The American Revolution

Stage 1: Desired Results

Established goals: Understand how the government established by the Constitution embodies the principles of Democracy (3). Understand the purpose and function of each of the three branches of government established by the constitution (1). Understand the rights and responsibilities of each citizen and demonstrate the value of life long civic action. (2) Understand the similarities and differences among the complex levels of state, national and local government (3). Understand how various political systems throughout the world define the rights and responsibilities of the individual (1). Demonstrate leadership skills, integrity, ethical behavior and social responsibility while collaborating to achieve a common goal. (1,2,3)

Understandings: Students will be able to Understand: The struggles of living in under authoritarian government.

Essential Questions: What structures are essential for democracy? What is the average citizen's role in democracy?

The government of the United States and the purpose of checks and balances Understand "Government by the people and for the people." That the structure of the United States government came following the rule of Great Britain's strong central government, and this lead the United States to attempt to create a government where no institution (or person) has too much power. What structures in our government embody the principles of democracy? (division of state, fed and local, 3 branches, voting, impeachment, congress itself.)

What is the purpose of a checks and balances system? What is democracy, and what is it not? Is democracy the only right way to govern?

Students will know Students will be able to Basic structures of our nation's government and how they Analyzing historical documents (both primary and contribute to a democratic society. secondary sources) The history of the revolutionary war, and problems the revolutionists dealt with. Duties of State, Local and Federal Government. Compose professional, researched documents. Duties of the three Branches of the U.S. Government. Aspects of Authoritarian government. The Pre-Amble to the Constitution. Inspect agents of democracy across governments. Lead and collaborate.

Stage 2: Assessment Evidence

Performance Tasks: Student will write a letter of independence to their tyrannical mother country. (2) Students will listen to the National Anthem and relate it in some way to the Revolutionary war. (1-2 pages) (2) Other Evidence: Quiz on events/people involved in Revolutionary War. (1) Constitution paper listing three main concepts (branches of government, levels of governments, bicameral congress, voting etc) support democracy. (3) Exit Slips as well as Think Pare Share activities weaved into class periods.

Stage 3: Learning Plan

Learning Activities: 1) 2) 3) 4) 5) Taxing Simulation 1 day. (1) Read section of Common Sense By Thomas Paine 1 day (1) Read Declaration of Independence 1 day. (2) Teams write a Declaration of Independence to their Mother Country. Do this is groups for 1-2 days. (2) Divide students into Nations, provide them with a scenario in which they have recently broken free from a mother country, and have them write their own brief Constitution including 3 essentials institutions. (3) Groups will form ideas and present their outline, but students will write their own papers or Constitutions at home. 6) Students will listen to the National Anthem and relate it in some way to the Revolutionary war. (1-2 pages) (2)

Lesson Plans: Week 1: British rule, including taxation and no-representation. (Common Sense, Taxing Simulation, Quiz #1) Materials: Lesson Plan 1, Common Sense, Fake Money, Quiz on People and Events surrounding the Revolution Week 2: Declaration of Independence + War (Provide Mother Country + Scenario, Read D of I, Write Declaration, National Anthem Paper) Materials: Lesson Plan 2, Section of the Declaration, Fake Mother Country Scenario, National Anthem Assignment Handout Week 3: Constitution (Students Write paper on Constitution and its embodiment of the principles of democracy, including at least 3 main institutions 3-4 pages) Materials: Lesson Plan 3, Section of the Constitution, Constitution assignment and Rubric, Fed Papers 51, 23,

Your Name: Brandon Coleman Name of Unit: The American Revolution

Subject Area: Government Grade Level: 12th Grade Instruction time: 130 p.m.

