UBD U NIT P LAN O VERVIEW

Unit Topic: American Revolution Concept(s): Perspective

Designed By: Samantha Dull
Subject Area(s): History Grade Level(s): 11th
Brief Summary of Unit (Including information about the class/students, why the unit is important to teach, and where it falls in
the scope of instruction)
Info on Students: My class consists of eleventh grade students from mostly middle class families. We are in the Prince William
County School District in Northern VA Suburbs with a moderate ELL population. There are 26 students in the class and of those
26, there are 3 ELL students.
Importance: The unit on the American revolution is important because everything that follows in U.S history began with this
time period. The story of the Revolution lies at the heart of what makes our country unique in the history of Nations. The
Revolutionary principals that led to the nations founding continue to influence American society, as we still turn to the
founding generation seeing guidance and inspiration. Current government policy often refers to the American revolution and
the principles of the founders to support their tactics. For many people throughout the colonies, the creation of an
unprecedented republican government offered not only freedom of trade but also a chance to participate in a more egalitarian
society that had never existed before. Although the Revolution did create a perfect free state, a set of principles and values
were established that Americans today still identify with.
Scope of Instruction: This unit follows the section on the Revolution and a New Nation. Throughout the unit, the students learn
about the cause leading up to the Revolutionary war and the major battles of the war, the enlightenment influences on the
colonist, the impact of the Declaration of Independence, both short and long term, the varying vies of the American Colonist,
and finally examines the colonist victory in gaining independence. This Unit is the second one of the year so it will take place in
the first 9-week quarter.

Established Goals (State Standards and related CCSS)

VUS.4The student will demonstrate knowledge of events and issues of the Revolutionary Period by
a)analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of
Independence;
b)evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of
American democracy;
c)describing the political differences among the colonists concerning separation from Great Britain;
d)analyzing reasons for colonial victory in the Revolutionary War.

CCSS.ELA-LITERACY.RH.11-12.5
 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions
of the text contribute to the whole

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
as well as in words) in order to address a question or solve a problem.
 STAGE 1: Unit Objectives (KUDs) & Essential Questions

As a result of this unit of instruction, students will

Transfer Goal(s)
Students should independently use their learning to
Discuss/Debate an argument from two different sides.

Meaning
Understand THAT Explore these ESSENTIAL QUESTIONS
 U1: Students will understand that perspective drives the way Q1: How does a persons perspective influence his or her
we interpret events opinion?

Acquisition
For Each of these goals, place the SOL and/or CCSS that aligns with each know or do in parentheses after the goal
Know Be able to (Doinclude Blooms)

K1: The important people and terms of the American Revolution
K2: The causes of the American Revolution
K3: The major battles of the War
K4: The impact (Both Short and Long Term) of the Declaration of
Independence
K5: The political differences between among the colonists
K6: The key principals of the Declaration of Independence
D1: Analyze primary sources
D2: Construct an effective argument as to why the Colonist won
D3: Evaluate the key principles of the Declaration of Independence
D4: Identify important people of the American Revolution
D5: Describe the political differences among the colonist and
between the colonist and the British

S T A GE 2: A S SE S SME N T E VI D E N C E

Role Audience Format Topic

Loyalist business owner living Patriots Letter Stamp Act
in New York

Sons of Liberty member living Members of Parliament Newspaper article Intolerable Acts
in Boston

Indentured servant living on a Loyalists living in colonies Advertisement Shot Heard Round the World
plantation in Georgia

Royal Governor of Virginia Citizens living in Britain Diary Declaration of Independence

Mother living in Britain of US Native Americans Public speech Proclamation of 1763

patriot who has joined
Washingtons army

Native American living in

Western NC Slaves Obituary Boston Tea Party

Performance Assessment: What will students do to show that they have achieved the Transfer and Understanding objectives?
Goal (This should include your identified transfer goal above, as the goal of this unit, and teaching in general is transfer of learning to new
or unique situations):
 Stage 3 Lesson Planning Guide MSSE 370
Learning Goals (KUDs) SOL and Brief Overview of the Teaching and Learning How Formatively
Lesson # and (This is meant to help CCSS/Next Gen # Activities for this Lesson. Assessed
Topic align your goals, (if a K or a D) Include an explanation of how the Activities Describe at least 1 Concrete
assessment, and address the learning goals method and explain how it
instruction. If changes are assesses the learning goals.
necessary, please make
those to stages 1 and 2 so
that all stages align)
1) The Events K1, K2, D4, D5 VUS.4 c The unit will start with the students brainstorming This formative
Leading up to VUS.4 d what they already know about the Revolutionary assessment the students
the time period. The teacher will prompt discussion will write
Revolutionary by asking who, when, key places, and reasons. 3-Define 3 vocab terms
War Next, the class will look at the vocab terms for the 2- Questions they still
entire unit and begin to start defining them. The have
class will watch a video clip from the Liberty Kids 1- event that that they
show about the American Revolution. As we are believe started the
watching the video, the students will be following revolutionary mindset
along and taking notes with a graphic organizer. and why. This strategy
Next we will create a timeline a class. Each provides a structured
student will be given a piece of paper with an way for the students to
event on it and they will first write a description. reflect on their learning
When everyone is done, the class will organize and for the teacher to
themselves along the tapeline(timeline) in the analyze the students
correct order. Next, the class will get into pairs. readiness for the next
Each pair will have an event that they are lesson.
examining and a perspective that they are
examining it as (American or British). They will
justify their actions as their assigned perspective
and then we will present them to the class. The
final step for the day will be for the students to
create a 3-2-1 exit slip.
2) John Lock, K4, K6, D1, D3 VUS.4 a There will be a short lecture on the enlightenment This formative
Common Sense, VUS.4 b and the values of the John Locke and his influence assessment will be both
and the CCSS.ELA- on American values. Next we will examine the Declaration
Declaration of LITERACY.RH.11-12.5 Thomas Paines Common Sense. After we will worksheet and the
Independence analyze an abridged version of the Declaration of thumbs up. The
Independence and then the students will get with a worksheet is used to
partner and complete a worksheet on it. The make sure that that the
worksheet will have questions concerning the students are
influence the Document had on American life understanding how to
in1776 and the influences it still has today. We analyze the primary
will reconvene as a class to talk about their source. The thumbs
answers and they will turn in their worksheets for assessment is self-
feedback. This will be the heaviest content day so awareness by the
the teacher will ask each student to show either a students and used to
thumbs up, down, or middle, for their level of determine the level of
understanding. understanding of the
direct instruction and
independent practice
time.

3) American K1, K5, D4, D5 VUS.4 c See Lesson Plan See Lesson Plan
Colonist: CCSS.ELA-
Loyalist vs LITERACY.RH.11-12.7
Patriots
4)Major Battles K1, K3, D1 VUS.4 d This lesson, the students will be doing a major This formative
and Turning battle jigsaw. The students will Count off into assessment address the
Points groups of 41s are Battle of Trenton, 2s are learning goal by seeing
Battle of Saratoga, 3s are Battle of Yorktown and what information about
4s areLexington and Concord. The students will either the important
get into their groups and using their books and people, vocab, or battles
notes, they are going to read about their battles the students do and dont
and answer the following questions know and then provides
a. Identify any key people in this battle them the opportunity to
b. When was it relearn it.
c. Where was it
d. What was the outcome
e. How did this impact the Revolutionary
War?
After everyone has finished reading their
section and gathering their information, we are
going to close the books and they are going to
share your information with your group
members. Each group member is responsible
for recording the information on his or her
own notebook paper. Then we will go over it
all as a class. The students will complete 3
sentence prompts based on this lesson
1. I Understand
2. I dont Understand
3. I need more information
Once they have completed their prompts, the
teacher will group students up based on similar
answers to the I don't understand prompt and the
groups will use their resources to better
understand the topic
5)Colonial K1, D2 VUS.4 d For this final day, we will be looking at the end of This formative
Victory the war and the treaty of Paris 1783. We will be assessment will
analyzing the terms of the treaty and the long and demonstrate whether or
short term impacts. Next the students will be not the students have a
coloring in an outlined map of the United States. complete understanding
They will be coloring what territories the U.S of the factual knowledge
received from the treaty. There will be atlases of the Revolution. If
available as needed. The final assignment of the they do have a strong
Unit will be for the students to complete a quick grasp of the unit, then
write about why the colonist won. They must they will be able to
provide specific examples from the unit. construct a thorough
argument as to why the
colonist won the war.
 Lesson Plan (Day 3)

