L5+Cooper+Marcy

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** Social Studies- E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma- "The Revolutionary Era, 1754-1783" Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United states and the world using historical sources. During the class discussion, I will call on different students to get everyone involved. During the powerpoint presentation I will check for understanding using the thumb check, thumbs up for understanding and thumbs down if they do not get it. After this assessment, I will change my instruction as necessary according to the needs of the students. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have.. After the presentation, I will walk around and make sure everyone has the graphic organizers filled out. The story board of their comic will receive feedback from me before it is made into the comic. Students will be able to assume the role of King George III and retell the events leading up to the American Revolution from his point of view using Comic Life. Technology: Teacher: Powerpoint presentation and comment on students' blogs. Students: Blog and iMovie or Comic Life project Content: Theatre: Students are acting their perception of George III English: Discussion and script writing Students will collaborate in groups of three. I will break students up by the colors they are wearing, just for something different. They will brain storm together an aspect of King George's III life or what he would do in a certain situation.
 * UNIVERSITY **** OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __**** : **Ms. Cooper** __Date of Lesson__: 5 **
 * __ Grade Level __**** : 11 __Topic__: **From the View of King George III** **
 * __ Objectives __**
 * Student will understand that ** differences existed in the beliefs about the rights, power, and role of government between the colonists and Britain.
 * Student will know ** important people and vocabulary such as George III, Jacques-Bénigne Bossuet, Divine Right of Kings, and Lord North.
 * Student will be able to ** assume the role of King George III and retell the events leading up to the American Revolution from his point of view.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale ** This lessons covers the traditional beliefs about democratic ideals, constitutional principles, and the rights of citizens of the King of England.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal: ** Discussion about George III and perception.
 * Logical:** The money needed for the treasury. How much the colonists were paying compared to the people in England.
 * Kinesthetic:** Have the students get up and act how they would think George III would act according to the cartoon.
 * Visual:** The hook which is the cartoon of George III
 * Intrapersonal:** cooperative learning activity- Think, Pair, Share
 * Interpersonal:** reflection on a few thought or impressions the cartoon gives them about George III.
 * Musical:** Find a contemporary song that has to do with being misunderstood.
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**

Students can choose either Comic Life or iMovie for their final product.

Absent Students: Students are expected to check the class wiki for any assignments and for class notes even when they are absent from class. Feel free to email me if you have any questions at any time. You are expected to work with your seasonal partners if you have questions about make up work. If problems arise please let me know so those issues can be resolved. Type II Technology: Students will use blogs and Comic Life or Imovie to demonstrate their learning. The teacher will comment on blogs to clarify and increase learning and use Powerpoint to teach. Cartoon of George III Projector and Screen Blog accounts laptop with Powerpoint Comic Life or Imovie programs Time Order Chart I need the cartoon for the hook. I need the projector, screen, and laptop with powerpoint for the teacher's presentation of information. I need the Time Order Chart for the students to fill out during the presentation. The blog accounts are for the students' quickwrites and the Comic Life and iMovie software are for the end projects. Finacial debt of England: 132 pounds Post French and Indian war feelings of the British [] [] Attitudes of British [] Taxes []
 * Extensions ** Write a journal entry as if the student was Lord North and how he felt upon entering the office with the huge financial debt.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Homework hand outs George III Jacques-Bénigne Bossuet, Divine Right of Kings Lord North Teacher: Powerpoint presentation and comment on students' blogs. Students: Blog and iMovie or Comic Life project Day 1 Hook: Cartoon of George III 5 mins Quick Write about what students think the cartoon means 10 mins Class discussion about homework readings 25 mins Cooperative learning groups brain storm ideas for Reenactment 20 mins Reenactment George III 20 mins
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : The class agenda will be posted on the wiki ahead of class so that students will always know what we will be doing and what will follow each activity. This will help students who need to have organization in the classroom. The group collaboration for the skits will help students that are a little shy so they can work in a group instead of act alone. Students that are more creative will like making up the short skit and creating the script for the project. Students that like to analyze will like reading the homework and then finding a question to ask in class.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : The facet I use in this lesson is empathy. Students will be able to assume the role of King George III and retell the events leading up to the American Revolution from his point of view. This lessons covers the traditional beliefs about democratic ideals, constitutional principles, and the rights of citizens of the King of England. Please see attached content notes.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * Verbal: ** Discussion about George III and perception.
 * Logical:** The money needed for the treasury. How much the colonists were paying compared to the people in England.
 * Kinesthetic:** Have the students get up and act how they would think George III would act according to the cartoon.
 * Visual:** The hook which is the cartoon of George III
 * Intrapersonal:** cooperative learning activity- Think, Pair, Share
 * Interpersonal:** reflection on a few thought or impressions the cartoon gives them about George III.
 * Musical:** Find a contemporary song that has to do with being misunderstood.
 * Technology:** Type II Technology: Students will use blogs and Comic Life or Imovie to demonstrate their learning. The teacher will comment on blogs to clarify and increase learning and use Powerpoint to teach.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : During the class discussion, I will call on different students to get everyone involved. During the powerpoint presentation I will check for understanding using the thumb check, thumbs up for understanding and thumbs down if they do not get it. After this assessment, I will change my instruction as necessary according to the needs of the students. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have.. After the presentation, I will walk around and make sure everyone has the graphic organizers filled out. The story board of their comic will receive feedback from me before it is made into the comic. Students will be able to assume the role of King George III and retell the events leading up to the American Revolution from his point of view using Comic Life.
 * __ Teaching and Learning Sequence __**** : **

