Stephanie Alejandro EDU 504 "rd #rade Objectives A$eri%an &evolution

Professor Salvato February 27 20!4 'istory

(n this lesson students )ill be able to identify the reasons the %olonies fou#ht in the revolution des%ribe the $eanin# of the slo#an *+o ,a-ation )ithout &epresentation. and be able to e-plain )hy the %olonies )ere so an#ered by /ritish0i$posed ta-es1 2onditions3 After %lass dis%ussion and le%ture students )ill be able to %o$plete a%tivity that )ould better help the$ understand the lesson and the feelin#s of bein# a %olonist durin# the !4th %entury1 Perfor$an%e3 Students )ill be able to identify the reasons for %olonies unrest e-plain the $eanin# behind +o ta-ation )ithout &epresentation and appre%iate the feelin#s of the %olonist after doin# the a%tivity that follo)s the le%ture1 Produ%t3 Students )ill be able to understand the steps that lead to the A$eri%an &evolution )hile pra%ti%in# their refle%ted )ritin# s5ills1 2riterion3 Students )ill be #raded on the one pa#e essay they hand in after the a%tivity1 (f they sho) an understandin# of the reasonin# behind the A$eri%an &evolution no ta-ation )ithout representation and %learly e-plained )hy the %olonists )ere so an#ered by the /ritish they )ill re%eive full %redit1 A student that )rote in%o$plete essay or did not sho) an understandin# of the lesson )ill lose so$e points1 Key Concepts Fro$ this lesson on A$eri%an &evolution students )ill be able to understand the follo)in# vo%abulary3 2olony De$o%ra%y Protest ,a-es &epresentation and &evenue1 Standards and Indicators ,he learnin# standard in this lesson that is bein# addressed is +2SS 6,he +ational 2oun%il for the So%ial Studies71 ,he lesson plan addresses ti$e %han#e %ulture po)er authority #overnan%e %ivi% ideals pra%ti%e individuals and #roups1 (ndi%ators3 ,his )ill be evident )hen students )rite a refle%tion one pa#e essay on )hat they learned fro$ the a%tivity in %lass and the one pa#e refle%tion essay about the steps to the A$eri%an &evolution no ,a-ation )ithout &epresentation and ho) the %olonist felt about the treat$ent fro$ the /ritish1

Motivation ,he $otivation for the students )ill be the histori%al re0%reation of ta-ation on the %olonist1 ,hey ea%h )ill be playin# a role in history that )ill both en#a#e and infor$ the$ on life in the %olonies1 Materials S$all %andies Disposable %ups one per student S%hool board 8ar5er Pen%ils erasers paper et%1

Strategies ,he instru%tional approa%h used durin# this lesson is role0playin# #roup dis%ussion and %ooperative learnin#1 Developmental Procedures Lecture3 Dis%uss the reasons the A$eri%an %olonies fou#ht in the revolutionary )ar1 (ntrodu%e the $otto *+o ,a-ation )ithout &epresentation. and e-plain the $eanin# after the slo#an1 9e )ill then dis%uss the pros and %ons of %olonial life under the /ritish #overn$ent: %overin# the %olonist enjoyin# their freedo$ fro$ the distant $other %ountry and the an#er they felt )hen the /ritish i$posed ta-es on the$ )ithout representation of their )ishes1 After the le%ture tell the %lass about the a%tivity that )ill help the$ #et into the $indset of a %olonist durin# the A$eri%an revolution1 Activities3 After le%ture %lass )ill turn to a role0playin# a%tivity to help solidify the lesson1 Four students )ill be sele%ted at rando$ t)o be%o$in# ta- %olle%tors one representin# parlia$ent and the other the 5in# of En#land1 ,he rest of the %lass )ill be playin# the %olonist of A$eri%a1 ,he *%olonist. )ill ea%h re%eive a %up of %andy that )ill be %onsidered $oney1 ,hen the four students representin# /ritain )ill %o$e up )ith a %ouple of ta-es1 E-a$ple3 A ta- for everyone that o)ns a pen%il and a ta- on everyone )ho spea5s durin# %lass1 After )ritin# do)n the ta-es the students playin# the ta- %olle%tors )ill #o around the %lassroo$ and ta5e %andy fro$ the %olonist for every ta- they o)e1

