WVSU LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Caitlin Teetor

Date: October 9, 2015
School: Buffalo High School
Grade/Subject: 10th Grade History
Lesson Topic: Impact of the American Revolution/Declaration of Independence
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will be able to explain the impact that the American Revolution had on
the future of the American colonies as well as the world.
2. Students will be able to explain the impact that the Declaration of Independence
had on the American colonies and how it affected the world as well.
3. Students will define the Treaty of Paris and the term egalitarianism.
WV CSOs
SS.10.H.CL2.1
explain the impact of the Declaration of Independence and the
American Revolution on the American colonies and the world.
SS.9-10.L.10 read and comprehend history/social studies texts at or above grade
level text complexity band independently and proficiently.
NATIONAL STANDARDS
Theme 1- Culture- This lesson will address this theme as students will examine the
impact that the Declaration of Independence and American Revolution had on the
American colonies and how the culture of those colonies was ultimately affected.
Theme 2- Time, Continuity, and Change- This lesson will meet this theme as
students will examine the Declaration of Independence and also the American
Revolution. Students will look at the Declaration of Independence and determine
why it was created using the historical context of that time. Students will look at the
American Revolution, focusing on its cause and its impact.
MANAGEMENT FRAMEWORK
Overall Time- 90 minute lesson
Time Frame- 5 min. teacher intro
10 min. pre-test
50 min. graphic organizer assignment
15 min. class discussion
10 min. post-test and closure
STRATEGIES
Graphic organizer, pair/small group discussion, class discussion
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
In terms of learning styles, this lesson will meet auditory, hands-on, and visual
learners. Auditory learners will benefit from the pair/small group discussion as well

as the class discussion towards the end of lesson. Hands-on (kinesthetic) learners
will benefit from this lesson by working with the textbook and filling out the graphic
organizer. Visual learners will benefit from the lesson by working with the textbook.
More time will be given to students that need it. Accelerated learners will have an
additional small assignment if they finish early. Accelerated learners will watch
another Crash Course History video and write down five things that they learned
from watching that video.
Multiple intelligences addressed (check all that apply):
___X___ Verbal/linguistic
______ Naturalist
______ Spatial
___X___ Interpersonal
______ Logical/mathematical
______ Intrapersonal
___X___ Bodily-kinesthetic
______ Existential
______ Musical
______ Others (explain):
The multiple intelligences that are addressed in the lesson are those checked
above. Verbal/linguistic intelligence is addressed by the students partaking in
group/class discussions. Bodily-kinesthetic intelligence is addressed as the students
are working with the textbook and graphic organizers. Interpersonal intelligence is
met as the students have to communicate with other in groups to successfully
complete the assignment.
PROCEDURES
Introduction/ Lesson Set
Lesson will be introduced by briefly reviewing what was happening in the American
colonies prior to the American Revolution as well as changes made during the
Revolution. The pre-test/post-test and assignment will be explained at the beginning
of the lesson.
Body & Transitions
1. The students will take the pre-test that will be the same assessment as the posttest.
2. After completing the pre-test, students will work independently on the graphic
organizer assignment.
3. Once they have finished the pre-test, each student will work independently to
answer the majority of the questions (questions on the front flaps) on the graphic
organizer. Once students have completed the independent part of the assignment,
they can get in pairs or small groups (no more than 3) to discuss the remaining
question (on the back of the graphic organizer) on the assignment.
4. Once every question has been answered, students will participate in a group
discussion to go over some of the questions (particularly What would the U.S. be
like today had the British won the Revolutionary War?)
Closure

Post-test will be given. Lesson objectives will be reviewed with the students and a
closing statement will be made.
ASSESSMENT
Diagnostic:
This form of assessment will be met by the students taking a pre-test to see the
students prior knowledge of the subject (Objectives 1, 2).
Formative:
Formative assessment will be met by the teacher walking around the room and
monitoring progress on the assignment (Objectives 1, 2, 3).
Summative:
Summative assessment will be met by observing group/individual work and having
a summarizing statement at the end of the lesson to see if all objectives have been
met (Objectives 1, 2, 3).
MATERIALS

Pre-test

Post-test

Graphic Organizer

Class textbook

Internet/computers (if needed)

EXTENTED ACTIVITIES
If Student Finishes Early
If a student finishes early, he or she may start jotting down some ideas for the
group discussion question prior to the students getting into groups.
If Lesson Finishes Early
Teacher will show the YouTube video Who Won the American Revolution?: Crash
Course US History #7 (URL: https://www.youtube.com/watch?v=3EiSymRrKI4).
Afterward, the videos content will be discussed with the class.
If Technology Fails
There should be no technology used in this lesson, unless teacher allows students to
get on computers to work on the assignment. If the computers are used do stop
working, students can use their textbooks to complete the assignment.
POST-TEACHING
Reflections

The lesson that I had planned honestly did not go as expected. I had to
change the lesson to fit the readiness of the students. I had asked my cooperating
teacher on more than one occasion if the students were going to be ready for this
lesson and he said that they should be ready. On the day of the lesson I asked him if
the students were ready for the content covered in this lesson and he said that they
were barely going to be ready for the lesson, that he had forgotten about a field trip
the previous day and he had not been able to go over all of the content leading up
to the end of the American Revolution. So, instead of following my originally
planned lesson, I had to switch the activities around. My cooperating teacher
wanting to show a Crash Course video on YouTube to help catch students up on
the material that they were supposed to already be ready for.
My cooperating teacher showed the Crash Course video: Tea, Taxes, and The
American Revolution: Crash Course World History #28 at the beginning of the class.
I then decided to show the Who Won the American Revolution?: Crash Course US
History #7 video that I had originally planned to show if the lesson finished early. I
wanted the students to go over a bit more of the content prior to my giving out the
pre-test. I still gave the pre-test and post-test and the students still completed the
graphic organizer activity. I feel that the students did not have time to fully
complete the assignment because the time that I could use in class was shortened
due to showing the videos. I also feel that the students did not master the material.
I taught this lesson on one day and then the following week I am going to give the
students back their organizers and go over the questions. When I got to the school I
decided to switch the activities around and to give back the organizers the following
week to have more time to go over each question with the students.
For the future, I would have hoped that the students would be caught up on
the material. My lesson went overall well, but it was definitely noticeable that the
students were not ready for content. Due to showing the two videos and giving
more time on the pre-test and post-test than I should have, the students simply did
not have enough time to complete the graphic organizers.
I will be returning the pre-tests, post-tests, and the graphic organizers to go
over the material with the students this next week. I hope that when I teach my
next lesson the students will be prepared for what I am teaching them.
Data Based Decision Making

Pre-test
14
12
10

Correctly Answered
Unanswered/ Incorrectly
Answered

8
6
4
2
0
Question 1

Question 2

Post-test
12
10
8

Answered Correctly

Unanswered/ Incorrectly
Answered

4
2
0
Question 1

Question 2

The above two charts show the results for questions 1 and 2 of the pre-test
and post-test. The pre-test was given prior to the students completing the
assignment. The post-test was given after the students had worked on the graphic
organizers. For question 1, there were ten students who answered the question
incorrectly and two students that answered the question correctly. For the post-test
there were ten students who answered the question correctly and two students that
answered the question incorrectly. The pre-test showed a 17% rate of those that
answered the question correctly. The post-test showed a 83% rate of those that
answered the questions correctly. This shows a 66% increase of students that
answered the question correctly.
For question 2 on the pre-test, zero students answered the question correctly.
On the post-test 11 students answered the question correctly. There was a 0% rate
of those that answered the question correctly on the pre-test. There was 92% rate
of those that answered the question correctly on the post-test. This shows a 92%
increase of students that answered the question correctly.
The data for both these questions show that by completing the assignment,
students were able to learn about important terms concerning the American
Revolution. Students were able to successfully identify what term is a belief in the
equality of all people (question 2.). There was also an improvement in those that
were able to identify the Treaty of Paris (question 1).
For questions 3-5 on the pre/post-test the answers varied for each student.
Most students at least partially answered all of the questions. For future reference
when I teach I may make the questions shorter. I allowed students to have a few
minutes to take the pre-test and post-test, which took away from the students

actually having time to work on the graphic organizers. Many students were not
able to complete the graphic organizers, which is why I think I would re-do the
pre/post-test.

PRE/POST TEST
1. What is the Treaty of Paris?

2. __________________________________ is a belief in the equality of all people.

3. Name two reasons that the American colonies (colonists) wanted independence.

4. Discuss the importance of the Declaration of Independence. What did it stand

for? What effects did it have on the future of the American colonies?

*5. Name one way (for each) that the Revolutionary War affected the American
colonists politically, economically, and socially.

*This question (also to be answered on the graphic organizer) was taken from the
student textbook, The Americans: Beginnings to 1914 by Gerald A. Danzer, J. Jorge
Klor de Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch; published in 2014
by the Houghton Mifflin Harcourt Publishing Company.