Ms. Liskey's Teaching Portfolio - Home



Stage 1-Desired ResultsEssential Questions:How might we justify the colonies’ rebellious actions in response to Britain’s desire for control? (Explanation)What are the different points of view of loyalists and patriots? (Perspective)Essential Understandings:Students will understand that…Little things add up to a breaking pointThere are multiple sides to every story and it is important to understand the event from all viewpoints in order to reveal the entire storyStudents will be able to:Compare and contrast the viewpoints of loyalists and patriotsCritique (to support a position) the colonies’ reasons for rebelling against Great Britain.Explain what a loyalist isExplain what a patriot isIdentify the events leading up to the Revolutionary War and explain their significanceDetermine cause and effect relationshipsInterpret ideas from different historical perspectivesStudents will know:Great Britain’s reasons for controlling the colonies and the steps they took to do it:Great Britain desired to remain a world powerIn the American colonies, Great Britain’s desire to remain a world power resulted in a conflict with the French known as the French and Indian WarGreat Britain imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the French and Indian WarGreat Britain’s reasons for taxation of the colonies:To help finance the French and Indian WarTo help finance the maintenance of British troops in the coloniesEstablished goals:USI.6The student will demonstrate knowledge of the causes and results of the American Revolution bya)identifying the issues of dissatisfaction that led to the American Revolution;b)identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;c)describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;d)explaining reasons why the colonies were able to defeat Great Britain.Students will know (continued):Sources of colonial dissatisfaction:The colonies had no representation in ParliamentSome colonists resented the power of the colonial governorsGreat Britain wanted strict control over colonial legislaturesThe colonies opposed the British taxesThe Proclamation of 1763, which followed the French and Indian War, restricted the western movement of settlersMajor events leading up to the Revolutionary warFrench and Indian War (Britain wanted colonies to help pay for debt from the war; colonies became less dependent of Britain for protection)Proclamation of 1763 (prohibited settlement West of the Appalachian Mountains and colonies took offense to this order)Navigation Acts (forbid colonists from shipping and trading with other countries)Sugar Act & Currency ActCommittee of Correspondence (committee to spread propaganda; organized by Samuel Adams)Quartering Act (colonies had to house and feed British soldiers)Common Sense pamphlet by Thomas Paine (inspired colonists to declare and fight for independence)Stamp Act (taxes on stamps on documents; direct tax intended for colonies to pay for defense)Townshend Act (purpose was to raise revenue in the colonies to pay the salaries of governors and judges so that they would be independent of colonial rule, to create a more effective means of enforcing compliance with trade regulations, to punish the province of New York for failing to comply with the 1765 Quartering Act, and to establish the precedent that the British Parliament had the right to tax the colonies)Boston Massacre (colonies & British soldiers openly clashed in Boston)Sons of Liberty (organization of Patriots formed to protect the rights of the colonists and to take to the streets against the abuses of the British government. They are best known for undertaking the Boston Tea Party)Tea Act & Boston Tea Party (British East India Company given a monopoly to trade tea with the colonies; colonists dressed up as Indians dumped tea overboard in the Boston Harbor)Intolerable Acts (in response to the Boston Tea Party; outlawed town meetings & closed Boston Harbor)Students will know (continued):Major events continuedFirst Continental Congress (in response to Intolerable Acts, 12 out of 13 colonies meet in Philadelphia; creation of The Association which boycotted all British goods)Patrick Henry’s “Give me liberty or give me death” speech (speaking in favor of mobilizing troops against British)Ride of Paul Revere (warned colonists of British arrival before the Battles of Lexington & ConcordBattles of Lexington & Concord (“the shot heard ‘round the world”; first military engagements of the Revolutionary War)Loyalist perspectiveAbout 20% of the colonistsThought colonies should pay taxes to help pay for French & Indian war which