The Locktons on Trial

Learning Goals & Products

Learning Goals

Students will be able to compare the Locktons and Patriots in *Chains* using specific text evidence to explain how power and freedom are shown differently.

Students will be able to analyze multiple accounts of the American Revolution in New York to identify similarities and differences in point of view about slavery and freedom.

Students will be able to conduct short research using several sources about Loyalists, Patriots, and slavery in New York to build a fact-based case.

Students will be able to draw evidence from literary and informational texts to support a claim about whether the Locktons acted with justice or abuse of power.

Students will be able to explain how the actions of the Locktons, Patriots, and enslaved people show causes and effects of bias and unfair treatment.

Students will be able to engage in collaborative discussion to defend an interpretation of the Locktons’ behavior and respond respectfully to another view.

Products

individual

Evidence-Based Argument Notebook: Trial of the Locktons

Each student creates an individual evidence notebook that makes a claim about the Locktons, supports it with quotations and facts, and includes a fair counterargument with a response. This product shows personal mastery of research, text evidence, and reasoning.

team

Mock Trial of the Locktons with Jury Summary

Teams present a courtroom-style prosecution of the Locktons using evidence gathered by each member, then explain where the strongest evidence points in a short jury summary. This product shows collaborative argument, speaking, listening, and shared analysis of justice and power.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can compare how similar themes (like fairness vs unfairness) and key events show up in the novel and in a real-world example from another source, using a few relevant details I find I can explain the difference between what one perspective says and what the text shows about power or justice.	I can analyze how the treatment of themes and patterns of events changes when I compare two or more characters, events, or accounts, using specific text details and at least one outside source I can describe how point of view affects what is emphasized and make a clear connection to unfair treatment caused by bias or language barriers.	I can investigate multiple sources to explain causes and effects of bias, labels, and abuse of power in both the novel and Delaware workplaces or public spaces, citing evidence from each I can compare the relationships among individuals and events across accounts, and I can justify my conclusions with accurate similarities and differences in viewpoint.	I can synthesize evidence from the novel and several research sources to evaluate whether actions show justice or abuse of power, and I can explain why my reasoning is sound I can independently test my claim by comparing conflicting viewpoints, refining my case with stronger evidence, and clearly defending my solution to address unfair treatment in my community.
Deeper Learning Competencies	Effective Communication	I can clearly share my ideas in a group discussion and use text-based details (from the novel or research notes) to explain what I think about fairness, bias, and point of view.	I can explain and compare how themes and patterns of events show up in the novel and in research I collected, using specific evidence and adjusting my message when I learn from others in my group.	I can present my case using organized courtroom-style communication (claim, evidence, and reasoning), accurately describing how point of view affects the way events are treated across multiple sources, while building on others’ ideas.	I can communicate persuasively and independently by synthesizing evidence from literary and informational sources, making clear comparisons across perspectives, and responding thoughtfully to feedback to strengthen fairness and justice recommendations for Delaware.
Deeper Learning Competencies	Collaboration	I can participate respectfully in group discussions by listening to others, taking turns, and sharing my own ideas about fairness and power in the novel with classmates.	I can contribute to my group by building on others’ ideas, using text or notes to explain how characters’ choices relate to justice or abuse of power, and asking clarifying questions to keep the group moving.	I can collaborate effectively by comparing viewpoints from the novel and our research, helping my group organize evidence (similarities/differences), and clearly stating my claim about fairness using specific details from sources.	I can lead collaborative thinking by coordinating roles, resolving disagreements using evidence, and helping our group synthesize multiple perspectives to decide whether the Locktons acted with justice or abused power and why.
Deeper Learning Competencies	Content Expertise	I can identify one theme or pattern of events in the novel (like fairness, good vs evil, or a quest) and describe how it shows up using a few key details from the text.	I can compare two parts of the novel (themes and/or events) and explain how they are similar and different using specific text evidence, including details about characters and what they do versus what they claim.	I can analyze how multiple accounts or sources describe the same topic or event by noting similarities and differences in point of view, and I can connect those ideas to the novel using evidence (quotes, facts, and notes).	I can synthesize evidence from the novel and several research sources to make a clear claim about justice or abuse of power, explain relationships between individuals/events/ideas, and support my analysis by contrasting multiple points of view with accurate details.
Deeper Learning Competencies	Self Directed Learning	I can use a checklist and teacher directions to collect notes from the novel and research sources about fairness, bias, and language barriers, and I can sort my notes into simple categories (e.g., what happened, who had power, what evidence shows).	I can set a personal learning goal for my courtroom-style case and use feedback to revise my notes, selecting text and source evidence that matches my claim about justice vs abuse of power and explaining how point of view affects what is shown.	I can independently compare and contrast themes and patterns of events across the novel and multiple accounts, and I can decide what evidence to use by tracking similarities/differences and the point of view behind each account.	I can monitor my own progress with a rubric, adjust my plan during the project, and produce a well-organized case/recommendation that draws strong evidence from several sources, clearly explains relationships between bias, language barriers, and unfair treatment, and reflects on how my thinking changed.
Deeper Learning Competencies	Academic Mindset	I can notice unfair treatment in texts and in real-life stories, name how power or labels affect people, and reflect on what I think is fair and why using simple evidence from what I read or hear.	I can evaluate my own thinking by asking questions about bias and language barriers, explain how point of view changes the meaning of events, and use text and notes to support my opinions about fairness and justice.	I can self-monitor and revise my case-recommendation as I learn, comparing multiple sources and accounts, connecting similar themes across cultures or time periods, and clearly stating what my evidence shows about actions versus labels.	I can independently synthesize evidence from literature, history, and community voices to make a strong, justice-focused claim, reflect on how my own assumptions may affect my judgment, and adjust my recommendations to better address unfair treatment in Delaware.