1. Topic-
|
| Towards Independence: The Separation of American Colonies
from the Rule of England |
| |
|
2. Content-
|
The American Revolution
Continental Congress
Acts
Torries
Patriots
Loyalists
"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-
|
Handouts
White Board
Projector
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 |
| |
|