Day 2 Quiz over different battles in the war 15 mins Quick write about what they learned last class 10 mins Powerpoint event by event break down 40 mins Students will fill out the graphic organizer during the presentation Class time to work on Comic Life or Imovie script 15 mins

The classroom arrangement will be the U with the open section facing the board. Students will understand that differences existed in the beliefs about the rights, power, and role of government between the colonists and Britain. The reason we are learning about this is to understand that there are two sides to every conflict. Most of the time people are not causing problems because they want to. Problem arise because of the difference of beliefs. //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.// For the hook I will display a cartoon image of George III and have the students look at it. The cartoon is very one sided. **Where, Why, What Hook, Tailor: Visual** 5 mins

After a few minutes, I will have students quick write about what they think of the cartoon. I want them to tell me who is in the cartoon and what the author thinks of that individual. I want them also write what they feel about the cartoon. Then we will have a class discussion of the homework readings. I will briefly explain the main ideas of each of the readings. This way if a few students in the class did not do the readings they can still participate in class. Each student should have written one question they had about something they did not understand about the readings. Then we will go around and the students will ask their questions and anyone who wants to help answer will. Then students will break up into groups to brainstorm how King George III would act. When the time is up each group will have the opportunity to do their reenactment or mini skit in the center of the U. In one blog entry, students will write one line what they think each group's skit has to say. If they do not finish they can do it for homework. The next day, students will take a quiz over the different battles. Students will then quick write over what they learned from the day before. Then I will do a Powerpoint presentation that re-breaks down the events leading up to the Revolutionary War from King George III's point of view. The rest of class can be spent choosing a partner or working on the script for the project. Students will need to know important people and vocabulary such as George III, Jacques-Bénigne Bossuet, Divine Right of Kings, and Lord North. To check for understanding I will read the students' blogs and comment as necessary. During the class discussion, I will call on different students to get everyone involved. During the powerpoint presentation I will check for understanding using the thumbs system. After the presentation, I will walk around and make sure everyone has the graphic organizers filled out. 110 mins
 * Equip, Explore, Rethink, Tailors: Visual, Vebal, Logical, Kinesthetic, Intrapersonal, and Interpersonal**

Students will collaborate in groups of three. I will break students up by the colors they are wearing, just for something different. They will brain storm together an aspect of King George's III life or what he would do in a certain situation. Then they will write out a short skit to present to the class. The facet I use in this lesson is empathy. Students will be able to see events from King George III's point of view during the events leading up to the American Revolution. I will check the graphic organizers after the presentation to make sure students have all the information they need to do their projects. The story board of their comic will receive feedback from me before it is made into the comic. Students will have the opportunity to make changes to their comic after they evaluate themselves using the rubric. **Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, and Interpersonal** 40 mins

