| 1. |
5 min |
Teacher
will give overview, explain the activity, put students into groups, and
set up placards around the room representing different historical figures
and reading material on their perspective concerning the oppressive acts
and protests. |
| 2. |
10 min |
Working
in pairs, students analyze placards containing different images of historical
people and reading material about their perspective of the oppressive acts
and protests. |
| 3. |
10 min |
Students
present their interpretation of their placard in front of the classroom
and in front of a projected slide of the placard. |
| 4. |
10 min |
Teacher
randomly passes out the placards to the students. With the help of their
partner, they decide where the group or individual on their placard would
fit on a spectrum between Rebellion and Loyalty. Collect placards and Repeat. |
| 5. |
10 min |
Students
participate in a high-level discussion about the political perspective
of each placard . |
| 6. |
5 min |
Lesson
Closure / Clean Up / Final Instructions / Assignment |
Lesson Closure: Explain
to students the complexities surrounding the debate to launch a rebellion
against Great Britain. Also, distinguish obvious and subtle differences
between the strategies of the Americans and Britons.
Assignment: Briefly
summarize a magazine or newspaper article describing a political
debate about a potential rebellion or war situation. Create a political
continuum and take a stand. Include reasons why you chose that place on
the continuum Due: 1 week
Lesson Feed Back:
Lesson Reflection:
