1. Topic-
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Causes of the American Revolution: One Step Closer to the American
Revolution
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2. Content-
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The 3rd of the causes that lead to the American Revolution was Unfair
Taxation. Notably, the Sugar Act, Stamp Act and Townshend Duties.
Key terms and concepts that the student will need to know are: boycott,
tax, Sons of Liberty, Patriots, Sons of Liberty, loyalists,neutrals,British
citizens,Stamp Act,Quartering Act,Boston Massacre, Townshend Acts,
Boston Tea Party, Apprentice |
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3. Goals: Aims/Outcomes-
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1. Students will be able to explain why the British government taxed
its American colonies.
2. Students will be able to list the 3 main tax acts and state what
items were being taxed.
3. Through the use of a hypothetical role play students will be able
to evaluate how the colonists felt about being taxed without representation.
4.Students will name and explain three causes of the American Revolution?
5.Students will explain the events of the Boston Massacre from the
viewpoint of a Patriot and Loyalist? |
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4. Objectives-
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1.Identify and explain the sources of conflict which led to the American
Revolution, with emphasis on the perspectives of the Patriots, Loyalists,
neutral colonists and the British concerning:
a. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea
Act and the Intolerable Acts;
b. The Boston Massacre, The Boston Tea Party, the boycotts, the Sons of
Liberty and petitions and appeals to Parliament.
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Materials and Aids-
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Laptop
Projector
Tax reading
Student notebooks
Noting What I've Learned/Right side questions
www.mission-us.org, 25 computers with Mission US game installed,
25 headphones, audio splitters if pairing students, Mission US folder
for each student with in-class assignments packet, laptop with projector
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Procedures/Methods-
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A. Introduction-
Present hypothetical situation. Students are being forced to purchase
buttons to pay for school budget problems without their consent
or voice. Have students record their thoughts and feelings in their
S.S. notebooks.
Preview of Mission US: For Crown or Colony?
Teacher will introduce the www.mission-us.org site to students by
projecting the site for students to see. Teacher will distribute
"Mission US" folders with prologue questions and explain the process
for students to register for the game. Teacher will assist students
with registration by asking students to create a username and password
for the game. Students will record this information on the inside
cover of their Mission US folders.
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B. Development-
1. Relate hypothetical to what we've learned in our unit already.
2. Review 7 Years War and Proclamation of 1763.
3. Pass out handouts
4. Show clips from Discovery Education
5. Pass out reading.
Mission US Prologue
Teacher will guide students through the prologue questions before
starting the prologue. This will ensure that students know what they
should be looking for in the prologue. The teacher will project the
prologue of the game for each class of students to see. The class
will progress through the prologue together with the teacher as the
facilitator. After the prologue is complete, students will complete
the prologue questions to the best of their ability. Teacher will
lead a discussion in order to clarify the setting, main characters,
and supporting details of the prologue to ensure that students have
a solid understanding of the premise of the game. |
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C. Practice- |
Mission US: Part 1
Students will advance through Part 1 of the game at their own pace over
the course of a twenty to thirty minute block of time in order to become
familiar with the format of the game and to practice manipulating the game
on their own. After students have completed their Part 1 follow-up questions,
the teacher will facilitate a discussion focusing on the characters that
Nat Wheeler met in that section. Students will then be responsible for completing
the Mission US packet located in their folder. |
D. Independent Practice-
Pass out reading. Pairs of students read the material and try to
fill in their charts. Teacher circulates.
Mission US: Part 2-5
Students will advance through the game at their own pace over the
course of three 80 minute block periods. Students will be responsible
for completing the Mission US packet located in their folder. The
packet consists of Part 1 follow-up questions, Part 2 follow-up
questions, Part 3 vocabulary activity (letter to Mom and Dad Wheeler),
Part 4 Boston Massacre analysis questions, and Part 5 Patriot vs.
Loyalist dialogue.
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E. Accommodations (Differentiated Instruction)-
Information is given in multiple modes and levels: video clips,
graphic novel, text and teacher lecture.
Inclusion Classes
The teacher will pair strong readers with weak readers for the duration
of the game. Each pair will progress through the game as a team.
Each pair will need one audio splitter in order to hear the audio
in the game through their headphones. The pairs will make decisions
together throughout the game and may help each other complete their
Mission US packets. Pairs may submit only one Part 5 Patriot vs.
Loyalist dialogue as each person in the pair may assume a role of
either the patriot or the loyalist in the dialogue.
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F. Checking for understanding-
Reconvene class to share info and check Noting What I've Learned
for completeness/accuracy. |
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G. Closure-
Predictions of what happens next. If the 7 Years War lead to debt,
and debt lead to taxation, and taxation lead to colonial unrest...
what do students think will happen next?
Epilogue
The teacher will re-play Part 5 and the Epilogue of the game with
each class. The class will vote to make decisions for Nat during
those parts. The teacher will then use the "Crown or Colonies" continuum
activity as a wrap-up for the game. Students will determine if a
description sounds more like a patriot or loyalist point of view.
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7. Evaluation-
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1.Extended Response Essay Question
Students will be given one week to complete one of four essay questions
that address issues raised during the game. The essay is worth 20 points.
The teacher will provide all four options and the grading rubric one week
before the deadline.
2.Flashcards
Students will receive pictures of the main characters of the game. Students
will cut out the flashcards and write a two sentence description on the
back of the image. Students must complete five flashcards for ten points.
They may select five more flashcards to complete for ten bonus points. |
8. Teacher Reflection-
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I would suggest scheduling a debriefing day after the conclusion
of the Epilogue. Students needed extra time to complete their packets. I
extended the discussion of Part 4: Boston Massacre by showing Paul Revere's
engraving of the Boston Massacre. The class used the images in the engraving
to discuss patriot and loyalist points of view and the use of the engraving
as a propaganda tool for the patriot cause. I think this game and the extension
activity I facilitated was a great way to teach the Boston Massacre and
different viewpoints involved. It was my best lesson over this topic in
all of my years of teaching! |