RESPONSE GROUPSAnd the American Revolution as
an example
JUST DO IT!
Optical Illusions…what do you see?
Students will be able to (SWBAT)…
Identify key events leading up to the Revolution
Identify different perspectives on the events leading up to the Revolution
Empathize with both sides of the conflict (colonists and the British)
Analyze primary/secondary source images
Class Instructions
You will be divided into two groups of three, each group will choose a presenter.
One group will play the part of the radical patriots, the other will play the part of the British government (king/Parliament).
Groups will examine each image and each member will respond to the critical thinking questions while discussing with other group members
Background breadcrumbs…
European wars and French and Indian war leave Britain broke
Britain feels it must keep its soldiers in the colonies for their protection and prevent further entanglements with foreign powers in N. America
Colonies are seen as a source of revenue
More breadcrumbs…
What does Parliament know about colonial interests?
What is virtual representation?
What is the position of the colonists within the empire?
Tarring and Feathering a tax collector
Boston Massacre
Boston Tea Party
Response Groups
Step 1: Challenge students to discuss controversial and complex issues in small groups
Discuss controversial issues
Analyze primary sources to make discoveries
Solve historical problems
Understand multiple perspectives on an issue or event
Response Groups
Step 2: Create heterogeneous groups and a suitable classroom arrangement
Form groups before the activity
Show students the seating arrangements
Explain the importance of the seating arrangements
Students should practice moving into groups
Wait until groups are ready to start the activity
Response Groups
Step 3: Prepare students to answer provocative critical thinking questions
Provide them with needed resources and information
Give a mini-lecture
Use images to create understanding
Allow students to discover ideas on their own
Ask a single, direct question or series of related questions
Ask students to quantify their answers on a spectrum
Response Groups
Step 4: Allow groups time to prepare their responses
Assign and rotate the role of the presenter
Have each student record their answers during group discussion
Give groups adequate time to discuss critical thinking questions
Response Groups
Step 5: Facilitate a lively class discussion
Challenge students to support their answers with examples and facts
Allow presenters to argue their points
Ask whether anyone has other ideas dramatically different than those stated already
Works Cited
http://files.sharenator.com/illusion_Optical_illusions-s300x369-13681-580.jpg
http://jeffreyhill.typepad.com/.a/6a00d8341d417153ef01053628ab47970c-800wi
http://www.amoeba.com/dynamic-images/blog/180px-Facevase.jpg
http://www.youtube.com/watch?v=w8fu-hq3S7A
http://antiquesandthearts.com/Archives/2009/02-February/images//2009-02-24__11-50-11Image7.GIF
Works Cited cont…
http://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Boston_Tea_Party_Currier_colored.jpg/300px-Boston_Tea_Party_Currier_colored.jpg
http://upload.wikimedia.org/wikipedia/commons/4/4f/Philip_Dawe_(attributed),_The_Bostonians_Paying_the_Excise-man,_or_Tarring_and_Feathering_(1774)_-_02.jpg
Bower, B., Lobdell, J., & Owens, S. (2005). Bring learning alive! The TCI approach for middle and high school social studies (Revised ed.). Palo Alto, CA: Teachers’ Curriculum Institute.