In class exercise Tuesday, 10/18/16~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~US History, J. Acheson

The word HISTORY comes from the Greek historia meaning “to know from inquiry” so ASK questions!

1. WE the people read and discuss as a class the essay introduction to the Revolution unit.

2. WE the people divide into 4 groups. Each group meets and discusses one item thoroughly and reports back to the rest of class through what is called a “fish bowl” conversation.

The criteria for the success of this conversation for those participating and those listening can be based on three criteria:

A. Clarity – what is being said is given adequate context (don’t assume your audience knows what you’re talking about) and is articulated clearly.

B. Interactivity – what is being said is questioned and or commented on by those of the group and participation of everyone is pretty close to equal (quantity) or equivalent (quality) are you asking questions having been closely listening to each other?

C. Depth – the conversation isn’t superficial, it delves into the subject deeply and even moves to related matters that help us understand what is at issue; friendly disagreement is good here!

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Group One: Reads document #1: excerpt from John Locke’s Treatise from 1690 about government.

Group Two: Newspaper Opinion article(s) from New York Times, 10/17/16 by Alan Taylor Our Founding Fathers” (and if time permits the columnists Charles Blow “Trump, the Worst of America” and Paul Krugman, “Their Dark Fantasies”).

Group Three: Text book excerpt from Maldywn Jones on the Stamp Act Congress and document #3 in the reader (unit 2) “Declarations of the Stamp Act Congress”

Group Four: Read about the French and Indian War and make some decision on how important it was a precursor or underlying cause for the American War of Independence.

Read these three pages on line: http://www.ushistory.org/us/8b.asp

http://www.ushistory.org/us/8c.asp

http://www.ushistory.org/us/8d.asp