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American Revolution Unit Plan

Morgan Longberg
Professor Karla Karr
Topic: The American Revolution
Title of Unit: Striving for Independence
Duration: 5 days, 59-minute class periods (4 periods of instruction, 1 period for
presentations of their final projects)
Grade: Eighth Grade

I. Unit Goals/Standards:
Lesson/Day #1: The students will understand the important roles these five
individuals played in the revolution by filling out a Figures of the American
Revolution worksheet.
Lesson/Day #1: Students will understand the background and importance of 5
well-known revolutionary figures by participating in group and class discussion.
Lesson/Day #2: The students will understand the causes of the American
Revolution by filling out a Pre-Revolutionary war timeline.
Lesson/Day #2: The students will be able to list the main causes of the Americans
declaring Independence by taking notes and answering class discussions.
Lesson/ Day #3: The students will understand the sequence of the battles and the
locations by labeling a map.
Lesson/Day #3: The students will know the different battles by taking notes.
Lesson/Day #4: Students will understand the different steps that were needed to
create a new nation by filling out a worksheet titled Interpreting the Articles of
Lesson/Day #4: Students will examine and understand the post war tensions and
why the constitution was created by taking notes and participating in class
Indiana Academic Standards:
Identify and explain the reasons and actions for the resistance and
rebellion against British imperial rule by the thirteen colonies in North
America (17611775).
analyze the causes and effects of the Revolutionary War (17751783),
including the ideas from the Declaration of Independence, the
enactment of the Articles of Confederation and the Treaty of Paris (1783).
analyze the influence of important individuals on social and political
developments of the time (1775-1880) such as the Independence
movement and framing the Constitution
National Council for Social Studies:
(Time, continuity, and change)
NCSS. v.
(Individuals, groups, and institutions)
NCSS. vi.
(Power, authority, and governance)
Major Activities:
o Days #1-4 Anticipatory set/ bell work

o Days #1-4 work on the specific assignment or worksheet assigned for the
o Day 1 is designed specifically group work (jigsaw)
o Days #1-4: In-Class Discussions over the bell work
o Days #2-4: Class notes (fill-in-the blank notes)

Major Materials:
School Supplies
o Notebook/ Journal (used in every lesson)
o Paper/Pencil (used in every lesson)
o Textbook (Lessons 2 and 3)
Other Supplies
o Colored pencils (Lesson 3)
o Homework bin (used in every lesson)
o Online timer (used in every lesson)
Large Equipment (used in every lesson)
o Overhead Projector (connected to teachers computer)
o Computer
o Day #1- Figures of the American Revolution Worksheet, pre/post test
o Day #2- Pre- Revolutionary War timeline
o Day #3- Revolutionary Battle Map
o Day #4- Interpreting the Articles of Confederation worksheet
o Day #5- American Revolution Project (100 points)
Management Strategies:
For days #1-4, any materials or papers needed for the day will be on the front
desk that students will pick up as they walk through the door into class. A
homework bin will also be provided so the students can turn in the in class/
homework from the previous day.
For days #1-5, there will also be instructions on a PowerPoint slide that the
students will see as soon as they walk in. This PowerPoint will also explain the
anticipatory set for the day.
Every class will have a specified room helper (that will stay the same
throughout the semester) who will pick up the bell work every day as well as
finished worksheets.
Adaptions for Students with Special Needs:
o For days #1-4, if students have any additional questions or do not
understand a part of the lesson they can come in early before or after
school. Students will also be given the opportunity for a peer tutor if they
need additional help or one-on-one attention.
o Day #1: Students can further research one of the significant revolutionary
figures or complete research on a different figure of the American

Day #2: Can continue their timeline adding additional dates as well as in
the descriptions adding the historical significant of each act or event.
o Day #3: Students can further research the different battles of the
revelation, as well as read personal accounts from soldiers or
commanders who fought in the army.
o Day #4: Students can memorize the beginning of the Constitution for extra
credit. Memorization would start with We the people of the United
Inclusion: (Learning Disability)
o Days #1-4: Flexibility, reteach, and extra time provided to the student if
they need it.
Every day of the lesson involves some type of partner, so if a
student has a difficult time reading the material then they have a
partner to help them out.
o Day #2: Students will have a modified pre-revolutionary war timeline
where the events are given a number and the students will place the
specific letter on the timeline and write a detail on the back.
o Day #5: Extra time will be provided to the student to finish their project.
Students will also be required to meet with the teacher twice before the
project is due in order to ensure the student is staying on track with the
project and that they do not have any questions.