Contextual Teaching Unit
US History
Grades 9-12
Written by Crawford Taylor
Woodland High School
Through the Looking Glass
How differing perceptions helped cause the American Revolution
Background
Research
Part of any sound historical research is objectivity. Understanding the “frame of reference” from which a writer or speaker comes can help led to a more discerning examination of the material. Teaching students to be cognizant of the point of view from which the material is written is paramount to drawing informed conclusions about the subject being studied. This skill is not only necessary for sound historical investigation, but is also critical for dealing with everyday events. Contextual teaching and learning can bridge the gap between yesterday and today.
It has been said that history repeats itself. While this is not entirely accurate, the human condition does lead to instances in which circumstances can be repeated. “By studying the choices of the past, students can confront today’s problems and choices with a deeper awareness of the alternatives before them and the likely consequences of each.” (Zemelman et al 136). Helping students make these connections leads to an environment in which the students are both engaged and challenged.
Students must be able to attach significance to knowledge in order for it to be remembered and recalled. “Contextual learning marks an educational philosophy and an educational strategy that centers on enabling students to find meaningfulness in their education.” (Parnell 2). Teaching history to help identify and solve the problems of today by learning about the past can best be achieved by a contextual approach. The tried and true method of lecture, memorize, and then test will not bring about the desired result of a meaningful educational experience. “The moment we decided to access teaching effectiveness or student achievement we immediately opt for “objective” standardized tests. These measurements are easily scored and give us nice clean data sets but tell us little about how to improve either the effectiveness of the teacher or the achievement level of the student.” (Wineberg 161).
Content:
History often deals with matters of perception. This lesson will examine the beginning of the American Revolution from both British and American points of view. The students will research the critical issues that led to Revolution and how they were view from either the British or American point of view. The culminating activity will be a debate in which each side will present its’ evidence.
Objectives
Topic: Independence
Standard: Identifies and analyzes the Declaration of Independence
- Basis for self-evident truths and inalienable rights
- obtain support of the uncommitted Americans, and
- gain foreign support.
Topic: Revolutionary War
Standard: Describes the major events, military campaigns and influential persons of the American Revolution. Develops a beliefs and values profile, including George Washington and Benjamin Franklin.
Topic: Skill Development
Standard: Locates and explains the location and expansion of the original
colonies.
Traces the advance of the frontier and the territorial expansion of the United
States and explains how it was influenced by the physical environment.
Locates new states as they were added to the union.
Topic: Skill Development
Standard: Formulates historical questions and defends findings based
on inquiry and interpretation.
Analyzes documents, records, and data (such as artifacts, diaries, letters,
photographs, journals, newspapers, historical accounts, etc.).
Topic: Skill Development
Standard: Translates dates into centuries.
Topic: Skill Development
Standard: Uses flow chart
-to show cause/effect
-to show origin and completion of a cycle, and
-to show change over time.
Topic: Skill Development
Standard: Formulates generalizations and conclusions about time in studying the development of U.S. history.
Topic: Skill Development
Standard: Relates past to present in the study of change and continuity in U.S. history.
PROCEDURES/ACTIVITIES
DAY 1: Students will be introduced to the lesson and provided with an overview of the assignments and activities to be covered. Students will be given a series of questions to prompt research.
● What policies pushed by Britain following the French-Indian War inflamed the colonist?
● Why did Britain feel justified in its’ actions toward the colonies?
● What actions did the colonist take?
● What actions did the British take?
DAY 2: Students will be divided into groups that are either pro-American or pro-British
begin to research their positions.
DAY 3: Teacher led lecture/discussion on the basic arguments surrounding the new
British Colonial policies.
DAY 4: Continuation of independent and group research on the supplied questions.
Groups should begin to formulate basic arguments for upcoming debate.
DAY 5: Teacher led lecture/discussion on the art of debating. Teacher will guide
students toward developing their main and auxiliary arguments.
DAY 6: Students will develop final arguments for in-class debates
DAY 7: Students will debate the merits of the American Revolution
ASSESMENT
Students will create PowerPoint demonstrations that lay out their case, included
will be all pertinent research. Each team will relay to the class via their presentation
how they created their argument. In addition to PowerPoint presentations, each student
will also write a reflective summary of the lesson.
BIBLIOGRAPHY
Parnell, Dale. Why Do I Have to Learn This? Texas: Cord Communications 1995
Parnell, Dale. Contextual Teaching Works! Texas: Cord Communications 1996
Harwell, Sandra H. and Blank, William E. Promising Practices for Contextual Learning
Texas: CCI Publishing 2001