rif Web viewImagine you are a colonist in one of the 13 colonies. Consider the life you have lived with the British. (Remember, you are British and a colonist.)

Planning for Differentiated Instruction

Rationale-

The lesson plans I chose for my example of differentiated instruction was a section of my American Revolution Unit on those who opposed the American Revolution. Before we dove into primary sources, the students were able to pretend they were a British citizen in the American Colonies and brainstorm reasons they would oppose the Revolution. After we compiled and discussed a list of reasons, the students were then able to start the section by reading aloud and discussing Joseph Galloway’s speech to the Continental Congress. I was able to write key points and ideas that the class discussed on a white board, while the class was able to annotate their text. After reading Galloway’s speech we were able to analyze and discuss the political cartoon, “The Bostonians Paying the Excise-Man or Tar and Feathering.” All of the students had a copy of the cartoon in their packet, but we had it projected onto the Promethean Board via the Elmo Document Camera and was able to annotate the cartoon for everyone to see as we analyzed and discussed it. Once we were done analyzing and discussing the speech and the political cartoon, the students were able to fill out a chart listing the pros and cons of the American Revolution, and then they were able to pretend they were a British citizen in the American Colonies and justify their opinion if they would have or would not have supported the America Revolution. These lesson plans incorporated primary sources into the classroom, some of which were challenging but not out of the students range, it helped the students with their reading comprehension, their analyzing skills, their discussion skills, and their annotating/note-taking skills. The students were able to work as a class when completing these analyses, they were able to get into the mindset of that time period, and become aware of what people may have been thinking, feeling, or experiencing.

The students did an excellent job at completing this section reading, discussion, and analyses. This is attributed to not only having students who are willing and excited to learn, but also attributed to how I manage my classroom. The directions for the assignments were posted on the students papers or the Promethean Board, but I read over them and explain them to the class and make clear what my objectives and expectations are. This sets up the learning environment for the class and makes clear how the students should be acting and what they are going to accomplish.

Lesson Plan-

7th Grade, US Social-Studies: The American Revolution

Day 1- Opposition to the American Revolution: Brainstorming Ideas

Essential Question: Why would some colonists not want to separate from Great Britain?

Focus The class will be focusing on brainstorming why some colonists would not want to separate from Great Britain. The vital themes for this lesson plan are: Values, Beliefs, Political Ideas, and Institutions; Comparative History of Major Developments. The class will begin with some of the students presenting their essays on colonial women. The students will be taking notes and participating in a discussion about the opposition to the American Revolution and why some colonists would not want to separate from Great Britain. The NCSS theme that apply to my lesson are: Time, Continuity, and Change.The habits of mind that my lesson plan will be using to help students become historical thinkers are: Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process; and Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. To end the lesson the students will be recapping what they learned that class period.

Vital Theme Values, Beliefs, Political Ideas, and Institutions: The origins and spread of influential religions and ideologies. The evolution of political and social institutions at various stages of industrial and commercial development. The interplay among ideas, material conditions, moral values, and leadership, especially in the evolution of democratic societies. The tensions between the aspirations for freedom and security, for liberty and equality, and for distinction and commonality in human affairs.Comparative History of Major Developments: The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, or wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

Habits of Mind Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

NCSS Theme Time, Continuity, and Change

Objectives The US Social-Studies students be able to link the knowledge they gained with the colonial rebellion, to the opposing viewpoint.

The US Social-Studies students will be able to explain the different differing views on the American Revolution.

Learning standards Illinois Standards- 16.A.3b and 16.B.3b (US)

Common Core, Language-Arts Literacy Standards- RH.6-8.2 Procedures The Beginning (20-25 minutes)-The class will begin with some of

the students presenting their essays on colonial women.

Class (15-20 minutes)- The students will be taking notes and participating in a discussion about the opposition to the American Revolution and why some colonists would not want to separate from Great Britain. Throughout the note taking time, students will be participating in answering definition questions, using prior knowledge, using deductive skills, and predicting the consequences of certain actions.

The End (5 minutes)- To end the lesson the students will be recapping what they learned that class period.

Assessment The assessments in use will measure if the students have understood the objectives of: The US Social-Studies students be able to link the knowledge they gained with the colonial rebellion, to the opposing viewpoint; and The US Social-Studies students will be able to explain the different differing views on the American Revolution..

I will be able to use a summative assessment of them by their homework answers, their participation during the notes, and their participation during the activity, and their terms and questions review packet. The formal assessment I will be using will be in the form of a test.

