RESPONSE GROUPSAnd the American Revolution as

an example

JUST DO IT!

Optical Illusions…what do you see?

Students will be able to (SWBAT)…

Identify key events leading up to the Revolution

Identify different perspectives on the events leading up to the Revolution

Empathize with both sides of the conflict (colonists and the British)

Analyze primary/secondary source images

Class Instructions

You will be divided into two groups of three, each group will choose a presenter.

One group will play the part of the radical patriots, the other will play the part of the British government (king/Parliament).

Groups will examine each image and each member will respond to the critical thinking questions while discussing with other group members

Background breadcrumbs…

European wars and French and Indian war leave Britain broke

Britain feels it must keep its soldiers in the colonies for their protection and prevent further entanglements with foreign powers in N. America

Colonies are seen as a source of revenue

More breadcrumbs…

What does Parliament know about colonial interests?

What is virtual representation?

What is the position of the colonists within the empire?

Tarring and Feathering a tax collector

Boston Massacre

Boston Tea Party

Response Groups

Step 1: Challenge students to discuss controversial and complex issues in small groups

Discuss controversial issues

Analyze primary sources to make discoveries

Solve historical problems

Understand multiple perspectives on an issue or event

Response Groups

Step 2: Create heterogeneous groups and a suitable classroom arrangement

Form groups before the activity

Show students the seating arrangements

Explain the importance of the seating arrangements

Students should practice moving into groups

Wait until groups are ready to start the activity

Response Groups

Step 3: Prepare students to answer provocative critical thinking questions

Provide them with needed resources and information

Give a mini-lecture

Use images to create understanding

Allow students to discover ideas on their own

Ask a single, direct question or series of related questions

Ask students to quantify their answers on a spectrum

Response Groups

Step 4: Allow groups time to prepare their responses

Assign and rotate the role of the presenter

Have each student record their answers during group discussion

Give groups adequate time to discuss critical thinking questions

Response Groups

Step 5: Facilitate a lively class discussion

Challenge students to support their answers with examples and facts

Allow presenters to argue their points

Ask whether anyone has other ideas dramatically different than those stated already

Works Cited

http://files.sharenator.com/illusion_Optical_illusions-s300x369-13681-580.jpg

http://jeffreyhill.typepad.com/.a/6a00d8341d417153ef01053628ab47970c-800wi

http://www.amoeba.com/dynamic-images/blog/180px-Facevase.jpg

http://www.youtube.com/watch?v=w8fu-hq3S7A

http://antiquesandthearts.com/Archives/2009/02-February/images//2009-02-24__11-50-11Image7.GIF

Works Cited cont…

http://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Boston_Tea_Party_Currier_colored.jpg/300px-Boston_Tea_Party_Currier_colored.jpg

http://upload.wikimedia.org/wikipedia/commons/4/4f/Philip_Dawe_(attributed),_The_Bostonians_Paying_the_Excise-man,_or_Tarring_and_Feathering_(1774)_-_02.jpg

Bower, B., Lobdell, J., & Owens, S. (2005). Bring learning alive! The TCI approach for middle and high school social studies (Revised ed.). Palo Alto, CA: Teachers’ Curriculum Institute.