School District:
BHSD 228
Department:
Social Studies
Unit 1:
The
Revolution
Grade Level:
11 Grade
Time Frame:
2-3 weeks
Date Created:
Spring 2005
th
Course:
Topic Area:
Date Modified:
American History-H
Cause of the Revolution,
Declaration of Independence,
Revolutionary War, Peace of
1783
Fall 2009
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.
16C3a - Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.
16C3b - Explain relationships among the American economy and slavery, immigration, industrialization, labor and
urbanization, 1700-present.
16C4a - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840.
16D2a - Describe the various individual motives for settling in colonial America.
16E2a - Identify environmental factors that drew settlers to the state and region.
17A - Locate, describe and explain places, regions and features on the Earth.
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)
Essential Questions:
1. Interpret how the ability to adapt and change affects the outcome of
Students will understand:
1. There were several causes of the American
the Revolution?
Revolutionary War.
2. Explain what role economics played in the Revolutionary War?
2. Strong leaders emerge in times of crisis.
3. Apply knowledge of the circumstances of the Revolutionary War to
3. Winning independence is just the beginning of
understand why it was a war for independence instead of a civil war.
America's struggle for freedom.
4. 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.
5. 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?
Key Words:
Loyalist, Patriot, Mercantilism, Tariffs, Inflation, Profiteering, Egalitarianism
Student objectives (outcomes):
Students will be able to:
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.
Other Evidence:
History Alive – Perspectives of Groups within the Revolution P. 44
“The Patriot” (Scene with Debate in town hall)
Stage 3 – Learning Plan
Learning Activities:
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.