Sources, Materials, and Accommodations

Sources- The Textbook, American History by Robert Dallek, Jesus Garcia, Donna M. Ogle, et al.

Materials-Teacher: The materials and resources the teacher requires are the activity materials, guided notes, and the Chapter Packets. Student: The materials and resources the student requires are the activity materials, guided notes, the Chapter Packet, and a writing

utensil.

Accommodations- I will be heeding and implementing the concerns and advice from the resource teachers, and will be willing to accommodate students however possible. These accommodation can include, but are not limited to, extended time to finish assignment, extra and more personal help on assignment, having the assignment and/or notes translated into another language or Braille, modified assignments, teacher aide assistance, and preferential seating. As per usual, I will be available to help students during the assignment, as much as possible, and will be available during my office hours, which will be before school, after school, and during a free planning period.


Day 2- Opposition to the American Revolution: Joseph Galloway’s Speech

Essential Question: What argument did Galloway make for the colonists to not separate from Great Britain?

Focus The class will be focusing on the opposition to the American Revolution, with a focus on a speech given to the Continental Congress. The vital themes for this lesson plan are: Values, Beliefs, Political Ideas, and Institutions; Comparative History of Major Developments. The class will begin with a quiz on the reasons colonists may oppose the American Revolution, and the students will share their answers. The students will be reading a primary source aloud, analyzing it, taking notes, and participating in a discussion about Joseph Galloway’s opposition to the American Revolution. The NCSS theme that apply to my lesson are: Time, Continuity, and Change.The habits of mind that my lesson plan will be using to help students become historical thinkers are: Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process; and Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. To end the lesson the students will be recapping what they learned that class period.

Vital Theme

Values, Beliefs, Political Ideas, and Institutions: The origins and spread of influential religions and ideologies. The evolution of political and social institutions at various stages of industrial and commercial development. The interplay among ideas, material conditions, moral values, and leadership, especially in the evolution of democratic societies. The tensions between the aspirations for freedom and security, for liberty and equality, and for distinction and commonality in human affairs.Comparative History of Major Developments: The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, or wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

Habits of Mind

Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

NCSS Theme

Time, Continuity, and Change

Objectives The US Social-Studies students be able to analyze a primary source and extract its main arguments.

The US Social-Studies students will be able to explain the arguments found in Joseph Galloway’s speech.

Learning standards

Illinois Standards- 16.A.3b

Common Core, Language-Arts Literacy Standards- RH.6-8.2 and RH.6-8.6Procedures The Beginning (10 minutes)- The class will begin with a quiz on the reasons

colonists may oppose the American Revolution, and the students will share their answers.

Class (25-30 minutes)- The students will be reading a primary source aloud, analyzing it, taking notes, and participating in a discussion about Joseph Galloway’s opposition to the American Revolution. Throughout the note taking time, students will be participating in answering definition questions, using prior knowledge, using deductive skills, and predicting the consequences of certain actions.

The End (5 minutes)- To end the lesson the students will be recapping what they learned that class period.

Assessment

The assessments in use will measure if the students have understood the objectives of: The US Social-Studies students be able to analyze a primary source and extract its main arguments; and The US Social-Studies students will be able to explain the arguments found in Joseph Galloway’s speech.



Sources-

The Website, http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/galloway.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/galloway.html


Materials-Teacher: The materials and resources the teacher requires are the activity materials, guided notes, and the Chapter Packets. Student: The materials and resources the student requires are the activity materials, guided notes, the Chapter Packet, and a writing utensil.



Day 3- Opposition to the American Revolution: Joseph Galloway’s Speech and A Political Cartoon

Essential Question: What argument did Galloway make for the colonists to not separate from Great Britain, and how were some of these loyalists treated?

Focus The class will be focusing on the opposition to the American Revolution, with a focus on a speech given to the Continental Congress, and analyzing a political cartoon. The vital themes for this lesson plan are: Values, Beliefs, Political Ideas, and Institutions; Comparative History of Major Developments. The class will begin with the students recapping the knowledge they gained the previous day. The students will finish reading a primary source aloud, analyzing it, taking notes, and participating in a discussion about Joseph Galloway’s opposition to the American Revolution. The NCSS theme that apply to my lesson are: Time, Continuity, and Change.The habits of mind that my lesson plan will be using to help students become historical thinkers are: Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process; and Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. To end the lesson the students will be analyzing a political cartoon regarding the torture of a Loyalist.

