Lesson Overview
In these lessons, students will investigate the points of view of colonists who supported remaining loyal to Britain and those of colonists who supported breaking ties with Britain.
Duration
Multiple days
Lesson Type
Project Based Lesson
Essential Question
In what ways might age and economic stability affect one’s point of view about government and government policies?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
- Internet access for student research
- Electronic devices to record student work using Paperslides. These may be flip video cameras, iPods, iPads, tablets, cell phones, etc.
- Handouts of excerpts
- Two Points of View graphic organizer
- T-chart for research
- Paper for Paperslides project
- Paperslides video peer review rubric
- Papersildes video teacher feedback rubric
- Paperslides planning pages
- Page 1 has room for 5 slides; if students want to include more slides, they can draw them on the back
- Page 2 is a slide layout page; students will either need multiple copies of this page OR they can use it as a guide to sketch additional layouts.
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Log In to View LessonStandards
- 8.2.CO Compare the motives and demographics of loyalists and patriots within South Carolina and the colonies.
- This indicator was developed to encourage inquiry into the economic, political, and social motivations of the patriots and the loyalists in the era of the American Revolution.
- 8.2.CE Explain the economic, political, and social factors surrounding the American Revolution.
- This indicator was developed to encourage inquiry into how the colonies began to unify to create a distinctive American identity over the course of events of the American Revolution.
- 8.2.CX Contextualize the roles of various groups of South Carolinians as the colonies moved toward becoming an independent nation.
- This indicator was developed to encourage inquiry into the motivations of colonists during the American Revolution and the progression of conflict and failed compromise that ultimately led to revolution.
- I Inquiry-Based Literacy Standards
- I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
- I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.4 Synthesize integrated information to share learning and/or take action.
- I.5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- RI.MC.7 Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.
- C.MC.1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.3 Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC Meaning and Context
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Log In to View LessonLesson Created By: Cherlyn Anderson and Margaret Lorimer
Lesson Partners: S2TEM Centers SC, ETV Education, Knowitall.org