Title of Unit: War for Independence Topic: The Revolutionary War

Subject/Course: American History Designer: Daniel A. Sabol

Stage 1- Desired Results
Established Goal(s): NYS Standards: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. AASL Standards for the 21st century learner: 1.2.3 – Demonstrate creativity by using multiple resources and formats. 2.2.4 – Demonstrate personal productivity by completing products to express learning. Enduring Understandings: Students will understand that… 1. Colonial America and Great Britain were at odds with each other economically and politically. 2. Protest was a form of social, political, and economic change in the colonies. 3. There was a process in breaking away from Great Britain. 4. Many problems emerged in breaking away from the British Empire. Students will know… 1. Key events during the years 1763 to 1783 2. Significant individuals who shaped the events of the period 3. Different perspectives on the early history of our country 4. Critically review the major causes of and the events leading to the War for Independence 5. Compare colonial and British views on taxation 6. Interpret primary source documents (Common Sense and Declaration of Independence) 7. discuss the workings of the Colonial Revolutionary government Essential Questions: 1. What conditions in colonial America brought about a new feeling of independence after 1774? 2. What form of colonial protest was effective in combating British taxation policy? 3. What debt of gratitude do we owe our colonial forefathers? 4. To what degree did economical and political policies affect the colonies? 5. In 1776, was independence the only real option open to the colonies? Students will be able to… 1 Find, evaluate, and select appropriate sources to answer questions. 2 Organize knowledge so that it is useful. 3 Collaborate with others to broaden and deepen understanding. 4 Continue an inquiry- based research process by applying criticalthinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 5 Connect learning to community issues. 6 Work together in small groups to achieve a common purpose

Stage 2 – Assessment Evidence
Performance Task(s): 1. Working in small groups, students will create a colonial newspaper. 2. Students will read and summarize news articles of the time. 3. Students will construct a letter to the King of England in 1775 after the Battle of Lexington and Concord. The letter will include a strategy that the king can use to stop the rebellion before it is too late. 4. Students will get into small groups and construct a list of grievances to the King of England. 5. Students will create their own political cartoon of events leading to American rebellion depicting the points of view of both the British and the American colonists.

Stage 3 – Learning Plan
Learning Activities: Students will utilize the library and online resources that they feel suitable to find out information on the Declaration of Independence. The librarian will help students prepare a list of items in the document, which include: Who is the author? What are the theories of government? List 4 grievances and explain them in your own words. What are 3 rights of man? Who is He? What words does the document use to refer to him? What do the delegates pledge? What signees are from New York? Who was the first to sign the document? Students will share their finding with class members using the jigsaw method. For homework students will draft a letter explaining effective measures of protest against the British colonial policies.

Template adapted from “The Big Ideas of UbD” by Grant Wiggins and Jay McTighe, 2004.

Sign up to vote on this title
UsefulNot useful