Unit Plan: The American Revolution

Transcription

1 Unit Plan: The American Revolution Unit Overview: Unit: American Revolution Course: American Studies (this is an integrated History and English course) Grade Level: 11 th Grade Unit Duration: 9 consecutive history class periods that last 85 minutes each In the late 18 th century, the thirteen colonies in North America joined together to gain their independence from Great Britain. Ultimately, the colonies became the United States of America. This period in American history begins with the conclusion of the French & Indian War in 1763, and continues all the way through the colonial victory of the Revolutionary War in After the French & Indian War, the British began to enact several taxes and new laws on the colonists. The colonists disliked these new restrictions and they began to resist British rule. Over time, the colonial resistance became more organized and eventually, the resistance led to fighting between the colonial militias and the British army. The American Revolution led to the creation of what would come to be the most prominent country in the world, and it dramatically altered the way people thought about government. In this unit, students will explore early colonial political, economic, and cultural history of the thirteen colonies in order to understand the development of the United States of America. Students will first study the Enlightenment Period and the ideas of philosopher John Locke so that can discover how these ideas influenced the colonists in the creation of the American government. Students will also study the French & Indian war and its outcomes, which resulted in tension between the British and the colonists. From there, students will examine the major issues, events, and people of the Revolutionary War. Finally, students will learn about the factors that aided in the colonial victory, as well as the outcomes of the war. Rationale: The unit on the American Revolution is an integral part of the Virginia/United States history course, which spans from the Age of Exploration to the present. The American Revolution marks the creation of the United States of American as the country that we recognize today. The American Revolution aligns with all of the major overarching course standards as specified by the Virginia Department of Education. Students will learn about major events, issues, and people that play a role in the political, economic, and cultural history of the United States. In this unit, students will also be asked to utilize their geographical skills to analyze the defined, as well as the undefined territory of the colonies and the United States of America. Finally, students will focus on the development of the American national identity as well as the growth of the nation in world affairs.

2 This unit is primarily structured chronologically. Students will learn about the events that led to the Revolutionary War, then the war itself, and finally the outcomes of the war. I chose to maintain this chronological order for this unit because I wanted students to see the gradual unification of the colonies in their resistance against Britain. Additionally, I wanted the students to explore factors that influenced the American identity, and to understand its development. Finally, I stuck with the chronological order of this unit because it was my intention for students to use the information they learn each day to build on the information and themes they learned the previous day. Goals: 1. Students will continue to develop their analytical skills in working with both primary and secondary sources. 2. Students will continue to improve in their writing skills, with emphasis on using specific evidence to support a point, and correct spelling and grammar. 3. Students will establish a strong grasp of cause and effect relationships, and how they play a role in American history. Essential Questions: 1. Which ideas and people influenced the American view of government, and specifically the writing of the Declaration of Independence? 2. How did the Declaration of Independence become a road map for the new republic as it extended the franchise, provided for equal opportunity, and guaranteed unalienable rights? 3. How did the Revolutionary War, resistance, and the idea of an independent America impact the colonists? 4. What were the major events of the Revolutionary war, and how did they impact the war as a whole? 5. How did the American identity develops during the Revolutionary period. Objectives: 1. Students will identify the ideas and people that influenced the American view of government. 2. Students will demonstrate an understanding of the concept of a turning point, and be able to give examples from the American Revolutionary period, as well as from their own lives. 3. Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources.

