District 11 Diamond Units/Lessons Overview -

Unit Assessment Options: Follow the links below

• Writing prompts – Revolution Writing Prompts
• Performance assessment – Battle for your teacher
• Self-assessment - Revolution Self-Assessment

Lesson 1 Title: Resources of the England and the Colonies.
Duration: 4 class periods

Facet(s) of Understanding:  

District indicator: 
Economics 1: Identify and give examples of economic resources and make decisions involving opportunity costs.

Assessment:  Identify the economic resources and decisions that caused the Revolution and impacted the outcome of the war.
Activities:

• Introduce the economic resources of England and the Colonies.
• Students complete a Venn diagram that identifies the economic resources of England and the Colonies.
• Students will compare and contrast the advantages and disadvantages caused by the economic resources of England and the Colonies.
• Each student will provide a written response to the following writing prompt:  Why did England make economic and political decisions based on the resources of the colonies?

Resources:

• Glencoe, The American Republic to 1877, chapter 5
• Prentice Hall, The American Nation, chapter 6
• History Alive, Chapter 5 TCl

Differentiation:
Support:
An item bank can be provided for students in order to complete the Venn diagram.
The words in the item bank can be provided in different languages for ELL students.
Extended learning:
Students will decide which of the advantages and disadvantages for England and the Colonies were the most significant and why.

Lesson 2 Title:  England’s foreign policy for the Colonies
Duration:  5 class periods

Facet(s) of Understanding:  

District indicator: 
Civics 3: Define foreign policy and describe ways nations interact diplomatically in the past and present.

Assessment:  Evaluate the effectiveness of England’s foreign policy for the colonies: to what extent was it fair and/or did it work? To what extent did it fail and why.
Activities:

• Introduce England’s actions and foreign policy as it relates to the Colonies using the power point of Events Leading to Independence
• Create a comparison chart to determine similarities and differences among Loyalists and Patriots. 
• Divide students into three separate groups…the Loyalists, the Patriots, and those who are neutral.  Each group will participate in a debate based on the following question:  Should colonists break away from Britain? Why or Why not?
• Provide a written response to the following writing prompt:  If you lived during the Revolutionary Era, would you have been a Loyalist, a Patriot or a Neutralist?  Why?

Resources:

• Glencoe, The American Republic to 1877, chapter 5
• Prentice Hall, The American Nation, chapter 6
• History Alive, chapter 5

Diifferentiation
Support:
The comparison chart can be completed, with the exception of the label for each column.  Then students will only have to identify whether each column represents the Loyalists or the Patriots.
ELL students can be paired with another student to develop essential vocabulary.
Extended Learning:Students can research England’s foreign policy for its non-American colonies.  They will determine whether or not their foreign policy for non-American colonies was the same as their foreign policy for their American colonies.

Lesson 3 Title:  Rights, Roles, and Responsibilities.
Duration: 3 class periods

Facet(s) of Understanding:  

District indicator:  
Civics 4: Explain rights, roles, and responsibilities of citizens.

Assessment:  Determine which of the rights, roles, and responsibilities of colonists were the most important as war approached, and explain the choices made.
Activities:

• Introduce the rights, roles, and responsibilities of citizens today by completing the Citizenship Activity
• Use text sources to have students determine which of these colonists had before the American Revolution and which were denied to them by the British and/or their colonial governments
• Read and analyze the Enrichment Essay “The Declaration of Independence and the Meaning of Citizenship” at http://www.teachtci.com/resources/ha/haus/topic07.aspx

Resources:
Glencoe, The American Republic to 1877,
Glencoe, The American Republic to 1877, Civics in Action
Prentice Hall, The American Nation
History Alive Chapter 6

Differentiation:
Support: ELL students can be provided with the U.S. Bill of Rights in their first language in order to complete the citizenship activity. See http://www.constitutionfacts.com/index.cfm?section=constitution&page=inOtherLanguages.cfm (the Bill of Rights is included as part of the Constitution in each language.
Extension: Students will compare and contrast the rights, roles, and responsibilities of colonists to the rights, roles, and responsibilities of citizens today.  Must include a minimum of 3 sources, and 1 source must be primary.

 

Lesson 4 Title:  British and Colonial Actions
Duration:  5 class periods

Facet(s) of Understanding:  

District Indicator 
Civics 4: Explain rights, roles, and responsibilities of citizens.

Assessment Blueprint:   Provide a written response to the following writing prompt:  What roles and responsibilities began to emerge in the colonies as war approached?
Activities:
      Introduce the rights, roles, and responsibilities of colonists as war approached.
            Use the British and Colonial Action Timeline –. As students complete, ask them to note on the
            back  the changes in roles and responsibilities of colonists that result from these actions
    Use the power point to show different views of the Boston Massacre, and discuss the questions that are
    part of the introduction: BostonMassacrepaintings.ppt. Also, discuss how the roles of both the colonists
    and the British may have changed as a result of this event.

Resources:
Glencoe, The American Republic to 1877, chapter 5
Prentice Hall, The American Nation, chapter 6
History Alive, chapter 5

Differentiation:
Support: Provide item bank for Timeline Activity
Extension: Find a painting of or illustrate one of the events from the Action Timeline

Lesson 5:  The Start of Revolution
Duration:  4 class periods

Facet(s) of Understanding:  

District Indicator: 
History 1: Organize events and people in chronological order and use this data to determine cause/effect relationships.

Assessment: Why were the advantages and disadvantages of both the Colonists and the British so important in preparation for war? Why is it important to know the chronology of events leading up to and at the start of the Revolution?
Activities:

• Introduce the chronology of events involving the British and the Colonists that led Revolution by having students view the 1775-76 chronology power point.  As students view the slides, have them take notes on the strengths and weaknesses of the colonists and the British.

• Decide which of these events was most important to the colonists, and to the British.

• Consult the textbook to determine if there are any other events that could be included in the chronology and have students explain why. One by one, compare the text account of the event with the power point account to determine if all important information has been included in both.

• Have students complete a comparison chart for the British and the Colonists.  It will compare advantages, disadvantages, strengths, and weaknesses during the early years of the Revolutionary War. See Comparison Chart  (Note: A Venn Diagram can be used in place of the comparison chart.)

Resources:
Glencoe, The American Republic to 1877, chapter 5
Prentice Hall, The American Nation, chapter 6
History Alive, chapter 6-7 TCl
 

Differentiation
Support: An item bank can be provided in order for students to complete the comparison chart.
Extension: What events could be added to the beginning of the chronology that have already been discussed?

Lesson 6:   Declaring Independence
Duration:  5 class periods

Facet(s) of Understanding:  

District Indicator: 
History 2: Identify, interpret, compare, and evaluate primary and secondary sources, including documents, eyewitnesses, accounts, letters and diaries, literature, and newspapers.

Assessment:  Explain the difference between primary and secondary sources of information and give examples of each related to this unit and to current events. See http://www.ccsd.edu/link/LMS/PrimarySources/AmeRevPrimary.htm

Activities:
 

• Introduce and describe primary and secondary sources. http://cbbnet2.bowdoin.edu/teaching/sources.html is one source that can be used. Another is http://lcweb2.loc.gov/ammem/ndlpedu/lessons/psources/source.html Have students review sources used so far in this unit, e.g. Boston Massacre slides, to identify examples of both primary and secondary sources.

• Primary source reading – complete the activity related to Common Sense

• Examine the Declaration of Independence as a primary source and have students state key phrases in their own words.  In addition, they may provide an illustration for each key point they have rephrased. Since the Declaration is a primary source, have students identify at least one secondary source, other than their text, they could use to learn about it.

Resources
Glencoe, The American Republic to 1877, Civics in Action
Prentice Hall, The American Nation, Primary and Secondary Sources
History Alive, chapter 6-7 TCl
Video:  American Revolution (93034) 35 minutes, 1996
websites

Differentiation
Support:
ELL students can be provided with a copy of the U.S. Declaration of Independence in their first language. Go to http://chnm.gmu.edu/declaration/
Students will only have to highlight key points of the Declaration of Independence, and then choose to either rephrase or provide an illustration.
Extended Learning:
Students should explore http://www.pbs.org/ktca/liberty/chronicle.html   for examples of primary and secondary sources and explain why they identified each as they did.

Lesson 7:  The Revolutionary War
Duration:  5 class periods

Facet(s) of Understanding:  

District Indicator: 
History 1: Org:  Identify and explain the battles that most affected the outcome of the war?

Assessment: Each student will provide a written response to the following writing prompt:  What battle(s) most affected the outcome of the war? Why?
Activities:
Introduce and explain the Revolutionary War battles.

• Use the Revolutionary War Battle Timeline – RevolutionaryBattles.ppt
• Have students complete the Primary Source Reading – Primary Source Reading: Lexington & Concord
• Use the Timeline: The War Ends: Timeline.
• Use chronology to determine relationships by having students complete a Cause-Effect Chart – Students will be assigned a specific battle from the Revolutionary War.  They must create a cause-effect poster for their specific battle.  Information must be accurate and relevant.  This can be done within a group or as an individual

Resources:
Glencoe, The American Republic to 1877, chapter 6
Prentice Hall, The American Nation, chapter 6
History Alive, chapter 7 TCl
http://memory.loc.gov/learn/features/timeline/amrev/amrev.html American Revolution Timeline

Differentiation
Support:
Dates can be provided for all of the battles in order for students to complete the Revolutionary War Battle Timeline.
Fact bank can be provided for the Re-Teaching activity
Provide either the cause or the effect for students in order to complete the cause-effect chart.
Extension: Students will examine the cause-effect relationships individuals had on the outcome of the war.