Ignite The Passion

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SWBAT work collaboratively in their small group to form opinion and state reasons on the two essential questions for the role play.

Big Idea

Abolish Slavery? Return Runaways? Who should Vote in the New Nation: Women? Free African Americans? Indentured Servants? Slaves?


15 minutes

At the beginning of the lesson, bring all students to the rug for a quick review of a role play. Say, "Remember a role play is when your create characters and develop a story line about who you are.  Let's review the 6 different groups in the role play by viewing this slide show."

To continue to build background knowledge, ask the readers to read each slide title.  Ask students in each group to share what they know about each group.

Say, "Now students think about the character you are going to become in our role play. Right now turn and talk with the person next to you and tell them your role play name, how you make a living, your views on slavery, and your views on who should be able to vote. 

In a few minutes you will gather with your group at a tale.  You and your team will dicsuss your group's opinions on our two essential questions.

Question 1:  Should slavery be abolished, and should escaped slaves be returned to their owners?

Question 2: Who should be allowed to vote in our new nation? What role should gender, race, and property ownership play in this decision?

Project the opinion template and say, "Here is a template that you will complete. Can you see where you write your groups opinion to the two questions?  After your decide as a group your opinion to the question of slavery and voting rights, you will need to support your opinion with reasons.  There is a space for each person in the group to suggest a reason for your opinion. You will need reasons for both questions.

Ask if there are any questions.

Dismissal for group work:

Look for your folder with the name of your group on one of the tables. Quietly, move to that spot in the room. 




Group Work

30 minutes

Once students are seated with their group members, watch them get started.  Circulate through out the groups to monitor how students are working together.

 Interrupt the students as needed with tips for working together such as: "I see that the indentured servants group has picked one person to be the writer. This is a great idea.  I also see that the Free African Americans group is each writing their own reasons.  Either way is fine.  You get to decide how you are going to work together as a team to complete this task.  I also see how the bankers and merchants are getting their ideas down quickly because everyone is following our discussion norms and they are listening to each other and taking turns sharing their reasons.

These are all great ways to work cooperatively.  You have about 15 minutes left to finish the task. I like all the great reasoning I am hearing and how you are listening to one another."

At the end of the period have the materials manager put the group's completed work in their folder and turn in.