SLIDE NAVIGATION Loyalists and Patriots: Two sides during the American Revolution 1. Inquiry Question Next 1 2 3 4 5 6 The American Revolution was a time of great change in the history of the United States of America. Before we became a country, American patriot soldiers fought to end tyranny by the British king and colonial government. Colonists in the 13 colonies were often conflicted as to whether they should join the rebel patriots, or whether they should be loyalists to England and the king. This conflict plays a huge part in the novel “My Brother Sam Is Dead” by James Lincoln Collier and Christopher Collier. Understanding why people chose one side over the other during the American Revolution will help us to understand the conflicts in the novel. Go to the BCPS Digital Content page and click or tap on the BrainPop icon. Then, return to this slide and select the image on the right to watch a BrainPop video with a brief overview of the American Revolution. Image Source: BrainPOP In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question: Would you have chosen to be a Loyalist or a Patriot during the American Revolution?

2. Information Sources Next 1 2 3 4 5 6 SLIDE NAVIGATION Next 1 2 3 4 5 6 You will use these sources to help you complete the Student Activity on Slide 3: Causes of American Revolution BrainPOP video* American Revolution Timeline from BrainPOP* Ducksters American Revolution Timeline Patriots and Loyalists from Ducksters The Loyalists Loyalist (American Revolution) American Revolution Causes American Revolution Cause and Effect Reasons for the Revolution Image Source: Brain Pop

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 Using this graphic organizer, choose to research either patriots or loyalists of the American Revolution. Try to find three reasons why a person would have chosen to support the side you are researching. Support each reason with a few details from the resources that explain why someone have made this choice. You may also include a picture that illustrates the reason. Once you are finished recording your three reasons with explanations, you will share your findings with students who researched the other side (patriot or loyalist). Image Source: World Book

4. Assessment Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 Would you have chosen to be a Loyalist or a Patriot during the American Revolution? After sharing and comparing with a partner or group who researched the other side of the topic, answer this question on your graphic organizer: Based on what I learned, I would have chosen to be a (loyalist or patriot) for these reasons: Use details from your research and other students’ presentations to support your decision. Once you have constructed your response, your class may choose to publish your responses in a location where the whole class can share. Your teacher may have you share using chart paper, Padlet, or another tool. You and your teacher can get help for using Padlet from this Padlet support page. Image Source: World Book

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Play the Road to Revolution online game to test your knowledge about the American Revolution, and see if you can navigate your way to independence. Every correct answer gets you closer to liberty! Search your school’s Destiny library catalog for a book about the American Revolution. You can access Destiny from BCPS Digital Content and choose your school. NetTrekker is a good BCPS Digital Content resource that can be used to search for websites rated by usefulness and readability. Try searching for some websites to learn more about the American Revolution. Image Source: World Book

6. Teacher Resources 1 2 3 4 5 6 Learning Standards Alignment SLIDE NAVIGATION 1 2 3 4 5 6 Learning Standards Alignment Council of Chief State School Officers English Language Proficiency Standards 9.12.3 Speak and write about grade appropriate complex literary and informational texts and topics. Common Core State Standards for English Language Arts & Literacy Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information. Grade 9 ESOL/EFL1 Unit: My Brother Sam is Dead Objective: Students will conduct brief, focused research in order to gain background knowledge necessary for understanding themes in the novel My Brother Sam is Dead. Time Frame: 90 minutes Differentiation strategies for this lesson: Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed. Notes to the teacher: Collaborate with your school library media specialist to plan and implement this lesson. Modeling the research and use of the graphic organizer for the research and use of the graphic organizer for both the Patriots scenario and the Loyalists scenario will help students with understanding. Last updated: July 2018 Report broken links to BCPS Library Media Programs & Digital Resources 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.