Revolution and Independence Unit Plan

U.S.
History I Unit Plan

Content and Substance

Title: Revolution and Independence
Primary Subject: U.S. History I: Beginnings to the Industrial Revolution
Secondary Subjects: U.S. Government; nglish !anguage "rts
Grade Level: #$
Estimated Lengt: #$ %&$ minute' class bloc(s
Standards:
S.S. !".#: )race the chronology o* events leading to the "merican Revolution+
including the ,rench and Indian -ar+ passage o* the Stamp "ct+ the Boston )ea
.arty+ the Boston /assacre+ passage o* the Intolerable "cts+ the Battles o* !e0ington
and Concord+ the publication o* Common Sense+ and the signing o* the 1eclaration o*
Independence.
2 0plaining the role o* (ey revolutionary leaders+ including George
-ashington+ 3ohn "dams+ )homas 3e**erson+ .atric( Henry+ Samuel "dams+
.aul Revere+ Crispus "ttuc(s+ and the /ar4uis de !a*ayette
2 0plaining the signi*icance o* revolutionary battles+ including Bun(er Hill+
)renton+ Saratoga+ and 5or(to6n
2 Summari7ing ma8or ideas o* the 1eclaration o* Independence+ including
theories o* 3ohn !oc(e+ Charles de /ontes4uieu+ and 3ean93ac4ues Rousseau
2 Comparing perspectives o* di**ering groups in society and their roles in the
"merican Revolution+ including men+ 6omen+ 6hite settlers+ *ree and enslaved
"*rican "mericans+ and "merican Indians
2 1escribing ho6 provisions o* the )reaty o* .aris o* #:;< a**ected relations
o* the United States 6ith uropean nations and "merican Indians
S.S. !$.!: Identi*y origins and *unctions o* government
E.L.%. !".&: 1etermine 6ord meaning in pre9t6entieth century "merican literature
using 6ord structure and conte0t clues.

'ommon 'ore History(Social Studies )*!".+: 1etermine the meaning o* 6ords and
phrases as they are used in a te0t+ including vocabulary describing political+ social+
or economic aspects o* history=social studies.
'ommon 'ore History(Social Studies )*!".,: "naly7e ho6 a te0t uses structure to
emphasi7e (ey points or advance an e0planation or analysis.
-bjectives:
#.' Students 6ill reconstruct the chronology o* critical events leading to the
outbrea( o* the "merican Revolution and analy7e the causes and e**ects o* these
events.
>.' Students 6ill analy7e political and ideological origins o* the Revolution and
the 1eclaration o* Independence.
<.' Students 6ill identi*y (ey battles and leaders o* the "merican Revolution and
e0plain their signi*icance.
?.' Students 6ill evaluate the impact o* the "merican Revolution on di**erent
groups o* early "merican society %state politicians+ poor 6hite *armers+ 6omen+
"*rican "mericans+ and !oyalists'.
Essential .uestions:
-hat British policies and actions led "merican colonists to *ight *or their rights@
-hat actions did "merican colonists ta(e to protest Great BritainAs policies@
-hat are the (ey elements and principles o* the 1eclaration o* Independence@
-hich battles o* the "merican Revolution are most signi*icant and 6hy@
Ho6 did the Revolutionary -ar impact di**erent groups o* early "merican
society@
Brgani7ation o* Cno6ledge
Introduction:
Students have completed their *irst unit+ 6hich covered early uropean movements+
e0plorers+ and the development o* the "merican colonies. In order to introduce the ne6
unit+ students 6ill be encouraged to ma(e connections bet6een 6hat they have learned
previously and the reasons *or colonial discontent. )he *irst lesson 6ill begin 6ith a
simulation to demonstrate t6o main conceptsDmercantilism and salutary neglect.
)hough the terms are ne6+ students should have already mastered much o* the
bac(ground (no6ledge re4uired *or this activity %uropean e0ploration+ the various
colonial regions and their economies+ the nglish Civil -ar+ etc.'. "*ter completing the
roleplaying activity+ students 6ill understand 6hy ngland le*t the "merican colonies
alone to develop and thrive *or over a hundred years. )hey 6ill also understand 6hy
the "merican colonists 6ere angered 6hen ngland decided to Eturn around+ pay
attention+ and tell them 6hat to do.F "*ter the opening activity+ students 6ill be as(ed
DE-hat made the Cing turn around and start paying attention to his colonies@F )his 6ill
lead to a brie* lecture and classroom discussion o* the ,rench and Indian -ar+
independent completion o* a graphic organi7er+ and classroom discussion o* the graphic
organi7er. ,inally+ students 6ill individually complete a <9>9# on the dayAs lesson.
'ontent /evelo0ment:
Introduction %mercantilism+ salutary neglect+ ,rench and Indian -ar'
.re9test and bac(ground (no6ledge o* British acts and policies
British actions and colonial reactions %chronology; cause and e**ect; protest'
1eclaring Independence
Cey battles+ leaders+ and points o* interest o* the "merican Revolution
)reaty o* .aris and e**ects o* Revolutionary -ar on early "merican society
Revie6
Summative assessment
Instructional Strategies:
Simulations and Games
)hematic instruction
Summari7ing and note9ta(ing
Strategic grouping
Classroom discussion
Gonlinguistic representation
Home6or( and practice
Cooperative learning
Graphic organi7ers
Individual research
Use o* primary and secondary sources
Student a**irmation
"uthenticity
Clear and compelling product standards %use o* rubrics'
'losure:
"*ter spending several days studying the events leading up to the Revolution+ the
1eclaration o* Independence+ and the )reaty o* .aris+ students 6ill be divided into small
groups to research the impact o* the 6ar on di**erent groups o* society. ach group 6ill
teach the class 6hat they have learned. )o revie6 *or their summative assessment
test+ students 6ill participate in a Egame sho6F revie6 the *ollo6ing day.
"ctivities and !esson .lans
.lease revie6 the *ollo6ing lesson plans *or a comprehensive overvie6 o* all activities
and pro8ects completed 1ays #9&. 1ay #$ consisted o* a summative assessment.
!earning .lan &=#&=#>
Unit >+ 1ay # H &$ minutes
Title: 1ercantilism and te 2renc and Indian 3ar
Primary Subject: U.S. History I
Secondary Subjects: Government
Grade Level: !"
Standards:
S.S. !" 4!5: Compare e**ects o* economic+ geographic+ social+ and political conditions
be*ore and a*ter uropean e0plorations o* the *i*teenth through seventeenth centuries on
uropeans+ "merican colonists+ "*ricans+ and indigenous "mericans.
9 Comparing uropean motives *or establishing colonies+ including
mercantilismI
S.S.!" 4$5: Compare regional di**erences among early Ge6 ngland+ /iddle+ and
Southern colonies regarding economics+ geography+ culture+ government+ and "merican
Indian relations.
S.S. !" 4#5: )race the chronology o* events leading to the "merican Revolution+
including the ,rench and Indian -ar+ passage o* the Stamp "ct+ the Boston )ea .arty+
the Boston /assacre+ passage o* the Intolerable "cts+ the Battles o* !e0ington and
Concord+ the publication o* Common Sense+ and the signing o* the 1eclaration o*
Independence.
-hat is mercantilism@ Ho6 does this e0plain the relationship bet6een ngland and its
colonies during the seventeenth and eighteenth centuries@
"*ter a century and a hal* o* salutary neglect+ 6hy did ngland begin en*orcing its trade
policies 6ith the colonies@
-hat 6ere the main causes and e**ects o* the ,rench and Indian -ar@

-bjectives and %ssessments
Bb8ective: Students 6ill understand the economic relationship bet6een ngland and its
colonies during the seventeenth and eighteenth centuries. )hey 6ill be able to e0plain
salutary neglect and the reasons 6hy ngland rela0ed its en*orcement o* policies in the
colonies.

"ssessment: Simulation; classroom discussion
,ormative JK L Summative J L
Bb8ective: Students 6ill outline the main causes and e**ects o* the ,rench and Indian
-ar.
"ssessment: ,rench and Indian -ar 6or(sheet; discussion
,ormative J0L Summative J L
Learning %ctivities
Introduction and /ercantilism Simulation:
Begin by as(ing students to share their *avorite *oods. -rite one o* these on the
board+ and as( students to list the ingredients needed to ma(e this *ood. Brea( the
*ood do6n to its barest essentials. 0plain that these are the ra6 materials needed
to ma(e or manu*acture the *inal dish. )he colonies provided these ra6 materials to
ngland+ and ngland in turn provided manu*actured goods to their colonies. 1e*ine
mercantilism and e0plain ho6 the colonies helped to increase nglandAs 6ealth.
Bne student 6ill be as(ed to serve as the Cing o* ngland %he=she 6ill be given a
cro6n to 6ear and yello6 slips o* paper representing gold'. )he other students are
colonists 6ho 6ill produce ra6 materials *or the (ing.
Students 6ill be given slips o* paper+ and they 6ill be as(ed to dra6 a picture %or
6rite the name' o* something produced in the colonies. )his 6ill be a 4uic( revie6 o*
Unit #+ going over 6hat materials 6ere produced in 6hat colonial region.
)he nglish Cing 6ill 6al( around and EpayF the colonists 6ith gold *or their ra6
materials. Students 6ill be as(ed i* this is a good system. )hey are ma(ing money+
so the students 6ill most li(ely say yes.
Students are then told that they must buy manu*actured goods *rom the (ing.
)hey give their EgoldF bac( to the (ing in e0change *or slips o* paper that say EBritish
manu*actured goods.F Students are not happy to give a6ay all o* their gold+ but they
are happy 6ith their goods.
)he nglish Cing is then instructed to turn around 6ith his bac( *acing the
colonies. He is distracted 6ith the nglish Civil -ar. -hile his bac( is turned+
students are told to dra6 as many pictures o* ra6 materials as they can.
)6o students come to the *ront to be the Cing=Mueen o* ,rance and Cing=Mueen
o* Spain %they are also given cro6ns and EgoldF'. Colonists are told that these t6o
(ings are 6illing to buy their ra6 materials *or more gold than the nglish Cing. 1o
they 6ish to sell their goods to other countries 6hile the nglish Cing is distracted@
Students e0change their EmaterialsF *or more Egold.F )hey are then told that
manu*actured goods *rom these t6o (ings are cheaper than nglish goods. 1o they
6ish to buy manu*actured goods@
)he t6o (ings 6al( around+ EpayF colonists+ and hand them slips o* paper that
read ESpanish manu*actured goodsF and E,rench manu*actured goods.F )he Cing o*
ngland is then instructed to turn around. He sees that his colonies are no6
thriving. 1oes he 6ish to set up more colonies@ "nd ho6 does he *eel about the
,rench and Spanish manu*actured goods that he sees@
)he teacher then e0plains the Gavigation "cts and ho6 they 6ere meant to
regulate trade. )he Cing o* ngland is as(ed to turn side6ays. )he colonists
continue to e0change 6ith the other (ings through smuggling. )he (ing occasionally
sees this and may try to regulate it+ but because the colonies are still doing 6ell and
trading 6ith him *or the most part+ he does not strictly en*orce the policies. )his is
salutary neglect. Suddenly+ the (ing is instructed to turn around+ 6al( across the
room to the colonies+ and tell them to stop. Students are as(edD6hat do you thin(
led the (ing to do this@
Brie* overvie6 o* ,rench and Indian -ar; students are given 6or(sheets and complete
the EcausesF bo0 as a class.
Ho6 students 6ill access ne6 in*ormation:
Simulation; 6ritten de*initions on board;
classroom discussion and lecture
Ho6 the teacher 6ill monitor *or
understanding and give *eedbac(:
"s(ing 4uestions+ classroom discussion
Ho6 students 6ill apply and=or process ne6
in*ormation:

Students 6ill complete a graphic organi7er
outlining the causes and e**ects o* the
,rench and Indian -ar


)eacher 6ill 6al( around and monitor
studentsA progress. Students 6ill then go
over their 6or(sheets 6ith the teacher+ 6ho
6ill provide *urther e0planation.
Independent practice: Students 6ill 6or( independently on ,rench and Indian -ar
graphic organi7er.

Closure: ,ive minutes be*ore the bell+ students 6ill complete a <9>9# and turn it in
be*ore they leave.

1aterials and 0re0aration
/aterials that students 6ill need: ,rench and Indian -ar 6or(sheet; paper+ pen=pencil;
te0tboo(
/aterials that the teacher 6ill need: Cro6ns+ slips o* paper representing gold and
manu*actured goods; board and mar(ers; te0tboo(; copies o* graphic organi7er
.reparation *or the lesson: .repare materials needed *or simulation; outline notes about
,rench and Indian -ar to share 6ith students; create graphic organi7er and ma(e
copies

/i66erentiation Plans: Simulation allo6s all students to be involved and engage in
discussion. "s Ecolonists+F students can produce pictures or 6ords. Graphic organi7er
helps to brea( do6n the in*ormation *or students. -hile 6or(ing independently+ teacher
is able to 6al( around and help struggling students one9on9one.

!earning .lan &=>$=#>
Unit >+ 1ay > %&$ minutes'
Title: Te 7oad to Inde0endence
Secondary Subjects: Government
Grade Level: !"
Standards:
Independence.

-hat 6ere the ma8or policies and events that led colonists to *ight *or their
independence@

Bb8ective:
Students 6ill be able to de*ine and e0plain the events and policies that led the "merican
colonists to rebel against British rule. Students 6ill create a visual representation
%picture' o* each (ey term.

"ssessment: ERoad to IndependenceF boo(let
Learning %ctivities
Introduction: Be*ore beginning the lesson+ students 6ill be instructed to ta(e out
a sheet o* paper and ans6er the *ollo6ing 4uestions. -hen they are *inished+
they 6ill turn in their ans6ers. )his is not to be put into the grade boo( but to
assess i* students have any prior (no6ledge o* the content.
#' -hat is the "merican Revolution@
>' -hen the "merican colonists declared their independence+ *rom 6hich
country did they 6ant to become independent@
<' -hat are some o* the reasons the "merican colonists began *ighting *or
their rights against the British@
?' -hat is the 1eclaration o* Independence@ -ho 6rote it@
N' Game any battles or leaders o* the "merican Revolution.
Begin 6ith a brie* classroom discussion. Students 6ill be as(ed to share 6ith the class
a time 6hen they *elt li(e their parents 6ere un*air. -hat did their parents do@ -hy did
they *eel that it 6as un*air@ )eacher 6ill e0plain that the British began ma(ing policies
%rules' that the colonists *elt 6ere un*air. Students 6ill be given a blan( boo(let and a
list o* (ey terms and British policies. )hey 6ill then be directed to page && o* their
te0tboo(. Bne student 6ill be as(ed to read about the Gavigation acts. )he teacher 6ill
6rite the title and de*inition on the board. Students 6ill be instructed to do the same *or
each 6ord%s' on their listDone (ey term per page. )eacher 6ill then dra6 a picture
representing the Gavigation acts. Students 6ill be instructed to do the same *or all (ey
terms.

Students 6ill *ollo6 through their te0tboo(

and read about the various policies.

)eacher 6ill 6al( around the room+
monitoring each studentAs progress+
discussing the terms 6ith them+ and
ans6ering any 4uestions
in*ormation:

Students 6ill apply this ne6 in*ormation in
t6o 6ays: a 6ritten e0planation o* each (ey
term along 6ith a visual representation
%picture' o* each term. Creativity is
encouraged.


)eacher 6ill monitor studentsA progression
and assess completed boo(let.
Independent practice: Students 6ill 6or( independently 6hile teacher 6al(s around to
ans6er 4uestions+ discuss terms+ and monitor progress.
Closure: ,ive minutes be*ore the bell+ students 6ill be instructed to put a6ay their
boo(lets. )hey 6ill be given time to *inish the *ollo6ing day. Students 6ho 6ish to
share their most creative picture 6ill come up to the board+ e0plain the (ey term=policy to
the class+ and dra6 their picture.

/aterials that students 6ill need: " list o* the (ey terms; blan( boo(let; pen=pencil;
colored pencils and mar(ers; te0tboo(
/aterials that the teacher 6ill need: )e0tboo(+ board and mar(er
.reparation *or the lesson: /a(e the blan( boo(lets %cut sheets o* blan( paper+ stac(
them together+ and staple in the middle'; ma(e copies o* term list

/i66erentiation Plans: Boo(let incorporates student9dra6n pictures along 6ith 6ritten
de*inition o* la6s+ 6hich may help those 6ho struggle 6ith reading and 6riting. )eacher
is available to help struggling students one9on9one. Supplemental reading material %on
a lo6er grade level' may be provided to certain students.

!earning .lan &=>#=#>
Unit >+ 1ay < %&$ minutes'
Title: 8ritis %ctions('olonial 7eactions
Primary Subject: U.S. History
Grade Level: !"
Standards:
Independence.
-hy did the "merican colonists begin to see( independence *rom Britain@
Ho6 did the "merican colonists protest BritainAs actionsDand ho6 did the British react
to these protests@
Bb8ective:
Students 6ill be able to identi*y and e0plain (ey components o* the British actions that
led to colonial rebellion prior to the "merican Revolution.
"ssessment:
ERoad to IndependenceF boo(let; classroom discussion about classroom rules and ho6
they connect to British la6s during the "merican colonial period.
Bb8ective: Students 6ill be able to e0plain and evaluate the actions and reactions o*
both "merican colonists and Great Britain prior to the "merican Revolution.
"ssessment: Group debates=presentations; 6or(sheets
Learning %ctivities
Introduction: Students 6ill discuss their ERoad to RevolutionF boo(lets completed the
previous day. Students 6ill engage in a classroom discussion and ans6er 4uestions
about each British act+ 6hat it meant *or colonists+ etc. "ssistant principal 6ill 6al( in
une0pectedly and pass out the ne6 school rules. He 6ill in*orm students they must
have their parents sign the *orm and return it to their homeroom teacher the *ollo6ing
day. "ssistant principal 6ill leave; teacher 6ill discuss these rules 6ith students+ as(ing
6hat they *ind upsetting+ etc. ventually teacher 6ill reveal rules are not real.
Students 6ill gain a personal understanding
o* "merican colonistsA reactions to British
la6 through a real9li*e simulation. Using
this (no6ledge+ along 6ith their te0tboo(+
they 6ill individually complete a 6or(sheet
describing colonial actions and British
reactions.
Classroom discussion; teacher 6ill monitor
group debates and assess group
presentations; teacher 6ill help individual
students complete actions=reactions
6or(sheet using the EI do+ 6e do+ you doF
model.
in*ormation:
Students 6ill apply this ne6 in*ormation to a
real9li*e situation %debate: student vs.
administration' and also e0amine It *rom a
historical perspective %6or(sheet'.
"ssessment o* debate and 6or(sheet

Independent practice: Students 6ill complete the British actions=Colonial reactions
6or(sheet.
Closure: 0it slip 9 Students 6ill be as(ed to 6rite do6n 6hich la6 they *ind most
oppressive and 6hy.
1aterials and 0re0aration:
/aterials that students 6ill need: )heir completed ERoad to Independence boo(letF; a
copy o* the school rules %given to them by assistant principal'; 6or(sheet+ pen=pencil
/aterials that the teacher 6ill need: Copy o* school rules given to assistant principal
be*ore lesson; board and mar(ers %pro8ector pre*erable but not available';
.reparation *or the lesson: -rite school rules and ma(e copies; create 6or(sheet and
ma(e copies; be prepared to discuss and e0plain British la6s.
/i66erentiation Plans: Boo(let *rom previous day incorporates student9dra6n pictures
along 6ith 6ritten de*inition o* la6s+ 6hich may help those 6ho struggle 6ith reading and
6riting. Classroom discussion and debate give students a 6ay to e0press themselves
orally+ 6hile the 6or(sheet and e0it slips allo6 students to e0press themselves in
6riting. Cooperative learning groups %strategically planned ahead o* time' 6ill give
struggling students e0tra help *rom their peers.
!earning .lan &=>?=#> H &=>N=#>
Unit >+ 1ay ?9N %#;$ minutes'
Title: 8ritis %ctions('olonial 7eactions
Grade Level: !"
Standards:
Independence.
-hy did the "merican colonists begin to see( independence *rom Britain@
Ho6 did the "merican colonists protest BritainAs actionsDand ho6 did the British react
to these protests@
Bb8ective:
Students 6ill be able to identi*y and e0plain (ey components o* the British actions that
led to colonial rebellion prior to the "merican Revolution.
"ssessment:
Classroom discussion o* previous dayAs class ErulesF; completion %as a class' o* the *irst
line o* the graphic organi7er
Bb8ective: Students 6ill be able to e0plain and evaluate the actions and reactions o*
both "merican colonists and Great Britain prior to the "merican Revolution.
"ssessment:
Graphic organi7er; group pu77le
Learning %ctivities
Introduction: Students 6ill engage in a classroom discussion about the class
ErulesF *rom ,riday. Students 6ill 6atch as teacher models ho6 to *ill out the
British actions=Colonial reactions graphic organi7er+ *ollo6ing along in the boo( as
the teacher 6rites the ans6ers on the board.
Students 6ill 6or( 6ith a partner to complete the graphic organi7er. "*ter it is
complete+ students 6ill share their ans6ers 6ith the class. )eacher 6ill provide
any missing important in*ormation as class *ollo6s along. Students 6ill turn in
their graphic organi7ers to be assessed and returned the *ollo6ing day.
Students 6ill be divided into groups o* < and given notecards 6ith di**erent acts
and reactions on each card. Students 6ill be instructed to create a chain o*
events+ putting the cards in the correct order.
Students 6ill use te0tboo( and student
partners to access ne6 in*ormation.
Ho6 the teacher 6ill monitor::
)eacher 6ill 6al( through the *irst line o* the
graphic organi7er 6ith the class and engage
students in classroom discussion.

