The Causes, Events, And Results Of The American Revolution
The Causes, Events, and Results of the American RevolutionUnit Name:The Causes, Events, and Results of the American RevolutionUnit Created By:Megan McGuireStage 1 – Desired ResultsEstablished GoalsHistorySS4H4: The student will explain the causes, events, and results of the American Revolution.a. Trace the events that shaped the revolutionary movement in America, including the French and IndianWar, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation withoutrepresentation,” the activities of the Sons of Liberty, and the Boston Tea Party.b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, whyit was necessary, and how it was a response to tyranny and the abuse of power.c. Describe the major events of the American Revolution and explain the factors leading to Americanvictory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.d. Describe key individuals in the American Revolution with emphasis on King George III,George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry,and John Adams.GeographySS4G1 The student will be able to locate important physical and man-made featuresin the United States.b. Locate major man-made features; include New York City, NY; Boston, MA; and Philadelphia, PA.SS4G2: The student will describe how physical systems affect human systems.Civics and GovernmentSS4CG1 The student will describe the meaning ofa. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit ofhappiness).SS4CG5: The student will name positive character traits of key historic figures and government leaders(honesty, patriotism, courage, trustworthiness).
Understandings(BIG IDEA – SO WHAT?)Students will understand that America as we know it today was formed from thecauses, events, and results of the AmericanRevolution.Additional Understandings Include: Physical and cultural features and climate affectthe development of a region. Nations build upon both conflict and compromise. For a democracy to endure, all of its citizensshould have political, social, and economic rights. Fighting a war comes at a great cost. Individuals develop and change societies.Big Idea Question:How did the American Revolution affect the trendsthat we see in America today?Essential Questions(Question must be open ended to be a true EQ) Why were New York City, Boston, andPhiladelphia geographically important during theAmerican Revolution? (SS4G1b; SS4H4a, b, c;SS4E1) How did the colonists and British use theirknowledge of the land to fight during theAmerican Revolution? (SS4G2d; SS4H4a, c) Why was the American Revolution caused by afailure to compromise (British Imperial Policy: the1765 Stamp Act, “no taxation withoutrepresentation!” Sons of Liberty, the Boston TeaParty)? (SS4H4, SS4G1b, SS4CG1a, SS4E1) Why did the American colonists and the Britishhave such different reactions to the end of theFrench and Indian War? (SS4H4; SS4CG1a; SS4E1) Why was the signing of the Declaration ofIndependence a key event of the AmericanRevolution? (SS4H4b,d; SS4G1b; SS4CG1a; SS4E1) Why are natural rights important? (SS4H4b;SS4CG1a) Why did the colonists choose to make sacrifices togain their independence? (SS4H4; SS4CG1a;SS4E1) How were the Americans able to defeat theBritish in the American Revolution? (SS4H4c,d;SS4G2d; SS4E1) How did King George III, George Washington,Benjamin Franklin, Thomas Jefferson, BenedictArnold, Patrick Henry, and John Adams contributeto the establishment of the United States ofAmerica? (SS4H4d)Additional Extension Essential Questions: What made George Washington a good leader ofthe Continental army? What was the importance of the Battle ofLexington and Concord, the Battle of Saratoga,and the Battle of Yorktown? Why is the Battle of Saratoga considered the“turning point” of the American Revolution? How did the British and Continental armiesattempt to use the geographical features to theiradvantage during each battle? Was the American Revolution reallyrevolutionary? Why did so many colonists become unhappy withEngland’s control over the colonies?
Students will know .Students will be able to .The causes and effects of the American Revolutionand the contributions of the various individuals whoand events that helped create the United States.SS4H4: The student will explain the causes, events,and results of the American Revolution. Explain the writing of the Declaration ofIndependence; include who wrote it, how itwas written, why it was necessary, and how itwas a response to tyranny and the abuse ofpower. Describe the major events of the AmericanRevolution and explain the factors leading toAmerican victory and British defeat; includingthe Battles of Lexington and Concord,Saratoga, and Yorktown. Describe key individuals in the AmericanRevolution with emphasis on King George III,George Washington, Benjamin Franklin,Thomas Jefferson, Benedict Arnold, PatrickHenry, and John Adams.SS4G2 The student will describe how physicalsystems affect human systems. Explain how each force (American and British)attempted to use the physical geography ofeach battle site to its benefit.Stage 2 – Assessment EvidencePerformance TasksOther Evidence Reflective Journals Daily Observation Formative Assessments Student Conferencing Rubric for summative project Engagement Checklist Final Group Summative Project Other Informal Assessments Strategies Oral Presentation in front of an authenticaudience (parents, teachers, and peers) Written Component of the assignmentStage 3 – Learning PlanLearning ActivitiesThis unit will take place in two sections. The first section is the instructional teaching section. Thesecond section is the application section, where students will be participating in Project Based Learning andextending their knowledge. This unit topic is the American Revolution, in which we will be focusing on thecauses, events, and results of the American Revolution. The theme is “A Step Back In Time.” Through thistopic and theme we will be exploring the question “Have you ever wondered what it would be like to travelback in time?” We will be doing just that, as we learn how the American Revolution changed America forever.
Below is a schedule of how this unit is going to be integrated. Week one and most of week two is theinstructional planning section; the daily learning goal is listed in each box. We will start the Project BasedLearning (PBL) process on Friday of week two after an entry event, explaining the PBL in more detail. We willspend week three creating the PBL student lead projects, on paper, this is the planning process. On Friday ofweek three, we will have a “Critical Friends” Feedback Forum for students to help continue to guide eachother in their process, with teacher support. A teacher conference will also take place on that day, to ensurethat the appropriate steps have been taken, supplies are provided, and to finalize the plan. Week four will bein class construction of the PBL projects. The goal is to have all of the projects done by Friday. The beginningof week five is designed to prepare for “A Step Back In Time Presentation Day.” On Wednesday of week five,students will present their final projects to an authentic audience consisting of their parents, teachers, andpeers. This day will conclude the unit.Week 1Week 2Week 3MondayFrench and IndianWarBattle of Lexingtonand Concord, BunkerHill,Saratoga, andYorktownProject Planning Day Creating The PlanProcess- Part TwoTuesdayBritishImperialPolicyStamp ActKing GeorgeIII, GeorgeWashington,Patrick HenryWednesdayThursdayFriday“No TaxationSons ofBoston MassacrewithoutLiberty/British Boston Tea PartyRepresentation”ActsDeclaration ofIndependence,ThomasJefferson, JohnAdams,BenedictArnold, and BenFranklinLife DuringThe WarProjectPlanning Day Creating ThePlan ProcessPart ThreeProject PlanningDay - CreatingThe PlanProcess PartFourProjectPlanning Day Creating ThePlan ProcessPart FiveAmericanRevolutionWar ReviewEntry EventProject PlanningDay- Creating ThePlan Process PartOne“Critical Friends”Feedback ForumAfter Run-throughof Presentations-I like I wonder Feedback aboutemotions,content,delivery, etc.TeacherConference- Finalizeplan and supplieslistWeek 4Constructing The PlanProcess- Part OneConstructingThe PlanProcess - PartTwoConstructingThe PlanProcess - PartThreeConstructingThe PlanProcess- PartFourConstructing ThePlan Process- PartFive
Week 5Finalize any last minutedetails.Begin discussion of “AStep Back In Time”Presentation Day.Dress rehearsalof “A Step BackIn Time”PresentationDay.“A Step Back InTime”Presentation DayNew UnitInstructionThe project shouldbe completed bytoday.New UnitInstructionThis unitconcludes today.A parent letter will be sent home at the beginning of this unit, explaining the outline for the projectand how it is going to be completed in class. Students will be allowed to conduct research outside of schooland bring in supplies. However, the concept behind this action research project is for students to workcollaboratively through PBL.In regards to the student’s “Creating The Plan Process”, students will be working with the “TalentsUnlimited Model.” This model works them through the steps one day at a time, to lead them to a successfulPBL process. They will also have a guiding packet with tasks and reflective journal, for each day to complete,to structure the creating a plan and constructing a plan process. Day one of the creating the plan process withcorrelate with the checklist associated with day one of the constructing the plan part of their guiding packetand reflective journal.Description of the Talents Unlimited nMakingTo generatemany,varied, andunusualideas orsolutionsand to adddetail to theideas toimprove ormake themmoreinteresting.To outline,weigh, makefinaljudgments,and defenda decisionon the manyalternativesto aproblem.APA Citation For Talents Unlimited o design ameans forimplementingan idea bydescribingwhat is to bedone,identifyingthe resourcesneeded,outlining asequence ofsteps to take,andpinpointingpossibleproblems inthe plan.To make avariety ofpredictionsabout thepossiblecausesand/oreffects ofvariousphenomena.To use andinterpret bothverbal andnonverbalforms ofcommunicationto expressideas, feelings,and needs toothers.To develop abase ofknowledgeand/or skillabout atopic orissuethroughacquisitionofinformationandconcepts.
Haskew, B. (1995). Talents unlimited. a critical and creative thinking skills. Manuscript submitted forpublication, Academic Achievement, Talents Unlimited, Inc., Mobile, AL, Retrieved The students will also be provided with a rubric at the beginning of the unit, to address theexpectations that they are challenged to rise to and accomplish. Through being aware of what is expected ofthem at the beginning, they are starting with the end in mind, and are able to guide and pace their progressaccordingly knowing the expectations.The Causes, Events, and Results of the American RevolutionProject Based Learning Experience RubricStudent Name:Academic RubricStudent Number :Four PointsThree PointsTwo PointsTeam Contractand Team GoalsStudent is a part of theteam contract and goalmaking and abides byall the agreements, allof the time.Student is a part of theteam contract and goalmaking and abides bymost the agreements,most of the time.Student is a part of theteam contract and goalmaking and abides bynone the agreements,majority of the time.Student is more harmfulthan helpful to the teamcontract and goals thatwere set. Chooses not tofollow the contract andgoals and is poorlyimpacting the group.BenchmarkPacing GoalsStudent did their partand is on time for thebenchmark pacing goalevery day that theywere checked. Progressis visible and evident.Student did their partand is missing one tothree goals for thebenchmark pacing goalwhen they werechecked. Progress isvisible and evident.Student did not do theirpart and is missing all ofthe goals for thebenchmark pacing goalwhen they werechecked. Progress isnot visible or evident.ReflectiveJournalAll reflective journalcomponents arecompleted and up tofourth grade writingstandards.All reflective journalcomponents arecompleted and aremostly up to fourthgrade writing standards.Student did not do theirpart and is missingmore than four goals forthe benchmark pacinggoal when they werechecked. Progress issomewhat visible andevident.Most reflective journalcomponents arecompleted and aremostly up to fourthgrade writing standards.Final WritingComponentPieceThe final writingcomponent meets all ofthe requirements listedon the writingguidelines.The final project reflectsa clear understanding ofthe standardsaddressed in this unit.The final writingcomponent is missingone to two of therequirements listed onthe writing guidelines.The final project reflectsa mostly clearunderstanding of thestandards addressed inthis unit.Provides high qualitywork.Final Project InRelation ToStandardsFinal Project InRelation ToQualityProvides work of thehighest quality.The final writingcomponent is missingthree to five of therequirements listed onthe writing guidelines.The final project reflectsa misunderstoodunderstanding of thestandards addressed inthis unit.Provides work thatoccasionally needs tobe checked/ redone byother group members toensure quality.One PointMost to none of thereflective journalcomponents arecompleted. However,the majority of them arenot up to fourth gradewriting standards.The final writingcomponent is missingmore than five of therequirements listed onthe writing guidelines.The final project reflectsno clear understandingof the standardsaddressed in this unit.Provides work thatusually needs to bechecked/ redone byothers to ensure quality.
