CANISIUS COLLEGE EDDI 520

The American Revolution

A Study through Perspective and Change
Stephanie Vertalino 5/6/2013

Theoretical Framework: This unit has been written for EDDI 520, and targets a group of six 11 th grade students who are gifted in the area of social studies whose curriculum has been modified to that far beyond what a regular education student would be expected to complete, in the form of a gifted pull-out social studies class. Students completing these specific lessons will be expected to work with one another in order in a positive collaborative environment to successfully complete all assignment. This unit will focus the development of students critical thinking skills in the area of social studies. Students will study the American Revolution by closely examining change and perspectives during the war. These encompassing themes will help to incorporate mathematics, music, literature, philosophy, geography, foreign policy, primary sources and current events into this historical study. This unit will also allow for students to make connections to the ideas of themes and change throughout their course work, and in their own personal lives. The unit will begin evaluating the causes of the American Revolution and the distinctive ideals of being an American gradually build upon this idea to asses and evaluate how being an American has changed throughout the course of history since the revolution, and draw comparisons to the imperialistic values similar to those of Great Britain American now demonstrates. The primary educational philosophy driving this unit is that of Sandra Kaplan who believes that curriculum should be differentiated by means of content process, or product, which in this unit most lessons are modified by all three. In accordance with Kaplans grid this unit allows for broader connections to be made across contents, students will be able to abstract patterns, and make connections in their own lives more readily, through the use of an encompassing theme. This unit also encourages students to produce new knowledge rather than regurgitate, through the means of basic content being extended and refined the for gifted, using some measures of depth and complexity. The unit also draws influence from Blooms taxonomy in which different forms of knowledge are incorporated into each level of the taxonomy, so more factual knowledge is incorporated within each educational objective. Students will be taught effective thinking instruction within meaningful context including, decision making, classification and abstraction. Additionally the unit draws on the multiple intelligences defined by Howard Gardner, and attempts to incorporate each of the intelligences, or an option for the student to use their specific intelligence throughout the course of the unit. The services provided for students in this unit plan would fall under tier two services in accordance with Renzullis school wide enrichment model, where regular classroom instruction is not enough for these students and curriculum is modified severely in order to meet their needs.

Objectives:

1. Students will compare and contrast the perspectives of American Patriots and British Loyalists, before, during, and after the Revolutionary War. 2. Students will evaluate how the distinct differences between the Americans and the British, lead to the development of a unique American culture, and how American culture has changed overtime. 3. Student will develop a working knowledge of change throughout the duration of the Revolution including progression of time, legislation and historical documents.
Content Knowledge (Identify Desired Results) Declarative (Construct, Organize, and Store) (What the Students will know and understand) Causes of the Revolution Revolutionary Ideology (Republican Principles, Natural Rights) Battles of the Revolutionary War o Influence of African American soldiers on battle outcomes Revolutionary Leaders o George Washington o Benjamin Franklin o John Adams o Samuel Adams o Patrick Henry

Procedural (Construct Models, Shapes and Internalize) (What Students will be able to do)
Students will be able to evaluate the changing relationship between the Americans and the British, both during and since the Revolutionary War. Students will be able to assess and evaluate events throughout American and British history from the perspective of both countries. Students will be able to identify and evaluate how American ideals have changed over time.

Essential Questions: To what extent was conflict inevitable to due to the fundamental differences of the British and American subjects of the Crown? How have the perspectives of To what extent did the Revolutionary Era bring about change to the relationship between Great Britain and America, before, during and after the revolution?

Connection to Standards
Please Reference the Common Core and NAGC Standards addressed in this unit:
NAGC STANDARDS Learning and Development
Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socioemotional development and in intellectual, academic, creative, leadership, and artistic domains Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.

Assessment
Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided. Students with identified needs represent diverse backgrounds and reflect the total student population of the district. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.

Curriculum Planning and Instruction

Students with gifts and talents demonstrate growth commensurate with aptitude during the school year. Students with gifts and talents become independent investigators. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning.

Learning Environment
Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.

Programming Students with gifts and talents develop their potential through comprehensive, aligned programming and services.

Common Core Practices for Social Studies

Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counterhypotheses Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience

Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events Identify causes and effects using examples from different time periods and courses of study across several grade levels Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes overtime Identify, compare, and evaluate multiple perspectives on a given historical experience Identify and compare similarities and differences among historical developments over time and in different geographical and cultural contexts Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present Ask geographic questions about where places are located, why their location is important, and how their locations are related to the location of other places and people Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context Recognize and analyze how place and region influence the social, cultural, and economic characteristics of civilizations Identify, describe, and evaluate evidence about events from diverse sources(including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) Make inferences and draw conclusions from evidence

Pre- Assessment
Students will be given the attached pre-test, which will be used as an initial determination for grouping throughout the unit. Students who correctly answer every question on the pre-test will be asked to complete the accelerated and compacted unit as defined in the lesson plans.

Initiating Activity
Students will be introduced to the idea that cultures can have different perspectives over the same topic using tweets from the modern day example of differing opinions by the British and the Americans after Margret Thatchers Death.

Lesson Plans (List Topic/ Focus of each lesson plan in unit)

Lessons 1.) Causes of the Revolutionary War Instructional Strategies Students will evaluate the perspectives of the American and the British in regards to the causes of the American Revolution. Students will evaluate the sense of Americaness throughout time. Students will evaluate British/European ideals that influenced the Declaration of Independence. Students will identify and assess values and nonnegotiable of the American people according to the declaration. Students will complete an independent study on

2.) Declaration of Independence

3.) Important Figures of the War and their

ideologies

5.) Battles and involvement (African American Involvement) 6.) Revolutionary Outcomes

one of the founding fathers in the form of a tabloid article. Students in this assignment will analyze their founding father from different perspectives. Students will evaluate the preparation for and the environmental factors which influenced ten (10) battles throughout the war. Students will evaluate the changing relationship between the British and the Americans, in terms of imperialism since the American Revolution.

In the case that diverse learners are included within in gifted and talented population modifications will be made for them to the curriculum including but not limited to: a.) Incorporating options for assignments relevant to students diverse backgrounds b.) Encouraging the student to choose diverse figures/events for their independent study assignments c.) Incorporating the use of technology to better suit the needs of the student d.) Identifying students intellectual strengths and incorporating them into assignments, (especially for the twice exceptions)

Assessment Tasks: (Determine Evidence of Understanding)

Students completing this curriculum will automatically receive the grade of 100 for demonstrating their mastery of grade level materials. Their growth and achievement will be measured using the following means:

Formative: Pre-Assessment Tabloid Project Battle Map Project Student argument for inclusion of laws into the Declaration of Independence Student performance on Carousal Activity Student performance on all closure questions

Summative: Choice Board Activity Meaningful Use Task (Culminating Performance): Students will complete three choice board activities which each hold a focus on the concepts of change, and perspective dealing with the American Revolution.

Extension Activities: If students feel at any point as though they are not being challenged enough during this unit, or as though they would like to explore a topic more in depth, the instructor work with the student to create an independent research project in which the student becomes the historian. The instructor will also help to match the student with a mentor who will assist the student in completing historical research as an acting practitioner. Habits of Mind:
Critical Thinking: Being accurate and seeking accuracy Being open-minded Restraining Impulsivity Taking a position when the information warrants it Creative Thinking: Pushing the limits of your knowledge and abilities Generating new ways of viewing a situation outside the boundaries or standards convention Self-Regulation: Being aware of your own thinking Planning Being aware of necessary resources Evaluating the effectiveness of your actions

Unit Closure Students will complete a choice board in which they complete three assignments of their choice which demonstrate their knowledge on perspective and change. Students will present one of these assignments to the members of the school and local community, in order to help others gain understanding of how perspective can influence an individuals view of world events. Teachers Reflection After teaching the unit, the teacher lists thoughts about the Teaching/Learning experiences resulting from this unit. Had I taught this lesson in the classroom, I would monitor the students performance during the unit through use of assessment, and would make adjustments accordingly.

Attached Pre Assessment:

1.) Which fundamental political idea is expressed in the Declaration of Independence?

1. The government should guarantee every citizen economic security. 2. The central government and state governments should have equal power. 3. If the government denies its people certain basic rights, that government can be overthrown. 4. Rulers derive their right to govern from God and are therefore bound to govern in the nations best interest.

2.) The only representatives of the people of these colon ies are persons chosen therein by themselves; and that no taxes ever have been, or can be constitutionally imposed on them but by their respective legislatures.

-Statement by the Stamp Act Congress, 1765

3.) What is a valid conclusion that can be drawn from this quotation?

1. The colonial legislatures should be appointed by the English King with the consent of Parliament. 2. Only the colonists elected representatives should have the power to levy taxes. 3. The English King should have the right to tax the colonists. 4. The colonists should be opposed to all taxation.

4.) The British system of mercantilism was opposed by many American colonists because it

1. 2. 3. 4.

placed quotas on immigration discouraged the export of raw materials to England placed restrictions on trading encouraged colonial manufacturing

5.) It is not the cause of one poor printer, nor of New York alone, which you are now trying. No! It may in its consequence affect every free man that lives under a British government on the main [continent] of America. It is the best cause. It is the cause of liberty. . . . Nature and the laws of our country have given us a right to liberty of both exposing and opposing arbitrary power (in these parts of the world at least) by speaking and writing the truth. Andrew Hamilton, 1735 This courtroom summation helped establish which democratic principle in colonial America? 1. 2. 3. 4. trial by jury equal voting rights protection of private property freedom of the press

6.) Which important reason for the American victory in the Revolutionary War is missing from the chart?

1. 2. 3. 4.

naval superiority of the thirteen colonies aid from foreign nations control of railroads and canals greater number of Indian allies

7.) Which heading best completes the partial outline below? I. ____________________________________ A. Committees of Correspondence B. Nonimportation Agreements C. Boston Tea Party

D. First Continental Congress

1. 2. 3. 4.

Protests Against Slavery in the American Colonies British Parliamentary Actions to Punish Colonial Americans Colonial Responses to British Mercantile Policies Colonial Attempts to End the British Policy of Salutary Neglect

8.) In its economic relationship with its North American colonies, Great Britain followed the principles of 18th-century mercantilism by

1. 2. 3. 4.

outlawing the African slave trade limiting the colonies trade with other nations encouraging the development of manufacturing in the colonies establishing laws against business monopolies

9.) A major argument for American independence found in the Declaration of Independence was that the British 1. 2. 3. 4. stopped participating in the slave trade refused to sell products to Americans deprived Americans of their natural rights censored American representatives in Parliament

10.) Which statement is most accurate about the movement for independence in the thirteen colonies? 1. 2. 3. 4. The independence movement began soon after the founding of the Plymouth Colony. Protests against British colonial policies gradually led to demands for independence. The King of England required the colonists to become economically self-sufficient. The movement for independence was equally strong in all of the colonies.

11.) Which conclusion about the American Revolutionary War is most clearly supported by information in this chart?

1. 2. 3. 4.

England had few advantages in a war with her American colonies. The thirteen colonies had more advantages than disadvantages upon entering the war. England did not believe that the thirteen colonies were worth the expense of a war. The thirteen colonies had few, but important advantages in the war with England.

12.) According to the Declaration of Independence, the fundamental purpose of government is to

1. 2. 3. 4.

protect peoples natural rights equalize opportunities for all citizens provide for the defense of the nation establish a system of free public education

13.) One of the principles stated in the Declaration of Independence is that government should

1. 2. 3. 4.

guarantee economic equality among citizens have unlimited power to rule the people be based upon the consent of the governed be led by educated citizens

14.) The British benefited from their mercantilist relationship with the American colonies primarily by

1. supporting the growth of colonial industries

2. prohibiting colonists from fishing and fur trading 3. taking large amounts of gold and silver from the southern colonies 4. buying raw materials from the colonies and selling them finished products 15.) The Declaration of Independence (1776) has had a major influence on peoples throughout the world because it

1. 2. 3. 4.

guarantees universal suffrage establishes a basic set of laws for every nation provides justification for revolting against unjust governments describes the importance of a strong central government

16.) During the Revolutionary War period, Thomas Paines Common Sense was important because it 1. 2. 3. 4. described a military plan for the defeat of England convinced many Americans who had been undecided to support independence contained a detailed outline for a new form of government argued for the addition of a bill of rights to the Constitution

What are you most interested in learning about during this unit?

Give an example of a product you would like to create regarding the Revolutionary War.

Rate your understanding of the following topics, with 10 being the highest and 1 being the lowest. The British Perspective of the Revolutionary War The ties of the Declaration of Independence to European Ideas Similarities between imperialism of the British and that of the Americans a century later

Lessons for Revolutionary War Unit

Lesson 1
Unit Title: Revolutionary War Lesson Title: Lesson 1 - The Causes of the Revolutionary War Curriculum Area: Social Studies Grade Level: 11, American History Time Required: 120 Minutes 10 Minute Introduction to Perspective 55 Minutes for Decision Making and Research in Class 25- 30 Minutes for Presenting 25- 30 Minutes for Boston Mass. to Boston Marathon Bombings Comparison. Standards: NYS Standard 1 National Council for the Social Studies Theme: Time, Continuity, and Change Social Studies Practices, Grades 912 (NYS Common Core) Identify, describe, and evaluate evidence about events from diverse sources(including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events Relate patterns of continuity and change to larger historical processes and themes Identify, compare, and evaluate multiple perspectives on a given historical experience Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present Materials: Post it Notes- For Brain Storming and Decision Making Research Materials Text Books, iPad, Computer, Access to the Internet, Online Articles, (provided both by instructor and to be found by the student) Primary Source Documents (provided both by instructor and to be found by the student) Abstraction Graphic Organizers Videos for abstraction portion of the lesson Reactions of the Boston Marathon Bombings from the US, Videos of memorial at London Marathon Overview:

Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you using
whole group, small group, partners, quads, homogeneous, heterogeneous? Whole group (Gifted Students)

In this lesson students will focus on learning about the causes of the Revolutionary War, in particular the legislation that the British passed down onto the Americans without their input. Students will individually research one of these causes from the perspective of the Americans and of the British. Students will then abstract one of the causes to a current day event, and reflect on the uniqueness of Americans to come together during a time of crisis.

What will I differentiated?

Content Process

Product Learning Profile

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination

As a result of this lesson/unit students will Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline)

Students will understand the meaning of the term perspective, and be able to apply the idea of perspective in areas of social studies. Students will better grasp the perspective of the British on the measures they put into place (taxing, quartering soldiers etc.) on the American citizens which indirectly lead to the beginning of the Revolutionary War. Students will understand the nature (tendency) of Americans to unite against adversity.

Know : (facts, vocabulary, how-tos, information

that is memorizable)

Do: (thinking skills, skills of the disciplineskills

you will assess)

Students will be expected to know and be able to be tested on the 6 causes of the American Revolution which they will research during class and present to one another.

Students will define perspective. Students will use decision making skills to assess the most important causes leading to the Revolutionary War. Students will analyze perspectives of the British and Americans in terms of causes of the Revolutionary War. Students will evaluate various causes of the Revolutionary War from the perspective of the Americans and the British. Students will abstract the Boston Massacre to the more recent Boston Marathon Bombings. Students will compare the response of the British after the Boston Massacre to the response given by the British at the London Marathon after the Boston Marathon Bombings. Students will assess the trend of American unity over time.

Steps in Instruction:

1.) Students will be introduced to the topic of perspective. Students will first be asked to share their own ideas of what perspective means. Students will then be showed various tweets surrounding the recent death of former British Prime Minister Margret Thatcher, some will be from the Students will be asked what understandings they have gained about this women from reading information about her from two different perspectives. Students will be asked why they believe perspective is important based on this brief study. Students will define perspective as a class with the assistance of the instructor, and will be informed that this will be a major theme of the unit in which the class is about to study. 2.) Students participate in a whole group brainstorm in which they will be responsible for creating a list of the causes of the American Revolution. This can contain all events up to, but not including the shots fired at Lexington and Concord. 3.) Students will work together to narrow the list down into what they believe are the 6 most important events of the Revolutionary War (One of these events, for the purposes of the next activity must be the Boston Massacre.) 4.) Each student will be responsible for researching one of these events. Students will analyze and evaluate the event from the perspective of the British and of the Colonists. Students must define the cause of the Revolution, and identify why the British initiated the cause, the reaction of the British to the cause and the reaction of the Americans, and how this caused a change in relationship between the Americans and the British. 5.) Students will present this information to one another. 6.) Students will rank the six causes of the Revolutionary War which they have studied in class today in the order of importance in causing the revolution from the American perspective, and in order of importance of protecting the Motherland from the British perspective. Students will explain why they ranked their highest, their middle, and their lowest in the way that they did. 7.) Students then focus on the Boston Massacre and will abstract the Boston Massacre to the Boston Marathon Bombings, particularly focusing on the unification of Americans after times of adversity. 8.) The students will then compare the reaction of the British after the Boston Massacre to the response given at the London Marathon to the Boston Marathon Bombings, students will compare the change in relationships between these two countries over time. 9.) Closure Activity Closure: Students will write a short letter, speech, song or other expressive piece of writing, (1 1 pages) to King George explaining to him the unique feeling of Americanness which unites this country. Students will give examples (at least four, Boston Massacre, and Boston Marathon Bombings may be included, but students will have to come up with at least two additional examples on their own) of this feeling, how it has been evidenced over time, and how the British influence on this country will not deter this feeling.

Post Assessment: Follow Up Activities to Learning: Culminating Assignment, Tic-Tac-Toe Board

Lesson 2

Lesson Title: Lesson 2 Declaration of Independence Curriculum Area: Social Studies Grade Level: 11, American History Time Required: 40 Minutes Standards: NYS Standard 1

Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you using
whole group, small group, partners, quads, homogeneous, heterogeneous? Whole Group/Gifted Students

National Council for the Social Studies Theme: Time, Continuity, and Change Social Studies Practices, Grades 912 (NYS Common Core) Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience Describe, analyze and evaluate arguments of others Participate in persuading, debating, negotiating, and compromising in the resolution of conflicts and differences Identify situations in which social actions are required and determine an appropriate course of action Relate patterns of continuity and change to larger historical processes and themes Materials: Copies of the Declaration of Independence Index Cards Prepared with British Laws from the 1700s on them Powder Wigs for simulation Overview: In this lesson students will simulate the writing of the Declaration of Independence, by debating the inclusion of ideas within the document. Students will then discuss these ideas with their classmates in the form of a simulation. What will I differentiated? Content Process Product Learning Profile

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination

As a result of this lesson/unit students will Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline)

Students will understand that ideas from the Declaration of Independence were borrowed from European Ideas, including those of the British. Students will understand that the ideas of the Declaration of Independence have endured over time. Know : (facts, vocabulary, how-tos, information
that is memorizable)

Do: (thinking skills, skills of the disciplineskills

you will assess)

The reasons why Americans felt as though they needed to be separated from the British Values found in the Declaration of Independence that we still hold true today

Students will compare a European idea to a law that was included within the Declaration of Independence Students will use their communication skills to debate and ask questions of the inclusion of a European idea within the Declaration of Independence Students will evaluate the role of European ideas within the Declaration of Independence

Steps in Instruction: 1.) Students will read the Declaration of Independence in full independently. 2.) Students will work with one another to decode any information from the Declaration which they may still find confusing. 3.) Students will re-read the Declaration, this time paying special attention to ideas within the Declaration which a.) Lists concrete reasons why America needs to be separated from the British, and b.) Lists unyielding ideas/values that we as Americans still hold true/value today Students will complete this activity with highlighters and a copy of the declaration, students will be given two different color highlighters, one to signify information from list a, and the other to signify the information for list b. 4.) Each student will be given an individual index card with an idea from a British law on it comparable to a non-negotiable listed in the Declaration of Independence. Students will be given the source of this class, but will not be allowed to share this law with their classmates.

5.) Students will compare their law on their index card to the declaration and justify why they think the Americans may have chosen to include this piece of documentation within the document. 6.) With their index card and their justification prepared students will take on the role of a founding father and simulate the writing of the declaration in Philadelphia, using only the British law written on their index card students will argue why this law should be included in the Declaration, and try to persuade their classmates to include ideas from that law, without mentioning where they found influence from that law in the declaration. In this activity classmates will be able to vote the idea down. At the end of the activity each student will reveal first where they found comparable ideas within the declaration, and then reveal the source of the law they were advocating for. Closure: Students will answer the following question: Do you believe that the colonists should have included ideas from British laws in the Declaration of Independence from Britain? Knowing that the United States has a good relationship with Great Britain today, with Great Britain being our greatest allies, evaluate the change in relationship between the US and Great Britain. Do you believe that including their essential political beliefs in our own laws contributed to this improved relationship? Post Assessment: Follow Up Activities to Learning: Culminating Assignment, Tic-Tac-Toe Board

Lesson 3
Unit Title: Revolutionary War Lesson Title: Lesson 3 Founding Fathers Curriculum Area: Social Studies Grade Level: 11, American History Time Required: 80 Minutes

Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you using
whole group, small group, partners, quads, homogeneous, heterogeneous? Small Group/Gifted Students

Standards: NYS Standard 1 National Council for the Social Studies Theme: Time, Continuity, and Change Social Studies Practices, Grades 912 (NYS Common Core) Identify, describe, and evaluate evidence about events from diverse sources(including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes overtime Identify, compare, and evaluate multiple perspectives on a given historical experience Identify and compare similarities and differences among historical developments over time and in different geographical and cultural contexts Materials: PowerPoint presentation on British Culture Access to the internet for student research Materials for student presentations (depending on what students project students choose to complete) Overview: In this lesson students will What will I differentiated? Content Process Product Learning Profile

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination

As a result of this lesson/unit students will Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline) Students will gain an understanding of the motivations of the founding fathers.

Know : (facts, vocabulary, how-tos, information

Do: (thinking skills, skills of the disciplineskills

that is memorizable)

you will assess)

Students will know the basics of British Culture Students will know basic information about the founding fathers presented in the tabloid project

Students will evaluate the founding fathers from the point of view of Americans in 1776, Americans in 2013, and British in 1776 and 2013 and create a tabloid based upon this information

Steps in Instruction: 1.) Instructor will teach a mini lesson on British Culture for the students, so they have a little bit more perspective on how it is that the British live their lives. 2.) Students will complete 3 checkpoint questions, through the use of table top signs, in order to assess them on their understanding of British culture. 3.) After learning about the Declaration of Independence and the ideas that went into creating it students will choose a Founding Father which they would like to research. 4.) Using technology (not PowerPoint), or some form of visual display, students will take on the role of Paparazzi in the year 1776; the founding father they have chosen will take on the role of a celebrity, and this assignment should be presented in the format of a tabloid cover/article/website. a.) Students will have to use at least three primary sources to complete this assignment. b.) Students will be asked to present on the following: 1.) Basic information about their founding father that everyone in the class should know 2.) Traits/actions that makes their founding father an American hero (why does the American public look up to this person?). 3.) Student evaluation of whether these traits would make their founding father a popular figure in Britain. 4.) Would the founding father make a good celebrity today? Why or why not? Students must address this question in the terms of how US society has changed since 1776, does society still hold the same values that we held so dearly in the past?

Closure: Students will answer the following question: Which founding father are they most like, and why? Which of the founding fathers would most likely be a popular leader in England and why?

Post Assessment: Follow Up Activities to Learning: Culminating Assignment, Tic-Tac-Toe Board

Lesson 4
Unit Title: Revolutionary War Lesson Title: Lesson 4 Battles of the Revolutionary War Curriculum Area: Social Studies Grade Level: 11, American History Time Required: 120 Minutes Standards: NYS Standard 1 National Council for the Social Studies Theme: Time, Continuity, and Change Social Studies Practices, Grades 912 (NYS Common Core) Ask geographic questions about where places are located, why their location is important, and how their locations are related to the location of other places and people Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context Recognize and analyze how place and region influence the social, cultural, and economic characteristics of civilizations Identify, describe, and evaluate evidence about events from diverse sources(including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience Make inferences and draw conclusions from evidence Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events Identify, compare, and evaluate multiple perspectives on a given historical experience Materials: Large Chart Papers Coloring Materials Computers with access to the internet Printers Overview: In this lesson students will examine the battles of the American Revolution. What will I differentiated? Content Process Product Learning Profile

Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you using
whole group, small group, partners, quads, homogeneous, heterogeneous? Whole Group/Gifted Students

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination As a result of this lesson/unit students will

Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline) Students will gain an understanding how battle outcomes changed over the course of the Revolutionary War.

Know : (facts, vocabulary, how-tos, information

that is memorizable)

Do: (thinking skills, skills of the disciplineskills

you will assess)

The Battle of Lexington and Concord The Battle of Bunker Hill The Siege of Fort Ticonderoga The Battle of Bunker Hill The Battle of Trenton The Battle of Princeton The Battle of Yorktown The Battle of Oriskany The Siege of Charleston The Battle of Quebec

Students will evaluate the battles fought during the Revolutionary War for several different factors Students will create a map of the Revolutionary War Battles

Steps in Instruction: 1.) In this lesson students will identify, assess, and evaluate the battles fought during the Revolutionary War. Each student will be responsible for approximately two battles (10 in all) as directed by the instructor. Students will be creating a reconstructive map of the Revolutionary War battles which all battles will be included, students will work together to create this, and it should be as accurate as possible. 2.) Each battle on the map should incorporate the following: a.) At least one organizing graphic (this can be in the form of a graph or chart) which indicates the amount of supplies, number and readiness of soldiers for both the British and American soldiers. b.) The environment the battle was fought on, (students will have access to Google Earth to assess the areas where these battles took place). 3.) For each battle, student will also indicate who won the battle, and according to their knowledge of history who they believe should have won the battle and why, this will be turned in on a separate sheet of paper. 4.) Students will share their battles with one another and their assessment of who won the battle, etc. 5.) As a group students will (1) evaluate, through comparison the readiness, the advantages, and the disadvantages of both armies over time, and (2) evaluate what forces as indicated on the map allowed for change to take place, in the overall victories of the battle. This can include, but is not limited to, change in battle tactic, change in weather, change in zone (North vs. South), the incorporation of black soldiers in the American army, the incorporation of the French ally to the American army.

Closure: Students will answer the following questions aloud: From the perspective of the British why do you believe the Americans initially would not have had a chance in winning this conflict? What changed? Post Assessment:

Follow Up Activities to Learning: Culminating Assignment, Tic-Tac-Toe Board

Lesson 5
Unit Title: Revolutionary War Lesson Title: Lesson 5 Revolutionary Outcomes Curriculum Area: Social Studies Grade Level: 11, American History Time Required: 80 Minutes

Author: Stephanie Vertalino Author Contact: vertalis@canisius.edu Instructional Groupings: Are you using
whole group, small group, partners, quads, homogeneous, heterogeneous? Whole Group

Standards: NYS Standard 1 National Council for the Social Studies Theme: Time, Continuity, and Change Social Studies Practices, Grades 912 (NYS Common Core) Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counterhypotheses Identify, describe, and evaluate evidence about events from diverse sources(including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events Identify causes and effects using examples from different time periods and courses of study across several grade levels Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes overtime Identify, compare, and evaluate multiple perspectives on a given historical experience Identify and compare similarities and differences among historical developments over time and in different geographical and cultural contexts Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present Materials: Carousel Activity, Worksheets to go along with the Carousel Activity Overview: th In this lesson students will compare the imperialism of Great Britain in the 18 century to the imperialism th demonstrated by the United States in the 20 century. What will I differentiated? Content Process Product Learning Profile

How will I differentiate? For Readiness Interest Affect/Learning Environment Combination

As a result of this lesson/unit students will Understand: (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline)

Students will gain an understanding that the United States has become more imperialistic overtime. Students will gain an understanding that the United States imperialism in the 20 century is comparable to the th imperialism of Great Britain in the 18 Century.
th

Know : (facts, vocabulary, how-tos, information

that is memorizable)

Do: (thinking skills, skills of the disciplineskills

you will assess)

Vocabulary: Imperialism

Students will assess, and evaluate international conflict involving Britain since the end of the Revolutionary War. Students will assess, and evaluate international conflicts involving America since the Revolutionary War. Students will classify these conflicts, in their own terms. Students will compare the imperialist tendencies of Great Britain to those of the United States

Steps in Instruction: 1.) Students will complete a carousel activity in which they will learn about, and answer higher order thinking questions pertaining to different international relations conflicts taking place after the American Revolution involving the British. 2.) Students will then complete a secondary carousal activity in which they will answer higher order thinking questions involving different conflicts the US has been involved in that could be considered to be imperialistic. 3.) Students will classify the conflicts by something other than American versus British. Students will address the similarities and the differences between the two countries histories of international relations since the Revolutionary War. This will be done in two small groups of three. 4.) Students look at each others classifications and make educated predictions as to how the group classified their conflicts, students will then be asked to regroup, by a different classifying characteristic. 5.) Students will be asked if they can draw comparisons to the imperialist tendencies of Great Britain to the imperialist tendencies of the United States. Closure: Students will answer the following: In what ways does the USs imperialism differ from that of Great Britain? In what ways is it the same? Post Assessment: Follow Up Activities to Learning: Culminating Assignment, Tic-Tac-Toe Board

Culminating Assessment - Choice Board: Students must choose three choices including the starred choice. Students will present one of these assignments to the members of the school and local community, in order to help others gain understanding of how perspective can influence an individuals view of world events. In the event that students feel as though they would like to create a different assignment, this could be accommodated pending teacher approval.
A nuclear reactor has spilled around the area of your favorite founding fathers grave. He has been reanimated and has returned from the dead reawakened in his original form, but with a twist, he now has super powers! In the form of an illustrated comic book: Identify who this founding father is, what powers (at least 3) he has and why it is that he has these powers. What sorts of problems is he going to solve now with his powers? Who are his enemies? What does this Founding Father think about the changes to American society? What does society think about the changes to him? How would people from 1776 view the founding father? Does society accept this founding father today?

The ground of a battle field from the American Revolution is becoming the site of a national park. You have been asked to design a brochure featuring why this site was so important in terms of both the Americans and the British. (Did something about the environment specifically give advantages to one side or the others? Did changes either side made to their battle tactics truly benefit them on this battle field?, etc ) In order to successfully complete this assignment you must use images from the park sight in your brochure, and explain at least three modifications to the battle site to memorialize the historic event.
*Choose a conflict the United States has been involved in over the course of the past 70 years (after the completion of the second World War). Using an abstraction guide, find a general pattern within the United States involvement with this country. Find a similar pattern to the United States conflict with Great Britain. From the standpoint of Great Britain create a product in which you agree with or condemn the US involvement with this country based on the actions of the United States during the revolutionary war, then from the standpoint of the other country in which you agree with or condemn the US involvement with this country assessing the change in the behavior of the United States overtime. *

You are a talk show host in 1776 sitting down with _______ commander of the British Army. Conduct an interview in which you talk about the changes the Americans made throughout the Revolution which have shocked and surprised you, ultimately possibly leading to your defeat. Halfway through the interview reveal yourself to him as none other than Thomas Jefferson, discuss how both of your countries have changed over time.
In the form of a speech, take on the role of Crispus Attucks, the African American man killed during the Boston Massacre. Evaluate the role of African Americans during the American Revolution. Should African American slaves have sided with the American people who choice to keep them as captive workers, or should they have sided with the British soldiers? Knowing that slavery continues for the next 100 years in America, was siding with the Americans the right choice? How could history have changed if they has sided with the British? Since you were seen as a martyr for liberty after the massacre do you think that African Americans should have been granted rights sooner? Break down the taxes the British forced the Americans to pay them before the American Revolution by the numbers. Formulate and answer an equation which would assess how much the average colonist would pay over the course of a year. Why were these taxes essential to the British government? In what ways could these taxes had been modified to better meet the needs of both countries? Could the British have adjusted their spending in the colonies to increase their profits? Address these questions specifically then, evaluate how would your modification to spending affect history, would the revolution still have been fought? Explain your thinking.

Choose one of your favorite break up songs and re-write it to express the how Great Britain felt when the United States sent them the Declaration of Independence. Explain Britains side of the story and why they should stick together using examples from the changing foreign policy of the United States.

Prepare a syllabus for a course you will be teaching on American culture for British people moving to the colonies in the 1700s. What are your objectives and goals in creating this course, in which ways will the different cultures of the Americans and the British clash most substantially? What specific topics would you cover over the course of 15 weeks, and why are those the most important to be incorporated? What assignment would your students produce during this course to demonstrate their understanding of Americaness and the American culture.

Student Choice

Rubric for Choice Board Students assignment demonstrates knowledge and use of different perspectives: (low) 1 2 3 4 5 6 (high)

Students assignment demonstrates knowledge and use of change: 1 2 3 4 5 6

Student assignment clearly demonstrates mastery of knowledge of the American Revolution: 1 2 3 4 5 6

Student assignment demonstrates the use of higher order thinking skills: 1 2 3 4 5 6

Student assignment is of professional quality and student effort is evident: 1 2 3 4 5 6

Attached Materials:
Lesson 1 - Thatcher American Versus British Response Tweets:

Lesson 1 Boston Massacre to Boston Marathon Abstraction Guide Boston Massacre British soldiers are stationed in Boston to uphold order for the citizens. Tensions begin to rise between the American Colonists and the British soldiers, due to tax laws already put into place by the British. American colonist throw snow balls at British soldiers, this is viewed as an action of aggression towards them. British soldiers fire their weapons at the colonists killing five people. American colonists are shocked over the actions of the event, the dead begin to be seen as martyrs for liberty The event serves as a turning point in the beginnings of the American Revolution, American colonists find the distinct need to unite together against the British. General Pattern (To be completed by the students) Boston Marathon Bombing (To be completed by the students)

Lesson 2 Declaration of Independence European Idea Prompts

1.) We furthermore grant and give to all the freemen of our realm for ourselves and our heirs in perpetuity the liberties written below to have and to hold to them and their heirs from us and our heirs in perpetuity. From the Magna Carta 2.) It is true that in democracies the people seem to act as they please; but political liberty does not consist in an unlimited freedom. In governments, that is, in societies directed by laws, liberty can consist only in the power of doing what we ought to will, and in not being constrained to do what we ought not to will. Montesquieu 3.) And thereupon the said Lords Spiritual and Temporal and Commons, pursuant to their respective letters and elections, being now assembled in a full and free representative of this nation, taking into their most serious consideration the best means for attaining the ends aforesaid, do in the first place (as their ancestors in like case have usually done) for the vindicating and asserting their ancient rights and liberties declare That the pretended power of suspending the laws or the execution of laws by regal authority without consent of Parliament is illegal; That the pretended power of dispensing with laws or the execution of laws by regal authority, as it hath been assumed and exercised of late, is illegal; That the commission for erecting the late Court of Commissioners for Ecclesiastical Causes, and all other commissions and courts of like nature, are illegal and pernicious; English Bill of Rights
4.) That action is best which procures the greatest happiness for the greatest numbers. Francis Hutcheson, Scottish Philosopher

5.) The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings capable of law, where there is no law, there is no freedom. John Locke English Philosopher

6.) Due Process of Law - A fundamental, constitutional guarantee that all legal proceedings will be fair and that one will be given notice of the proceedings and an opportunity to be heard before the government acts to take away one's life, liberty, or property. Ideas taken from English Common Law

Lesson 6 Carousel Questions

British Carousel In what ways did British involvement in Africa both positively and negatively affect African peoples? Compare the Sepoy Mutiny, and the Boxer Rebellion to the Boston Massacre. Compare Britains response during the three events? Why do you believe British control around the world began to diminish? What do you believe this was due to? Why do you believe Britain allow a gradual release of control to countries such as Canada and Australia, but not to the United States? Evaluate the change of Englands views of foreign affairs after WWII? Why are the changes so drastic? What links can you draw to Britains changing relationship with Ireland, to the US changing relationship with another country?

American Carousel What effects did the Monroe Doctrine and the Roosevelt Corollary have in the US role in acquiring territories in the Western Hemisphere? To what extent did this change the view of the United States desire to acquire territory, what this simply and extension of manifest destiny? Evaluate the United States role in foreign affairs after WWI, and then again after WWII. How does the American world view change? How did the foreign policy of containment influence Americans relationship with third world countries abroad? What were the underlying reasons behind the US changing influence on these countries? In what ways did Americans involvement in the Gulf in the early 90s affect the Middle Eastern people? What do you believe is the driving influence behind Americas involvement in Iraq and Afghanistan today? Do you believe it is possible for America to build an empire like the British Empire today? Would you think Americans would want this? In what ways does America have substantial global influence today?

Attached Reference List for Student Resources: Grigg, John. A. (2008). British colonial america: People and perspectives. Santa Barbara: ABC-CLIO. This collection of essays provides detailed narratives on many different groups who lived in America during the Revolution, this includes perspectives of slaves, women, and Native Americans, in addition to a window into the lives of an average British Citizen in the colonial era. The book also provides primary source evidence which is comparable to the essays. The book is specifically aimed at students in high school and in written in language that they can understand. McCullough, D. G. 1776. New York: Simon and Schuster. This book discusses many of the major battles and military strategies used during the Revolutionary War in detail, which will help in the preparation of lessons on the days in which battles are discussed. The book also provides a more depiction of King George which encompasses more depth than the traditional reading. Schanzer, R. (2007) George vs. george: The revolution as seen from both sides. New York: National Geographic Childrens Books. While this book is intended for younger students than the ones that will be in this classroom, this book will be useful because it helps to demonstrate the essential differences in perspective as expressed by the Americans and the British. The themes and lessons in this book can be used in accordance with Bruners concept of the Spiral Curriculum to serve as foundations for developing lessons more appropriate for high school students. Simon Schama: A History of Britain The students could watch clips from an episode of this series entitled The Wrong Empire throughout the unit. The students will find in this film the descriptions of a battle through the perspectives of a British narrator. This episode could also be used later on in the course while the students discuss the implications for the new nation, as this episode describes why American did not achieve what the British initially hoped for it. Fay, W. (producer) & Emmerich, R. (Director). (2000) The Patriot [Motion Picture]. United States: Columbia Pictures Corporation. The Patriot is a theatrical film starring Mel Gibson. Liberty! The American Revolution This DVD set by PBS tells the story of the American Revolution in depth and includes a lot of perspective from the colonial days of the nation. .

http://www.historesearch.com/amrevmil.html This website provides extended and detailed information on Revolutionary War battles, including additional sources on each individual battle, as well as graphic depictions of the military strategies used in the battles which can be used in several of the lessons for this unit, and paintings from the period used to depict the battles. http://www.pbs.org/ktca/liberty/ This website provides supplemental information to the DVD set liberty, which is listed in the DVD section. http://www.theamericanrevolution.org/default.aspx The website has a brief biography for every major individual of the era. The website also has in full each of the major historical documents we will be talking about in this unit in addition to many others, which are categorized in a way that if students needed to look at them again, they could foster a deeper understanding by seeing similar documents and how they compare to one another. http://www.history.com/topics/colonial-culture This website, managed by the history channel contains many, many video clips to recreate images of the war, as well as colonial life. http://www.bbc.co.uk/history/british/empire_seapower/ While the articles on this website are brief, they are all addressed by British historians, from the perspective of the British. http://www.foundingfathers.info/ This website is an excellent source for information about the founding fathers. For each founding father the website offers a biography as well as pictures, and quotations. http://www.constitution.org/primarysources/primarysources.html This website provides an excellent source for primary sources dealing with the American Revolution. The website is particularly helpful because it provides hundreds of documents in chronological order which profoundly impacted American History, many of these dealing with the reasons why revolution was necessary. The website also provides for many letters and addresses given by George Washington, John Adams, Benjamin Franklin and other prominent figures to American history. http://www.loc.gov/rr/program/bib/ourdocs/paris.html This website provided for by the Library of Congress helps to create a virtual guide to the Treaty of Paris, including many links that lead to using primary source documents.

http://web.me.com/hermione/American_Revolution/Welcome.html This website provides for a grade appropriate web quest discussing the British in the American Revolution and why Britain, the stronger country in this situation, failed to remain in control over the United States.