E-a$ple3 (f a student has a pen%il lau#hed durin# %lass and has a noteboo5 the ta- %olle%tor )ill ta5e three pie%es of %andy fro$ the$1 Anyone )ho refuses to pay the ta- )ill #o to *jail. and lose all their %andy1 9hen the students %olle%t all the *ta-es. they )ill brin# it to the other %hildren pretendin# to be the 5in# and parlia$ent dividin# the %andy e;ually bet)een the t)o1 After this the %olonist )ill %ount ho) $u%h %andy they have %o$pared to the students playin# the /ritish then have a #roup dis%ussion )ith the )hole %lass on ho) they felt about the ta-ation1 'o) did the /ritish student feel %o$pared to the %olonist students< After dis%ussion tell students to )rite a one0pa#e refle%tion essay about the a%tivity addressin# so$e 5ey ;uestion and tell their e-perien%e1 Blooms Taxonomy: &e$e$ber3 9ho )ere the %olonist< 9here did the revolution be#in< 9hat year< Understand3 Su$$ari=e the events that led up to the revolution the $otto *+o ,a-ation )ithout &epresentation. and des%ribe ho) the %olonies felt about the /ritish ta-es1 Apply3 ,hrou#h the a%tivity the students )ill de$onstrate ho) the %olonist felt about the ta-ations i$posed on the$ fro$ the /ritish #overn$ent1 Analy=e3 >ud#e and?or support if the %olonist )ere ri#ht to brea5 a)ay fro$ the /ritish due to ta-es )ithout representation1 Evaluate3 De%ide if the %olonies )ere justified in their an#er and de%ision to brea5 a)ay fro$ the /ritish E$pire1 Support or %riti%i=e the /ritish de%ision to ta- the %olonies )ithout representin# the$1 2reate3 Develop a )ell thou#ht out one pa#e refle%tion essay on the lesson learned in %lass and a%tivity1

Key Questions: 9hat )as your role in this a%tivity< 'o) did it $a5e you feel< (n )hat )ays )ere the ta-es unfair or fair< 9as there a )ay to $a5e the ta-es fair for all< (f so ho)< 'o) )as this a%tivity si$ilar to )hat happened in %olonial A$eri%a pre0 &evolutionary )ar< 9hat )ere the %olonists fi#htin# for in their battles to be (ndependent<

 Assessment

Did you thin5 the %olonists )ere justified in their an#er to)ards the /ritish< 9hy or )hy not< E-plain the slo#an *+o ,a-ation )ithout &epresentation.1

Students )ill use the a%tivity to )rite an essay on their e-perien%e and ans)er so$e ;uestions on the topi% %overed in %lass to ensure they understood the lesson and the a%tivity in %lass1 Independent practice: ,he one pa#e refle%tion essay )ill be #iven to the students after the lesson and should be %o$pleted for ne-t %lass1

Adaptations Students )ho have a learnin# disability )ith )ritin# and $ay have trouble ta5in# notes fro$ the le%ture )ill be provided )ith a buddy *note0ta5er. or tape re%ord the lesson1 Students )ho have En#lish as a se%ond lan#ua#e %an have the instru%tions translated or pair hi$ )ith another student that %an help hi$ understand the le%ture and le%ture1 Students )ho %annot eat the %andy due to diabetes or aller#ies )ill be #iven substitute su%h as pret=els to in%lude the$ still1 Differentiation of Instruction ,ea%hers believe that student@s individual differen%es in their learnin# styles and abilities1 ,his lesson in%ludes the students that learn throu#h listenin# and seein# )hile the a%tivity helps the %hildren )ho use their body and hands to learn1 ,he different learnin# styles are bein# used here allo)in# all students to #rasp a basi% understand of one of the %auses to the A$eri%an &evolution1