Theresa Farmer Alabama State Department of Education [email protected] (334) 467-4810 for Accessing the General Education Curriculum.

Theresa Farmer Alabama State Department of Education [email protected] (334) 467-4810

www.GraphicOrganizers.com

for Accessing the General Education Curriculum

© 2006 Edwin Ellis www.GraphicOrganizers.com

Most important idea of whole unit

Unit

KEY IDEA / STANDARD # KEY IDEA / STANDARD # KEY IDEA / STANDARD #



Key Ideas of Unit

Is about …

Understanding how events and people’s actions led to the Colonies’ revolt

The Am. Revolution didn’t just happen; rather it was the result of gradually increasing reactions to what the Colonists thought were unjust policies of Great Britain.

The American Revolution

Great Britain's unfair treatment of the American colonists eventually resulted in protests, violence, & rebellion

Americans were not prepared for war, but eventually managed to win it with help from France

Many conflicts among the colonies had to be resolved in order to create an effective constitution for the new country

1 2 3


ESSENTIAL UNDERTANDINGSKEY IDEA

Connection to the PAST Connection to NOW Implications on FUTURE

Essential Understanding Vocabulary




Great Britain's unfair treatment of the American colonists eventually resulted in protests, violence, & rebellion.

When parents seemed unfair, some kids may have wished they could run away and be free

We have been an independent, free country for 230 years!

Countries ruled by dictators may need help so its citizens will be free & have rights

Great Britain’s primary interest in the colonies was make them money. Thus it wanted to control what the colonists did to make sure they would continue make money in the new world.

Taxation without representation, right of assembly, Paine, Jefferson

The more discontent the colonists expressed, the more GB tightened controls, the more angry and discontented the colonists became. Protests increasingly became more organized & violent & eventually escalated into open rebellion & warfare.

Vote, sign petitions, public forums, lobbying, communicate with elected officials, public protest

When things happened in the new world that caused GB to loose money (French & Indian War),GB expected the colonists to pay for it via increased taxes and other $-saving demands.

In today’s world, people in the US can express discontent with government policies and try to change them using peaceful tactics.

French/Indian War, Stamp Act, Intolerable Acts

Boston Massacre Boston Tea Party P.Henry, S.Adams


I identified the unit’s Key Ideas

Here’s a quick review of what I’ve done so far to plan this unit…

Then I used the next planning think-sheet to identify one of the Key Ideas’ “Essential Understandings” and vocabulary

Now I need to identify Essential Understandings for the remaining Key Ideas

ESSENTIAL UNDERTANDINGSKEY IDEA






We have to always be prepared to defend ourselves, and be prepared to not win immediately

Americans were not prepared for war, but eventually managed to win it with help from France

You can loose battles, but eventually win the war (i.e., Pearl Harbor)

Sometimes it may seem like the Taliban is winning the War on Terrorism

The Declaration of Independence had great social and political impact -- almost like a Declaration of War against Great Britain

The Americans were not prepared for war, and lost most of the battles at first.

Negotiations with the French to support the war with arms, leaders, and men eventually turned the tide for the Americans

Strong leadership prevented the Americans from giving up when it seemed like the war could not be won.

Mobilize, Minute Men, Paul Revere, Battles of Lexington, Concord, Bunker Hill.

diplomacy, B. Franklin, Battles of Saratoga, Yorktown

Thomas Paine, Patrick Henry, Thomas Jefferson. Samuel Adams

George Washington, Valley Forge

2


ESSENTIAL UNERSTANDINGSStandard 9



Core Concept Vocabulary



Many conflicts among the colonies had to be resolved in order to create an effective constitution for the new country

Each colony had own government, very independent from others

Still argue about States vs. Fed rights (e.g., N.O. & Katrina - Prez vs. Gov.)

The US Constitution is what keeps the US strong & makes our society special

Describe the powers granted to Congress, the President, and those reserved for states or for the people; explain the purpose of keeping them separate.

Separation of powers, Judicial, Legislative, Executive, checks & balances, veto, bill, law

Compare the principles of each of the major attempts to develop a document that allowed the colonies/states to form an effective unified government

Stamp Act Congress, Articles of Confederation US Constitution, Bill of Rights

Vote, petition, public forum, lobbying, public protest

Identify ways we can express discontent with government today other than rebellion.

Describe the process by which territories achieve statehood under the Constitution

territory, ratification, governor, statehood, state constitution

3Key Idea

.


TopicKTW© 2004 Edwin Elliswww.GraphicOrganizers.com

Events that led to the American Revolution

Pre-assessment Activity

Am. Revolution

KnowWhat do you already know

about the American Revolution?

