Development of Democracy
8.1., 8.2
C. Torrance, Computech Middle School
Development of Democracy
8.1., 8.2
C. Torrance, Computech Middle School
Designer: C. Torrance
Publication Date: July 17. 2004
Standard (Include analysis skills):
5.5- Students understand the course and consequences of the American Revolution
5.5.1 Understand how political, religious, and economic ideas and interests brought about the American Revolution
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
8.1. 4 Describe the nations blend of civic republicanism, classical liberal principles, and English parliamentary procedure.
8.2 Students analyze the principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government
8.2.3. . .the rights of individuals and states (later addressed by the addition by the Bill of Rights) . . .
Key concepts (CA. Concepts Collection II)/Vocabulary: Colonial conflict with Great Britain, Justice and rights of the accused, and the right to a speedy and fair trial by an impartial jury (Rights of Englishmen).
Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective): Students will analyze primary source testimony to determine the innocence or guilt of Captain Thomas Preston, accused of ordering his troops to fire on citizens triggering the Boston Massacre.
EL/Inclusion Strategies: None
Materials: Textbook: The American Nation pages 87-88, Power point presentation as overview (see attached), testimony/role from handout 1A (attached), matrix to take notes 1B, and writing assignment directions, rubric, weapons diagram and Boston Masacre diagram.
Opportunities to Learn/Perform (Procedure):
What will students need to do to achieve knowledge and skills identified in standards and learning outcomes: Students will have already completed the TCI activity, “Understanding Colonial Unrest” and are familiar with the Boston Massacre’s role in the causes of the American Revolution. The teacher will give a brief overview lecture/ Power point presentation about Captain Preston’s role in the event and an over view of the trial. Students will then be arranged in heterogeneous groups of three and assigned a primary source testimony to “translate,” write in their own words and determine if the testimony is addressed in-favor of Caption Preston (defense) or against Captain Preston (prosecution).
Students will be given about ten minutes to decipher their role and come to a conclusion whether the testimony if for or against Captain Preston.
The groups will elect a spokesperson to report their group’s conclusions to the class while the other students take brief notes. The testimony of each witness will be projected on the screen while the spokesperson gives his/ her summary. Finally, students will use the information they have collected to write a paragraph verdict.
Technology Component: Power point overview and projected testimony. Students should word process his/her paragraph verdict.
Resources (Indicate primary sources): Deposition of Captain Thomas Preston, March 12, 1770 (Excerpt). The Trial of Captain Thomas Preston (Rex v. Preston), October 24-29(Excerpt).
From: Wheeler, William Bruce and Susan D. Becker. Discovering the American Past. Boston: Houghton Mifflin Company. 2002.
Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts): (1.) Students will interpret quotation correctly and decide if it is an argument for or against Preston by group consensus. (2.) Students will also write a verdict using one piece of information obtained from the testimony (notes) as support for their decision (Directions/rubric attached).
