The objective of this unit is to answer the question: What were they fighting for in The American Revolution? In addition, this unit provides practice in the skills needed to successfully complete the CBA, "You Decide." We will explore this important period of American history by examining documents, images and stories that bring together the protests, the battles, the political struggles and the personal sacrifices of Americans in the 18th century. We will also find parallels in our own world to the difficult issues faced during The Revolution. Each student will finish the unit with a portfolio of drawings and writing that will help her succeed on the WA State CBA, "You Decide."
The Story
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Objective |
Review/Assessment |
1. Common Good |
Students will construct for themselves the concept of Common Good, especially as it relates to Individual Rights through a Concept Formation Lesson. |
CBA Practice: To demonstrate that they have correctly constructed the meaning of the Concept of Common Good, students will write a definition of the concept, come up with an example of their own and make an example out of a non-example. |
2. Introduction to Role Playing
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Students "meet" the role they will play throughout the unit. These roles will allow them to see different perspectives of controversial issues during the war.
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Students begin their American Revolution books by answering questions about the roles they will take on. |
3. Background of The War |
After students learn about causes of The Revolution like The Boston Massacre and The Boston Tea Party, the spend time discussing Common Good/Rights issues on sin taxes from our time.. |
CBA Practice: Students write their own opinion on sin taxes, citing sources given in class. |
4. Declaration of Independence |
Students identify the important issues of the document through mixing and matching Whines with Reasons. Then they look closely at the Wishes behind the Whines in a game. |
Students work in groups to translate the reasons behind complaints in the Declaration. They use their interpretations to answer the question: Why did we really go to war? |
5. Battles of Long Island |
After hearing about the Battles of Long Island, students will break into teams to discuss (in a Structured Academic Controversy) whether Washington should have accepted Howe's terms and surrendered. |
CBA Practice: Students identify stakeholders in a controversy, take a side in that controversy, and identify common good and rights issues in the different sides. |
6. Battle of Treton |
Students hear the story then bring to life "Washington Crossing the Delaware." Afterward, they debate what should be done with the Hessian prisoners. |
CBA Practice: Students identify stakeholders in a controversy, take a side in that controversy, and identify common good and rights issues in the different sides. |
7. Articles of Confederation |
Students brainstorm a structure of government based on how it might work best in their own school then compare it to The Articles of Confederation. |
CBA Practice: Students write reflections on the strengths and weaknesses of The Articles of Confederation, looking for common good and rights issues. |
8. Yorktown and Shay's Rebellion |
After hearing the story the final Battle at Yorktown and Shay's Rebellion, students discuss post-war controversies, like Martial Law. |
CBA Practice: Students identify stakeholders in a controversy, take a side in that controversy, and identify common good and rights issues in the different sides. |
9. The Constitution |
After hearing about the Constitution, students return to their roles to convince the white, male property owners among them that THEY should be allowed to vote. |
CBA: You Decide: Students present arguments on voting rights of different members of Post-Revolution America, using common good and rights arguments to support their opinions. |
| 10. The Bill of Rights | After discussing their personal top 5 rights, students create a foldable that helps them construct the meanings behind the rights and examples of violations of those rights. |
CBA: You Decide: Students prepare themselves to identify concrete Individual Rights from The Bill of Rights when they use rights to support their arguments in the CBA. |
Bonus I |
The American Revolution | Click here to learn more about the 10-day unit on The Battles of The American Revolution. |
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Bonus II |
The American Colonies | Click here to learn more about the 5-day mini-unit on The American Colonies. |
Historian in Residence © 2011 Mary Anne Christy |
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