Learning Activity

A Breakup Declaration to the King of England

Subject Area

Arts Education
Social Studies

Grade(s)

5

Overview

This learning activity should be used at the end of a lesson or unit on the events and issues leading up to the Revolutionary War. The students will watch the satirical video depicting famous colonists issuing a declaration to King George III. The students will discuss the meaning of the video and identify the key players that are depicted in it. 

This activity was created as a result of the ALEX Resource Development Summit.

Social Studies (2010) Grade(s): 5

SS10.5.7

Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Unpacked Content

UP:SS10.5.7

Vocabulary

  • cause
  • effect
  • revolution
  • intolerable

Knowledge

Students know:
  • The effects of the French and Indian War.
  • The Stamp Act enraged the citizens of the colonies and was the origin of the phrase "No Taxation with Representation".
  • The Intolerable Acts were enacted to punish the Boston colonists for the Boston Tea Party.
  • The Boston Massacre was a result of conflict between the British soldiers and angry colonists.
  • The Boston Tea Party was the colonists' response to taxes on tea.

Skills

Students are able to:
  • Explain why colonies were engaged in the French and Indian War.
  • Describe and evaluate how colonists reacted to the Stamp Act.
  • Describe the effects of the Intolerable Acts.
  • Describe the Boston Massacre and analyze colonists response to the Boston Massacre.
  • Describe the Boston Tea Party and examine the effects of this event.

Understanding

Students understand that:
  • The causes and effects of events that lead to the American Revolution.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.11

Identify, describe, and differentiate how message and meaning are created by components in media arts productions.

Unpacked Content

UP:AE17.MED.5.11

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
  • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
  • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

I can determine the causes and events leading to the American Revolution.

I can describe how messages are created by components in media arts productions. 

Activity Details

This learning activity should be used at the end of a lesson or unit on the causes and events leading to the American Revolution. This is a satire music video that students will view to identify the key events and causes that led up to the American Revolution that has been previously taught and/or discussed in prior lessons. Ask the students to pay attention to the lyrics and to identify at least one important colonist that is depicted in the video and what he is doing. After watching the video "Too Late to Apologize: A Declaration," discuss the meaning of the lyrics and the colonists that are portrayed throughout the video. Discuss with the students the following questions:

  1. What do they mean by saying that "it's too late to apologize?"
  2. Was there anything that was said or done in the video that you thought was inaccurate?
  3. What are all of the men at the dining table doing?
  4. What rights does the singer suggest are guaranteed? 
  5. If this was your music video, what causes or events would you add to it?
Assessment Strategies

Assessment Strategies

The students' answers during the discussion will determine if the objective was met. 

Background and Preparation

Background / Preparation

The teacher should pull up the video to ensure that it is not blocked and to prevent any buffering.

Digital Tools / Resources

Too Late to Apologize: A Declaration Music Video
https://www.youtube.com/watch?v=uZfRaWAtBVg

Approved Date

Owner (Author)

malloyco
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