Stage 1 - Identify Desired Results

Big Idea ​embedded in the unit: ​Dissatisfaction creates conflict and therefore,
causes change.

Established Goals:
US History to 1865

USI.6- The student will apply social science skills to understand the causes and
results of the American Revolution by

a) ​ explaining the issues of dissatisfaction that led to the American

Revolution;

b) describing how political ideas shaped the revolutionary movement in America

and led to the Declaration of Independence;

c) ​ describing key events and the roles of key individuals in the American
Revolution, with emphasis on George Washington, Benjamin Franklin,
Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette; and

d) explaining reasons why the colonies were able to defeat Great Britain

I will be focusing on part a and c of the SOL in my unit. That will require a deep dive
into these figures lives to see how their choices affected the American Revolution.

Essential Questions:

1. How does dissatisfaction arise and turn into conflict? (Explanation)

2. What challenges did significant figures during the American Revolution
face in order to resolve their dissatisfaction? How do you think they
perceived each challenge? (Perspective)
3. How would I perceive the American Revolution if I was alive then, and
what would I do to help change the colonies? (Self-Knowledge)
Essential Understandings:
Students will understand that…

How does dissatisfaction arise and turn into conflict? (Explanation)

● If children can answer this question, they understand that dissatisfaction can
come from a variety and multiple sources. They also understand that conflict is
the most common solution to dissatisfaction in history. This will be the
explanation to why war and revolutions exists.

What challenges did significant figures during the American Revolution face in order to
resolve their dissatisfaction? How do you think they perceived each challenge?
(Perspective)

● If children can answer this question, they understand the situational or contextual
challenges presented at the time. They also will understand what it is like to be
an important figure that is trying to change many peoples’ lives. This entails the
challenges, the losses, and what is necessary to resolve dissatisfaction.

How would I perceive the American Revolution if I was alive then, and what would I do
to help change the colonies? (Self-Knowledge)

● If children can answer this question, they understand how different life was in the
mid-1700s. This entails knowing what was important to people back then and
what they’re willing to fight for. This also includes what resources were available
to contribute to change. Contextually, they would also need to know the gender
and racial norms of the time in order to see what they could actually do.

Essential Knowledge:

Students will know…

Great Britain’s reasons for controlling the colonies:

● Great Britain’s Power

○ In the mid-1700’s, Great Britain was known as one of the most powerful
countries in the world. They had many colonies across the world,
including colonies in the Caribbean, Africa, and the Americas. These
 colonies gave a lot of money and power to Great Britain, which made
them a powerful country.

● French and Indian War

○ In the early 1700’s France was expanding close to and into the British
colonies in the Americas along the Ohio River. Since Britain wanted to
show the world they were a world power, Britain started a war with France,
the French and Indian War. It was named the French and Indian War
because Britain fought against the French and Naitive Americans. This
war lasted until 1763 and ended with the Treaty of Paris.

● Taxes and their Impact

○ Sugar Act- tax on sugar
○ Stamp Act- tax on all paper documents
○ Townshend Act- tax on imported goods
○ Tea Act- tax on tea
○ All taxes were imposed onto the American colonies so Britain could pay
the debt from the French and Indian War and to finance the British Army’s
presence in the Americas. The taxes were the first taxes to be directly put
on American colonists, and they were met with strong dissatisfaction
because the colonists felt like they shouldn’t have to pay for a war they
were not apart of.

Sources of colonial dissatisfaction

● Lack of Power
○ The colonies had no representation in British Parliament. Therefore the
colonists did not have a say in decisions made about the colonies. This
lead to many taxes the colonists disagreeing with the decisions of Great
Britain.
○ Since the colonists had no representation in Parliament, the only people
that enforced Parliaments’ decisions were colonial governors that were
appointed by Parliament. This made colonists resentful of the governors
because they held all the political power in the colonies.

● No Control
○ Great Britain controlled everything about the colonies. In order to make
sure they maintained control, they made strict laws and taxes in order to
 control every aspect of the colonies. Having no control or say over their
land made the colonists very angry and dissatisfied.
○ The Proclamation of l763- restricted colonists from moving West following
the French and Indian War.

