Template for Assignments #2
Your name:
Date:
Title of Lesson
What are the student
learning outcomes?
What is your essential
question?
Grade/ability level/Class
name
Which Pedagogy strategy
are you modeling?
Content addressed and
skills to be practiced
Briefly describe the
activities the students will
perform:
Albertine Gibbs
December 5th, 2012
Independence or dependent - that is the Question
The Great Revolutionary War Debate
Recreate that dynamic and tension filled pre-Revolutionary war era
by engaging in the debate of Loyalists, Moderates, and Patriots.
Students should be able to
 identify the characteristics of loyalists/moderates/patriots.
 effectively debate using arguments from a loyalists’ or
moderates’ or patriots’ perspective
Loyalist vs Patriot vs Moderate
1. Who has violated law, the constitution, and the liberty and rights
of citizens the most, the imperial government or the Patriots?
2. Should the colonies separate from the British empire?
3. Should there be war or conciliation?
8th Grade Honors US History
Debate
Read and analyze pre-Revolutionary War era primary source
materials and take on the role of your chosen
Patriot/Loyalist/Moderate and debate the pros and cons of whether
or not to oppose England and become an independent country
1) You will choose to be one of the following people:
Patriot Boston Smuggler
Loyalist Georgia Frontiersman
Moderate Pennsylvania Quaker
Patriot Virginia Indebted Tobacco Farmer
Loyalist small merchant
Moderate--trying to decide--farmer
Patriot New England Congregational Minister
Loyalist Anglican Minister
Moderate German
Loyalist British Company Agent
Patriot Waterfront "Liberty Boy"
Moderate--switch sides--NJ farmer
Patriot NY tenant farmer
Loyalist NY tenant farmer
2) You will read & analyze the primary source documents (see below) so that
you can become your person and defend & debate your position.
3) You will outline your argument for or against independence taking on the
role of the person you have chosen. Based on your analysis of the primary
documents, you are making your case for or against independence in an
outline format (see attached format).
4) You will debate alongside and against other Patriots, Moderates, and
Loyalists, having your chance to make the case for or against Independence.
What selection(s) for
primary sources have you
chosen and why?
What graphic organizers or
visual tools will you use to
help students to organize
the information?
Describe how you will
assess prior knowledge and
explicitly state how you will
use this knowledge to
differentiate instruction.
Describe how students will
demonstrate what they
learn including the use of a
least one pre/post
assessment.
How will students know the
criteria for different levels
of performance?
What opportunities will
List of Documents:
Dulany, "Considerations"
Dickinson, "Letters from a Farmer in Pennsylvania"
Jefferson, "Summary View"
Seabury, "Letters of a Westchester Farmer"
Oliver, "Origin and Progress of the American Rebellion"
Paine, Common Sense, "On Monarchy"
Declaration of Independence
Additional documents:
Proclamation of 1763
Sugar Act
Stamp Act
Henry, Virginia Resolutions, 1765
Stamp Act Congress Resolutions
Declaratory Act
Townshend Duties
Coercive Acts
1st Continental Congress, Declaration and Resolutions
Wm Franklin, "Your Duty is to Guard and Preserve the Constitution
and the Rights of Your Constituents"
Henry, "Give Me Liberty or Give Me Death"
Declaration of the Causes and Necessities of Taking Up Arms
Declaration of Rebellion
R. H. Lee, Resolutions for Independence, June 1776
Dickinson, "Arguments Against Independence"
Independence, Letter of J. Adams
1) Primary Document Analysis organizer
2) Revolutionary War Debate Outline
3) Debate Outline & Argument Rubric
Pre-assessment is an individual “brainstorming” using the circle
mindmap (see attached).
Based on the pre-assessment, supplemental materials may be made
available to students who lack the foundation information.
Students will demonstrate their learning by:
1) completing the pre-assessment
2) Completing the analysis of primary source documents
3) Completing the Revolutionary War Debate Outline
4) Participating in the Debate
5) Following the Debate Outline & Argument Rubric
Debate Outline & Argument Rubric
Reading & analyzing primary source documents, formulating a
students have to perform
adult work? (i.e. real world
application)
positin with evidence from the research, assuming the role of a listed
period individual and debating with fellow studetns.