RoleResponsibilityandContributionsRoutinely providesuseful ideas whenparticipating in thegroup and in classroomdiscussion. A definiteleader who contributesa lot of effort.Usually provides usefulideas when participatingin the group and inclassroom discussion. Astrong group memberwho tries hard!Quality of WorkOverall For AllComponentsProvides work of thehighest quality.Provides high qualitywork.Sometimes providesuseful ideas whenparticipating in thegroup and in classroomdiscussion. Asatisfactory groupmember who does whatis required.Provides work thatoccasionally needs tobe checked/ redone byother group members toensure quality.Rarely provides usefulideas when participatingin the group and inclassroom discussion.May refuse toparticipate.Provides work thatusually needs to bechecked/ redone byothers to ensure quality.Total Points: out of 32 total pointsBehavior RubricTimemanagementProblemsolvingAttitudeFocus on thetaskPreparednessPrideWorking withOthersBehaviorDuringFour PointsThree PointsTwo PointsOne PointRoutinely uses timewell throughout theproject to ensurethings get done ontime. Group does nothave to adjustdeadlines or workresponsibilitiesbecause of thisperson\'sprocrastination.Actively looks for andsuggests solutions toproblems.Usually uses time wellthroughout the project,but may haveprocrastinated on onething. Group does nothave to adjust deadlinesor work responsibilitiesbecause of thisperson\'sprocrastination.Tends to procrastinate,but always gets thingsdone by the deadlines.Group does not have toadjust deadlines or workresponsibilities becauseof this person\'sprocrastination.Rarely gets things done bythe deadlines AND grouphas to adjust deadlines orwork responsibilitiesbecause of this person\'sinadequate timemanagement.Refines solutionssuggested by others.Does not try to solveproblems or help otherssolve problems. Lets othersdo the work.Never is publiclycritical of the projector the work of others.Always has a positiveattitude about thetask(s).Rarely is publicly criticalof the project or thework of others. Oftenhas a positive attitudeabout the task(s).Consistently staysfocused on the taskand what needs to bedone. Very selfdirected.Focuses on the taskand what needs to bedone most of the time.Other group memberscan count on thisperson.Brings neededmaterials to class andis always ready towork.Almost always bringsneeded materials toclass and is ready towork.Work reflects thisstudent's best efforts.Work reflects a strongeffort from this student.Does not suggest orrefine solutions, but iswilling to try outsolutions suggested byothers.Occasionally is publiclycritical of the project orthe work of othermembers of the group.Usually has a positiveattitude about thetask(s).Focuses on the taskand what needs to bedone some of the time.Other group membersmust sometimes nag,prod, and remind tokeep this person ontask.Almost always bringsneeded materials butsometimes needs tosettle down and get toworkWork reflects someeffort from this student.Almost always listensto, shares with, andsupports the efforts ofothers. Tries to keeppeople working welltogether.Student has no checkmarks on theengagement checklistUsually listens to,shares, with, andsupports the efforts ofothers. Does not cause\"waves\" in the group.Often listens to, shareswith, and supports theefforts of others, butsometimes is not agood team member.Student has one tothree check marks onthe engagementStudent has four to sixcheck marks on theengagement checklistOften is publicly critical ofthe project or the work ofother members of thegroup. Often has anegative attitude about thetask(s).Rarely focuses on the taskand what needs to bedone. Lets others do thework.Often forgets neededmaterials or is rarely readyto get to work.Work reflects very littleeffort on the part of thisstudent.Rarely listens to, shareswith, and supports theefforts of others. Often isnot a good team player.Student has more than sixcheck marks on theengagement checklist for
Creating andConstructingUnitfor the creating orconstructing parts ofthe unit.checklist for the creatingor constructing parts ofthe unit.for the creating orconstructing parts of theunit.the creating or constructingparts of the unit.Total Points: out of 32 total pointsPresentation RubricFour PointsContentPreparednessVolumePosture and EyeContactSpeaks ClearlyListens to OtherPresentationsShows a fullunderstanding of thetopic.Student is completelyprepared and hasobviously rehearsed.Volume is loud enoughto be heard by allaudience membersthroughout thepresentation.Stands up straight,looks relaxed andconfident. Establisheseye contact witheveryone in the roomduring the presentation.Speaks clearly anddistinctly all (100-95%)the time, andmispronounces oneword.Listens intently. Doesnot make distractingnoises or movements.Three PointsTwo PointsOne PointShows a goodunderstanding of thetopic.Student seems prettyprepared but mighthave needed a couplemore rehearsals.Volume is loud enoughto be heard by allaudience members atleast 90% of the time.Shows a goodunderstanding of partsof the topic.The student issomewhat prepared,but it is clear thatrehearsal was lacking.Volume is loud enoughto be heard by allaudience members atleast 80% of the time.Does not seem tounderstand the topicvery well.Student does not seemat all prepared topresent.Stands up straight andestablishes eye contactwith everyone in theroom during thepresentation.Sometimes stands upstraight and establisheseye contact.Slouches and/or doesnot look at peopleduring the presentation.Speaks clearly anddistinctly all (100-95%)the time, butmispronounces morethan one word.Listens intently but hasone distracting noise ormovement.Speaks clearly anddistinctly (94-85%) mostof the time.Mispronounces no morethan one word.On two occasions doesnot appear to belistening but is notdistracting.Often mumbles or cannot be understood ORmispronounces morethan one word.Volume often too soft tobe heard by allaudience members.On more than twooccasions does notappear to be listeningand has distractingnoises or mo
c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams .
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