The objective of this unit is to answer the question: What were they fighting for in The American Revolution? Together, we will answer this question 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. Each student will finish the unit with a portfolio of drawings and writing that will help her answer the guiding question and the answer: Did they get it? and Was it worth it? In the end, the should also be able to successfully complete the WA State CBA, "You Decide."
The Story |
Objective | Review/Assessment |
1. Taxes |
Students will learn about the Concept of Taxes (and their relation to the beginnings of the Revolution) through a Concept Formation. |
To demonstrate their understanding of how taxes played role in the beginngins of the Revolution, students role play a discussion on how best to pay for the French and Indian War. |
2. The Boston Massacre |
Using Primary Documents as data points, students answer the Inqiury, "Who was most at fault in the Boston Massacre?" |
Students begin their American Revolution books with their reflections on the Inqiury question, using data from the Primary Sources given in class. CBA Practice: Students identify stakeholders and practice citing sources. |
3. Support for the Revolution |
Using assigned roles, students determine a character's response to Revolution and then argue, in role in a townhall for or against Revolution. |
Students identify different perspectives onthe Revolution before and after the townhall discussion. CBA Practice: Students demonstrate their understanding of the concept of "stakeholder" through written reflection before and after the townhall. |
4. Lexington and Concord |
Students learn the details of what happened at Lexington and Concord, through story and through re-enacting different versions of the first shot in slow-motion movies, Using Primary Documents . |
Students reconstruct the two battles visually through battle maps and write their reflections on who fired the shot heard round the world. |
| 5. Boston and Bunker Hill | Students listen to the story of the Battle of Breed's Hill and discover the odds of winning there through a dice game. |
Students reconstruct the battle visually through a battle map and write reflections on who had the advantage in the battle. |
| 6. Declaration of Independence | Students identify the important issues of the document through identifying and defining Purple Words in The Declaration. |
Students work in groups to translate/identify the complaints in the Declaration. They use their interpretations to answer the question: Why did we really go to war? in their books. |
| 7. Common Good vs. Rights | Students will learn to distinguish between Common Good and Rights in a double-pronged Concept Formation. |
CBA Practice: As a class, students will discuss and label the Common Good and Rights arguments in all the deliberations we have had so far. |
| 8. 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.
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Students write written reflections on their opinions (and changes of opinion) on the topic. CBA Practice: Students will identify stakeholders, sources and Common Good vs. Rights in the arguments they describe. |
| 9. Battle of Trenton | Students hear the story then bring to life "Washington Crossing the Delaware." | Students reconstruct the battle visually through a battle map and write reflections on why Washington won this battle. |
| 10. Battles of Saratoga | After hearing the story of the Battles leading to Saratoga, students will break into teams to discuss (in a S.A.C.) whether Gates should have imprisoned or paroled Burgoyne's men. |
Students write written reflections on their opinions (and changes of opinion) on the topic. CBA Practice: Students will identify stakeholders, sources and Common Good vs. Rights in the arguments they describe. |
| 11. The South and Yorktown | After hearing the story of the Battles in the South and the final Battle at Yorktown, students identify important moments in the Revolution through a game of Tableaux Charades. | Students reconstruct the battles of Cowpens and Yorktown visually through battle maps and create a timeline of the war. |
| 12. The Constitution | After hearing about the Constitution, students read specific sections and identify a current event that underscores the power/weakness of the states in the early drafts of the Constitution. |
CBA: You Decide: Students identify stakeholders and arguments in a pertinent Constitutional issue. They take a position on that issue and identify Common Good and Rights in their support of that position. |
Bonus I |
The American Colonies | Click here to learn more about the 5-day mini-unit on The American Colonies. |
Historian in Residence © 2010 Mary Anne Christy |
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