Lesson

Title:

Author:

Grade 7:

Lexington and Concord: Primary

Sources

Bill Marshall

Social Studies/ELA

Learning Objective:
I can grasp the concept that history is not definitive, and that point of view plays a
significant role in how history is written.
I can use primary sources to explain the British and Patriot interpretation of the Battle of
Lexington.
I can listen to my classmates explain an opposing view to what Ive read.

Curriculum Connection:
After reviewing the tensions between the Patriots and British, and watching selections
from the first episode of Liberty, students will have answered questions about the current state of
affairs in America and understand that more British troops are coming to occupy the Colonies.
This class, students will watch selections from Episode 2 and will learn about the Battles of
Lexington and Concord. Students will read primary source account of what happened, share out
with the class, and discuss the different viewpoints.
Standards:
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
MLR E1 Historical Knowledge, Concepts, Themes, and Patterns
b. Identify and analyze major historical eras, major enduring themes, turning points, events,
consequences, and people in the history of Maine, the United States and various regions of
the world.

Knowledge of Students:
Students were all engaged with the project that we did covering the different perspectives
of Loyalists and Patriots, especially when it came to the questions of who was at fault in the
Boston Massacre. This lesson will reinforce these concepts and should lead to an entertaining
discussion/debate. For UDL purposes, I will provide students with a graphic organizer to help
them with their response.
There are some students in my focus group with IEPs and 504 plans:
BW has an IEP that lists high levels of restlessness, impulsiveness, inattentive and
emotional responses, and anxiety. His written and oral comprehension is below average, so
he needs extra adult support and check-ins. He is in my advisory group and I have a

positive relationship with him. He was excited and engaged during the debate about the
Boston Massacre. With extra attention, he should be able to comprehend this lesson as well.
TK is emotionally distressed and struggles with work completion. He need regular checkins to keep him on task, and also needs a lot of positive reinforcement to keep him engaged.
He is easily frustrated with his work and is quick to completely shut down and disengage
with his work. Checking in with him while he fills out his graphic organizer will be
essential.
JC is in referral and has a 504 plan that focuses on making sure he is provided extra
support. I will be sure to check in with him frequently and give oral assessments to check
for understanding. I will be sure to discuss the concepts with Jack to check for
understanding.

Assessment:

Students will be given a graphic organizer that will help them with their response to their
peers. The class will be expected to complete the worksheet that will have a T-Chart to help
organize the different perspectives, with a space at the bottom for them to write their short
response. There will be an option to write this or type it.

Instructional Strategies:
Class Discussion
Liberty Documentary
Primary Source documents
Graphic Organizer

Lesson Procedure:

Key Questions:
How does perspective change a story?
Why were shots fired? Was there anyway to avoid this outcome?
Who was at fault? What does this mean for the Colonists? For the British?

Time
Activity
Student Action
Teacher Action
- Lead discussion
about where we are in
the story of the War.
3 minutes
Introduction
Help recap
- Write I Can
statements on the
board.
20 minutes
Liberty Episode 2
Watch film. Answer
Actively watch film

questions.

15 minutes

Primary Source
Reading Jigsaw

10 minutes

Debate/Discuss

5 minutes

Recap

Individually, then in
groups, read primary
source accounts of
what happened in
Lexington
Explain perspective of
groups primary
source and argue their
side of the story.
Listen/ask questions

with the students.

Frequently pause to
start conversations
and discuss various
aspects of the episode.
Keep them engaged!
- Explain activity
- Hand out readings
- Help facilitate
activity

Lead discussion
Bring closure to the
activity and review the
important takeaways

Alternative Plans:

Depending on how much time we have, adjust activity. If there is time for students to
engage in a debate, allow it to happen. If there is not time to share out, have students write about
their own perspective and we will discuss the different sides next class.

Materials, Equipment:
Macbooks
Schoology
Primary Source Handouts
Graphic Organizer
PBS Documentary, Liberty