Unit 3 Lesson Plans



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Unit 3 Lesson Plans

SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 – 1774.

SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1774.

SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

SS.8.A.3.4 Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war.

SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era.

SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.

SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence.

SS.8.A.3.15 Examine this time period (1763- 1815) from the perspective of historically underrepresented groups (children, indentured servants, Native Americans, slaves, women, working class).





Common Language / Vocabulary

George Washington

French and Indian War

Battle of Bunker Hill



Militia

The Albany Congress

Duty



Boycott

Proclamation of 1763

Sugar Act



Petition

Stamp Act

Quartering Act



Writ of Assistance

John Adams

The Boston Massacre



Samuel Adams

Tea Act

Monopoly



Repeal

Boston Tea Party

Intolerable Acts



Minutemen

Patriots

Blockade



Mercenary

Loyalists

Olive Branch Petition



Committees of Correspondence

Second Continental Congress

The Declaration of Independence





Learning Goal for Unit: Students will be able to determine whether the American colonists were justified in declaring independence from Great Britain and fighting the American Revolution

Essential Question for 10/15- 10/20: How did the French and Indian War draw colonist closer together, but increase friction with Britain?

Daily Objective 10/15-10/20: Students will examine the cause, course, and consequences of the French and Indian War.

Higher Order Question 10/15- 10/20: Do you think history would have been different if the Native American refused to take sides during the French and Indian War?

Date: 10/15/15

Bell Ringer: Why is it important to actively read? 1 paragraph

I do: Go over scale and facilitate 5QR2 model.

We do: We will work in groups to complete Cornell notes on the Ch. 5 Section 1

You do: Read, synthesize heading and turn them into questions, and summarize section

Exit Ticket: Please explain what you learned in today’s class.

Date: 10/16/15

Bell Ringer: Please unpack standard SS.8.A.3.1 please copy standard off board, write standard in your own words, than complete T-chart.

I do: I will start a class discussion on what causes war, I will facilitate the lesson on the French and Indian War.

We do: Students will work in groups to complete French and Indian activity

You do: Work effectively with your group, you will answer questions and unpack standards.

Homework:

1) The French were mad at the English colonists because:

2) The English colonists were mad at the French because:

3) The Native Americans were mad at the British because:

For these reasons, they fought a war.  Between 1754 and 1763, English soldiers (from the American colonies and England) battled French and Native American soldiers, which is why Americans call it the French and Indian War.  Most other countries call it the Seven Years War.  When the fighting stopped in 1763, America was a very different place.

4) Why do you think it’s called the Seven Years War?

5) In what ways might a war affect a country?  List as many ways as you can think of.


Date 10/19

Bell Ringer: Please complete a circle map on the French and Indian War, then write one paragraph on your findings.

I do: I will facilitate the lesson we will discuss. If country who are fighting war actually benefit from their actions or do they suffer. We will complete lecture on power point of the French and Indian War.

We do: Students will take Cornell notes.

You do: Students will summarize their notes.

Exit Ticket: Please list three causes of the French and Indian War, two consequences of the war, and one your opinion weather the war was beneficial or unbeneficial to the parties that fought in the war.

Homework: Please create a circle map of all the factors of colonization of the new world. Then create and outline for your essay.

Date 10/20

Bell Ringer: How do countries survive war? How has war impacted the United States in the last 14 years?

I do: I will facilitate the lesson about the causes of effects of the French in Indian War through explaining how to complete foldable on the impact of French and Indian war.

We do: Students will work in groups to complete a foldable on the causes and effects of the French and Indian War.

You do: You will work effectively in groups to complete foldable.

Exit Ticket: Students will complete a learning log on what you have learned in today’s class.

Homework: Please go home and complete a rough draft of your essay. (You will be writing the essay for the entire class period on the 10/21/15.


Date: 10/21/15- 10/22/15

Bell Ringer: Students will complete a circle graph of the major factors that shaped these colonies.




I do: I will facilitate the lesson

We do: Students will work on their essay using all the notes, foldable and text book.

You do: Students will organize their thoughts through graphic organizer and write their mulita paragraph essay on

The major factors that lead to the colonization of America.


Exit Ticket: Students will complete a learning log on what they have learned.

Homework: Finish your essays they are due on Thursday 10/22/15 when you first come in.


Date :10/27/15

Essential Question 10/27/15: How can understanding what is expected of me help me in the future?

Objective 10/27/15: Students will unpack the standards to determine what is expected of them to learn.

Bell Ringer: Students will write 1 paragraph and explain why it is important to unpack the standards.

I do: I will facilitate the lesson and assist groups with unpacking the standards.

We do: We will work in groups to unpack standards and each group will present their given standards to the class.

You do: Students will work effectively in their groups and update the standard section of their notebook with all

given standards.

Homework: finish unpacking your standards
Essential Questions 10/28/15 -11/04/15: How did the relationship between the colonist fall apart?

How did Britain tax polices move the colonist closer to rebellion?

Objective 10/28/15- 11/04/15: Student will identify the cause of the Boston massacre. Students will also

explain how Britain tried to maintain its control over the colonies. Students will be able to analyze the strain

relationship the colonist grew to have with Great Britain. Students will determine the cause of too much taxation

on colonist leading to the American revolution.




  1. Higher Order Questions 10/28/15 -11/04/15:

  2. Why was democracy important to the colonists?

  3. Describe something that is happening in the world today that reminds you of an event that led to the American Revolution?

  4. Did Great Britain lose more than it gained from its victory in the French and Indian War?

  5. Were the colonists justified in resisting British policies after the French and Indian War?

  6. Was the American War for Independence inevitable?

  7. Would you have been a revolutionary in 1776 ?

  8. Did the Declaration of Independence establish the foundation of American government?

  9. Was the American Revolution a “radical” revolution?

Write the answer a colonial parent would give a child who has asked “Mommy or Daddy what is taxation without

Representation mean?


Date: 10/28/15

Bell Ringer: Please think about a time when you resisted authority, how did you resist and what were you resisting

against write 1 paragraph.

I do: I will facilitate the lesson on Major Causes of Rev. power point.

We do: Students will take Cornell notes

You do: Students will complete the Cornell notes and summarize their notes.


Exit Ticket: Students will summarize their notes.

Homework: Complete Cornell notes on Ch. 5 Section 2


Date: 10/29/15

Bell Ringer: Answer the questions on power point about pg. 148 in textbook

I do: I will facilitate and explain the power point on events leading up to the shot heard round the world,

And other causes of Revolutionary war ppt.

We do: Students will take notes on power point

You do: Students will summarize their notes.


Exit Ticket: Students will summarize their notes.



Date: 10/30/15

Bell Ringer: Students will write one paragraph summarizing what they learned from the lecture yesterday

I do: I will facilitate the lesson by instructing student on 5QR2 method on Ch.5 Section 3 and 4

We do: Students will work in groups to complete Cornell notes using the 5QR2 method.

You do: Students will answer questions and complete Cornell notes summary.

Homework: Finish Cornell Notes


11/2/15

Bell Ringer: Please explain to me what the intolerable acts did to the already strained relationship between the colonist and Great Britain. 1 paragraph

I do: I will facilitate the lesson and explain the requirements of note taking for the liberty kids’ video.

We do: Students will watch television show and take effective notes

You do: Students will take notes, complete T-chart and students will complete a summary/ viewpoint.

11/3/15


Bell Ringer: Students will create a newspaper editorial on the events leading up to the American revolution students will pretend they reporters from that time capturing all the highlights to report back.

I do: I will facilitate the lesson and explain power point.

We do: Students will take Cornell notes on the power point

You do: Students will take effective notes and summarize their notes.

11/4/15

Bell Ringer: Analyze photo on Boston Massacre please explain what standout to you in this picture and determine whether photo is a primary or secondary source.



I do: Will explain what a primary and secondary source is. I will help students understand how to tell the difference between the two.

We do: Students will go over the documents and analyze document to determine if it is a primary or secondary source.

You do: Students will work effectively in their groups, determine without help if documents are primary or secondary sources and summarize their findings

11/5/15


Bell Ringer: Students will create a newspaper editorial on the events leading up to the American revolution students will pretend they reporters from that time capturing all the highlights to report back.

I do: I will facilitate the lesson and explain power point.

We do: Students will take Cornell notes on the power point and Intolerable Acts liberty kids video

You do: Students will take effective notes and summarize their notes.

11/6/15

NHD Power Point Presentation



I do: I will walk students through Khan Academy Declaration mini video we will dissect the document word for and line by line. I will also go over the NHD project

We do: Students will take notes about Declaration of Independence

You do: Students will summarize their notes and complete a pulse check.

11/9/15


Essential Question: What was the significance of the Declaration of Independence? Were the colonist justified in their actions should be they separate from the king why or why not?

Learning Goal 11/9/15- 11/13/15: Students will understand the meaning and historical importance of the Declaration of Independence.

Objective: Students will be able to analyze, examine, and identify various elements within, and surrounding the creating of the Declaration. Students will be able to analyze and examine the ideals of the Declaration such as equality, and liberty and then complete a 5 paragraph essay to end DBQ Unit.
Bell Ringer: Students will complete a Declaration Circle Map Students will than write one paragraph explaining the importance of the document.
I do: I will explain the importance of the start of the American Revolution and go over the hook and background essay with students.