Name: Samantha Dull

Subject: History Topic: The American Revolution Grade:11

Guiding Concept(s):
Perspective

Virginia Standards of Learning (SOLs):

VUS.4The student will demonstrate knowledge of events and issues of the Revolutionary Period by

c)describing the political differences among the colonists concerning separation from Great Britain;

Common Core State Standards (CCSS) or Next Generation Science Standards (Next Gen):

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as
in words) in order to address a question or solve a problem.

Brief Overview (including lesson number in your unit, and a brief summary of your lesson):
This lesson will take place on day 3 of the unit. The students will focus on the characteristics of patriots and loyalist, their similarities
and differences, and their political reasons for supporting either the British or Freedom fighters. Through different perspective
assignments, students will explore the reasons why the American patriot colonists decided to declare independence and how colonists
opinions differed on this decision. There will be a combination of individual and group work and the lesson will finish off with a
scenario exit ticket that will be turned in for assessment.
 Stage 1: As a Result of This Lesson, Students Will
For your Knows and Dos, indicate how they align with your lesson steps by placing the steps in parentheses after each goal

Essential Questions Considered:

How does a persons perspective influence her or his opinion?
Understand THAT:
Students will understand that
perspective drives the way we interpret events

Know:
Students will know
K1: The important people and terms od the American Revolution
K5: The political difference among the colonists

Be Able To (include Blooms Level: i.e. apply):

Students will be able to
D5: Describe the political differences among the colonist
D4: Identify important people of the American Revolution

Stage 2: Assessment Evidence

 Formative Assessments:
Include AT LEAST two concrete, individual instances of formative assessment AND how these will influence the rest of this lesson, or
your next days lesson. Also be sure to indicate when in your lesson these will take place (most likely one towards the beginning and
one towards the end)

1) The prompt notecard assignment will be the other formative assessment. This will take place as the last step in this lesson. The
students will have 5 minutes to complete their responses to the prompt on the notecard. Once everyone has finished the teacher
will collect their responses at the door on their way out. This will be their exit ticket for the day. After the teacher has collected
them the teacher will look at their answers to evaluate which students are at a high readiness and which students are at a lower
readiness. The teacher should provide feedback to the students on their answer either electronically or the next class period.
2) For this assessment, the students will choose any combination from the 4 columns and create the chosen format. When they are
done, they will turn in their work for feedback and a grade. This will be evaluated by the teacher before the next class. It will be
returned with feedback on how well they embodied the role, how well they addressed the audience, how authentic the product
appeared in the chosen format, and how well they were able to convey their knowledge of the event in the assignment. This will
be used to see what needs to be reviewed before moving on to the next content topic. This assignment will take place in step 4
of the lesson.

Role Audience Format Topic

Loyalist business owner living Patriots Letter Stamp Act

in New York

Sons of Liberty member living Members of Parliament Newspaper article Intolerable Acts
in Boston
Indentured servant living on a Loyalists living in colonies Advertisement Shot Heard Round the World
plantation in Georgia

Royal Governor of Virginia Citizens living in Britain Diary Declaration of Independence

Mother living in Britain of US Native Americans Public speech Proclamation of 1763

patriot who has joined
Washingtons army

Native American living in

Western NC Slaves Obituary Boston Tea Party

Stage 3: Learning Plan

Make sure to state your Instructional Questions used throughout your lesson. Include what types of questions as well. These are
meant to be discussion and guiding questions. (ex: What method of solving for x is most effective and why? Evaluative).
For each lesson step, provide a topic sentence that introduces what you are doing in that step. For Example, Step 1: I will
introduce examples of one-step equations to students. Then describe in detail how you are doing this and what the students are
doing as well.
Teacher Actions and Roles (Direct Instruction/Facilitator/Coach) Student Actions and Roles
Step 1 (Hook): When class begins, the teacher will divide the class Step 1 (Hook): A student and B student will take turns trying
into groups of three (a group of four will work if necessary, but to persuade the C student(s) in the group to come over to their
there should be no groups of two or less). Once the students are in side. They may have an idea of whether they are a Loyalist or
groups, assign them a letter- A, B, or C- the extra member in the Patriot based on the descriptions, but they cannot reveal that
group will be a C as well. Give those students who are an A information to the C student(s). The C student will have an
the A-Card. Give those students who are a B the B-Card. opportunity to weigh both sides, and then they must write down
The C students should receive a C-Card, and there should which side they chose, and why.
only be one A and one B per group. Allow the students
approximately 10 minutes to persuade and decide (This explained A
on the student side). The teacher will be available for questions Reasons to join side A
but make sure that you do not reveal too much about the cards. 200 Acres of free land
Instructional Question: 20 years of tax exemption
What are the advantages of side A and what are the advantages Forgiveness of transgressions against the movement
to side B? (Memory)
No fess on land usage
Step2: The teacher will then call on each C student, one at a
Compensation for any personal equipment used
time, to reveal which side they chose and why. The teacher will
keep a tally of which side the C students chose, Loyalist or B
Patriot. The teacher will also allow one A student and one B Reasons to join side B
student to read their Side Card to the class. The teacher will then
No loss of land
read the Summary for each letter, and allow the students to
comment on any aspect of the activity, prompting a discussion. Freedom from a tyrannical ruler
This section should take around 15 minutes to complete because Short-term military contracts, usually in 6 month terms
each student is presenting why they chose the letter they did. Possibility of keeping same rank from any previous military servitude
Instructional questions: Money to buy land, which was hard to come by
In this scenario, which letter do you think represents the British
Soldiers received a bonus upon enlistment
and which side represents the Americans? (Convergent)
Step 3: This step will be when we have our first lecture for this C
lesson. During this lecture, we will examine what a loyalist, a Which side would you choose? Why?
patriot, and a neutral are and what their political views were of
what was happening in the colonies. The teacher will hand out a
graphic organizer for the students to follow along with. To initiate
discussion, the teacher will ask the instructional questions during
the lecture. There will be a mostly visual PowerPoint that The
teacher should expand on verbally. There will also be a short clip
shown from the T.V cartoon show Liberty Kids from the second
episode. This lecture should be 20 minutes long.
Instructional Questions:
What was a patriot? Loyalist? (Memory)
What are some names of important patriots that you know?
(Memory)
Why would George Washington feel it more necessary to join the
other side against the British? (Convergent)
Step 4: For this step, the teacher will hand out the Raft assignment Step 4: The students will be handed the worksheet with the role,
worksheet to every student. The teacher will explain that each
students needs to pick 1 box from each column (Role, Audience,
Format, Topic) and complete. The students will be given any
materials needed such as, computer paper, colored pencils,
scissors, etc. They can use their notes or textbooks to gather
information in order to complete the assignment. (25 Minutes)
Step 2: After all of the C students have chosen a side; the
teacher will call on the them to reveal why they chose the side
they did. One A student and one B students will read aloud
their side of the card for everyone to hear. Next, the students will
discuss the activity and the 3 sides as a class.
Step 3: This step, the students will be handed a graphic organizer
that they will complete as the teacher goes through the lecture.
The students should be actively listening while they are following
along as well as answering or asking any questions.
audience, format and topic. They will choose one from each
column and create their chosen format.

Instructional Questions: How

do you feel about the colonies trying to break free from Britain?
(Convergent)
What has Britain done to deserve to keep the colonies?
(Evaluative)
Step 5: Next, the teacher will Arrange the class into groups of Step 5: After the students have been placed into small groups, they
three or four student and Distribute the Patriot, Loyalist, or will read the biographies on the worksheet and decide whether
Neutral? You Decide worksheet. The teacher will review the each individual was a loyalist, patriot, or neutralist. They will
directions with the students and tell them that they are to read the mark after every biography which grouping that colonist belongs
individual biographies and using their knowledge of who the in. They will also provide their explanation as why they put that
Patriots, Loyalists and neutrals were decide whether an individual person in the category they did.
was a Patriot, Loyalist, or was neutral. For each biography, they
must explain why they made their decision. As an informal
assessment, the teacher will monitor the students in their groups to
assess whether they grasp the differences between a Loyalist and a
Patriot. This activity should take 15 minutes.
Instructional Questions:
As the American Revolution began, why did some colonist choose
to rebel while others remained loyal? (Evaluative) If you were a
colonist, which side would you choose to fight for? (Divergent)
Step 6: For this final section, the teacher will pass out index cards
to everyone to complete the question: If you were a colonist,
would you of been a loyalist or a patriot? Explain why. This will Step 6: The students will answer the prompt on the index card that
take the remainder of the class period, approximately 5 minutes the teacher has passed out. Once they are all done, they will turn
The teacher will then look them over, provide feedback online them into the teacher at the door as they are leaving the classroom.
under the specific assignment and use this to prepare for the next
lesson.

Instructional Questions:
If you were a colonist, would you of been a loyalist or a patriot?
(Divergent)
 Rationale Options to Provide Support for Your Instructional Decisions

Acquisition/Meaning/Transfer
Acquisition Activities: The acquisition activity in this lesson is primarily the lecture during step 3. This is where the students will be
learning the vital facts about the loyalist and the patriots. During this activity, there will be a visual presentation from the PowerPoint,
a verbal lecture, a graphic organizer to help the students understand the vital information, and a video to put the lecture into
perspective.

Meaning-Making Activities: The meaning making activity is the Patriot, Loyalist, or Neutral? You Decide worksheet. This is when
students must think through what they know about the patriots and loyalist and imply what those facts mean. Throughput the lesson,
the teacher is asking though provoking questions that do not have a simple answer but the students must think about what they know in
order to answer. When the students are instructed to decide which colonist would be a good British spy, this is also another time when
they have to make meaning of what they have previously learned.

Transfer Activities: The transfer activity in this lesson is the notecard exit ticket. The students are presented with 2 different scenarios
that they are allowed to choose from. In order to answer the scenarios, they must recall the information learned during the lesson and
transfer it to these possible real world situations. They are using the decision and problem solving skills learned previously and making
a strategy to handle this new situation. This activity will demonstrate if the students are able to apply and adapt what they have learned
to this new situation.
 Meeting The Needs of Adolescents:

Relevance (to self/world): Every perception a person has is based upon their own personal experience. People perceive the world
differently because no two people have the same experiences. Experience makes us who we are. It shapes our minds and opinions. This
is the case during the American Revolution but it is also true of every student in the classroom. Every experience changes their
perspective and their outlook on situations and life.
Academic Engagement: This lesson is academically engaging because it is a subject that can transcends the classroom. Understanding
that that even those we think of events and topics as facts, there is always another point of view to look. The students should be able to
understand that there is always another lens to examine the world through.
Short Attention Span: The HOOK activity allows the students to settle into the day and become comfortable by working with their
peers before the class dives deeper into content. During the hook and the Venn diagram activity, and the patriot, loyalist, or neutralist
worksheet activity, the students are able to talk with their peers and move around the room. Also, all of the activities are budgeted for
less than 30 minutes to make sure that students stay engaged.
Movement: During this lesson, students are allowed to move into groups and work together to complete their HOOK assignment.
There is also a whole class activity where students will have the opportunity to get out of their seats and write in an answer on the
board. After the Venn diagram activity, students will be arranged into small groups in order to complete their worksheet assignment.
Peer Interaction: The students will have time to collaborate in small groups during the HOOK activity when they are persuading and
deciding which group sounds more appealing. There is also time for peer interaction when we are completing our class vent diagram.
The last step for peer interaction is when the students are completing their worksheet and deciding which category the colonist belong
in, patriot, loyalist or neutralist.
Development of Self-Efficacy (belief in students capabilities): The teacher is promoting self-efficacy in the lesson by providing
moderate to challenging activities for the students to complete such as the worksheet and spy activity. If the tasks are too easy, students
will be bored and if it is too challenging, the student can shut down. This lesson also focuses on allowing students to make their own
decisions. In the hook activity, there is no right or wrong letter group to choose. During the worksheet and spy activity, the students are
able to decide which person belongs and which group and they are working on this with their peers so there is a low consequence level
for wrong answers. Also, in the final scenario activity, students are once again allowed to choose which scenario they like best and
answer that scenario. This gives students a choice in which one they believe they understand the strongest.
 Differentiation and Modifications (Added after first draft)
Students who are learning the English language (ELL)
Making sure to introduce the vocabulary before the content of the unit. This way the students can hopefully have a better
understanding ding before we dive into the unit. It also allows them to have a reference for the things they do not know. They can look
back at their notes for reference. As the teacher, I can also differentiate the articles that the students are reading. The ELL students can
have an article that may be at a lower reading level so they can understand it better. After we read the articles, then I can assign reading
from the textbook (which is normally at a higher reading level). Once the students have read an article closer to their reading abilities,
they can then be able to add more context to their textbooks for understanding. For the Liberty kids video, the teacher can use English
subtitles to allow the ELL students an opportunity to listen to the words as well as read them. The teacher can then post the link of the
video to the online class website for both the English speaking students as well as the ELL students to review.

