Plan of Instruction Activity Description of Activities/Setting Purpose (Rationale) Pre-Lesson (Prior Knowledge & Content)

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Lily Lyons
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1 The American Revolution Unit 4: Era of Revolutions 4 days Learning Target Objective(s) Students will be able to explain the global effects of the American Revolution Lesson Essential Question What were the global effects of the American Revolution? Ms. Johnson World History Instructional Materials & Resources Bellringer major events, timeline American Revolution PowerPoint Declaration of Independence (internet Access) Construction paper for newspaper Coloring pencils/markers Plan of Instruction Activity Description of Activities/Setting Purpose (Rationale) Pre-Lesson (Prior Knowledge & Content) 30 minutes Acquisition / Teacher Input (Establish objectives, set learning parameters) 45 minutes Before students come into the classroom I will have major events from the American Revolution printed out and cut up into individual events. I should also have a timeline of the dates of the American Revlution on the board. I will place each event on student s desks. As the students come in the room, I will instruct each student to examine the event that is on their desk. To start the class the I will instruct the students to place their event on the timeline one at a time. If the student is unsure of where their event should be placed on the time line, then other classmates can help them out. Leave the time line on the board throughout the lesson. As the events are talked about thoughout the lesson, move them to their proper place on the time line. What were the global effects of the American Revolution? I will move from the Bellringer to the PowerPoint by asking the students the following discussion quesiton: How many of you like using your cell phones? This pre-lesson will show me what the students know about the chronological order of events in the American Revolution. As the lesson continues, the students will be able to actually see where the major events of the American Revolution belong. This will allow students to relate taxation without representation to their modern lives Students should be able to recognize and analyze the

2 Extending & Refining (Guided Practice) 90 minutes Adjusting/Re- Centering (Assessing student progress, adjustments) 60 minutes All of the studnets will more than likely raise their hand. Then I will tell the students that for every time they are seen on their phone they will lose 1 point on their next test Ask students how they feel about the new tax Then I will explain that is exactly how the colonist felt during the time leading up to the American Revolution because they were caught off gaurd. This will help to lead to the PowerPoint presentation. Students should fill in the blank with the bolded words in the French Revolution PowerPoint. Students will be split into groups of 2 or 3 Each group will be asked to read the preamble of The Declaration of Independence They can use their laptops to access the Declaration (should be shared to them on the class google drive) Each group should pick a complaint transgretion against the king that is listed in the preamble. Then they should list all the reasons why they think the colonist included this in the Declaration. (use of the internet is permitted) I can ensure that students are staying focused by walking around the room to ask them how they would feel if the US government treated its citizens this way. Students will be asked to share some of their solution as to why their selected complaint may have been added to the Declaration. If some students are still having difficulty finding reasons for the colonist s anger with the King then I will ask students to pick another complaint against the king and then be asked why would this make you upset if the President acted this way towards the people of today. This section should offer possible adjustments, or methods on how to recenter students as they try to master the Lesson Objective (answering the LEQ) social impact of the American Revolution. This part of the lesson allows me to give students basic knowledge about the American Revolution The PowerPoint covers the causes of the American Revolution. This allows students to analyze a document that is still used in their civilization. They get to ask questions about the document and find answers for themselves concerning the topic. If students seem to be confused, or frustrated, I will supply them with a different perspective of the pervious task. Students will most likely ask questions if they have concerns or are stuck, and I will be there to help.

3 Extending & Refining II (Independent practice) 90 minutes Closure (Student-driven, teacher directed close to lesson) 45 minutes The ideas listed here are to use in case students need extra assistance If the majority of students demonstrate mastery, move to next activity Students will be asked to go back to their desk to work on an independent assignment The assignment will be for students to make a newspaper article that encourages readers to rebel against Great Britain. The newspaper should include the following: Title Author/Publisher (student name) Date (from the time of the revolution) 1 main article concerning revolution with a solution to the problem (including one hand drawn picture) 2 mini articles that relate to the complaints against the king Students can have creative freedom with the rest of the space on their newspaper (weather forcast, comic strip, horoscope, etc.) The lesson will conclude with students presenting their newspapers to the class. The last 5 minutes of class I will ask students to write one cause of the American Revolution and turn it in as a ticket-out-the-door. By making their own newspapers without any help from me, students will begin working independently to show they mastered the content. Students will demonstrate that they mastered the LEQ by explaining what their newspapers have to do with economics and politics. Students will have to analyze the causes of revolution during this time period to do their newspaper. I will tie in the next lesson by informing students that America was not the only country to have a revolution With this I hope to show students that the American Revolution was a trend setter for other Revolutions around the World.

