The American Revolution

The American Revolution Unit Plan

Brian Conroy

Social Studies

8th

grade

June 23, 2008

Title Statement

Growing up in this country, we celebrate the 4th

of July and talk about special people,

such as George Washington and Thomas Jefferson. But even though you hear of these people

and are happy for holidays, you probably wonder to yourself, “Why do we celebrate these

people?” “What did they do that was so important?” “How do they matter in my life?” In this

unit, we will discuss the time period of early America, the formation of the United States, and

how these times have affected all of us and the world. You will learn the important events

leading up to, during, and after the fight for independence from British rule, and during that time,

keep in mind those holidays you hold dear and try to see the connection to what we are learning

in class. Towards the end, you will also have to choose a subject in what we are discussing and

do research, and then present it to the class and explain why it is important. So enjoy our

journey through the American past and be prepared to be amazed at how much was

accomplished, and yet remained so fragile.

Unit Introduction

This unit is designed as an introduction to the American Revolution. The main goal is to

show students the many events that led to the formation of the country and our government so

that they may start to understand the present day. It is the job of the teacher to illustrate the

important concepts of the unit, while the students need to try and understand how all the pieces

fit together into a coherent system that explains the American Revolution.

We will be discussing events leading up to the war, the war itself and contributions of the

people, and the short few years after the war that began to mold the nation. These concepts will

show the evolution of the colonists through their transformation from loyal British subjects to

countrymen independent of a mother country and on a path to establish a new country. The

ideals that these Americans had to form this new country and government are the basic ideals

that are held today, and to know these is to know how the United States formed.

We will also discuss international views of the war, how the country viewed itself and

was viewed by other nations, and international consequences of the American Revolution (i.e.

French Revolution). We will also examine the many people involved in the conflicts and how

they were affected and how they affected the country. These viewpoints of both Americans and

other nations show how we became somewhat accepted by different countries, and also

important is how the many peoples inside and outside the country dealt with American

independence. It will be an interesting few days with hopes that students will come to more fully

understand and respect the origins of the country, and use this information to further inspect the

past.

Unit Objectives

Content objectives

1. Identify the geographical area of the American colonies

2. Explain the reasoning behind the American Revolution

3. Recognize importance of documentary evidence

4. Contrast the war viewed from American and British viewpoints

Value and Disposition objectives

1. Point to how political self-reliance and the Revolution affected the shift in

government in America

2. Study the many different viewpoints of the war on an international view

Ability objectives

1. Locate the battle sites of the American Revolution

2. Demonstrate and understanding of the causes and outcomes of the Revolution

3. Construct maps and documents portraying their views of the war

Prerequisite Skills

Students should be able to:

1. Read a map of early America

2. Indicate a basic understanding of early American history

3. Participate in group discussions

4. Write grammatically correct basic reports

Content Outline

I. Leading to War

A. Life in the Colonies

i. Colonies largely neglected and have self reliance

ii. Britain expected economic interests to be protected

a. Mercantilism

b. East India Trading Company

B. British policy changes

i. Britain sought tighter control over colonies after 1763

ii. Acts passed to collect income worsened relationship

a. Proclamation of 1763

b. Sugar Act

c. Quartering and Stamp Acts

d. Townshend Acts

e. Tea Act

f. Intolerable Acts

C. Colonial Acts of Defiance

i. Boston Tea Party

ii. Boycott on English goods

iii. Harassment of English soldiers and officials

a. Sons of Liberty in New York and 40 British soldiers

b. Thomas Hutchinson home attacked

c. Boston Massacre

iv. Circular Letter of Samuel Adams

v. Illegal importation of goods

a. Wine from Liberty

D. Political actions

a. First Continental Congress

b. Olive Branch Petition

II. Conducting the War

A. American forces

i. Undisciplined colonial militias

ii. Poor and slave soldiers

iii. Washington aimed to turn militias into disciplined army

B. British forces

i. Well trained and disciplined soldiers

ii. Hessian mercenaries

iii. Loyalists

iv. Indians

C. Political Actions

a. Olive Branch Petition

b. Declaration of Independence

c. Second Continental Congress

D. Military confrontations and preparations for war

a. Northern theater: 1775-1778

i. Massachusetts

ii. New York

iii. New Jersey

iv. Pennsylvania

b. Southern theater: 1778-1783

i. Georgia

ii. Virginia

iii. South Carolina

iv. North Carolina

E. International alliances

i. France

ii. Spain

iii. Netherlands

iv. Germany (Hesse-Kassel)

F. Persons of interest

i. George Washington

ii. Benedict Arnold

iii. Charles Cornwallis

iv. Sir Henry Clinton

III. End of the War

A. Surrender at Yorktown (1781)

i. French and American forces forced surrender of 8,000 British

ii. British feared further loss of empire’s holdings with continuing war

a. Peace talks begin 1782

B. Treaty of Paris

i. Treaty approved by Congress Apr. 15, 1783, signed Sept. 3, 1783

ii. Recognized independence of the United States and established borders

to Mississippi River, the Atlantic Ocean, Canada, and Florida

iii. Recognized fishing rights off Newfoundland and Nova Scotia

iv. Ceded Florida to Spain

v. Recommended that Congress restore property taken from Loyalists

C. Results of the War

i. Establishment of the United States as a sovereign nation

a. Constitution of 1788 provided Congress with power to tax

b. Articles of Confederation

ii. Greater trade and economic recovery between Britain and America

iii. Establishment of basic rights for Americans spread political reforms

around the world

iv. French bankruptcy and revolution of 1789

Skills to be taught

1. Recognize differences between Britain and colonies (cognitive)

2. Argue who was right about actions that led to war (cognitive)

3. Identify the major events of the war (cognitive)

4. Reorganize thoughts of war after presentation of evidence (psychomotor)

5. Locate important events and positions on a map (psychomotor)

6. Recognize how historians analyze history through documentation (psychomotor)

7. Demonstrate an understanding of the effects of the war on colonies, Britain, world

(psychomotor)

8. Design own documentation of war through first person point of view (psychomotor)

Values and Attitudes

1. Assess the value of the material to yourself

2. Give your opinion about the class

3. Report violations of codes of conduct

4. Respect your teacher and fellow students

5. Study to understand the material

6. Use your own life to relate to the material

State Standards

16.A.3a Describe how historians use models for organizing historical interpretation (e.g.,

biographies, political events, issues and conflicts)

16.A.3b Make inferences about historical events and eras using historical maps and other

historical sources.

16.A.3c Identify the differences between historical fact and interpretation.

17.C.3a Explain how human activity is affected by geographic factors.

18.B.3a Analyze how individuals and groups interact with and within institutions (e.g.,

educational, military).

18.B.3b Explain how social institutions contribute to the development and transmission

of culture.

18.C.3a Describe ways in which a diverse U.S. population has developed and maintained

common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the

Bill of Rights).

18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.

Learning Activities

Introductory Activity

The purpose of this activity is to educate the students on the American Revolution and its

impact during the time period it happened, as well as its lingering effects on the world up to the

present day. We will be learning about the relationship between the American colonies and their

mother country of Great Britain, and what life was like in those countries. We will then proceed

to investigate the reasons which led to degradation of the relationships between the two, and

what led to the cutting of ties by the colonies, which led to the American Revolution from what

they saw as British tyranny. The political and military theaters of battle will also be examined,

and what international participation there was also. Towards the end, the defeat of the British

military in America and the end of the war which produced a new sovereign nation, along with

the outcomes of the war, shall be examined.

Developmental Activities

KWLH chart

Can help to determine student knowledge about the Revolution. The teacher can use this

to gauge existing knowledge and possible future learning opportunities.

PowerPoint presentation on trade between Britain and America

Helps students to understand the dependence that existed between England and the

colonies. PowerPoint provides notes for a future quiz or test and reference information for future

topics

Compare and contrast British and American views of the war

Students divide into pairs and take the side of a British or American living in their

respective countries. They will then try to convince the other of why their view of the war is

correct.

Discussion of Acts passed by Parliament and effects on American lives and views

Students examine each of the Acts passed by Parliament (Stamp, Intolerable) and will

participate in an in-class discussion on why they were passed and what the effects on the

colonists were. This activity will help students think critically about whether or not the laws

were just, and if the colonists acted correctly or could have done something differently.

Founding fathers

Students will research one of the founding fathers talked about in class and write a 1 ½ -2

page essay on their person. They will then present this person to the class and answer any

questions presented.

Military tactics of Britain and America

This activity will show the military strength of both sides from before the war through to

the war’s end. It will also show the tactical similarities and differences in British and Patriot

forces, and how these changed over the years of the war.

Colony maps and important information

The teacher will assign a colony to the students, and they will draw a picture of their

colony and provide information on their history, economy, and reasons for joining the rebellion

against England. Students will present their findings to the class, and the information will be

analyzed and discussed in class.

Examining international participation in the war

Students will read about international participation in the war from European powers, and

what effect their participation had on the war. The ulterior motives for their participation will

also be researched.

Historical Sites

Research different Revolutionary war historical sites and parks on the Internet, and how

the sites are interpreted as compared to what has been discussed in class. Create a small tour

plan for a trip to your site as if you were the tour guide bringing the rest of the class.

Revolutionary Documentation

Sections of these important documents will be passed to students so they can be read at

home. Students will write a short answer of what their document means to their understanding,

and the student will also read to the class the document and their thoughts, and an in-class

discussion will follow.

Map of early North America and possible problems

A map with European and Indian geographic boundaries will be shown in class, along

with valuable information of each culture, such as religion, politics, and economy. The students’

class will then discuss what possible problems could stem from any ideological differences.

Native American outlook

Students will examine Native American lives before and during European expansion in

America. They will investigate the major cultural and ideological changes that stemmed from

this arrival, and how these tribes exist in the present day. This information will be discussed in-

class.

Tory vs. Patriot

Imagine yourself as either a Tory (loyal to England) or Patriot, and have discovered that

your family is deeply divided along these lines. Become a mediator and try to settle the dispute

in a peaceful manner, even though it is apparent that war along these lines is imminent. The

class will divide into three groups, and all will try to persuade the other to their ideals.

Common immigrant citizenry

Have students imagine themselves as a newly arrived immigrant (choice of nationality

from a list) who have arrived in America to start a new life but find war looming. Research their

national backgrounds and how others of their nationality are responding to the impending

confrontation.

Historical interpretation

Historical interpreters will come to class and provide stories as first person interpreters.

Class will ask questions, analyze characters, and present research on different characters

presented.

Daily journals

The class will have a question posted on the board each morning concerning that day’s

discussion. The students will respond to the question after the class has finished and turn it in

the next morning, and at the end of the unit they will reflect on all their journals and write a

summary based on their journal writings.

Research revolutionary concerns and compare with present day problems

The class will find a modern problem or crisis facing the nation and compare it with a

similar problem or crisis facing the early American republic. The class will present its findings

and compare to each other and discuss the validity and truth to presentations.

Were the founding fathers patriots or traitors?

Students will discuss an alternate ending to the Revolution, in which they discuss whether

or not the leaders were traitors or patriots. They may also choose to hold a mock trial and

through first person scenes, try the founding fathers and their ideals.

Map of North America after the Revolution

Examine a map showing post-Revolutionary America and the differences from a map of

pre-Revolutionary America. Discuss the changes that took place with the defeat of English

forces in the colonies, and the formation of the United States and its expansion westward.

Document Analysis

Assign students different documentation from colonial, Revolutionary, and post-

Revolutionary America and have them analyze these documents using the attached worksheet.

http://www.archives.gov/education/lessons/worksheets/document.html

http://www.archives.gov/education/lessons/worksheets/document.html

Culminating Activity

This unit has been designed to inform students about how colonial America became the

United States, and also to inform them on how to look at multiple angles of the impact on

American and European powers. To conclude the unit, students will choose either a British or

American outlook on the colonies, and will write their own article to be submitted to a magazine

as a historical article. They will defend their position on why their side had the right to do as

they did, and provide supportive claims from class and alternate sources, as well as contest or

support international aid based on their usage of it.

All of their information should tie together all the aspects of what have been covered in

class, and also relate to the interaction which the two nations experience in the modern day. It

should show an understanding of colonial America and the events leading up to and through the

Revolution, and how they impact society in the present day.

Daily Lesson Plan Outline #1

Name: Date: Subject: Grade Level: Time Needed:

Brian Conroy 6/23/08 Social Studies 8th

grade 2 days

Preliminary Planning

Topic/Focus: Colonial America

Objectives: Students will be able to:

1. Locate all thirteen colonies, as well as Great Britain (cognitive)

2. Describe the relationship between the colonies and Britain (affective)

3. Discuss the laws passed by Parliament and opposed by the colonies (cognitive)

4. Question the actions of both sides (affective)

5. Try and understand the background to both the British and American arguments

(psychomotor)

Materials

1. Copies of the Olive Branch Petition and the Declaration of Independence

2. Tea

3. Sugar

4. Molasses

5. Notebooks

6. Writing utensils

7. Map of colonial America

8. PowerPoint presentation

Preparation

Prepare copies of the Olive Branch Petition and the Declaration of Independence for

students. Prepare examples of the tea, sugar, and molasses to be passed around the room. Install

the colonial map at the front of the classroom. Have the PowerPoint cued and ready to begin.

Classroom Setting

Desks will remain in the traditional arrangement of rows and will be changed for small

group work. At the end of this group work the students will replace the desks in their traditional

arrangement.

Key Behavioral Reminders

1. Students will remain seated until the end of class

2. Students will raise their hand to be called upon; callouts are not tolerated

3. Students will refrain from reaching over to or touching other students

4. Students may not touch the examples brought into class; only looking is allowed

State Standards

1.C.3a Use information to form, explain and support questions and predictions.

3.C.3b Using available technology, produce compositions and multimedia works for specified

audiences.

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the

purpose, message and audience; provide details and supporting information that clarify main

ideas; and use visual aids and contemporary technology as support.

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to

municipalities, states and the nation.

15.C.3 Identify and explain the effects of various incentives to produce a good or service.

15.D.3a Explain the effects of increasing and declining imports and exports to an individual and

to the nation’s economy as a whole.

15.D.3a Explain the effects of increasing and declining imports and exports to an individual and

to the nation’s economy as a whole.


historical sources

16.B.3b (US) 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.

16.C.3a (US) Describe economic motivations that attracted Europeans and others to the

Americas, 1500-1750

17.A.3b Explain how to make and use geographic representations to provide and enhance spatial

information including maps, graphs, charts, models, aerial photographs, satellite images.

Instructional Plan

Anticipatory Set

To begin the class, I ask the students as I hold up each item, “Does anyone in here drink

tea?”; “Does anyone in here enjoy sugar in their cereal?” I expect most if not all student hands

are raised and then lead into asking if they could afford it if the government started charging so

much more. This would surely grab their attention as I continue with, “Well today, we will be

studying the colonial period of America and how these are only two products which brought us

to be a sovereign nation.”

Sequence of Learning Activities

1. Pull out map of colonial America (1)

2. Have students locate the colonies and Great Britain (1)

3. Divide colonies into New England, Mid-Atlantic, Southern colonies (1)

4. Examine effects of the French and Indian War in North America (2, 9)

5. Study how neglect from Britain brings political self-reliance (5)

6. Explain how Britain wanted its economic interests protected; colonists agree to

mercantilism (4, 8)

7. Define mercantilism

8. Britain starts tightening control (2, 8)

9. Acts passed by Parliament that angered colonists (2, 3, 8)

10. Give examples of each and ask if students would agree to them (4, 8)

11. Political action by colonists (2, 4, 5, 8)

12. Ignored by King George III and Parliament (2, 3, 4, 6, 8)

13. Military actions taken by both colonists and British (1, 2, 4, 7, 8)

14. Declaration of Independence (4, 5, 6, 8)

15. Ties cut with mother country and independence declared (2, 4, 5, 6, 8)

16. Convene students into groups for discussion on if would have done differently (3, 4, 5, 6)

Discussion Questions

Why did people immigrate to the colonies?

What was the result of British victory in the French and Indian War in North

America?

What was the effect on the colonists?

Why did Britain start to clamp down on the American colonies after the war?

What was the colonial response to the Acts passed by Parliament, both military

and political?

Was there any way the colonies and Britain could have avoided war?

Closure

The American colonies saw themselves as British citizens, but as time went on and they

dealt with further taxation and oppression, in the end they felt there was no way to avoid war.

When politics failed to bring back their rights, military action seemed their only course. This

lesson helped students find out what the reasons were that have led up to the War for

Independence, and hopefully will bring them further anticipation of the next lesson.

Assignment

Have students answer the journal question for turning in the next day. Review notes for

tomorrow’s lesson.

Modifications

For visually impaired learners, a copy of PowerPoint lecture can be provided in a larger

font. For students who are physically impaired, transcribed notes can be provided by the teacher

during the first class, and then the student can be paired with a buddy who can copy notes for

both students.

Rationale

Studying the Revolutionary war is important due to the fact that American history can be

a large part of a student’s future academic and professional life. The founding fathers saw

themselves as translating Christian morals into a law code that would make for a great nation.

Knowing that they saw America as a God fearing country helped them to mold what we

experience today as fairness and morality.

Post-Instructional Reflection Evaluation of Student Teaching:

Evaluation of Student Learning:


Name: Date: Subject: Grade Level: Time Needed for Lesson:


grade 2 days


Topic/Focus: Conducting the Revolution


1. Compare the differences in American and British forces (affective)

2. Locate the many battlefields of the Revolutionary war (cognitive)

3. Explain the importance of international alliances (affective)

4. Answer why the colonies were able to secure alliances with major powers (cognitive)

5. Point to a defining moment of the war for the colonials (cognitive)

6. Name persons of interest on both sides of the conflict (cognitive)

Materials

PowerPoint and projector

Worksheet with British and European empires

British and European empires map on PowerPoint

Illustrations

Quiz

Preparation

Set up PowerPoint and presentation to be given. Make copies of maps and illustrated

worksheets for students.

Classroom Setting

Classroom desks are set up in the traditional arrangement of rows. They will be moved

in accordance with model of battlefield during class, and will be returned to the traditional

arrangement afterward.


Students will stay in their seats unless given permission to be otherwise.

Students will be respectful of their neighbors and keep their hands to themselves.

Students will be quiet and talk when called upon; callouts will not be tolerated.

State Standards

3.C.3b Using available technology, produce compositions and multimedia works for specified

audiences.





historical sources.



Constitution.




18.B.3a Analyze how individuals and groups interact with and within institutions (e.g.,

educational, military).

Instructional Plan

Anticipatory Set

As the class enters the room and sits down, I ask them if any had any aspirations to

become landlords or even business owners. No matter if there are none, a few, or a lot of hands

raised, I tell them to “imagine themselves in charge of millions of employees and tenants who

provide you with labor and goods to enjoy.” Now, I tell them, “imagine there are a few thousand

who decide they are not going to be under your thumb and rebel from you, and even with the

superior power you still lose. “And today, we are going to study that same situation, which King

George III of England was in when the American colonies rebelled and were able to break away

from the mother country.


1. Review the previous day’s lesson with a KWLH chart (2, 5, 6, 8)

2. Distribute copies of maps of British empire (4)

3. Illustrate, with the help of the class, different areas of the map (1)

4. Explain the importance of the holdings and place the American colonies occupied (1, 2)

5. Use PowerPoint to talk about (1, 4, 6, 7, 8):

British and American forces

International alliances and importance

Location of major battlefields

Theaters of war and strategies

Persons of interest

6. Review information of the day with in-class quiz worked on with self and then in pairs

with neighbor (9)


What were the differences in British and American forces? Similarities?

What were American forces comprised of?

What were British forces comprised of?

How important were international alliances to the American cause?

What countries joined on the side of the Americans? Why?

Name one battle from each theater of war. What was its importance?

What was American strategy at these battles? British? What was the outcome?

What was the British advantage? Disadvantage?

What was the American advantage? Disadvantage?

Who was the British commanding officer?

Who was the American Commanding officer?

What was one of the largest morale crushers to the Americans? Why? What

happened to this person?

Closure

The Americans were greatly outnumbered by the British army, and it looked gloomy for

a few years, until a turn of events brought in allies that benefited the American cause. And even

with a morale disaster that had the country wondering why, the Americans came rallying back

and astounded the world. This lesson has shown how hard the war was fought, especially

considering the differences in the two forces and how the British should have been easily

victorious. Therefore, this lesson ends on a brighter note than it began with, as we look towards

the end of a long and bloody conflict that will redefine the world.

Assignment

Complete the journal for the next class period. Have the students think about the changes

in their understandings of why and how the war was fought, and write a few sentences.

Modifications

For visually impaired learners, a copy of PowerPoint lecture can be provided in a

larger font. For students who are physically impaired, transcribed notes can be provided by the

teacher during the first class, and then the student can be paired with a buddy who can copy

notes for both students.

Rationale

Studying the Revolutionary war is important due to the fact that American history

can be a large part of a student’s future academic and professional life. The founding fathers saw

themselves as translating Christian morals into a law code that would make for a great nation.

Knowing that they saw America as a God fearing country helped them to mold what we

experience today as fairness and morality.

Post-Instructional Reflection

Evaluation of Student Teaching:



Name: Date: Subject: Grade Level: Time Needed for Lesson:


grade 2 days


Topic/Focus: End of the American Revolution


1. Discuss reasons for the end of the war (cognitive)

2. Recognize the impact of the Treaty of Paris (cognitive)

3. Identify the international impacts of the Revolution (cognitive)

4. Debate the treaty terms from British and American viewpoints (affective)

5. Exhibit an understanding of the war’s impact on a national and international level

(cognitive)

Materials

Copies of the Treaty of Paris and U.S. Constitution

PowerPoint presentation

Maps of American and British possessions

Preparation

Create copies for students of the Treaty of Paris and the Constitution. Create PowerPoint

to show to class. Create overhead maps of territorial possessions from before and after the

American Revolution that are color coded and ready to be overlaid to show changes.

Classroom Setting

The desks will be set up in traditional row formation, with changing of desk positions for

group activities.


Students will stay in their seats unless given permission to be otherwise.

Students will be respectful of their neighbors and keep their hands to themselves.

Students will be quiet and talk when called upon; callouts will not be tolerated.

State Standards

4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker,

summarize and paraphrase complex spoken messages) that listening attentively can improve

comprehension.




4.B.3b Design and produce reports and multi-media compositions that represent group projects.

14.E.3 Compare the basic principles of the United States and its international interests (e.g.,

territory, environment, trade, use of technology).

16.A.3a Describe how historians use models for organizing historical interpretation (e.g.,

biographies, political events, issues and conflicts).


historical sources.



Constitution.




Instructional Plan

Anticipatory Set

I will ask the students to try and think about all the freedoms they have today, and if they

think that if they were taken away, would they fight back for them? They will then think about

what they would not like to be without after having it all their lives, and how would they cope

with the loss. I let them think about it and tell them, “Today we will discuss how many of the

colonists rights were almost lost to them permanently, and what the result of their war for

independence brought them. We will also discuss how these freedoms they came about affect us

to this day.”


1. Review the previous day’s lesson with a KWLH chart (2, 3, 4, 6, 8, 9)

2. Ask questions about material that may not be understood (1, 2, 8)

3. PowerPoint presentation to discuss the end of the Revolution (3, 8, 9)

4. Pass out copies of the Treaty of Paris and the U.S. Constitution (5, 9)

5. PowerPoint map showing changing of territorial hands (1, 4, 6, 8, 9)

6. PowerPoint to illustrate how changes affected international relations (4, 6, 8)

7. Organize students into already assigned groups of either British or American (4, 6, 8)

8. Have students discuss views on the Treaty of Paris and the new United States (4, 5, 6, 8, 9)

9. Bring British and American groups together to debate the issues (2, 3, 4, 6, 8)

10. Class discussion on opposing views (2, 3, 4, 6, 8, 9)

11. Reorganize students into standard rows and set them to writing a short essay on both views

(2, 4, 6, 8)

12. Class discussion about other international views and impacts of the war and treaty

(1, 2, 4, 6, 8)


What was the impact of the surrender at Saratoga on British and American forces?

How can the snub of French mediators for the Treaty of Paris be seen?

What were the effects from the terms of the treaty?

How did the United States treat its allies after the war? How did it treat Loyalists

What were the strengths of the Articles of Confederation? Weaknesses? Why were they

replaced by the Constitution?

What were international relations between America and Britain like after the war?

Closure

The American Revolution was a very long and costly war in finances and people. But in

the end, a newly democratic republic was born into a world of superpowers. America began

small, but its people and founders had the will to endure and forge a new nation.

Assignment

No assignment

Modifications

For visually impaired learners, a copy of PowerPoint lecture can be

provided in a larger font. For students who are physically impaired, transcribed notes can be

provided by the teacher during the first class, and then the student can be paired with a buddy

who can copy notes for both students.

Rationale

Studying the end of the Revolutionary war is just as important as studying the events

leading up to and during the war. The postwar era showed the many changes that happened to

the colonies as they became states, and the states as they became somewhat unified into a

country under the Constitution. The beliefs and ideals of this era helped to shape the nation in its

formative years, and helped brings the ideals of democracy and personal freedom to the rest of

the world.

Post-Instructional Reflection

Evaluation of Student Teaching:


Assessment Plan

Informal Assessment

As a teacher, it will be my job to observe my students learning and interaction skills with

both myself and the other students around them during my informal assessments. Assessments

of my students are important because they will help me in finding out the amount of background

information and any needed extra attention or assistance with the information presented, in order

to help them pass out of my class according to state required standards, as well as my own

standards of learning. Throughout class discussions, lectures, and group interactions, and

participation, I will use both well-defined and ill-defined problems try and bring my students into

these participation areas, while watching how they respond to these investigations and

stimulations.

“These variations are important because they influence learning and motivation as well as

cognitive development” (Kauchak and Eggen, 2007) is an important statement because it shows

that there are various types of informal assessment that can be used to find out the information

students may know or need to know in class. It will be important for me to learn the various

techniques of assessment, both from reported assessments and personal experience, if the

classroom is to be successful and the students learn what they need to. Research is needed when

looking at different types of assessment, because “…the classroom assessment field routinely

advocates new and improved approaches to assessment” (Frey and Schmitt, 2007). This

investigation into assessment methods would help me and my students by experimenting with

different types of testing student knowledge and backgrounds

Research is also important in planning how to evaluate if your planned learning for

students is proceeding along with how you would like it to be. I would personally enjoy seeing

my students understand the material that has been presented and use that understanding to think

outside of their mental “box” and think deeper into the material. Critical thinking is quite

important for students, and research into ways many school districts and teachers are trying to

bring these skills into the classroom can help my students with higher level thinking. “If we are

to succeed in achieving instructional objectives related to the development of higher order

thinking skills, we need to (a) plan and present quality educational experiences that develop

those skills and (b) use classroom assessments that match the objectives and instructional

experiences provided to students” (Stiggins, Griswold, Green, & associates, 1987).

Overall, my informal assessments of my classroom should be of observation of class

participation and student interaction, along with how they respond to various types of

questioning and work that shows their background knowledge and the information that needs to

be addressed. Any students with special needs to be assisted as soon as possible so that they may

keep up with class work, as well as other students, and research of multiple ways to conduct

student assessments should be continuous.

Formal Assessment

Note taking

Notes will be turned in for review and passed back with comments about what concepts

are necessary and which are not. It is hoped that students will learn which concepts

should be focused on, and which should be noted but not extensively.

Worksheets

Homework will provide students with terms to be defined and maps to be studied.

Quizzes (Written and map)

Quizzes will be used to reinforce and review content information in small sections that

have been covered by lecture and worksheets.

Individual/Group Presentation

Students will pick a certain topic and present their information to the class.

Students will be graded on their information, its relation to the class, and what they

learned about it in addition to what they already knew.

Name _____________________

Period______________________

Quiz 1

Multiple Choice

1. Which of these laws was not passed by Parliament on the colonies?

A. Tea Act

B. Indigo Act

C. Proclamation of 1763

D. Quartering Act

2. In 1764, how much tax was added to the cost of imported sugar, which angered

colonists?

A. 1 cent

B. 3 cents

C. 4 cents

D. 5 cents

3. In December 1773, what act did the Sons of Liberty do in Boston harbor, to protest

taxes?

A. Dumped tea overboard

B. Dumped coffee overboard

C. Dumped tobacco overboard

D. Dumped sailors overboard

4. In what city and year did the First Continental Congress meet?

A. New York, 1773

B. Washington, D.C., 1774

C. Philadelphia, 1774

D. Boston, 1775

5. Which peace document was sent to King George III in July 1775 to try and avoid full

war?

A. Declaration of Independence

B. Olive Branch Petition

C. Articles of Confederation

D. U.S. Constitution

Short Answer

6. Define mercantilism. Provide an example of what both America and Britain provided to

each other.

7. Choose an Act passed by Parliament and briefly describe what it was for and how the

colonies responded to it.

8. Study the picture below of the Boston Massacre and describe what the picture is trying

to tell the reader.

(Source: http://www.teachersparadise.com/ency/en/media/d/df/boston_massacre.jpg)

http://www.teachersparadise.com/ency/en/media/d/df/boston_massacre.jpg

9. The Boston Tea Party had large and immediate consequences for the Massachusetts Bay

colony. Tell what these were and how they became a major tipping point into revolution.

10. Congress was important to the country before, during, and after the war. Discuss why

it was formed in the first place, and name a few of its members.

Extra Credit: Name the black patriot who died during the Boston Massacre.

Name _____________________

Period______________________

13 colonies worksheet

For this activity, students will label:

The thirteen colonies

Reserved lands for Indian tribes

Canada and other British territories

Name _____________________

Period______________________

Quiz 2

Multiple Choice

1. The majority of American forces in the Revolutionary war consisted mainly of:

A. Colonial militias

B. Poor and slave soldiers

C. Highly disciplined European troops

D. None of the above

2. The first military action of the war occurred at:

A. Bunker Hill

B. Saratoga

C. Lexington and Concord

D. Trenton

3. An American-French alliance occurred after which battle?

A. Trenton

B. Brandywine Creek

C. Saratoga

D. Yorktown

4. British allies consisted of:

A. Tories

B. Indians

C. Slaves

D. All of the above

5. The peace treaty between America and Britain was:

A. The Treaty of Versailles

B. The Treaty of Paris

C. The Treaty of London

D. None of the above

Short Answer

6. Congress sought international aid in achieving independence, namely with France.

Name the problems which were seen by Britain and France if an alliance were made with

the colonists.

7. Throughout the war, morale of the troops swung from low to high, depending on

circumstances. Describe the impact on troops with the treason of Benedict Arnold and the

victory at Trenton, New Jersey.

8. Documents throughout the war were important for both British and Americans, with the

Americans creating those that were important to their survival. Give a brief description of

the Olive Branch Petition, Articles of Confederation, and the Declaration of Independence,

and what they meant to the cause for independence.

Name _________________________

Period ________________________

Map Quiz 2

This map quiz will be an interactive website activity. Click on the link:

http://www.teachingamericanhistory.org/neh/interactives/americanrevolution/

Here you will travel through the Northern and Southern phases of the American Revolution and

experience the major battles that took place in these theaters of war. As you proceed, keep track

of your score and how you did vs. how you thought you would do before beginning this exercise.

Also, write down facts you found to be interesting, and any questions that you may have

concerning the material.

The next day, after having finished with the interactive element and having studied

overnight, you will be given a blank map and a list of battle sites, where you will mark down as

many locations as you can remember. For extra credit, any extra information you learned from

the interactive map can be written down.


List of battle sites

Lexington and Concord Yorktown

Boston Guilford Court House

Charleston, S.C. Cowpens

Trenton, NJ Camden

Bunker Hill Charleston

Saratoga Savannah

Ft. Ticonderoga

Quebec

Montreal

Brandywine

Trenton

Princeton

Long Island

New York City

White Plains

Monmouth

Name _______________________

Period ______________________

Quiz 3

1. The Treaty of Paris was signed in what year?

A. 1782

B. 1783

C. 1784

D. 1785

2. Shay’s rebellion illustrated the need for a:

A. standing professional army

B. strong centralized government

C. reunification with Britain

D. all of the above

3. The 1787 Constitutional convention instituted a government based on:

A. an oligarchical legislation

B. a system of checks and balances

C. the British system of government

D. none of the above

4. Of the original thirteen colonies, __________ is the only one not to ratify the constitution:

A. New York

B. Connecticut

C. Vermont

D. Rhode Island

5. The first inaugural ball of the United States is for President _____________.

A. Jefferson

B. Franklin

C. Washington

D. Adams

Short Answer

6. Describe why Shay’s Rebellion was a success for the fragile new republic

7. Explain why the new Constitution was such a threat to the people so soon after the end

of the war.

8. Discern the difference between Federalist and Anti-Federalist outlooks on the

Constitution. Provide examples.

9. Why was George Washington the unanimous choice to become President of the United

States?

10. With the makeup of the Constitutional Convention being such a mix of different

professions, how qualified were the delegates to create laws for the new country. Provide

justifications for each profession you choose to tell about.

Name ___________________

Period __________________

Unit Presentation

Students will choose a specific topic from the discussions and material covered in class

They will research their topic and write a small report as to its relationship with the

American Revolution

Pose a question to the class

They will also present this information to the class in a way that shares their learning and

understanding (PowerPoint; Lecture Discussion; Role play, etc.) that answers their

question to the class

List of Resources

Student Resources:

Alsheimer, J. & Friedle, P. (2001). The Trouble with Tea. Raleigh, NC: Pentland

Press, Inc.

Bober, N. (2001). Countdown to Independence. New York: Simon & Schuster.

Davidson, J. & Stoff, M. (2009). America: History of Our Nation. Upper Saddle

River, NJ: Prentice Hall.

Foster, G. (1940). George Washington’s World. San Luis Obispo, CA: Beautiful

Feet Books.

Hakim, J. (1993). From Colonies to Country. Cary, NC: Oxford University Press.

Weir, Sarah, ed. (1992). America's War of Independence 1763-1783- A Concise

Illustrated History of the American Revolution. New York: Silver Moon Press.

Teacher Resources:

Boston National Historical Park. (1998). Merchants & Farmers in Battle, The Battle of

Bunker Hill, curriculum packet. Free National Park Service Publication.

Copeland, David A. (2000). Debating Issues in Colonial Newspapers: Primary

Documents on Events of the Period. Westport, CT: Greenwood Press.

Fischer, M. (1993). American History Simulations. Huntington Beach, CA: Teacher

Created Materials, Inc.

Moore, C. (1984). The Loyalists. Toronto, Ontario, Canada: McClelland & Stewart.

Old State House. (2000). Prisoners of the Bar, What Really Happened on King Street on

the Night of March 5, 1770, curriculum packet Boston: Bostonian Society.

Wheeler, W., & Decker, S. (1990). Discovering the American Past: A Look at the

Evidence: Vol. 1: To 1877, Second Edition. Boston: Houghton Mifflin.

Instructional Materials

Textbook:

Davidson, J. & Stoff, M. (2009). America: History of Our Nation. Upper Saddle River,

NJ: Prentice Hall.

Maps:

Class Zone. Outline maps. Retrieved June 26, 2008, from

http://www.classzone.com/cz/books/amer_hist_survey/get_chapter_group.htm?cin=1&ci=1

&rg=map_center&at=outline_maps&npos=1&spos=1&var=outline_maps

Websites:

KidsKonnect. The American Revolution. Retrieved June 28, 2008, from

http://www.kidskonnect.com/content/view/251/27/

National Park Service. The American Revolution. Retrieved June 28, 2008, from

http://www.nps.gov/revwar/

PBS. LIBERTY!-The American Revolution. Retrieved June 28, 2008, from

http://www.pbs.org/ktca/liberty/

The History Channel. American Revolution. Retrieved June 28, 2008, from

http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_

id=697&display_order=1&sub_display_order=2&mini_id=1075

The History Place. American Revolution. Retrieved June 26, 2008, from

http://www.historyplace.com/unitedstates/revolution/index.html

http://www.classzone.com/cz/books/amer_hist_survey/get_chapter_group.htm?cin=1&ci=1&rg=map_center&at=outline_maps&npos=1&spos=1&var=outline_maps

http://www.classzone.com/cz/books/amer_hist_survey/get_chapter_group.htm?cin=1&ci=1&rg=map_center&at=outline_maps&npos=1&spos=1&var=outline_maps

http://www.kidskonnect.com/content/view/251/27/

http://www.nps.gov/revwar/

http://www.pbs.org/ktca/liberty/

http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=697&display_order=1&sub_display_order=2&mini_id=1075

http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=697&display_order=1&sub_display_order=2&mini_id=1075

http://www.historyplace.com/unitedstates/revolution/index.html

Multimedia

The American Revolution: The Conflict Ignites. (2005). DVD (50 min). The History

Channel.

Other Materials

Computer lab access

Foodstuffs

Maps

Overhead projector

PowerPoint equipment

Quizzes

Worksheets

Unit Alignment

Learning Activity Unit Objective Number Assessment

Introductory Activity Content: 2, 4

Value/Disposition: 1, 2

Ability: 1, 2, 3

Informal: Student attention

Formal: Lecture Discussion;

worksheets, quizzes

KWLH chart Content: 1, 2

Ability: 2, 3

Informal: Student

participation, attention

Formal: Maps, worksheet,

pre-test

PowerPoint presentation on

trade between Britain and

America

Content: 1, 2

Value/Disposition: 1

Ability: 3

Informal: Student

participation

Formal: Maps

Compare and contrast British

and American views of the

war

Content: 1, 2, 4


Ability: 1, 2, 3

Informal: Student

participation, interaction with

others

Formal: Presentation

Discussion of Acts passed by

Parliament and effects on

American lives and views

Content: 2, 4


Ability: 2

Informal: Student

participation, work with others

Formal: Worksheet

Founding fathers Content: 2, 4


Ability: 2, 3

Informal: Student

participation

Formal: Research,

presentation, class interaction

Military tactics of Britain and

America

Content: 1, 4


Ability: 1

Informal: Student

participation

Formal: Worksheet

Colony maps and important

information

Content: 1, 2

Ability: 1, 2, 3

Informal: Student

participation

Formal: Research, maps and

legends

Examining international

participation in the war

Content: 1, 2, 4


Ability: 1, 2

Informal: Student

participation

Formal: Maps, Research

Historical Sites Content: 1

Ability: 1, 3

Informal: Student

participation

Formal: Research,

Presentation, Maps

Revolutionary Documentation Content: 3

Ability: 2

Formal: Critical thinking

skills

Map of early North America

and possible problems

Content: 1, 2


Ability: 1, 2, 3

Informal: Student

participation

Formal: Class discussion

Native American outlook Content: 1, 4


Ability: 1, 2, 3

Informal: Student

participation

Formal: Class discussion,

research, documentation

Tory vs. Patriot Content: 2, 4

Ability: 1, 2

Informal: Student

participation

Formal: Group work and

presentation, research, critical

thinking skills

Common immigrant citizenry Content: 2


Ability: 2

Informal: Student

participation

Formal: Research, analytical

skills, worksheet

Historical interpretation

Content: 2, 3, 4


Ability: 2, 3

Informal: Student

participation

Formal: Research,

presentation skills

Daily journals Content: 2, 3


Ability: 2

Informal: Student

participation

Formal: Writing skills,

reflective skills

Research revolutionary

concerns and compare with

present day problems

Content: 1, 2, 4


Ability: 2

Informal: Student

participation

Formal:

Were the founding fathers

patriots or traitors?

Content: 2, 4


Ability: 2, 3

Informal: Student

participation

Formal: Research,

presentation skills

Map of North America after

the Revolution

Content: 1


Ability: 2, 3

Informal: Student

participation

Formal: Research, map

making, discussion

Document Analysis Content: 2, 3


Ability: 2, 3

Informal: Student

participation

Formal: Research, document

analysis, worksheet

Culminating Activity Content: 2, 3, 4


Ability: 2, 3

Informal: Student

participation

Formal: Research,

argumentation, discussion,

writing

Use of Technology

Part One

One of the most important technologies to integrate into my unit to help not only myself,

but my students as well, would be use of the Internet. This tool helps in many aspects of the

classroom, such as research of topics, interactive learning, and visiting and learning about many

historic places, such as Valley Forge and Philadelphia. As it is said, “By providing a variety of

learning tools, the Internet and the Web are transforming the way teachers instruct and the way

students learn basic skills and core subjects” (Shelly, Cashman, Gunter, Gunter, 2006, pg 99).

The website http://www.teachingamericanhistory.org/neh/interactives/americanrevolution/

provides students with an interactive map of the battles throughout the Revolution and allows

them to view not only their location, but the paths the armies took and information of each battle.

Technology itself has been a changing term over the course of human history, going from

stone tools to laser guided missiles, among others, and in a classroom setting, technology is an

important key to fulfilling educational goals that a teacher may not be able to provide for.

Students can learn things on their own and present information to others in their class, and in my

classroom, technology will be of great importance to my students. They can organize and

present reports using PowerPoint, or even research and plan a trip to historical sites concerning

our subject area being studied. And as Kauchak and Eggen (2007) state, “Technologies in

general, and computers in particular, are being viewed as essential elements of instruction to help

students develop critical-thinking skills. Today’s teachers need to know how to use these

technologies to help students learn.” What they are saying, in effect, is that technology can have

a great impact on classroom learning, and that while it does not solve all student problems, it is a

great tool for teaching students.


Part Two

Concerning the use of technology within the classroom, a good way of showing students

the ideas being presented in a textbook are PowerPoint presentations. The website

http://www.pppst.com/americanhistory.html is a source of many websites concerning many

areas of American History, including the Revolution. Students may use these as examples to

create their own PowerPoint presentations to be presented to the class, and allows them to

connect the information given in class to a more exciting format

Diversity

Part One

“Middle school educators see diversity every day…[and] middle school educators teach

individuals and provide experiences that meet particular learning and socialization needs.”

(Manning)

The above quotation describes a little bit of what educators deal with in the diversity of

their classrooms, which also includes with learning and socialization, cultural, gender, and many

other differences found in society and schools. Understanding diversity is important because not

only do students understand the many differences around them, but teachers do as well in

physical, emotional, social, and learning differences; and to understand this helps in dealing with

the world around us. In relation to how I will introduce diverse teaching skills into my

classroom, as Herring (2008) instructs to do, is to use various types of teaching and learning

within a lesson or set number of lessons to try and reach out to all students and their various

learning abilities. Davis (1993) quotes Solomon (1991), who says, “There are no universal

http://www.pppst.com/americanhistory.html

solutions or specific rules for responding to ethnic, gender, and cultural diversity in the

classroom, and research on best practices is limited” (p. 1). This small bit of research reinforces

the idea that in culturally diverse classrooms, as in all classrooms, every learner is different, and

it is the job of the teacher to find the correct learning style for the student so they can put forth

their best ability.

Part Two

Linguistically diverse classroom

Another student who speaks both the language of the learner and English, who would

assist the student in their understanding of the English language until their proficiency

increases.

Books and study aides in English and the student’s primary language so that they may

understand how to translate their language and work into English and be able to turn in

completed schoolwork.

Provide extra time on work in order for them to fulfill the workload expected of them and

allow for comprehension of the material.

One on one time with the student is helpful for both the student and the teacher. It is

beneficial to the student because they are able to receive further explanation and

clarification about what is expected of them. It is also beneficial to the teacher so that

they may learn more about the student and their culture, and therefore learn about the

problems they may be having and trying to help them achieve their educational goals.

Usage of language or vocabulary in native tongue of that student to help them and

educate others so that student can understand the link between the languages and learn

English faster, while also teaching native speakers about another culture and its unique

characteristics.

Multicultural classroom

Studying the American Revolution through a multicultural lens allows the view of other

cultures to relate what they can see according to what they experience.

Can examine different cultures of students in classroom and compare with others.

Look at international view of the war from students’ cultural point of view.

Build on different levels of knowledge.

Brings many different ways of thinking and discussing information (discussion,

presentation).

Cultural acceptance

Student interaction to promote understanding of others.

Discuss differences with class.

Show achievements of people from many backgrounds.

Ask students what they want to understand.

Special Needs

Provide extra time and clarification of concepts.

Pair with a “buddy” in the class that may be able to help understanding in ways I may

not.

Use technology for providing additional assistance.

Ask more experienced teachers and professionals about further ways of helping special

needs students.

Reflection

According to Standard 1, it is my job as a teacher to “understand the central concepts,

methods of inquiry, and structures of the disciplines and creates learning experiences that make

the content meaningful to all students.” To accomplish this, my outline shows the root causes of

the Revolutionary War and the many political and military battles that happened before, during,

and after the war, and the results of a new country being born. To show my understanding of the

methods of inquiry, I have listed all my resources and the methods for my students to use in their

own historical inquiries about not just the revolutionary, but any time period. And then to show

how I intend to create positive learning experiences for my students, I have included my

worksheets and activities that will help them in the classroom.

This Unit Plan will be useful in the future due to the fact that I will most likely be

teaching U.S. History at some point in my career, and this unit plan will either be used in class or

as a reference in creating another unit or lesson plan. Its relevance is therefore of great value to

my teaching career.

I believe that overall, this Unit Plan is a good job for my first time in creating something

of its sort. I learned a great deal about further creating lesson plans, as well as seeing just

another small portion of how much work teachers put into planning for their classes. I also can

see that it does need further evaluation and as time progresses, so will my ability to create a more

finely tuned unit and lessons.

Resource Page

Davis, B. (1993). Tools for Teaching. Retrieved July 1, 2008 from

http://teaching.berkeley.edu/bgd/diversity.html

Herring, D. (2008). Diversity in the Classroom. Retrieved July 1, 2008 from

http://college.livetext.com/doc/806236

Manning, M. (2003). Today’s Middle Schools Combining Education with Life

Experiences [Electronic version]. Qwest, 6(1).

National Park Service. Suggested Reading List. Retrieved June 28, 2008, from

http://www.nps.gov/bost/forteachers/suggestedreading.htm.

Susanne L. Hokkanen. History of the Islamic Empire Unit Plan. Retrieved June 18,

2008, from http://portfolio.trnty.edu/sh17322/portfolio/Microsoft%20Word%20-

%20AEDU%20380%20-%20Unit%20plan%20Final%20Production.pdf

Timothy Gronholm. Edgar Allan Poe Unit Plan. Retrieved June 12, 2008, from

http://portfolio.trnty.edu/tg17774/portfolio/Edgar%20Allan%20Poe%20unit.pdf

http://teaching.berkeley.edu/bgd/diversity.html

http://college.livetext.com/doc/806236

http://www.nps.gov/bost/forteachers/suggestedreading.htm

http://portfolio.trnty.edu/sh17322/portfolio/Microsoft%20Word%20-%20AEDU%20380%20-%20Unit%20plan%20Final%20Production.pdf

http://portfolio.trnty.edu/sh17322/portfolio/Microsoft%20Word%20-%20AEDU%20380%20-%20Unit%20plan%20Final%20Production.pdf

http://portfolio.trnty.edu/tg17774/portfolio/Edgar%20Allan%20Poe%20unit.pdf

The American Revolution

Education

new country

mother country

american revolution

american colonies

american past

french revolution

unit introduction

british viewpointsvalue