1. 1. INQUIRY QUESTION 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.BCPS Digital Content 1111 2222 3333 6666 5555 4444 Next Image Source: BrainPOPBrainPOP

2. 2. INFORMATION SOURCES 1111 2222 3333 6666 5555 4444 Next Image Source: BrainPop You will use these sources to help you complete the Student Activity on Slide 3: Causes of American Revolution BrainPOP videoCauses of American Revolution BrainPOP video* American Revolution Timeline from BrainPOPAmerican Revolution Timeline from BrainPOP* Ducksters American Revolution Timeline Patriots and Loyalists from Ducksters The Loyalists American Revolution Causes American Revolution Cause and Effect Reasons for the Revolution *Before selecting these BrainPOP links, you must first click or tap the BrainPOP icon on the BCPS Digital Content page. Then return to this slide to this slide to select those links.BCPS Digital Content

3. 3. STUDENT ACTIVITY 1111 2222 3333 6666 5555 4444 Next Image Source: World BookWorld Book  Using this graphic organizer, choose to research either patriots or loyalists of the American Revolution.graphic organizer  Try to find three reasons why a person would have chosen to support the side you are researching.  For each reason, try to give a few details 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.

4. 4. ASSESSMENT ACTIVITY 1111 2222 3333 6666 5555 4444 Next Image Source: World BookWorld Book 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 the resources 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. This could be as simple as chart paper, but a great option would be a website called Padlet. You and your teacher can get help for using Padlet from this Padlet support page.PadletPadlet support page

5. 5. ENRICHMENT ACTIVITIES 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!Road to Revolution DuckstersDucksters has many other articles about the American Revolution that you might find interesting. Net Trekker Net Trekker 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.BCPS Digital Content 1111 2222 3333 6666 5555 4444 Next Image Source: World BookWorld Book

6. 6. TEACHER SUPPORT MATERIALS 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:  When students are finished researching either Patriots or Loyalists, they will share with students who researched the opposite topic. Some teachers may choose to do this sharing as a group. Students with higher skills could share their knowledge in partners while vocalizing their part of the information to a partner, rather than letting someone copy off the sheet.  The quantity of required examples and details on the graphic organizer can be adjusted based on ability. Notes to the teacher:  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.  Collaborate with your school library media specialist to implement this lesson. Last updated: July 2015 Created by Jeff Flynn, BCPS Library Media Specialist CONTACT US BCPS Slam Dunk Research Model, Copyright 2015, 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.CONTACT USBaltimore County Public SchoolsDr. Jamie McKenzie’s Slam Dunk Digital Lesson 1111 2222 3333 6666 5555 4444 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. CCSS.ELA-Literacy.RI.9-10.1 CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. AASL Standards for the 21 st Century Learner 1.3.5 Use information technology responsibly. 2.1.2 Organize knowledge so that it is useful. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. P21 Skills Make Judgments and decisions: Analyze and evaluate major alternative points of view.