3 4. Students will trace the path of the war using maps depicting major battles. Standards: State (SOL): VUS.4: The student will demonstrate knowledge of events and issues of the Revolutionary Period by: a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy. c) describing the political differences among the colonists concerning separation from Great Britain. d) analyzing reasons for colonial victory in the Revolutionary War. NCSS: Individual, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can apply concepts as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in societies (V.a). Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can explain the purpose of government and analyze how its powers are acquired, used, and justified (VI.b). Essential Skills (part of the Virginia Standards of Learning): Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Evaluate the authenticity, authority, and credibility of sources. (VUS.1b) Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

4 Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Outline of Content (adapted from the VA SOL VA/US History curriculum framework): 1. John Locke a. Enlightenment Period in Europe b. Three major ideas i. natural rights ii. social contract theory iii. right to overthrow the government c. Radical/new ideas that challenged dictatorial rule of the world at the time d. Influence of his ideas on American belief in government 2. Thomas Paine a. Author of Common Sense i. Grievance (vocabulary) ii. Insulted the king iii. Extremely popular in colonial America b. His ideas contributed to the growing sentiment for American independence from Great Britain 3. Declaration of Independence: a. Authored by Thomas Jefferson b. Ideas of Locke and Paine influenced Jefferson and are reflected in this document c. Specific passages i. We hold these truths to be self- evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. ii. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. iii. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or abolish it, and to institute new Government... d. Influence of the Declaration of Independence on American society i. Political participation (equality) ii. Social participation (liberty) iii. Economic participation (pursuit of happiness) 4. French & Indian War: a. Influence of the British- French rivalry

5 b. Territories: Canada and land west of the Appalachian Mountains c. Results of the war i. Proclamation of 1763 ii. New taxes 1. Sugar Act 2. Stamp Act 5. Divisions between the Colonists: a. Patriots i. Patrick Henry s Speech ii. Richard Henry Lee s Speech iii. Sons of Liberty b. Loyalists c. Neutrals 6. Events Leading to the Revolutionary War: a. Stamp Act (1765) b. Townshend Acts (1767) c. Boston Massacre (1770) d. Tea Act (1773) e. Boston Tea Party (1773) f. Intolerable Acts (1774) g. First Continental Congress (1774) h. Second Continental Congress (1775) 7. Major Battles of the Revolutionary War: a. Battles of Lexington & Concord i. Paul Revere b. Battle of Trenton i. Turning Points (concept) c. Battle of Saratoga i. Turing Points (concept) d. Battle of Yorktown 8. Factors Leading to Colonial Victory: a. Diplomatic i. Treaty of Alliance with France ii. Benjamin Franklin b. Military i. George Washington 1. Leadership ii. French military aid Assessments and Evaluations: Formative Assessments: 1. Warm-ups: Warm- ups will take place during the first 5 minutes of nearly each class period that is a part of this unit. Each warm- up will consist of two or three questions that are review of previously learned material from the unit. Students will not be allowed to use their notes to complete the warm-

6 ups, and all warm- ups must be written in complete sentences. After collecting the warm- up, we will go over the answer as a class. Each warm- up will count as 5 points. Students will be graded based on effort towards answering the question, rather than whether the answer they put down was actually correct. However, these will give me the opportunity to assess student progress and see which content needs further review in class. 2. Stamp Act Notes Sheet: Students will turn in this worksheet at the end of the second day of the unit. This assignment will be worth 10 points, and answers do not need to be in complete sentences because these are considered notes. I will be able to assess that students not only have the correct answers, but also that they are remaining on task during class activities. 3. Sons of Liberty Analyzing a Primary Source Worksheet: Students will turn in this worksheet at the end of the second day of the unit. This assignment will be worth 10 points, and only the last question needs to be written in complete sentences. I will be able to assess students ability to analyze primary sources (which we have been working on since the beginning of the year), as well as ensure that students understand the role the Sons of Liberty played in the resistance to British actions during the early part of the American Revolution. 4. Declaration of Independence Worksheet: Students will turn this worksheet in at the end of the fifth day of the unit. This assignment will be worth 10 points and answers do not need to be in complete sentences because these are considered notes. I will use this assignment to assess that students remained on task during class, and that students were able to adequately analyze the Declaration of Independence as a primary source. 5. Exit Activity: Students will turn this exit activity in at the end of the sixth day of this unit. This assignment will be worth 10 points, 5 points for each short answer writing response. If there is limited time for students to complete this activity, I will only make it worth 5 points. I will use this assignment to assess whether or not students are able to recall enough detailed information to thoroughly answer the short answer opinion questions. 6. Pre-watch Activity: Students will turn this activity in at the end of class on the seventh day of this unit. This activity will also include notes that students took during the movie. I will grade this activity as a 10- point assignment. I will use this activity to assess that students were on task during the movie, they understood what was happening in the movie, and that they understood the concept of a turning point. Summative Assessments: 1. Class Participation: I will assess student participation in class activities, and student ability to maintain on task each day of this unit. At the end of the unit, I will update the ongoing class participation grade I have for each student.

