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Classroom Lessons

Classroom Lessons

The following classroom lessons can be used in advance of a visit to the Old North Church to help prepare your students for what they will see and learn. We strongly encourage you to complete at least one of these lessons before your visit.

 

Or, if you cannot make the trip into Boston to visit us here at the Old North, any of these lessons can be integrated into your American Revolution curriculum!

Each lesson includes a lesson plan in PDF format outlining how to present the activity to your class and a second PDF that contains any handouts, worksheets, or other resources used in the lesson. These lessons are geared toward 5th – 6th graders, but can be adapted easily for younger or older students. The Frameworks or Standards that these lessons meet are listed on each page.

 

NOTE: You will need Adobe Acrobat Reader to read these documents. You can download it here.

Revolution Mix and Match

This lesson provides students with context for understanding where the Old North’s role in the Revolution falls in relation to other important events leading up to the war. It also encourages students to think critically about circumstances leading toward the War for Independence.

 

Revolution Mix and Match PDF | Lesson Plan PDF

Meets the following Massachusetts Frameworks for History and Social Science :

  • 5.CS.1 – Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period). (H)

  • 5.CS.2 – Interpret timelines of events studied. (H)

  • 5.CS.3 – Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C)

  • 5.14 – Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, E, C)

  • 5.15 – Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H, C, E)

Look & Listen: Boston Then & Now

This lesson orients students in time and place so they can consider the geography, architecture, and living conditions of 1770s Boston leading up to the events of Revolution at the Old North and beyond. It also encourages students to use their senses to help them imagine what life was like in colonial Boston and describe the differences between Boston in the 18th century and the 21st century.

Meets the following Massachusetts Frameworks for History and Social Science :

  • 4.CS.3 – Observe and describe national historic sites and describe their function and significance. (H, C0

  • 5.CS.1 – Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period). (H)

  • 5.CS.2 – Interpret timelines of events studied. (H)

  • 5.CS.3 – Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C)

Meets the following Common Core English Language Arts Standards :

  • CCSS.ELA-Literacy.RI/RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when daring inferences from the text.

  • CCSS.ELA-Literacy.RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  • CCSS.ELA-Literacy.RI.4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

  • CCSS.ELA-Literacy.RI.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-Literacy.SL.5.1/6.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5/grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  • CCSS.ELA-Literacy.SL.5.1c/6.1c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others

  • CCSS.ELA-Literacy.SL.5.1d/6.1d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

  • CCSS.ELA-Literacy.SL.5.2 – Summarize a written text read aloud or information preset end in diverse media and formats, including visually, quantitatively, and orally.

  • CCSS.ELA-Literacy.SL.6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

  • 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.

  • CCSS.ELA-Literacy.RH.6-8.5 – Describe how a text presents information (e.g., sequentially, comparatively, causally).

  • CCSS.ELA-Literacy.RH6-8.6 – Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Bell Ringer’s Agreement: Reading A Historic Document

This lesson provides students with an opportunity to read, decipher, and analyze a primary source document from colonial Boston. It guides them through the unique issues these types of sources raise, utilizing the Old North’s original Bell Ringer’s Agreement ca. 1750. However, this lesson plan can be adapted to any historical document or primary source.

 

Lesson Plan PDF | Resources PDF | Sound File

Meets the following Common Core English Language Arts Standards :

  • CCSS.ELA-Literacy.RI/RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when daring inferences from the text.

  • CCSS.ELA-Literacy.RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  • CCSS.ELA-Literacy.RI.4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

  • CCSS.ELA-Literacy.SL.4.4/5.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

  • CCSS.ELA-Literacy.RI/RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-Literacy.RI/RL.6.1 – Cite textual evidence to support analysis of why the text says explicitly as well as inferences drawn from the text.

  • CCSS.ELA-Literacy.RI/RL.6.2 – Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distance from personal opinions or judgements.

  • CCSS.ELA-Literacy.SL.6.4 – Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

  • CCSS.ELA-Literacy.RH.6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources.

  • CCSS.ELA-Literacy.RH.6-8.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summer of the source distinct from prior knowledge or opinions.

  • CCSS.ELA-Literacy.6-8.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

  • CCSS.ELA-Literacy.6-8.6 – Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

  • CCSS.ELA-Literacy.CCRA.R.1 – Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawing from the text.

  • CCSS.ELA-Literacy.CCRA.R.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  • CCSS.ELA-Literacy.CCRA.R.4 – Interpret words and phrase as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

  • CCSS.ELA-Literacy.CCRA.R.6 – Assess how point of view or purpose shapes the content and style of a text.

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