Name of Unit/Course: Adam Keith United States History- Revolutionary America

K-12 Blended
and Online Learning
Overall
Unit Information
(Required for MOOC participants)
Unit or Course
Goal(s)

The student will understand that the actions of individuals, groups, and/or institutions affect society
through intended and unintended consequences.
The student will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
The student will understand that distribution of power in government is a product of existing
documents and laws combined with contemporary values and beliefs.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that location affects a societys economy, culture, and development

Lokey-Vega (2014)

Self-Check
See A1

K-12 Blended and Online Learning

Name of standards: Georgia Performance Standards
Link to standards: https://www.georgiastandards.org/standards/georgia%20performance%20standards/united-states-history.pdf
Location information: Hillgrove High School
Grade/Year: 11
Subject: United States History

Standards

See A2

Standard (as written):

SSUSH3
The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French
and Indian War and the 1763 Treaty of Paris laid the groundwork for the
American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for independence.

SSUSH4
The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the
Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and
describe the significance of the crossing of the Delaware River and Valley Forge.
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and implementation of the United States
Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays Rebellion led to a call for a stronger central
government.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth
in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of
Alexander Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the
issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
e. Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention

Lokey-Vega (2014)in Europe, and the development of political parties (Alexander Hamilton).

K-12 Blended and Online Learning

Learner
Characteristics

Total Population:2051
Populations: White: 61.3%, African American: 29.6%, Hispanic: 5.3%, Asian: 2.3%, Multi-racial; 1.3%
Free/Reduced lunch: 19.8%
Student/Teacher Ratio: 18.4:1
Percent of students meeting standard on US History EOCT: 96%

See B1

Technology
requirements

Device with internet access

App that will allow students to record audio on still pictures (click here for a short list)
Apps/web tools that will allow for animation and digital storytelling (here is a list to get you started)
Web cam (please do not spend an exorbitant amount of money on this)
Microphone (if one does not come with your webcam)

See D5

Additional Resources:
TEXTBOOK: The Americans. Gerald A. Danzer, J. Jorge
Klor de Alva, Louis E. Wilson, Nancy Woloch.
Boston: McDougal Littell,
1998. (ISBN #0-395-85182-3)
Prerequisite
Skills

Basic Word Processing

Basic Internet navigation skills
Familiarity with recording audio
Familiarity with apps and web tools
Ability to create QR code (if unfamiliar, click here.)
*if you would like to use a tool other than those in the examples, it must be cleared by your
instructor*

See A4 & D6

Introductory
Communication
Plans

Students will participate in discussion forums as required. Additionally, students must thoughtfully
respond to two (2) peers posting on two topics of the week. What this means is that you may pick
two topics from the week to comment on. Students will also be required to attend a face to face
conference with the teacher at least once per week to check on progress, tutor, or answer general
questions that arise from the lessons. Students are also expected to turn in document based questions
(DBQs) on time and evaluate their assigned peers DBQ.

See A4 B9 & B10

Lokey-Vega (2014)

K-12 Blended and Online Learning

Universal Design
Module
1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)
Principles
Considered
SSUSH3
Module
Objective(s)
Number of
This module (Module 2) covers the Revolutionary period in America and will last 2 weeks.
a.
Explain
the end
oflessons,
Anglo-French
imperial competition
the French based
Modules or
Module
2 how
consists
of 5
an examination
day, andasa seen
DBQin(document
and
Indian
War
and
the
1763
Treaty
of
Paris
laid
the
groundwork
for
the
Weeks
question) day.
American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for independence.

See B4
Self-Check

Module
Assessment(s)

1. Discussion forums: respond to questions as required in lessons

2. Project; Revolutionary era museum (ongoing until end of module)
3. DBQ prep (ongoing until the end of module)
5. Participation in synchronous session

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view The Seven Years War Video

2. Read text pg. 94-98
3. Skill practice; analyzing primary sources visit Boston Massacre image site and answer
questions in discussion forum
4. Meet via your choice of collaborative tool with partner to begin Module Project

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Discussion forum
Synchronous forum with all students and teacher (8:30-9:30am EST)

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

See A1 & A2
See A3

K-12 Blended and Online Learning

Digital Learning
Objects

Video: The Seven Years War Video

Websites:
http://www.bostonmassacre.net/pictures/pictures6.htm
http://www.historyteacher.net/AmericanHistoryAndGovernment/Topics/Chapter4TheWarForAmericanIndependence.htm (some forum questions were selected from this
site)

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH3
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for independence.
SSUSH4
The student will identify the ideological, military, and diplomatic aspects of the American
Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and Montesquieu, and the role of Thomas
Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance and the roles
of Benjamin Franklin and the Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional military
and the life of a common soldier, and describe the significance of the crossing of the Delaware
River and Valley Forge.
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

See A1 & A2

Module
Assessment(s)

Discussion forum
Create your own Declaration Assignment

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will View PPT American Revolution

2. Students will read the Declaration of Independence
3. Students will complete Create your own Declaration assignment (detailed in PPT)
4. Students will post assignment to discussion board, along with questions
5. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Lokey-Vega (2014)

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

1. Read text pg. 99-103

2. View PPT
3. View Thomas Paine links
4. Post Discussion questions and Create your own Declaration assignment to discussion
forum
5. Homework: View The Constitution video. This will play into tomorrows module as well.

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 127 149 (dont worry, there are lots of pictures)

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Websites:
http://www.let.rug.nl/usa/documents/1776-1785/thomas-paine-common-sense/in-thefollowing-pages-i-offer.php
http://www.historyteacher.net/AHAP/Research_Links/DOC-DeclOfIndep.pdf
http://www.historyteacher.net/AHAP/Research_Links/DOC-CommonSense.pdf
The Constitution

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays Rebellion led to a
call for a stronger central government.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of
powers, limited government, and the issue of slavery.

See A1 & A2

Module
Assessment(s)

Discussion forum
Constitution Scavenger Hunt

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. View Who Won the American Revolution?

2. Participate in synchronous session with all students and teacher. We will be discussing
the video
3. View PPT American Revolution and the Critical Period slides 19-35 ONLY
4. Post PPT questions to discussion forum
5. View The Constitution
6. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Discussion forum
Participation in synchronous session

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 149-154

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Digital Learning
Objects

Websites:
http://www.historyteacher.net/AHAP/Readings/Constitution.pdf
The Constitution

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Module 4 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of
powers, limited government, and the issue of slavery.

See A1 & A2

Module
Assessment(s)

Discussion forum post

Constitution Scavenger Hunt

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Review The Constitution as needed.

2. View PPT The Constitution
3. View We the People Schoolhouse Rock
4. Post questions to the discussion forum
5. Begin the Constitution Scavenger Hunt Quizlet cards *honor system not to cheat*
6. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Lokey-Vega (2014)

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

Discussion forum
Constitution Scavenger Hunt
Student conference as needed (via teacher contact)

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 168-174

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

The Constitution
http://www.historyteacher.net/AHAP/Readings/Constitution.pdf

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of
powers, limited government, and the issue of slavery.

See A1 & A2

Module
Assessment(s)

Quiz over Revolutionary period

Constitution Scavenger Hunt
Begin DBQ #1

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will participate in synchronous session with all students and teacher we will
be discussing Document Based Questions; what are they, how to write them, and why they
matter. This will be a longer session as we will be discussing the DBQ, Module
Project, and answering questions over content.
2. Students will complete quiz over revolutionary period
3. Students will complete Constitution Scavenger Hunt answers (post to Discussion
Forum)
4. Students will begin DBQ process by reading web links
5. Student will complete DBQ worksheet and begin work on DBQ

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Quiz Revolutionary Period

Synchronous session 9am-11am (discussion of DBQ, content, conferences)

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 168-174

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Digital Learning
Objects

Websites
How to Write Document Based Questions
Slideshare: How to Write a Document Based Question
How to Write A DBQ Thesis Statement
Simple Guide for Your DBQ
Ten Commandments of Good Historical Writing
DBQ Worksheet

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Module 6 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of
powers, limited government, and the issue of slavery.

See A1 & A2

Module
Assessment(s)

Post to discussion forum

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view outline notes The Constitution: Influences, Compromises, and
Ratification
2. Students will view outline notes The Constitution; Structure, Amendments, and
Principles.
2. Students will view The Federalist Papers and post answer questions in the Discussion
Forum
3. Students will Read Clothes flap; Lawmaker pushes right to dry outdoors and answer
questions on discussion forum
4. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

None. Students will read materials in preparation for debate (Module 7)

Student conference as needed (via teacher contact)

See A3 C1 C3 & C5

Physical
Learning
Materials

Downloadable handouts: The Constitution: Influences, Compromises, and Ratification, The

Constitution; Structure, Amendments, and Principles., The Federalist Papers, Clothes
flap; Lawmaker pushes right to dry outdoors

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Digital Learning
Objects

Websites/Links
The Constitution: Influences, Compromises, and Ratification, The Constitution; Structure,
Amendments, and Principles., The Federalist Papers, Clothes flap; Lawmaker pushes
right to dry outdoors

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Module 7 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of
powers, limited government, and the issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.

See A1 & A2

Module
Assessment(s)

Participation in synchronous debate

Reflection on synchronous debate

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will participate in synchronous session with all students and teacher.
2. Students will debate the following Which Amendment to the Constitution should we
remove? Why? What powers will this effect? What branches will this effect? How will it
affect your life? The debate will be broken down into Amendments 1-10, 11-17, 19-26
3. Students will post their answers to debate questions on discussion forum
4. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Lokey-Vega (2014)

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K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

1. Participation in synchronous session

2. Discussion Forum Post
3. Kahoot Pop quiz
4. Student conferences as requested

See A3 C1 C3 & C5

Physical
Learning
Materials

None

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Kahoot

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Module 8 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
e. Explain the importance of the Presidencies of George Washington and John Adams; include the
Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander
Hamilton).

See A1 & A2

Module
Assessment(s)

DBQ due
Discussion Forum questions

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will turn in DBQ discussion forum

2. Students will read text, answer questions, and post questions to discussion forum
3. Students will download Module 2 Study Guide
4. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

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K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

DBQ
Student conferences as needed

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 168-178

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Module 2 Study Guide

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Module 9 Plan (Optional for MOOC participants)

Lokey-Vega (2014)

Self-Check
16

K-12 Blended and Online Learning

Module
Objective(s)

SSUSH3

See A1 & A2

The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French
and Indian War and the 1763 Treaty of Paris laid the groundwork for the
American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for independence.

SSUSH4
The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the
significance of the crossing of the Delaware River and Valley Forge.
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays Rebellion led to a call for a stronger central government.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist
concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James
Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
e. Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and
the development of political parties (Alexander Hamilton).

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K-12 Blended and Online Learning

Module
Assessment(s)

Participation in synchronous session

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will participate in Module Round UP synchronous session project, content,

and DBQ debrief will be discussed
2. Students will complete module study guide
3. Meet via your choice of collaborative tool with partner to work on Module Project

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Participation in synchronous session

See A3 C1 C3 & C5

Physical
Learning
Materials

None

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

None

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Module 10 Plan (Optional for MOOC participants)

Lokey-Vega (2014)

Self-Check
18

K-12 Blended and Online Learning

Module
Objective(s)

SSUSH3

See A1 & A2

The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French
and Indian War and the 1763 Treaty of Paris laid the groundwork for the
American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for independence.

SSUSH4
The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the
significance of the crossing of the Delaware River and Valley Forge.
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

SSUSH5
The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays Rebellion led to a call for a stronger central government.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist
concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James
Madison
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
e. Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and
the development of political parties (Alexander Hamilton).

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K-12 Blended and Online Learning

Module
Assessment(s)

Module Test
Module Project

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will turn in their Module Projects via Discussion Forum

2. Students will complete Module 2 Test
3. Students will read and answer questions

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Module Test
Module Project
Students conferences as needed

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook 181-193

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Module 2 Test

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Outline notes and/or modified rubrics emailed to students according to IEP

accommodations
Students will be placed in project groups based on academic performance from previous
module in a matter that students will receive assistance as needed in areas of weakness

See B1 B4 & B6

Lokey-Vega (2014)

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