Richmond Public Schools 2014-15 Essential Elements Version

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Mr. Robinson/Ms. Anderson Date(s): 9/24-10/6/14 Grade Level or Course: US History Content or Unit: Revolution (VUS.4)

STAGE 1: Desired Results ~ What will students be learning? SOL/Learning Objective The student will demonstrate knowledge of events and issues of the Revolutionary Period by a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.  Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)  Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c)  Develop perspectives of time and place. (VUS.1d)  Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Learning Objective: Students will create a Declaration of Independence from Armstrong High School that will follow the principles of John Locke and Thomas Paine. Declaration of Independence will be scored on a 100 point rubric with 80 or higher equals mastery as well as daily quiz assessment

b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy.  Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)  Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c)  Develop perspectives of time and place. (VUS.1d) Learning Objective: Students will analyze pictures from various points in American History and create meme’s relating the picture that demonstrate key principles of the Declaration of Independence. Meme will be scored on a 100 point rubric with 80 or higher equals mastery as well as daily quiz assessment

c) describing the political differences among the colonists concerning separation from Great Britain.  Evaluate the authenticity, authority, and credibility of sources. (VUS.1b)  Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c)  Develop perspectives of time and place. (VUS.1d) Learning Objectives: Students will create a colonial newspaper from 1776 that will explain the key political differences among the colonies. Newspapers will be scored on a 100 point rubric with 80 or higher equaling mastery as well as daily quiz assessment

d) analyzing reasons for colonial victory in the Revolutionary War.  Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c) 1 Richmond Public Schools 2014-15 Essential elements version  Develop perspectives of time and place. (VUS.1d)  Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) Learning Objectives: Students will create a map that explains the military and diplomatic reasons for colonial victory. Map will be scored on a 100 point rubric with 80 or higher equaling mastery as well as daily quiz assessment

1. How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence? 2. How did the Declaration of Independence become a road map for the new Essential Questions & republic as it extended the franchise, provided for equality of opportunity, and Understandings/Big Ideas guaranteed “unalienable rights”? 3. What differences existed among Americans concerning separation from Great Britain? 4. What factors contributed to the victory of the American rebels? 1. John Locke 2. The Enlightenment 3. Natural Rights/Social Contract 4. Thomas Paine 5. Patrick Henry 6. George Washington 7. Benjamin Franklin 8. John Adams 9. George Mason 10. Great Awakening 11. French and Indian War 12. Proclamation of 1763 Key Vocabulary 13. Stamp Act 14. Boston Massacre 15. Boston Tea Party 16. 1st Continental Congress 17. Common Sense 18. Diplomatic 19. Declaration of Independence (famous quotes) 20. Minutemen 21. Lexington and Concord 22. Patriots 23. Loyalists/Tories 24. Neutrals 25. Yorktown STAGE 2: Assessment Evidence ~ What is evidence of mastery? Assessment Part 1 John Locke would have agreed with which of these statements? A Free and enterprising people must live in a monarchy. B People are born with rights given to them by their rulers; thus they must obey those rulers. C All people are free, equal, and have natural rights of life, liberty, and property. D It is the duty of the people to petition their government to protect their rights.

Which of the following was a factor leading to colonial victory in the American Revolution 2 Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins) (War of Independence)? A Benedict Arnold's defection to the Patriot cause in 1778 B Benjamin Franklin's negotiation of a treaty of alliance with France C Thomas Paine's writings in favor of the Tory position D assistance of the French army and navy at the Battle of Great Bridge

"Common Sense" and the Declaration of Independence were written to serve very different purposes. What fundamental principle did they have in common?

A They both stated that women should have the same rights as men. B They both stated that slavery should be abolished. C They both supported the concept of popular sovereignty. D They both advocated economic equality.

Possible misconceptions or The students will have trouble understanding the diplomatic reasons for winning the learning gaps American Revolution. STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use? Snapshot / Warm-up Activity  Snapshot will vary based on previous day’s understanding of knowledge  Students will use I.D.E.A/S strategy  Students will take Cornell notes Instructional Strategies  Students will work in cooperative groups  Students will work in stations  Students will use I.D.E.A/S strategy to analyze objective vocabulary  Students will take teacher lead notes Cornell notes from power point presentation on: 1. How the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence (Mr. Robinson) 2. Describing the political differences among the colonists concerning separation from Britain. (Ms. Anderson) 3. Reasons for colonial victory in the Revolutionary War. (Mr. Robinson)  Ms. Anderson will lead students in a discussion of how the “Enlightenment ideas led to the American Revolution  Mr. Robinson, Ms. Anderson and students will re-enact the Boston Massacre to understand support for and against the American Revolution Teaching and Learning  Ms. Anderson and students will create a graphic organizer of events leading up to the Activities American Revolution while Mr. Robinson assists students in keeping up.  Mr. Robinson and students will compare and contrast the varying opinions for and against the American Revolution by creating a graphic organizer  Mr. Robinson and Ms. Anderson will divide students into small cooperative leaning groups and students will use cloze reading strategy to read and examine the ideas of independence by comparing the writings of John Locke and Thomas Paine and their influence on the Declaration of Independence.  Mr. Robinson and students will trace the routes of American troops during the American Revolution and re-enact the four major battles of the Civil War while Ms. Anderson assist students.  Mr. Robinson and Ms. Anderson will show clips from the movie “The Patriot” to help the students analyze the military reasons for colonial victory during the American Revolution. 3 Richmond Public Schools 2014-15 Essential elements version Technology Use  Students will trace maps and highlight Connections to other subject reading passages areas and/or authentic off of document applications Higher Level Thinking Differentiation camera and smart  Students will use word  What current board. processing skills to create a  Graphic world events Students will use colonial newspaper Organizer for  have been (C.T.E.) comparing and Microsoft Word or inspired by the Students will use pictures contrasting Publisher to create  ideas of John opinions for the editorial of current events to Locke? Revolution newspaper. demonstrate the principles  Is social media of the Declaration of  Cooperative  Students will inspiring a new Independence Learning groups analyze movie enlightenment? Students will analyze (close reading) clips from The  Patriot to analyze weaponry and military the reasons for strategies used during the colonial victory American Revolution during the (R.O.T.C.) American Revolution  Bloomin Bingo – Students will ask and answer questions about the days lesson using Checking for various levels of bloom’s taxonomy Understanding  Exit Tickets  Daily Quiz STAGE 4: Closure ~ What did the students master & what are they missing? 1. Students will create “road signs” along the road to the American Revolution 2. Students will work in small groups to create a colonial newspaper from July Lesson Closure & Student 1776 Summarizing of their 3. Students will create their version of the Declaration of Independence by Learning separating from Armstrong to form their own school 4. Students will create a timeline of events leading to the American Revolution

Assessment Part 2 Timeline Colonial Newspaper

Teacher Reflection / Effectiveness of Learning