in*ormation:
Students 6ill apply this in*ormation by
completing the graphic organi7er+
discussing it 6ith their partners and the
class+ and by completing the
actions=reactions Epu77leF
"ssessment o* graphic organi7er

Independent practice: Students 6ill complete the British actions=Colonial reactions 6ith
a partner
Closure: 0it slip: Students 6ill ta(e out a sheet o* paper and 6or( independently to
ans6er the *ollo6ing 4uestion: -hat do you thin( 6as the most e**ective 6ay the
"merican colonists reacted to British policies prior to the "merican Revolution@ -hy do
you thin( so@
/aterials that students 6ill need: pen=pencil+ te0tboo(
/aterials that the teacher 6ill need: Copies o* graphic organi7er+ notecards
.reparation *or the lesson: -rite acts=reactions on notecards; create graphic organi7er
and ma(e copies
/i66erentiation Plans: Students 6ill be partnered and grouped strategically so that
students 6ho have a good understanding o* the material can help struggling students.
!earning .lan $&=>O=#>
Unit >+ 1ay O %&$ minutes'
Title: /eclaring Inde0endence
Secondary Subject: Government
Grade Level: !"
Standards:
Independence.
-ho 6as involved in the 6riting o* the 1eclaration o* Independence and 6hy 6as it
signi*icant@
-hat are the main ideas o* the 1eclaration o* Independence@
Bb8ective:
)he student 6ill (no6 the three parts o* the 1eclaration o* Independence+
understand the grievances+ and articulate 6hat the ,ounding ,athers believed
regarding natural rights.
"ssessment:
Classroom discussion+ group completion o* Erestating the 1BIF 6or(sheet; independent
completion o* 4uestions about the 1BI
Bb8ective: )he student 6ill (no6 the basic reasons the Colonists *elt the 1eclaration o*
Independence 6as necessary
"ssessment:
Classroom discussion+ group completion o* Erestating the 1BIF 6or(sheet; independent
completion o* 4uestions about the 1BI
Learning %ctivities
Introduction: Begin class by telling students that I do not appreciate their 6riting
notes in class+ especially 6hen they leave them on the *loor *or me to *ind. .ull
out a crumpled sheet o* paper and read the note. "*ter students insist I tell them
6ho 6rote the letter+ say it is signed E)he #< "merican Colonies.F )hen in*orm
students that 6e are going to discuss the 1eclaration o* Independence H the
greatest Ebrea( up letterF o* all time. .lay EItAs )oo !ate to "pologi7e H Colonial
Remi0F music video.
"*ter discussing bac(ground in*ormation+ students 6ill be divided into small groups to
restate the 1eclaration o* Independence. )his 6ill be gone over as a class.
Students 6ill 6or( independently to ans6er 4uestions about the 1eclaration o*
Independence. )hey 6ill share their ans6ers 6ith the class.
Students 6ill use handout+ te0tboo(+ and
student partners to access ne6 in*ormation.
)eacher 6ill 6al( through the *irst line o* the
graphic organi7er 6ith the class and engage
students in classroom discussion.
in*ormation:
Students 6ill apply this in*ormation by
completing the graphic organi7er as a
group+ discussing it 6ith their partners and
the class+ and by individually ans6ering
4uestions regarding the 1BI.
"ssessment o* graphic organi7ers and
classroom discussion

