Lander University Teacher Education Lesson Plan Template

Teacher Candidate:

Rev. 2013

Alexandra Smith

Subject/Grade: Social Studies and ELA/ 3 rd

Learning Objective:
Students will be able to determine the effects that the American Revolution had on the
state of South Carolina.

Alignment with Standards:

Social Studies Standards
Standard 3-3 The student will demonstrate an understanding of the American
Revolution and
South Carolinas role in the development of the new American nation
3-3.1 Summarize the causes of the American Revolution, including Britains passage of
the Stamp Act, the Tea Act, and the Intolerable Acts, the rebellion of the colonists; and
the writing of the declaration of Independence
3-3.3 Summarize the course of the American Revolution in South Carolina, including
the role of William Jasper and Fort Moultrie; the occupation of Charles Town by the
British; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and
the battles of Cowpens, Kings Mountain, and Eutaw Springs.
3-3.4 Summarize the effects of the American Revolution, including the establishment
of national governments.

Developmental Appropriateness or Cross-curricular connections:

Students have been learning about South Carolina history. They have learned about the
South Carolina regions. These lessons will incorporate reading and visual
representations.

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)
Social Studies
Social Studies
Objective:
Assessment:
Students will be able The students will
to determine the
initially complete a
effects that the
pre-assessment.
American Revolution Before the lessons
had on the state of
take place, students
South Carolina. They will recall
will learn through
information that they
reading aloud,
already know about
activities,
the American
educational videos,
Revolution. They will

Use of Formative
Assessment
I will use the
students
participation and
responses during
class discussions
as formative
assessment. I will
also walk around
the classroom and
observe students
as they work
independently on

Lander University Teacher Education Lesson Plan Template

and engaging
discussions.

also be assessed by
the final product of
their portfolios by
using a rubric (see
attached image) as
well as through class
discussions.

Rev. 2013

some
assignments. This
will give me a
good
understanding of
what I need to
cover further and
when I can move
on.

Accommodations:
All students will have opportunities to speak out and share their views during class
discussions. I will have students who have a hard time paying attention and my visual
learners sit close to the front. I will re-read any sections of the text in their books as
needed and questions arise; there will also be further discussion as needed if I notice
students having difficulty grasping the meaning of a topic.

Materials: handouts and elements for their portfolios, fake money, educational
videos, Student and Teacher edition of the Social Studies book, Promethean Board,
projector, ELMO document camera, paper, and pencils.

Procedures:
Day 1:
1. The students will first complete a pre-assessment.
2. They will set up their portfolios that will be used throughout the unit.
3. Next, the students will complete a KWHL chart. They will only fill in the first three
sections for what they know, want to know, and how they will learn about the
American Revolution. They will place this in their portfolios.
4. The students will watch a video about Star Fort to introduce information about the
local historical site.
5. After the video, the teacher will review and discuss attributes of Star Fort. The
teacher will use the students responses as formative assessment.
Day 2:
1. The students will listen and participate for a presentation from a park ranger from
Star Fort.
Day 3:
1. Unit 3 of the students social studies book will be introduced. Students will be
asked What do you think an independent spirit means?
2. The teacher will read aloud pages 154-159 in their textbooks. Students will follow
along as the text is read. The teacher will stop and discuss the content during the
reading by asking questions and gathering ideas from the students.
3. The teacher will guide the students to help them complete Cause and Effect flow
maps: people coming to the colonies and the French and Indian War. These will be
placed in their portfolios.
4. The teacher will review the content of this lesson and gather formative assessment
data from the student responses to review questions.
5. After a review of the lesson, the tax activity that will be implemented will be
introduced and explained to the students. They will be given fake money. Each
student will get the same amount. They will be taxed on things like getting a drink

Lander University Teacher Education Lesson Plan Template

Rev. 2013

of water, sharpening pencils, recess, and lunch (each student is required to pay to
go to recess and lunch).
Day 4:
1. The tax activity will be implemented.
2. After a review of yesterdays lesson, the teacher will read and discuss Lesson 2
(pages 162-163). They will learn about the acts of Parliament as well as the Tea
Tax.
3. The students will complete an activity workbook page (34) and add it to their
portfolios.
4. The lesson will be concluded with a discussion about how the tax activity made
them feel and how it relates to the Tea Tax. The students reflections will be used
to gather assessment data.
Day 5:
1. The lesson will begin with having the students complete a Tax Activity Reflection.
These will be placed in their portfolios.
2. The students will come to the carpet and watch Libertys Kids Boston Tea Party
video.
3. The teacher and students will discuss the South Carolina Tea Party and its primary
resources.
4. The students will then watch a Charleston Tea Party video from United
Streaming.
5. The lesson will be concluded with the creation of a Venn diagram flip book to
compare and contrast the Boston Tea Party and the Charleston Tea Party. Student
participation in the creation of the Venn diagram will be used as formative
assessment.
Day 6:
1. After a brief review of the previous lesson, the teacher and students will read and
discuss pages 164-167.
2. The students will then be given a handout with an article about the Problems in
the Colonies from the South Carolina Studies Weekly newspaper. Students will
break into groups to read and discuss the article together, and then there will be a
concluding class discussion.
3. The teacher will guide the students in order to complete a flow map on the causes
of the American Revolution.
4. Both the article and flow map will be added to their portfolios. The final product of
their portfolios (at the end of the unit) will be used as summative assessment.

Activity Analysis:

The tax activity is engaging because it is something students will be doing all day.
Students will be working hands-on when creating sections of their portfolio.
Students will actively listen and participate in class discussions and readings.
Students will have several opportunities to share their ideas to their classmates.

References/ Resources:
Third Grade Teacher Edition Social Studies Textbook
Third Grade Team
Mrs. Wolfe

Lander University Teacher Education Lesson Plan Template

Rubric for Final Portfolio:

Rev. 2013

Lander University Teacher Education Lesson Plan Template

Rev. 2013