Students will assess their comic life or imovie using the rubric. Any questions the students have can be put in their blogs during their quick writes. I will also comment on students' blogs within 24 hours of the post. I will check the graphic organizers in class. The scripts will be due 2 class periods from the day I assigned them. I will pass the scripts back the next class. The project will be due either a week after I pass the scripts back or if the students are working on a project currently, then it will be due a week after that project. Student will have homework readings to be done before this class. Students needed to have a blog for each separate reading summarizing it. Students will need to bring a question they had from the readings to class for discussion. The homework after day one is to finish the blog about what the skits from class meant and to study for the quiz. The homework from day two is the script and to find a contemporary song that has to deal with being misunderstood to use in the final product. This lesson connects the other lessons in this unit because this lesson studies the same events that we have studied the whole time. The only difference is this lesson gives another perspective of the same events. **Evaluate, Tailors: Interpersonal**


 * Content Notes**

The colonies were lightly taxed when compared to the rest of the British Empire. American colonists "//paid no more than sixpence a year against the average English taxpayer's twenty-five shillings//" [[|11]]. They were doing well in America. There was enough industry to surprise an Englishman who had never been there before. There was absolutely no excuse for the colonists to be further exempt from taxes that every other British citizen paid.
 * Taxes**

Another result of the war was a British decision to reevaluate its relationship with its colonies. Before the French and Indian War, Britain had not closely controlled its colonies. British leaders regarded the colonial governments as subordinate bodies, subject to the sovereign authority of king and Parliament. As long as few serious conflicts of interest arose between Britain and its American possessions, the British government permitted colonial assemblies to oversee enforcement of instructions of the royal governors or to pass new legislation suited to their own needs. In addition, the British did not always enforce their laws in the colonies. For example, the British Customs Service, which was inefficient, understaffed, and open to bribery, did not enforce the Molasses Act of 1733. This important measure required the colonists to pay a duty on the molasses they imported from the French West Indian islands. British leaders did not insist on strict enforcement of this tax or other commercial duties because booming American trade was making Britain a wealthy and powerful nation. British statesman and political theorist Edmund Burke described his country's policies toward the colonies as “salutary neglect” because he believed their leniency was actually beneficial. As a result of this salutary neglect, the colonists developed a political and economic system that was virtually independent. They were loyal, although somewhat uncooperative, subjects of the crown. The British became concerned about the colonists' lack of cooperation during the French and Indian War. The British initially resented the fact that the prosperous colonists were unwilling to undertake their own defense. Even the generous subsidies voted by Parliament at William Pitt's urging did not cause the colonists to respond as the British expected—colonial assemblies still refused to send their militiamen on expeditions to Canada. The colonists claimed that their militias were needed to defend home territory. The British also suspected that the assemblies took advantage of the war to increase their own political power. Colonists demanded greater authority over finances and military appointments in return for their approval of war-related measures. The royal governors, under strict orders from the British ministry to support the war effort in America, often gave in to these demands without resistance. While the tactics of the colonial assemblies appeared opportunistic to the British, the actions of many American merchants seemed almost treasonable. British government officials were irate that many Americans continued to trade illegally with France. Smuggling was highly profitable and prolonged the war by sustaining the French sugar plantations in the West Indies and providing the French armies with food and supplies. The continuation of this illegal trade led to British demands for more centralized control of the empire. American conduct during the war convinced many British leaders that the old imperial system, with its emphasis on voluntary cooperation between the home government and the colonies, had been a dismal failure.
 * Britain****'s view of the Colonies post French and Indian War**

