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Unit Summary

Change is Coming!
Students will analyze a variety of viewpoints at the time of the American Revolution. Students will
discuss the point of view of the colonists as well as the British. Students will read primary sources from
historical figures such as George Washington (Letter to Martha Washington), Abigail Adams (Letter to
John Adams), Thomas Paine (Common Sense), Paul Revere (Letter to Dr. Jeremy Belknap), British Officer
and Thomas Gage. Students will watch the Video Road to Revolution. After watching the video,
students will be able to discuss the various opinions about the Revolution. Students will analyze the
causes of the war and discuss possible solutions that would not have involved war. Learners will analyze
the battles of the American Revolution and their impact on success of the campaign. Students will
explore other situations around the world today and reflect on the similarities and differences. Based
on the learning and material provided, students will choose a side and defend their position.
The Unit Contains 4 Lessons:
Lesson 1: Causes of the War
Lesson 2: Primary and Secondary Documents
Lesson 3: Moving West and South
Lesson 4: Saratoga to Valley Forge
State Standards Addressed:
Standard 1 SS.912.A.1: Use research and inquiry skills to analyze American history using primary and
secondary sources.
Standard 5 SS.912.W.5: Analyze the causes, events, and effects of the Enlightenment and its impact on
the American, French and other Revolutions.
Standard 6 SS.912.W.6: Understand the development of Western and non-Western nationalism,
industrialization and imperialism, and the significant processes and consequences of each.
Standard 4 SS.912.W.4: Analyze the causes, events, and effects of the Renaissance, Reformation,
Scientific Revolution, and Age of Exploration.

Learning Theory
The -Self-determinism theory will support this unit of study. In the SDT theory, students will use intrinsic
and/or extrinsic motivation. Some students will enjoy the model and be interested in the material other
students will complete the module for an external reward. Some students must complete this section in
order to graduate from high school while other students enjoy the study of history and also desire to
graduate and enjoy the material. By using current situations today, making learning events significant
and using applicable materials, students may be inspired and use intrinsic motivation.
Analysis of Learners:
General Characteristics:
The unit is designed for students in the 12
th
grade; however, students may enroll as early as the 9
th

grade. Students are typically 15-18 years of age. The students come from variety socioeconomic
backgrounds. The class is multicultural.
Prerequisite skills or knowledge-What courses are taken prior to this one?
Students in Florida are required to take and pass American History. The course is structured for
students in the 8
th
grade. Students will explore the benefits and well as the consequences of British
settlements in the colonies of America. At the end of the class students will be able to demonstrate and
understanding of the founding principles of our country. Students will explore the impact of westward
expansion.

Active learners will be given the opportunity to respond to the material and post their comments to the
discussion board and reflective learners can wait and read comment posted by other students and then
respond to others in the class.
Sensing learners will review the documents provided and intuitive learners will be able to measure the
information and apply it to situations happening around the world today.
Visual learners have the written information while verbal learners will be able to gain the information
from the videos provided in the lesson.
Sequential learners will see each of the primary documents individually and global learners will be
provided with an interactive time line of the American Revolution.
Motivations Why is the learner taking the course?
The student must take U. S. History as a requirement for graduation in the state of Florida. Common
Core standards require that students research and analyze American history using primary and
secondary sources. Student must comprehend the influence of the United States as a world leader and
the impact of political actions on American life. Students are required to take an end of course exam
which counts as thirty percent of their final grade. The American Revolution is a topic which is covered
in the exam and in the course.

Learning Objectives
Lesson 1
After completing this lesson, students will be able to:
1. Identify the causes of the American Revolution.
2. Discuss opposing viewpoints of the American Revolution
3. Explain the role in a Constitutional Monarch and the role in democratic society.
Lesson 2
After completing this lesson, students will be able to:
1. Identify primary documents.
2. Identify secondary documents.
3. Create a primary document.
Lesson 3
After completing this lesson, students will be able to:
1. Discuss the impact of westward expansion.
2. Determine the consequences of Indian involvement.
3. Analyze the significances of warfare.
Lesson 4
After completing this lesson, students will be able to:
1. Discuss battles of the war
2. Determine the turning point of the War
3. Analyze the involvement of the French in the wars outcome.