was fought to protect the coloniesThought colonies would be weak without BritainActive in the Church of EnglandOften tarred, feathered, or even murdered by patriots because patriots viewed them as traitorsThought the colonies relied on British trade and they needed Britain for economic profitPatriot perspectiveThought taxation without representation was unfairThought since many colonists fought in the French & Indian War they had done their part and did not deserve to be taxed to pay for the debt of the warThought presence of British personnel was causing violence, riots, and deathStarted to turn away from monarchy and towards idea of democracyStage 2-Determine Acceptable EvidenceWhat evidence will show that students understand?Performance Tasks:Patriots vs. King of EnglandYou are a lawyer defending the patriots’ rebellious actions in the events leading up to the American Revolution. Your job is to provide opening remarks for the jury (JMU history majors).Flip-flop Children’s BookYou are a children’s book author writing a book for our third grade reading buddies. Your job is to write a book that describes the events leading up to the American Revolution from the perspective of a loyalist when read right side up, and from the perspective of a patriot when read upside down.What other evidence needs to be collected in light of Stage 1 Desired Results?Other Evidence:Quizzes-I will give several short quizzes throughout the unit. One will be mostly a matching quiz to test knowledge of the different acts and taxes against the colonies. Some quizzes will be a mix of multiple-choice and fill in the blank on the events leading up to the rmal Checks for Understanding- think-alouds, observations, teacher questioning, show it if you know it, think-pair-share, etcIn-class work samples and homeworkTimeline of major events leading up to the American RevolutionFoldable-of different taxes/acts against the coloniesFlipbook-of important events & what they were aboutPrompt-Critique Patrick Henry’s speech from the eyes of the King of EnglandPrompt- Given the numerous acts/taxes placed upon the colonists, which do you think was the most heinous?Student Self-Assessment and Reflection:1. Students will reflect and self-assess their learning after completing their PBEs.2. Exit slips using self-assessment and reflection prompts (see list of possible prompts)Stage 3- Planning for Learning*Exit slips will be used almost daily with self-assessment and reflection prompts *Informal checks for understanding will be used throughout lectures and discussionsMondayTuesdayWednesdayThursdayFridayDay 1-Hook: I will give each student a pack of smarties. Then I will read off taxes that I (as Queen Liskey) will be implementing. They include things like “If you have on white socks, you are taxed one smartie. If you are wearing a watch or any jewelry, you are taxed two smarties. If you are wearing shorts, you are taxed three smarties.” The students will reflect on how they felt about the taxes all of a sudden being imposed. I will return their smarties afterwards.Introduce Essential Understanding, Essential Questions, and significance.Go over expectationsBriefly discuss PBE’s & Learning MenuDay 2-Fill out K and W sections (whole class) of KWL chartStudents will begin reading and completing their interactive notebooks (I have adapted the text in their interactive notebooks from main ideas in the social studies textbook)Students will complete the sections 1) Britain’s reasons for controlling the colonies, 2) Britain’s reasons for taxation of the colonies, and 3) Sources of colonial dissatisfactionDay 3-Causes of the American Revolution BrainPop videoFill out “causes” section of cause and effect chartDay 4-Proclamation of 1763 lecture & interactive notebookStart flipbook and add Proclamation of 1763 as major event Day 5-Explain learning menus and menu time expectationUse remaining time to begin first “menu time” *menu is differentiated by content, process, and productMondayTuesdayWednesdayThursdayFridayDay 6- Jigsaw activity to cover all the different taxes imposes. Expert groups create poster of their assigned tax to hang in the classroom*Process will be differentiated for the research by expert groupsAdd taxes a major event in flipbookThink back to the “hook” activity. Students reflect on taxation without proper representationDay 7- Active Learning Tool-Hide and show foldable of all the taxes *Active learning tool differentiated by content and productPrompt: Given the numerous acts/taxes placed upon the colonists, which do you think was the most heinous?Day 8-Here Ye Here Ye Lesson-Students will make two flyers: the first flyer will be a notice to the colonists from England explaining how it will expand its control over the colonies and the reasons for those measures. The second flyer will be the response by the colonists to the first flyer. The colonists were becoming dissatisfied with England's attempts to control them. In this flyer, students will include the reasons the colonists were dissatisfiedDay 9-Prezi presentation on the Boston Massacre, the Boston Tea Party, and the Committee of Correspondence Add to cause & effect chartOnline game- Students play the role of 14 year old Nat Wheeler who, after the Boston Massacre, must choose to side with the Loyalists or the Patriots.Day 10-Menu time*menu is differentiated by content, process, and productMondayTuesdayWednesdayThursdayFridayDay 11-Review using active learning toolsQuiz on taxes and Britain’s reasons for taxationDay 12-Add Boston Massacre, Boston Tea Party, and Committee of Correspondence as important events in flipbookDay 13-First Continental Congress guided reading & interactive notebookAdd First Continental Congress as important even in flipbookRead excerpts from Common Sense by Thomas Paine & “Give Me Liberty” speech by Patrick Henry -using information from readings and textbook, students write a persuasive editorial for the local newspaper explaining why colonists should support the battle for independence. Prompt-Critique Patrick Henry’s speech from the eyes of the King of England*Prompt differentiated by processDay 15-Menu time*menu is differentiated by content, process, and productMondayTuesdayWednesdayThursdayFridayDay 16-Day 14-Review using important events flipbookQuiz on major events leading up to the RevolutionDay 17-No More Kings-Schoolhouse Rock videoAnalyze lyrics & answer critical thinking questionsIntroduce Patriots vs. King of England PBE Patriots vs. King of England PBE work timeDay 18-Patriots vs. King of England PBE work timeDay 19-Patriot vs. King of England PBE work timeDay 20-Menu time*menu is differentiated by content, process, and productMondayTuesdayWednesdayThursdayFridayDay 21-Patriots vs. King of England PBE sharing & reflection/self-assessmentDay 22- “Steps towards Revolution” timeline-Each student gets an outline of a foot and an assigned important event that they must write essential information about on the foot along with visual representations. The feet will be placed in order around the room as a giant timelineDay 23-Creating individual timelines *Timelines differentiated by processDay 24-Timeline quiz Introduce flip-flop children’s book PBE & allow work time Day 25-Learning Menus DueReflect on learning menusFlip-Flop children’s book PBE work time MondayTuesdayWednesdayThursdayFridayDay 26-Flip-Flop children’s book PBE work time & peer editingDay 27-Flip-flop children’s book PBE work timeDraft due to meDay 28-Flip-flop children’s book PBE work timeFinal corrections and printing of booksDay 29- Flip-flop children’s book sharing with third grade reading buddiesDay 30-Preparing for war fun day (dress as colonists, king of England, or Redcoats_Read aloud about midnight ride of Paul RevereShot Hear Round the World Schoolhouse rock video“Its Too Late Too Apologize”- video and song adaptation of One Republic’s songLinks/lesson ideas used:Here Ye! Here Ye! Lesson: was followed by a fun little diddy known as the "1776 Hand Jive" by Jim Marshall. ?It is just a poem that has been put to music. ?The kids really enjoyed this and were doing some great movement. ?We then dissected this simple poem, looking for the hidden and more complex meaning in each pair of lines. ?The kids are working on a foldable right now in which they have to write the historical facts behind the fun poem lines game set in Boston in 1770. Students play the role of 14 year old Nat Wheeler who, after the Boston Massacre, must choose to side with the Loyalists or the Patriots. Paine & Patrick Henry-Read excerpts from Common Sense & Give Me Liberty -using information from readings and textbook, write a persuasive editorial for the local newspaper explaining why colonists should support the battle for independence. Steps toward Revolution-footprint timeline activity Late to Apologize: A Declaration (One Republic Adaptation) More Kings Lyrics activity:What is the song about?What did the colonists think about the King when they first got to America?How did that change once they'd built up their towns and homes?What does the person who wrote the song think about whether England had the right to tax the colonies? How can you tell? HYPERLINK "" \t "_blank" ................
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