Playing with Blocks in Middle School

The Revolution is over! America has WON! Now what? 

We took some time to analyze the transition time between the war ending (1781) and Washington becoming the Executive leader of our country (1789). 

Our first "government Constitution" was called the Articles of Confederation. While it took care of many of the issues the colonies had against King George III, it did not solve other major issues! 

It created very strong state governments and a very weak federal (Central) government that could not create money, tax it's citizens, pay it's soldiers, create a military, create laws (needed unanimous votes), left the country leaderless and vulnerable to anarchy, and did not address the major debt that the country was in after the war. 

To understand this, we PLAYED WITH BLOCKS. This TOTALLY FANTASTIC simulation idea came from BLOGUSH. 

Students were placed in "State" groups - with Delaware being the smallest. 

The goal was to help pass laws that helped each state gain the most blocks.....

Some, like Massachusetts, were in a lot of debt, most of their citizens had fought and were owed money.
Southern states, such as Virginia, were better off, less fighting, successful cash crops, slave labor, and a relative "safe" war time allowed them to enjoy good government funding. They did not want to share other states debts, had their own money (which was useless anywhere else), and were unable to pass laws that everyone could agree on.
So we acted this out with blocks. 

Poor Delaware! 

By the end of the activity - students were literally "fighting" over blocks, stealing other people's blocks, and over all going into chaos! Exactly like planned :)

We also acted out "Shay's Rebellion" an uprising that occurred due to angry farmers who revolted after being told they would go to "debtors prison" if they were unable to pay their state taxes ... but they were unable to pay their state taxes because the federal government was unable to pay them for their war service, because they could not tax! Both activities allowed students to see the problems with the Articles of Confederation and why the Constitution needed to be adopted. 

Naturally, the day ended with a "tallest tower" competition :) 

Break Out EDU: Causes of Colonial Frustration

Tried my first Break Out EDU and LOVED it! The kids had a great time as well. 

To review the different causes of colonial frustration, students were put in groups of 4 with the challenge of opening a lock box set at their table. Students worked together solving puzzles using different codes including cyphers, cryptographs, Morse Code, and others. 


After solving a puzzle, students shared how that incident frustrated the colonists and were provided with a combination to unlock one of the their FIVE locks. There were word locks, 3-digit locks, directional locks, lock and key, and 4-digit locks. 

Once groups solved all their puzzles and unlocked each lock, they became the proud recipients of SLIME....which, naturally led itself to people "tasting" and  "sneezing out boogers". 

Yep. I teach middle school. 

We are NEVER, EVER, EVER getting back together!

The Declaration of Independence is a break up letter from the American colonists to King George. In it, the colonists list their grievances, the rights they believe they are entitled to, and declare themselves separate from England. 

If you teach the declaration, this is a GREAT activity to do with students 5th grade and older. The activity was originally posted HERE by an 8th grade teacher in Missouri. The video quickly took the teaching world by storm and today you can find many lessons/videos/blogs about it. There is a great lesson video for middle school or high school kids on the Teaching Channel. 
I begin class by going over the vocabulary like I usually start my lessons. We teach each other the definitions for "Declaration," "Independence," and "Continental". Then I share that before I go into the lesson on the Declaration of Independence, the janitor brought me a note she found on the floor while cleaning. I pull out the note and share that I don't know who it is written too, but that it is pretty entertaining, and since, they left it out for everyone to see, I'll read it! 

Here is an example of the letter that I read to them:

"I’m not sure how to start this letter, but I feel we need to talk. I’ve been thinking about us a lot lately. Things used to be so great. It was like we were M.F.E.O (made for each other - I let the students figure that out so I look like I don't have anything to do with the letter). I mean, everyone said we were perfect. I really thought we’d be together forever, but then things changed. I feel like you started taking me for granted. You just started to do whatever you wanted and never asked me about anything or how I felt. I’ve been thinking about this for a while, and I don’t want to hurt your feelings, but I think it’s time we broke up. I mean, it’s just not going to work. I need some time by myself to see what it is like on my own. I’m sorry things didn’t work out, but I do think YOU are the one to blame. Sorry but “us” is over.”

By the time I get done reading this, the students are hysterical with glee that you just read this. I play it up too. I read it slowly and pause several times as if I really don’t think it is right to continue.

After reading the note, they obviously will want to know who wrote it. I act like I probably shouldn't, that it might be someone from this room and we would embarrass them, etc. Finally, I allow them to convince me to read and I proudly read:
Sincerely………
….the 13 American colonies. 

PSYCH!!! 

Wait. What? The kids are SOOOOOOOOOOOO annoyed!!! HAHA! But they are usually still smiling ;0) 

Then I immediately go into my lesson about the Declaration of Independence being the world’s most famous break up letter.

I also show them the video "It's too late to apologize - declaration style" on Youtube (except, I show them the one I linked to, NOT the original. I don't like the rock ending, feel that it takes away from the value of the video). 

I finish off by having them do a writing assignment and "breaking up" with either a boss, a parent (moving out), a teacher (leaving their class), or a fake boyfriend/girlfriend. They must follow certain expectations in their letter, however.

Must share why they are breaking up and list their complaints. 

Must share their "rights" 

Must include the phrases "Breaking up is hard to do" and "Life, Liberty, and the pursuit of happiness" 

Must be firm but respectful (no attacking, unkind words, rude letters) 

The kids get really creative with these - which makes them SO fun to read! I always enjoy the ones that are written to me :)

My personal favorite!! (didn't get a picture)

My Declaration Of Independence

Dear, Mrs Bermingham,

I know breaking up is hard but I think it’s time. I have the right of getting you out in four square, being fair, and not having to deal with cheap shots from you. Also, by the way, you brag and laugh at me every time you get me out. This is not kind and I am sick of it! I think that I should be free and happy while playing at recess. I deserve the rights of life, liberty and happiness on the playground. So, I’m sorry, but it is official, I am going to play at the other square.    

P.S. Can you please still help me with my homework?                

                               Sincerely, Your Student

I also really like showing them "King George's response" to their break up letter and talked about how he "didn't take the break up well". Then, because you can always squeeze a Hamilton video in, we watch THIS video of that fantastic group"Hamilton Broadway in Real Life" acting out "You'll Be Back". 

NO TAXATION, WITHOUT REPRESENTATION!

The colonists have been hard at work in their new colony. They have faithfully arrived on time ready and focused, and are dutifully fulfilling their job of learning.
However, peaceful times are soon to sour, and things began to heat up Wednesday morning as we arrived to posted pamphlets around our room. 
To see the prior lesson visit THIS post. 

At the usual time, Lord Governor Froomlop arrived with another proclamation from the King. In it, he stated that the King, ever grateful for our loyalty and aid in the French and Indian war, has implemented a new tax to help pay for the protection he gave. The following taxes were enforced:
        The Classroom Supply Act of 2014 (Proclamation of 1763)            
        The School Furniture Act of 2014 (The Stamp Act of 1765)
        The School Food Act of 2014 (Townshend Act of 1767)

 Lord Governor Froomlop proceeded to remove the allotted taxes from our wages (M&Ms) at first making it look like he was only going to take a few, but leaving those few and eventually taking our entire buckets! This caused a colonial outrage!

 What to do?? 

We decided that this was NOT FAIR and that we had not been warned, we had not voted on this, and we had not agreed to this - therefore, we were going to protest! With signs, angry fists, and even some torches, we crowded the windows outside of Governor Froomlop's palace and shouted, 

"NO MORE TAXES! NO MORE TAXES! NO MORE TAXES!"

 This, obviously, elicited a response from the Governor and he soon came before us. After settling the crowd he expressed the Kings great frustration at our unacceptable behavior and blamed me, their leader, for this hubbub. The King, he explained, felt it was time for him to step in and Governor Froomlop DISMISSED me as an unfit ruler, sending be back inside! From now on, things would go by his rules, sent to him by the King.

He directed the students SILENTLY back to our colony where they were set, very seriously, to the task of writing ...

However, the slips on their desks asked students two questions 1) Do you think what King Kensington is doing is Fair? YES/NO Would you be willing to give your life to protect your colony from a tyrant? YES/NO Silently go sit on the carpet and wait for everyone to join. Once there, count 1 .... 2 ... 3 ... and shout REVOLUTION!

The moment that loud REVOLUTION roar sounded above our colony, poor Governor Froomlop raced out of the room! Cheers resounded as I entered the room carrying our reclaimed taxes and becoming the colonies leader once again! 
In learning about the events that led to the revolution, this activity helps the kiddos relate, in a small but memorable way, the early colonial feelings toward non-represented government.

Of course, our following lesson looked at the reactions of the colonists and their ACTUAL revolt which resulted in what we know today as The Boston Tea Party. 
Peace has been returned to Hoponea, however, we are just getting started in the American Colonies!

Here are more American Revolution Activities: 

GOD SAVE THE KING!

Welcome to Colonial Hoponea!

Monday found the kiddos discovering themselves in the Colony of Hoponea (a play off the name of our school). This colony, like many others here on the continent of Three Riversward (a play off of our town), belong to the great country of Kalamazania (a nearby big city where Mr. B and I live). All are ruled with justice and peace by his Lordship, King Kensington Charles III (Mr. B.)

