Lesson Plan #4
Unit Name: Colonial
Lesson Theme: Proclamation
Prior Student Preparation: comprehension
of Pontiacís Rebellion
|Students will develop an understanding
and feelings for the hardships, demoralization, and oppressive conditions
Native Americans and colonists had to experience to find freedom from Britainís
|Students will demonstrate critical
thinking skills to determine how each group would respond to the problem
|Students will demonstrate empathy
to the beliefs and concerns of others.
|Students will defend the important
values of a particular culture.
|Students will compare and contrast
multiple perspectives/reactions to the Proclamation of 1763.
Order of the Lesson
Estimated Time Sequential Steps
will present overview, engage students in a brief discussion, put students
into cooperative groups and distribute assigned roles to each group.
will construct an identity statement for their group based on their assigned
roles (i.e. colonists, Native Americans, Parliament) and share their identities
with the class. Groups will discuss privately and respond publicly to critical
thinking questions while teacher facilitates class discussion.
group will compare and contrast the responses/reactions of each group and
individually write their reactions in their journals.
Closure / Clean Up / Final Instructions / Assignment
Lesson Closure: Reiterate the reason
for issuing the Proclamation (the forbidden settlement of the colonists
west of the Appalachians) Ė reaction to Pontiacís Rebellion. Then explain
to students the importance of acknowledging different perspectives when
interpreting and evaluating an historical/modern day event.
Assignment: Create a political comic
strip that depicts the relationship between the Native Americans, colonists,
and the British government after the passing of the Proclamation Act of
1763. Captions or voice bubbles for the comic strip should contain these
terms: Pontiacís Rebellion, oppression, defiance, Salisbury, North Carolina.
Lesson Feed Back: