DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 3 PLAN FOR 8TH GRADE CONTENT AREA
Unit Overview:
Quarter 1
Instructional Time: 5 weeks/25 days (approximately)
Course/Grade Level: Grade 8 Social Studies
Unit Theme: The Founding of America
Revised Bloom’s Taxonomy: Level 1- Level 6 ( Each unit should include all
levels of Blooms Revised Taxonomy.)
Unit Summary: Students will establish an understanding of the events and issues surrounding The Founding of America, including the Revolutionary War and
the establishment of newly independent American political system. Students will examine the political differences that led the colonists to seek separation from
Great Britain. Students will identify and analyze reasons for the colonial triumph in the Revolutionary War.
Concepts: Political, Protest Revolution, Governance, Compromise, Natural Rights
North Carolina Informational Technology Essential Standards:
8.SI.1 Evaluate information resources based on specified criteria.
8.TT.1 Use technology and other resources for assigned tasks.
Common Core Reading/Writing Essential Standards:
WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
NC Essential Standards and Clarifying Objectives for Social Studies:
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a
variety of sources, evaluate and interpret data and support interpretations with historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the
development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race
Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
8.C&G.1.1 Analyze how democratic ideals shaped government in North Carolina and the United States.
8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States
8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments
8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States
8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change
Essential Question(s):
What are the conditions necessary to create revolution?
Why do people create drastic change?
How can change lead to violent conflict?
Is violent conflict an effective way to achieve a goal?
Why was the U.S. Constitution a revolutionary idea?
What values are shared among most Americans?
How does a national political culture develop?
How does a political system reveal a nation’s values?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
The purpose of government is to protect individual rights, promote the common good, and represent the people’s interests. When this social contract is broken,
the people have the right to change or abolish the system. When a political system will not change, the people may try to create a new system. This process
may or may not lead to violent conflict.
Historical events are recorded and interpreted by individual people, who have their own personal biases and perspectives. As a result, interpretation of
historical events often favors the victor, in the case of the Revolutionary War - the American Colonists.
The U.S. Constitution was written to reflect democratic values, natural rights, and establish a stable nation. However, compromises based on beliefs of the time
restricted access to the promises of the Constitution for most Americans. The amendment process was included to reflect changing attitudes, beliefs, and
needs of the growing republic.
I Can Statement(s) (These are sample targets and tasks. The numbers of the targets and tasks correspond.)
Learning Targets: (What the student should know and be able to do.)
1.
2.
3.
4.
5.
6.
I can identify and explain the events that forced the colonists to revolt against the British king.
I can recall the major battles of the American Revolution.
I can understand why colonists became dissatisfied with Britain’s control of over the colonies.
I can discuss the pros and cons of declaring Independence from Britain.
I can analyze the relationship between propaganda and public sentiment for/against the British.
I can evaluate the significance of rights included (and excluded) from our founding documents.
7. I can predict the problems colonists may face in creating their own government.
8. I can critique the processes used to change the existing political system, and create a new one.
9. I can design a way to create a government that upholds its social contract with the people and meets the needs of it’s people.
Learning Tasks: (How will the student show the teacher they know?)
1. I can complete a graphic organizer that explains why certain events led to the Revolutionary War, and shows the progression of grievances against
British rule.
2. I can create a timeline that includes the major battles of the American Revolution.
3. I can read primary source documents written/created by historical figures at the time, in order to understand why those individuals were unhappy with
British rule.
4. I can take part in a role play activity to act out the debates of the First and Second Continental Congressional sessions.
5. I can compare and contrast 2 different images of the same event. Using corroborating evidence I can determine which is the most reliable portrayal of
the events.
6. I can rewrite the Bill of Rights, then apply the rights rights to modern day scenarios.
7. I can write a letter/paragraph that explains what problems the colonist will face in creating a new government.
8. I can write a letter to the editor critiquing the process used to change our political systems and suggest ideas for a more effective government
9. I can complete a project in which I create a government that upholds its social contract with the people and meets the basic needs of its people.
Vocabulary:
French and Indian War
Regulators
Proclamation Line of 1763
“taxation without representation”
Boston Massacre
Boston Tea Party
Continental Congress
Various new acts of Parliament
(Stamp, Tea, Intolerable, etc.)
Forms of resistance



Treason
American Revolution
Tories (Loyalists) and Patriots
(Whigs)
Key confrontations



Boycott
Protests
Petitions

Boston Massacre
Lexington and
Concord/ “shot heard
‘round the world”
Saratoga-Contribution of the
French (Turning
Point)
Yorktown
Declaration of
Independence
Common Sense
George
Washington
Thomas
Jefferson
King George
Outcome of the
War (Treaty of
Paris)
North Carolina’s Role
Edenton Tea Party
Halifax Resolves
Mecklenburg
Resolves
Moore’s Creek Bridge
King’s
Mountain/Hornet’s
Nest
Guilford Courthouse
(Nathaniel Greene)
Government
Articles of the Confederation
Constitution
Bill of Rights
Democracy
Monarchy
Dictatorship
Anarchy
Legislative
Judicial
Executive
Checks and balances
Separation of Power
Federalism
Natural rights
Great Compromise
Reading and Writing for Literacy and Interdisciplinary Connections
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects
as suspense or humor.
Books: My Brother Sam is Dead; April Morning, Johnny Tremain
Primary Sources: Mecklenburg Resolves; Declaration of Independence; Common Sense , Political Cartoons (Boston Massacre, Join or Die, Stamp Act),
Constitution, Bill of Rights, personal historical accounts from the Boston Massacre and Battles of Lexington & Concord.
Music: Samples of Music from the Revolutionary Era
Art: Creation of artistic expression of the Modern Day Declaration of Independence
Evidence of Learning (Formative Assessments):
Summative Assessment(s):
Unit Test
Teacher observation, exit slips, KWL charts, think pair-share, common
Common Assessments
assessments, political cartoon analysis, Timeline of causes and Major events
Debate the reasons for the British loss of the war.
of the Revolution
Translate the grievances listed in the DOI into modern-day English.
Write a response from King George to the colonies after the Declaration of
Independence.
Create a political cartoon using an issue/event from the time period
Project: Create your own government
Boston Massacre comparative paragraph. Was the event really a massacre?
DBQ essay: “Who shot first on Lexington Green?”
Unit Implementation:
RESOURCES for this unit:
Textbook: North Carolina Land of Contrasts: Chapter 5, pages 152-183
*Teachers are encouraged to use the web resources listed below (under “Supportive Unit Resources”) to locate primary source documents that will enhance student
understanding of this unit.*
Head note week by week plan: This is a suggested plan by no means a forced pacing guide.
Week 1: 8.H.1 8.H.2 8.H.1.1 8.H.1.3 8.H.1.4 8.H.1.5, 8.H.2.2 H2.3 8.C&G.2.1 8.C&G.2.2
Colonists and Grievances with the British Political Systems
Enduring Understanding for Week One: Understanding the social contract between government and its people, and explaining the methods used to change a contract
when it is not upheld.
Students will identify and explain the issues that built resentment between American colonists and the British government, such as: increased taxation, limiting freedoms,
and under-representation in government. They will record this information in a graphic organizer to show escalation of grievances. Students will examine views of various
members of the First Continental Congress to determine if the social contract had been broken or only damaged. They may do this by participating in an experiential
activity/re-enactment of the First Continental Congress. Students will analyze primary sources (political cartoons) that represent various opinions of the time. Students
will demonstrate their knowledge by creating a political cartoon focused on a particular event, tax, act, or law.
Possible Assignments:
1.Graphic Organizer: Students could complete a graphic organizer that explains why certain events led to the Revolutionary War, and shows the progression of
grievances against British rule.
2.Letter to the Editor: Students could write a letter to the editor from a colonist perspective or British perspective explaining the issues that have built resentment between
American colonist and the British government
Making Connections:
Protest: Have student’s research forms of protest and compare and contrast them to the protest methods used during the Revolutionary War. Teachers could have a
center for each type of protest for students to make connections (Examples include: boycotts, picketing, marches, sit-ins, etc)
Week 2: 8.H.1.2 8.H.1.3 8.H.2.1 8.h.2.2 8.h.2.3 8.C&G.2.1 8.C&G.2.2
Road to Revolution & Events of the War
Essential Questions for Week Two: How can change lead to violent conflict? Is violent conflict is an effective way to achieve a goal.
Students will look at the American Declaration of Independence as a method of achieving drastic political change. Students will evaluate text of the Declaration in order to
understand its underlying principles and purpose; this could include a re-writing of the Declaration in modern language. Students will evaluate how propaganda was used
as a tool to influence public opinion and create change by looking at different accounts of the Boston Massacre, and different accounts of the Battles of Lexington &
Concord. Students will look at the strengths and weaknesses of both the American and British armies, and analyze the impact of violent conflicts on individuals and
specific groups.
Possible Assignment:
Modern Declaration of Independence: Have students translate the Declaration into language and a presentation that makes more sense in modern times. In group, have
students re-create the Declaration in a creative format, making its content, purpose, themes, etc.easily understandable in today’s world. Students may present their
modern translations in a song or rap, a short, dramatic play/skit, perhaps in a particular style (i.e., soap opera, TV crime drama, musical theatre, etc.), a poem, a
commercial, a cartoon, a breakup letter.
Making Connections:
Protest: Have students’ research forms of protest and compare and contrast them to the protest methods used during the Revolutionary War. Teachers could have a
center for each type of protest for students to make connections (Examples include: boycotts, picketing, marches, sit-ins, etc)
Propaganda: Have students’ research propaganda techniques and analyze how it is used during before and during times of war. Students could examine propaganda
during WWI, WWII, Vietnam, and even today for example.
Week 3: 8.H.1.2 8.H.1.3 8h.2.1 8.h.2.2
Major Events of the Revolution
Essential Question for Week Three: Is violent conflict an effective way to achieve a goal? What values are shared among most Americans?
Students will continue to analyze the battles of the war and their consequences; including military consequences, and consequences to the American colonial society.
Students will analyze Valley Forge, the Battle of Saratoga, and the leaders involved to understand how over coming challenges shapes the national identity. Students
will formulate a response to the essential question. (Is violent conflict an effective way to achieve a goal?) Finally students will examine the effects of the American
Revolution and the new challenges facing the United States after the Treaty of Paris.
Possible Assignments:
Newspaper Article: Students will write a newspaper article reporting on a Revolutionary War topic as if it is a current event. The article should follow modern newspaper
format and should be dated at the time your event occurred. The article should report on the event as if it is current, breaking news. The article should also be artistically
designed to look like a newspaper. All articles should: Have an exciting headline, be at least one page or two columns in length, contain a picture relating to the article,
including a clear caption, contain accurate information discovered in your research of the event and people involved, contain proper sentence structure, grammar, and
mechanics
Possible Topics Include:Battle of Lexington and Concord, Paul Revere, Patrick Henry/ “Speech to the Convention”, Continental Congress (1st and 2nd), Battle of Bunker
Hill, George Washington, Battle of Moores Creek Bridge, Mecklenburg Resolves/Halifax Resolve, Declaration of Independence / Thomas Jefferson, John Paul Jones,
Lord Charles Cornwallis, Battle of Saratoga, Benedict Arnold, Winter at Valley Forge, George Washington, Battle of Guilford Courthouse, Nathanael Greene, Surrender at
Yorktown / Treaty of Paris
Making Connections:
In looking at the Essential Question “Is Violent Conflict an effective way to achieve a goal” students could examine other ways and look at the results and consequences
of war to debate whether violence was a necessary evil.
Week 4: 8.h.1.1 8.h.1.2 8.h.1.3 8.h.1.4. 8.h.1.5 8.h.2.2 8.h.2.3 8.C&G.1.1 8C&G.1.2 8.C&G.1.3
Founding Documents/Constitutional Convention
Essential Question for Week Four: Why was the U.S. Constitution a revolutionary idea? How does a political system reveal a nation’s values? What values are shared
among most Americans?
Students will understand how the U.S. Constitution sets up a government that shares power equally to prevent one person or a small group from having total control.
Students will analyze how power is shared both vertically (federalism) and horizontally (separation of powers). And how that power sharing system developed in
response to the British rule of the colonies. Students will identify different government services/powers and examine how the power are shared by the different levels of
government. (e.g. local, state, and federal taxes) Students will look at real world examples of different systems of government including: monarchy, dictatorship, direct
democracy, representative democracy, and anarchy. Students will evaluate the governments effect on the people they represent. Students could be given a hypothetical
situation and they would have to choose which form of government would best meet the needs of the people in that situation. And defend their answer.
Week 5: 8.h.1.1 8.h.1.2 8.h.1.3 8.h.1.4. 8.h.1.5 8.h.2.2 8.h.2.3 8.C&G.1.1 8C&G.1.2 8.C&G.1.3
American Government
Essential Question for Week Five How does a political system reveal a nation’s values? What values are shared among most Americans?
Students will discuss the Bill of Rights and apply their understanding of the first ten amendments to create their own Bill of
Rights. Students will participate in an open discussion about what rights are. (Probe thinking by asking:Does everyone have the same rights? Do you as a student have
specific rights at school?What would society be like if we didn’t have rights? Have you ever felt like your rights were violated? Explain.)
Review with students why the Bill of Rights was added to the Constitution and why these rights are so important. (Encourage students to share what they know by asking:
Thinking back to the Constitution, why was the Bill of Rights added? Why would the Federalists not want a Bill of Rights? What are examples of some of the rights
outlined in the Bill of Rights? Why are there limits on the rights of people? Does the Bill of Rights apply to everyone? Explain.)
Possible Assignments:
Once students have a basic understanding of the Bill of Rights, explain that students will be participating in creating
their own Bill of Rights. The teacher should divide up the students into small groups and t ell the class that they are a new democratic county and that they must create a
Bill of Rights for their country. Instruct students that they should create at least 10 new rights for their country. Groups who finish early can be instructed to provide further
creative details on their country (i.e. country name, flag, etc.) Once all groups have completed their Bill of Rights have each group present their country’s Bill of Rights.
Once all groups have presented, discuss:Why is it difficult to come up with a Bill of Rights? What compromises did you have to make to come up with something that
would apply to everyone in your country? Can the Bill of Rights be violated? What would society be like without the Bill of Rights?
Making Connections:
Forms of government: Students can examine the challenging task of forming a government. Students can analyze other forms of government such as communism,
totalitarianism, monarchy, democracy etc and debate which is the most effective form of government
Supportive Unit Resources: Please note that these are resources that can be used to supplement instruction before or during a lesson.)
http://www.digitalhistory.uh.edu/modules/revwar/
http://chnm.gmu.edu/teaching-and-learning/
http://www.archives.gov/education/
http://www.learner.org/courses/amerhistory/pdf/text/AmHst04_Revolutionary.pdf
http://www.harpweek.com/
http://politicalcartoons.com
www.learnnc.org
Scaffolding Option 1:Intervention (What are
you doing for students that are struggling?)
Instructional
Activities:
These are ideas
for after the
completion of the
two main portions
of the unit: cause
and effect of the
American
Revolution, and
the creation of the
United States
government.
Students who are still struggling with the
content as shown by the assessment data will
complete alternate, lower-level assignments,
such as:
Revolutionary War:
-Timeline of the 15 most important events of
the “road to revolution” and the American
Revolution
-Quiz Re-takes
-Illustrated outline of major Revolutionary War
events
Scaffolding Option 2:Maintenance
(What are you doing to reinforce the main
concepts?)
Revolutionary War:
-First Continental Congress role play
-Research and write a character sketch of a key
Revolutionary figure and participating in a
Colonial Town Hall & Debate as that figure.
Government:
-pass quiz/test
-create your government that meets the social
contract of the people
Government:
-Complete assignments from the Level I We the
People government textbook, designed for 5th
grade students.
Technology Integration:
http://www.civics.unc.edu/resources/docs/LoyalistsandPatriots8.pdf
Scaffolding Option 3: Extension
(What are you doing for students that
have mastered the material?)
Revolutionary War:
-Revolutionary War Era “Think Tac Toe”
-Have students create a Revolutionary War
People Project
Government:
Comparative Government Analysis:
Students will study alternate forms of
government. Create a presentation that
compares and contrasts our form of
government to at least one other form of
government.
http://www.civics.unc.edu/resources/docs/RevWarPeopleProject.pdf
Multimedia
Activities:
PBS Road to Revolution Game:
http://www.pbs.org/ktca/liberty/road_q1.html
Research/Informational Sites:
http://edtech.kennesaw.edu/web/amrevol.html