Vital Theme

Values, Beliefs, Political Ideas, and Institutions: The origins and spread of influential religions and ideologies. The evolution of political and social institutions at various stages of industrial and commercial development. The interplay among ideas, material conditions, moral values, and leadership, especially in the evolution of democratic societies. The tensions between the aspirations for freedom and security, for liberty and equality, and for distinction and commonality in human affairs.Comparative History of Major Developments: The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, or wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

Habits of Mind

Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

NCSS Theme

Time, Continuity, and Change

Objectives The US Social-Studies students be able to analyze primary sources and extract their main arguments.

The US Social-Studies students will be able to explain the arguments found in Joseph Galloway’s speech.

Learning standards

Illinois Standards- 16.A.3b

Common Core, Language-Arts Literacy Standards- RH.6-8.2 and RH.6-8.6Procedures The Beginning (5 minutes)- The class will begin with the students recapping the

knowledge they gained the previous day.

Class (35 minutes)- The students will finish reading a primary source aloud, analyzing it, taking notes, and participating in a discussion about Joseph Galloway’s opposition to the American Revolution. Throughout the note taking time, students will be participating in answering definition questions, using prior knowledge, using deductive skills, and predicting the consequences of certain actions.

The End (5 minutes)- To end the lesson the students will be analyzing a political cartoon regarding the torture of a Loyalist.

Assessment

The assessments in use will measure if the students have understood the objectives of: The US Social-Studies students be able to analyze primary sources and extract their main arguments; and The US Social-Studies students will be able to explain the arguments found in Joseph Galloway’s speech.



Sources-

The Website, http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/galloway.html

The Website, http://www.gilderlehrman.org/sites/default/files/inline-pdfs/A

http://www.gilderlehrman.org/sites/default/files/inline-pdfs/A%20Loyalist%20and%20a%20Patriot%20Perspective_0.pdf



%20Loyalist%20and%20a%20Patriot%20Perspective_0.pdf






Day 4- The Start of the American Revolution

Essential Question: How did the differences in the Continental Army versus the British Army affect the war?

Focus The class will be focusing on the start of the American Revolution. The vital themes for this lesson plan are: Conflict and Cooperation; and Comparative History of Major Developments. The class will begin with the students working on an activity where they list the different viewpoints about the American Revolution- they will make a concluding argument on whether they (a British citizen n the American Colonies) would go to war with Britain and must justify their answer. The students will be taking notes and participating in a discussion about the early years of the American Revolution and the differences in the Continental Army versus the British Army. The NCSS theme that apply to my lesson are: Time, Continuity, and Change.The habits of mind that my lesson plan will be using to help students become historical thinkers are: Perceive past events and issues as they were experienced by people at the time, to develop historical empathy as opposed to present-mindedness; and Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process. To end the lesson the students will be recapping the knowledge they just gained.

Vital Theme Conflict and Cooperation: The many and various causes of war, and of approaches to peace-making and war prevention. Relations between domestic affairs and dealing with the outside world. Contrasts between international conflict and cooperation, between isolation and interdependence. The consequences of war and peace for societies and their culture.Comparative History of Major Developments: The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, or wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

Habits of Mind Perceive past events and issues as they were experienced by people at the time, to develop historical empathy as opposed to present-mindedness Understand how things happen and how things change, how human

intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process.

NCSS Theme Time, Continuity, and ChangeObjectives The US Social-Studies students be able to make and justify an

argument when taking on the role of a colonist.

The US Social-Studies students will be able to explain the early years of the American Revolution and how the Continental Army and the British Army compared to each other.

Learning standards Illinois Standards- 16.B.3b (US)

Common Core, Language-Arts Literacy Standards- RH.6-8.2 and RH.6-8.7

Procedures The Beginning (10 minutes)- The class will begin with the students working on an activity where they list the different viewpoints about the American Revolution- they will make a concluding argument on whether they (a British citizen in the American Colonies) would go to war with Britain and must justify their answer.

Class (30 minutes)- The students will be taking notes and participating in a discussion about the early years of the American Revolution and the differences in the Continental Army versus the British Army. The students will be provided with guided notes. The students will also have a Power Point to look at, which will be comprised of key words, maps, and pictures. Throughout the note taking time, students will be participating in answering definition questions, using prior knowledge, using deductive skills, and predicting the consequences of certain actions.

The End (5 minutes)- To end the lesson the students will be recapping the knowledge they just gained.

Assessment The assessments in use will measure if the students have understood the objectives of: The US Social-Studies students be able to make and justify an argument when taking on the role of a colonist; and The US Social-Studies students will be able to explain the early years of the American Revolution and how the Continental Army and the British Army compared to each other.I will be able to use a summative assessment of them by their homework answers, their participation during the notes, and their participation during the activity, and their terms and questions review packet. The formal assessment I will be using will be in the

form of a test.Sources, Materials, and Accommodations

Sources- The Textbook, American History by Robert Dallek, Jesus Garcia, Donna M. Ogle, et al.