TopicsWhat topics do you expect

to learn about the American Revolution?

WonderWhat do you wonder about the American

Revolution?


Growing discontent with Great Britain

– viewed “Acts” as unjust

So what? What is important to understand about this?

Is about …

Start with … Add this … Results in…

Colonists’ Lack of Representation in Great Britain’s Parliament

French & Indian War = huge British war dept

Colonists begin openly protesting in increasingly hostile ways

The Sugar Act

The Quartering Act

The Stamp Act

Placed taxes on sugar, molasses, and other imports

Forced colonists to house British soldiers in their homes

Required payment of government stamps on every printed document

King George viewed this war as direct benefit to the colonists, so thought they should pay for it

French & Indian War fought to gain land from the French

Colonists resented far away government passing laws they had to live by, when they had no say in what the laws should be

Colonists were forced to pay more for basic needs

Messages sent to Parliament condemning the Stamp Act– angered King & Parliament

Colonists complain to each other– leads to meeting in organized groups to plan actions (i.e., Sons of Liberty)

Colonists start organizing more open protests (e.g.,town squares) – become more bold

King tries to use his troops to stop the protests, but this just makes the colonists more angry.

Create own government (Stamp Act Congress)

Protests become more violent—leads to open revolt

When large groups of people are forced to do unjust things, they will resist in increasingly more organized and powerful ways to stop the injustice. That’s why the Am. Revolution happened.

Events leading to American Revolution

Why the Am. Colonists became organized and took action to break away from control of Great Britian’s government


Conclusions

Conclusions

French and Indian War 1754-1763

Stamp Act

1765

Boston Massacre, 1770

Boston Tea Party, 1773

Intolerable Acts, 1774

Purpose

Colonist Reaction

Great Britain’s Reaction

Impact

French & Great Britain fought over land in the new world

Debts of war had to be paid

Colonist supported the war

Willingness to fight for rights to the land

They felt as if the tax on printed documents was fair

It slowly began to unify the colonies

Opposed the tax and created the Stamp Act Congress

Used for propaganda opposing presence of soldiers

They began to loosen control over the colonists

Helped the Sons of Liberty identify their stand against Great Britain

Angry over paying taxes for soldiers who were shooting them in the streets

Raise money to pay for the French & Indian War

Protest Parliament’s right to tax the American colonies

Destroy the tea before it could be unloaded on colonial shores

Parliament reacted with extreme anger & closed the port in Boston

It further divided the colonies and Great Britain

To exercise greater control over the colonies especially MassachusettsThey unified and formed the Continental Congress

Issued orders to colonial governors to seize supplies of gunpowder

Led to a military confrontation at Lexington and Concord

Great Britain constantly tried to control the colonies

Colonists gradually united & found ways to resist unfair acts

The colonies became more difficult for Great Britain to control

Colonists stood together and prepared to fight Great Britain

Colonists supported the war, but did not support the way the debt was paid.

This event began to unify the colonies against Great Britain.

This event escalated anger and disconnect with the British Gov.

This event brought the Sons of Liberty together in an organized act of protest

This led to the first battle of the American Revolution

Images © 2006 ES Ellis

Is like Is the speaker comparing things or saying what something is like? How?

Theme What’s the message about life in this speech?

Is about…Speech

The Second Virginia Convention, St. John’s Church, Richmond, Virginia, March 23, 1775

Very passionate! He wanted to motivate the colonists to go to war. He would rather be dead than to continue living under the unjust laws of Great Britain.

The “give me liberty or give me death” sentence symbolizes the idea that some things are more valuable than life itself.

Says living under the rule of GB is like being a slave with no rights or freedom to do what he or she wants to do.

People must find the courage to stand for their beliefs no matter what.

Liberty or Death

Patrick Henry’s speech delivered to The Second Virginia Convention

Time & PlaceWhat is the historical period and place where the speech was delivered?

ToneHow does the speaker seem to feel about the subject of the speech?

SymbolismDo objects or things in the speech represent other stuff? How?


American Revolution Leaders

Paul Revere Patrick Henry

Thomas Paine Thomas Jefferson

Samuel Adams George Washington

Author of the Declaration of Independence

Author of the Statue Of Religious Freedom

Third President of the United States

Leader in the Boston Sons of Liberty

Delegate to the Continental Congress

Signer of the Declaration of Independence

“Boston Massacre” Engraving helped arouse public opinion against British policy

Organized riders to help spread word of British movementsCarried info from Boston to the Continental Congress in Philadelphia

Delegate to the First Continental Congress

Led Virginia’s movement for independence

Gave “Liberty or Death” Speech

Author of “Common Sense” (promoted independence)

Author of “The Crisis” (“These are the times that try men’s souls….”)

