Problem Based Learning: Debating Independence

Project Based Learning

Project based learning is an instructional strategy which allows the student to grow, discover, and learn on their own based on a problem or a topic. Project based learning helps develop critical thinking and reinforces time management skills. The students research the topic and determine the solution.  

In the lesson plan following, Debating Independence, the students are put into groups and are randomly assigned which colony that group represents. They then work together to research their colony and work separately to research their delegate. Each student will discover the character of their delegate. What was he like? What were his views on independence? Then the students will act out the debate on independence where the students will need to portray their delegate. The students are able to discover the minimums or, if intrigued, can learn more about their delegate.

The student will show their knowledge and creativity during the debate.

Debating Independence: A Lesson Plan Based on Project Based Learning

Learning goals: The students will demonstrate the debate of whether or not to declare independence from England during the Second Continental Congress. Students will describe the lives, views, and impact of members of the Second Continental Congress.

This lesson is part of the American Revolution Unit. During this unit we will cover California Social Studies Standards for 5^th grade.

5.5 Students explain the causes of the American Revolution.

1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

 2. Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.

3. Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

4. Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

Materials needed:

·       13 cards. One for each colony.

·       8x10 colored card stock

·       Computer cart

·       Books and articles about the Continental Congress

·       A poster of the Declaration of Independence with a space for students to sign

Planning:

Break students into 13 heterogeneous groups. Be sure a high achiever is teamed with an EL student or low achiever. Having heterogeneous groups will enable the students to help each other.

Plan on 2 periods for the research and preparations and 2 periods for the mock Congress.

Activity- The students learn about the delegates of the 2^nd Continental Congress and their views on independence from England.

• ·       Review with students what happened at the 1^st Continental Congress and what has happened since.
• ·       Explain to the students that they will be taking on the role of a delegate to the 2^nd Continental Congress in Philadelphia. At this point in the Congress, the delegates are debating declaring independence from England.
• ·       Break the students into their groups and explain that each group is a colony. One person from each group picks a random card to determine which colony they will represent.
• ·       The students will research who were delegates to the 2^nd Continental Congress from their Colony. Each student will pick a person to represent in the mock Congress. He or she will learn about that delegate (his name, where he was from, his occupation, his views on independence, and did this person sign the declaration of independence).
• ·        Each student will create a name tag on an 8x10 piece of card stock which describes the delegate. The name tag must have the delegate’s name and colony in writing. The tag should also describe the person in words or images. The tag will be attached to a piece of ribbon and worn around the student’s neck during the mock congress.
• ·       Each student needs to prepare a speech stating the view on independence to be given during the mock congress. The students need to determine what type of person was their delegate. How should he or she portray him?
• ·       The teacher should tell the students that if the colony has more delegates than they have students in their group, pick the more prominent delegates to represent. For example, the Virginia delegation can’t forget Thomas Jefferson.
• ·       Find out who is John Hancock and take that person aside. Let that student know that as John Hancock he or she will act as the President of the Congress and moderate the debate.
• ·       The teacher should circle the room during this process and make sure students are on task. Are the EL students or lower performing students understanding the information? Is everyone participating in the assignment? Are the higher achieving students taking over?

Mock Congress- Time to put the research into action. The students take their roles as delegates and state their opinions on independence.

• ·       John Hancock calls up colonies to voice their opinion. Student should introduce themselves with name and colony then state their opinion.
• ·       Once everyone has stated their opinion, John Hancock should call for a vote.
• ·       Signers sign the Declaration of Independence.

Discussion-Get the students thinking and talking about what they did for the past few days.

• ·       Ask students what they learned about the 2^nd Continental Congress.
• ·       Did any part of the research surprise or intrigued you?
• ·       What do you think happens next?

Final wrap up- The teacher gives a quick review of what the students learned during the mock Congress and lets them know that in the next lesson they will continue with the reaction of the King and the other actions performed by the 2^nd Continental Congress.

Assessment- Students will be assessed on their knowledge of their delegate based on their nametag and their statement during the debate.