The Website, http://www.gilderlehrman.org/sites/default/files/inline-pdfs/A%20Loyalist%20and%20a%20Patriot%20Perspective_0.pdf

The Website, http://lincoln.lib.niu.edu/cgi-bin/amarch/getdoc.pl?/var/lib/philologic/databases/amarch/.9012



http://lincoln.lib.niu.edu/cgi-bin/amarch/getdoc.pl?/var/lib/philologic/databases/amarch/.9012

http://lincoln.lib.niu.edu/cgi-bin/amarch/getdoc.pl?/var/lib/philologic/databases/amarch/.9012



Materials-

Joseph Galloway’s Speech to Continental Congress, September 28, 1774

If we sincerely mean to accommodate the difference between the two countries, and to establish their union on more firm and constitutional principles, we must take into consideration a number of facts which led the Parliament to pass the acts complained of, since the year 1763, and the real state of the Colonies. A clear and perfect knowledge of these matters only can lead us to the ground of substantial redress and permanent harmony. I will therefore call your recollection to the dangerous situation of the Colonies from the intrigues of France, and the incursions of the Canadians and their Indian allies, at the commencement of the last war. None of us can be ignorant of the just sense they then entertained of that danger, and of their incapacity to defend themselves against it, nor of the supplications made to the Parent State for its assistance, nor of the cheerfulness with which Great-Britain sent over her fleets and armies for their protection, of the millions she expended in that protection, and of the happy consequences which attended it.

In this state of the Colonies it was not unreasonable to expect that Parliament would have levied a tax on them proportionate to their wealth, and the sums raised in Great Britain. Her ancient right, so often exercised, and never controverted, enabled her, and the occasion invited her, to do it. And yet, not knowing their wealth, a generous tenderness arising from the fear of doing them injustice, induced Parliament to for bear to levy aids upon them--It left the Colonies to do justice to themselves and to the nation. And moreover, in order to allure them to a discharge of their duty, it offered to reimburse those Colonies which should generously grant the aids that were necessary to their own safety. But what was the conduct of the Colonies on this occasion, in which their own existence was immediately concerned? However painful it may be for me to repeat, or you to hear, I must remind you of it. You all know there were Colonies which at some times granted liberal aids, and at others nothing; other Colonies gave nothing during the war; none gave equitably in proportion to their wealth, and all that did give were actuated by partial and self-interested motives, and gave only in proportion to the approach or remoteness of the danger. These delinquencies were occasioned by the want of the exercise of some supreme power to ascertain, with equity, their proportions of aids, and to over-rule the particular passions, prejudices, and interests, of the several Colonies.

To remedy these mischiefs, Parliament was naturally led to exercise the power which had been, by its predecessors, so often exercised over the Colonies, and to pass the Stamp Act. Against this act, the Colonies petitioned Parliament, and denied its authority. Instead of proposing some remedy, by which that authority should be rendered more equitable and more constitutional over the Colonies, the petitions rested in a declaration that the Colonies could not be represented in that body. This justly alarmed the British Senate. It was thought and called by the ablest men and Britain, a clear and explicit declaration of the American Independence, and compelled the Parliament to pass the Declaratory Act, in order to save its ancient and incontrovertible right of supremacy over all the parts of the empire. By this injudicious step the cause of our complaints became fixed, and instead of obtaining a constitutional reformation of the authority of Parliament

over the Colonies, it brought on an explicit declaration of a right in Parliament to exercise absolute and unparticipated power over them . . .

In order to establish those principles, upon which alone American relief ought, in reason and policy, to be founded, I will take a brief view of the arguments on both sides of the great question between the two countries--a question in its magnitude and importance exceeded by none that has been ever agitated in the councils of any nation. The advocates for the supremacy of Parliament over the Colonies contend, that there must be one supreme legislative head in every civil society, whose authority must extend to the regulation and final decision of every matter susceptible of human direction; and that every member of the society, whether political, official, or individual must be subordinate to its supreme will, signified in its laws: that this supremacy and subordination are essential in the constitution of all States, whatever may be their forms; that no society ever did or could exist, without it; and that these truths are solidly established in the practice of all governments, and confirmed by the concurrent authority of all writers on the subject of civil society.