7 2. Actions/Reactions Chart: Students will turn this chart in at the end of the third day of the unit. This assignment will be worth 10 points, and does not need to be written in complete sentences. I will use this assignment to assess that students have adequately learned the information based upon readings and in- class activities that they can recall the content without the use of their notes. Additionally, I will be able to assess that students understand cause- and- effect relationships. 3. Road to the Revolution: Tension Builds Chart: Students will turn this chart in at the end of the forth day of this unit. The assignment will be worth 10 points, and does not need to be written in complete sentences. I will use this assignment to assess that students have adequately learned the information based upon readings and in- class activities that they can recall the content without the use of their notes. I will also be able to assess that students understand how different events build upon one another to create a greater divide and heightened tension between the colonists and Great Britain. 4. Turning Point Writing Assignment: Students will turn this in at the end of class on the eighth day of this unit. This assignment will be worth 30 points, (weighted as an essay grade) 10 points for each individual prompt. I will use this mini- essay assignment to assess student writing progress, especially the correct use of the AEC writing format, use of specific evidence to support a point, and correct spelling and grammar. Additionally, I will use this assignment to assess student comprehension of the concept of a turning point. 5. Test Review Packet: Students will turn this in at the beginning of class on the ninth day of this unit. This assignment will be worth 30 points and will act as a quiz grade. Each individual part of this packet will be worth 10 points. I will be able to assess student knowledge of the content of this unit and ability to follow directions. 6. Unit Test: Students will complete this assessment during class on the ninth day of this unit. The unit test will cover both history and English, and will be a combination of 45 multiple- choice questions and 3 short answer questions. The test will be worth 65 points. I will use this test to acknowledge how well students learned the content of this unit, as well as to find any areas where I need to review in the next unit or later in the year. Materials and Resources 1. Computer with LCD Projector Hookup a. Access to Safari Montage for Stamp Act film segment b. Access to for 1776! And Declaration of Independence film segments 2. DVD Player a. The Crossing DVD 3. Computer with Microsoft Word and PowerPoint programs

8 4. The Americans by Holt McDougal Publishing (2008) Textbook 5. White board and dry erase markers (Washington s leadership lesson and warm- ups) 6. All necessary worksheets and primary sources enough copies for each student in the class 7. Materials to reserve ahead of time: a. Computer lab for unit test b. DVD player for film viewing Overview of Daily Lesson Plans: 1. Day One: a. Lesson: The Enlightenment and The French & Indian War b. Lesson Activities: i. Warm- Up (5 min): 1. What were the Navigation Acts? 2. Why did England create them? 3. What does the word enlighten mean to you? (What comes to mind when you hear this word) ii. Enlightenment notes (pp) SLIDE ONE OF PP ONLY. (3 min) iii. Enlightenment Activity (30 min) 1. Hand out the primary sources 2. Students will read the primary sources on their own. 3. After reading, the students will determine what they think each philosopher is saying about government. 4. They can write their responses in the appropriate boxes on their notes sheet. 5. After reading and writing responses, students will discuss their responses with their partner. iv. Enlightenment notes (pp) finish slides (15 min) v. French & Indian War Notes (pp) (15 min) c. Standards: i. VUS.4a & VUS.4c d. Objectives i. 1: Students will identify the ideas and people that influenced the American view of government e. Essential Questions: i. 1: Which ideas and people influenced the American view of government, and specifically the writing of the Declaration of Independence? ii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Warm- up ii. Summative:

9 1. Class Participation 2. Day Two: a. Lesson: Results of the French & Indian War & The Beginning of Colonial Resistance to Great Britain b. Lesson Activities: i. Warm- Up: 1. Join or Die Political Cartoon Analysis a. According to this cartoon, what does Benjamin Franklin think about the colonies at this point in history? i. The colonies are divided they need to unite in order to survive b. How might the colonists have interpreted this cartoon during the French and Indian War? i. The colonies were divided in whether or not to fight the French and the Native Americans (some of whom the colonists were allies with) showed that the colonies need to unite in order to fight off the threat of the French/Native Americans in the western territory ii. Need to remain united in the management of Native Americans in colonial territory and against the French c. How might the colonists have interpreted this cartoon after the French and Indian War? d. Became a symbol that the colonies need to unite as a group of colonies against the British ii. The Stamp Act Video: 1. Students will watch the video on the Stamp Act and answer questions When the movie is finished, I will give students a minute or two to finish their answers. We will go over the answers to the questions as a group (on a power point) iii. What happened as a result of The Stamp Act? (Notes): 1. We will go over these questions as notes in the format of a power point. iv. Primary Source Analysis: 1. Students will have the rest of class to read the primary source Resolutions by the Sons of Liberty of New York. 2. Students will work with their partner to fill out the analyzing primary source sheet. c. Standards: i. SOL: VUS.4c

10 d. Objectives: i. 1: Students will identify the ideas and people that influenced the American view of government ii. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources. e. Essential Question: i. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? ii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Stamp Act notes sheet 2. Sons of Liberty analyzing a primary source sheet ii. Summative: 1. Class Participation 3. Day Three: a. Lesson: British Actions & Colonial Reactions b. Lesson Activities: i. Warm- up (5 min): 1. Why did the British create the Stamp Act? 2. What were the major outcomes of the Stamp Act? ii. Boston Massacre/Boston Tea Party/Intolerable Acts/First Continental Congress Notes (15-20 min) iii. Actions/Reactions Worksheet 1. Students will work by themselves to fill out the chart for 10 min. 2. Then, they will work with their partner to help each other fill out what they do not have (10 min) 3. If students are finishing this activity or finding it relatively easy, I will have them choose one of the events and write about it in a paragraph, including both the British action and the colonial reaction. 4. **Students can also write about any patterns or trends they see from 1765 to 1775 in the British/colonial behaviors c. Standards: i. SOL: VUS.4c d. Objectives: i. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources.

11 e. Essential Questions: i. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? ii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Warm- up ii. Summative: 1. Class Participation Grade 2. Actions/Reactions Chart 4. Day Four: a. Lesson: Battles of Lexington & Concord, Paul Revere, Thomas Paine & Common Sense, Patrick Henry, & Richard Henry Lee b. Lesson Activities: i. Warm Up (5 min): 1. Why did the colonists call the Boston Massacre a massacre? 2. Describe the Boston Tea Party. 3. Why did the colonists involved in the Boston Tea Party dress as Native Americans? ii. Lexington & Concord: 1. Notes (5 min) 2. Paul Revere- - - Play movie (8 min) and discuss legends/myths 3. Why does Paul Revere take on this role of an American legend/myth? iii. Thomas Paine and Common Sense (30 min) 1. Students will work on reading the excerpts and answering the questions by themselves. 2. Then they will go over the answers with their partners 3. Then, we will discuss the answers as a class. iv. Patrick Henry & Richard Henry Lee 1. Quotes & Notes v. Road to the Revolution: The Tension Builds Worksheet (if time) c. Standards: i. SOL: VUS.4a & VUS.4c d. Objectives: i. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources. e. Essential Questions:

12 i. 1: Which ideas and people influenced the American view of government, and specifically the writing of the Declaration of Independence? ii. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? iii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iv. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Warm- up ii. Summative: 1. Class Participation 2. Road to the Revolution: The Tension Builds Chart 5. Day Five: a. Lesson: Divided Colonists & The Declaration of Independence b. Lesson Activities: i. Warm up: 1. What was the outcome of the Battle of Concord? 2. Who said the following: These United Colonies are, and of a right ought to be, free and independent states. ii. Complaints: Questions to Consider 1. Group discussion with PowerPoint iii. Differences Among the Colonists Notes movie clip (10 min) have students take out Thomas Paine sheet from the day before and look at number 5 (reread quote) a. 4SU&feature=related 2. Points of emphasis: a. Turning point in history b. Tension in congress iv. The Declaration of Independence: 1. Students work with a partner and use the document to answer the questions on the worksheet 2. Go over as a class v. Finish DOI Notes (extension notes): 1. Students take notes on their worksheet Notes are on a PowerPoint vi. Watch DOI video (15 min) 1. c. Standards: i. SOL: VUS.4a & VUS.4c d. Objectives:

13 i. 1: Students will identify the ideas and people that influenced the American view of government ii. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources. e. Essential Questions: i. 1: Which ideas and people influenced the American view of government, and specifically the writing of the Declaration of Independence? ii. 2: How did the Declaration of Independence become a road map for the new republic as it extended the franchise, provided for equal opportunity, and guaranteed unalienable rights? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Warm- up 2. The Declaration of Independence Worksheet ii. Summative: 1. Class Participation 6. Day Six: a. Lesson: Major Battles of the Revolutionary War, Colonial Victory & George Washington b. Lesson Activities: i. Major Battle Jigsaw (25 min) 1. Get a book from the closet and bring it to your desk 2. Get out a piece of notebook paper & pencil 3. Count off into groups of 3 1 s are Battle of Trenton, 2 s are Battle of Saratoga, 3 s are Battle of Yorktown 4. Get into groups 5. Using the book (page numbers on the board), you are going to spend about 7 minutes reading your section and answering the following questions: a. Identify any key people in this battle b. When was it c. Where was it d. What was the outcome e. How did this impact the Revolutionary War? 6. After everyone has finished reading their section and gathering their information, we are going to close the books and you are going to share your information with your group members. Each group member is responsible for recording the information on his or her own notebook paper. Each group member has 2 minutes to give his or her information.

14 7. Once everyone has shared, we will return to our seats and BRIEFLY go over as a class. a. Battle of Trenton p.114 sections defeat in New York and the battle of Trenton b. Battle of Saratoga- p. 115 section victory at Saratoga & a turning point c. Battle of Yorktown p. 121 section The British surrender at Yorktown and victory at Yorktown ii. End of the Revolutionary War Notes (5 min) iii. George Washington s Leadership Activity 1. Why was he such a good leader? 2. Each student will take out a piece of paper (or use the bottom of their notes) and write three qualities that they believe a strong leader has. 3. Have students share their answers (I will write them on the board) a. I will also add my own answers 4. After we have come up with our class list of leadership qualities, I will hand out a document of George Washington (letters and correspondence) to each student. 5. The students will have to read the document and fill out the first box of the primary source template. 6. Then they will need to write (they may annotate the document) what traits they see in Washington that align with the ones that we identified. 7. Go over as a class see which traits we found the most 8. Do you imagine that the founding fathers had some similar traits to G Wash? iv. Exit Activity 1. When do you think the Revolutionary War started? With which event. Why? 2. If you were a colonist during in colonial America, who would you align most closely with and why? (Patriots, Loyalists, or Neutrals) c. Standards: i. SOL: VUS.4d d. Objectives: i. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources. ii. 4: Students will trace the path of the war using maps and depicting major battles. e. Essential Questions:

15 i. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? ii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Exit Activity ii. Summative: 1. Class Participation 7. Day Seven: a. Lesson: Film: The Crossing b. Lesson Activities: i. Business: 1. Assign test review packet (counts as a quiz grade) ii. Pre- watch Activity: 1. Review of turning point concept 2. Students write down the definition of a turning point and give a REAL LIFE example of a turning point 3. Discuss as a class iii. Watch film 1. Students take notes that answer the question, How does the filmmaker portray the Battle of Trenton as a turning point of the Revolutionary War? c. Standards: i. SOL: VUS.4a, VUS.4b, VUS.4c & VUS.4d d. Objectives: i. 2: Students will demonstrate the concept of a turning point, and be able to give examples from the American Revolutionary period, as well as from their own lives. e. Essential Questions: i. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? ii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. Pre- watch activity ii. Summative: 1. Class Participation 8. Day Eight: a. Lesson: Film: The Crossing b. Lesson Activities:

16 i. Pre- watch Activity: 1. Pick a specific scene from the movie (based on what we watched during the previous class), and describe it. Be as detailed as possible in your description. 2. Share some examples with the class ii. Finish watching the film iii. Turning Point Writing Assignment (mini- essay) 1. Explain the assignment 2. Students have the remainder of class to work on this assignment 3. Collect at the end of class (if students are not finished, they may turn it in at the beginning of the next class period) c. Standards: i. SOL: VUS.4a, VUS.4b, VUS.4c & VUS.4d d. Objectives: i. 2: Students will demonstrate the concept of a turning point, and be able to give examples from the American Revolutionary period, as well as from their own lives. e. Essential Questions: i. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? ii. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? iii. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. None ii. Summative: 1. Class Participation 2. Turning Point Writing Assignment 9. Day Nine: a. Lesson: Unit Test b. Lesson Activities: i. Students will go to the computer lab to take the unit test on the website, ii. Students should complete both the multiple choice and the short answer portions of the test. iii. The test should NOT take students the entire class period. c. Standards: i. SOL: VUS.4a, VUS.4b, VUS.4c & VUS.4d d. Objectives: i. 1: Students will identify the ideas and people that influenced the American view of government

17 Differentiation ii. 2: Students will demonstrate the concept of a turning point, and be able to give examples from the American Revolutionary period, as well as from their own lives. iii. 3: Students will identify and explain the main people, events, and outcomes of the Revolutionary War based upon their analysis of both primary and secondary sources. iv. 4: Students will trace the path of the war using maps and depicting major battles. e. Essential Questions: i. 1: Which ideas and people influenced the American view of government, and specifically the writing of the Declaration of Independence? ii. 2: How did the Declaration of Independence become a road map for the new republic as it extended the franchise, provided for equal opportunity, and guaranteed unalienable rights? iii. 3: How did the Revolutionary War, resistance, and the ideas of an independent America impact the colonists? iv. 4: What were the major events of the Revolutionary war, and how did they impact the war as a whole? v. 5: How did the American identity develops during the Revolutionary period? f. Assessments: i. Formative: 1. None. ii. Summative: 1. Unit Test 2. Test Review Packet (counts as a quiz grade) Differentiation is an important component of this unit because this unit is designed for a class of students of all different abilities. Consequently, I incorporated lots of different types of activities within lessons so that I can accommodate for and cater to all different types of learning styles. For instance, I have included activities in which students must work individually, as a group, and as a whole class. I have also adapted the daily class participation grade to include more than speaking in class this grade will include items such as maintaining on task during class and completing class activities. I plan to use visuals in each lesson in addition to my speaking. This will cater to both visual and auditory learners, and help to reinforce the material for students because it will be presented in multiple ways. Accommodations In the class for which this unit was designed, there are several students with IEP s. To accommodate for these students specifically, I plan on making all the classroom PowerPoint notes available online, as well as making sure that there are both

18 written and oral directions for each activity. I will also make sure that the agenda for each class period is written on the board, and that I go over the agenda with students at the beginning of class, as well as reference the agenda during class.