kirlin

Designer: Cindy Kirlin

Publication Date: 11/7/05

Standard (Include analysis skills and language arts standards) :

History

8.1- Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

3) Analyze how the American Revolution affected other nations, especially France.

Language Arts

E1c- The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that restates or summarizes information, relates new information to prior knowledge and experience, extends ideas, makes connections to related topics or information.

E3b- The student participates in group meetings, in which the student displays appropriate turn-taking behaviors; actively solicits another person’s comment or opinion; offers own opinion forcefully without dominating; responses appropriately to comments and questions; volunteers contributions and responds when directly solicited by teacher or discussion leader; gives reasons in support of opinion expressed; clarifies, illustrates or expands on a response when asked to do so; asks classmates for similar expansions; employs a group decision making technique such as brainstorming or a problem solving sequence.

Key concepts (California Concepts Collection II/Vocabulary): The conflict between American colonist and Great Britain.

Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective):

Students will

Describe characteristics of the British and American military forces at the start of the American Revolution.
identify the main reasons that the Continental Army was able to defeat the British in the Revolutionary War.
explain the main provisions of the Treaty of Paris.

TCI Strategies: Experiential exercise- students played a series of games of capture the flag. This gave them an analogy to draw on when learning about the war. Students also worked on graphically organized notes.

EL/Inclusion Strategies: Students worked in small groups; text was read to them, some students had an aide.

Materials:

History Alive! The United States Through Industrialism
Interactive Student Notebooks\Graphic Organizer Placard 7
four small towels or rags (1 red, 3 blue) to be used as flags
four orange cones or other items to mark off corners of the playing field
tape
whistle
prizes for winning team (optional)

Opportunities to Learn/Perform (Procedure):

What will students need to do to achieve knowledge and skills identified in standards and learning outcomes?

Students needed to participate in the experiential exercise, class discussion, reading of the chapter, and completion of the graphically organized notes.

Technology Component: N/A

Primary sources:

The Crisis by Thomas Paine,

TCI Resources:

History Alive! The United States Through Industrialism Chapter 7
Interactive Student Notebooks
Graphic Organizer Placard 7

Other Resources- N/A

Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts):

1. Students read the following excerpt and answered four questions.

These are the times that try men's souls.
The summer soldier and the sunshine patriot will, in this crisis, shrink fromthe service of their country; but he that stands it NOW, deserves the love and thanks of man and woman.
Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph.
What we obtain too cheap, we esteem too lightly:it is dearness only that gives every thing its value.
Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated.

2. Students used a map to answer questions about the Battle of Yorktown.

No rubric was used for this assessment.

Reflection:

What did student samples reveal?

The students really enjoyed the experiential exercise. Students who do not normally participate were engaged in the post discussion as well as the graphically organized notes. They enjoyed referring back to the game throughout the study of the chapter.

What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?

In my first group my blue team was too small and the red team captured the flag! The field I used was too small. I need to bribe my first and second group not to tell. They really enjoyed this activity and it was hard for them to keep it secret. I completely forgot to tell the first group not to tell but I was able to convince the second group to keep quiet. I could make up a rubric for scoring the reading notes.