Media, Instructional Methods, and Materials
Lesson 1
Media:
PowerPoint
Video- Rebels with a cause: http://www.history.com/topics/american-revolution/american-
revolution-history/videos/rebels-with-a-
cause?m=528e394da93ae&s=undefined&f=1&free=false
Using a google document, students will collaborate on the roles of government.

Instructional Methods:
Lesson Readings in LMS 1.01-1.09
PowerPoint
Assignment: Students will create a pamphlet with the Colonial views and British views. Students
will need to explain why the colonist felt they were being treated unfairly and why the British
felt the colonist should remain under British rule. Students will demonstrate their understanding
by choosing a figure from each side and including a quote that they feel best illustrates the
situation.
Google Document Collaboration: Student will join a group of no more than three people.
Students will work on the document asynchronously to establish a definition of a constitutional
monarch a democratic society.
Materials:
Computer
Access to Internet
Assignment Rubric
Collaboration Rubric
Lesson 2
Media:
Review document from John Adams to Abigail Adams:
http://memory.loc.gov/cgi-
bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg001439))
Review document from George Washington to Martha Washington:
http://memory.loc.gov/cgi-
bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg001452))
Review Expense account for Continental Army:
http://memory.loc.gov/cgi-
bin/ampage?collId=mgw5&fileName=gwpage022.db&recNum=0


http://media.nara.gov/media/images/28/4/28-0320a.gif

http://research.archives.gov/search?expression=tag%3AEnd+of+Revolutionary+
War&pg_src=group&data-source=all

http://blogs.archives.gov/education/2013/09/17/considering-context-in-primary-sources-john-
trumbull/

Instructional Methods:
Lesson Readings: LMS 2.00- 2.08
Assignment: Using Web 2.0 Tools, students will create a Prezi presentation using examples of
primary and secondary documents. Students will find a variety of examples.
Discussion Board: Students will create ten tweets as if they are in the Revolutionary War.
Student will discuss what they are seeing, hearing, and feeling in the war.





Materials:
Computer
Access to Internet
Assignment Rubric
Collaboration Rubric
Lesson 3
Media:
Timeline

Images

Bill of Rights Passed France signs treaty with United States
Instructional Methods:
Lesson Reading 3.01-3.10
Lesson Exam
Assignment: Students will create a timeline using 10 significant events from the Revolution.
Students will include the influence of the West, the South, the Indians, the Spanish and the
French.
Materials:
Computer
Access to Internet
Assignment Rubric
Lesson 4
Media:
The French Revolution ("Bad Romance" by Lady Gaga)
http://www.youtube.com/watch?v=wXsZbkt0yqo
PowerPoint
Images
1775

1777
Blog
Instructional Methods:
Lesson Reading 4.00-4.10
Attend Live lesson- Students will have the opportunity to choose from 4 different times
throughout the week. The session will last 1 hour. Students will use the link provided on the
instruchetors calendar.
Students will create a timecapsule. In the newspaper. In the newspaper they will need to tell
their readers about each of the battles as if they are reporting from the site. They will need to
discuss the impact of the battle and the allies and enemies. Students will will need to provide
primary and seconday documents to their readers. Students will also be unbiased and disucss
issues for both sides and their reasons for reaminging in the war.
Students will create a blog analyzing the similarities of the French Revolution and the American
Revolution. Students will discuss the influence ot the Enlightenment. The blog will need to be 4
minutes in length.
Materials:
Computer
Access to Internet
Assignment Rubric

Utilize Materials and Media
Lesson 1: Causes and Views of the Revolutionary War
On completion on this lesson, students will be able to apply the media and materials to:
Identify the causes of the American Revolution.
Discuss opposing viewpoints of the American Revolution
Explain the role in a Constitutional Monarch and the role in democratic society

Students will access the lessons found in the LMS and read 1.01-1.09. In Lesson 1.01, students will watch
a video that will explain and elaborate on the control of the British monarch during the time that led up
to the American Revolution. The video will help students understand the terms and conditions forced on
the colonies. The video will enable students to analyze both sides of the conflict and determine the
validity of the war. A power point will be accessible in lesson 1.09 that will provide an additional study of
the differences the British showed to the Colonists. It will analyze the points that brought the Colonists
to war. Students will be shown how different laws were applied depending on if you were living in the
colonies or in Britain. Through the power point, students will delve into the problems the Colonist and
British faced. The power point will enable students to see how distance, terrain, and determination
played a major role in the success of the colonies. Through their asynchronous discussion, students will
have the ability to reflect and respond to others about monarchs vs. constitutions. After reading other
discussions, students will determine if their definition of a monarch has changed. The discussion will
conclude with replies to others about their definition and the pros and cons of a monarch. The
discussion helps students understand the freedoms they have today are a result of the actions and
efforts of the colonists centuries ago.

Lesson 2: Primary and Secondary Documents
On completion on this lesson, students will be able to apply the media and materials to:
Identify primary documents.
Identify secondary documents.
Create a primary/secondary document.

Students will read lessons 2.00- 2.08 in the LMS and create a Prezi presentation discussing primary and
secondary documents. Students will create 10 Tweets discussing what a soldier might have seen on a
battlefield. The lessons will provide student with background knowledge on documents created during
the time period surrounding the American Revolution. Students will benefit from seeing the difference
in language styles and the amount of time required to send a message to others. The lesson will enable
students to understand how critical carriers of communication were during this time period and the
length of time required for information to reach its destination. The Prezi presentation will provide
students with the opportunity to research the difference in primary and secondary sources. Through
their research students will be able to understand the significance of the documents that they review.
Students will need to find 5 examples of primary documents and 5 examples of secondary documents.
Students will create an original document in the form of tweets. Students will be asked to tweet what
they might have seen, heard, felt, touched, and smelled during this time period. Students may tell
others about their experience on the battlefield, their views if they were a business person, their life on
the frontier or put themselves in the place of a British citizen. Students will gain perspective and
knowledge by completing a document- they will need to determine if it is a primary or secondary
document.

Lesson 3: Moving West and South
On completion on this lesson, students will be able to apply the media and materials to:
Discuss the impact of westward expansion.
Determine the consequences of Indian involvement.
Analyze the significances of warfare.

Students will read in the LMS Lessons 3.01-3.10. The lessons will provide students with background
information on events that were significant before, during and after the American Revolution. Students
will create a timeline that will demonstrate understanding of the conflict. Students inclusion of the
influence of movements to the West and the South will be important for future modules and the
understanding of how the conflict unfolded throughout the territory. They will also include Indian
involvement. By creating a timeline students will be to connect the various areas and information. They
will also begin to understand the role that others played in the American Revolution. Students will also
take a comprehensive exam covering module 3. The exam will be multiple choice and short answer
questions. I feel the exam is necessary at this point to have a baseline of understanding.

Lesson 4: Saratoga to Valley Forge
On completion on this lesson, students will be able to apply the media and materials to:
Discuss battles of the war
Determine the turning point of the War
Analyze the involvement of the French in the wars outcome.

Student will read Lessons 4.00-4.10 in the LMS. The lesson covers the contextual aspect of the American
Revolution. Students will benefit from the live lesson and interaction with the instructor and other
students. For the first 30 minutes of the session, the module exam will be reviewed and any previous
material that is unclear. The second half of the session will be devoted to discussing the importance of
the many battles that occurred during the war. The session will allow students to explore the role of
Washington and other commanders. It will also focus on the importance of tactics. Students will benefit
from understanding the circumstances of surrender. The power point and the images will help students
with the creation of the time capsule. The power point will guide students through the battles as they
occurred. The time capsule will permit students to be creative in their article discussion of the events
and battles of the war; once again reinforcing the events and timeline of the conflict. Students will
reflect on bias while reinforcing primary and secondary document identification. Prior to creating a blog,
students will watch a You Tube Video. It is a video about the French Revolution. The video will
demonstrate similarities to the American Revolution. Students will benefit from the video because of
the higher order thinking needed for the next lesson. Students will learn to create a blog discussing the
rise of the Enlightenment and the correlation between the French Revolution and the American
Revolution. I have decided that the blog should be shorter. The students need to have a minimum of 2
minutes and a maximum of 4 minutes. Others will be more interested in listening and following when it
is less in length.


