The American Revolution and the Governments that Followed

A Traditional Unit Plan

Brett Bullard 12-13-12 EDUC 315 Martha Ralls

Table of Contents

Pre-Instructional Phase Instruction Phase Mini Unit One Mini Unit Two Mini Unit Three Mini Unit Four Post-Instructional Phase

3 15 15 26 34 44 51

Pre-Instructional Phase
I. Unit Objective and Sub Objectives Given a teacher developed test and opportunities to work together in small groups, upon completion of a two week unit, tenth grade American History to 1877 students will present elements of the American Revolution, including events that led to the Revolutionary War, the Revolutionary War, Articles of Confederation, United States Constitution, Bill of Rights, and key role players in the American Revolution. 1. Identify the key events that led to the Revolutionary War, key role players in the American Revolution. (Knowledge Level) 2. Explain why the citizens of the United States decided that the Articles of Confederation were not satisfactory and they needed a new governing document and explain the important concepts of Articles of Confederation, United States Constitution, and Bill of Rights. (Comprehension Level) 3. Illustrate how the events before the Revolutionary war such as the British Crown, Intolerable Act, Stamp Act, publication of Common Sense, and Declaration of Independence, led the Americans to the conclusion of freedom and the war they had to fight to receive freedom. (Application Level) 4. Compare and contrast the leaders of the American Revolution and their view points toward the Articles of Confederation, United States Constitution, and the Bill of Rights. (Analysis Level) 5. Create a constitution for your own territory which follows the main points of the United States Constitution and provides life, liberty and the pursuit of happiness for all. (Synthesis Level)

Aligning National and State Standards Curriculum Standards for Social Studies, National Council for the Social Studies, 1994: I. G. Construct reasoned judgments about specific cultural responses to persistent human issues. II. A. Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use B. Apply key concepts such as time, chronology, causality, change, conflict, and complexity, to explain, analyze, and show connections among patterns of historical change and continuity.
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III.

C. Identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient culture and civilizations, the rise of nation-states, and social, economic, and political revolutions. F. Apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues. A. Refine mental maps of locales, regions, and the world that demonstrates understanding of relative location, direction, size, and shape. B. Create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs. K. Propose, compare, and evaluate alternative policies for the use of land and other resources in communities, regions, nations, and the world. A. Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society B. Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary setting. C. Describe the various forms of institutions take, and explain how they develop and change over time E. Describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements. G. Analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings.

V.

VI.

B. Explain the purpose of government and analyze how its powers are acquired, used, and justified. C. Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society. J. Prepare a public policy paper and present and defend it before an appropriate forum in school or community

IX.

F. Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues, and conflicts related to universal human rights
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X.

A. Explain the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of the law. B. Identify, analyze, interpret, and evaluate sources and examples of citizens rights and responsibilities. I. Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern. Social Studies, Alabama Course of Study, Grade 10, Alabama State Department of Education, 2004:
3. Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence. 4. Describe the political system of the United States based on the Constitution and the Bill of Rights. Arranging Sub Objectives in Mini Units Mini Unit 1: Events Preceding Revolutionary War 1. Outline and identify key events that led to the Revolutionary War. Know the relationship between the Colonies and the British Crown, how it shaped the events including an understating of the Declaration of Independence. Mini Unit 2: Revolutionary War 2. Explain the Revolutionary War and how the Americans won their independence and how the French played a role. 3. Illustrate how the events before the Revolutionary War led American to the conclusion of freedom and the war they had to fight to receive freedom. Mini Unit 3: United States Government: Articles of Confederation, United States Constitution, and Bill of Rights 4. Compare and contrast the three documents and know how they were enacted into law. Explain why the United States decided to change their governing document. 5. Know leaders of each side of the Constitution debates and know what arguments they represented Mini Unit 4: Prepare Group Constitutions

6. Produce a constitution for your own territory, which follows the main points of the United States Constitution and provides life, liberty, and the pursuit of happiness for all. Each mini unit above will take several days of instructional time or class time. This unit plan does not attempt to designate which days which activities will be presented; rather, it gives an overview of the content, activities, and materials to be used in the unit. Lesson plans covering a single class period will be derived from the unit when it is implemented. The first mini unit provides the historical backdrop to the Revolutionary War with the events and deteriorating relationship between the Colonies and the British Crown. It will introduce students to those events and how they led to the Revolutionary War and what was the tipping point. Also know what led to the Declaration of Independence and how it played a role before the Revolutionary War and after. The second mini unit describes the Revolutionary War including the important battles and the life of the people living in the colonies. Also will discuss the impact of the French on the side of the Colonies and what led the French to provide support in the Revolutionary War. The third mini unit analyzes the different governing document of the United States: Articles of Confederation, United States Constitution, and Bill of Rights. Discuss how the Constitution was written and what led to it. Introduce the Constitutional Convention and the how the ratification took place with the promise of the Bill of Rights. Also students will know which leaders help which sides during the Constitutional Convention and debate. The fourth mini unit has students create their own constitution for the invented territory which the premise of the basic points of the United States Constitution: life, liberty, and the pursuit of happiness. At the conclusion of this mini unit the class will present their constitution and we will discuss what makes a good constitution and how they came to their points. This arrangement of mini unites was designed to lead students though the background events of the American Revolution, Revolutionary War, and the governing documents of the United States. The tenth graders in United States History to 1877 will have time to read the Declaration of Independence, Articles of Confederation, and United States Constitution including the Bill of Rights. The mini units are sequenced to lead students from the simple to the more complex activities as they progress through the unit. The unit arrangement also takes into account the skills and understandings necessary for the next mini unit and builds them into student activities in readiness of the next level. The role of the teacher changes as the unit is taught, with teacher directed presentation in mini units 1 and 2 to discussion and debate in mini unit 3 to student research and implementation in groups about their own constitution.

Structured Overview of the Unit

American Revolution and Governments that Followed

Events Preceding the Revolutionary War

Revolutionary War

Governing Documents

Group Constitution

-French and Indian War -Stamp Act -Boston Tea Party -Intolerable Acts -Relationship with British Crown -Dec. of Independence

-Important Battles -French Impact -Life during Revolutionary War -Outcome and how Colonies move forward

-Articles of Confederation -United States Constitution -Bill of Rights -Constitutional Convention -Ratification -Interprets and understands United States Constitution -Create own constitution

Table of Content Specification Information/Facts The French and Indian War already had the French in the America and that made it easier for them to join in on the Revolutionary War. The American Revolution was fought by the Colonists against the British Crown with the French coming in on the side of the Colonists. The British troops were known as Red Coats. The Battle of Lexington and Concord was the first military engagement between the Colonists and the British and it began on April 19, 1775. The French came in the Revolutionary War on the side of colonists after the colonists defeated the British in the Battle of Saratoga.
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The Stamp Act, Intolerable Acts were a series of laws that required taxation on the Colonists by the British Crown and these Acts angered the Colonists and would eventually lead to the American Revolution. The Boston Tea Party was a political rebellion in the British colony of Massachusetts over the taxation by the British Crown. The Sons of Liberty in Boston dumped the British tea in the Boston Harbor. The publication of Common Sense by Thomas Paine played an influential role in the American Revolution. The Declaration of Independence was the lists of grievances against the British Crown and was written on July 4, 1776. Key leaders of the American Revolution were George Washington, Thomas Jefferson, Patrick Henry, and Marquis de Lafayette. Major events of the Revolutionary War include Battle of Bunker Hill, Trenton, Saratoga, and Yorktown. The Treaty of Paris 1783 ended the American Revolutionary War. The United States of America was first governed by the Articles of Confederation written November 17, 1777, and was ratified on March 1, 1781. The Articles of Confederation failed and the delegates met to amend and later replace the Articles with the Constitution of the United States at the Constitutional Convention. The United States Constitution was adopted by Constitutional Convention on September 17, 1787, and ratified on June 21, 1788. The Bill of Rights is the first ten amendments to the United States Constitution and was ratified by the states on December 15, 1791. Federalists and Anti-Federalists were the two main parties that were for and against the U.S. constitution, respectably. The main leaders in the Constitutional Debate were Washington, Jefferson, Adams, Franklin, Madison, Hamilton, and Jay.

Concepts Revolution Independence Constitution Bi-Cameral Relationships/Generalizations Revolution is born out of social unrest and leads to a new form of government. American Revolution and the governments that followed allowed for dissent and some scholars say that is why the Revolution succeeded. Process/Procedures Planning, organizing, and carrying out a group project creating a constitution. Understand the timeline of the American Revolution. Interpret U.S. Constitution and be able to create own constitution based on the main points of the U.S. Constitution. Government Checks and Balances Rights

II.

Determining Entry Skills Cognitive 1. Has general knowledge of American government that was taught in seventh grade civics. 2. Know that the United States was originally colonized and governed by British Crown, which was taught generally in world history. 3. Able to distinguish between important characters of revolution and less influential characters, for example a military leader of a revolution versus a an intellectual leader.

Affective 1. Is able to appreciate the historical period of the American Revolution. 2. Is able to appreciate that the United States Constitution was the first of its kind.
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3. Accepts responsibility for reading the assigned government documents and publications. 4. Is willing to share own insights and thoughts on historical documents and interpret what others have written. Social 1. Works cooperatively with classmates in small group to plan, organize, and carry out a group project. 2. Respects the opinions and ideas of classmates and teacher. 3. Participates actively in classroom discussion and activites.

III.

Pre Instructional Activities Telling Students What They Will Be Learning The teacher will verbally go over with the class several days prior to the beginning of the new unit (after the class finishes their test for the previous unit). The information presented will contain the title of the new unit, the unit objective, and interesting background information related to the unit that will engage their attention. The class will also be given a handout (See Appendix A-1) that will include this information as well. The handout will also serve as the structured overview of the unit. Giving Students a Rationale for the Unit The teacher will present to the class problems and grievances from the Colonists and see how the class reacts. The teacher will also lead a discussion around question such as: Was the Revolutionary War an appropriate action for the taxation by the British Crown? Why did the Articles of Confederation not succeed? Was the United States Constitution the correct governing document for the United States? After eliciting as many responses as possible and writing them all down for the students to view, the teacher will points out the main themes of the American Revolution and the reasons behind the Revolutionary War and the governments that follow.

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Reviewing Entry Behaviors Students are placed in groups and are given the topic: revolution, they should be familiar with this term from world history, examples: English Revolution, French Revolution, American Revolution, and Russian Revolution, etc. Students need to take the topic of revolution and discuss what makes a revolution such as war, intellectual movement, social unrest, controlling government, etc. After a 15 deliberation of groups, they will give their thoughts to the class and then the teacher will briefly explain the difference between the American Revolution and other revolutions. Providing a Structured Overview of the Unit The teacher distributes a handout of the structured overview (See Appendix A-1) for a reproducible copy of the graphic presented earlier in the unit plan. This will be the same handout used in the telling students what they will be learning section. Students are asked to place handout in their notebooks for easy, future access. The teacher explains each of the four mini units will be undertaken in the next two weeks and answers questions about the type of activities students will be engaging in each mini unit. This is a good time to introduce the Constitution Project and the documents that each group will create. The handout will also include unit objective and sub objectives, a schedule of outside reading assignments, and due dates for Constitution and test. Building in Experiential Background Presenting the current political argument over the United States Constitution to the class and todays relationship with the United Kingdom (formerly Great Britain) will give the students an idea of what the framers of the U.S. Constitution and revolutionary leaders faced during their lifetime. To present the current information to the class the teacher will use current newspaper articles of the period that describe the opinion of the public, political cartoons, and/or video clips of documentaries that discuss what dilemmas the framers dealt with. Reassuring Students The teacher will reassure students that may have fears of failure from other previous situations but presenting the more popular assignments or topics from this unit, such as the creation of their own constitution. The teacher promises to the class that no one has ever been left behind after the American Revolution and the governments that followed and no one will be left behind this time.

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Appendix A

Resources for Pre Instructional Phase A1 Telling Students What They Will Be Learning and Structured Overview Handout

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A1 Mr. Brett Bullard American History to 1877 Unit 3: American Revolution and the Governments that Followed We are beginning a unit that will research and explain the American Revolution, Revolutionary War, Articles of Confederation, United States Constitution, and the Bill of Rights. Below is the structured overview of our unit.

American Revolution and Governments that Followed

Events Preceding the Revolutionary War

Revolutionary War

Governing Documents

Group Constitution

-French and Indian War -Stamp Act -Boston Tea Party -Intolerable Acts -Relationship with British Crown -Dec. of Independence

-Important Battles -French Impact -Life during Revolutionary War -Outcome and how Colonies move forward

-Articles of Confederation -United States Constitution -Bill of Rights -Constitutional Convention -Ratification -Interprets and understands United States Constitution -Create own constitution

This unit contains four mini units and will last about 12 days altogether. As the end of the unit, you will be given a test covering all the material of the unit and you will be asked to work in small groups to create your own Constitution. Her are the titles of the four mini units: Mini Unit 1: Events Preceding Revolutionary War provide explanation of the events the led to the
Revolutionary War (3 days)

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Mini Unit 2: Revolutionary War describes the Revolutionary War (3 days) Mini Unit 3: United States Government: Articles of Confederation, United States Constitution, and Bill of Rights describes each governing documents and why the United States underwent a change (3 days) Mini Unit 4: Prepare Group Constitutions provides as opportunity for you to become framers and presenters of an original exhibit which will be your own Constitution. The Constitution has to protect the three inalienable rights: life, liberty, and the pursuit of happiness. The following assignments will be due: Nov. 5 Read Declaration of Independence Nov. 8 Read select sections of Common Sense: Design of Government in General. With Concise Remark on the English Constitution and Thoughts on the Present State of American Affairs by Thomas Paine Nov. 14 Read Articles of Confederation Nov. 16 Read United States Constitution and Bill of Rights Nov. 19 Group Constitution Nov. 20 Unit Test Evaluation in the American Revolution and the Governments that Followed Unit: Classwork/Homework => 115 Group Constitution (Alternative Assessment) => 85 points Unit Test (Summative Assessment) => 100 points Total Unit Points => 300 points

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Instructional Phase
Mini Unit 1: Events Preceding Revolutionary War
1. Outline and identify key events that led to the Revolutionary War. Know the relationship between the Colonies and the British Crown, how it shaped the events including an understating of the Declaration of Independence.

IV. Directed Teaching 1. Upon students reading Chapter 4: The Road to Independence, 1753-1783, page 102, in their textbook titled America Pathway to the Present by Andrew Clayton, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler the teacher uses the structured overview of the unit to orient students to Mini Unit 1: Events Preceding Revolutionary War, pointing out the three parts of the background information to be introduced in this mini unit: key events and role players that led to the Revolutionary War, relationship between the Colonies and the British Crown, and Declaration of Independence. Teacher uses a PowerPoint presentation to give notes to class that will accompany a lecture. The lecture will go over and identify the key events (French and Indian War, Stamp Act, Boston Tea Party, Intolerable Acts) and role players (Thomas Paine, George Washington, Thomas Jefferson, Patrick Henry) that led to the Revolutionary War. 2. To open the class the teacher will show a documentary video clip from History.com titled Colonists Protest British Policies. Teacher gives an interactive lecture with the assistance of a PowerPoint presentation that will cover the relationship between the American Colonies and the British Crown. The lecture will include class discussion on the explanation for the rising tensions by including question relating to the reading of Common Sense by Thomas Paine. The class will read section titled Design in Government in General. With Concise Remark on the English Constitution and Thoughts on the Present State of American Affair. The question to guide the discussion will focus on the role Common Sense played in the revolution. 3. The teacher will introduce the Declaration of Independence by having the class discuss writing a document of grievances against certain rules that the students and school disagree on for example no cell phone, have to come to school, grades, not enough activities, etc. Teacher will lead a short interactive lecture with the aid of a PowerPoint presentation that includes a documentary video clip from History.com titled Jefferson Writes the Declaration of Independence. The lecture will include reasons for why it was written and what it expressed. The class would have read the Declaration of Independence before the lecture found on page 123 in students textbook America Pathway to the Present.
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V. Guided Practice 1. During the lecture on key events and role players that led to the Revolutionary War, the teacher will ask questions to maintain students attention and to make sure that they understand the information, such as What war allied the British and Colonists?, What was the breaking point between the British and Colonists?, How did the Colonists react to Britains taxation?, Who was the main leader and American Revolution and how did he lead the people? 2. Along with asking questions to the class during the lecture on the relationship between the American Colonies and the British Crown, the teacher will guide the students in filling out a Venn diagram to show the stances of each group. See Appendix B-1. Also the teacher will lead a small class discussion on Common Sense by Thomas Paine and how it related to the relationship between the American Colonies and the British Crown by asking question such as What way did Common Sense play into the American Revolution?, Did Common Sense lead to a intellectual argument on revolution?, Did Common Sense help of hurt the American Colonies or British Crown and which one more? 3. During the discussion on the Declaration of Independence, the teacher will moderate the discussion by asking question of topics that are not being covered by the class, such as Were to Declaration of Independence just a list of grievances or did it require more?, What led to the Declaration of Independence?, How did the British Crown respond to the Declaration of Independence?, Could the British Crown responded differently to the Declaration of Independence to avoid revolution? Also during the discussion, students will be given the opportunity to give their response to the Declaration of Independence that they read in preparation for the class. If there becomes a point, where the majority of students do not understand a concept of the Declaration of Independence the discussion will turn into a moment for more explanation of the concept. VI. Independence Practice 1. The class will complete a handout in groups of four to five about the key events and role players of the Revolutionary War. Each student will have to turn in his or her own handout. The handout will have the event or role player and the student will have to give a description. There will also be a few summarization and analytical questions that will have to be completed by the student. This activity will not only serve as practice for the students it will serve as a study guide for the summative unit test. See Appendix B-2. 2. The students will complete the Venn diagram that was introduced and used in Guided Practice independently. The diagram shows the difference between the American Colonies and British Crown. See Appendix B-1.
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3. Students will receive a (1) question about the discussion on the Declaration of Independence. Students will only receive one question distributed randomly. The questions will need to be answered in paragraph form and turned in the following class period. Questions included: a. Why was the Declaration of Independence written? b. Who wrote the Declaration of Independence and what were their goals? c. Whom was the Declaration of Independence written to and how did he/they respond? d. What was the result of the Declaration of Independence? VII. Formative Evaluation 1. The teacher will grade (10 points possible) the handout for correctness and return it to students so they can use it for studying for the summative unit test. See answer key in Appendix B-2. 2. The teacher will grade (10 points possible) the Venn diagram for completion (each diagram must have at least eight topics in each section) and return it to students so they can use it for studying for the summative unit test. Example of an answer is shown on Venn diagram and answer key is in Appendix B-1. 3. The teacher will grade (10 points possible) the response questions for correctness and grammar and return it to students so they can use it for studying for the summative unit test. See rubric in Appendix B-3. VIII. Differentiating Instruction Re-Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Then each group will present to the class what they had left out and any reason they think they might have left it out of their notes. 2. Working is small cooperative learning groups placed according to the completion of the Venn diagram (1 master student, 1 almost master student, 1 average student, 1 failing student) they will create a PowerPoint on the relationship between the American Colonies and British Crown and present it to the class. 3. Students will take their response question and group together with students with the same question. In the groups, students will use their notes and textbook to answer the question in more depth and present it to the class. Extension Activities
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1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini unit sub objectives: Each student will pick an event (French and Indian War, Stamp Act, Boston Tea Party, Intolerable Acts, etc.) or role player (Thomas Paine, George Washington, Thomas Jefferson, Patrick Henry, etc.) that was influential to the Revolutionary War. They will take that topic, conduct minor research through library (using encyclopedia, primary and secondary sources, and articles) and Internet based article databases, to produce a written report. 2. Horizontal Extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: Students that have mastered the topics presented in Mini Unit 1: Events Preceding the Revolutionary War will create a political cartoon to explain the importance of an event (French and Indian War, Stamp Act, Boston Tea Party, Intollerable Act, or etc.) or role player (Thomas Paine, George Washington, Thomas Jefferson, Patrick Henry, or etc.) to the American Revolution. Accommodations and Modifications Students whose individualized education plans (IEPs) require accommodations or modifications of the mini unit activities will differ in each student population. The following are suggested way to alter the activities above for special needs students who are visually impaired or hearing impaired. 1. The students will still take a topic and conduct minor research by using enlarged books available at the library but mostly through the Internet where they can zoom in on the screen. They will still produce a typed written report via the computer. 2. For the hearing impaired student since they will not be able to communicate adequately they will present the information that they would want to advise struggling student in a typed written report via the computer.

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Appendix B Resources for Mini Unit 1

B-1 Venn Diagram on Relationships Between American Colonies and British Crown with Answer Key B-2 Key Events and Role Player of the American Revolution with Answer Key B-3 Rubric for Response Question

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B-1 Name: _____________________________ Date: ___________

Relationship Between American Colonies and British Crown

Stance of American Colonies toward Great Britain

British Crown view of Colonies

Ex. Did not want taxation without representation

Ex. Colonists were open, not enthusiastic, to taxation

Ex. Taxed the colonies because they saw them as a source of revenue

1. Summarize in your own words the Relationship between American Colonies and the British Crown. What if any actions could the British Crown have taken to avoid war?

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Answer Key for Venn Diagram Topics possible for diagram: 1. Taxation without Representation 2. Quartering of Troops 3. Kings Control 4. Representative Government 5. Role of Profit 6. War fought in Colonies 7. Native Americans 8. Enlightenment 9. Boston Massacre 10. Boston Tea Party

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B-2 Name: _____________________________ Date: _____________

Key Events and Role Players of the American Revolution 1. French and Indian War

2. Stamp Act

3. Boston Tea Party

4. Intolerable Acts

5. Thomas Paine

6. George Washington

7. Thomas Jefferson

8. Patrick Henry

9. What was the one event in your opinion that contributed the most to the war between the American Colonies and British Crown? Why?

10. In your opinion what was the one role player in the American Revolution that was most influential? Why?

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11. Your group is a family that went to the American Colonies from England. Write a letter home, to England, describing what is going on in the Colonies such as life, politics, economy, and what the future looks like.

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Answer Key for Key Events and Role Players of the American Revolution Handout 1. War fought by British and American Colonies against French and the American Indians. The war lasted between 1754 to 1763. 2. Law passed by the British Parliament in 1765 that placed a tax on newspapers, pamphlets, legal documents and most other printed material. 3. On December 16, 1773, a group of colonists boarded the ships and destroyed the tea by throwing it into Boston Harbor. 4. Series of laws passed by Parliament affecting the Colonies, these laws created outrage and resistance in the Colonies and led to the Revolutionary War. 5. Political activist and author of pamphlet Common Sense. 6. A leading figure in the First Continental Congress and also became the Commander of the American forces and later on the first President of the United States. 7. American Founding Father and leading author of The Declaration of Independence. 8. A leading figure in the First Continental Congress that made the famous speech warning his fellow Virginians to prepare for war. Said Give me liberty or give me death. 9. Answer must include description of an event (Stamp Act, Boston Tea Party, Declaration of Independence, Intolerable Acts, or etc.) and evidence to back up the argument. 10. Answer must include description of a role player in the American Revolution (George Washington, Thomas Jefferson, Patrick Henry, or etc.) and evidence to back up the argument. 11. Students must include events (Boston Tea Party, Boston Massacre, Stamp Act, Declaration of Independence, French and Indian War, etc.) that are occurring in the Colonies during this period. Discuss what colonists might have perceived about what was going to occur in the future.

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Response Question B-3

Teacher Name: Mr. Bullard

Student Name: CATEGORY Quality of Information

________________________________________ 5 Information clearly relates to the main topic. It includes several supporting details and/or examples. All paragraphs include introductory sentence, explanations or details, and concluding sentence. 4 Information clearly relates to the main topic. It provides 12 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. 3 Information clearly relates to the main topic. No details and/or examples are given. 2 Information has little or nothing to do with the main topic.

Paragraph Construction

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Total: Comments:

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Mini Unit 2: Revolutionary War 2. Explain the Revolutionary War and how the Americans won their independence and how the French played a role. 3. Illustrate how the events before the Revolutionary War led American to the conclusion of freedom and the war they had to fight to receive freedom. IV. Directed Teaching 1. Teachers uses the structured overview of the unit to orient students to Mini Unit 2: Revolutionary War, pointing out the three parts of the background information to be introduced in this mini unit: information about important battles and French impact, life during the Revolutionary War, and the outcome of the War and how the colonies move forward. Teacher uses an interactive lecture with the assistance of a PowerPoint presentation to introduce information to the students about important battles (Battle of Lexington and Concord, Battle of Bunker Hill, Battle of Trenton, Battle of Saratoga, Battle of Yorktown) in the Revolutionary War and impact the France had on the War. The students will take notes on the above information. 2. Teacher uses a short interactive lecture to introduce background information on life during the Revolutionary War. Then the teacher shows The Patriot to the class to give students a better experience on how people lived during the Revolutionary War. 3. The teacher will lead the class in a discussion on why the War went the way it did and how the colonies responded. This discussion will wrap up the Revolutionary War and lay out how the colonies moved forward. Question guiding the discussion: a. Who won the War and why? b. If the French did not enter the War would the American colonies have won their independence? c. Could the British Crown have done anything different to get a different outcome in the Revolutionary War? d. After the Revolutionary War what were the colonists next actions? V. Guided Practice 1. Teacher asks the students question throughout the interactive lecture to keep students interested and make sure they are grasping the information. Questions include What was the Battle that was considered the turning point and why?, Why did the French decide to enter the Revolutionary War?, If the French did not support the Colonists would the Revolutionary War had a different result?
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2. After the viewing of The Patriot, the class will participate in a discussion on how life was during the Revolutionary War? The teacher will lead the discussion with these question: a. What was life like during the Revolutionary War? b. If the War was fought before or after the time period, would it have succeeded? c. Did the mindset of the Colonial citizens play a part in the War? 3. The teacher continues the discussion started in directed teaching by transitioning it to more analytical with these guiding questions: a. If the British Crown took the Revolutionary more seriously at the beginning, would there have been a different outcome? b. What role did the rivalry of the British and the French play into the Revolutionary War? c. Where would America be if the Colonies had not won their independence? Independent Practice 1. The students will form groups to present a presentation to the class about an important battle of their choice (Battle of Lexington and Concord, Battle of Bunker Hill, Battle of Trenton, Battle of Saratoga, Battle of Yorktown). Presentation must include visual aid such as prop or PowerPoint. 2. The students will write an original response to The Patriot and the class discussion on what life was like during the Revolutionary War. Response needs to be in paragraph form. 3. The students will complete a handout on the outcome of the Revolutionary War and how the colonies moved forward. The handout will have several essay style question that will allow students to show what they know about the topic and prepare them for the summative unit test. The handout should be answered in complete sentences. See Appendix C-2. VII. Formative Evaluation 1. The teacher will grade (10 points possible) the presentation with a rubric. See Appendix C-1. 2. The teacher will grade (10 points possible) the response for completion, but suggestions will also be made to the students so they know what to expect on the summative test. See rubric in Appendix C-2. 3. The handout will be graded (10 points possible) for correctness and grammar and returned to the students so it can be used for a study guide for the summative unit test. See rubric in Appendix C-3. VIII. Differentiating Instruction
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Re-Teaching Activities: 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes about important battles and French impact on the Revolutionary War. Then each group will present to the class what they had left out and any reason they think they might have left it out of their notes. 2. Working in small cooperative learning groups placed according to the knowledge displayed in the class discussion on The Patriot (1 master student, 1 almost master student, 1 average student, 1 failing student) they will create a PowerPoint on the life during the Revolutionary War and present it to the class. 3. The teacher will present to the class an in depth lecture to make sure students have mastered the outcome of the Revolutionary War and how the colonies moved forward. Extension Activities 1. Vertical extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini unit sub objectives: Each student will pick an a topic relevant to the Revolutionary War which includes battles, French impact, life during the War, outcome of War, and how the colonies moved forward. They will take that topic, conduct minor research through library and Internet, and produce a written report. 2. Horizontal extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: Students that have mastered the topics in Mini Unit 2: Revolutionary War will write a script about life during the Revolutionary War including life on battlefield, home life, and/ or life after the war. The script must include at minimum a role for a man, woman, and child; anything else is up to the student. Accommodations and Modifications Students whose individualized education plans (IEPs) require accommodations or modifications of the mini unit activities will differ in each student population. The following are suggested way to alter the activities above for special needs students who have reading disabilities or speaking disabilities. 1. Students that have a reading disability will be given an electric recording of the class notes. In addition, the teacher will provide any a recorded version of any reading assignments. 2. Students that have a speaking disability will be allowed to present a written report of their thoughts and ideas during the class discussion. They will have to provide at least one original idea in their written report.
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Appendix C Resources for Mini Unit 2 C-1 Rubric for Presentation C-2 Rubric for Response to The Patriot C-3 Outcome of Revolutionary War and Rubric

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Oral Presentation Rubric : The Patriot C-1

Teacher Name: Mr. Bullard

Student Name: CATEGORY Content

________________________________________ 5 Shows a full understanding of the topic. 4 Shows a good understanding of the topic. 3 Shows a good understanding of parts of the topic. 2 Does not seem to understand the topic very well.

Props

Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.

Student uses 1 prop that shows considerable work/creativity and which make the presentation better.

Student uses 1 prop which makes the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Total:

Comments:

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C-2 Name: _________________________ Outcome of the Revolutionary War Answer questions on your own paper. 1. Compare and contrast the advantages and disadvantages of the American Colonists and the British forces in the Revolutionary War. Date: _____________

2. Many historians argue the without the Frenchs help in the Revolutionary War the American Colonists would have been defeated. Do you agree or disagree?

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Response Question C-2

Teacher Name: Mr. Bullard

Student Name: CATEGORY Quality of Information

________________________________________ 5 Information clearly relates to the main topic. It includes several supporting details and/or examples. All paragraphs include introductory sentence, explanations or details, and concluding sentence. 4 Information clearly relates to the main topic. It provides 12 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. 3 Information clearly relates to the main topic. No details and/or examples are given. 2 Information has little or nothing to do with the main topic.

Paragraph Construction

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Total: Comments:

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Response Question C-3

Teacher Name: Mr. Bullard

Student Name: CATEGORY Quality of Information

________________________________________ 5 Information clearly relates to the main topic. It includes several supporting details and/or examples. 4 Information clearly relates to the main topic. It provides 12 supporting details and/or examples. 3 Information clearly relates to the main topic. No details and/or examples are given. 2 Information has little or nothing to do with the main topic.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Total: Comments:

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Mini Unit 3: United States Government: Articles of Confederation, United States Constitution, and Bill of Rights 4. Compare and contrast the three documents and know how they were enacted into law. Explain why the United States decided to change their governing document. 5. Know leaders of each side of the Constitution debates and know what arguments they represented IV. Directed Teaching 1. Upon students reading Chapter 5: The Constitution of the United States, 1776-1800, page 142, in their textbook titled America Pathway to the Present by Andrew Clayton, Elisabeth Israels Perry, Linda Reed, and Allan M. Winkler, teacher uses the structured overview of the unit to orient students to Mini Unit 3: United States Government: Articles of Confederation, United States Constitution, and Bill of Rights, pointing out the three parts of the background information to be introduced in this mini unit: Articles of Confederation, United States Constitution (including Constitutional Convention) and Bill of Rights, and Ratification. Teacher uses an interactive lecture with the assistance of a PowerPoint presentation to present information on Articles of Confederation including what type of government it enacted and why it did not last. Students will take notes on the above information. 2. Teacher uses an interactive lecture with the assistance of videos titled James Madison: Did You Know and America Gets a Constitution created by History.com to present information of the United States Constitution, Constitutional Convention, and Bill of Rights. Students will take notes on the above information. 3. Teacher uses a short interactive lecture with the assistance of a PowerPoint presentation and Federalists Papers to present information about the ratification process of the United States Constitution. Then the class will move to discussion on how the Constitution was ratified. V. Guided Practice 1. The teacher asks questions pertaining to the Articles of Confederation to keep interest and to continue instruction. The questions also make sure that the class understands the information presented to them. Examples of question include: Why did the Articles fail?, What sealed the deal for the Articles?, In the beginning what was the plan for the Articles?, Did framers set out to reform of appeal the Articles? In addition, teacher will tie in questions and discussion on the primary source Articles of Confederation that the students read in preparation for the class. Question for the discussion include: What
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was the intent of the Articles?, What type of languages did the authors of the Articles use and what did the entail? 2. The teacher asks question pertaining to the United States Constitution and Bill of Rights to continue instruction and keep the interest of the students. The questions also allow the teacher to see what students are grasping the information. In addition, the teacher will tie in question and discussion on the primary source United States Constitution and Bill of Rights that the students read in the preparation for the class. Questions include: Was the original purpose of Constitutional Convention designed for the United States Constitution?, Why did the Constitution need the Bill of Rights? What were the two plans in the Constitution? 3. The teacher will continue the discussion on how the United States Constitution was ratified with these guiding questions and bringing into the discussion the outside readings for this mini unit: United States Constitution including the Bill of Rights. a. What role did the Constitutional Convention compromises play in the ratification? b. What role did the Bill of Rights play in the ratification? c. If it were not for the Federalists Papers would the Constitution have been ratified? VI. Independent Practice 1. The students will complete a handout where they will identify and describe aspects of the Articles of Confederation. This handout will not only serve as practice, but a study guide for the summative unit test. See Appendix D-1. 2. The students will work in groups of four to five students to identify aspects of compromise in the United States Constitution. Each group will be given a different compromise: Great Compromise, 3/5 Compromise, Slave Trade Compromise, and Compromise on Executive Elections. Each group will do a presentation on their compromise. 3. The students will answer essay question in a written report on the ratification process. This assignment will not only serve as practice, but as a study guide for the summative unit test. See Appendix D-3. VII. Formative Evaluation 1. The teacher will grade (10 points possible) the handout for correctness and return it to the students so they can use it as a study guide for the summative unit test. See Appendix D-1 for handout and answer key. 2. The teacher will grade (10 points possible) the presentation via a rubric. See Appendix D-2 for rubric.
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3. The teacher will grade (10 points possible) the essay questions via a rubric for complete but will make suggestion and return it to the students so they can use it as a study guide for the summative unit test. See Appendix D-3 for question and rubric. VIII. Differentiating Instruction Re-Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes about the Articles of Confederation. Then each group will present to the class what they had left out and any reason they think they might have left it out of their notes. 2. Students will be placed in cooperative learning groups where they will go through the United States Constitution and Bill Of Rights. Each group will be assigned a section and conduct minor research using the document, library, and Internet then present their finding to the class. 3. If the class did not grasp the information on the ratification process of the United States Constitution with the short lecture and discussion then the teacher will present an in depth lecture with PowerPoint presentation so the students will understand the process. Extension Activities: 1. Vertical extension intended to raise the level of cognitive development to a higher level of Blooms taxonomy form that of the mini unit sub objectives: Each student will produce a report on whether or not the Articles of Confederation could have been preserved using what was kept of the Articles and what was changed in the United States Constitution. 2. Horizontal extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: Students will write and create a newscast updating the population what was going on during the Constitutional Convention. Accommodation and Modifications Students whose individualized education plans (IEPs) require accommodations or modifications of the mini unit activities will differ in each student population. The following are suggested way to alter the activities above for special needs students who have writing disabilities or high functioning autistic students.

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1. Student may dictate daily activities if they have trouble writing. The may also do a presentation of record themselves doing a presentation if that if more comfortable for them. 2. Students may design and present a role play of any topic in Mini Unit 3: United States Government: Articles of Confederation, United States Constitution, and Bill of Rights. This activity will be used for all students, but it designed for high functioning autistic students.

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Appendix D Resource for Mini Unit 3 D-1 Articles of Confederation Handout with Answer Key D-2 Presentation Rubric D-3 Essay Question and Rubric

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D-1 Name: _____________________________ Articles of Confederation 1. Confederation Government Date: _____________

2. Articles of Confederation

3. Shays Rebellion

4. Constitutional Convention

5. Delegates of Constitutional Convention

6. Why did the United States opt for a Confederation form of government?

7. What did the Articles of Confederation not succeed?

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Answer Key for Articles of Confederation Handout 1. A permanent union of political units for common action in relation to other units. 2. A governing document of the United States after the Revolutionary War, it did not last because it did not give enough power to the Federal government. 3. A rebellion in Massachusetts named after leader Daniel Shay. This rebellion drew public attention to government reform. 4. Meeting of political and intellectual leaders to first revise Articles of Confederation, but later turned into creation of United States Constitution. 5. George Washing, James Madison, Benjamin Franklin, Alexander Hamilton, and others. 6. They did not want to give the federal government too much power because they were coming from the British Crown and they feared a king. 7. They did not succeed because they did not give enough power to the federal government.

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Oral Presentation Rubric : Constitutional Compromise D-2

Teacher Name: Mr. Bullard

Student Name: CATEGORY Content

________________________________________ 5 Shows a full understanding of the topic. 4 Shows a good understanding of the topic. 3 Shows a good understanding of parts of the topic. 2 Does not seem to understand the topic very well.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Total:

Comments:

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D-3 Name: ____________________________ Ratification Answer questions on your own paper in essay form. 1. What role did the Bill of Rights play in the ratification of the United States Constitution? Date: _____________

2. How did the Federalists Papers written by Madison, Hamilton and Jay play a role in the ratification of the United States Constitution?

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Essay Question D-3

Teacher Name: Mr. Bullard

Student Name: CATEGORY Quality of Information

________________________________________ 5 Information clearly relates to the main topic. It includes several supporting details and/or examples. 4 Information clearly relates to the main topic. It provides 12 supporting details and/or examples. 3 Information clearly relates to the main topic. No details and/or examples are given. 2 Information has little or nothing to do with the main topic.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Total: Comments:

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Mini Unit 4: Group Constitution 6. Produce a constitution for your own territory, which follows the main points of the United States Constitution and provides life, liberty, and the pursuit of happiness for all. IV. Directed Teaching 1. Teacher uses the structured overview of the unit to orient students to Mini Unit 4: Group Constitution, pointing out background information to be introduced in this mini unit: United State Constitutions framework and give instruction for the group constitution project. Teacher uses the United States Constitution as a framework to describe what the class will be doing in their groups. The teacher will distribute to the class the handout of group constitution. See Appendix E-1. Then the teacher will allow students to choose groups of four to five for their group constitution project. 2. Students will convene in their groups to work on their group (colony) constitution. The groups have to decide on colony name, description of population, economy, and government. The constitution must protect the rights to life, liberty, and pursuit of happiness. Anything else is up to the group. 3. Upon completion of the group constitution, the groups will present their constitution to the class. The class will then move into discussion of writing a countrywide constitution (constitution for entire class). The class will voice ideas and they will be written on board, but they will not be placed into the class constitution unless there is a majority consensus (each colony will get on vote). V. Guided Practice 1. Teacher asks question about the United States Constitution to make sure the class understands the framework before they start working on their own. Teacher will allow the class to ask any questions about the United States Constitution and the Group Constitution project. 2. The teacher will move around the class offering assistance and answering questions as needed. The teacher will assist each group independently and if need be the entire class. 3. The discussion will continue until the groups (colonies) have reached a consensus. The teacher will ask questions about the ideas presented by the groups (colonies) and present arguments from both sides if need be.

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VI. Independent Practice 1. The groups will create their own constitution and turn in a written version. The written version must include colony name, description of population, economy, and government. The constitution must provide the rights of life, liberty, and the pursuit of happiness. 2. The groups will create their own constitution and turn in a written version. The written version must include colony name, description of population, economy, and government. The constitution must provide the rights of life, liberty, and the pursuit of happiness. 3. After the conclusion of the project, each student will turn in a written reflection on the United States Constitution and the Constitution Convention process relative to the experience that they have just been through. VII. Formative Evaluation 1. There is not formative evaluation for forming groups and working on group constitution. The evaluation will come at completion of project. 2. The written form of the constitution will be graded (15 points possible) by a group evaluation. See Appendix E-2. 3. The written reflection will be graded (10 points possible) for completion, content, and grammar via a rubric. See Appendix E-3. VIII. Differentiating Instruction Re-Teaching Activities 1. The teacher will give a lecture about the United States Constitution and the class will have to take notes on the topic. 2. Each student will have to present a written report to the teacher about the United States Constitution and the Constitutional Convention process. 3. The teacher will assign review worksheets titled The Constitution of the United States located on pages 43-51 in the Reading and Vocabulary Study Guide that accompanies the textbook. Extension Activities 1. Vertical extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini unit sub objectives: Each student will pick a topic relevant to The United States Constitution and Constitutional Convention. They

45

will take that topic, conduct minor research through library and Internet, and produce a written report. 2. Horizontal extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: Students that have mastered the topics in Mini Unit 4: Group Constitution will be placed as peer tutors with the students that are struggling. Accommodations and Modifications Students whose individualized education plans (IEPs) require accommodations or modifications of the mini unit activities will differ in each student population. The following are suggested ways to alter the activities above for special needs students who have attention disabilities or behavior disabilities. 1. Students with attention disabilities will be allowed to have a more hands on role in the group for example the recorder that will write the constitution. 2. Students with behavior disabilities will be placed in groups by teachers choice if need be to prevent any behavior problems. If student is not able to participate in the group, he/she will have to provide their own written constitution.

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Appendix E Resources for Mini Unit 4 E-1 Group Constitution E-2 Group Evaluation E-3 Reflection Rubric

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E-1 Name: _______________________ Group Constitution The year is 2050 and your territory has just fought and won a war of independence from the United States. Now representatives of each colony are meeting to create a constitution for the new nation. The delegates are the students in your groups. Your group should decide at least the following: Colony Name Description of population Economy of colony Government form of colony Your constitution must protect the rights to life, liberty and the pursuit of happiness. Anything else is up to you. One the day of our Constitutional Congress (Nov. 19) each colony will introduce themselves to the class. We will then debate these issues: Who can vote Form of Government Country Name Each colony will get one vote on these issues and any other brought up a the Constitutional Congress. Each Colony will need to submit One 2-3 page Constitution describing the elements of the colony listed above. Everyone in the group will receive the same grade unless otherwise determined by the teacher for special circumstances. Date: _____________

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E-2 Name: ____________________________ Group Evaluation Group Members: 1. 4. 2. 5. 3. Date: _____________

Rank member 1 participation, insight provided to the group meeting, respect, and cooperation: 3 2 1 Comments:

Rank member 2 participation, insight provided to the group meeting, respect, and cooperation: 3 2 1 Comments:

Rank member 3 participation, insight provided to the group meeting, respect, and cooperation: 3 2 1 Comments:

Rank member 4 participation, insights provided to the group meeting, respect, and cooperation: 3 2 1 Comments:

Rank member 5 participate, insight provided to the group meeting, respect, and cooperation: 3 2 1 Comments:

Total: Comments:

/15

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Group Constitution Response E-3

Teacher Name: Mr. Bullard

Student Name: CATEGORY Quality of Information

________________________________________ 5 Information clearly relates to the main topic. It includes several supporting details and/or examples. All paragraphs include introductory sentence, explanations or details, and concluding sentence. 4 Information clearly relates to the main topic. It provides 12 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. 3 Information clearly relates to the main topic. No details and/or examples are given. 2 Information has little or nothing to do with the main topic.

Paragraph Construction

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Total: Comments:

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Post-Instructional Phase
IX. Summative Evaluation Written Test: The American Revolution and the Government that Followed unit will be assessed with a traditional teacher developed unit. The test is comprehensive and builds from knowledge to synthesis level the highest level of cognitive growth identified for the unit in the unit objective. Each item on the Table of Content Specifications for the unit is assessed, using varied test item formats. See Appendix F-1 for test and F-2 for answer key. Alternative Assessment: The American Revolution and the Governments that Followed unit is designed to include alternative summative assessment. Mini Unit 4: Group Constitution calls for students working in small cooperative learning groups to construct an original constitution for their colony. The constitution must include name, population, economy, and government. During the course of teaching Mini Unit 4, the teacher has distributed a handout, which clearly sets forth the assignment and the standards to be used for evaluating it. Instruments for assessing the exhibit, participating in whole class constitutional convention, and group working processes require the following assessments instruments: 1. Exhibit Checklist: The exhibit checklist sets forth the requirements for the exhibit, covering all criteria set forth in the unit objective and related sub objectives. See Appendix F-3. 2. Whole Class Constitutional Convention: The checklist, one for each group, sets forth the requirements for participation in the group process. See Appendix F-4. 3. Student Self Evaluation: Students are asked to evaluate their own participation in their small groups each day that they work on their exhibit. These will be turned in on the day of the constitutional convention. It is each students responsibility to see that the teacher has a copy of their self-evaluation upon the conclusion of the unit. See Appendix F-5.

X. Reflections Upon Unit Design, Instruction, and Student Outcomes 1. Reflections Upon Student Performance: Will come after teaching the unit.

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2. Reflections Upon Instructional Activities: In each mini unit of the American Revolution and the Governments That Followed unit, tenth grade History students have been provided with notes to use during directed instruction. During guided practices students complete activities, which directly practice key information. These reinforce the direct teaching and help the teacher check for understanding daily. Independent practice activities raise the level of student expertise with the new content to higher levels on Blooms Taxonomy Chart. Independent practice activities follow a similar format to the assessment. 3. Reflections Upon Formative and Summative Assessment: Each alternative assessment are graded by checklists based on the unit criteria. The checklists are provided to student at the beginning of each mini unit. Since students know what to expect they can better meet the expectations. In a similar way the study guides and independent practice work allow students to demonstrate mastery of key criteria for the unit.

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XI. Completion of Unit Plan Bibliography Print: Clayton, A., Perry, E. I., Reed, L., & Winkler, A. M. (2005). Chapter 4: The Road to Independence, 1753-1783. America Pathway to the Present. New York: Pearson Prentice Hall. Clayton, A., Perry, E. I., Reed, L., & Winkler, A. M. (2005). Chapter 5: The Constitution of the United States, 1776-1800. America Pathway to the Present. New York: Pearson Prentice Hall. Clayton, A., Perry, E. I., Reed, L., & Winkler, A. M. (2005). Declaration of Independence. America Pathway to the Present. New York: Pearson Prentice Hall. Clayton, A., Perry, E. I., Reed, L., & Winkler, A. M. (2005). Reading and Vocabulary Study Guide America Pathway to the Present. New York: Pearson Prentice Hall. Paine, Thomas. (2001). Common Sense and Related Writing. T. P. Slaughter (Ed.). Boston: Bedford/St. Marins. Non-Print: The U.S. National Archives and Records Administration. (1787). The Constitution of the United States. Retrieved from http://www.archives.gov/exhibits/charters/print_friendly.html? page=constitution_transcript_content.html. The U.S. National Archives and Records Administration. (1789). The Bill of Rights. Retrieved from http://www.archives.gov/ehbitits/charters/print_friendly.html?page=bill_of_rights _transcript_content. History Channel. Jefferson Writes Declaration of Independence. Retrieved from http://www.history.com/topics/america-in-the-british-empire/videos#jefferson-writesdeclaration-of-independence. History Channel. Colonists Protest British Policies. Retrieved from http://www.history.com/topics/america-in-the-british-empire/videos#colonists-protestbritish-policies. History Channel. James Madison: Did You Know. Retrieved from http://www.history.com/topics/constitution/videos#james-madison-did-you-know.

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History Channel. America Gets a Constitution. Retrieved from http://www.history.com/topics/constitution/videos#america-gets-a-constitution.

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Appendix F Resources for Summative Evaluation F-1 Traditional Unit Test F-2 Answer Key for Unit Test with Essay Rubric F-3 Constitutional Convention Checklist F-4 Group Participation Checklist F-5 Self Evaluation Checklist

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F-1 Name: __________________________ Date: ___________________________ Period: __________________________ American Revolution and the Governments That Followed Unit Test I. Events Preceding Revolutionary War Identify the term or concept in complete sentences. (2.5 points each) 1. French and Indian War

2. Thomas Jefferson

3. Stamp Act

4. Patrick Henry

5. George Washington

Choose the best answer to the following question. (2 points each) 6. Which of the following were a series of laws that required taxation on the colonists by the British Crown? A. Stamp Act B. Intolerable Acts C. Both A and B D. Neither

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7. What was the famous political rebellion in Massachusetts? A. French and Indian War B. Revolutionary War C. Stamp Act D. Boston Tea Party 8. Why did the Sons of Liberty dump British tea in the Boston Harbor? A. Taxation B. Persecution C. Freedom D. It was required by the Sons of Liberty organization 9. Which one of these documents played an influential role in the American Revolution? A. Common Sense B. The Federalists Papers C. United States Constitution D. Articles of Confederation 10. What grievance was not listed in the Declaration of Independence? A. Quartering Troops B. Has obstructed the Administration of Justice C. Imposing taxes without consent D. Allowed governors to pass law of immediate and pressing importance

Answer question in paragraph form with complete sentences. (5 points) 11. How did the relationship with the British Crown affect the Colonists attitude toward revolution?

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II. Revolutionary War Identify the term or concept in complete sentences. (2.5 points each) 12. Battle of Lexington and Concord

13. Battle of Saratoga

14. Battle of Yorktown

15. Treaty of Paris 1783

Choose the best answer to the following question. (2 points each) 16. Britain enjoyed all the following advantages except? A. Superior industrial resources B. The greatest navy C. Greater commitment to the war D. Coherent structure of command 17. Congress financed the American Revolution by what? A. Selling bonds B. Borrowing from other nations C. Taxing the wealthy D. Printing money 18. After a year of war the British realized that A. They had a better chance in the South B. They could win by taking Boston C. They could win with a naval blockade D. The war had become more than a local conflict around Boston 19. During the American Revolution, women took responsibilities. After the war they, A. Were able to transfer wartime gains to peacetime reform B. Got the right to vote C. Became leading educators D. Honored for the contribution to the Revolution

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20. After the initial surge of patriotism, American troops A. Came from volunteers B. Came from conscription and payment of bounties C. Were paid substitutes D. Immediately came under control of the federal government Answer question in paragraph form with complete sentences. (5 points) 21. What role did the French play in an American victory? Include why and when they entered the war.