We do: Students will work in their groups to read background essay and mark up the text.

You do: Students will complete the hook exercise and read and mark up text for background essay.

11/10 /15

Essential Question: Which Ideals of the Declaration of Independence is Most Important?

Objective 11/6/15- 11/10/15: Students will be able to analyze and examine the ideals of the Declaration such as equality, and liberty and then complete a 5 paragraph essay to end DBQ Unit.

Bell Ringer: Were the colonist justified in their actions should they have separated from Great Britain? Please explain in 1 paragraph

I do: I will facilitate the lesson by explaining importance of analyzing documents and give student tips to develop skills in analyzing primary and secondary sources.

We do: Will walk through analyzing document A of the DBQ and answer important questions.

You do: Students will work in groups to analyze

Homework: Finish analyzing documents A-D answer questions.

11/12/15


Bell Ringer: Please rate your process against the unit 3 scale. Please explain where you are and why you are there. 1 paragraph.

I do: I will go over the AP. Document analyzes sheet, writing a correct thesis statement and help students make inferences from different events to help them understand the importance of the DOI

We do: Students will work in pairs to complete AP document analyzes sheets.

You do: Students will find the main idea of each document and analyze events that have happened in the pass that could help them understand the Declaration of Independence.

11/13/15

Bell Ringer: Which ideals are the most important of the declaration of independence please explain your answer.

I do: I will explain the format in which they should be writing essay

We do: Students will work on their essay in class

You do: Students will be expected to complete their essays by 11-16-15

11/16/15


Bell Ringer: No bell ringer

I do: I will oversee the DBQ writing process and give student study guide for Unit 3 test.

We do: We will work quietly on our DBQ essay

You do: Student will complete essay and turn in all work to be graded

11/17/15

Bell Ringer: Do you think the colonist are justified in their actions to separate from the king why or why not?

I do: I will facilitate the class room discussion on whether students want to be known as a loyalist or a patriot for class poster

We do: Students will work with their class mates to come up with all the reason why they are either loyalist or patriots. Student will take a vote and choose the side their class is on this will be per period competition.

You do: Students will work together as a review for the test on Thursday
11/18/15

I do: I will facilitate the review process by having students play review game.

We do: Students will participate in class review activity

You do: Student will work together to review for the test

11/19/15

I will facilitate the unit 3 test

We do: Students will take the test

You do: Student will work independently to complete the test.

11/20/15

St. Augustin trip no class




Unit # 3 Road to Independence


Unit Learning Goal: After studying this unit, students will be able to determine whether the American colonists were justified in declaring independence from Great Britain and fighting the American Revolution.






LEVEL 4: I can examine the causes, course, and consequences of the American Revolution and apply the knowledge to how it impacts our current lifestyle and government today.

LEVEL 3: I can:

  1. Evaluate the causes and effects of the French and Indian War as well as the Albany Plan for Union

  2. Evaluate the colonial reactions to the Proclamation of 1763

  3. Compare and contrast the Sugar Act, the Quartering Acts, the Stamp Act, the Townshend Acts the Tea Act, Intolerable Acts, and Quebec Act as acts that angered the American colonists

  4. Compare and contrast the ways in which colonists resisted and objected English rule and government

  5. Assess the significance of the battles of Lexington and Concord

  6. Compare and Contrast the first and second Continental Congress’

  7. Compare and contrast the ideas and beliefs of Patriots and Loyalists.

  8. Evaluate the success of the “Olive Branch Petition” and the “Declaration of the Causes and Necessities of Taking up Arms.”

  9. Evaluate the contributions of key individuals in the lead up to war.

  10. Evaluate the importance of the battle at Fort Ticonderoga

  11. Assess the significance of the Battle of Bunker Hill

LEVEL 2: I can:

  1. Describe the French and Indian War in North America as well as the Albany Plan for Union

  2. Understand the Proclamation of 1763 and the actions of King George III

  3. Describe how British rule and government led to conflict

  4. Describe the Boston “Massacre,” the Committees of Correspondence, the Sons of Liberty, the Daughters of Liberty, the Boston Tea Party, and the First Continental Congress as colonists means of showing opposition to England’s rule

  5. Students will be able to describe the battles of Lexington, Bunker Hill, Fort Ticonderoga and Concord

  6. Identify the need for the second Continental Congress

  7. Identify the split between Patriots and Loyalists

  8. Identify specific colonial documents drafted during the war

  9. Describe the role of key individuals with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry and Thomas Paine.

LEVEL 1: With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas.

LEVEL 0: Even with help, I have no understanding.



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