1. Topic-
Causes of the American Revolution: One Step Closer to the American Revolution
 
2. Content-
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
 
3. Goals: Aims/Outcomes-
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?
 
4. Objectives-
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.

Materials and Aids-

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

 
Procedures/Methods-

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.

 

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.
 
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.

 

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.

 

F. Checking for understanding-

Reconvene class to share info and check Noting What I've Learned for completeness/accuracy.
 

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.

 
7. Evaluation-
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-
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!

This Lesson Plan is available at (www.teacherjet.com)