8th Grade United States History 2017-2018

Unit 2: American Revolution

Date: 9/18 10/6

Unit Overview
Unit Goal:
In this unit, students will understand the meaning of unalienable rights and how that played a fundamental role in the American colonists push for independence. Students will also
be able to identify and explain the significance of important individuals that were crucial to helping achieve independence for the colonies. This unit will also focus on the reasons
and motivations that inspired colonists to rebel against British rule and we will also look at the role that women and African Americans played in the revolutionary era.

Essential Questions Enduring Understanding

What questions will guide this unit and focus
student learning and thinking?
When is it justifiable to rebel against authority?
How has the concept of Civil Disobedience
continued to impact America through the ages?
Why was it difficult for women and minorities
to experience the rights and freedoms that
other individuals were enjoying?
What do you want students to know about this topic when they go to college?
Every individual has basic personal rights and freedoms that the government should not take away.
The American Revolution was the result of the American colonists desire for independence and freedom from British
rule.
Civil disobedience can be an effective tool for political and social change.
A revolution occurs when people take actions to empower themselves and their community to be free of anothers
control.
Though the American Revolution was based upon the principles of equality and liberty, non-Europeans and women were
often denied basic rights and freedoms.

Unit Standards AND Suggested Objectives to Be Mastered

All of the listed standards should be covered in this unit, with teachers selecting from the listed objectives.
Reporting Category 1: History
8.1(A)* The student is expected to: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of
Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward
expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
8.1(C) The student is expected to: explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower
Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 18611865, Civil War
8.4(A)* The student understands significant political and economic issues of the revolutionary era. The student is expected to analyze causes of the American Revolution,
including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French
and Indian War
8.4(B) The student understands significant political and economic issues of the revolutionary era. The student is expected to explain the roles played by significant individuals
during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin,
Bernardo de Glvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;
8.4(C)* The student understands significant political and economic issues of the revolutionary era. The student is expected to explain the issues surrounding important events
of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown;
enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;

Reporting Category 2: Geography and Culture

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 8.10(A) The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to locate places and
regions of importance in the United States during the 17th, 18th, and 19th centuries
8.10(C)* The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to analyze the effects of
physical and human geographic factors on major historical and contemporary events in the United States.
8.11A* The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The
student is expected to analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United
States during the 17th, 18th, and 19th centuries

Reporting Category 3: Government and Citizenship

8.15(C)* The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic
documents. The student is expected to identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S.
Constitution and the Bill of Rights
8.15(D)* The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic
documents. The student is expected to analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism,
separation of powers, popular sovereignty, and individual rights.
8.20(C) The student understands the importance of voluntary individual participation in the democratic process. The student is expected to analyze reasons for and the
impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreaus refusal to pay a tax.
8.22(A) The student understands the importance of effective leadership in a constitutional republic. The student is expected to analyze the leadership qualities of elected and
appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln
8.22(B) The student understands the importance of effective leadership in a constitutional republic. The student is expected to describe the contributions of significant
political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth
Cady Stanton

Reporting Category 4: Economics, Science, Technology, and Society

8.12(D)* The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to analyze the causes
and effects of economic differences among different regions of the United States at selected times in U.S. history

Social Studies Skills and Processes

8.29 applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic
technology.
8.29C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
8.29D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants
8.29J pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases
8.30 communicates in written, oral, and visual forms.
8.30A use social studies terminology correctly
8.30C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
8.30D create written, oral, and visual presentations of social studies information
8.31 uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
8.31A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution

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YELLOW = Not explicitly listed in the week at a glance for either unit, but an overarching skill that teacher should

Formative Assessments
Opportunities for teachers to gather data about student progress and
ADJUST INSTRUCTION as needed within the unit (Socratic Seminars, class
discussions, dialectical journals, classwork, informal questioning, etc.)
Exit Tickets
Weekly Quizzes (designed by teacher)
Assessments
Summative Assessments
Opportunities for students to DEMONSTRATE MASTERY of unit objectives.
1 DBQ essay* (requires 1 class period) *DBQ essay for Unit 1 will be diagnostic only this round teachers
can have multiple days to introduce this writing task and actively guide students through the process. All
other DBQs will be independent summative assessments given in one class period.
STAAR Benchmark at end of first quarter

SUGGESTED Week at a Glance

Monday Tuesday Wednesday Thursday Friday

9/18/17 9/19/17 9/20/17 9/21/17

Standard: 4A, 10C Standard: 4A, 10C Standard: 4A Standard: 4A, 4B, 10A, 20C FRIDAY FLEX DAY FOR
Focus: French and Indian War Focus: Mercantilism in the Focus: Focus: Boston Massacre and Tea QUIZZES, REVIEW, & RETEACH
Colonies Stamp/Intolerable/Quartering Party
Acts

9/25/17 9/26/17 9/27/17 9/28/17

FRIDAY FLEX DAY FOR
Standard: 4A, 4B Standard: 4A, 4B, 20C Standard: 4C Standard: 4B
Focus: Effects of the Intolerable Focus: Patriots and Loyalists Focus: Lexington and Concord Focus: Common Sense QUIZZES, REVIEW, &
Acts (Causes of the Revolution) (Advantages and Disadvantages) RETEACH

10/2/17 10/3/17 10/4/17 10/5/17

FRIDAY FLEX DAY FOR
Standard: 1A, 1C, 4C, 15D, 15C Standard: 4B, 4C Standard: 4B, 4C, 22B Standard: 4B, 22A
Focus: Declaration of Independence Focus: Saratoga and Valley Focus: Naval Battles, Yorktown, Focus: Bio Profiles of the QUIZZES, REVIEW, &
Forge and Treaty of Paris Revolution RETEACH

10/9/17 10/10/17 10/11/17 10/12/17

10/13/17
th th th th
8 Grade KIPP DFW 8 Grade KIPP DFW 8 Grade KIPP DFW 8 Grade KIPP DFW
Fair Day NO SCHOOL
STAAR Benchmark Week STAAR Benchmark Week STAAR Benchmark Week STAAR Benchmark Week