Name:___________________________
Date:__________________________
Analysis of Primary Source Documents
Debate
(1) Up until 1766
A Fragile Peace,
1750-1754; The
Seven Years’ War in
America, 1754; The
End of French North
America, 1760-1763;
Friction Among Allies,
1760-1763; The Writs
of Assistance, 17601761; The Sugar Act,
1764; The Stamp Act,
1765; Resistance to
the Stamp Act, 17651766
(2) 1766-1769
The Declaratory Act,
1766; Ideology,
Religion, and
Resistance; Opposing
the Quartering Act,
1766-1767; The
Townshend Duties,
1767; The Colonists’
Reaction, 1767-1769;
“Wilkes and Liberty,
1768-1770; Customs
Racketeering, 17671768
((3) 1770-June 1775
The Boston Massacre,
1770; Lord North’s
Partial Retreat, 1770;
The Committees of
Correspondence,
1772-1773; Women
and Colonial
Resistance,
Backcountry Tensions,
Liberty for Black
Americans; The Tea
Act, 1773; The
Coercive Acts; The
First Continental
Congress; From
Resistance to
Rebellion; Common
Sense
Patriots
Moderate
Loyalists
Name:___________________________
Date:__________________________
Revolutionary War Debate Outline
Person: ___________________________________________________________________
I. Thesis:_________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
II. Sub-Topic/Reason #1:__________________________________________________
a.
b.
c.
d.
e.
f.
Evidence1: (paraphrased info, primary source quotations)
Analysis2 (Explain how this proves your for/against independence)
Evidence (paraphrased info, primary source quotations)
Analysis (Explain how this proves your for/against independence)
Evidence (paraphrased info, primary source quotations)
Analysis (Explain how this proves your for/against independence)
III. Sub-Topic/Reason #2: _________________________________________________
a. Evidence3: (paraphrased info, primary source quotations)
b. Analysis4 (Explain how this proves your for/against independence)
c. Evidence (paraphrased info, primary source quotations)
d. Analysis (Explain how this proves your for/against independence)
e. Evidence (paraphrased info, primary source quotations)
f. Analysis (Explain how this proves your for/against independence)
IV. Sub-Topic/Reason #3: _________________________________________________
a. Evidence (paraphrased info, primary source quotations)
b. Analysis (Explain how this proves your 1st argument)
c. Evidence (paraphrased info, primary source quotations)
d. Analysis (Explain how this proves your 2nd argument)
e. Evidence (paraphrased info, primary source quotations)
f. Analysis (Explain how this proves your 3rd argument)
V. Conclusion
a. Final points/arguments
1
Evidence should be factual information. It can be the 5Ws, paraphrased information from the text book, or primary
source quotations.
2
Analysis explains how the evidence proves your argument. Why did you tell me that information? (This shows,
This proves, therefore) In this case, how does this prove the colonies should/should not declare independence.
3
Evidence should be factual information. It can be the 5Ws, paraphrased information from the text book, or primary
source quotations.
4
Analysis explains how the evidence proves your argument. Why did you tell me that information? (This shows,
This proves, therefore) In this case, how does this prove the colonies should/should not declare independence.
Debate & Outline Rubric
1
I cannot
understand
the Debate
&/or Outline
Organization because there
is no
sequence of
information.
2
I have difficulty
following the
Debate &/or
Outline because
student jumps
around.
Student is
Student does
uncomfortable
not have a
with information
grasp of
and is able to
Subject
information;
answer only
Knowledge student cannot rudimentary
answer
questions.
questions.
Outline
Student
Student uses occasionally uses
superfluous
examples &
examples/
evidence but they
evidence or no do not really
examples/
support the
evidence in
arguments made
the Outline.
in the Outline.
Student
debates with
Eye Contact no eye contact
& does not
In Character maintain
his/her
character.
Elocution
(pronunciation)
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
others to hear.
Student
occasionally uses
eye contact
during the debate
& somewhat
maintains his/her
character.
3
4
Student presents
Student presents
information in a
information in a
logical, interesting
logical sequence
sequence which I
which I can follow.
can follow.
Student
Student is at ease demonstrates full
with information & knowledge by
answers
answering all
questions, but
debate questions
fails to elaborate. with explanations
and elaboration.
Student's
examples &
evidence relate to
the arguments
made in the
Outline.
Student's
examples &
evidence directly
support the
evidence made in
the Outline.
Student maintains Student maintains
eye contact during eye contact &
most of the
remains in
debate &
character
generally stays in throughout the
character.
debate.
Student uses a
clear voice and
Student's voice is Student's voice is
correct, precise
low. Student
clear. Student
pronunciation of
incorrectly
pronounces most
terms so that all
pronounces
words correctly.
debaters can
terms. Debaters Most debaters
hear.
have difficulty
can hear Debate
hearing.
&/or Outline.
Name:___________________
Pre-Assessment
Frame: World Events
American
Revolutionary War
Date:_________