The British government also faced pressing financial problems. Britain began fighting in 1754 with a national debt of approximately 75 million pounds, but the war effort caused the debt to soar to 133 million pounds by 1763. Americans had benefited substantially from these military expenditures. They had received a million pounds in direct subsidies and millions more in contracts for food, supplies, and transport for the British military forces in America. After these huge expenses, Britain was reluctant to offer additional subsidies for the peacetime defense of the colonies. Money was needed to maintain the British troops who occupied the conquered provinces of Canada and Florida and who defended a chain of western frontier posts. Given the size of the British debt and the extent of American prosperity, British leaders saw no feasible alternative to taxing the colonists. For the colonists, the French and Indian War increased their concern over the permanent presence of a British army. They believed that a standing army threatened liberty and representative government. These fears intensified as the British demanded imperial reform, imposed direct taxes, and stationed army units in the colonial port cities. Britain's demands soon led the colonists to active resistance and paved the way for the American Revolution and the creation of the United States of America

One source of conflict arose between the colonial and British soldiers. In Britain, it was widely assumed that the professional troops sent to the colonies deserved full credit for British victory in the war. In reality, about 40 percent of the regular soldiers who served in the war enlisted in America. American soldiers complained constantly during and after the war that British public opinion drastically underestimated America's part. British soldiers, for their part, bemoaned the ineptitude of the colonial troops. They claimed the colonials were useless in battle and had no real sense of duty, tending to return home, even in the midst of a campaign, when their terms were up or they were not paid on time. Colonial troops denied these charges, and complained of British arrogance and contemptuousness in dealings with the colonials. British troops also quarreled with colonial civilians, who were often reluctant to provide food and shelter to the British, and consistently complained of the troops' poor behavior. Pennsylvania Quakers, as pacifists, voted against appropriating funds for the war effort, and Massachusetts and New York also took a stand against the quartering of British troops in their colonies. British Parliament, and King George III, viewed these actions as antagonistic to the British effort to defend imperial territories. Another major area of contention was taxation. The colonies had profited greatly form the war. Military contracts and expenditures by British troops had meant a large inflow of British currency. Trade flourished, and many American's traded with the French West Indies. This trade was illegal in peace time, and seen as morally reprehensible during a war against the French, but it proved very profitable. Meanwhile, the British national debt had climbed from 72 million pounds before the war to 132 million at its end. To pay down this debt, Britain instituted a land tax at home, and imposed excise tax on many commonly traded goods. However, the colonists felt burdened as well. During the war, prosperous colonists had developed a taste for imported goods. In fact, the annual value of British imports to the colonies had doubled. Once the wartime economic boom ended, many Americans went into debt trying to maintain their middle-class lifestyle. Colonial debts to Britain grew rapidly, and many began to suspect that the British were intentionally plotting to enslave the colonists economically. The conflict of soldiers and civilians highlighted a major complaint of the colonists throughout the period of time leading up to the revolution. The colonists were perpetually wary of British meddling in colonial affairs, and saw the military as the primary on-site actors in this effort. Fearing the installation of standing armies, the colonies, throughout their histories, had been reluctant to supply and house British troops. During the French and Indian War this reluctance caused King George and the Parliament to question the loyalty of some colonies and led the British government to commit even more strongly to keeping a strong British hand in colonial business. The issue of taxation was one that would drive a wedge between the colonies and their mother country from this time until the end of the revolution. In Britain, citizens were forced to pay exorbitant taxes on land and traded goods in order to support Britain's skyrocketing debt. These citizens looked across the ocean to see the colonists not pulling anywhere close to equal weight, even though the colonists had been the primary beneficiaries of the war. Colonists continued to assert their freedom from taxation and reminded British rulers that they had not called for the war. Still, even though many Americans went through hard times because of the collapse of the wartime boom, the colonists could not deny the facts. The colonial debt totaled 2 million pounds to Britain's 132 million. In fact, just the interest charges on Britain's debt cost the empire 4 million pounds per year. Still, the colonists railed against taxation. Emerging after the war was a new dynamic in Anglo-American relations. The British sought to control their colonial possessions more tightly, and sent greater numbers of officials to America, imposed regulations on trade, and restricted territorial expansion to this effect. The colonies, on the other hand, wished to be free to govern themselves, to trade as they desired, and to expand into the West. The French and Indian war was hailed as a victory for Britain in its attempt to control its colonies, but the conditions immediately after the war's close set the stage for a widening rift rather than the maintenance of affable relations.
 * Conflicts resulting from French and Indian War **

