1. Topic-
Towards Independence: The Separation of American Colonies from the Rule of England
2. Content-
The American Revolution
Continental Congress
"Common Sense"
Thomas Paine
3. Goals: Aims/Outcomes-
1. Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.
2. Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
3. Will be able to discuss the revolution, and the reasons "Americans" felt the need to break away from England's rule.
4. Students will find a vocal voice as an activity will require each student to declare themselves a member of either loyalists to England or Patriots who wish to break from that rule
4. Objectives-
This lesson will focus on Students' ability to discuss and recall information of the following:
1. Describing the interactions among Native Americans, early Europeans, and Africans in the Americas
2. Tracing the emergence of religious freedom and changing political institutions in the English colonies
3. Analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas
4. Explaining the causes and course of the American Revolution and the reasons for the separation
5. Understand the causes of war and the reasons for the American victory
5. Materials and Aids-
White Board
PowerPoint Presentation
Information on debate of the decision to go to war
Copies of Text of the Declaration of Independence
Photo Copies of Torries and Patriots
6. Procedures/Methods-

A. Introduction-

1. The teacher will introduce the concept of debate to determine the future course of a people. 2. To bridge the gap from historical perspective to current times, the teacher will divide students into two groups.
3. For this activity, the groups will consist of Loyalists and Patriots. The debate will be the decision to declare Independence or pledge allegiance to the current monarchy. This teaching strategy, referred to as "Point, Counterpoint" is a clever way to encourage students to discuss openly what they are learning about rather than just searching for the "correct" answer all the time.
4. The students will pick numbers to determine which side they are on.
5. Once sides have been chosen students will be given a few minutes to review documents supporting "their beliefs" about breaking away from the Crown's rule. An annotated timeline will be explained for reference to keep things in historical perspective, but related to today's events in Iraq. This information should get the "Patriots" side fired up at least.
6. 5 minutes will be given for students to read historical documents, and 8 minutes to write down initial responses to the document.
7. Students will then have 3 minutes to read and jot down responses to support beliefs for the Debate or Oration and Rebuttal exercise portion of this activity.
8. If time permits, this lesson will conclude with the introduction to the development of the Constitution and the Bill of Rights.

B. Development-

1.This lesson will allow students to better understand the difficulties the colonists faced, not only with oppression but within their own villages and towns
2. Students will not be allowed to choose sides, but will be selected to defend a side from random selection. This concept here is that students will have to internalize the belief that they are, in fact, part of a group that strongly feels a certain way. They will then create a short dialogue to orally defend that position
3. Various parts of speeches of Loyalists and Patriots will be read and/or handed out to the students for reference and a boost to the issues leading up to the eventual decision to sign the Declaration of Independence.

C. Practice-

1. The large portion of this lesson will be graded subjectively based on participation
2.A short quiz following a PowerPoint review of information presented will be given, but notes will be used. "A data reference sheet."
3.Note taking is essential

D. Independent Practice-

1. Students will pass the written test
2. Deliver an oral position speech
3. Participate in question/answer review

E. Accommodations (Differentiated Instruction)-

To be addressed on an individual basis with the assistance and suggestions of the guidance counselor(s) input or any IEP.

1.Specific needs regarding extended time when taking tests
2.Preferred seating, or physical restrictions
3.Any other requirements based on 504 requirements


F. Checking for understanding-

1. Ability to present a convincing argument with proper information will be graded
2. Note Taking will be checked.
3. A quiz will be given
4. A student review of lecture will be given at the end of the course

G. Closure-

1.The Teacher will declare a winner of the debate between loyalists and patriots
2.The teacher will post the average class grade with the top grade and low grade (no information on students)
3.The teacher will reward the top two debators (one from each side
4. The students will be offered tutoring sessions if anyone feels the need to have more instruction

7. Evaluation-
1.Group Participation 20%
2.Individual participation 20%
3. Oral Presentation 20%
4.Note taking 20%
Quiz 20%
Total Points Possible= 100%
8. Teacher Reflection-
To be completed at the end of this lesson

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