explain the reason behind this
simulation by asking questions related to the concepts of freedom and activism.
Okay class it is time for social studies. I know that today has been a little different, and I am
probably not your favorite person because I have been making you all pay me for things that you
usually get to do for free. Before we talk about this, I need my materials manager to pass out one
of these to everyone. The teacher will hand the materials manager the notetaking guide for lesson
1. We are going to use this for our notes for this lesson. The notes that you will need to write on
this will come directly from the PowerPoint. You can copy what the PowerPoint says word for
word in the blanks on your notetaking guide. I will be giving you other packets to add to this
throughout the next few weeks. You will use these to study for the unit test at the end, so make
sure that you keep up with them and take good notes! Lets talk about what happened today. How
did it make you feel to pay me Beeson Bills for things like going to the bathroom, getting water,
and sharpening your pencil? The teacher will give the students time to answer the question. It
made you feel mad because your Beeson Bills were being taken away? Yes I am sure that you
were not happy about that. Why did this make you angry? Yes, because you wanted to save your
Besson Bills so that you could spend them on classroom privileges. Turn and talk to your
neighbor about what word we might use when we can do things that we want to do. The teacher
will give the students time to talk to their neighbor about this. Then she will allow students to
share. The teacher will call on a student. Thats right! We would call this freedom. The teacher
will open up the PowerPoint for this unit, which is titled Freedom and Activism in Colonial
America. She will show the slide on the PowerPoint titled Freedom. Freedom means having
the power to speak, act, and, and think without limits. In your notetaking guide, the very first
thing besides your name and the date is a place for you to write the definition of freedom. Does
everyone see it? Okay great. I have it up here on the PowerPoint, so copy it down on your paper.
The teacher will give the students time to write this definition. If freedom means to speak, act, or
think without limits, do you think you had freedom this morning or do you think it was taken
away? The teacher will allow students to answer. Why do you think it was taken away? Thats
right, because you couldnt go to the bathroom or get water or sharpen your pencil unless you
paid me first. You also did not have the freedom to spend your Beeson Bills on the things that
you wanted to spend them on because you were spending them all on these everyday things. Can
you think of ways you might could have changed this situation? What are ways you could have
prevented me from taking away your money? The teacher will call on a student to answer. Yes,
you could have stopped going to the bathroom, getting water, and sharpening your pencil. How
would you feel if you could no longer do those things? The teacher will allow the student to
answer. Thats right, you wouldnt have made it through the day without going to the bathroom!
What are some other ways you could have changed this situation? The teacher will call on
another student to answer. Yes, you could have refused to pay me. How do you think that would
have made me feel if you didn't pay me? Yes, that would have made me mad! What do you think
its called when you are trying to change your situation? Turn and talk to your neighbor about
this. The teacher gives the students time to talk. Does anyone have an idea? The teacher will call
on a student to answer. Thats a good guess, but this is called activism. What root word do you
hear in this word? The teacher will call on a student to answer. Thats right, I hear the word
active too! What does it mean to be active? Yes, it means to move around. Well, an activist is
someone who believes strongly about something, and when their situation doesnt agree with
what they believe, they want to change their situation. So they do things and take part in
activities that will change their situation. The teacher will move to the slide on the PowerPoint

that is titled Activism. The definition of activism on the PowerPoint says working to change
a situation. Write this in your notetaking guide underneath the word activism. Activists are
active because they are constantly working, doing things, and moving around to change their
situation. Turn and talk to your neighbor about ways that you have been activists in your life.
The teacher will give the students time to talk with their neighbor. Would anyone like to share?
The teacher will call on a student to share. Thats a great answer! You felt that you were being
bullied by your sibling so you were active by talking to your parents about it. Now you are free
from your siblings bullying. Would anyone else like to share? The teacher will call on another
student to share. That is a great answer too! Your friend took your pencil, so you approached
your friend and politely asked them to give it back to you. Did they? Good! That means that the
active step that you took worked! I am sure that everyone in this class has been an activist
before, even if you do not realize it!
The students will now work with a group to create a photo essay about the concepts of freedom
and activism. Now we are going to do an exciting activity to help us learn more about freedom
and activism! You are going to get to make a photo essay! You loved this the last time we did it
so I thought we would do another! In this photo essay you will be including things about both of
our concepts -- freedom and activism. Your photo essay must include audio, pictures, videos that
you can make or find online and website links that will take us deeper into these concepts. You
are going to get into your table groups to do this photo essay with. The students are sitting in
table groups, with 5 students at each group, making a total of 4 groups. Please get your
chromebook and sit together with your table groups. The teacher will give the students time to
get situated. You are going to present this photo essay to the class, and it must teach your peers
about freedom and activism. It should include the things on this rubric. The teacher will pass out
the Photo Essay rubric to each table group. There are 8 categories, and in each category, you
can earn up to 4 points. This makes a total of 32 points! This will be counted as a technology
grade. To earn all 32 points, you and your group must make sure that your photo essay is about
both freedom and activism, has at least 5 slides, does not have any words other than the title,
hyperlink, and group members names, has at least 2 videos that are in some way related to
freedom and/or activism, has at least one original sound clip that you all make, has at least 3
hyperlinks that will take us to websites that are related to freedom and/or activism, has at least 1
image on every slide, and that you clearly explain everything when you present your photo essay
to the class. Im going to show you an example of what I expect from you. I hope you enjoy it!
The teacher will show the students the photo essay example. Now that you all have seen an
example, are there any questions? The teacher will answer any questions that the students have.
Alright, lets get started! The teacher will walk around and observe as the groups work on their
photo essays. When the groups are finished, she will have them share their photo essays with the
class. She will use the technology rubric to grade the students photo essays as they present.
Wow, those were some very impressive photo essays! I think that you all have a great
understanding of freedom and activism and how these two concepts relate to each other.
The teacher will revisit the Freedom and Activism in Colonial America PowerPoint. We
starting a new social studies unit today that we will be doing for the next few weeks. In this unit
we are going to talk about how people can become activists to achieve freedom when they are
not free. The title of the unit is Freedom and Activism in Colonial America. The teacher will
move to the next slide, which is titled EQ. Our essential question, or EQ, for the unit is How
did the colonists become activists to change their situation when their freedom was taken
away? Everyone read this EQ with me. The teacher and the students will read the EQ together.

So in this unit, we are going to be learning about how the colonists became activists to achieve
freedom! We will be able to answer this question in a variety of ways by the end of this unit.
Write this essential question in your notetaking guide underEQ. This way, we will be reminded
of the main goal of what we are learning! We are going to explore this by learning more about
different things that the colonists did to try and become free from the British. We have already
learned some things about colonial America, like events that led up to the American Revolution
and the beginning of the Revolutionary War. Today, we are going to revisit some of the events
and acts that we have already talked about to learn about how the colonists freedom were taken
away by the British, just like your freedom was taken away by me today. We are going to talk
about two ways that the colonists freedom was taken away. Then, at the end of this lesson, you
are going to do a chalk talk explaining how colonists freedom had been taken away in these two
ways. The teacher will show the slide on the PowerPoint titled Goal so that the students can
see and read the objective for this lesson. This is our goal for this lesson. Write this in your
notetaking guide next to where it says Goal.
I. Teaching:
The teacher will use the PowerPoint to teach. In this lesson, the teacher will first tell the students
a story about a colonist during this time in American history. The teacher will ask the students
questions about how they would feel if they were the colonist. The teacher will tell the students
that this story was about a real person named Thomas Jefferson, and then she will tell them about
who he was. She will refresh the students on the definitions of economics and politics, and
then she will explain to the students how the colonists freedom had been taken away both
economically and politically by the British through various acts. The students have recently
learned about these acts. Weve been talking about colonial America for a while now! Who can
remind me who the colonists were? The teacher will call on a student to answer. Thats right! The
colonists were people who lived in America before it became its own country! These people
were called colonists because back then, America was a colony. Who remembers what country
America was a colony of? The teacher will call on a student to answer. Thats right, America was
a colony of Britain. Today I am going to tell you a story about a colonist named Thomas. Close
your eyes and pretend that you have gone back in time 2 and a half centuries. Picture a man
named Thomas. Thomas was born in 1743 in Virginia to parents who were planters. This meant
that they made their living by growing and selling plants. Thomas loved to play his violin. He
also liked reading and running through the woods barefoot. Eventually, Thomas grew up and
decided to go to college to become a lawyer. After college, he practiced law for 8 years, but
many bad things began happening in all the colonies. Britain had just lost the French and Indian
War, and they had lost a lot of money. To make up for this money, they began to tax the colonists.
One tax that the British made the colonists pay was called the Sugar Act. Any time anybody
wanted to buy tea, sugar, or coffee they had to pay extra money for it. This extra money was the
tax, and it went straight to Britain. If Thomas ever wanted to buy tea, sugar, or coffee, he had to
pay extra money, which added up and got very expensive. This not only affected Thomas, but
everyone else living in the colonies! Sadly, this wasn't the only bad thing that happened. The
British government then passed the Stamp Act, which meant that anytime anybody wanted to buy
a newspaper, a pamphlet, or other documents, it had to be stamped using a British stamp, which
cost money. Every time Thomas wanted to buy the newspaper to read or even paper to write on
he had to pay for this seal. After a while that started to get very expensive. Then the worst thing
of all happened, the Boston Massacre. 5 people in Boston were innocently killed by the British.

These were friends and family of people in the colonists who did nothing wrong. Thomas read
this in the newspaper and became outraged. Guess what? This wasnt all. After this happened,
the British government passed the Intolerable Acts, which were even more harsh laws put on the
colonies. These laws stopped trade between the colonies and other countries, forced the colony
of Massachusetts to be under the control of the British government, and forced the colonists to
start taking care of British troops. This was the last straw for Thomas. He knew he had to be
active to change this situation that he and the other colonies were in. He wanted freedom from
Britain, but what could he do? This will be the end of the story. That was a very interesting, but
sad story. We have learned about all these different acts, but we havent talked about how they
made the colonists feel personally. I want you to now turn and talk to your neighbor about how
you would feel if you were in Thomas shoes. The teacher will give the students time to think
about and discuss how they would feel if they were in Thomas shoes. If you would like to share
your thoughts with the class, raise your hand. The teacher will call on a student to share. Yes, I
would feel upset and angry, too. I would be mad that the British were taxing me on things that I
used to not have to pay taxes on. What if our government today started taxing us on oxygen?
What if they made us pay 1 cent for every breath we took? That would be crazy, wouldnt it?
Thats how the colonists felt about these acts described in the story about Thomas. And as a
matter of fact, the story of Thomas is not fictional! Thomas was a real person who experienced
these acts in his life. He felt as if he was not free because of these things that the British were
doing. Do you all want to know his last name? The teacher will call on a student to answer.
Thats right, this story is about Thomas Jefferson. The teacher will display a picture of Thomas
Jefferson on PowerPoint slide titled Thomas Jefferson. Raise your hand if you have heard of
Thomas Jefferson before! Yes, he is a very well-known person! Thomas Jefferson was a very
important person in American history. If it wasn't for Thomas Jefferson, America probably
wouldn't even exist. We are going to learn more about him in a few days. But right now, we are
going to talk about how these events from our story took away the colonists freedom. The
teacher will move to the next slide, which talks about economics and politics. The colonists
freedom was taken away in 2 ways: economically, and politically. These are familiar words. Who
remembers what the word economics means? Turn and talk to your neighbor about the word
economics. The teacher will give the students time to talk to their neighbor. Who would like to
share with the class? The teacher will call on someone to answer. Good answer! Economics is
how goods and services are bought! On the PowerPoint, it says you use economics when
deciding what to buy. So for example, when you go to the store and decide if you want to buy
something based on the price , you are using economics to make your decisions. If you want to
buy crackers and there are 100 crackers in the box for 6 dollars, that would be a lot of money for
only 100 crackers, so you probably wouldn't buy that. So whenever we talk about things that
deal with money, buying, selling, or trading, we are talking about economics. Make sure that you
write what economics is on your notetaking guide. What about politics? Who remembers what
that word means? The teacher will call on someone to answer. Good answer! Politics is the
process of governing a group of people. There are some examples of people who are in politics
on the PowerPoint. So some people who are involved in politics are our president and our
mayor. The president governs the people of America, and our mayor Gene Melton governs the
people in our city. Make sure that you write what politics is on your notetaking guide. So, the
colonists were negatively affected in these two areas of life -- economics and politics -- because
of the British. We are going to talk about how the colonists were affected in these areas of life.
