ASSURE Model Instructional Plan

Title: Causes of the Revolutionary War the Stamp Act

Instructor: Janelle Saggese
Grade: 4
Subject: Social Studies Revolutionary War
Time: 30 minutes
Standards: South Carolina Social Studies Standard 4-3.1
Analyze Learners

Learners: 25 students; 11 female, 14 male; 9-10 years old

Mental, Social, Physical, Social Notes:

o Disabilities: 2 students with an IEP in reading and math
o Learning Differences: 9 ESOL students
o Cultural/Ethnic Notes: 9 Hispanic, 8 white, 6 black, 2 mixed race

Current Knowledge, Prerequisites, and Notes about Learner Attitudes

o 5 students live in motels/hotels
o 21 students receive free/reduced lunch
o 1 student sees a mental health therapist
o Lesson will take place from 1:00 1:30 PM

Learning Styles
o Auditory: 20%
o Kinesthetic: 40%
o Visual: 40%

State Objectives
Audience: 4th grade students at Myrtle Beach Intermediate School.
Behavior: Explain how the Stamp Act was a cause of the Revolutionary War
Condition: With the aid of the video and social studies notebook, students will fill in the key
words in the sentences describing the Stamp Act and answer the key question at the bottom
of the video response sheet.
Degree: Students complete all blanks with the correct words. Because these words are only
spoken and not written, spelling will NOT count. Students will also write to explain how the
Stamp Act was a cause of the Revolutionary War.
Select Methods, Media, and Materials

Methods: To engage the students, we will do a role-play where I, the instructor, am

King George III and the students are the colonists. For the lesson, students will
independently watch a video on their Discovery Ed account on their iPads. Students
can watch the video up to five times in order to complete the assignment. Students
may choose where in the classroom they would like to complete this assignment to
feel the most comfortable. This method allows students to watch the video as many
times as they need to complete the assignment. It also allows kinesthetic learners to

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move by choosing a place in the classroom where they can move/wiggle if they need
to. This also adheres to the audio/visual learners by watching and listening to the
video.

Media: Personal learning devices (iPads). I have a class set of iPads that the
students utilize on a daily basis. The students know how to log on to the iPad and
open their DiscoveryEd account. They are proficient at using the iPad and navigating
DiscoveryEd.

Materials: A DiscoveryEd video entitled The Stamp Act headphones, The Stamp
Act Response Sheet (attached at the end of this lesson plan), social studies
notebook, pencil, and an iPad. These are all materials that are familiar and easily
accessible to the students. Link to the Stamp Act Video is here.

Utilize Media, Materials, and Methods

Preview the materials: I need to preview the Stamp Act: 1776 video on
DiscoveryEd to ensure that they are appropriate for students to watch. I will also
watch to ensure that the Stamp Act Response Sheet aligns with the video.

Prepare the materials: I need to prepare the iPads and make sure that they are
fully charged. I need to assign the Stamp Act: 1776 video on DiscoveryEd to my
class. I need to copy the Stamp Act Response Sheet for each student to use while
they watch the video. Students need to come prepared with headphones, social
studies notebook (for extra help), and a pencil.

Prepare the environment: The learning will take place in my classroom at Myrtle
Beach Intermediate School. The ceiling lights will be off while all the classroom lamps
will be on. This creates a calm environment. It also helps the student focus on their
iPad because the screen will appear brighter when the room is darker.

Prepare the learners: To engage the learners, we will start off with role-play. I will be
King George III from England and the students will be the colonists. I will read the
following statement as if I were King George III In order for you, colonists, to pay us
back our debt from the French and Indian War, there will be a tax imposed on all
papers such as legal documents and newspapers. You will pay this tax directly to
me! The students (the colonists) will listen to hear that I (the King) am now imposing
this Stamp Act that will tax them. The students will then decide if this is fair or not fair
to them by showing thumbs up for fair and thumbs down for unfair. Students will
share their response with their face partner at their table. Then, I will call on students
to share their answers with the class. The goal of this activity is to get the students
thinking about the relationship between England and the colonists. It is also intended
for them to feel mad about these new taxes (because that is how the colonists
actually felt).