Upon entering the colony, students first chose a profession to become active members in the colony's success. There were many colonial jobs to choose from including: a cooper, miller, baker, blacksmith, farmer, doctor, minister, merchant, tavern owner, ship captain, silversmith, candle maker, gunsmith, tanner, cloth maker, tailor, milliner, tobacco plantation owner, potter, post master, etc.
Students then made signs to advertise their product or service in the community. 

As the day went on, we had a visitor to our colony - Lord Governor Froomlop paid us a visit to announce the proclamation of King Kensington III and distribute to us our hard earned wages (M&Ms) for our work within the colony. With which, as faithful subjects to the crown, we paid back to the Governor what we believed to be a reasonable tax for the Kings protection and aid (no complaints yet!).

Paying each of the colonial workers

Our group wages

Later on in the day, we received yet another visitor, this time via an internet message/video, where we were graced by the presence of his Majesty, King Kensington Charles III (Mr. Hubs), all the way from across the sea in the great country of Kalamazania, who thanked us for our loyalty to the crown and bestowed upon us the gift of an ice cream party!

Needless to say, we are very excited about our new lives here in the colony of Hoponea! Stay tuned for more events in our new colony! Oh, and one of us was even wearing the British flag ... what great and loyal colonists we are!

In reading, we are working on text structure - today's was CAUSE and EFFECT. First, we reviewed with European exploration - CAUSE: European's Discover the New World. EFFECTS: (positive and negative): Well, there seem to be a LOT of them :) The kids worked with their partner to sit, think, share, write together on the board as many times as they could! What a great review! (and time for me to see misconceptions! ha!) 

Then, we looked at the French and Indian War using this text structure and identified the causes and effects of the war. We analyzed articles with our partners and created a thinking map. 

We discussed how the colonists were protected with the Kings help and how they had fought to save their lands and to grow their colonies WEST! This set us up perfectly for learning in the next stage in our colonial Hoponea simulation.
For the next simulation lesson, visit THIS post. 

Here are more America Revolution Activities: 

Revolutionary War WAX MUSEUM!

I know I'm a little late on the draw ... but these last few weeks always catch up with me TOO FAST! Here is the update on our 5th grade Early American Wax Museum!

The kiddos did an absolutely OUTSTANDING job at the Wax Museum. This teacher is SO proud!
If you haven't read any previous blogs about what this is all about, the kids pick someone that we have studied this year from Early America and create a research paper {and Biography poster} on them.

We then spend a LOT of time practicing and memorizing this {they were about 1-2 minutes long} Kids are required to bring at least one prop and are encouraged to wear a costume {or as much of one as they had - ex. white t-shirt can be manipulated into anything!} Then we raid my costume closet full of old clothes I used to dress up in when I was a kid and finish off the kids who were unable to obtain certain parts of their wardrobe or prop.

The kids than stand in the hallway and freeze like wax figurines and wait for someone to push their "button" for them to "come alive" and share their speech ... then go "back to sleep."Other classes are invited to attend as well as parents, grandparents and other student relatives!

Here are some of our characters this year ... .. .. . ....   .

 Abigail Adams coming to life: "Oh Hello, I was just writing a letter to my husband John ..." 

 Queen Isabella - sent Christopher Columbus to the New World

This little gal came to us FROM SPAIN this year and started her speech out in spanish - adorable!

 Thomas Jefferson - author of the Declaration of Independence

 King George 3rd - British king during the American Revolution {notice all the tax money at his feet?} He was a popular character among the kids due to his "bad guy" reputation - these are the two "Georges" from my two different 5th grade classes

Paul Revere - Horse and all {LOVE IT!} 

"The British are Coming! The British are COMING!"

 Betsy Ross making her flag

 Benjamin Franklin - inventor of the lightning rod and bifocal glasses 

{loving this kids spectacles!}

 Squanto - did you know he had blond hair?! Me neither!

 Molly "Pitcher" Hayes - serving water from her bucket to thirsty injured men on

the battle field!

 Pocahontas starting a fire

Christopher Columbus - using his compass to discover America {the hat makes him look a bit more Charles Dickens'ish but it's cute!} smile.

Captain Myles Standish - did you know he had quite a temper? This little guy acted it out perfectly! {and yes, that is the Lorax mustache ... but Myles had a bushy red beard as well!} 

John Hancock - Signed his name BIG on the Declaration of Independence so that 

"the King and all of Parliament would see it WITHOUT using their Spectacles!" {actual quote}

As you can see, it was a MAJOR success and my teacher heart is full of joy!