Independent practice: Students 6ill ans6er 4uestions about the 1eclaration o*
Independence.
Closure: 0it slip: ach student 6ill share the grievance they *ind to be the most
oppressive and 6hy they thin( so.
/aterials that the teacher 6ill need: Copies o* graphic organi7er and 4uestions+
1eclaration o* Independence in todayAs language+ Ebrea(upF note
.reparation *or the lesson: -rite Ebrea(upF note ; create graphic organi7er and develop
4uestions
/i66erentiation Plans: Students 6ill be grouped strategically so that students 6ho have
a good understanding o* the material can help struggling students. )hose 6ith lo6er
reading comprehension may be given an easy9to9read copy o* the 1eclaration o*
Independence.
!earning .lan $&=>:=#> H $&=>;=#>
Unit >+ 1ays :9; %#;$ minutes'
Title: 1ajor 8attles and te E66ects o6 3ar on
Grade Level: !"
Standards:
Independence.
2 1escribing ho6 provisions o* the )reaty o* .aris o* #:;< a**ected relations
o* the United States 6ith uropean nations and "merican Indians
-hat 6ere the ma8or battles o* the "merican Revolution and 6ho 6as involved@
-hat 6ere the main provisions o* the )reaty o* .aris #:;<@
Ho6 did the "merican Revolution impact di**erent groups o* "merican society@
Bb8ective:
)he student 6ill (no6 (ey players and main points o* ma8or battles during the "merican
Revolution+ including !e0ington and Concord+ Bun(er Hill+ Saratoga+ )renton+ and
5or(to6n.
"ssessment: Cey battles graphic organi7er
Bb8ective: )he student 6ill be able to e0plain ho6 the "merican Revolution impacted
di**erent groups o* society+ including "*rican "mericans+ 6omen+ poor 6hite *armers+
and !oyalists.
"ssessment: Group activity and presentations
Learning %ctivities
Introduction: Students 6ill 6atch short clips o* certain battles depicted in The
Patriot. Students 6ill engage in a brie* discussion about 6ar+ 6hat it involves+
and ho6 it impacts every segment o* society. "gain+ The Patriot 6ill serve as a
*rame o* re*erence. Students 6ill then 6or( independently to complete a graphic
organi7er on the main battles o* the "merican Revolution using their te0tboo( as
a guide. Bnce the students complete the chart+ the teacher 6ill go over the
battles 6ith the class and ans6er any 4uestions.
"*ter completing the graphic organi7er+ students 6ill be instructed to loo( at page
#>; in their te0tboo(s and to 6rite do6n the si0 main provisions o* the )reaty o*
.aris. Students 6ill share these 6ith the class.
Students 6ill be divided into groups o* three. ach group 6ill be given a di**erent
group o* society along 6ith 4uestions. ach group 6ill be instructed to ans6er
the 4uestions and then teach the class about their particular group and ho6 the
"merican Revolution impacted them.
Students 6ill use The Patriot+ classroom
discussion+ and their te0tboo( to access
ne6 in*ormation.
)eacher 6ill lead opening discussion+ 6al(
through the *irst line o* the graphic organi7er
6ith the class and 6al( around as students
complete the assignment.
in*ormation:
Students 6ill complete the (ey battles chart
and 6or( together in groups to ans6er
4uestions regarding "merican society a*ter
the "merican Revolution.
"ssessment o* graphic organi7ers+ group
ans6ers to 4uestions+ and group
presentations.

Independent practice: Students 6ill complete (ey battles chart individually; students 6ill
6or( together in groups to ans6er 4uestions and present in*ormation to the class.
Closure: Students EteachF their classmates about their respective societal groups.

/aterials that the teacher 6ill need: Copies o* graphic organi7er and group 4uestions
%color coded'+ clips *rom the .atriot
.reparation *or the lesson: 1evelop group 4uestions; strategically plan groups; create
chart; have clips o* The Patriot ready
/i66erentiation Plans: Students 6ill be grouped strategically so that students 6ho have
a good understanding o* the material can help struggling students. )eacher 6ill 6al(
around 6hile students complete chart and give individual help to students 6ho need it.
!earning .lan #$=$#=#>
Unit >+ 1ay & %&$ minutes'
Title: Unit $ 7evie9 :on;< =game so9>
Grade Level: !"
Standards:
S.S. !".#: )race the chronology o* events leading to the "merican Revolution+ including
the ,rench and Indian -ar+ passage o* the Stamp "ct+ the Boston )ea .arty+ the
Boston /assacre+ passage o* the Intolerable "cts+ the Battles o* !e0ington and
Independence.
1escribing ho6 provisions o* the )reaty o* .aris o* #:;< a**ected relations o* the
United States 6ith uropean nations and "merican Indians
Bb8ective: Students 6ill be able to demonstrate (no6ledge o* all material covered in
Unit >.
"ssessment: Revie6 Game
Learning %ctivities: Students are divided into three teams. Bne person *rom each
team rolls the dice to determine ho6 many points the 4uestion is 6orth. He or she
dra6s a number to determine 6hat 4uestion he or she 6ill be as(ed. I* student does not
ans6er the 4uestion correctly+ the other t6o teams have a chance to steal it. EStealF
4uestions are team 4uestionsDstudents can discuss the ans6er. I* the team gets the
correct ans6er+ they steal the points. I* they get it 6rong+ the points are deducted.
Some numbers that students can dra6 also come 6ith conse4uences+ such as
Es6itcherooFDi* the student gets the ans6er correct+ they can s6itch their score 6ith
another team %i* that team has more points'. )here are t6o numbers that+ i* chosen+
6ipe a6ay all o* the teamAs points.

