Unit topic: The Revolutionary War
Grade level: 7th Grade
Bloom’s Taxonomy Knowledge
Gardner’s Multiple
Intelligences
Verbal/linguistic
poetry, debate, story-
telling, essay, checklist,
journal
Visual/spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/mathematical
diagram, outline,
timeline, chart, critique,
graph
Naturalist
classification, collection,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
Musical
song, rap, lyrics,
composition, jingle,
slogan, melody
Name: Rachel Keefe
DIFF510: Dr. R. Hauser
Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, construct, record, compare, contrast, judge, predict, verify, compose, design, hypothesize,
recite, memorize, summarize, identify, use, diagram, revise, reformat, classify, critique, assess, justify, rate, formulate, create, invent,
repeat, find, name, describe, report, illustrate, interpret, dramatize, categorize, solve, prioritize, determine, develop, refine, produce,
record, fill in, recall, discuss, review, practice, organize, translate, deduce, examine, select, decide, value, transform
relate paraphrase, restate, manipulate, convert, adapt, differentiate, appraise, choose, forecast,
retell, show, outline, research, calculate, operate, distinguish, estimate
rewrite model, order, display, investigate,
implement, sequence, integrate, categorize, infer
incorporate
Students will create Students will Students will construct a Students will Students will write Students will formulate an
a recipe (checklist) summarize the story dramatizing the decipher an essay about argument to present in the
containing the lasting effects of the American Revolution using poetry/articles and determining whether “town hall” using historical
necessary American Fakebook. Their page must classify the opinion or not the colonist facts and documents.
ingredients (events) Revolution in an contain real events and of the writer should have gone to
leading to war. essay/extended people. (patriot v. loyalist) war with Great
response. Britain.
Students will match Students will Students will construct Students will Students will select a Students will develop a
vocabulary to describe battle political cartoons compare varying battle from the board game that surrounds
corresponding formations using representing both points of accounts of a single American Revolution the American Revolutionary
pictures. models. view of the American event using a and justify why it War.
Revolution. poster. was a turning point
using a story board.
Students will use a Students will Students will illustrate a Students will Students will rank Students will create a
graphic organizer to identify the map of the American compare resources the causes of the timeline of events leading
list causes of the contributions of Revolution, showing major available to both Revolutionary War to, during, and following
American each colony to the battles, key sides during the using an interactive the Revolutionary War.
Revolutionary War. war effort based on cities/forts/camps, etc. American notebook diagram.
a graph. Revolution using a
Venn Diagram.
Students will Students will locate After finding all of the event Students will Students will forecast Students will design a study
identify common where the 13 cards during a scavenger categorize battles the future if Great guide that shows a
themes related to colonies were on a hunt, students will properly by who was the Britain had won the collection of key points,
colonial protests current map of the sequence them. victor. Revolutionary War. dates, events, people, etc.
using a note- United States of They will determine related to the American
catcher. America. whether we would be Revolution.
better or worse off.
Students will create Students will Using Flocabulary, students Students will create Students will rate Students will compose a
their own slogan rewrite a song about will research key battles in jingles advertising their edited songs song/rap surrounding
for a theme of the American the Revolutionary War. the fighting about the American various events in the
colonial protests. Revolution to make strategies of Revolution using a Revolutionary War.
(i.e. “no taxation it more historically Colonial America rubric. Together the
without accurate. and Great Britain. call will offer even
representation  more improvements.
oppression)
Bodily/Kinesthetic Students will recite Students will Students will dramatize their Students will Students will role- Students will present their
role play, skit, the “13 Colonies” explain why understanding of the Boston compare carrying play as colonists composed arguments to the
pantomime, dance, song with guerrilla warfare Tea Party through a skit. view points during determining whether “town hall” during their role
invention, lab, corresponding was effective “Tax Collector” they should go to war play.
improvisation, prototype
movements. through role- role-play activity. with Great Britain.
playing.
Intrapersonal Students will Students will Students will write a journal Students will Students will justify Students will respond to
journal, log, goal memorize key dates describe a time they as if they are living during critique “I believe” the colonists journal prompts with
statement, belief surrounding the felt they needed to the Revolutionary War. It statements they declaring war by carrying
statement, self- American rebel to get what must contain the proper wrote surrounding logging (and sharing) situations/scenarios. (I.e.
assessment, editorial
Revolution, self- they wanted in a sequence/timeline of events. the Revolutionary their points opinions You are King George and
monitoring their journal. War before and surrounding each just received the
progress using a after unit event leading to war. Declaration of
checklist. completion. Independence. What do you
do? )
Interpersonal Students will Students will Students will take a colonial Students will Students will Students will develop an
discussion, roundtable, identify the effects explain why guerilla protest/campaign and adapt compare events determine whether argument for an assigned
service learning, of the warfare was it to today’s society. The portrayed in videos the colonist should side (patriot, loyalist, and
conversation, group
Revolutionary War effective through a group will advertise their about the American have gone to war intermediate). They must
activity, position
statement, interview
as a class. group activity and updated campaign to the Revolutionary War while participating in explain their stance and
discussion. class. to real events in a a “town hall” why using historical facts
class discussion. discussion. and documents.