Students with a disability or handicap (Your handicap/disability from class)

In class I had the visual impairment handicap. To accommodate students with that have Visual impairment, I will make sure to use
visuals on the during the lecture instead of having lots of words. I will also make available handouts for anything I write or present on
the board. This could be a copy of the lecture slides as well as the Venn diagram the class makes. I will make sure that the handouts I
do give whether they are supplemental notes or worksheets, I will make sure that the font is big enough to read so that they do not
struggle as much trying to decipher words. The last thing I would do is find out which seat in the classroom they see the best from and
have them sit there for class.

Differentiation: In this section, only ONE instance of differentiation needs to come from this lesson. The other two can come from
another day(s) in your unit plan. For example, if you differentiate for interest in this lesson, then you need to describe where in the unit
you are differentiating for readiness and learning profile.

Readiness: The American revolution is a topic that most students have had at some point in their academic careers prior to 11th grade.
Because of this, at the beginning of the Unit, the class is going to talk about what they may already know about the topic. The teacher
can then group them into tiers based on their readiness. Their readiness levels will decide whether they are in the top tier for the
Patriot, Loyalist, or Neutral? You Decide worksheet. The activity for the top tier will be to pretend that they live in colonial America
and their father and brother are being asked to interview key people for the Virginia Gazette newspaper. Your father is being asked to
interview patriots while your brother the loyalists. You must research and find five of each category and come up with 10 interview
questions for each group of people (patriot v loyalist). The other group will be given a word bank of names of key figures during the
American Revolution. They must research and place each name into one of the following groups: patriot or loyalist. Once they have
done that they will write a few sentences on why each person belongs in that group.

Interest: This lesson is primarily focused on perspective. I am allowing my students to choose which perspective is the most
interesting to them and then write about it. This is done with the Exit ticket scenarios where the students to can choose their scenario
based on whether they want to write from the government perspective which aligns with the British point of view or the students in the
locker scenario that is similar to the Colonist perspective. Later in the lesson, they are also given the chance to write a RAFT
assignment from a number of perspectives that they can choose from. This is allowing them to choose what they write about based on
their situational interest on the topic.

Learning Profile (Sternberg, Individual vs. Group Work, or Auditory, Visual, Kinesthetic, etc.): Within this unit there is a mix of
individual vs group work and throughout the unit I plan to mix it up so that the students can learn in an environment they prefer. I also
tend to differentiate by asking them 3 different warm up questions. 1 for creative learners 1 for analytical and 1 for practical. An
example question would be, Those who lived through the American Revolution would most likely have said that it was the most
important event in their lifetime. What do you think is the most important event in your lifetime, your parents, and your grandparents?
While another opening question could be, Describe a sporting event or contest in which a seemingly weaker person defeated a
stronger one. How might a seemingly weaker army defeat a stronger one in a military situation?