Learning
Objectives
Materials/Media Activities Assessment Strategies

Module 1


Identify the causes of
the American
Revolution.
Discuss opposing
viewpoints of the
American Revolution
Explain the role in a
Constitutional
Monarch and the
role in democratic
society.


Module 1


PowerPoint
Video- Rebels with a cause:
http://www.history.com/topics/american-
revolution/american-revolution-
history/videos/rebels-with-a-
cause?m=528e394da93ae&s=undefined&f=1&fre
e=false
Using a Google document, students will
collaborate on the roles of government.

Computer
Access to Internet
Assignment Rubric
Collaboration Rubric


Module 1


Pamphlet
creation on
Colonial and
British Views
Google
Document
Collaboration
on
monarchies
Computer
Lesson


Module 1


Assignment Rubric
Collaboration Rubric


Module 2

Module 2

Module 2

Module 2

Identify primary
documents.
Identify secondary
documents.
Create a primary
document.



Review document from John Adams to Abigail
Adams:
http://memory.loc.gov/cgi-
bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg
001439))
Review document from George Washington to
Martha Washington:
http://memory.loc.gov/cgi-
bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg
001452))
Review Expense account for Continental Army:
http://memory.loc.gov/cgi-
bin/ampage?collId=mgw5&fileName=gwpage022.
db&recNum=0

Computer
Access to Internet
Assignment Rubric
Collaboration Rubric



Prezi
Presentation
on Primary
and
Secondary
documents
Discussion
Board tweets
with 2
responses
Computer
Lesson

Assignment Rubric
Collaboration Rubric

Module 3

4. Discuss the impact of
westward expansion.
5. Determine the
consequences of
Indian involvement.
6. Analyze the
significances of
warfare.


Module 3


TimeLine
Images
Computer
Access to Internet
Assignment Rubric


Module 3

Computer
Lesson
Lesson Exam
Create a
timeline

Module 3

Assignment Rubric
Lesson Exam



Module 4


Discuss battles of the
war
Determine the
turning point of the
War
Analyze the
involvement of the
French in the wars
outcome.




Module 4


Computer
Access to Internet
Assignment Rubric
The French Revolution ("Bad Romance" by Lady
Gaga)
http://www.youtube.com/watch?v=wXsZbkt0yqo
PowerPoint
Images





Module 4


Create a time
capsule
discussing
battles
Attend Live
lesson to
review exam
and
Create a blog
on similarities
between
American and
French
Revolution
Computer
Lesson



Module 4


Assignment Rubric blog
Assignment Rubric time
line
Participation Rubric




References
Florida Department of Education (2008), Sunshine State Standards. Retrieved from
http://www.fldoe.org/
Twin Cities Public Television (2004), Liberty! The American Revolution. Retrieved from
http://www.pbs.org/ktca/liberty/liberty_episodes.html
A&E Television Networks (2014), American Revolution History. Retrieved from
http://www.history.com/topics/american-revolution/american-revolution-
history/videos/rebels-with-a-cause?m=528e394da93ae&s=undefined&f=1&free=false
The U.S. National Archives and Records Administration (2013), Teaching With Documents Lesson Plan:
Images of the American Revolution. Retrieved from
http://www.archives.gov/education/lessons/revolution-images/activities.html
YouTube (2010), The French Revolution ("Bad Romance" by Lady Gaga). Retrieved from
http://www.youtube.com/watch?v=wXsZbkt0yqo