MBOT: Time, Continuity and Change: Ways Human Being View Themselves in and over Time F. Multiple historical and contemporary viewpoints with viewpoints within and across cultures Lesson Template Relevant Minnesota or Nat'l Content Standards: Desired Results Learning Objective: Key Understanding(s) you intend students to obtain: 17. The divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800) How the American Revolution affected not only the Americans but also the British. Develop a timeline of the major events and turning points of the American Revolution, including the involvement of other nations; analyze the reasons for American victory. (Revolution and a New Nation: 1754-1800) 9.4.4.17.3 What do you want your students to know? Assessment Evidence What do you want students to be able to do? Why the American Revolution occurred, who it affected, Compare and contrast the American point of view on the war with the British
ramifications, what the British thought, point of view on the war. Who was in and why it was successful. the right? Group Accountability (Formative) Individual Accountability (Summative) How will you check to see whether your class has met your learning objectives? How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? The class will be split up into two groups one group with be the American's the other group will be the British. They will then debate back and forth why one side is right vs. the other. They will have to give specific examples from the text and resources provided to them. They will present the view points of each side then be allowed to debate with each other. We will take a test on the material that they were taught in class and some of the material that they presented to each other. They will also be required to write a paper that will argue for both sides with out contradicting the other. They will have to look at how both sides were in the right and how maybe both sides were in the wrong. What key vocabulary/language will students need to know to meet the learning objective? Learning Plan How will you teach this key vocabulary to enable students to meet the learning objective? Revolution, Declaration of Independence, treason, sovereignty, taxes, Continental Congress, Democracy, Intolerable Acts, Loyalists, Minutemen, Navigation Acts, Patriots, Via power point for all of the students to copy down the vocabulary and then when talking about the American Revolution continue to use the terms. What is the Essential/Guiding How will you differentiate for all the
Question(s) for this Lesson? (It should correlate to your learning objective.) learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? How did the American Revolution affect the Americans as well as the British? Differentiation Options: questions, stems, sentence frames, strategies, etc. Varying mixed groups, discussions, and allowing time for good notes and review. Materials/Resources Required:http://www.npr.org/templates/story/story.php?storyId=4727956 http://www.redcoat.me.uk/rev-war.htm http://www.bbc.co.uk/history/british/empire_seapower/american_revolution_01.shtml Stanlis, Peter J. "British Views Of The American Revolution: A Conflict Over Rights Of Sovereignty." Early American Literature 11.2 (1976): 191. Academic Search Premier. Web. 4 Dec. 2012. Computers, textbooks, and power point for making presentations. SCHEDULE OF ACTIVITIES Method/Strategy Time Allotment (What will you do? What do you expect students to do? Include set induction and closing.) Day 1: My instruction on the American Revolution and its affects 50 minutes on the American people, the British, and the rest of the world. Who were the revolutionaries, who were still loyal to the British Monarchy, what lead up to the Revolution
Day 2: Student work day in their groups coming up with a 50 minutes. presentation and good argument for their side and why they were in the right. Students will take notes on each side so that they can better write their paper. The students will share their resources with each other so that they can write their papers. Day 3: students present information as a group and then group debate. Students must take notes on the other sides presentation before the debates occur. 50 minutes. **They will have 1 week to type up and turn in their paper. This is a multiple perspectives lesson because it makes the students look at how what we think is a glorious time for American people to be an act of treason. The students will experience multiple perspectives in several ways, during presentations, during debates, and when writing a paper comparing and contrasting both sides. In the paper the students have to do more than contradict accusations. They have to find new and alternative ways that each side was right or wrong with out contradicting the other side. This will also allow the students to do research on
two different sides, it will also allow the students to debate with each other in a constructive manner. Hopefully after all of the debating and presentations the students will come to see that there is no right or wrong side that both sides had their own rights and their own wrongs. They will see that it's not just an American hero story.