sischo

Designer: Robin Sischo

Publication Date: September 12, 2005

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

8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

Objective: Students will demonstrate an understanding of the dissatisfaction with British rule in the American Colonies and identify causes leading up to the Revolutionary War.

EL/Inclusion Strategies: Partner reading the sections in the book, partner note taking.

Materials: Student notebooks, preview printout, postcard printout, rubrics, 7” by 8” white drawing paper, markers, pencils, phrase list, text books, and Power Point of broadsides.

Vocabulary/Phrase List: Reject the Stamp Act, Boycott British Goods, Sign the Non Importation Agreements, Join the Sons or Daughters of Liberty, Wear Homespun Clothes, Fight Taxation without Representation.

Technology Component: Viewing slideshow of broadsides.

Resources: Chapter 4 of The American Nation, section 4.8 The First Great Awakening and sermons from page 429 of History Alive! The U.S. Through Industrialization and teacher created Power-Point on (photos of primary source broadsides) broadsides.

Procedure: After reading and discussing sections listed under Resources students will:

1^st Day

view Boston Massacre broadside – answer questions posed by the teacher, and participate in an act-it-out
discuss purposes of broadsides – and different styles of broadsides.
create, or choose a phrase, from the list provided, and design a broadside using that phrase.
create a skit to go along with their broadside, illustrating the contents of the broadside.

2^nd Day

present their broadsides and skits to the class.
participate in a class discussion of the effectiveness of the broadsides and the skits presented.
write a postcard to a friend describing the way you and your family are protesting British rule.

Assessment:

Class: Students will discuss the broadsides - what was effective about the broadsides and the presentations (skits), and what was not.

Student: Students will write a postcard to a friend containing an explanation of how they are expressing their dissatisfaction with British rule, and at least two ways their friends or neighbors are expressing their dissatisfaction. Students will evaluate their own Broadside and skit using the attached rubrics.

Teacher: Teacher will evaluate students on their Broadsides and on their skits, using the attached rubrics.

Preview

Discuss commercials – products, political/ideas, target audience
Show class a commercial and have them answer the following questions in their notebooks:
- What is the purpose of the commercial?
- What is the product?
- What does the commercial want you to do?
- Is the commercial effective? Why?

Visual Discovery Questions

Slide one: just the top half of the engraving showing.

Where is this scene taking place?
What do you see in this image?
What time of day is it? How can you tell?

Slide two: the left side of the engraving, showing the colonists.

Who do you see in this slide?
What are they doing?
Are they armed?

Slide three: the whole engraving

Who is firing?
Do all of the Red Coats have guns?

Act-it-out

3 red coats
3 colonists
- Why are you firing at the colonists?
- Why are you ordering your troops to fire?
- Why are you here?
- How do you feel about the British firing at you?

View the rest of the Power Point looking at the layouts and the purposes of the broadsides.

Processing

Pretend that you are an American colonist in the 1770s. Write a postcard to a friend in a neighboring colony. Describe the way you and your family are expressing your dissatisfaction with British rule. Write a message on one side of the postcard and sketch a picture on the other side.

Your postcard must contain

A proper salutation and closing
An explanation of how you are expressing your dissatisfaction with British rule
At least two ways your friends or neighbors are showing their dissatisfaction
Writing free of spelling and grammatical errors

Dear

A colorful image depicting the way you are protesting British rule

Broadside

Name: Date Period

CATEGORY	4	3	2	1
Required Elements	The broadside includes all required elements as well as additional information.	All required elements are included on the broadside.	All but 1 of the required elements are included on the broadside.	Several required elements were missing.
Grammar	There are no grammatical mistakes on the broadside.	There is 1 grammatical mistake on the broadside.	There are 2 grammatical mistakes on the broadside.	There are more than 2 grammatical mistakes on the broadside.
Attractiveness	The broadside is exceptionally attractive in terms of design, layout, and neatness.	The broadside is attractive in terms of design, layout and neatness.	The broadside is acceptably attractive though it may be a bit messy.	The broadside is distractingly messy or very poorly designed. It is not attractive.
Mechanics	Capitalization and punctuation are correct throughout the broadside .	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.

Name: Date Period

CATEGORY	4	3	2	1
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Vocabulary	Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience's vocabulary.	Uses a varied vocabulary that is appropriate for the audience.	Uses a varied vocabulary that is occasionally a little too simple or a little too hard for the audience.	The vocabulary was not varied OR was routinely inappropriate for the intended audience.
Issue	It is very easy for the audience to understand what issue the main character is protesting.	It is fairly easy for the audience to understand what issue the main character is protesting.	It is moderately easy for the audience to understand what issue the main character is protesting.	It is not clear what issue the main character is protesting.
Solution to Problem	The solution to the problem is easy-to-understand and is logical. There are no loose ends.	The solution to the problem is easy-to-understand and is somewhat logical.	The solution to the problem was a little hard to understand.	No solution was attempted or it was impossible to understand.
Voice	Always speaks loudly, and clearly. Is easily understood by all audience members all the time	Usually speaks loudly, and clearly. Is easily understood by all audience members almost all the time.	Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.	Speaks too softly or mumbles. The audience often has trouble understanding.

Reflection:

What did student samples reveal? Student samples revealed that all of the students understood at least one way that colonial Americans protested British rule. Student postcards were surprisingly good. The students had done a similar processing project for an earlier lesson so they had a pretty good idea of what a quality postcard should look like. The skits were short and funny.

What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn? In first period I had kids share their Broadsides first and then make groups of two to three for skits, and that was just too many skits! In the remaining periods I had the students share their Broadsides in groups of four to five and then create skits on one of their topics to share with the class.