The Coming of Independence
Goals and Objectives
Students will understand what British policies prompted colonists to form delegations.
Students will understand what occurred during the First and Second Continental Congresses.
Students will identify and discuss the reasons the colonists formed the Continental Congresses.
Students will identify the different actions and responses the delegates offered during the Continental Congresses.
California State Standards
12.1.3 Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self
evident truths.”
Common Core Literacy Standards
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Driving Historical Questions
Why did some of the American colonists feel the need to form Continental Congresses in the face of British policies?
Lesson Introduction
When the students walk in, there will be a large image of the British flag displayed on the whiteboard. There will also be a playlist of the three songs playing as the students walk in. The first song will be “Forming the Regiment” from the Glory soundtrack, the second song will be “The Year of Jubilee”, and the third song will be the theme for the HBO miniseries, John Adams. Once the bell rings and the students are all quiet, the teacher will announce that the only writing utensils and other materials the students will be using for the day will be supplied by the teacher and for a tax of 2 points per item. If a student is caught using material that is not supplied by the teacher, then the students will pay a hefty points fine. The teacher will also state that for now, students will need to place a stamp on their work before turning it in that the teacher provides for a fee as well. The teacher will begin to pass out the materials needed for a regular class day and writes down everyone’s name to keep track of who will be paying the tax.
Goals and Objectives
Students will understand what British policies prompted colonists to form delegations.
Students will understand what occurred during the First and Second Continental Congresses.
Students will identify and discuss the reasons the colonists formed the Continental Congresses.
Students will identify the different actions and responses the delegates offered during the Continental Congresses.
California State Standards
12.1.3 Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self
evident truths.”
Common Core Literacy Standards
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Driving Historical Questions
Why did some of the American colonists feel the need to form Continental Congresses in the face of British policies?
Lesson Introduction
When the students walk in, there will be a large image of the British flag displayed on the whiteboard. There will also be a playlist of the three songs playing as the students walk in. The first song will be “Forming the Regiment” from the Glory soundtrack, the second song will be “The Year of Jubilee”, and the third song will be the theme for the HBO miniseries, John Adams. Once the bell rings and the students are all quiet, the teacher will announce that the only writing utensils and other materials the students will be using for the day will be supplied by the teacher and for a tax of 2 points per item. If a student is caught using material that is not supplied by the teacher, then the students will pay a hefty points fine. The teacher will also state that for now, students will need to place a stamp on their work before turning it in that the teacher provides for a fee as well. The teacher will begin to pass out the materials needed for a regular class day and writes down everyone’s name to keep track of who will be paying the tax.
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Vocabulary
Vocabulary will have been discussed in a previous lesson during the day before. It will be reviewed throughout the current lesson and activity.
Confederation
Albany Plan of Union
Delegate
Boycott
Repeal
Popular Sovereignty
Content Delivery
The teacher will begin to review with the students about the previous day’s lesson by going over the vocabulary. This will be done using a prezi presentation and the students are to take notes on it. The teacher will then address the class and their grumblings about being taxed. The teacher will explain that as King of the classroom he has the right to tax his citizens. The teacher will then select students to play the roles of Benjamin Franklin, John Adams, Samuel Adams, John Hancock, John Rutledge, John Dickinson, etc. The students will be urged to form a First Continental Congress and then a Second Continental Congress. Some students will be instructed to act as radicals, some will be instructed to act as loyalists, and others will be instructed to act completely neutral or to only want to pursue peaceful measures.
Student Engagement
Some students will be asked to take on the roles of some of the most known Founding Fathers like Adams, Jefferson, Franklin, and others. Other students will take on the roles of delegates with differing opinions on what should or shouldn’t be done. The students will form their First Continental Congress and craft their very own Declaration of Rights in response to the teacher’s taxing. Once that is done they are to hand it to the teacher and the teacher will decline their demands and instead invoke harsher rules. The students will then form the Second Continental Congress with the idea in mind that shots have been already fired. They are to debate what should be done next and draft a Declaration of Independence. During the Congresses, the students will take on their different roles and make arguments in that character. They will make compromises with one another or abstain completely if their wishes are not met. The students assigned to be radicals will push for separation and war, the students assigned as loyalists will try to support the king, the students who are to seek only peace will push for non-war measures, and the students who are neutral will side with whomever persuades them best.
Lesson Closure
The teacher will ask the students to write a reflection about how it felt to be taxed without any representation and whether or not the congresses did the right thing.
Assessments
Formative: Informal - the teacher will be paying attention to what the students are saying during the congresses as well making sure students are participating.
Summative: the teacher will look at the reflections to be sure the students grasped the lesson concept and how it felt to be a citizen during this time of Revolution.
Accommodations
The music at the beginning of the lesson is meant to really draw in the students who have needs. It’s meant to pique their interest and excite them for the day’s lesson. A list of the taxes that will be imposed will be passed out so my Els and SSNs can follow along better with the role playing. The vocabulary review and presentation is meant to help the students with special needs remember the previous day’s lesson and prepare them more for the activity. The presentation will feature plenty of images to help too. During the Congresses, all of my students with special needs will be given a specific role to help them participate based off of their skills and potential.
Vocabulary will have been discussed in a previous lesson during the day before. It will be reviewed throughout the current lesson and activity.
Confederation
Albany Plan of Union
Delegate
Boycott
Repeal
Popular Sovereignty
Content Delivery
The teacher will begin to review with the students about the previous day’s lesson by going over the vocabulary. This will be done using a prezi presentation and the students are to take notes on it. The teacher will then address the class and their grumblings about being taxed. The teacher will explain that as King of the classroom he has the right to tax his citizens. The teacher will then select students to play the roles of Benjamin Franklin, John Adams, Samuel Adams, John Hancock, John Rutledge, John Dickinson, etc. The students will be urged to form a First Continental Congress and then a Second Continental Congress. Some students will be instructed to act as radicals, some will be instructed to act as loyalists, and others will be instructed to act completely neutral or to only want to pursue peaceful measures.
Student Engagement
Some students will be asked to take on the roles of some of the most known Founding Fathers like Adams, Jefferson, Franklin, and others. Other students will take on the roles of delegates with differing opinions on what should or shouldn’t be done. The students will form their First Continental Congress and craft their very own Declaration of Rights in response to the teacher’s taxing. Once that is done they are to hand it to the teacher and the teacher will decline their demands and instead invoke harsher rules. The students will then form the Second Continental Congress with the idea in mind that shots have been already fired. They are to debate what should be done next and draft a Declaration of Independence. During the Congresses, the students will take on their different roles and make arguments in that character. They will make compromises with one another or abstain completely if their wishes are not met. The students assigned to be radicals will push for separation and war, the students assigned as loyalists will try to support the king, the students who are to seek only peace will push for non-war measures, and the students who are neutral will side with whomever persuades them best.
Lesson Closure
The teacher will ask the students to write a reflection about how it felt to be taxed without any representation and whether or not the congresses did the right thing.
Assessments
Formative: Informal - the teacher will be paying attention to what the students are saying during the congresses as well making sure students are participating.
Summative: the teacher will look at the reflections to be sure the students grasped the lesson concept and how it felt to be a citizen during this time of Revolution.
Accommodations
The music at the beginning of the lesson is meant to really draw in the students who have needs. It’s meant to pique their interest and excite them for the day’s lesson. A list of the taxes that will be imposed will be passed out so my Els and SSNs can follow along better with the role playing. The vocabulary review and presentation is meant to help the students with special needs remember the previous day’s lesson and prepare them more for the activity. The presentation will feature plenty of images to help too. During the Congresses, all of my students with special needs will be given a specific role to help them participate based off of their skills and potential.