“The Past is Present” or “Respective Perspectives”

Lesson Sequence:

●        Hook: Patriots vs. Loyalists (Video; Background Info; Venn Diagram)

●        Teacher modeling: Teacher prepares a small suitcase or tote bag he/she will use as an example for artifacts to be used for the writing samples and for the tableau performance. Inside this suitcase, the teacher will place four or five articles that would give someone information about one of the groups in this unit. For example, for the Patriots the teachers could use a box of tea, a “Stamp,” and a copy of the Declaration of Independence. Dressing in costume is also encouraged!

o    Note: The Charleston Museum can provide the treasure chests which would greatly facilitate this activity.

1. CONTENT: Powerpoint [8-2.4: Perspectives in the American Revolution].
2. Students watch curated videos (see links below), explore web resources.
3. Use web resources to gather content and images to use in their project.
4. Participate in small group and whole class discussions about the different perspectives of the different groups of people in colonial society.
5. Write a letter/diary entry/proclamation from a historical group's point of view using proper writing conventions (250-400 words).
6. Write about at least two props/artifacts/images that are representative of their subjects’ lives (one paragraph minimum per artifact or image).
7. Orally present what they have learned (FlipGrid).
8. Present a tableau/monologue/ or skit as a performance assessment.

o     This final performance assessment is a culmination and synthesis of students’ learning, wherein students embody a historical perspective and “step into the shoes” of historical persons. It demonstrates their ability to read and understand a variety of texts, analyze and synthesize information, and to present their understandings orally and in writing. Creative elements such as props, costumes, wigs, and accents serve to deepen and extend student learning with regard to the different historical groups.

I would begin with a whole group primer activity/lecture/ presentation about the Patriots vs the Loyalists, then address some of the fundamental concepts of the unit, such as “Why did the colonists want to declare independence from their mother country?” Students can complete a simple Venn diagram activity showing what things the Patriots and Loyalists have in common and where they differ.  Students can examine the advantages and disadvantages of either side, such as the British’s colossal navy and superior arms against the Patriots’ knowledge of the local terrain and moral determination.  Explain/discuss how, from the vantage of either perspective, their cause was justified. 

From this starting point, the “multiple perspectives” activity is a perfect way to deepen and extend learning into this unit. Students will no doubt gain new insights by examining this well-known history through new and different lenses. Students will grapple with questions such as: “How could slave-owning men base their entire lives and fortunes on the notion of mankind’s inherent (indeed, inalienable) rights and freedoms?” Students may be surprised to learn that women, enslaved African-Americans, and Native Americans participated and fought on both sides of the conflict.

*These rubrics (or similar ones) can be used to evaluate students’ performance on their projects and writing samples.

The main assessments for this lesson/unit are:

1)      Student writing sample: artifacts/images representing their group (100-200 words)

2)      Student writing sample: letter/diary entry/proclamation/etc. (250-400 words)

3)      Student oral presentation / video (FlipGrid)

4)      Student tableau/monologue/ skit with set and scene, props and costumes.