(Week 1)

Lesson Summary Description

This lesson is about the British Monarchal rule over the colonies of the United States in the years immediately prior to the American Revolution. This lesson is a part of a bigger unit regarding the political conflict surrounding the American Revolution. This will be the first lesson in the Unit, and will be followed by a lesson on the response of the American rebels who wrote the Declaration of Independence and fought for freedom. Ideally, this lesson plan will be split up into 4-5 days, the first including some direct instruction and a reading of Common Sense, the second including some direct instruction, and the third including some direct instruction and the taxing simulation. The Direct Instruction of this lesson will cover specifically three main aspects: 1) Aspects of Monarchal-style governments. 2) Specific aspects unique to the British government (i.e. people, events and other colonies.) 3) Specific events regarding British tyrannical rule in the United States. Students will also be participating in a period-long activity in which they are taxed for participating in normal classroom activities. To give the money value, students will be aloud to buy a candy bar at the end of class, that is, if they have money left over. Students will also read and discuss a section of Common Sense by Thomas Paine, in a DBQ format.

Standard(s)
Understand how various political systems throughout the world define the rights and responsibilities of the individual. Understand the purpose and function of each of the three branches of government established by the constitution.

Enduring Understandings/Essential Question(s)

Is democracy the only proper way to govern? What are main aspects of Monarchies? What are some key differences between Monarchies and Democracies? How did the British violate the colonists freedom?

Objective(s)
At the end of this lesson, students will know important people and events leading up to the revolutionary war. At the end of this lesson, students will understand why revolutionists desired a 3-branch system compared to a monarchy, specifically stating why a 3-branch system is democratic and why a monarchy is not. At the end of this lesson, students will understand the problem of taxation without representation, and be able to formulate ideas about gaining representation.

Differentiation
Content will be differentiated because we will talk about monarchal rule, democratic rule, and taxation without representation. The rapid change in content is for different interests amongst the students, as well as the fact that these three points fit perfectly together. Process will be differentiated by having direct instruction in the form of lecture as well as indirect instruction: DBQs on Common Sense and the taxing simulation, as well as indirect learning from the taxing simulation itself. The changes in process support different learning profiles.

Resources & Materials

Thomas Paines Common Sense Fake Money for Taxing Simulation A whiteboard/chalkboard and chalk or dry-erase markers. Quiz #1

Student Assessment(s)
-Quiz on people and events leading up to the American Revolution (Objective 1) - 3-4 sentence exit slip regarding the difference between a democracy and monarchy, including the 3branch system vs. a 1-branch system. (Objective 2) -DBQ on the taxing activity (Objective 3) -Think Pair Share Activities

Instructional strategies/methods
1) Both direct and indirect instructions will be used during this lesson. I will give a lecture on a brief overview of Monarchies, summarizing Britain during the time of the revolution, and stating some key events that sparked the revolution. 2) For indirect instruction, students will each be given 5 fake dollar bills at the beginning of the class period. As students begin to do certain things in the classroom (eat a snack, drink some water, sharpen a pencil etc.) tax them a dollar when it seems fitting. This exercise is meant to put the students in the shoes of the colonists being taxed for their own goods.

3) As a class, we will read a section of Common Sense by Thomas Paine, analyzing his perspective as a colonist under the control of the British rule. This will be a DBQ.

Detailed Lesson Steps/Sequence

This lesson will be split up into three days: Day 1: 1) Make sure to welcome students to the classroom! (1) 2) Pass out excerpt from Thomas Paines Common Sense (1) 3) Introduce Unit, describe plan for 3 weeks: Week 1 British Rule, Week 2 The Revolution, Week 3 The Formation of a New Nation (5) 4) Begin first part of lecture for Week 1 People and events Regarding British Rule in America prior to the Revolution (15) 5) Read excerpt from Thomas Paines Common Sense (10) 6) Lead discussion on excerpt (15) 7) Remind the students about the quiz coming up this Friday! (1) Day 2: 1) Make sure to welcome students! (1) 2) THINK PAIR SHARE AND DRAW one specific person or event leading up to the American Revolution and its significance. Each pair will draw a picture on the board of their chosen event or person, then describe their significance. (15) 3) Begin lecture for day 2: Aspects of Monarchal Style Governments (25) 4) Students write a 3-4 sentence exit slip on what might be different effects of a 3-branch government vs a 1-branch government. (5) 5) Remind Students about the quiz this Friday! (1) Day 3: 1) Make sure to welcome the students, and this time give each student 5 fake dollars as they enter the classroom. Each time a student does some sort of common activity (eat a snack, drink water, sharpen pencil etc..) take on of their dollars, not hearing any arguments, simply answering with because Im youre teacher. (entire class, 2) 2) THINK INK PAIR SHARE one specific aspect of monarchal governments, and what it means for individuals. (5) 3) Begin lecture for day 3: British Monarchal Rule in America (20) 4) Lead DBQ on the taxing activity, focusing on how students were feeling about having to pay for common things, without the opportunity to have a say in their taxes. (15) 5) Remind students about the quiz Friday! (1) Day 4/5: 1) Welcome students to class! (1) 2) THINK PAIR SHARE one specific aspect of British rule in the American colonies. (5-10) 3) Finish lecture on British rule in America, comparing taxing simulation with colonists frustration on taxing. (20) 4) Pass out Quiz #1 (20) 5) Have a great weekend! (1)

Your Name: Brandon Coleman Name of Unit: The American Revolution (Week 2)
Subject Area: Government Grade Level:12th grade Instruction time: 100-145PM

Lesson Summary Description

This lesson will be spread out over a 4-5 day period, and will deal primarily with the Revolutionary War, The declaration of independence, and the political impact of each of these. This lesson follows the lesson on British Rule in America and Monarchies in general, and precedes the lesson and the creation of the United States and its constitution. Lectures will be split up into 3 days: 1) The Origins of the War and the Declaration of Independence 2) British Response 3) The War and its Results There will also be a central collaborative project where students will work in groups to analyze the Declaration, and then construct a Declaration of their own to a tyrannical mother country they are provided with. Discussion Based Questions will be a large part of this unit, as students grapple with analyzing historical documents like the Declaration.

Standard(s)
Understand the rights and responsibilities of each citizen and demonstrate the value of life long civic action. Demonstrate leadership skills, integrity, ethical behavior and social responsibility while collaborating to achieve a common goal.

Enduring Understandings/Essential Question(s)

What is the average citizens role in democracy? Is democracy the only right way to govern? What is democracy, and what is it not?

Objective(s)
At the end of this lesson, students will understand how to analyze historical documents, and be able to construct a Declaration of Independence. At the end of this lesson, students will understand the connection between the American National Anthem and the Revolutionary War, writing a 1-2 page analysis of one specific lyrical connection. At the end of this lesson, students will understand the problem of citizens without representation, and them importance of taking political action (like writing a Declaration of Independence) when serious problems arise. At the end of this lesson, students will be able to work collaboratively to achieve a common goal and demonstrate leadership, while achieving a common goal of writing a Declaration of Independence with fellow colonists.

Differentiation
Content will be differentiated to meet the needs of different interests by talking about historical documents, historical events, songs and lyrics, and composition of official documents. Process will be differentiated because I will lecture, facilitate discussion; facilitate collaborative group work for learning, and learning by artistic measures through songs and lyrics.

Resources & Materials

Copies of Declaration of Independence Copies of National Anthem Assignment Copies of Mother Country scenario Whiteboard/dry erase markers

Student Assessment(s)
-Students will work in teams to construct their own Declaration of Independence from their tyrant Mother country. -Students will write a 1-2 page paper on the connection between The National Anthem of America and the Revolutionary War. -Exit slips, DBQs and Think Pair Share activities for each day in class.

Instructional strategies/methods
Direct instruction will be used during the 3 separate lectures on the origins of the war, the British response, and the results of the war.

Indirect instruction will be used during the discussion based questions, the composition of A Declaration of Independence in groups, and the National Anthem Assignment.

