EDEL453 Spring2013 MikaylaOZAKI Unit 3 Civics Day 7

7/28/2019 EDEL453 Spring2013 MikaylaOZAKI Unit 3 Civics Day 7

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Title of Unit: The American Revolution

Title of Lesson: Test Day Submitted By: Mikayla Ozaki

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:Students will take a test on the 5 lessons we just completed. The test will have questions

based on the information from the 5th Grade Houghton Mifflin Social Studies textbook

United States History.

B. Target Population: Grade Level: 5th Grade Skill Level: Students at all learning levels Grouping: Group discussion and individual assessment.

C. Materials: Pencil Unit test Personal reading book

D. Objectives:o NV State Social Studies Standards

C15.5.1 Explain the qualities of a leadership. C16.5.1 Describe the influences other nations have had on the

development of the United States political system.

C13.5.2 Describe the operation of representative government. C13.5.1 Explain that the Declaration of Independence, the U.S.

Constitution, and the Bill of Rights, are written documents that are the

foundation of the United States government.

C15.5.4 Compare sources of information people use to form an opinion.o Student-Friendly Standards

C15.5.1 I can explain the kind of qualities a leader would have. C16.5.1 I can tell about the power other countries have had on the

growth of the United States political system.

C13.5.2 I can explain how a representative government works. C13.5.1 I can explain that the Declaration of Independence, the U.S.

Constitution, and the Bill of Rights, are written papers that are the basis of

the United States government.

C15.5.4 I can compare information people find out to form an opinion.


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E. Procedure:1. Students will clear their desks of all papers. They should only have a pencil out.2. Hand out tests one by one face down on each students desk.3. Discuss rules of test taking. (eyes on own paper, no talking, raise hand for questions)4. Start test. (Students will have 45 minutes to complete tests.)5. Turn in the tests to the back table.6. Students who finish early may read personal library books.7. CLOSURE:Discuss how students feel they did. Do they need any clarification? Did they

study enough? Do they think they did well? Do they think they did badly? What could

they have done to better prepare?

F. Assessment: What will you use to measure student understanding?

Students will take an end of unit test on the American Revolution.

Explain how you will know students understand the concepts from the lesson.I will know students understand if they can explain the qualities of a leadership,

describe the influences other nations have had on the development of the United

States political system, describe the operation of representative government,

explain that the Declaration of Independence, the U.S. Constitution, and the Bill of

Rights, are written documents that are the foundation of the United Statesgovernment, and compare sources of information people use to form an opinion.

They will be required to answer questions bases directly on the information they

learned throughout the week.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

The easiest part of this lesson will be discussing the students feelings after taking the test.

2. Which part will be most challenging for you to teach?The test day doesnt require much teaching besides helping students to better understand

test question when they are stuck or confused.

3. How will you follow up or extend this lesson?To extend this lesson we could take a field trip to a local spot within the community. The

students would be able to find natural resources, bodies of water, and before leaving the

school wed look at a map of the community to locate the building.


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4. What will you do for students who dont grasp the concepts?Once the tests have been turned in and graded, hand the tests back to their owner and

go over each incorrect question that students had.

5. Which part of the lesson, if any, do you think might need to change?I think a test day is pretty well planned out. I wouldnt need to make any changes.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was picking through the books assessment and deciding which

questions I needed to omit.

Q.1) A __________ was someone who supported Britain.

Q.2) In a ____________, a group of people refuses to buy, sell, or use certain goods.

Q.3)The colonists created a __________ to explain why the colonies should be free from British

rule.

Q.4) Samuel Adams and the Sons of Liberty organized a ____________ against the Stamp Act.

Q.5)When soldiers killed five people during a fight in Boston, angry colonists called

it a ____________.

Q.6) In the French and Indian War, France relied on American Indians as an important

_________.

Q.7) Why did British Parliament need to tax the colonies?

A. The British owed money to the American Indians.

B. The French and Indian War had cost them a lot of money.

C. The British owed money to the French.

D. The British owed money to the Spanish.

Q.8)Why did Parliament create the Townshend Acts?

A. To raise money for the Sons of Liberty.

B. To raise money for the Patriots.

C. To raise money for the Continental CongressD. To pay for services in the colonies.

Q.9)Why did Parliament create the Townshend Acts?

A. to raise money for the Sons of Liberty

B. to raise money for the Patriots

C. to raise money for the Continental Congress

D. to pay for services in the colonies


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Q.10)

How did the colonists work together to oppose British actions?

A. They created the Committees of Correspondence.

B. They met with British officials to discuss the taxes.

C. They met with the American Indians to oppose the taxes.

D. They met with the kind of England.

D. The tax money went to the French.

Q.11) Why were the Colonists upset about the new taxes?

A. The merchants wanted to tax their own goods.

B. The colonists were not members of the East India Company.

C. The colonists believed only their representatives could tax them.

D. The tax money went to the French.

Q.12)What was the main idea of Thomas Paine's "Common Sense"?

A. Patriots and Loyalists should learn to get along with each other.

B. Patriots should understand the power of the British military.

C. The American colonies should become independent.

D. Women deserve equal rights in the American colonies.

Q.13)Why did some enslaved African Americans become Loyalists?

A. The British government promised them freedom.

B. They were born in Britain.

C. They believed that the king was doing a good job.

D. They believed the Patriots would never win the war.

Q.14) Explain a time you have to be a leader. What were you doing? How were you a leader?

Q.15) Pick the side of the Loyalists or the Patriots. Which side are you on? Write a paragraph topersuade others why they should pick the same side.

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EDEL453 Spring2013 MikaylaOZAKI Unit 3 Civics Day 7