Arrested in the efforts of American diplomats to negotiate a peace treaty

Commanded the Continental Army

President of the Continental Convention

First President of the United States























The think-sheet illustrates both…

1. An effective way to organize the information…

and…

2. Information that has been differentiated so that only what is essential to know is actually noted on the think-sheet…























The think-sheet illustrates both…

1. An effective way to organize the information…

and…

2. Information that has been differentiated so that only what is essential to know is actually noted on the think-sheet…

What you will see next is the MSS teaching technique I pan to use in conjunction with the think-sheet

It’s is one of the “Reflective Review” MSS teaching strategies























Sample Makes Sense Strategies Reflective Review activity…

In today’s world, sometimes famous people who are the most well known didn’t actually contribute as much as less familiar famous people. 1. Make a slash in the space next to each picture.

2. With your team, discuss who are the most-to-least well known famous people, and then note your rankings above the slash. Be prepared to explain why you ranked each person the way you did.

3. Under the slash, rank order who your team believes actually made the greatest impact on history.

Sample Makes Sense Strategies Reflective Review activity…

1. Make a slash in the space next to each picture.


Knowledge Connections

Is an important person because …

This person makes you think of … Because …

Known for … Contemporary person this individual is like or not like

Because …

Not known for …

Don’t confuse with …

Impact on the world THEN and NOW

Ways to describe this person

PERSON

- AND / OR -

PATRICK HENRY


WHY some people are in this group

ACTIONS the group sometimes take

WHAT this group is known for

IMPACT of the group on the Am. Revolution

So what? What is important to understand about this?

Is about a group …

Ways to describe this group

Unknown heroes and heroines of the American Revolution… SPYS!

of ordinary citizens who were willing to sacrifice their own personal well being, for the ideal of freedom.

People in this group were unable to defend liberty as soldiers or political leaders, but they were still willing to make personal sacrifices for the ideal of freedom.

This group served as the eyes and ears of the revolution by reporting military and political activities.

This group is known for spying on the enemy and creating complex codes for reporting their findings.

The Continental Army and Navy were no match for the British Army. Ordinary citizens, serving as spies, provided valuable information that greatly impacted the American victory.

We know the names & many faces of American Revolutionary generals, soldiers, & political leaders, but countless men and women, whose names we will never know, also served the cause.


GISTGIST GIST GIST GIST

Organize and hold Public

Forums

SUMMARY

Exercise Your Right to

Vote

Voting is a peaceful way to elect leaders and change laws or policies.

It allows every citizen to participate equally with all others.

Sign Petitions to Support

Change

Citizens often use Petitions to express their discontent with government policies. Their signature symbolizes support for change.

Public Forums provide opportunities for citizens & politicians to voice their concerns over government policies.

Communicate with Elected

Leaders

Citizens communicate with elected leaders by writing letters, sending e-mails, and phoning their public offices.

Organize Public Protests

Public Protests provides a way for citizens to show discontent over a particular policy. The media is often invited to Public Protests.

These are peaceful processes citizens use to express discontent with government policies & elected leaders and to try to make positive changes happen



Context (how used)Where the term appeared

Term

Word Scavenger Hunt 2Keep these new terms in mind as you read new material, watch TV or view a movie, listen to others or the radio. When you see or hear the new term being used, note where it was used and the context (topic and how the term was used). Find three different times the term was used.

Term

Term

Term

Public Petitions

Public Forums

Public Protests

Public Boycotts © 2006 Edwin Ellis www.GraphicOrganizers.com

© 2004 Edwin Ellis www.GraphicOrganizers.comWord Synectics: Reminds me of …

Because …

TermStudents brought their lunches to boycott the cafeteria and force changes in the menu.

Cafeteria Food

An effort to force people to change by not buying their goods or services

Boycotts

Definition Reminds me of this word

Because …

TermThey are people who live at home with regular jobs, but are willing to serve as soldiers.

National Guard

Citizens who lived at home, but were ready & prepared to fight the British with little notice

Minutemen


Because …

Term

Sons of Liberty


Because …

Term

Committees of Correspondence


Because …

TermDefinition Reminds me of this word

1st Continental Congress


Battle of Lexington and Concord

Battle of Bunker Hill

Declaration of Independence

Battle of Saratoga

The Camp at Valley Forge

The Battle of Yorktown

Factors that lead up to the event

What happened during the event

How the event impacted things

Why the event is important

The British commander in Boston tried to prevent war by stealing colonial supplies of gunpowder.

