Chapter 6 The American Revolution
2 Days
Preview the Chapter and Section 1 A Nation Declares
Independence 170 - 173
Bell work: D1Preview the Chapter. Chapter 6 starts on page
166. Have students turn to pages 168 – 169 for the Visual
Preview. Predict What will you be learning in this chapter?
View the timeline. When did the Continental Congress declare
independence?
D2 Read and complete the Reading Primary Sources Skills
Activity on page 171.
Benchmark: SS8A33 Recognize contributions of Founding
fathers in the American Revolution SS8A35 Describe the
influence of individuals on social and political developments
during the Revolution SS8A37 Examine consequences of
Declaration of Independence SS8C13 Recognize role of civic
virtue from the colonial era to the Reconstruction
Essential Question: Why did many colonists favor declaring
independence?
Objective: Today, I will learn about the American colonists
call for independence.
Learning Goal: The goal of this unit is to understand how the
patriots won the American Revolution. In addition the
contributions of the Founding Fathers and their impact on
social and political developments. The contributions of key
groups and the identity of primary/secondary sources.
Vocabulary: Thomas Paine, Richard Henry Lee, Resolution,
preamble, grievance High-Use Word: logic, violate
Agenda:
I do: Review Bell work
We do: Section One Reading Readiness Guide, Flow Map of
the events on pages 170 – 171.
You do: Cornell Notes on pages 172 – 173. Key Points: The
Declaration of Independence, Natural Rights, List of
Grievances, Dissolving the Bonds and Impact of the
Declaration.
Summarizing Activity: List two challenges you think Thomas
Jefferson faced in writing the Declaration of Independence.
Homework: Finish the Cornell Notes
Accommodations: Technology, Monitor Comprehension,
Extra Time, Follow individual IEP and 504 plans,
Think/Pair/Share, Thinking Maps
Materials: Textbook, workbook, pen/pencil, paper, worksheets
Chapter 6 The American Revolution
2 – 3 Days (The book expects us to take one period with all
of this information)
A Critical Time Section 2 179 - 184
Bell work: D1 Complete the worksheet on Thomas Paine’s
Common Sense D2 With a partner, complete the map master
skills activity on page 180
Benchmark: SS8A15 Identify in primary/secondary sources
purpose of key documents SS8A34 Examine contributions of
key groups in American Revolutionary War SS8A36 Examine
course of American Revolution SS8E31 Evaluate domestic and
international interdependence
We do: Group Activity on Loyalist, Patriots, or Neutral,
Capture the flag outside
You do: Workbook pages 81 – 83. Last Day Complete the
Analyze Literature assignment on page 185. (Read about
Valley Forge and answer: Do you think Washington should
permit Teague to go home without punishment? Write a
paragraph explain the reasons for your opinion.
Summarizing Activity: Make Predictions: What do you think
would have happened if the Americans had lost the Battle of
Saratoga?
Essential Question: Why was the Battle of Saratoga
considered a major turning point in the war?
Homework: Preview Section 3
Objective: Today, I will learn about the early years of the
American Revolution.
Accommodations: Technology, Monitor Comprehension,
Extra Time, Follow individual IEP and 504 plans,
Think/Pair/Share, Reinforce Key Ideas, Group Work
Learning Goal: The goal of this unit is to understand how the
patriots won the American Revolution. In addition the
contributions of the Founding Fathers and their impact on
social and political developments. The contributions of key
groups and the identity of primary/secondary sources.
Vocabulary: Nathan Hale, mercenary, alliance, Marquis de
Lafayette, cavalry, Fridrich von Steuben High-Use Word:
vital, transform
Agenda:
I do: A Critical Time Lecture Notes PowerPoint
Materials: pen/pencil, workbook, worksheet, textbook
Chapter 6 The American Revolution
We do: Create a chart listing the contributions of African
Americans and women during the revolutionary war.
1 Day The War Widens Section 3 186 - 190
Bell work: Complete the Map Master skills activity on page
189.
Group
Benchmarks: SS8A34 Examine the contributions of
influential groups to both the American and British war efforts
during the Revolution SS8A35 Describe influence of persons
on social changes in Revolutionary era SS8A315 Examine
1763 – 1815 from perspective of underrepresented groups
Essential Question: What effect did the American war
strategies at sea and in the South have on the British?
Objective: Today, I will learn how the American Revolution
affected Americans in all parts of the country.
Learning Goal: The goal of this unit is to understand how the
patriots won the American Revolution. In addition the
contributions of the Founding Fathers and their impact on
social and political developments. The contributions of key
groups and the identity of primary/secondary sources.
Vocabulary: enlist, civilian, continental, George Rogers Clark,
Bernardo de Galvez, John Paul Jones, privateer
Agenda:
I do: Discuss: Role of women, African Americans, and Native
Americans, The war out west and at sea.
Contributions Honorable Overall
Mentions Impact
African
Americans
Women
You do: Workbook pages 84 – 85
Summarizing Activity: What do you think? Speculate how
British military leaders might have justified their losses to the
Patriots at this point in war?
Homework: None
Accommodations: Technology, Monitor Comprehension,
Extra Time, Follow individual IEP and 504 plans,
Think/Pair/Share, Reinforce Key Ideas
Chapter 6 The American Revolution
contributions of the Founding Fathers and their impact on
social and political developments. The contributions of key
groups and the identity of primary/secondary sources.
1 – 2 Days
Winning Independence Section 4 191 - 195
Bell work: Continental Forces Drawing: Although the
Continental forces had some factors in their favor, they also
had several needs. Some students may grasp this concept
better if they draw representations of what the Continental
Army lacked, especially in the early days of war: a well –
trained force, greater numbers of soldiers, blankets and other
supplies. Encourage students to consider their drawings as
they explain how these needs gave the early advantage to the
British.
Benchmark: LA8163 Use context clues to determine
meanings of unfamiliar words SS8A34 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 SS8A36 Examine the
American Revolution
Essential Question: Why did the Americans win the
Revolutionary War despite many advantages?
Objective: Today, I will learn how the Americans won the war
and how they made peace.
Learning Goal: The goal of this unit is to understand how the
patriots won the American Revolution. In addition the
Vocabulary: Charles Cornwallis, guerrilla, Francis Marion,
Nathanael Greene, traitor High-Use Word: Fateful, option
Agenda:
I do: Winning Independence Lecture Notes PowerPoint
We do: Mapmaster skills Activity on page 193.
You do: Workbook pages 87 – 89.
Florida Reading Coach Pages 32 – 33 (Back of the workbook).
Yorktown Worksheet
Summarizing Activity: Explain why the end of the
Revolutionary War meant a “world turned upside-down” for
the British.
Homework: None
Accommodations: Technology, Monitor Comprehension,
Extra Time, Follow individual IEP and 504 plans,
Think/Pair/Share, Reinforce Key Ideas
Materials: pen/pencil, workbook, worksheet, textbook
Chapter 6 The American Revolution