Lesson Plan Template <br />based on Understanding by Design by Jay McTighe and Grant Wiggins<br />Title of Lesson: King George vs. CongressAuthor: Marika WissinkGrade Level: 8School: Amity Middle School, Bethany CampusTime Estimated: 2 days <br /><ul><li>Brief OverviewStudents will participate in a Structured Academic Controversy as a way to increase their understanding the American Revolution. They will read primary sources from the Continental Congress and from King George.Historical Inquiry QuestionWere the colonists treated fairly by Britain?Content KnowledgeAs a result of this lesson, students will know: The British view of Colonial behavior at the start of the RevolutionThe Patriot view of the King’s behavior at the start of the RevolutionSkillsAs a result of this lesson, students will be able to:Explain some of the causes of the American RevolutionArticulate opposing viewpoints on the justification of the American RevolutionUse primary sources to support a position on the American RevolutionCT Standards Addressedhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-09.pdfCT Standard 2.2CT Standard 2.4CT Standard 3.1CT Standard 3.2Prior KnowledgeStudents should already have an understanding of:Colonial America consensusprimary sourcesResources neededLibrary of Congress Resources King George III’s Address to Parliament, October 27, 1775http://lcweb2.loc.gov:8081/learn/features/timeline/amrev/shots/address.htmlContinental Congress Responds to King George III’s Proclamation of Rebellion, December 6, 1775http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/shots/responds.html#top Other resourcesAnnotated copy of “King George III’s Address to Parliament, October 27, 1775”Annotated copy of “Continental Congress Responds to King George III’s Proclamation of Rebellion, December 6, 1775”Structured Academic Controversy Capture SheetProcess of LessonExplain how the lesson will unfold. Write this section so that another teacher could follow your instructions.Hook/Warm Up: Ask the students: How did the colonists and the British view each other at the start of the Revolution? How do you know? Gather answers from the students to assess their understanding of the opposing views at the start of the Revolution.Activity:The teacher should divide students into groups of four. Students will use two primary sources that highlight the opposing views of the relationship between the colonists and Britain. To help students work through these primary sources, students will follow the Structured Academic Controversy. The teacher should pass out the Structured Academic Controversy packet first and review the focus question and the process. Within each group, two students should be assigned to each position. As each pair reads through the documents, they should note the details that support their position. After reading and taking notes, they should write a summary of their position, using the specific details they found in the documents to support their answer. After the pairs have had enough time to read and summarize, they should present their summaries to the opposing pair. While presenting, the group that is listening should remain quiet. They can write down any questions they have for the opposing pair as they are listening. Once the pair finishes presenting, the questions can be asked and then answered. The pairs then switch so that everyone has a chance to present and question.The students should now come to a consensus as a group of four. They will need to write down their consensus and share it with the class. Have each group report out to the class on the consensus that was reached.Closure:Ask students:Did your opinion on this answer change from the start of this activity to the end? Explain.Have students jot down their answers and turn them in as an exit slip, or discuss this as a class depending on the time allotted. EvaluationThe teacher can monitor student comprehension during the lesson by moving between the groups. The texts will be difficult for students, and this should be considered when making the groups and when circulating around the room. The teacher can collect the Structured Academic Controversy packets at the end of the lesson to further evaluate student progress. Possibilities for DifferentiationThe lesson includes annotated copies of the primary sources. For students who are at an honors level, the original copies of the primary sources can be distributed. For students who need further annotation, the teacher could read through the primary sources (as a whole class or in a small group) before students walk through the Structured Academic Controversy. Students who are kinesthetic learners can be given the speeches ahead of time to practice and can then role-play the sources to the class.