ALEX Lesson Plan: Colonial C-Span

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This lesson provided by:
Author:	Pathways to Learning 7-12
Organization:	Alabama Department of Education

Lesson Plan ID:

307

Title:

Colonial C-Span

Overview/Annotation:

This lesson will focus on the actions of First and Second Continental Congress.

Content Standard(s):

SS(10) United States History to 1877

3. Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.

Local/National Standards:

Primary Learning Objective(s):

Students will identify and describe models and concepts for central government.

Additional Learning Objective(s):

Reading Comprehension Connection AHSGE:
Standard I, Objective 1 and 2;
Standard II, Objective 1, 2, and 3;
Standard IV, Objective 4

Approximate Duration of the Lesson:

31 to 60 Minutes

Materials and Equipment:

Textbook, resource materials

Technology Resources Needed:

Background/Preparation:

The First Continental Congress assembled in Philadelphia in 1774 with all colonies represented except Georgia. The Congress declined to move toward independence. Instead, the Congress claimed that colonies were subject to taxation only by their representative assemblies and called for a halt in trade with England.

The Second Continental Congress met in Philadelphia in 1775. The group called for the formation of a continental army. They also issued the “Olive Branch Petition” to try to solve the crisis at hand.

As conflict between Great Britain and her American Colonies became inevitable, Americans were divided between the ranks of “Patriots” and “Loyalists.” From the colonial point of view, the Patriots were those who adopted the course of independence, and the Loyalists decided to remain loyal to the mother country.

Procedures/Activities:

1.)Ask the students to choose a current policy or rule with which they disagree. Have students decide a reasonable solution. (Examples: curfew, dress code, noise ordinance)

2.)Explain the British policies and rules that led to the First Continental Congress. Have students read about the First Continental Congress in their textbooks. Ask students how the British government might have viewed the meeting of the First Continental Congress and the Congress’s decision. (Example: Colonists were ungrateful and acted treasonably.)

3.)Divide the class into three groups.

4.)One group can be a “television news crew” reporting on the meeting of the First Continental Congress. (Example: calling for a halt in trade and issuing the Petition of Rights and Grievances)

5.)The second group can report on the events between the First and Second Continental Congress. (Example: fighting at Lexington and Concord)

6.)The third group can report on the decisions the colonial leaders made at the Second Continental Congress. (Examples: appointing of Washington as Commander of the Continental Army and writing the Declaration of Independence)

7.)Ask students to pretend they are Patriots (supporters of America) or Loyalists (supporters of the King) caught up in the struggle for independence. Have them choose their viewpoint, and draw a political cartoon that might have appeared in a newspaper in 1774 or make their own post card about this event.

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Assessment Strategies:

AHSGE Social Studies Standard II, Objective 1

Extension:

Remediation:

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Using Groups and Peers

Assisting the Reluctant Starter

Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: