Jessica+Schmid

[|Voice Thread]

Jessica Schmid Grade Level: 5 

===The War of Independence Content Standards: Evaluate the relative influence of individual events that contributed to the American Revolution. Explain how specific individuals and their ideas and beliefs influenced U.S. history. === ===Student Learning Objective: ===
 * Students will conduct mock interviews in order to recognize the importance that such people had on the War of Independence.
 * Students will role-play important events that occurred during the War of Independence including a written dialogue with background information about the event to illustrate the important role in played during the War of Independence.

===Assessment: ===
 * Students will be assessed through the knowledge that they demonstrate through their mock interview questions regarding the important events that occurred during the War of Independence.
 * Students will also be assessed through their written dialogue and background information of their role-play of important events. Students must demonstrate that they have understood the important concepts regarding that even that occurred during the War of Independence.
 * Students will also be assessed through their completion of the projects requirements.

===Initiation: ===
 * Students will be asked to recall some of the important people that have been discussed during the War of Independence.
 * A running list will be made of the important names so the students can look back to it when conducting their interviews and doing research
 * Some examples of important people include Paul Revere, Ethan Allen, and George Washington
 * Students will be asked to recall some of the important events we have discussed that occurred during the War of Independence.
 * A running list will be made of the important evens so the students can look back to it when conducting their role-plays and doing research
 * Some examples of important events include The Boston Massacre and The Boston Tea Party

===Lesson Development: ===
 * Students be organized into two groups to work in the different stations. Within these two “large” groups, the students will be divided into two “sub-groups.” (Students will spend on class period working on each activity, therefore these activities will be completed through two days)
 * Students completing the mock interview will have to decide what sort of interview they want to conduct, one on one, news cast interview, taped interview etc. They will have to create a list of questions to ask as well as a list of answers to accompany the questions. The students will practice performing the mock interview or tape it depending on what type of interview they have chose to conduct. (There must a minimum of ten questions and answers)
 * Students completing the role-play will create their written dialogue (including the setting and all necessary background information to understand the importance of the event) and practice acting out their performance. (Performance must be at least five minutes long)

===Accommodations/ Modifications- ===
 * Teacher will be circulating between the groups through the entire activity offering help and any clarification that is needed.

===Closure: ===
 * At the end of each day, students will perform for the class demonstrating their knowledge on the War of Independence
 * Students from each subgroup will share five of their interview questions and answers with the class.
 * Students from each subgroup will share their performances on a major event.