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III. Governing Documents Identify the term or concept in complete sentences. (2.5 points each) 22. Articles of Confederation

23. United States Constitution

24. James Madison

25. Federalists

26. Bill of Rights

Choose the best answer to the following question.(2 points each) 27. Which of the following statements about the Articles of Confederation is correct? A. The Articles of Confederation established a strong executive branch. B. The Articles of Confederation granted Congress the power to regulate interstate commerce. C. The Articles of Confederation placed considerable legal authority in each of the states. D. The Articles of Confederation established a strong judicial branch. 28. In which of the following areas was the Articles of Confederation most successful? A. Regulation of interstate commerce B. The precedent of a strong executive branch C. Foreign affairs D. Taxation

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29. Which of the following statements about the Constitutional Convention is accurate? A. The convention was called to revise the Articles of Confederation; instead, the delegates decided to write a new constitution. B. The convention was called to write a new constitution and the delegates successfully completed this task. C. The convention was called to revise the Articles of Confederation and the delegates successfully completed this task. D. The convention was called write a new constitution; instead, the delegates wrote the Articles of Confederation. 30. Who of the following was least supportive of the United States Constitution? A. Anti-Federalists B. Federalists C. Alexander Hamilton D. John Jay 31. Which of the following did the framers tend to believe? A. Each branch of government should be completely independent of the other branches. B. The concentration of powers should be avoided. C. In a popular form of government, power tends to flow to the executive branch. D. All of the above Answer question in paragraph form with complete sentences. (5 points) 32. Explain the process of the Great Compromise and the leaders for and against in the Constitutional Convention, including description of the two plans.

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Essay Question: Answer the following question in essay form with complete sentences and paragraphs. (20 points) 1. Consider the Intolerable Acts that the British made. If you were a colonist how would you react to the Intolerable Acts, including the Stamp Act, Townshend Act, the Quartering Act, etc. Include at least two of these acts in your essay to talk about. In at least four paragraphs, explain what each of the acts did, how they would affect your life as a colonist, and why these laws were intolerable and unfair. Discuss what you would have done to resist these laws.

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F-2 Answer Key: American Revolution and the Governments That Followed Unit Test 1. War fought by British and American Colonies against French and the American Indians. The war lasted between 1754 to 1763. 2. Delegate in the First Continental Congress and drew his political ideas from the Enlightenment to write the Declaration of Independence. 3. Law passed by the British Parliament in 1765 that placed a tax on newspapers, pamphlets, legal documents and most other printed material. 4. A leading figure in the First Continental Congress that made the famous speech warning his fellow Virginians to prepare for war. Said Give me liberty or give me death. 5. A leading figure in the First Continental Congress and also became the Commander of the American forces and later on the first President of the United States. 6. C 7. D 8. A 9. A 10. D 11. The British Crown continued to want more out of the Colonists and took away more of their freedoms. Answer must include grievances to the British Crown, Stamp Act, Intolerable Acts, No Taxation Without Representation. The answer must be in complete sentences. 12. Frist battles of the Revolutionary War on April 19, 1775 that resulted in a defeat for the British forces. 13. Revolutionary War battle in 1777 in New York, a turning point in the war because the victory by the Colonists convinced the French to be their ally. 14. Revolutionary War battle in 1781 in Virginia that ended in a decisive American victory. On October 19, 1781 Cornwallis surrendered to Washington. 15. Treat that ended the Revolutionary War and in which Britain acknowledged American independence. 16. C 17. B 18. D 19. A 20. B 21. Answer must include the rivalry between British and French, Battle of Saratoga September 19 October 7, 1977, turning point in war, French joined after American victory at Saratoga.
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22. Plan that established, in 1781, a limited national government in the United States, later replaced by the Constitution. This government was very weak and left many powers up to the individual states and required unanimous consent to pass any action in the legislature. Consisted of a unicameral legislature and weak executive. 23. Plan of government that describes the different parts of the government and their duties and powers, established in 1787. It set up a bi-cameral legislature, strong executive, and judicial. Each branch had checks and balances over the other to keep one from getting too much control. 24. Served in the Continental Congress in 1780 and in the Virginian Legislature and is known and the father of the Constitution for his part in writing the document. 25. Supporters of the Constitution during the debate over its ratification; favored a strong national government. 26. First ten amendments to the Constitution. Was promised to the Anti-federalists to get them on board. These amendments laid out the rights of the people and placed limitations on federal government. 27. C 28. C 29. A 30. A 31. B 32. Answer must describe Virginia Plan: Also known as Large State Plan, based on population, creates bi-cameral legislature, federalism division of power between state and nation government, checks and balances. New Jersey Plan: Also known as Small State Plan, based on Articles of Confederation, strengthened single house legislature, weak national executive elected by Congress, national judiciary appointed by executive. Great Compromise: Representation in House of representatives based on population, representation in Senate is based on geography (states), strong executive elected by Electoral College, judiciary appointed by executive and approved by Senate, Checks and Balances. Great Compromise resulted in United States Constitution. Leaders for Great Compromise: Federalists Madison, Hamilton, Jay, Leaders against Great Compromise: Anti-Federalists Jefferson, Henry, and Hancock.

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Persuasive Essay : American Revolution

Teacher Name: Mr. Bullard Student Name: ________________________________________

3Meets Standards The thesis statement names the topic of the essay. 2Approaching Standards The thesis statement outlines some or all of the main points to be discussed but does not name the topic. Most supportive facts and statistics are reported accurately. 1Below Standards The thesis statement does not name the topic AND does not preview what will be discussed. Most supportive facts and statistics were inaccurately reported. Does not follow prompt or include an Act. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

CATEGORY Focus or Thesis Statement

Accuracy

4 - Above Standards The thesis statement names the topic of the essay and outlines the main points to be discussed. All supportive facts and statistics are reported accurately.

Score

Follow Prompt

Support for Position

Closing paragraph

Follows prompt clearly and uses at least 2 Acts to clearly explain thesis. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counterargument. The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph.

Almost all supportive facts and statistics are reported accurately. Follows prompt and uses at least 2 Acts. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Some what follows prompt and uses 1 Act.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

The author\'s position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

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F-3 Constitutional Checklist Group: ______________________ Group Members: ______________ ____________________________ ____________________________ ____________________________ ____________________________ 1. Chose Colony Name Comments: /10

2. Description of Population Comments:

/10

3. Description of Economy Comments:

/10

4. Description of Government Comments:

/10

5. Creativity Comments:

/10

Total: Comments

/50

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F-4 Group Participation Checklist in Whole Class Constitutional Convention Group: ____________________ Group Members: ____________ ___________________________ ___________________________ ___________________________ ___________________________

Group Actively Participated in the Group Process Comments:

/10

Group Respected Other Groups Opinions Comments:

/5

Group Brought New Ideas to the Discussion Comments:

/5

Total Comments

/20

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F-5 Self-Evaluation Checklist Name: ______________________ Group: ______________________

Rate yourself from 1 to 5. 5 being the best and 1 being the worst. I contributed actively in the group process: 5 4 3 2 1

I respected other group members opinions:

I complete my part of project on time and correctly:

Total: Comments

/15

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