Detailed Lesson Steps/Sequence

Day 1: Beginnings 1) Welcome the students to class! 2) THINK PAIR SHARE one important concept about monarchies, events surrounding the American Revolution, or British Rule. 3) Give brief overview of this week: The Revolutionary War and the Declaration of Independence 4) Begin lecture How the War Started: The Declaration 5) Lead DBQ on the beginning of the war, focusing on the implications of writing a letter of independence to your mother country. Day 2: Reading the Declaration 1) Welcome students to the class! (2) 2) Pass out copies of the Declaration of Independence (1) 3) Break students up into groups of four; instruct them to analyze the documents, recording key problems and desires of the colonists recorded in the Declaration. (25) 4) Lead DBQ on the content of the Declaration, focusing on key problems and desires the colonists described. (15) 5) Pass out and explain National Anthem Assignment (5) 6) Have groups turn in their preliminary analysis of the Declaration as an exit slip. (1) Day 3: Composing A Declaration 1) 2) 3) 4) 5) Welcome students to class! (1) Pass out Mother Country Scenario (1) Break students up into groups of four from yesterday (2) Explain Mother Country Scenario (5) Allow groups to work the length of the class period on constructing a declaration, complete with signatures, problems and desires, for their mother country. (40) 6) Collect declarations as an exit slip. (1) 7) Remind students their National Anthem Assignment is due Friday! (1) Day 4: British Response to Declaration 1) Welcome students to class! (1) 2) Allow groups to present a brief (4-5 minute) outline of their scenario and Declaration as a response. (20-25) 3) Lecture British Response to declaration (15-20) 4) Remind Students National Anthem Assignment is due Friday! (1) Day 5: Results of the War 1) Welcome students to class! (1) 2) Students turn in National Anthem Assignment (1) 3) THINK PAIR SHARE a 1-2 sentence description of the British response to the Declaration of Independence. (5) 4) Lecture The Revolutionary War and its Results (30) 5) Students will write a 3-4 sentences exit slip focusing on what they learned about the impact of the Declaration of independence. (5-10) 6) Have a good weekend! (1)

Your Name: Brandon Coleman Name of Unit: The American Revolution (Week 3)
Subject Area: Government Grade Level:12th Grade Instruction time:100-145 Pm

Lesson Summary Description

This lesson will be spread out over a 4-6 day period, and its primary focus will be on the construction of new government to follow the British Rule and the Revolutionary War, with the central theme being the constitution of the United States. This lesson is the final lesson in a set of 3 big lessons regarding the American Revolution. It follows the lesson titled The Revolutionary War and the Declaration of Independence. This lesson will be split up into 3 main lectures: 1) The 3 branches of government and their powers as seen in the Constitution 2) The 3 levels of government and their powers as seen in the Constitution 3) Bicameral Congress and its power as seen in the Constitution This lesson will culminate in Students writing a 3-4 page paper on 3 essential institutions for American democracy as seen in the constitution. Students will use Federalist Papers 51 and 23, as well as the Constitution itself to support their evidence.

Standard(s)
Understand how the government established by the Constitution embodies the principles of Democracy. Understand the similarities and differences among the complex levels of state, national and local government. Understand the purpose and function of each of the three branches of government established by the constitution. Demonstrate leadership skills, integrity, ethical behavior and social responsibility while collaborating to achieve a common goal.

Enduring Understandings/Essential Question(s)

-What structures are essential for democracy? -What is the purpose of a checks and balances system? - What is democracy, and what is it not?

-Is democracy the only right way to govern? -What is the average citizens role in democracy?

Objective(s)
At the end of this lesson, students will be able to compose a paper identifying the importance of checks and balances on a government to a democratic nation. At the end of this lesson, students will be able to analyze historical documents, such as Federalist Papers and the Constitution of the United States. At the end of this lesson, students will be able to demonstrate the functions of a 3 branches of government, 3 levels of government and a bicameral congress in a democracy. At the end of this lesson, students will be able to collaborate with their peers to synthesize historical documents and form ideas.

Differentiation
Content will be differentiated by looking at both the Constitution and the Federalist papers to analyze historical documents and inspect institutions of democracy to support different interests amongst students. Process will be differentiated by using both direct instruction and activities like group collaboration and individual analysis of historical documents to facilitate different learning profiles and readiness.