Provide the learning experiences: The students will then get on their own iPad and
log on to their DiscoveryEd account. On their account they will see in the
assignments to watch The Stamp Act: 1776 video that I had assigned. The students
will watch this video, up t 5 times, in order to fill in the blanks on their video response
sheet (these directions are also written on their video response sheet). Once they are
done filling in the blanks, they will answer the question at the bottom of the response

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sheet: Why do you think the Stamp Act was a cause that led to the Revolutionary
War? This learning experience holds each student accountable for his or her own
work. Because the students will have their own iPads and headphones, they have to
complete the assignment independently and actively listen to and watch the video. It
holds each student accountable for their own work and minimalizes the number of
students not participating and not being engaged in the lesson. It requires that all
students participate and are responsible for their own learning.
Require Learner Participation
This whole lesson will take 30 minutes.
First 10 minutes: To engage the learners, we will start off with King/colonists role-play. This
will get the students thinking and feeling angry. In the role-play, I will be King George III from
England and the students will be the colonists. I will read the following statement as if I were
King George III In order for you, colonists, to pay us back our debt from the French and
Indian War, there will be a tax imposed on all papers such as legal documents and
newspapers. You will pay this tax directly to me! The students (the colonists) will listen to
hear that I (the King) am now imposing this Stamp Act that will tax them. The students will
then decide if this is fair or not fair to them by showing thumbs up for fair and thumbs
down for unfair. Students will share their response with their face partner at their table.
Then, I will call on students to share their answers with the class. The goal of this activity is
to get the students thinking about the relationship between England and the colonists. It is
also intended for them to feel angry about these new taxes (because that is how the
colonists actually felt).
Second 10 minutes: The students will then have another 10 minutes to watch The Stamp
Act video and complete the video response sheet. The students will then get on their own
iPad and log on to their DiscoveryEd account. On their account they will see in the
assignments to watch The Stamp Act: 1776 video that I had assigned. The students will
watch this video, up t 5 times, in order to fill in the blanks on their video response sheet
(these directions are also written on their video response sheet). Once they are done filling
in the blanks, they will answer the question at the bottom of the response sheet: Why do
you think the Stamp Act was a cause that led to the Revolutionary War? This learning
experience holds each student accountable for his or her own work. Because the students
will have their own iPads and headphones, they have to complete the assignment
independently and actively listen to and watch the video. It holds each student accountable
for their own work and minimalizes the number of students not participating and not being
engaged in the lesson. It requires that all students participate and are responsible for their
own learning.
Third 10 minutes: I will review the response sheet with the students. The students will put
the iPads down and return to their seats. We will come together as a whole class and watch
the video on the Smartboard. I will then read the video response sheet and cold-call random
students to read their answers out loud. This cold-call method holds students responsible
because they dont know if/when they will be called on. It also allows the students to review
their work and fix any mistakes they may have made or ask me any questions they may
have. I will then ask the students to share their responses from the question at the bottom of
the video response sheet. What I would be looking for in their answer is an explanation of
how the Stamp Act caused the colonists to be angry with the English, which could
eventually cause a fight (the Revolutionary War). I will then collect their papers to grade with
the rubric.
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Evaluate & Revise

Evaluation methods for each of the following are included:
Student Performance: Rubric for Stamp Act Video Response Sheet
3 points
2 points
1 point
All
Most
Some

0 points
None

The student has ALL blanks filled in

with the correct words
3 points
Yes

2 points
Mostly

1 point
Somewhat

0 points
No

The student used complete

sentences to explain how the
Stamp Act was a cause that led to
the Revolutionary War
Student Name: ________________

Feedback:

Total Points: ___________ / 6

Grade: ____________%

Media Effectiveness
I would evaluate the media effectiveness during this lesson. As the students watched
the video, I would walk around and ensure that students are able to log on to
DiscoveryEd and find the video. The biggest challenge that I usually face with media
is Wi-Fi connection. I would ensure that the Wi-Fi was strong so that the video would
be able to load for each student and not be delayed. I would also ensure that there
were no technical issues with the DiscoveryEd website.

Instructor Performance
I would have a co-teacher come in and watch me teach this lesson in order to get
feedback of my performance. I would tell the co-teacher to write notes listing positive
and negative aspects of the lesson and my teaching as they watched the lesson. I
would discuss with this co-teacher and read the feedback that they provided me in
order to enhance this lesson, and potentially other lessons, for the future.

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Name: _______________________________________________

Date: ________________________

The Stamp Act Video Response Sheet

Directions: Log on to Discovery Ed and open the video entitled The Stamp Act: 1776. Watch and closely
follow along with this video to fill in the blanks in the sentences below. You may find a comfortable spot in the
room and watch the video up to 5 times.
1. In the year _____________________ parliament passed the _____________________
_____________________.
2. This act required all of the colonists to pay a _____________________, or stamp, on all their papers.
3. The Stamp Act was important because it was the _____________________ time parliament tried to
collect _____________________ in the colonies.
4. The colonists thought that this was unfair and that they should only be taxed by their own local
_____________________.
5. The colonists began to protest. One of the leaders of the protest was _____________________
_____________________ of Boston. He organized a secret society called the
_________________________________.
6. Because the protests were so effective, parliament _____________________ the Stamp Act.
7. But, they also passed a law saying that they had the right to rule the _____________________ and
_____________________ the colonists.

Use complete sentences: Why do you think the Stamp Act was a cause that led to the Revolutionary War?

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