Cause of the Revolution, Declaration of Independence, Revolutionary War, Peace of 1783
Unit Designers: Ed Lipowski, Steve Kushner, Dan Stell, Mike Hasso, Ryan Dolan, John Maniatis
Stage 1 – Desired Results
Content Standard(s): 14F - Understand the development of United States political ideas and traditions.
15D - Understand trade as an exchange of goods or services.
16A - Apply the skills of historical analysis and interpretation.
16B2a - Describe how the European colonies in North America developed politically.
16B2b - Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.
16B3b - Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution.
16C2a - Describe how slavery and indentured servitude influenced the early economy of the United States.
17C - Understand relationships between geographic factors and society.
17D - Understand the historical significance of geography.
Summary of the Unit:
Students will study the causes of the split between the American Colonies and the English Government that resulted in the Revolutionary War. The unit will be completed with a look at the results of the American Revolution.
Enduring Understanding(s) / goal(s)
Students will understand:
1. There were several causes of the American Revolutionary War.
2. Strong leaders emerge in times of crisis.
3. Winning independence is just the beginning of America's struggle for freedom.
Interpret how the ability to adapt and change affects the outcome of the Revolution?
Explain what role economics played in the Revolutionary War?
Apply knowledge of the circumstances of the Revolutionary War to understand why it was a war for independence instead of a civil war.
Perspective: explain the differing perspectives of both the Loyalists and the Patriots. How the Patriots, Loyalists, merchant class, and middle and lower class citizens view the independence movement.
Empathy -How would a slave feel about the Declaration of Independence?
6. Self-Knowledge - Why does the Declaration of Independence continue to inspire and challenge countries across the world?
Identify the roles of Thomas Jefferson, Benjamin Franklin, George Washington, Samuel Adams, John Adams, and Sons of Liberty played in the revolution.
Identify the advantages and disadvantages of both the colonist and Great Britain.
Recognize the challenges of becoming independent.
Explain the economic implications of the French and Indian War on the colonists and Great Britain (GB attempting to raise revenue from the colonies).
How did John Locke’s ideas influence the Declaration of Independence
Students will know:
The colonial reactions to the king's authority.
The patriots that lead the revolution. What a revolution is.
Students will be familiar with:
Minutemen, Benedict Arnold, Charles Cornwallis, Continental Congress, Thomas Paine, Bunker Hill, Trenton, Friedrich von Steuben, Marquis de Lafayette, , Boston Tea Party, Boston Massacre, Sons of Liberty, Declaration of Independence, King George III, Quartering Acts, Lexington and Concord, Valley Forge, Saratoga, Yorktown, Treaty of Paris 1783
Stage 2 – Assessment Evidence
Performance Task (GRASP): Town Hall Meeting
You are at a town hall meeting and your goal is to convince the Continental Congress why the colonies should either: remain loyal, go to war, petition King George to come to some compromise.
History Alive – Perspectives of Groups within the Revolution P. 44
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?
Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc.
H = How will you hook students at the beginning of the unit?
Students will list the underlying causes and factors which led to dissention amongst the colonists and Great Britain.
E = What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
Students will participate in a town hall meeting to role play as colonists and argue/debate the positive and negative effects of going to war with Great Britain. (See GRASP)
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
Students will write journal entries from the perspectives of colonists and/or loyalists.
Students will be exposed to quizzes and self correct assessments with provided rubrics.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
2nd Chance Learning
Students will have the opportunity to self-correct assignments and assessments.
Students will complete participate in History Alive activities on the Revolution
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices.
O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
Each unit will be formatted in accordance with the UbD Model and approached chronologically. Teachers will pace instruction in accordance with the EUs and EQs. Students will end the unit with the debate in town hall.