Seeds of a Revolution

1
Seeds of a Revolution

• Phyllis Johnson
• Darlene La Rue
• Joseph Moneymaker

2
Unit Objectives

• 1. Students will create a chart about the
  thirteen colonies concerning settlement, who
  discovered it, and the reason the colony was
  founded on an in-class activity at a
  distinguished level.
• 2. Students will create a physical map showing
  the location of the thirteen colonies at a
  distinguished level.
• 3. Students will demonstrate knowledge of the
  colonies on a Smart Notebook activity at a
  distinguished level.
• 4. Students will complete an in-class activity
  on the economic products found in each section of
  the colonies on the smart notebook at a
  proficient level.
• 5. Students will complete an open-response on
  the economic products found in the thirteen
  colonies at a proficient level.
• 6. Students will complete a worksheet on the
  economic products found in each section of the
  colonies at a 100 accuracy.
• 7. Students will explain how the French and
  Indian War started the seeds of the American
  Revolution on an open-response question at a
  proficient level.

3
Unit Objectives (cont.)

• 8. Students will understand that historical
  events have multiple causes.
• 9. Students will write a persuasive letter
  identifying the significance of the Proclamation
  of 1763 at a proficient level.
• 10. Students will create a flipbook about
  unfair taxes on an in-class activity at a
  proficient level.
• 11. Students will demonstrate understanding of
  the Stamp Act on an on-demand writing activity at
  a proficient level.
• 12. Students will demonstrate understanding of
  the Stamp Act and Sugar Act on an open-response
  question at a proficient level.
• 13. Students will explain the basic ideas of the
  phrase taxation without representation on an
  open-response question at a proficient level.
• 14. Students will create a Boston Massacre
  timeline on an in-class activity at a proficient
  level.
• 15. Students will create a gravestone and
  epitaph of Crispus Attucks on an in-class
  activity at a proficient level.

4
Unit Objectives (cont.)

• 16. Students will perform the The Boston Tea
  Party on an in-class play at a proficient level.
• 17. Students will create a Boston Tea Party
  Step Book on an in-class activity at a
  proficient level.
• 18. Students will construct a Venn-Diagram
  examining two primary sources about Paul Reveres
  Midnight Ride on an in-class activity at a
  proficient level.
• 19. Students will write a literary piece about
  being a colonist describing the first shot heard
  around the world on an in-class activity at a
  proficient level.
• 20. Students will create a puzzle-piece time
  line describing the battle of Lexington and
  Concord on an in-class activity at a proficient
  level.
• 21. Students will create a Declaration of
  Independence on an in-class activity at a
  proficient level.
• 22. Students will explain the purpose and
  significance of the Declaration of Independence
  on an open-response question at a proficient
  level.
• 23. Students will create a photostory about a
  key historical figure during the American
  Revolutionary War at a proficient level.

5
Essential Questions

• Who were the key figures leading up to the
  American Revolutionary War and what contributions
  did they make?
• How did geography and economics play a role in
  the causes leading up to the American
  Revolutionary War?
• How did ones political viewpoint play a role in
  the causes leading up to the American
  Revolutionary War?
• How did culture play a role in the causes leading
  up to the American Revolutionary War?

6
Academic Expectations

• 1.2 Students make sense of the variety of
  materials they read.
• 1.11 Students write using appropriate forms,
  conventions, and styles to communicate ideas and
  information to different audiences for different
  purposes.
• 1.12 Students speak using appropriate forms,
  conventions, and styles to communicate ideas and
  information to different audiences for different
  purposes.
• 1.13 Students make sense of ideas and
  communicate ideas with the visual arts.
• 1.16 Students use computers and other kinds of
  technology to collect, organize, and communicate
  information and ideas.
• 2.14 Students understand the democratic
  principles of justice, equality, responsibility,
  and freedom and apply them to real-life
  situations.
• 2.18 Students understand economic principles and
  are able to make economic decisions that have
  consequences in daily living.

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Academic Expectations (cont.)

• 2.19 Students recognize and understand the
  relationship between people and geography and
  apply their knowledge to real-life situations.
• 2.20 Students understand, analyze, and interpret
  historical events, conditions, trends, and issues
  to develop historical perspective.
• 2.22 Students create works of art and make
  presentations to convey a point of view.
• 6.2 Students use what they already know to
  acquire new knowledge, develop new skills, or
  interpret new experiences.
• 6.3 Students expand their understanding of
  existing knowledge by making connections with new
  knowledge, skills, and experiences.

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Program of Studies

• Writing
• ELA-P-W-3 Students will develop ideas in writing
  in response to peer and teacher feedback.
• ELA-P-W-28 Students will demonstrate independent
  and critical thinking skills in writing-to-learn
  situations such as journals and graphic
  organizers and writing-to-demonstrate learning
  situations such as graphic organizers and
  open-response questions.
• Technology
• ELA-P-T-2 Students will explore and use of
  technology as a means of communication.
• T-P-ICP-S-I1 Students will investigate different
  technology devices and systems (e.g., computer
  process unit, monitor, keyboard, disk drive,
  printer, mouse, digital cameras, interactive
  white boards)
• T-P-ICP-S-C1 Students will use technology to
  communicate in a variety of modes ( e.g.,
  recordings, speech to text, print, media)

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Program of Studies (cont.)

• Social Studies
• SS-P-H-2 Students understand how and why (cause
  and effect) events occurred in the community,
  state, or nation.
• SS-P-H-4 Students will describe and illustrate
  historical concepts or events through symbols,
  songs, poems, and passages.
• SS-E-U-1 Students will understand economic
  problem confronting individuals, groups and
  businesses in the United States today is
  scarcity as a result of scarcity, economic
  choices and decisions must be made.
• SS-E-U-4 Students will understand that markets
  enable buyers and sellers to exchange goods and
  services.
• SS-5-GC-S-3 Students will analyze information
  from print and non-print sources to describe
  fundamental values and principles of American
  democracy found in the Declaration of
  Independence and the U.S. Constitution explain
  their significance today.

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Program of Studies (cont.)

• SS-HP-U-2 Students will understand that history
  can be analyzed by examining significant eras to
  develop a chronological understanding and
  recognize cause and effect relationships and
  multiple causation, tying past to present.
• SS-HP-U-4 Students will understand that
  geography, culture, and economics have a
  significant impact on historical perspectives and
  events.
• SS-HP-S-1 Students will demonstrate an
  understanding of the interpretative nature of
  history using a variety of tools (e.g., primary
  and secondary sources).
• SS-HP-S-2 Students will use information from
  print and non-print sources (e.g., documents,
  informational passages/texts, interviews, digital
  and environmental)
• SS-HP-S-3 Students will investigate patterns
  across in U.S. history (e.g., major
  events/conflicts/culture compare with major
  events/conflicts/culture to the present)

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Program of Studies (cont.)

• Arts and Humanities
• AH-P-VA-2 Students will identify and use the
  elements of art and principles of design.
• AH-5-SA-S-VA2 Students will use the elements of
  art and principles of designs in creating
  artworks independently and with others.

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Core-Content for Assessment (4.1 version)

• Arts and Humanities
• AH-05-1.4.1 Students will analyze or explain
  elements of art and principles of design in works
  of art. DOK 3
• AH-05-4.3.1 Students will create and perform
  using elements of drama (literary, technical,
  performance).
• AH-EP-4.4.2 Students will choose media to create
  artworks with a basic understanding of how to use
  the media.
• Writing
• WR-E-1 Writing Criteria found in all forms of
  writing
• 1. Purpose/ Audience
• 2. Idea Development
• 3. Organization
• 4. Sentences
• 5. Language

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Core- Content (cont.)

• Social Studies
• SS-05-01.1.1 Students will describe the basic
  purposes of the U.S. government as defined in the
  Preamble to the Constitution (to establish
  justice, to ensure domestic tranquility, to
  provide for the common defense, to promote the
  general welfare, to secure the blessings of
  liberty) give examples of services the U.S.
  government provides (e.g., armed forces,
  interstate highways, national parks) and analyze
  the importance of these services to citizens
  today. DOK 3
• SS-05-1.3.1 Students will explain the basic
  purposes of democracy (e.g., justice, equality,
  responsibility, freedom) found in significant
  U.S. historical documents (Declaration of
  Independence, U.S. Constitution, Bill of Rights)
  and analyze why they are important to citizens
  today. DOK 3
• SS-05-2.3.1 Students will describe various forms
  of interactions (compromise, cooperation,
  conflict) that occurred between diverse groups
  (e.g., Native Americans, European Explorers,
  English colonists, British Parliament) in the
  history of the United States. DOK 2

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Core-Content (cont.)

• SS-05-3.1.1 Students will describe scarcity and
  explain how scarcity required people in different
  periods in the U.S. (Colonization, Expansion,
  Twentieth Century to Present) to make economic
  choices (e.g., use of productive resources
  natural, human, capital) and incur opportunity
  costs. DOK 2
• SS-05-3.4.1 Students will describe production,
  distribution and consumption of goods and
  services in the history of the U.S.
  (Colonization, Industrialization, Twentieth
  Century to Present). DOK 3
• SS-05-4.4.2 Students will describe how the
  physical environment (e.g., mountains as barriers
  for protection, rivers as barriers of
  transportation) both promoted and restricted
  human activity during the early settlement of the
  U.S. (Colonization, Expansion). DOK 2
• SS-05-5.2.1 Students will identify historical
  documents, selected readings and speeches (e.g.,
  Mayflower Compact, Emancipation Proclamation, Dr.
  Martin Luther Kings speech I Have A Dream) and
  explain their historical significance. DOK 3

15
Core-Content (cont.)

• SS-05-5.2.2 Students will explain reasons (e.g.,
  freedoms, opportunities, fleeing negative
  situations) immigrants came to America long ago
  (Colonization and Settlement, Industrialization
  and Immigration, Twentieth Century to Present)
  and compare with why immigrants come to America
  today. DOK 2
• SS-05.2.4 Students will describe significant
  historical events in each of the broad historical
  periods and eras in U.S. history (Colonization
  and Settlement, Revolution and a New Nation,
  Expansion and Conflict, Industrialization and
  Immigration, Twentieth Century to Present) and
  explain cause and effect relationships. DOK 3
• SS-EP-5.1.1 Students will use a variety of tools
  (e.g., primary and secondary sources, artifacts,
  diaries, and timelines) to explain significant
  events in the history of the United States. DOK
  2

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Timetable
17
Key Vocabulary

• Colonies Cash Crop
• Tobacco Puritans
• Quackers Pilgrims
• Exports Imports
• Religious toleration debtor
• Parliament Proclamation of 1763
• French and Indian War Stamp Act
• Sugar Act Intolerable Acts
• Congress boycott
• Protest taxation without representation
• Minutemen patriot

18
More Vocabulary

• Loyalist Sons of Liberty
• Boston Massacre Boston Tea Party
• Independence Declaration of Independence
• Grievances preamble
• Townshend Acts
• Committees of Correspondence

19
Now the lessons

• K-W-L The purpose of this lesson is see what
  the students know and what they want to know.
  This is letting the students be involved in their
  learning and getting them pumped about studying
  the beginnings of the American Revolution.

20
The Colonies The Beginning of the United States

• Create a chart showing the settlement,
  discoverer, and reason why it was set up for each
  colony (culture, economics, historical
  perspective)
• Create a map of the 13 colonies (geography)
• Smart Notebook activity locating each????the
  thirteen colonies (geography)
• Chart and open-response over the products
  produced in each region of the colonies
  (economics)
• Smart Notebook activity identify products
  produced by each region (economics)

21
French and Indian War

• Open-response question
• In 1754, two countries claimed they had control
  over a certain piece of land located in the New
  World. This piece of land that Britain and
  France claimed they owned was the Ohio Valley.
• A. Identify the reasons why each side wanted the
  Ohio Valley.
• B. What was the results of the French and Indian
  War?
• Itinerant Research using the following website
  http//www.britannica.com/eb/article-9035340/Frenc
  h-and-Indian-War

22
Proclamation of 1763 The Fuel Is Beginning

• Literature piece used Cant You Make Them
  Behave, King George? by Jean Frtiz
• On-Demand Writing Prompt
• Write a letter to the king of England stating
  why the Proclamation of 1763 is unfair to you as
  a colonist. Your letter should include all the
  parts of a persuasive letter and two reasons with
  evidence to support your answer.

23
The acts and the idea of taxation without
representation

• Stamp Act students create a flip-book about
  unfair taxes
• On-Demand Writing Prompt about the Stamp and
  Sugar Act
• Open-Response about the Stamp Act and Sugar Act
• Use the following websites
• http//www.digitalhistory.uh.edu/documents/documen
  ts_p2.cfm?258
• http//www.ushistory.org/Declaration/related/stamp
  act.htm
• http//www.history.org/History/teaching/tchcrprc1.
  cfm?toPrintyes
• http//colonial-ameriaca.suite101.com/article.cfm/
  colonial_tax_policy_in_plain _words
• Open-Response question about the phrase taxation
  without representation
• Taxation Without Representation Candy-Game
• Ed-helper activities

24
Boston The Place Is Happening

• Boston Massacre
• Create a timeline of the famous event
• Create a gravestone and epitaph of Crispus
  Attucks
• Open-Response Question
• Boston Tea Party
• Readers Theatre play of the event
• Create a step-book about the Boston Tea Party
• On-Demand Writing Activity

25
Open-Response Question SampleThe Boston
Massacre

• Paul Revere did a famous engraving of the Boston
  Massacre. This engraving depicts the famous
  event.
• A. Explain what is happening in the engraving.
• B. Explain how this engraving was used as a
  propaganda tool to enrage the colonists against
  the British parliament.

26
The Boston Massacre Rubric
27
Declaring Freedom

• Creation of the Declaration of Independence
• Open-Response question about the Declaration of
  Independence
• Video about the Declaration of Independence
  The Founding Fathers
• Literature The Journey of the One and Only
  Declaration of Independence by Judith St. George

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Let the Declaration for Freedom Begin

• Open-Response Question
• Creation of the Declaration Activity
• Video about the Declaration of Independence
• Photographs of the document (Summertrip)

29
Colonial Day

• Have students sign a Declaration of
  Independence
• Foods that was common during that time to be
  served to celebrate the idea of becoming a free
  nation
• Students can dress up as colonists
• Students will present their photostory about a
  famous historical figure during this time

30
Literature Ideas

• The Journey of the One and Only Declaration of
  Independence by Judith St. George
• If You Lived At the Time of the American
  Revolution by Kay Moore
• Cant You Make Them Behave, King George by Jean
  Fritz
• The Story of the Boston Tea Party by R. Conrad
  Stein
• Will You Sing Here, John Hancock?
• The Chester Town Tea Party by Brenda Seabrooke
• Johnny Tremain by Esther Forbes
• My Brother Sam Is Dead by James Lincoln Collier
  and Christopher Collier
• The Fighting Ground by Avi
• Early Thunder by Jean Fritz
• Paul Reveres Ride by Henry Wadsworth Longfellow
• Katies Trunk by Ann Turner

31
DVDs

• School House Rock - No More Kings and Shot
  Heard Around The World
• April Morning
• Johnny Tremain by Disney
• Liberty! The American Revolution by PBS Home
  Video
• Benedict Arnold A Question of Honor
• 1776 The Broadway Musical
• John Adams

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Technology Here We Come

• Smart Notebook
• Computers
• Iternant
• Document Camera
• Photostorys
• Powerpoints
• Encyclomedia

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Resources for you!!!!

• http//www.britannica.com/eb/article-9035340/Frenc
  h-and-Indian-War
• http//www.digitalhistory.uh.edu/documents/documen
  ts_p2.cfm?258
• http//www.ushistory.org/Declaration/related/stamp
  act.htm
• http//www.history.org/History/teaching/tchcrprc1.
  cfm?toPrintyes
• http//colonial-america.suite101.com/article.cfm/c
  olonial_tax_policy_in_plain_words
• Edhelper.com
• http//www.earlyamerica.com/review/winter96/massac
  re.html
• http//www.historywiz.com/primarysources/eyewit-bo
  ston.html
• http//www.historyplace.com/unitedstates/revolutio
  n/teaparty.htm
• http//www.paulreverehouse.org\ride\
• http//www.carolhurst.com/subjects/ushistory/revol
  ution.html