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Williams Design
Williams Model: Divergent and Evaluative Thinking Strategies & Eight Student Behaviors that Assess Model Effectiveness and Student Learning
American History: American Revolution (Lesson/ Cause and Effect) |
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Paradox |
What is freedom? Is it free? |
Attribute Listing |
Is greed a necessary evil? Should bad speech be protected? Should we control this more? |
Should it be tolerated Analogy |
When describing liberty, why does Thomas Jefferson say; "Occasionally the tree of Liberty must be watered with the blood of Patriots and Tyrants". Whys does he liken "liberty" to a tree or blood to water? Provide a recent example where the tree of liberty has required watering. |
Discrepancy |
Was the American Revolution the only option? What other options were explored. Why was war the solution? |
Provocative Question |
What makes someone a tyrant? Should patriots have tolerated tyranny rather than go to war? |
Examples of Change |
Select a patriot or loyalist in the American Revolution. What were their views and interests? What motivated them to choose a side and fight? |
Examples of Habit |
What were some of the loyalists’ weaknesses and how did these shortcomings affect the outcome of the American Revolution? |
Organized Random Search |
Select two figures, politicians, government officials or military; one from the American Revolution and one other (past or present), who experienced or is experiencing similar circumstances. Explain how each coped, and compare decisons made and related outcomes. Point out the lessons learned. |
Skills of Search |
Reconstruct the events leading up to the Boston massacre or Tea Party and conduct a mini-trial. Include the police, an arrest warrant, lawyers -judge - jury - witnesses - evidence and a verdict. How do your findings compare to what actually happened? Were citizens at that time provided the same rights they receive today in America? |
Tolerance for Ambiguity |
What would America be like today if there were no patriots or revolution? What if the patriots decided to tolerate tyranny? |
Intuitive Expression |
You are transported back in time to get advice from one of the founding fathers regarding an issue you are concerned about today. What would that issue be and what questions would you ask? Based on your research, how do you think the founding father would respond? Use historical information to help you understand their beliefs, and predict how they might advise you. |
Adjustment to Development |
What influenced someone to become a patriot or a loyalist? Explain both positions and circumstances. How did these circumstances influence decision making. Do personal circumstances affect decisions and political choices people make today? |
Study creative Development Consider |
Select a prominent revolutionary character, and consider how his or her talents contributed to the war effort and/or the development of the Declaration of Independence |
Evaluate Situations |
Read a biography or autobiography of one of the founding fathers and describe what guided their beliefs and the decisions they made. How did their beliefs affect their accomplishments? |
Creative Reading Skills |
How well does the book "My Brother Sam is Dead" or the movie "The Patriot" portray the life and times of the average person during the revolutionary war. What other reading supports these depictions. Do your sources support or provides a contrary view. |
Creative Listening |
Listen to Martin Luther King Jr.s, August 28, 1963 speech, "I have a dream". How does it reveal the power of the Declaration of Independence and the United States Constitution. |
Creative Writing Skills |
Select a human rights topic relating to current world affairs; then write and deliver a speech using either a persuasive or extemporaneous written format. |
Visualization |
Design a monument that has never been created; one that represents a real event, current or past, directly or indirectly related to the American Revolution, the Declaration of Independence or the US constitution. |
Eight Behaviors that demonstrate Positive Achievement Outcomes |
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Description |
Cognitive Behaviors |
Description |
Affective Behaviors |
Increasing number of relevant responses are produced | Fluency | Expose oneself to failure; guess work |
Risk Taking |
A variety of ideas and types of ideas are produced | Flexibility | Inquisitive,comfortable with hunches |
Curiosity |
Embellished or improved ideas | Elaboration | Willingness to engage detailed problems,seeks alternative solutions | Complexity |
Unique and unusual ideas are produced | Originality | Intuitive, reaching beyond, visionary -describes mental images |
Imagination |
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