These advocates also assert, what we cannot deny--That the discovery of the Colonies was made under a commission granted by the supreme authority of the British State, that they have been settled under that authority. and therefore are truly the property of that State. Parliamentary jurisdiction has been constantly exercised over them from their first settlement; its executive authority has ever run through all their inferior political systems: the Colonists have ever sworn allegiance to the British State, and have been considered, both by the State and by themselves, as subjects of the British Government. Protection and allegiance are reciprocal duties; the one cannot exist without the other. The Colonies cannot claim the protection of Britain upon any principle of reason or law, while they deny its supreme authority. Upon this ground the authority of Parliament stands too firm to be shaken by any arguments whatever; and therefore to deny that authority, and at the same time to declare their incapacity to be represented, amounts to a full and explicit declaration of independence.

In regard to the political state of the Colonies, you must know that they are so many inferior societies, disunited and unconnected in polity. That while they deny the authority of Parliament, they are, in respect to each other, in a perfect state of nature, destitute of any supreme direction or decision whatever, and incompetent to the grant of national aids, or any other general measure whatever, even to the settlement of differences among themselves . . .

You also knew that the seeds of discord are plentifully sowed in the constitution of the Colonies; that they are already grown to maturity, and have more than once broke out into open hostilities. They are at this moment only suppressed by the authority of the Parent State; and should that authority be weakened or annulled, many subjects of unsettled disputes, and which in that case, can only be settled by an appeal to the sword, must involve us in all the horrors of civil war . . .

Having thus briefly stated the arguments in favour of parliamentary authority, and considered the state of the Colonies, I am free to confess that the exercise of that authority is not perfectly constitutional in respect to the Colonies. We know that the whole landed interest of Britain is represented in that body, while neither the land nor the people of America hold the least participation in the legislative authority of the State. Representation, or a participation in the

supreme councils of the State, is the great principle upon which the freedom of the British Government is established and secured. I also acknowledge, that that territory whose people have no enjoyment of this privilege, are subject to an authority unrestrained and absolute; and if the liberty of the subject were not essentially concerned in it, I should reject a distinction so odious between members of the same state, so long as it shall be continued. I wish to see it exploded, and the right to participate in the supreme councils of the State extended, in some form, not only to America, but to all the British dominions; otherwise I fear that profound and excellent fabrick of civil polity will, ere long, crumble to pieces . . .

As to the tax, it is neither unjust or oppressive, it being rather a relief than a burthen; but it is want of constitutional principle in the authority that passed it, which is the ground for complaint. This, and this only, is the source of American grievances. Here, and here only, is the defect; and if this defect were removed, a foundation would be laid for the relief of every American complaint; the obnoxious statutes would of course be repealed, and others would be made, with the assent of the Colonies, to answer the same and better purposes; the mischiefs arising from the disunion of the Colonies would be removed; their freedom would be established, and their subordination fixed on solid constitutional principles.

Desirous as I am to promote the freedom of the Colonies, and to prevent the mischiefs which will attend a military contest with Great-Britain, I must intreat you to desert the measures which have been so injudiciously and ineffectually pursued by antecedent Assemblies. Let us thoroughly investigate the subject matter in dispute, and endeavour to find from that investigation the means of perfect and permanent redress . . . I would therefore acknowledge the necessity of the supreme authority of Parliament over the Colonies, because it is a proposition which we cannot deny without manifest contradiction, while we confess that we are subjects of the British Government; and if we do not approve of a representation in Parliament, let us ask for a participation in the freedom and power of the English constitution in some other mode of incorporation: for I am convinced, by long attention to the subject, that let us deliberate, and try what other expedients we may, we shall find none that can give to the Colonies substantial freedom, but some such incorporation. I therefore beseech you, by the respect you are bound to pay to the instructions of your constituents, by the regard you have for the honour and safety of your country, and as you wish to avoid a war with Great-Britain, which must terminate, at all events in the ruin of America, not to rely on a denial of the authority of Parliament, a refusal to be represented, and on a non-importation agreement; because whatever protestations, in that case, may be made to the contrary, it will prove to the world that we intend to throw off our allegiance to the State, and to involve the two countries in all the horrors of a civil war.

Should the colonies go to war with Great Britain?

Imagine you are a colonist in one of the 13 colonies. Consider the life you have lived with the British. (Remember, you are British and a colonist.) There are benefits and drawbacks. List the pros and cons for going to war with Britain.

Pro Con

Conclusion: As a British citizen in the American Colonies, would you go to war with Britain?

Why or why not?

Documents

rif Web viewImagine you are a colonist in one of the 13 colonies. Consider the life you have lived with the British. (Remember, you are British and a colonist.)