Independent practice: Students are allo6ed to have paper and ta(e notes as individuals
and teams ans6er the 4uestions.

Closure: Brie* overvie6 o* overarching themes and important in*ormation to study.

/aterials that students 6ill need: paper+
pen=pencil
/aterials that the teacher 6ill need: Gumbered cards+ dice+ scoreboard+ list o* rules
.reparation *or the lesson: Create rules+ divide teams+ number cards+ 6rite 4uestions

/i66erentiation Plans: Struggling students 6ere given a printed list o* the 4uestions to
that they 6ere not re4uired to 6rite the 4uestions as they 6ere ans6ered.
"ssessment
Si0 *ormative assessments 6ere graded *or this unit:
,rench and Indian -ar graphic organi7er
Road to Revolution boo(let
British actions=Colonial Reactions graphic organi7er
1eclaration o* Independence 4uestions
Cey battles o* the "merican Revolution chart
Group pro8ect and presentation on di**erent groups o* society
"lso included is the list o* *a(e class rules %1ay <' along 6ith an ans6er (ey.
)hough students did not receive a grade *or this+ teacher monitored classroom
discussion o* these rules to assess student learning.
Bne summative assessment 6as graded *or this unit:
,inal test and essay
1i**erentiation
Cooperative learning H Groups are strategically planned so that those struggling are
placed 6ith students 6ho can help them.
,or primary source documents+ struggling students 6ill be provided 6ith easy9to9read
guides %*or e0ample, The Declaration of Independence in todayAs language. )his is
included in my resources'.
Students 6ho re4uire modi*ications and accommodations 6ill be given more time and
receive individual help *or the summative assessment.
I* students are unable to 6rite their summative assessment+ I 6ill allo6 them to ans6er
the 4uestions orally.
I 6ill be available during my planning period and a*ter school to ans6er any 4uestions or
to help students 6ith any assigned 6or(sheets
)hough technology is limited+ I 6ill try my best to present in*ormation in a variety o*
6ays %audio+ visual+ oral+ 6ritten+ etc.'.
Creativity and variety is encouraged *or both group and individual pro8ects. )hose 6ho
e0cel in di**erent areas can sho6case this.
Re*lection
I *ound mysel* struggling 6ith the pacing o* this unit %or mini9unit+ rather. It 6as
ultimately taught along 6ith the United States Constitution as one unit'. I have tried to
provide a variety o* activities in order to engage students+ but some students inevitably
*ound the activities boring and di**icult. -riting is e0tremely important and should be
encouraged+ but I am still unsure o* the best 6ay to adapt this *or strugglers. I* I have a
student in my classroom 6ho absolutely cannot read and=or 6rite+ perhaps I can allo6
oral assessment@ )his 6or(s *or summative assessments+ but 6hat about everyday
class6or(@ Bverall+ I 6ould say the unit 6as a success. Students mastered the
material and *or the most part 6ere engaged and participated in the lessons. )he lac(
o* technology 6as a ma8or obstacle+ but I tried to ma(e use o* other Ehands9onF activities
in its place. Some lessons 6ere a success and 6ent as planned. Bne lesson %not
included in this 6ritten unit' 6as a complete *ailure. Regardless+ I 6as able to learn
*rom the e0perience and adapt accordingly. In the *uture+ I 6ould li(e to use a di**erent
type o* summative assessment %something other than a standard unit test' but I am still
unsure ho6 to go about doing that success*ully.
Resources
The American Vision: Teachers Edition%>$$N'. dition >+ Polume #. /cGra69Hill
%Glencoe'.
E/a(ing the 1eclaration o* Independence Come "live.F Teaching Channel:
https:==666.teachingchannel.org=videos=teaching9declaration9o*9independence
Declaration of Independence in todayAs language:
http:==666.history*or(ids.org=learn=northamerica=a*ter#N$$=government=declaration.htm
E)oo !ate to "pologi7e: " 1eclarationF: https:==666.youtube.com=6atch@
vQuR*Ra-"tBPg
Alaama Course of Study: Social Studies %>$#$':
https:==docs.alsde.edu=documents=N?=>$#$S>$SBCI"!S>$S)U1ISS>$CBURS
S>$B,S>$S)U15S>$9S>$"1B.)1S>$1R",).pd*
The Patriot%>$$$'. Columbia .ictures.
Rubistar: http:==rubistar.?teachers.org

Revolution and Independence Unit Plan

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