4 Assessments Formative Assessments Declaration of Independence Analysis This will allow me to see if students understand the frustration that colonist had towards their government. Revolution Newspaper creation This will allow me to see if students understand colonist frustration and if they can use historical problem solving skills. Summative assessment Key People Events Groups - Terms Declaration of Independence United States Constitution George Washington Thomas Paine Thomas Jefferson Common Sense Abigail Adams John Adams Peace Talks Concepts & Themes Gender Power Government Politics Revolution Liberty Democracy Lesson Vocabulary Minutemen Constitution Independence Loyalist Tories Patriots Freedom Correlations: State NC Essential Standards WH.H.6: Understand the Age of Revolutions and Rebellions WH.H.6.2 Analyze political revolutions in terms of their causes and impact on independence, governing bodies and churchstate relations Correlations: National Common Core & C3 Framework CC : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. D2.His : Analyze multiple and complex causes and effects of events in the past. Research Notes & Sources (Citations) file:///c:/users/johns/onedrive/documents/his%203628/lesson%20plan%201/the%20a merican%20revolution.pdf American Revolution PowerPoint - The Declaration of Independence - Timeline

5 The American Revolution Teaching Notes Following the Seven Years War, British leaders wanted to get new revenues from the colonies. These revenues would be used to cover war costs, as well as to pay for the expenses of maintaining an army to defend the colonies. In 1765, Parliament imposed the Stamp Act on the colonies. o This act required certain printed materials, such as legal documents and newspapers carry a stamp showing that a tax had been paid to Britain. o Opposition was widespread and often violent o Act was repealed in 1766 o Crisis avoided, but cause of dispute not resolved War Begins To counteract British actions, colonies organized the First Continental Congress, which met in Philadelphia in September 1774 Outspoken members urged colonists to take up arms and organize militias Fighting erupted between colonists and the British Army in April 1775 in Lexington and Concord, Massachusetts o Shot heard around the world The Second Continental Congress met soon afterward and formed an army, called the Continental Army, with George Washington as commander in chief. Colonists still did not rush into war Following Lexington and Concord, more than a year passed before decision was made to declare independence from the British Empire On July 4, 1776, the Second Continental Congress approved a Declaration of Independence written by Thomas Jefferson o A stirring political document, the declaration of independence declared the colonies to be free and independent states absolved from all allegiance to the British Crown. o Formally beginning American Revolution Britain was a strong military power with huge financial resources Continental Army of Americans was made up of undisciplined amateurs who agreed to serve for a short period of time Foreign Support & British Defeat Support from foreign countries was very important to the colonies Nations were eager to gain revenge from earlier defeats from the British French supplied arms and money to the rebels from the beginning of the war French officers and soldiers served in Washington s Army February 1778 post-british defeat French granted diplomatic recognition to American state Spain & Dutch Republic also entered the war against Great Britain Now, the British were faced with war against much of Europe, as well as Americans Army of General Cornwallis was forced to surrender at Yorktown in 1781 causing British to en the war Treaty of Paris was signed in 1783, recognizing the independence of the American colonies AND granted the Americans control of the western territory from the Appalachians to the Mississippi River Birth of a New Nation

6 Americans created a new social contract in The creation of the Constitution made Enlightenment concepts of liberty and representative government a reality for the first time. 13 American colonies had gained independence. They were now states. The states feared concentrated power and each was primarily concerned about themselves They had little enthusiasm for creating a united nation with a strong central government Articles of Confederation o Nation s first Constitution o Did little to provide for a strong central government o Government under the articles lacked the power to deal with nation s new problems o Movement for new form of national government arose The Constitution Created a Federal System in which power would be shared between the national government and the state governments National government was given the power to levy taxes, raise an army, regulate trade, and create a national currency Federal government divided into three branches each with some power to check the work of the others o Executive President as Chief Executive Had power to execute laws Veto legislature s acts Supervise foreign affairs Direct military forces o Legislature Two houses Senate members elected by state legislatures House of Representatives elected directly by the people o Judicial Supreme Court and other courts as deemed necessary by Congress Enforce the Constitution as Supreme law of the land According to Constitutional Convention, Constitution would have to be ratified, or approved, by nine states before it could take effect. Eventually approved, but margin was slim in some states Bill of Rights Important to adoption of Constitution was the promise of a Bill of Rights 1789 Congress proposed 12 amendments and the 10 that were approved by the states became known as the Bill of Rights Guaranteed freedom of religion, speech, press, petition, and assembly Right to bear arms and be protected against unreasonable searches and arrests Guaranteed trial by jury, due process of law, and protection of property rights Many of the Bill of Rights were derived from the natural rights proposed by 18 th century philosophes Many European intellectuals saw the American Revolution as the embodiment of the Enlightenment s political dreams Premises of Enlightenment were confirmed new age and better world could be achieved.

7 Extra, Extra! Read All About It! Front Page Newspaper Gig Instructions: Congratulations! You have just been hired by the major newspaper company of your dreams. Your new boss wants to see if you have what it takes to be a successful newspaper editor, so he is leaving it up to you to rally readers to declare independence from Great Britain on the front page of the paper. It is your responsibility to ensure that everything on your page is supported by factual sources that you find online or in a credible book from the library. Requirements: The title of your newspaper Author/Publisher (your name) Date (from a specific time during the Revolution) 1 main article concerning revolution o Should also suggest a solution to the problem o Include a picture with this article 2 mini articles that relate to the time period Use the rest of the space on your page for creative freedom (weather forecast, comic strip, horoscope, etc.)

The American Revolution & Confederation. The Birth of the United States

The American Revolution & Confederation The Birth of the United States 1774-1787 Essential Question Evaluate the extent to which the Revolution fundamentally changed American society. The First Continental