Unit 2: American Revolution
Days 1 - 3
As a class we will investigate the causes of the tension between the colonies and England through completion of a note sheet. Students will then create a brochure that will convince other colonists to join in on the movement to break away from England. The brochure will consist of 4 paragraphs outlining 4 different causes. It will also include a persuasion paragraph and three accurate drawings of the items discussed as causes.
As a class we will read an article and answer questions about the difficult choice in remaining loyal to England or joining in the fight against England for Independence. This was a difficult decision and many switched half way through the war anyway. Students will learn of the different positions of a Loyalist and a Patriot. A more detailed look at the difference between Loyalists and Patriots will be conducted through the creation of a colonial broadside. The broadside must influence people to become either a Loyalist or a Patriot. Students may start working on this towards the end of class and will complete it for homework due the beginning of class. Click HERE for Broadside Rubric.
Tensions rise in the Colonies as time goes on. Students will learn basic background information by completing a cause and effect graphic organizer on the Boston Massacre. Then they will read two different perspectives of the same event. Students will be able to see how the interpretation of events and cause and effect can be very different on each side of a conflict. After the articles are read and the event analyzed in groups a class discussion will be conducted so they can see the difference of the two perspectives and their influence on the American Revolution.
Tensions rise even further as we discuss the Boston Tea Party. We will look at the event information and then read a first hand account from a witness to the event. George Hewes was a shoemaker who too part in the Boston Tea Party in December 1773. After answering several questions about his account students will watch a brief video clip outlining the events of the Boston Massacre and the Boston Tea Party taken from the History Channel series "The Revolution".
Many aspects of life seem to be forgotten when studying different time periods. While working in groups students will learn about some of the following topics: Hygiene, Food, Medicine, Group Diversity, Battle plans, Myths, and other aspects of daily life. Each group must complete three items from the nine choice menu. Each item will be submitted and graded as a group grade according to the contributions made by each group member. The rubric and guidelines are posted below.
Students will investigate the start of the American Revolutionary war by learning about Lexington/Concord and Bunker Hill. Students will learn about the will of the Colonists to fight and the fact that the British were not invincible. Then students will look at the language of the time completing a crossword puzzle.
The Colonists reach out one more time to try to avoid war. The Olive Branch Petition is sent to King George III. What does he say? How do the Colonists react? Students will pretend to be King George writing a response back to the Colonists as a group.
The Declaration of Independence was written to notify King George III of the reasons the Colonies needed to be Independent. After class discussion of the framework and ideology presented in the Declaration of Independence students will answer several questions in a flip book to hand in for points.
Strengths and Weaknesses of the British and Colonial Armies will be discussed as a class as a bell ringer. Then students will read through an article about the various differences in the way the British and Colonial armies were financed and lived. There will be questions to analyze as well as some video clips to watch concerning the vast differences.
Students will investigate the significance of the Colonial Army's winter encampment at Valley Forge. The severe conditions along with the vigorous training that occurred during the winter of 1777. Students will read portions of a Colonial Surgeon's journal Dr. Albigence Waldo and complete a writing assignment in class.
Yorktown and the Treaty of Paris will be learned through group discussion, readings, and interpretations of documents, paintings. Students will analyze these items in class. Anything that is not finished will be homework.
As a class we will discuss the answers to the questions from before our short break. Then a review sheet for the exam along with a binder check sheet will be passed out. Students will have the remaining time to complete both of these in class.
A pre-test and Kahoot! will be played to review for the exam tomorrow.
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