This lesson activity is a summative activity coming at the end of the Great Awakening lesson. This activity focuses on students' ability to identify, analyze, and connect the Great Awakening movement with fueling the Revolutionary War and current events.
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Goals and Objectives
Objective: Students will identify and analyze the influence the Great Awakening had on fueling the
Revolutionary War
Goals: Students will connect the Great Awakening ideology and influences on society to current events and
critically think about the moral identity of the American nation.
Revolutionary War
Goals: Students will connect the Great Awakening ideology and influences on society to current events and
critically think about the moral identity of the American nation.
California State Content and Common Core Standards
8.1 Students understand the major events preceding the founding of the nation and relate their
significance to the development of American constitutional democracy.
1.Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Common Core
RH. 6-8.1: cite specific textual evidence to support analysis of primary and secondary sources
significance to the development of American constitutional democracy.
1.Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Common Core
RH. 6-8.1: cite specific textual evidence to support analysis of primary and secondary sources
Lesson Instruction
Students will walk into the classroom with the desks already arranged in a circular formation; they will be free to choose their seats. Students will take out the handout they took home yesterday (should have looked over it before coming to class), there will be extras for those who forgot or “lost” it, and other handouts/graphic organizers/notes that have been taken during the unit lesson.
Since this will be the students first Socratic circle lesson, teacher will spend time review the rules of the activity including the appropriate ways to participate in a discussion: raising your hand to speak, how to politely validate and oppose others ideas—these will be shown on the PowerPoint and stay up for the entire lesson for students to refer to. Part of the intro to this activity will be probing the student’s prior knowledge to deduct what “Socratic” means and have them figure out what the activity will look like. Teacher will provide guiding questions to help students figure out the answer(s).
Students will watch a 5 minute video reviewing the Great Awakening and the American Revolution, this will follow along with the key points in the handout. Students are recommended to take notes, but not a necessity.
Since this will be the students first Socratic circle lesson, teacher will spend time review the rules of the activity including the appropriate ways to participate in a discussion: raising your hand to speak, how to politely validate and oppose others ideas—these will be shown on the PowerPoint and stay up for the entire lesson for students to refer to. Part of the intro to this activity will be probing the student’s prior knowledge to deduct what “Socratic” means and have them figure out what the activity will look like. Teacher will provide guiding questions to help students figure out the answer(s).
Students will watch a 5 minute video reviewing the Great Awakening and the American Revolution, this will follow along with the key points in the handout. Students are recommended to take notes, but not a necessity.
Vocabulary
Teacher will help guide students to find the
definitions/meanings of the words through critically thinking questions, hints, and use of similes: such words will include:
Socratic
Discussion
Awakening
Authority
Individualism
Separation
Active Participant
Feminism
….and any more that may be brought up with the course of
discussion. Have students define the words they use if others in the class may
not know it.
definitions/meanings of the words through critically thinking questions, hints, and use of similes: such words will include:
Socratic
Discussion
Awakening
Authority
Individualism
Separation
Active Participant
Feminism
….and any more that may be brought up with the course of
discussion. Have students define the words they use if others in the class may
not know it.
Content Delivery
Teacher will lead the discussion with critically thinking questions (see teacher handout) guiding the students to engage in an active discussion. There is a loose format to the discussion, if student(s) bring up a topic/point not specifically mentioned in the handout, continue on with it, making sure to tie it/show its relevance to the topic. For example, bringing up current events that may be similar in ideology to the Great Awakening. Want to encourage students to connect to their background giving the topic a greater understanding. Students will raise their hands when they wish to speak, there is no specific order, share when they want to share. Teacher may need to call on certain students to ensure everyone participates at least once in the discussion. Students will be taking notes on the handout: writing done their ideas and ideas made by others. Teacher will be filling out the student handout with the students on an overhead/smartboard to ensure the key points are said and written down.
Student Engagement
Students will be participating in the class discussion—including citing sources to support their analysis; every student must participate at least once to get credit even if this means the teacher must call on them to share. Students will have a handout provide a structure to the general progression/format of the discussion in which to follow. Students will be taking notes on the handout.
Lesson Closure
Teacher will bring the discussion to an end and have students write a reaction piece to the discussion. This is a free-write assignment where students will write down what they learned/summary of the discussion, one fact they found important, mention a classmate’s idea they found important, and their overall feeling/opinion of how the discussion went—if they like it? Or didn’t like it—what would they change? They will turn this in as an "exit slip" before leaving the class
Assessment
Formative-Teacher will be keeping the discussion on track, monitoring students’ responses, guiding students into the right direction
Summative-student will write a reaction piece provided opportunity for self-assessment of their own understanding as well as give the teacher an idea of what the students absorbed and feelings about the discussion activity
Summative-student will write a reaction piece provided opportunity for self-assessment of their own understanding as well as give the teacher an idea of what the students absorbed and feelings about the discussion activity
Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations include the skeleton outline (handout) of the discussion format for students to follow along with as teacher writes key points on the overhead/smartboard discussed in class; more so, the activity focuses on students’ personal ideas/perceptions of the information which was given both orally and textually and will be delivered both orally and written.