Key individuals

● The British
○ King George III- King of Great Britain during the French and Indian War
and the American Revolution.
○ Lord Cornwallis: British general who lost to the Continental Army at
Yorktown, marking the end of the American Revolution.
● The Colonists
○ John Adams- Active member of the Continental Congress in which he
argued for independence from Great Britain. Also helped frame the
Declaration of Independence and the second President of the United
States.
○ George Washington- Commander in Chief of the Continental Army and
first President of the United States.
○ Thomas Jefferson- Organized the Democratic-Republican Party and third
President of the United States.
○ Patrick Henry: Outspoken member of the House of Burgesses; inspired
colonial patriotism with his “Give me liberty or give me death” speech.
○ Benjamin Franklin- Diplomat, Scientist, and Inventor; Prominent member
of the Continental Congress; helped frame the Declaration of
Independence; helped gain French support for American independence.
○ Paul Revere: Patriot who made a daring ride to warn colonists of British
arrival before the Battle of Lexington and Concord.
● The French
○ Marquis de Lafayette- French nobleman who served in the Continental
Army; worked with the king of France to send French troops, ships, and
funds that assisted the colonists in the American Revolution and
contributed to the victory at Yorktown
● ​Important Authors
○ Phillis Wheatley- Enslaved African American who wrote poems and plays
supporting American independence and who eventually gained her
freedom
 ○ Thomas Paine: Revolutionary Activist that wrote a pamphlet called
Common Sense,​ which laid out the need for independence from Great
Britain.
○ Thomas Jefferson- Wrote the Declaration of Independence
○ James Madison and Alexander Hamilton- Articles of Confederation

Key events

● Important Events
○ Boston Massacre- Colonists in Boston were shot after taunting British
soldiers. The unofficial beginning of the American Revolution.
○ Boston Tea Party- Samuel Adams and Paul Revere led patriots in
throwing tea into Boston Harbor to protest The Tea Act.
○ First Continental Congress- Delegates from all colonies except Georgia
met in Philadelphia to discuss problems with Great Britain and to promote
independence.
○ Approval of the Declaration of Independence- The colonies declared
independence from Great Britain (July 4, 1776).
● Battles
○ Battles at Lexington and Concord- These were the first armed conflicts of
the Revolutionary War.
○ Battle of Bunker Hill- This was the first major battle of the war.
○ Battle of Saratoga- This American victory was the turning point in the war
and led to French support for the patriot cause.
○ Battle of Yorktown: This was the colonial victory over forces of Lord
Cornwallis that marked the end of the Revolutionary War.
○ Signing of the Treaty of Paris- Great Britain recognized American
independence in this treaty.

Essential Skills:
● Lower Order Thinking Skills
○ The students will ​recall​ the reasons for the colonies dissatisfaction
○ The students will ​identify​ the names of taxes Great Britain put on the
colonies
○ The student will ​distinguish​ significant figures during the American
Revolution and their role in the war.
○ The students will ​recall​ the important events and battles of the American
Revolution.
 ○ The students will ​sequence​ important moments and battles during the
American Revolution.
● Higher Order Thinking Skills
○ The students will ​establish cause and effect​ relationships between the
acts set by Great Britain and the dissatisfaction from the colonies.(EQ 1)
○ The students will ​form an opinion​ on how dissatisfaction arises and what
they can do to resolve it. (EQ 1 & 3)
○ The students will ​analyze ​important documents relating to the American
Revolution to understand how the colonists felt and what kind of
dissatisfaction they went through. (EQ 1 & 2)
○ The students will ​create​ an outlet on how they would act during the
American Revolution. (EQ 3)
○ The students will ​compare and contrast​ life during the American
Revolution and life today to find benefits and disadvantages of both. (EQ 2
& 3)
○ The students will ​draw conclusions​ about dissatisfaction and how it
arises, and different ways to resolve it. (EQ 1)
○ The students will ​perceive ​the colonists’ challenges and ​evaluate​ their
decisions. (EQ 2)
 Stage 2 - Determine Acceptable Evidence

Big Idea ​embedded in the unit: ​Dissatisfaction creates conflict and therefore,
causes change.

Performance tasks:

Explanation- ​How does dissatisfaction arise and turn into conflict?

Letter Against War

Several anti-violence activist groups have contacted our class. They need help
with figuring out why conflict exists in order to come up with solutions to prevent conflict.
They don’t know what events in history to focus on and how the events started. They
need a way to share how conflicts start in order to educate government officials how to
prevent conflict. Your job is to pick a war or revolution, that is provided, and create an
informational about the war/revolution. The informational will be through a poster
organized to share the information. The informational should include the events leading
up to the war/revolution and why they contributed to causing the war/revolution. The
informational should also include time period of the war/revolution and also the location.
This informational will require extensive research about your war/revolution.

War/Revolution:

● Crusades
● The French Revolution
● American Civil War
● WWI
● WWII
● Vietnam War

Perspective- ​What challenges did significant figures during the American Revolution
face in order to resolve their dissatisfaction? How do you think they perceived each
challenge?

Hello! My Name Is...

The Museum of the American Revolution in Philadelphia has heard of our extensive
learning and research of American Revolution figures. They thought we would be the
perfect people to help them with their new exhibit. Their new exhibit features figures
from the American Revolution as holograms, and the figures talk about their lives and
how they contributed to the American Revolution. Your job is to write the script for the
significant figure of your choice (Mr. Tito is able to change your person if he needs to).
The script should include any significant events of the figures’ lives and what their part
was in the American Revolution. Keep in mind that this is a script. This means you will
write the script from the first-person perspective. That also means you should think
about how your figure felt and perceived certain events and add those feelings and
thoughts in the script. Embody the figure you choose and make sure to include links to
where you get your research from.

Self-Knowledge- ​How would I perceive the American Revolution if I was alive then, and
what would I do to help change the colonies?

Join the Revolution!

Pretend you are in the year 1775 and you want to be part of the American Revolution,
but you don’t know how. You decide to submit a video to the leaders of the American
Revolution asking for a job. You are going to make up your life in 1775. Things to
include in your video are: Your name, age (can be made up, but realistic), job, and what
you have to offer to help the Revolution. What would make the leaders of the Revolution
want you to join the cause? Is it your job? Are you persuasive? Be sure to include any
thoughts you have about the Revolution at the time. Make your life and tell it all to
convince the leaders of the Revolution to hire you. Remember this is for the significant
figures we’ve been learning about so be convincing!

Other evidence:

The Year of the Hangman (Historical Fiction): Students will have homework readings
from the book and will participate in class readings.

Quizzes: Students will take a few quizzes about the content from the guided notes and
The Year of the Hangman to assess their knowledge of events/people of the American
Revolution/The Year of the Hangman.
Guided Class Notes: The students will follow along in taking guided notes as a class.
The teacher will gather the information needed for the guided notes from Stage 1. The
teacher will expect the students to fill out the guided notes correctly in order for the
students to be more prepared for quizzes and PBAs.

Journal Prompts: The students will answer the following questions in their notebooks.
● What do you think is the #1 cause of dissatisfaction?
● If you could pick the 3 most important figures of the American Revolution,
who would they be and why?
● What was life like for colonists during the American Revolution? Is there a
difference between men, women, and people of color?

Timeline: The students will create a timeline of important events of the American
Revolution after we learn about the event in class. The timeline will be finished by the
end of the unit, graded for accuracy, and displayed.

Hamilton Worksheets: The students will listen/watch performances/songs from

Hamilton​ in order to gain perspective of how the colonists felt about the American
Revolution.

Posters/PPT: The students will create small posters or PPT presentations over 2 days
for a “jigsaw” type learning for the different taxes Britain imposed, pieces of writing
during the American Revolution, and battles. The posters/PPT will include when the
event happened/writing was written, what was the purpose of it, and why it impacted the
American Revolution. They have to research and present to the class on the second
day. The suggested format of the PPT will be Google Slides so students can work on
and access the information at home.

Metacognition:

Self-reflection:
After ​each day, ​students will be asked on how they learned that day. This
will be in the form of an exit ticket. The exit ticket will include questions like: What is
something you want to learn more about?, What is something you’re still confused
about?, What is something you learned?

After ​each PBA, ​students will submit a reflection as part of their PBA. In a
paragraph, they must include what was the biggest take away from their PBA and why.
 Self-Assessment:
Throughout the unit, at the end of a lesson, the teacher will ask the
students, verbally, how much effort they put into learning today. They will respond with
a thumbs up/down. Also at the end of each PBA, in a paragraph after the reflection,
they must include if they gave %100 percent into their PBA and the strengths and
weaknesses of their PBA.
 Stage 3 - Planning Learning Experiences

WHERETO

*Exit Tickets will be given out after every lesson, every day in order to give students the
opportunity to self-reflect and assess their work that day. The questions asked will
include, “What is something you want to learn more about?, What is something you’re
still confused about?, What is something you learned?” These will be collected and
reviewed by the teacher everyday. (R, E2)

Date/WHERETO Topic

Day 1 (Monday) (H) Hook- The teacher will start the unit by showing images of people
H, W and cities before they were involved in war. These images will
include:
● Pre-American Revolution Painting
● Pre-French Revolution Painting
● Pre-WWII Picture
The class will discuss similarities between the pictures. The teacher
will guide the discussion into feelings of dissatisfaction, oppression,
and unfairness. “How do you think the people in the pictures felt?”
“What are the common themes between the pictures?” “Why do you
think these feelings led to war?”

After the discussion, the teacher will explain that we’re taking a
deeper look into why dissatisfaction is why people resort to war,
specifically using the American Revolution as a guide to explain
dissatisfaction and how to resolve it.
(W) Pre-Assessment
(W) PBEs/Expectations (Letter Against War, Hello! My Name Is…,
Join the Revolution!)

Day 2 (Tuesday) Great Britain Before the American Revolution, Introduction of the
E Timeline
(E)(Guided Notes) Pass out the Guided Notes packet for the unit and
explain that this packet is going to be used for note taking throughout
the unit. Then the class will take notes going through the information
of Great Britain’s Power.
(E)(Timeline) Introduce the Timeline as a unit-long assignment where
we will have events we will add to our Timeline. Pass out the blank
Timelines and explain we will start them tomorrow.

Day 3 (Wednesday) French and Indian War

E, T-Process (E) (T- Process) (Think-Pair-Share) Ask the students to think about
 how a war called the French and Indian War had an impact on the
American Revolution. After 2 minutes, have them find a partner and
share their thoughts.
(E)(Guided Notes) Students will take guided notes about the
information from Stage 1 about the French and Indian War.
(E)(Timeline) Have students add French and Indian War to the
beginning of their Timeline.

Day 4 (Thursday) Taxes

E, T- Process & (E)(T- Process & Content) (Posters) Divide the students into 4 groups
Content and assign 1 tax from Stage 1 to each group. Each student should be
responsible for researching a specific area of their assigned tax, such
as when it was implemented, what was the tax on, who it affected the
most, etc. They have today and tomorrow to finish the poster.

Day 5 (Friday) Taxes Continued

E, R, E2 (E)(Posters/Guided Notes) Students will finish their posters about the
taxes and present. Students not presenting are expected to write
down information for the group presenting in their guided notes.
(E)(Timeline) Students will add a small section to their timeline labeled
Taxes.
(R) (E2) Reflection- What would I change/include next time to my
poster? Which tax do you think would cause the most dissatisfaction?

Day 6 (Monday) Quiz on Great Britain Before the American Revolution, French and
E2 Indian War, and Taxes
(E2) How have I been learning so far?

Day 7 (Tuesday) (W) In order to properly examine the reasons for conflict in the
W, W colonies, we need to practice looking at a different war.
(E) In notebooks, we will, as a class, examine the Afghanistan war
and determine what caused the conflict. This will touch on issues like
the War on Terror and 9/11. The teacher will also connect how this
war is still continuing, bring up the moral that war/conflict can take a
long time to resolve dissatisfaction.

Day 8 (Wednesday) Representation and Control

E (E)(Guided Notes) Students will take guided notes of ​Sources of
Colonial Dissatisfaction​ knowledge from Stage 1.
(E)(Timeline) Students will add the Proclamation of 1763 to their
timeline.

Day 9 (Thursday) (E)(Journal) Students will answer, “What do you think is the #1 cause
T- Process & of dissatisfaction?” in their notebooks.
Content, E (PBA) Letter Against War: ​Several anti-violence activist groups have
contacted our class. They need help with figuring out why conflict
exists in order to come up with solutions to prevent conflict. They
don’t know what events in history to focus on and how the events
 started. They need a way to share how conflicts start in order to
educate government officials how to prevent conflict. Your job is to
pick a war or revolution, that is provided, and create an informational
about the war/revolution. The informational will be through a poster
organized to share the information. The informational should include
the events leading up to the war/revolution and why they contributed
to causing the war/revolution. The informational should also include
time period of the war/revolution and also the location. This
informational will require extensive research about your
war/revolution.

War/Revolution:

● Crusades
● The French Revolution
● American Civil War
● WWI
● WWII
● Vietnam War

Day 10 (Friday) (PBA) Letter Against War (Continued)r: ​Several anti-violence

T- Process & activist groups have contacted our class. They need help with figuring
Content out why conflict exists in order to come up with solutions to prevent
conflict. They don’t know what events in history to focus on and how
the events started. They need a way to share how conflicts start in
order to educate government officials how to prevent conflict. Your
job is to pick a war or revolution, that is provided, and create an
informational about the war/revolution. The informational will be
through a poster organized to share the information. The
informational should include the events leading up to the
war/revolution and why they contributed to causing the war/revolution.
The informational should also include time period of the war/revolution
and also the location. This informational will require extensive
research about your war/revolution.

War/Revolution:

● Crusades
● The French Revolution
● American Civil War
● WWI
● WWII
● Vietnam War
Day 11 (Monday) (PBA) Letter Against War (Continued): ​Several anti-violence activist
T- Process & groups have contacted our class. They need help with figuring out
Content, E2, R why conflict exists in order to come up with solutions to prevent
conflict. They don’t know what events in history to focus on and how
the events started. They need a way to share how conflicts start in
order to educate government officials how to prevent conflict. Your
job is to pick a war or revolution, that is provided, and create an
informational about the war/revolution. The informational will be
through a poster organized to share the information. The
informational should include the events leading up to the
war/revolution and why they contributed to causing the war/revolution.
The informational should also include time period of the war/revolution
and also the location. This informational will require extensive
research about your war/revolution.

War/Revolution:

● Crusades
● The French Revolution
● American Civil War
● WWI
● WWII
● Vietnam War

(E2) Self-Evaluation
(R) Content Evaluation

Day 12 (Tuesday) (H)(W) Introducing the key events and battles of the American
H, W, E, T-Process Revolution and Year of the Hangman by showing pictures of events
and battles to analyze.
(E) (T- Process) (YOTH) Read 1st chapter of YOTH as a class

Day 13 (Wednesday) (E)(Guided Notes) Students will take notes over events from
E 1770-1774 like, The Boston Massacre, The Boston Tea Party, and the
First Continental Congress.
(E)(Timeline) Students will add events from 1770-1774 on their
timeline.
(E) Episode 1 of the Liberty Kids: The Boston Massacre

Day 14 (Thursday) (E) (T- Process) (YOTH) In-Class Reading

E (E)(PPT) Divide students into 4 groups and have each group make a
PPT presentation of 1 battle listed in Stage 1.

Day 15 (Friday) (E) (T- Process & Content) (PPT) Students will finish their PPTs and
E, E2 present
(E)(Guided Notes) Students will complete guided notes form events
and battles from 1775 like Paul Revere’s Ride, Battle of Lexington and
 Concord, and the Battle of Bunker Hill.
(E)(Timeline) Students will add events and battles from 1775 to their
timeline.
(E2) How well did you work with your team today?

Day 16 (Monday) (E) (T- Process) (YOTH) In-Class Reading

E (E)(Guided Notes) Students will complete guided notes from events
and battles from 1776-1777 like the signing of the Declaration of
Independence, Crossing the Delaware, Battle of Saratoga, and Valley
Forge.
(E)(Timeline) Students will add events and battles from 1776-1777

Day 17 (Tuesday) (Quiz) Quiz on events and battles from 1770-1777 and YOTH
E2, E (E2) Have I been giving 100% to learn as best as I can?
(E) Virtual field trip of the Crossing of the Delaware

Day 18 (Wednesday) (E) (T- Process) (YOTH) In Class Reading

E (E)(Guided Notes) Students will complete guided notes from events
and battles from 1778-1783 like the French Alliance, the Articles of
Confederation, the Battle of Yorktown, and the Treaty of Paris.

Day 19 (Thursday) (E)(Timeline) Students will finish their timeline by adding events and
E, R battles from 1778-1783.
(R) Review of American Revolution events and battles and YOTH.

Day 20 (Friday) (T- Process & Content) Field Trip to Colonial Williamsburg
T- Process & Before the field trip, the teacher will ask students several questions to
Content keep in mind during the field trip. They include, “What was the
average person doing in colonial times?”, “Is there a difference in lives
between men, women, and people of color?”, “What are the limitations
of being a regular citizen during colonial times?” Answering these
questions will help students with the journal prompt and next PBE.

Day 21 (Monday) (E2) Debrief of field trip, including asking, “Did I try to learn during the
E, E2 field trip?”
(E)(Journal) What was life like for colonists during the American
Revolution? Is there a difference between men, women, and people
of color?

Day 22 (Tuesday) (Quiz) Quiz on American Revolution events and battles and YOTH

Day 23 (Wednesday) (PBA) Join the Revolution!: ​Pretend you are in the year 1775 and
T- Process & you want to be part of the American Revolution, but you don’t know
Content how. You decide to submit a video to the leaders of the American
Revolution asking for a job. You are going to make up your life in
1775. Things to include in your video are: Your name, age (can be
made up, but realistic), job, and what you have to offer to help the
 Revolution. What would make the leaders of the Revolution want you
to join the cause? Is it your job? Are you persuasive? Be sure to
include any thoughts you have about the Revolution at the time.
Make your life and tell it all to convince the leaders of the Revolution
to hire you. Remember this is for the significant figures we’ve been
learning about so be convincing!

Day 24 (Thursday) (PBA) Join the Revolution! Continued: ​Pretend you are in the year
T- Process & 1775 and you want to be part of the American Revolution, but you
Content don’t know how. You decide to submit a video to the leaders of the
American Revolution asking for a job. You are going to make up your
life in 1775. Things to include in your video are: Your name, age (can
be made up, but realistic), job, and what you have to offer to help the
Revolution. What would make the leaders of the Revolution want you
to join the cause? Is it your job? Are you persuasive? Be sure to
include any thoughts you have about the Revolution at the time.
Make your life and tell it all to convince the leaders of the Revolution
to hire you. Remember this is for the significant figures we’ve been
learning about so be convincing!

Day 25 (Friday) (PBA) Join the Revolution! Continued: ​Pretend you are in the year
T- Process & 1775 and you want to be part of the American Revolution, but you
Content, E2, R don’t know how. You decide to submit a video to the leaders of the
American Revolution asking for a job. You are going to make up your
life in 1775. Things to include in your video are: Your name, age (can
be made up, but realistic), job, and what you have to offer to help the
Revolution. What would make the leaders of the Revolution want you
to join the cause? Is it your job? Are you persuasive? Be sure to
include any thoughts you have about the Revolution at the time.
Make your life and tell it all to convince the leaders of the Revolution
to hire you. Remember this is for the significant figures we’ve been
learning about so be convincing!!

(E2) Self-Evaluation
(R) Content Evaluation

Day 26 (Monday) (H)(W) Hook students by showing pictures of important figures of the
H, W, E American Revolution and explain we are going to be taking a deeper
dive into the lives of some of these figures. Other interesting
facts/myths will be discussed to increase the interest of students, such
as George Washington’s wooden teeth, how Washington didn’t want
to be president, or Ben Franklin's key on a kite.
 (E)(Guided Notes) Students will take guided notes on key individuals
from the British and the French.

Day 27 (Tuesday) (E)(Guided Notes) Students will take guided notes on key individuals
E from the Colonists.
(E)(Hamilton) Students will watch a performance of Hamilton and
(E)Think-Pair-Share of general emotions and reactions to the
performance. Then they will complete the worksheet.

Day 28 (Wednesday) (E)(Hamilton) Students will watch a performance of Hamilton and

E (E)Think-Pair-Share of general emotions and reactions to the
performance. Then they will complete the worksheet.
(Quiz) Quiz on key individuals learned about so far and Hamilton
themes.

Day 29 (Thursday) (E) (T- Process & Content) (Graphic Organizer) Divide students into 4
E, T- Process & groups and have each group make a graphic organizer of 1 piece of
Content writing listed in Stage 1. The graphic organizer will provide summaries
of the writings, answer who the writing is for, and the most important
quotes from the writing.

Day 30 (Friday) (E) (T- Process & Content) (Graphic Organizer) Students will finish
E, E2 their graphic organizers and share with the class.
(E)(Guided Notes) Students will take guided notes on the important
authors.
(E2) Is doing posters in a team the best way for me to learn? Why or
why not?

Day 31 (Monday) (E) (R) (E2) (T- Process & Content) Learning Menu
E, R, E2, T- Process
& Content

Day 32 (Tuesday) (PBA) Hello! My Name Is…: ​The Museum of the American
T- Process & Revolution in Philadelphia has heard of our extensive learning and
Content research of American Revolution figures. They thought we would be
the perfect people to help them with their new exhibit. Their new
exhibit features figures from the American Revolution as holograms,
and the figures talk about their lives and how they contributed to the
American Revolution. Your job is to write the script for the significant
figure of your choice (Mr. Tito is able to change your person if he
needs to). The script should include any significant events of the
figures’ lives and what their part was in the American Revolution.
Keep in mind that this is a script. This means you will write the script
from the first-person perspective. That also means you should think
about how your figure felt and perceived certain events and add those
 feelings and thoughts in the script. Embody the figure you choose
and make sure to include links to where you get your research from.

Day 33 (Wednesday) (PBA) Hello! My Name Is… Continued: ​The Museum of the
T- Process & American Revolution in Philadelphia has heard of our extensive
Content learning and research of American Revolution figures. They thought
we would be the perfect people to help them with their new exhibit.
Their new exhibit features figures from the American Revolution as
holograms, and the figures talk about their lives and how they
contributed to the American Revolution. Your job is to write the script
for the significant figure of your choice (Mr. Tito is able to change your
person if he needs to). The script should include any significant
events of the figures’ lives and what their part was in the American
Revolution. Keep in mind that this is a script. This means you will
write the script from the first-person perspective. That also means you
should think about how your figure felt and perceived certain events
and add those feelings and thoughts in the script. Embody the figure
you choose and make sure to include links to where you get your
research from.

Day 34 (Thursday) (PBA) Hello! My Name Is… Continued: ​The Museum of the
T- Process & American Revolution in Philadelphia has heard of our extensive
Content, E2, R learning and research of American Revolution figures. They thought
we would be the perfect people to help them with their new exhibit.
Their new exhibit features figures from the American Revolution as
holograms, and the figures talk about their lives and how they
contributed to the American Revolution. Your job is to write the script
for the significant figure of your choice (Mr. Tito is able to change your
person if he needs to). The script should include any significant
events of the figures’ lives and what their part was in the American
Revolution. Keep in mind that this is a script. This means you will
write the script from the first-person perspective. That also means you
should think about how your figure felt and perceived certain events
and add those feelings and thoughts in the script. Embody the figure
you choose and make sure to include links to where you get your
research from.

(E2) Self-Evaluation
(R) Content Evaluation
Day 35 (Friday) Showcase: During the Showcase, each student will be able to
present their PBA’s they’ve done and any other work they feel they
want to share. This will be done like a gallery walk style, where half
the class will walk around and look at other students’ work while the
other half presents. It is expected for each student to participate in
both sides and for the students walking around to give feedback to the
students sharing, mostly with what they liked/enjoyed about their
work.