The colonies were wholly interested in overcoming the French in North America and appealed to the King for permission to raise armies and monies to defend themselves.* Despite sincere petitions from the royal governors, George II was suspicious of the intentions of the colonial governments and declined their offer. English officers in America were also widely contemptuous of colonials who volunteered for service. A few of the men who signed the Declaration had been members of volunteer militia who, as young men, had been dressed down and sent home when they applied for duty. Such an experience was not uncommon. It led communities throughout the colonies to question British authorities who would demand horses, feed, wagons, and quarters — but deny colonials the right to fight in defense of the Empire, a right which they considered central to their self-image as Englishmen.
 * British attitude toward colonists**

The Stamp Act was repealed, eventually, based on appeals from Merchants who lost money shipping goods to a land that would not receive them.
 * Sanctions that hurt Britis**h

Had the English paid a bit more attention to the colonies in America, they would have realized that the colonists were losing the concept of who actually governed them. There was obviously not a monarch or Parliamentary system in America to rule them, so they naturally began looking to the government nearest to them for their laws and various needs. There was a " //'layered' arrangement extending from the British Crown and Parliament through royal officials resident in the colonies [called governors], to colonial assemblies and down to local units of administration . . .//" [[|5]]. This type of system had never been experienced in England. English citizens had always had only the local magistrates, Parliament, and their monarch. It was evident to these citizens just who had absolute authority over them. The colonists, however, were having their own "//out of sight, out of mind//" experience. They could not see authority over them past the governor, if they could see it extending that far. "//The colonies were [clearly] not a normal part of the British structure . . .//"[[|6]]. They were not included in any day-to-day discussions in Parliament, and if any laws affecting the colonists did change, it would take them a minimum of three weeks to reach the shore of their continent across the ocean. On the flip side, when the Americans did know of laws regarding trade and taxes, it was not uncommon for them to smuggle the goods to avoid paying any taxes that may have been attached to the products. England winked at this avoidance, if they even knew about it, for so long that the colonies began to see "//the colonial assemblies . . . as bodies parallel to the House of commons . . .//"[[|7]]. This attitude was clearly a threat to England's relationship with her colonies. [|Edmund Burke], a [|Whig] in Parliament, pointed out that any quick and definite taxing of the colonies after having allowed them to govern themselves for so long would cause a great many objections from the colonists. Burke supported the fact that Parliament certainly had the right to tax the colonies, but he "//preferred a slow and steady conduct by England toward the colonies//" [[|8]]. This would probably have been the best method to convince the colonies that they were subject to the powers of parliament, but easing the colonies back into accepting and obeying all of the acts passed by British Parliament was not what most of the other members had in mind. A lot had changed with regard to Parliament's attitude toward the colonies since the Seven Years War. The [|Seven Years War] was fought primarily on the continent of America, and when it ended in 1763, the colonists were the ones that benefitted the most from it. Throughout the Seven Years War (1756 - 1763), the English government continually supplied the colonies with British troops so that they might be protected from the [|French as well as the Indians] who had taken sides with the French in this particular war. These troops were maintained in America even after the French had surrendered their holdings in Canada to Great Britain. Their continued presence was to protect the colonists from Indian invasions as well as French retaliation along the borders. In all, the English Crown incurred $2 million in debt while fighting against the French and protecting the colonies. Along with all of the money that was spent to protect these colonies, there were still ten thousand troops maintained in the American colonies every year. The colonies had, and still were, reaping the benefits of being citizens of the British Empire while Great Britain was taking care of all of the costs. [|George Grenville], the Prime Minister of Parliament in 1763, did not appreciate the fact that England was paying the bill for the protection of the American colonists while they were gaining so much from the placement of troops there. In 1763, the time had come to "//pay the piper//," and the most logical way to do this was to [|tax] the colonies.
 * Overview**
 * Reflection: **