1. Stephanie Koerner Timothy Koerner Jessica Glasco Multiple Intelligence Activity

2. History Lesson Interpersonal Intelligence Giving feedback to the teacher or to classmates Intuiting other's feelings Empathy practices Establishing a Division of Labor Person-to-person communication Cooperative learning strategies Collaborative skills Receiving feedback Sensing other's motives Group projects Teaching someone else something new Other points of view Creating group rules Acting in a play or simulation Conducting an interview

3. History Lesson Interpersonal Intelligence Causes of the American Revolution: Interpreting Political Cartoons Designed for fourth grade social studies students of various levels of achievement and learning abilities. It can easily be extended to higher grade levels. Prior to beginning, students should be familiar with the events of the Revolutionary War. The students will work cooperatively to analyze information and answer questions in a complete and cohesive manner.

4. History Lesson Interpersonal Intelligence Objectives The student will be able to work collaboratively to interpret and describe thoughts, feelings, beliefs, motivations and challenges of historical figures during the Revolutionary War. Student groups will use primary sources to determine the causes leading up to the events of a critical period in American history and use critical thinking skills to interpret and analyze political cartoons. The students will discuss as a group and realize the importance of primary sources in writing accurate accounts of history.

5. History Lesson Interpersonal Intelligence Independent Practice/ Assessments The students will work in groups of 3 (chosen randomly from popsicle sticks) to interpret and translate the meaning behind political cartoons from the Revolutionary War Era. The assessment will be based on how well the students work together to form cohesive responses to the critical thinking questions provided.

6. Directions Interpreting Political Cartoons: A cartoon is a drawing, representational or symbolic, that makes a satirical, witty, or humorous point. It may or may not have a caption and may comprise of more than one panel. Cartoons usually appear in periodical publications. Most frequently, their targets are in the field of political or public affairs, but they may be social customs, fashions, or sports events or personalities. This task is based on the accompanying documents (1- 5).The task is designed to test your ability to work with historical cartoons. As you analyze the cartoons, take into account both the source of the document and the author's point of view. As a group, read the historical background and look at each cartoon to discuss and answer the critical thinking questions after each cartoon.

7. Directions Most historians agree that the American Revolution was caused by series of events and growing differences between the colonists and England. Analyze the following political cartoons to determine the causes of the war, and how the Founding Fathers used propaganda to persuade and incite the colonists to revolt against England. Answer questions about the meaning and intended use of a political cartoon as it relates to the American Revolution accordingly Knowledge: Describe the political events, figures, and ideas in the political cartoon. Reasoning: Interpret the message in the political cartoon in terms of events leading to the American Revolution. Communication: Answer questions about the political cartoon in a way that provides evidence of knowledge and reasoning processes

8. Follow-up Ideas Jigsaw puzzle of the events leading up to the Revolutionary War: each student learns a certain “piece” or event that lead to the war and then teaches the class until all events are combined illustrating the entire timeline Role play conversations from various historical figures, such as Paul Revere, Benjamin Franklin, John Adams, etc. Hold a debate where students represent the opposing views between the English Government and the American Colonies

9. Sources Project URL: www.ccsd.edu/web/elementary/link/LMS/RocklandRev/rockland_ county_during_the_revol.htm