Resources & Materials

-Constitution paper assignment -Constitution Packet -Federalist Papers 51 and 23 -Whiteboard/Dry Erase Markers

Student Assessment(s)
3-4 page paper on Essential Institutions of Democracy as seen in the Constitution of the United States. Exit slips regarding the different institutions DBQs on the Constitution and Fed Papers THINK PAIR SHARE activities throughout

Instructional strategies/methods
Direct instruction will be used the first three days in lectures regarding the three branches of government, state, local and federal powers as well as congress and its power.

Indirect instruction will be used in the collaborative group time as well as their individual analysis of the Fed Papers and the Constitution. DBQs will also be used to facilitate indirect learning.

Detailed Lesson Steps/Sequence

Day 1: Constitution Day 1 (3 Branches) 1) Welcome students to class (1) 2) Think Ink Pair Share one thing you would make sure to include in your government if you were to create a new one. (5-10) 3) Hand out constitution packet, including sections on 3 branches, 3 levels and congress. 4) Lecture on 3-Branches as seen in constitution. (25) 5) Write exit slip on how 3 branches promote democracy, share with class. (10) 6) Hand out Constitution Paper Assignment Day 2: Constitution Day 2: Levels of Gov. 1) Welcome students to class! (1) 2) THINK PAIR SHARE one key difference between Federal U.S. Structure and Britains Federal Structure. (5-10) 3) Lecture on powers of the 3 levels of U.S. government as seen in constitution (25) 4) Exit slip on how 3 levels promote democracy, share with class. (10) 5) Remind Constitution Paper is due next Tuesday. Day 3: Constitution Day 3: Congress 1) Welcome students to class! (1) 2) THINK INK PAIR SHARE how the separation of power between state, local and national government compares to British rule. (5-10) 3) Lecture on U.S. congress as seen in constitution (25) 4) DBQ on how a bicameral congress allows for good democracy. (15) 5) Reminder: Constitution Paper is due next Tuesday (1) Day 4/5: Fed Papers Analysis (51, 23) 1) 2) 3) 4) Welcome student to class! (1) Distribute federalist papers #51 and #23 (1) Briefly explain what the federalist papers are and who wrote them. (5) Analyze federalist in groups of 4, highlighting democratic institutions and their explanations. (20) 5) DBQ on Fed Paper, focusing on the motives behind congress, the 3 branches, and the 3 levels. (15) 6) Exit slip on one interesting thing you learned from the Fed papers. (5) 7) Reminder: Constitution Paper is due next Tuesday (1) Day 6: Work in teams of 4 on essential characteristics of Americas constitution 1) Welcome students to class! (1) 2) Split students up into teams of 4, begin work on defining essential characteristics of Democracy as seen in the Constitution. This will be helpful for writing their papers. (40 minutes). Facilitate. -They should use the constitution packets, fed papers, and exit slips from the first 3 days of this week. 3) Reminder: Paper due next Tuesday! (1)

November
Sunday Monday Tuesday Wednesday Thursday 1 Friday 2 4
Start of Unit British Rule

2012
Saturday 3

5
Lesson Plan #1 Taxing Simulation

6
Lesson Plan #1 Common Sense

7
Lesson Plan #1 Review and Conclude

8
Quiz #1

10

11
Revolution War and Declaration of Independence

12

13
Lesson Plan #2 Background of War Assign National Anthem Paper Lesson Plan #2 Read Declaration

14
Lesson Plan #2 Start mother country scenario

15

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Lesson Plan #2 Finish and Present mother country scenario National Anthem Paper due

17

18

19
The Formation of a New Nation and its government Assign Constitution Paper

20
Lesson Plan #3 Read and analyze section of constitution Lesson Plan #3 Fed Papers

21
Lesson Plan #3 Fed Papers

22

23
Work in groups to begin to outline main principles of democracy (for paper).

24

25

26
Constitution Paper due

27

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30