The Colonial and British forces engage in battle.

Colonial resistance to British policy takes the form of open warfare.

Lexington and Concord begins the war for independence from Great Britain.

The colonists begin to form an army and surround the British in Boston.

The British attack the colonists and defeat them, but at a VERY heavy cost.

British generals were hesitant to attack again & ultimately evacuate Boston.

The colonists became encouraged to continue the fight.

Several colonies, especially Virginia, begin to declare themselves free from Britain.

The Americans declare themselves free of Great Britain.

The Colonists now consider themselves the United States of America,

As an independent nation the U. S. can trade and form alliance with other countries.

British forces fail to conquer the southern colonies and get trapped at Yorktown, VA.

American and French forces make the British surrender.

The British government realized that they could not continue the war in America.

The British ultimately give up hope of keeping the 13 colonies.

The British attempted to geographically divide New England from the rest of the colonies.

The American forces defeated the British forces.

France enters the war on the side of the Americans.

The British must fight the French as well as the Americans.

The British capture Philadelphia.

The American Army receives better training and organization.

The Americans performed better on the battlefield.

The possibility for an American victory increases.

Major Events of The American Revolution


think-sheets reduce

Information-processing demands

think-sheets serve as

Elaboration catalysts

How think-sheets make info more learnable

Learners must discern how new

content is organized

The most common ways to

organize information

More complex topics = harder to

discern organization

Hierarchic Cause/effect Comparison Sequence

If the organization is revealed at the lesson beginning

Then students don’t have to work as hard to understand it

Because the info processing demands have been reduced

You can teach at MORE sophisticated levels (as opposed to having to dumb-down the

curriculum)

think-sheets reduce


Click on pictures to view graphic organizer examples


Elaboration catalystsReduces information to the essential, relevant ideas

Shows relationships between ideas

Shows how information is organized

Reduces amount of language to be processed

think-sheets reduce






Reduces information to the essential, relevant ideas

Shows relationships between ideas

Shows how information is organized

Reduces amount of language to be processed

think-sheets reduce





think-sheets reduce


Elaboration is THE most powerful memory-enhancer of semantic info

Spontaneous exploration interrelated topics

grappling with the ideas may be ULTIMATELY MORE IMPORTANT than the information

noted on the think-sheet itself

Deciding which info is relevant & how to organize it

Recognizing the “depends on” factors

Grappling with ideas in unusual &

varied ways

Making connections to

existing beliefs, knowledge, &

experiences

Realizing there are other ways to organize the info

What about outlines? Aren’t they just as a good as graphic organizers?

The key is to make the ORGANIZATION of the information self-evident to the learner

Is the Organization of Information Visually Apparent?

Outline Graphic organizer

Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle



Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle

YES YES



Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle

YES YES

NO YES



Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle

YES YES

NO YES

NO YES



Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle

YES YES

NO YES

NO YES

YES YES



Type of information

Hierarchic

Compare/contrast

Cause/effect

Linear sequence

Cycle

YES YES

NO YES

NO YES

YES YES

NO YES

What about outlines? Aren’t they just as a good as graphic organizers?

The key is to make the ORGANIZATION of the information self-evident to the learner

Outlines have a LOT of merit – Whole LOT better than nothing!

Just be selective about WHEN to use them - Effectiveness is limited to hierarchic & sequential information

So DO use them

Using graphic organizerswhen teaching content…

Makes information easier to understand

Separates the important from the trivia

Focuses on big ideas

Organization of ideas is self-evident to students

Reduces information processing demands needed to understand new information

Greatly enhances student elaboration

© 2002 Edwin S. Ellis graphicorganizers.com

Using graphic organizerswhen teaching content…

…allow you to teach information at MORE COMPLEX levels

instead of dumbing it down because kids didn’t get it”

© 2002 Edwin S. Ellis graphicorganizers.com

An extensive body of research unquestionably confirms that graphic organizers have a powerful impact on …

• Reading comprehension• Writing clarity, organization, and fluency• Acquisition of content knowledge

– Understanding core and main ideas– Remembering critical facts

• Development of vocabulary

These are also powerful tools for helping teachers differentiate the curriculum

Theresa Farmer Alabama State Department of Education [email protected] (334) 467-4810 for Accessing the General Education Curriculum.

Documents

declaration of war

frenchindian war

key ideas of unit

american colonists

unit unit key idea standard

remaining key ideas

edwin ellis

colonists thought