First, we will talk about how the colonists were affected economically. The teacher will show the

slide on the PowerPoint titled Acts that took away the Colonists Economic Freedom. So the
Sugar Act, Stamp Act, and Intolerable Acts took away the colonists freedom economically. We
studied these three acts just a few days ago, and they were mentioned in the story about Thomas.
Do you think that acts like the Sugar Act and the Stamp Act made the colonists more rich or
more poor? The teacher will call on someone to answer. Thats right! They made the colonists
very poor. As we know, they had to pay taxes on almost everything. The worst part of this was
that their money was going to the British king, King George. The colonists hard earned money
was going to the king to spend on whatever he wanted. How would this make you feel if your
hard earned money was going to someone and they got to decide how it was spent? Yeah! It
would make you angry! The Intolerable Acts also affected them economically as well. As we
have already discussed, when the Intolerable Acts were passed, it caused trade from the Boston
port to other countries to be shut down. What do you think happens when one place cant trade
with another? The teacher will call on a student to answer. Yes, it keeps them from getting the
goods that they need from that country. This trade port was a supplier for all of Massachusetts.
Massachusetts couldn't get the supplies it needed, so other colonies like South Carolina had to
send relief supplies. Massachusetts wasn't able to receive items like tea, which these colonists
drank almost everyday. What if today we could not get the supplies that we buy from other
countries? Do you think we would be missing some things that we normally have? Yes, we would
be missing a lot of things, like oil, clothes, and fossil fuels! Our lives would be totally different if
we were not allowed to trade with other countries today. So these Intolerable Acts definitely took
away the colonists economic freedom because they were no longer able to trade and purchase
things that they wanted and needed. On your notetaking guide, make sure that you write down
the names of these 3 acts underneath where it saysActs that took away the colonists freedom
economically So now that we have talked about the acts, we need to answer an important
question: how were the colonists freedom taken away economically?This question is on your
notetaking guide. The teacher will move to the next slide of the PowerPoint, which asks the
question, how were the colonists freedom taken away economically? She will not click the
screen yet so that the answer to this question is still hidden. There are many ways that the acts
we talked about earlier affected the colonists economically, so how might we answer question?
Turn and talk to your neighbor about how you might answer that question.The teacher will give
the students time to talk to their neighbor about how they might answer this question. Now pair
up with another pair and tell them what answer you came up with for this question. The teacher
will allow time for the students to share their answer with another partner pair. Who thinks that
they have an idea about how they might answer this question? The teacher will call on a group to
share. Good thoughts! They said that the colonists freedom had been taken away economically
because they were being taxed. Does anyone want to add to this answer? The teacher will call on
someone to add to this answer. Good job! Yes, they were being taxed on things that they used
everyday. What kinds of things were they being taxed on? The teacher will allow the student to
answer. Yes, the Sugar Act and Stamp Act made the colonists pay taxes on sugar, stamps,
pamphlets, and many other things, which made the colonists poor. So how could we sum up this
information into an answer? The teacher will call on someone to answer. Yes, that is a good
answer! You could say that the colonists freedom was taken away economically because they
were being taxed on things that they used everyday, like sugar, stamps, and pamphlets. Other
than talking about their taxes, whats another way we might answer this question in our
notetaking guide? The teacher will call on a student to answer. Yes, we could talk about the
Intolerable Acts! Who can turn this answer into a sentence? The teacher will give the student

time to answer. Good! You could say that the Intolerable Acts took away the colonists economic
freedom because they were no longer able to trade with other countries. Why was this a bad
thing? The teacher will allow the student to answer. Yes, because they were no longer able to
receive the goods from other countries that they were used to having. So how could we sum up
this information to answer this question in our notetaking guide? The teacher will call on
someone to answer. Yes, you say that the colonists freedom was taken away economically
because they were unable to trade with other countries to receive the goods that needed and
wanted. So you could answer this question in your notetaking guide by talking about the taxes
that the colonists had to pay and by talking about how they were no longer able to trade with
other countries. As the teacher says this, she will click on the PowerPoint so that the bullet that
says they were taxed on common goods and the bullet that says they were no longer able to
trade with other countries appears. These acts also affected the colonists politically. There is
another important question that we need to answer: how were the colonists freedom taken
away politically? This question is also on your notetaking guide. The teacher will move to the
next slide of the PowerPoint, which asks the question, how were the colonists freedom taken
away politically? She will not click the screen yet so that the answer to this question is still
hidden. Turn and talk to your neighbor about how you might answer that question. The teacher
will give the students time to talk to their neighbor about how they might answer this question.
