I. Curricular Framework

Concept:

Cause and Effect

Essential Question:

How did the climate and culture of the country during this time contribute to the American Revoluti

Bridge:

Diversity Readings

Content:

The American Revolution

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create a direct experience engaging students in the concept of "revolt."

Activity: Students are presented with the following two major "decrees" which have been sent down from the central school administration. "SCHOOL DISTRICT DECREES: The following actions are effective immediately! 1. Students will pay a tax on all denim apparel! 2. Students may not wear Reeboks, Adidas, Nike, or Fila apparel! 3. Students may not wear any type of jewelry! 4. Students may not wear make-up, perfume, cologne, hairspray, or mousse! 5. Students may not wear Benetton, Guess, or LA Gear apparel! By order of the School District, there will be no appeal of this directive! FURTHER SCHOOL DISTRICT DECREES: The following actions are effective immediately: 1. Students must pay a daily locker fee! 2. Students must pay a daily cafeteria fee! Students may not bring bag lunches. 3. Students must pay a daily parking fee! 4. Students must drive automobiles manufactured in the United States of America! 5. Students must pay a building entrance fee upon arrival in the morning! 6. Students must pay a building exit fee upon departure in the afternoon! 7. Students must pay a daily school bus rider fee! 8. Students must pay a daily library fee! 9. Students must pay a daily soft drink machine rental fee! All revenues collected as a result of this directive will be sent immediately and directly to the School District Central Office! By order of the School District, there will be no appeal of this Directive!" The teacher presents in a serious manner the rationale for each decree, hoping to convince the class that these new rules are real and in effect immediately.

Assessment: Engagement of students; reaction to unfairness of decrees.

2. Attend: Attending to the Connection

Objective: To develop listening skills and group discussion techniques. To distinguish between violent and nonviolent revolt.

Activity: Teacher leads student discussion analyzing feelings and reaction to the two decrees. Working in small groups, students discuss the characteristics of revolt, focusing on methods of protest for both violent and nonviolent revolt. Small group findings are shared with the class as a whole.

Assessment: Contributions to small and large group discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To create a feeling on the part of the students for the diversity of American society in the years leading up to the Revolutionary War.

Activity: While listening to music from the Revolutionary Period and viewing original artwork portraying communities and cities of the time, students will listen as teacher reads excerpts from original diaries and letters. In small group discussion, students will try to capture the feelings of the people during those times. Each group will create a mindmap to be shared with the rest of the class.

Assessment: Involvement of students in guided imagery. Quality of group mindmap.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To comprehend the structure of the institutions and events of the period preceding the Revolutionary War.

Activity: Students read assigned text chapters. Teacher lecture covers significant events, with accompanying filmstrips and film. Students answer questions in text and create a timeline for chronicling significant events. In addition, they will complete filmstrip and movie worksheets.

Assessment: Student notetaking and teacher checking for understanding through class discussion and completion of text/worksheet questions.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To analyze the actions of Parliament which affected the Colonists, 1763-1775.

Activity: Using information from class notes and the text assignment, students will complete a data retrieval sheet. They are responsible for identifying key dates and actions. Individual students will refine and edit their completed data in cooperation with three other students.

Assessment: Completion of assigned data retrieval sheet.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To extend and apply what has been learned.

Activity: The class is subdivided into Committees of Correspondence. Based on research in the media center, each Committee will compile a list of its colonial grievances, adopt and replicate their own sign and flag, select a song from the era, and create an original diary entry and letter.

Assessment: Group plans for project completion. Individual student contributions to group effort.

7. Refine: Refining the Extension

Objective: To edit and refine projects.

Activity: Each team presents its contractual project plan to the teacher. Each plan must include activities for which individual members are responsible as well as criteria for evaluation, both for a team grade as well as for individual grades.

Assessment: Quality of team proposals.

8. Perform: Creative Manifestation of Material Learned

Objective: To share and enjoy what has been learned.

Activity: Student Committees of Correspondence present their final projects to each other. Presentation must include: music, skits or role play, and written work which expresses why the Committee does or does not desire revolt.

Assessment: Quality of team final efforts and enjoyment of each other's work.

Assessment, Phase Five,Performance, Creative Use of Material Learned: