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    Causes For Revolution

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    This unit plan covers events leading up to the American Revolution in an 8th grade U.S. history class. The unit will analyze the causes of the American Revolution, including acts passed by the British Parliament and King George III that taxed and restricted the colonies. Students will learn about key figures and events such as the Boston Tea Party, the Intolerable Acts, and the battles of Lexington and Concord. Through interactive activities using technology, students will explore the perspectives of both the colonists and British, and understand how the colonies transitioned from British rule to independence. Formative and summative assessments will evaluate students' understanding of the political, economic, and social factors that led to the American Revolution.

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    Causes For Revolution

    Uploaded by

    api-535052178
    29 views3 pages
    This unit plan covers events leading up to the American Revolution in an 8th grade U.S. history class. The unit will analyze the causes of the American Revolution, including acts passed by the British Parliament and King George III that taxed and restricted the colonies. Students will learn about key figures and events such as the Boston Tea Party, the Intolerable Acts, and the battles of Lexington and Concord. Through interactive activities using technology, students will explore the perspectives of both the colonists and British, and understand how the colonies transitioned from British rule to independence. Formative and summative assessments will evaluate students' understanding of the political, economic, and social factors that led to the American Revolution.

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    This unit plan covers events leading up to the American Revolution in an 8th grade U.S. history class. The unit will analyze the causes of the American Revolution, including acts passed by the British Parliament and King George III that taxed and restricted the colonies. Students will learn about key figures and events such as the Boston Tea Party, the Intolerable Acts, and the battles of Lexington and Concord. Through interactive activities using technology, students will explore the perspectives of both the colonists and British, and understand how the colonies transitioned from British rule to independence. Formative and summative assessments will evaluate students' understanding of the political, economic, and social factors that led to the American Revolution.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views3 pages

    Causes For Revolution

    Uploaded by

    api-535052178
    This unit plan covers events leading up to the American Revolution in an 8th grade U.S. history class. The unit will analyze the causes of the American Revolution, including acts passed by the British Parliament and King George III that taxed and restricted the colonies. Students will learn about key figures and events such as the Boston Tea Party, the Intolerable Acts, and the battles of Lexington and Concord. Through interactive activities using technology, students will explore the perspectives of both the colonists and British, and understand how the colonies transitioned from British rule to independence. Formative and summative assessments will evaluate students' understanding of the political, economic, and social factors that led to the American Revolution.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Unit Plan Author:

    Campus, District, Gorzycki Middle School, AISD, 8th Grade U.S. History
    Course, Grade
    Level:

    Implementation November 16th – 20th December 7th-11th


    Dates:

    Unit Title:

    Conceptual Lens Micro-concepts


    This unit covers the political, economic, social, and cultural  Analyzing the Proclamation of 1763, the
    events that caused the American revolution against the Intolerable Acts, the Stamp Act, and their
    British Monarchy. effects on the British Colonies.
     Mercantilism
     British Colonies lack of Representation in
    British Government
     Explain the roles of Benjamin Franklin, King
    George III, Thomas Jefferson, Thomas Paine,
    George Washington, Patrick Henry, and so on.
     Effects of the French and Indian War on the
    colonies.
     The Boston Massacre causes and effects
     The Boston Tea Party causes and effects
    Unit Overview/ Summary: In this unit, the students will analyze the causes for the American Revolution. Students will
    learn about the multiple act British Parliament, and King George III used on the colonies, and why they did those acts. We’ll
    also discuss the effects of those acts, and how the colonists responded. This is framed around the inevitable revolution coming
    to America.

    Prior Learning/ Background Knowledge: Students will have learned about the Texas revolution, and we’ll tap into
    that knowledge to connect their reasons to the reasons the U.S. started their revolution. They should be familiar with
    mercantilism, and how that had caused friction in the colonies. Understood the causes of the French and Indian War which
    leads to friction with the colonies. Understanding of the thirteen colonies, and their own culture/self-governance.

    Enduring Understandings: New ideas can lead to conflict and change, justifying one’s actions on principles/ideals,
    how leaders/influencers change public opinion, understand cause and effect of large-scale political changes, how governments
    actions affect their citizens/population, understand differences in perspectives on government and citizenship justified both
    sides of the revolution,

    Stage 1 – Desired Results

    Content Standards: (4) History. The student understands significant political and economic issues of the
    revolutionary and Constitutional eras. The student is expected to:
    (A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act,

    1
    mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian
    War;

    (C) explain the issues surrounding important events of the American Revolution, including declaring independence;
    fighting the battles of Lexington and Concord
    (20) Citizenship. The student understands the importance of voluntary individual participation in the democratic
    process. The student is expected to:
    (B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party
    and Henry David Thoreau's refusal to pay a tax.
    (15) Government. The student understands the American beliefs and principles reflected in the Declaration of
    Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
    (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the
    Mayflower Compact, and the Federalist Papers, on the U.S. system of government;

    Essential Questions: Essential Vocabulary: natural rights,


    philosopher/philosophy, consent, social contract, intolerable,
     Were the colonies justified in resisting British massacre, propaganda, sovereignty, monarchy, inalienable,
    rule? parliament, democracy,
     How is sovereignty determined?
     How did the development of the colonies lead to
    rebellion?
     Why did American colonies oppose the British
    Acts?
     How do different situations create different
    perspectives?
    Students will be able to . . .
    Analyze points of views, contexts, and biases that differ from one another to create a more whole picture.
    Identify cause and effect relationships
    Relate the Texas independence movement to the American independence movement.
    Identify and describe the causes for the American independence.
    Identify the important people and describe their actions during the lead-up to the American revolution.

    Stage 2 – Assessment Evidence

    Formative Assessment Evidence: Quiz, Notes,


    Summative Assessment Evidence: Open- Group activity sheets, open-ended responses for
    Ended response justifications to the Lexington day 1-4, PlayPosit Videos, and open-ended
    and Concord assignment, and Social Media discussion in classes.
    Posts

    Stage 3 – Learning Plan

    Teaching and Learning Experiences:

    2
    Day 1: The Acts (Asynchronous Day)
    Day 2: Boston Massacre
    Day 3: Boston Tea Party
    Day 4: Intolerable Acts
    Day 5: Lexington and Concord

    Resources/Materials Required: Technology Integration”


    Computer Embedded video with Teacher
    Blend PlayPosit videos
    Google Drive Discussion Boards
    PowerPoint Assignments
    Notes Sheets

    Differentiation:

    Special Education & 504- Students will be working with partners/groups for most of the class period. All notes are
    notes/worksheets are kept by the student in their google drive and BLEND courses for easy access. We have
    assistant teachers who help keep these students on track, and reinforce what I’ve been saying to them. With their
    help I’ve created V2 versions of their worksheets that scaffold them for their individual needs.

    English Language Learners- All instructions will be written as well as shown through videos I’ll have recorded. In
    each video I’m using captions to allow the student to pause and read what I’m saying. They’ll always have access
    to their notes to review words/sentences that could be confusing them. Vocab words will also be on the pages of
    BLEND to help them when they are working. This can be updated in case words need to be added.

    Gifted & Talented/Advanced Learners- Allowing them to work in groups with higher level questions to flex their
    knowledge while also encouraging them to engage with their peers. I’m allowing the students to have a variety of
    correct answers, and leaving it up to them to justify their answers.

    Struggling Learners- Segmenting the activities into small pieces, so they don’t realize that they’re building their
    final product until they finish. This scaffolding will encourage them by showing they can be a talented student by
    proving to them how to do it. Working with a group will ease the pressure while also encouraging them to work
    more vocally, and bring varied ideas to their group.
    Prerequisite Skills: Students will have an Anticipated Misunderstandings: How the
    historical understanding of the French and Indian colonist’s problem with taxation is different than the
    War which is needed background for taxation our government uses. Understanding civil
    understanding how the taxes/acts get implanted in disobedience and how to tie it to modern day civil
    the 13 Colonies. Students will be proficient at this disobedience. How the 13 colonies were 13 colonies
    point of using BLEND, Google docs, and our and not America first. Sometimes moment in history
    PowerPoints to navigate the lessons. We’ve been are muddy and hard to understand without clear
    training and teaching our students to be respectful answers, and that requires historians to use the best
    of each other, and how to communicate evidence they can find. Justifying why the British
    effectively with each other and with me. believed they were right over the Americans.

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