Now pair up with another pair and tell them what answer you came up with for this question.
The teacher will allow time for the students to share their answer with another partner pair. Who
thinks that they have an idea about how they might answer this question? The teacher will call on
a group to share. Good thoughts! They said that the colonists freedom had been taken away
politically because they had no say in what they were being taxed on or how much they were
being taxed for. When I taxed you on your Beeson Bills, you had no say on how much you would
be taxed on, what you would be taxed for, or how I would use these taxes. That is just how the
colonists felt. This is called taxation without representation. The teacher will click on the
PowerPoint so that the bullet that says taxation without representation appears. This was a
very popular saying during this time in American history. The colonists were mad that they were
being taxed without having any say in what was going on. Like we talked about earlier, their
money went to Britain, so the king got to decide how it was spent. Lets look back at our
notetaking guide. So whats a good answer we could write for this question? The teacher will call
on someone to share. Good sentence! We could write the colonists freedom was taken away
politically because they did not have a say in how much they were taxed or what their tax money
was spent on. This is called taxation without representation. So, the colonists living under
British rule were not free in two ways -- economically and politically. In our next lessons, we are
going to talk about things that the colonists did to change their situation so that they could be
free!
II. Opportunity for Practice:
The students will be given a case study about a colonists similar to the Thomas Jefferson story.
This case study is titled The Story of an Outraged Colonist. The students will read the case
study with a partner and try to figure out how the colonists freedom had been taken away
politically and economically. The students will write their reason why the colonists freedom has
been taken away politically and economically in the blanks provided in their note taking guide.
Now that we have learned how the Stamp Act, Sugar Act, and the Intolerable Acts took away the
colonists freedom economically and politically, we are going to do a case study! Who

remembers what a case study is? The teacher gives the students time to think about an answer.
Yes, a case study is when we read a story or a problem about someone or something and we have
to try and figure out how we can fix it. So we are going to do a case study about a colonist
during this time period. This case study is titled The Story of an Outraged Colonist. This story
is in your notetaking guide. You are going to find ways that this colonists freedom has been
taken away politically and economically just like Thomas Jeffersons had been. You will write
your answers in the blanks provided for you on your notetaking guide. I want you to find your
assigned class partner because you will be completing this with them. Once you are seated next
to each other, read the story together. Then, write about how the outraged colonists freedom had
been taken away economically and politically. Think about what we learned today, and be sure
to use specific information from the case study. You will have 15 minutes to complete this
activity. Once you have completed this you will share it with another partner pair at your table.
The teacher gives the students 15 minutes to complete this. As they are working, she will walk
around to listen to their conversations. Raise your hand if you are still working. Great! Now that
you are all done, go ahead and share with another partner pair near you. You will have 3
minutes to do this. The teacher will give the students 3 minutes to share with another partner pair.
Alright, who would like to share what you and your partner wrote with the whole class? The
teacher will call on a partner pair to share. Great job! Would anyone else like to share? The
teacher will call on another partner pair to share. Great responses class! So, how was Theodores
freedom taken away economically? The teacher will call on someone to share. Yes, he had to pay
taxes on sugar, and he had to pay for his paper products to be stamped! How was his freedom
taken away politically? The teacher will call on a student to answer. Yes, he and the other
colonists did not have a say in how their tax money was spent! This made him very outraged. Do
you think that you would be outraged if you were Theodore? Yes, I would too! Great job working
with your partner on that case study. Now I need everyone to go back to their seats to get ready
for what we are going to do next.
III. Assessment:
Students will do a chalk talk. There will be two anchor charts around the room -- one for how the
colonists were not free economically and one for how the colonists were not free politically. The
students will write a brief description of how the colonists did not have freedom in these two
areas. They will write their answers on sticky notes and post them on the correct anchor chart.
Students who correctly give an example of how the colonists were not free in both areas will be
in the green zone. Students who correctly give an example of how the colonists were not free in
one or zero areas will be in the red zone. The teacher will have an answer key with the answers
that she is looking for. You all seem to have done a great job on your case studies! Now its time
to show what you know on your own. As you can see, I have two big anchor charts around the
room. The one on this side of the room says Economically and the one on the other side of the
room says Politically. Im going to give you each two sticky notes at your desk. On one, I want
you to write one way the colonists freedom was take away economically. Then on the other one,
you will write how the colonists freedom was taken away politically. When you are done, you
will go stick them on the anchor charts. Please write your name on both sticky notes I will be
looking to make sure your reasons fully explain how the colonists freedom were taken away.
This means that you need to use the specific names of the acts that we talked about and how they
affected the colonists. Also, make sure you use complete sentences! You will have 10 minutes to

do this! As the students complete this chalk talk, the teacher will walk around and observe the
students answers.
IV. Closure:
The students will be completing a simulation journal everyday to review their content. This
simulation journal will be the bridge between all 5 lessons. While writing in the simulation
journals, the students will picture themselves in the colonists shoes during the specific events
discussed during each lesson. The students will write about how they would feel if they were in
the colonists shows. Then, they will have the opportunity to share their entry with a neighbor.
Great job today everyone! I could really tell how mad you all got when we did that simulation
and talked about what was happening with the colonists. It is sometimes hard to imagine what
the colonists were going through, but to help us do this, we are going to put ourselves in their
shoes. We are going to do this by writing in a simulation journal. So first, we need to make it! We
are going to make a foldable journal using paper and staples, just like the other journals that we
have made before. Then, I want you to pretend you are a colonist! Give yourself a name and then
draw yourself on the front of your journal. The teacher will give students about 8-10 minutes to
do this. Now that you have drawn your colonist, it is time for you to complete your first journal
entry. You will be writing about how you would feel if you were a colonist in this situation. If
these events were happening to you, and your freedom had been taken away economically and
politically, how would you feel? Make sure you mention the acts that we talked about today. You
can use as much room in your journal as you need. We can always add more pages to it as we
go. You will have about 10 minutes to complete this and then you will share with your classroom
partner. The teacher gives the students 10 minutes to complete this. Now, it is time for you to
share with your classroom partner. Take a few minutes to share your thoughts. The teacher will
give the students about 5 minutes to share with each other. We are going to look back at your
entries in the next lesson, so keep them in a safe place! We all learned a lot today! I cant wait to
see what we do tomorrow!
Materials and Resources:
Beeson Bills (students already have)
PowerPoint
Note taking Guide
Photo essay rubric
Photo essay example
Anchor charts for chalk talk
Sticky notes for chalk talk
Chalk talk answer key
Choice board for green students
New note taking guide for red students
Differentiation:
Green students will do an extension activity from the choice board. The choice board has 6
options: writing a letter to a colonist, creating a trivia game, making a presentation to connect the
events occurring in colonial America to events happening in other countries, creating a picture

book about a colonist, writing a newspaper article, and making an anchor chart about a British
Act that took away the colonists freedom.
Red students will receive an outline that is more condensed and only includes the most important
information needed for the test. The teacher will also print out the power point so the students
have it to take with them.
Data Analysis:
Reflection: