1. Topic-
TROUBLE OVER TAXES
 
2. Content-
KEY VOCABULARY: PARLIAMENT, STAMP ACT, SONS OF LIBERTY, TOWNSHEND ACTS, TARIFF, BOYCOTT, DAUGHTERS OF LIBERTY.
SIGNIFICANT PEOPLE: KING GEORGE III, PATRICK HENRY, SAMUEL ADAMS, MERCY OTIS WARREN.
SIGNIFICANT PLACES: WILLIAMSBURG VIRGINIA, NEW YORK CITY, BOSTON, MASSACHUSETTS.
 
3. Goals: Aims/Outcomes-
1.INFUSE TECHNOLOGY IN THE CURRICULUM.
2.INCREASE STUDENT USE OF TECHNOLOGY, (MICROSOFT POWER POINT, AND VIRTUAL TOURS). RELEVANT b/c 21ST CENTURY LEARNERS MUST BE PROFICIENT IN THE USE OF TECHNOLOGY.
3. INCREASE RESULTS ON SOCIAL STUDIES STANDARDIZED EXAMS. RIGOROUS ASSIGNMENT, AS STUDENTS ARE USING MICROSOFT POWER POINT TECHNOLOGY AND CONDUCTING VIRTUAL TOURS THEY ARE REPEATEDLY REREADING, RESTATING, AND RELEARNING THE SOCIAL STUDIES CURRICULUM IN A FUN INTERACTIVE WAY. THIS CONSISTENT REPETITION HELPS STUDENTS RETAIN FACTS AND OTHER IMPORTANT DATA.
 
4. Objectives-
TWO SETS OF OBJECTIVES:
I)PROJECT OBJECTIVES:
1. STUDENTS WILL BE ORGANIZED INTO COOPERATIVE HETEROGENEOUS GROUPS.
2. OUTLINE, USING THE FORMAL OUTLINE FORMAT, (TOPIC, SUB - TOPIC, SUPPORTING DETAILS, DEFINITIONS, ETC.) AN ASSIGNED LESSON IN CHAPTER 4, "THE AMERICAN REVOLUTION".
3. CREATE A POWER POINT PRESENTATION OF THE LESSON.
4. SELECT IMAGES FROM BING, GOOGLE, ETC. TO ACCOMPANY THE WRITTEN TEXT AND BRING IT TO LIFE.
5. SELECT A VIRTUAL TOUR AS AN ADDITIONAL WAY TO ENHANCE THE PRESENTATION.
6. PRESENT THE SLIDESHOW TO PEERS.
7. LEAD DISCUSSIONS AND TEAM TEACH THE HISTORICAL FACTS PRESENTED IN THE SLIDESHOW.
8. GENERATE 5 QUIZ QUESTIONS, (FROM TEXTBOOK), AND ADMINISTER TO PEERS.
9. PRESENTING GROUP WILL ALSO TAKE THE QUIZ.

II. LESSON OBJECTIVES: SWBAT
1. IDENTIFY THE CAUSES OF THE STAMP ACT AND THE TOWNSHEND ACTS.
2. IDENTIFY THE CONTRIBUTIONS OF SIGNIFICANT INDIVIDUALS DURING THE REVOLUTIONARY PERIOD, INCLUDING THE SONS OF LIBERTY AND THE DAUGHTERS OF LIBERTY.
3. EXPLAIN HOW BRITISH TAXES LED TO THE GREATER COOPERATION AMONG THE COLONIES.
4. EVALUATE THE EFFECTS OF COLONISTS' PROTESTS.
 
5. Materials and Aids-
SCOTTSFORESMAN: THE UNITED STATES
MICROSOFT POWER POINT
VIRTUAL TOURS
NBCLEARN.COM
DISCOVERY EDUCATION
www.mcmillanmh.com
COMPUTER LAB (ANNEX)
 
6. Procedures/Methods-

A. Introduction-

DAY 1:
1. DISPLAY: TEACHER - CREATED POWER POINT PRESENTATION ON: "THE VOYAGES OF COLUMBUS",
2. DISCUSS THE INFORMATION PRESENTED WITH STUDENTS, GUIDED PRACTICE.
3. STUDENTS WILL BE PROMPTED TO TAKE NOTES ON THE INFORMATION.
4. ASK CRITICAL THINKING QUESTIONS ON THE PRESENTATION.
5. CLARIFY RETEACH IF NECESSARY.
 

B. Development-

LANGUAGE ARTS: IN SEVERAL PRIOR LESSONS STUDENTS LEARNED HOW TO TAKE NOTES AND CREATE A FORMAL OUTLINE.

DAY 2: DEMONSTRATE HOW TO USE MICROSOFT POWER POINT TECHNOLOGY.
NOTE: IN THE COMPUTER LAB/
WITH THE HELP OF ED TECH PERSONNEL TEACH STUDENTS HOW TO CREATE A POWER POINT PRESENTATION.
1. DISPLAY: TEACHER - CREATED POWER POINT PRESENTATION AGAIN.
2. USING A SPLIT SCREEN, SELECT VARIOUS SLIDES, ONE AT A TIME AND DEMONSTRATE HOW TO USE THE MICROSOFT POWER POINT TECHNOLOGY.
3.DEMONSTRATE ONE ACTIVITY AT A TIME, FOR EXAMPLE: HOW TO SELECT A POWER POINT BACKGROUND DESIGN, SHOW STUDENTS HOW TO GO THROUGH VARIOUS CHOICES AND SELECT A DESIGN THAT APPEALS TO THEM.
4. ALLOW STUDENTS TO PRACTICE EACH NEW ACTIVITY 3 - 4 TIMES UNTIL THEY FEEL CONFIDENT THAT THEY CAN USE THE TECHNOLOGY INDEPENDENTLY.
 

C. Practice-

DAY 3: SWBAT CONTINUE CREATING THEIR POWER POINT PRESENTATIONS.
1. STUDENTS WILL TYPE TEXT FROM FORMAL OUTLINES.
2. SEARCH THE INTERNET (BING, GOOGLE, etc.) TO LOCATE IMAGES TO ACCOMPANY THE WRITTEN TEXT.
3. ADD ENHANCED TECHNOLOGY TO MAKE THEIR PRESENTATIONS EXCITING.
4. TEACHER & ED. TECH. WILL MONITOR, AND FACILITATE GROUPS, ANSWERING QUESTIONS, AND DEMONSTRATING ENHANCED ACTIVITIES AND TRICKS AVAILABLE IN MICROSOFT POWER POINT.
 

D. Independent Practice-

DAY 4: SWBAT WORK INDEPENDENTLY AND BEGIN TO COMPLETE THEIR POWER POINT PRESENTATIONS.
1. STUDENTS CONTINUE TO WORK IN COOPERATIVE GROUPS TO FINISH THE SLIDE SHOW.
2. STUDENTS HAVE ASSIGNED ROLES THEREFORE EVERYONE HAS TO PARTICIPATE AND COMPLETE THE PROJECT.
3. TIME LIMITS ARE ASSIGNED SO THAT EACH STUDENT ASSUMES THE RESPONSIBILITY FOR TYPING TEXT, SEARCHING THE WEB FOR IMAGES TO ACCOMPANY TEXTS, EXPLORING VARIOUS TECHNOLOGICAL ENHANCEMENTS TO MAKE THE SLIDE SHOW EXCITING.
DAY 5:
1. TEACH STUDENTS HOW TO USE VIRTUAL TOURS WEBSITES.
2. ALLOW STUDENTS TO PLAY AROUND AND BECOME FAMILIAR WITH THIS TECHNOLOGY.
 

E. Accommodations (Differentiated Instruction)-

ASSIGNMENTS ARE DESIGNED TO ALLOW STUDENTS TO OBTAIN GOALS AND OBJECTIVES @ THEIR CURRENT ACHIEVEMENT LEVEL.

1. RUBRICS: 5(EXCELLENT), 4(GOOD), 3(AVERAGE),2(PASSING BUT NEEDS IMPROVEMENT), 1(NOT PASSING/NEEDS INTERVENTION, ADDITIONAL ASSISTANCE).

2. COOPERATIVE GROUPS: HETEROGENEOUS GROUPS CONTAINING ABOVE AVERAGE, ON GRADE LEVEL, AND BELOW GRADE LEVEL MEMBERS. EVERY STUDENTS IN THIS TYPE OF COLLABORATIVE GROUPING IS ABLE TO CONTRIBUTE TO THE PROJECT, AND THEY LEARN FROM EACH OTHER.

ABOVE GRADE LEVEL: CREATE DETAILED PROJECTS, HIGH LEVEL OF SPECIFICITY, ILLUSTRATIONS, CHARTS, GRAPHS, DIAGRAMS, DEMONSTRATE AN ADVANCED UNDERSTANDING OF THE OBJECTIVES.

ON GRADE LEVEL: DETAILED PROJECTS WITH LESS SPECIFICITY,, ENHANCE IMPORTANT DETAILS TO DEMONSTRATE THEIR LEVEL OF UNDERSTANDING OF THE OBJECTIVES.

BELOW GRADE LEVEL: CREATE PROJECTS WITH BASIC DETAILS, NOT AS MUCH SPECIFICITY, BUT INCLUDE IMPORTANT DETAILS TO DEMONSTRATE UNDERSTANDING OF THE DETAILS.

3. DIFFERENTIATE THE QUIZZES/TESTS ADMINISTERED.

CREATE 3 QUIZZES @ VARYING LEVELS OF DIFFICULTY TO GIVE ALL LEARNERS AN OPPORTUNITY TO REALIZE SUCCESS.
 

F. Checking for understanding-

ASSESSMENT:
1. GROUP/PARTICIPATION GRADE, 70% - 100%.
2. INDIVIDUAL PARTICIPATION GRADE 70% - 100%.
3. TECHNOLOGY RUBRIC
4. PRESENTATION RUBRIC
5. QUIZZES/TESTS - 70% - 100%
 

G. Closure-

CULMINATING ACTIVITY, USE VARIOUS EXTENSION ACTIVITIES - SOCIAL STUDIES JEOPARDY GAME, etc.
 
7. Evaluation-
YEAR END: 75% - 100% ON SOCIAL STUDIES STANDARDIZED EXAM.
 
8. Teacher Reflection-
PROJECT - BASED LEARNING
> 4 WEEKS TO COMPLETE AN ENTIRE UNIT, 6 LESSONS, AS OPPOSED TO THE TEACHER TAKING 12 WEEKS TO COMPLETE AND ENTIRE UNIT.
> STUDENTS ABSOLUTELY LOVE THIS AND WANT TO CREATE POWER POINTS FOR EVERY LESSON.
 

This Lesson Plan is available at (www.teacherjet.com)