YOU WANT A REVOLUTION?

I
WANT A REVELATION.
-Angelica Cardenales 11th Grade American History SED 480
Spring 2017
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Overview:
The topic for this unit is the American Revolution and the birth of a new
nation. This essentially is the very beginning of American history where
students will establish and understand how our nation came to be. There are
a lot of precedents that were established by our founding fathers that are
still held to the highest standard today, almost two and a half centuries later.
In this unit the focus will be primarily on what happens after America gained
its independence, but in order to get to that point the teacher will spend time
going over the key events and battles in the American Revolutionary War.
Once that is done the second leg of the unit will be centered around the
development of the American federal government and the obstacles the new
nation faced as the new kids on the block in comparison to these well
seasoned governments and societies overseas.
After the students establish timelines of the war they will then move into the
next part of their unit project which will be writing a song, rap, or poem to
show their understanding of each key event or person. They will use primary
and secondary resources to collect facts and historical evidence for their
creative pieces. The students will also have the opportunity to listen to music
from the Tony and Pulitzer Prize winning musical Hamilton, written by Lin-
Manuel Miranda, to draw inspiration from as well as analyze for historical
accuracy.

Enduring Understanding:
Our country was founded on the idea that if there is something that needs to
be done, despite all odds, it can be. During the Revolutionary Era, citizens
and leaders transitioned from a monarchy to a new nation based on
democratic principles. Knowing citizens rights and governments duties
enables individuals and groups who feel oppressed to make a difference by
working within or against higher authority and in extreme circumstances, a
new political system may be formed.

Essential Question:
After breaking away from what was holding us back, the question we must
ask ourselves is:
What comes next?- King George, Hamilton

Key Concepts Definitions

French and Indian War-
Between 1754 and 1763. The French and Indian War was the American
phase of the Seven Years' War, which was then underway in Europe between
Britain and France.
Tyranny-
Cruel and oppressive government or rule.
Self Government-
Government by the people for the people.
Stamp Act-
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An act of the British Parliament in 1765 that exacted revenue from the
American colonies by imposing a stamp duty on newspapers and legal and
commercial documents. Colonial opposition led to the act's repeal in 1766
and helped encourage the revolutionary movement against the Crown.
Sugar Act-
A law passed by the British Parliament in 1764 raising duties on foreign
refined sugar imported by the colonies so as to give British sugar growers in
the West Indies a monopoly on the colonial market.
Boston Tea Party-
A raid on three British ships in Boston Harbor (December 16, 1773) in
which Boston colonists, disguised as Indians, threw the contents of several
hundred chests of tea into the harbor as a protest against British taxes on
tea and against the monopoly granted the East India Company.
Monarchy-
A form of government with one ruling family or group where one
person from the group makes all the decisions for the government.
Common Sense-
Written by Thomas Paine in 177576 advocating independence from
Great Britain to people in the Thirteen Colonies.
Liberty-
The state of being free within society from oppressive restrictions
imposed by authority on one's way of life, behavior, or political views.
Unalienable Rights-
Rights that cannot be taken away or denied.
Treaty of Paris-
Signed in Paris by representatives of King George III of Great Britain
and representatives of the United States of America on September 3, 1783,
ended the American Revolutionary War.
Federalist-
A person who advocates or supports a system of government in which
several states unite under a central authority and supporter of the
Constitution.
Anti Federalist-
A person who opposed the creation of a stronger U.S. federal
government and which later opposed the ratification of the 1787
Constitution.

Standards:
Arizona State History Standards
Concept 4: Revolution and New Nation 1700s 1820
The development of American constitutional democracy grew from political,
cultural, and economic issues, ideas, and events.
PO 1. Assess the economic, political, and social reasons for the American
Revolution:
British attempts to tax and regulate colonial trade as a result of
the French and Indian War
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PO 3. Describe the significance of major events in the Revolutionary War:

Lexington and Concord
Bunker Hill
Saratoga
writing and ratification of the Declaration of Independence
Yorktown
PO 4. Analyze how the new national government was created:
Albany Plan of Union influenced by the Iroquois Confederation
Articles of Confederation
Constitutional Convention
struggles over ratification of the Constitution
creation of the Bill of Rights
PO 5. Examine the significance of the following in the formation of a new
nation:
presidency of George Washington
economic policies of Alexander Hamilton
creation of political parties under Thomas Jefferson and
Alexander Hamilton

Arizona State College and Career Readiness Standards

1112.RH.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
1112.RH.2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
1112.RH.6. Evaluate authors differing points of view on the same
historical event or issue by assessing the authors claims, reasoning, and
evidence.

Objectives:
1. Illustrate their understanding of events leading up to the revolution by
writing in the RAFT (role, audience, format, topic) format in the point of
view of a colonist to then establish empathy for those who felt the
need for a revolution.
2. Differentiate the Federalists and Anti-Federalists by using a venn
diagram to compare and contrast their ideas on what type of
government the new nation should have and whether or not there is a
need for a constitution enumerating the powers of a federal
government.
3. Describe the key elements of the different tax acts using guided notes
to organize the facts and better identify the
Who/What/Where/When/Why/ and significance of each parliamentary
mandate.
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4. Identify key people on a KWL chart for each of the founding fathers in
order to understand the grand impact each founding father had on the
revolution, the development of the new nation and ultimately the
lasting results of their efforts on modern American society.
5. Examine primary and secondary resources by using a historical
thinking word map to then identify and compare key components of
the different tax acts and how people reacted to them in order to
increase literacy and critical thinking skills.
6. Organize their notes based on information presented to them via
lecture in a Cornell Note format to easily label facts and summarize
thoughts on the American Revolution.
7. Create a timeline of key events during the American Revolution in
order to place events in a proper chronological order and understand
the impact it had on the events that followed the war.
8. Define and illustrate vocabulary in their own words to make visual and
factual connections to the key terms necessary to understanding the
Revolution.
9. Label each of the states using a color coded map in order to distinguish
proximity and whether or not the state was a Federalist State or an
Anti-Federalist State.
10. Apply their understanding of the effectiveness of political essays
and pamphlets by creating an infographic/pamphlet to explain the
benefits and need for a Bill of Rights.
11. Demonstrate their understanding on key events and people by
writing a rap or poem in order to make a personal connection and
understanding of the time period.
12. Determine the validity of historical fiction by listening and
analyzing the songs from the Broadway musical Hamilton and
annotating the historical accuracies or inaccuracies in the piece.

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STAGE II ASSESSMENTS
Overview:
The following assessments will be utilized throughout the unit to gauge
student success. Some of these assessments will be utilized throughout the
entire semester so the students are familiar with the structure of the
assignments and to save time on teaching a new note taking method, or re-
teaching a classroom procedure. In this unit students will have one quiz, two
special projects, and one unit test.

Diagnostic and Formative Assessments:

1) Exit Tickets(ET): Each day the students will have a small concluding
assignment at the end of each class day, this will serve as an exit ticket for
that class. Exit tickets may vary from answering a few questions from the
lesson, analyzing primary source documents, quick writes, connections to
previous lessons, real-world connections, and/or ties to essential questions.
An example of what an ET could be for this unit would be to choose a
Founding Father and write down a question they have about them. The
teacher will then collect those and address those the following day to review.
Exit tickets throughout the unit will address all the unit objectives and
concepts.

2) Discussions: In order to share different points of view and evaluate

progress efficiently via verbal feedback, there will be teacher initiated
discussions including the students by having students discuss questions and
topics in partners, small groups, and as a class. Some form of these
discussions would be used in almost every lesson; therefore, these
discussions will address every unit objective and concept.

3)Interactive Notebooks: The students will have interactive notebooks to

keep all of their notes and writing organized. It will be used throughout the
unit and other units as well throughout the semester. Interactive notebooks
will be collected bi-weekly and checked for completion. The interactive
notebooks will cover objectives 2, 3, 4, and 7. The notebook will also be the
only supplemental material they can use on the essay portion of the unit
exam.

4) Quiz: A quiz will be given to the students during this unit. It will be given
to the students to assess the students understanding and mastery of the
concepts presented in the about midway through the unit. The quiz meets
objectives 2, 3, and 6.

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Summative Unit Assessments:

At the end of the unit, a summative exam will be given to the students to
assess the students understanding and completion of the objectives. The
test will have multiple parts requiring the students to answer different types
of questions such as multiple choice, short analysis, and short essay. The
students will take the test in two segments. Once the students complete
Parts 1&2, they will turn in that part of the test and then they will be given
Part 3. The reasoning for this is because the students will only be allowed to
use their interactive notebooks while completing Part 3.

Part 1: The first part will be 15 multiple-choice questions. These questions

will cover the factual information such as dates, events, places and textual
information. All unit objectives would be addressed by these questions. This
section will be 30% of the test grade.

An example multiplechoice question would be: Which of the following acts

was NOT an act enacted by Britain on the colonies?

A) The Stamp Act

B) The Sugar Act
C) The Sister Act
D) The Quartering Act

Part 2: The second part will be to identify and explain the significance of a
selection of terms discussed throughout the unit. The students should be
able to identify the who/what/where/when/why/significance of the topics
discussed in the activities that covered in objectives 2, 3, 6 and 7. The
students will have a wordbank of about 10 terms so they have the power to
choose the ones they feel they can answer the strongest, they will have to
complete the task 5 times with 5 different terms. This section of the test will
be worth 20% of the overall test grade.

Part 3: The final and most weighted part of the test will be a short essay
where the students will answer the essential question of the unit: What
Comes Next? Describe one major event that caused the war, one event that
happened during the war, and one event that happened after the war.
The students will write a narrative paper to explain the events of the
Revolutionary War describing the chronology of the war, and give the
students the opportunity to chose what they feel were the biggest factors in
the war. Since the students need to give factual evidence, they are allowed
to use their interactive notebooks but only for the third part. This portion of
the exam counts for 50% of the test grade.

Performance (Authentic) Assessments:

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1)The Bill of Rights Pamphlet

In order to complete objective 8, the students will be broken up into small
groups where they will produce their own pamphlet. With this, students will
be able to apply their understanding of the effectiveness of the political
essays given to them through song or through primary documents by
creating an infographic/pamphlet to explain the benefits and need for a Bill
of Rights.
The students will use Chromebooks and Google Docs to create their project
electronically. With the technology component incorporated the students will
be given one work day during the unit for face-to-face interaction after that it
will be completed through online collaboration on Google Docs. This project
will give the students the opportunity to enhance their technological skills,
creativity, and their ability to form their own opinions based on facts and
bias.
2)Ham for History
Another project for the students to flex their creative muscles will be the
Ham for History project. The teacher will use audio/visual clips from the
Broadway musical, Hamilton to inspire the students to think of history in a
fun way. This musical uses hip-hop music to tell the story of Alexander
Hamilton. The musical goes over the American Revolution and the
establishment of the United States through the life timeline of Alexander
Hamilton after he immigrated to the United states. After the teacher
introduces the assignment and the students listen to the music, the teacher
will then break the students into small groups with individual roles (Student
A, B, and C) and then theyll be given the assignment.
The Ham for History assignment is a group project with three individual
parts. Each trio is assigned an event during the time period given and they
have to write individual poems to describe the event.
Student A will have to write a poem describing the event with the
setting, who was involved, the chronology of the event and who was
involved.
Student B will write a poem about one point of view of a group or
individual from that event.
Student C will write a poem to contrast Student Bs viewpoint.
Once the poems are completed the trios will do peer editing with another
group during class time, the teacher will float around to help groups that are
struggling if necessary.
Finally, the students will share their poems with the class and give
positive and constructive feedback with one another.

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Stage 3: Learning Activities and Lesson Catalog

Overview:
The following abstract will describe the day by day schedule of the
activities planned for the unit including a catalog with abstracts and some
completed detailed lesson plans.

Day Topic(s) Unit Activities Assessments

Objectives
Week 1- Welcome to the New 1 Introducing the Interactive
Day1 World-Geography of the Unit on the Notebook-
colonies Revolutionary Quick write
War Class
Brief lecture on Discussion
the Exit Ticket:
establishment 2 Questions
of the New and a Fact.
Colonies

Day 2 WHAT IN TAXATION?! 3 (Awesome Guided Notes

Lesson Plan Exit Ticket:
Attached) Which act do
you think hurt
the colonies
the most?
Homework:
Reaction
Tweets to the
acts.
Day 3 Reactions to the Acts- 5 Annotating a Interactive
Inquiry Lesson Plan Primary Notebook-
Resource Word Maps
Doccument

Word Webs
Day 4 Refrain or Revolt? 4 Should you Interactive
stand up for Notebook-
what you RAFT
believe in?
Discussion
Day 5 The Revolution 6 (Inquiry Cornell Style
Lesson Plan Digital Notes
Attached) Short Slide
Identifications
on
Revolutionary
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War Battles

Week 2- Revolutionary War 7 Work Day for Timeline

Day 6 Timeline Timelines poster boards
Day 7 Revolutionary War 8 Draw it out Interactive
Vocabulary Notebooks-
Draw it out
Vocab

Day8 Unit Quiz Day 1,3-8 Unit Quiz Unit Quiz

Day 9 What Comes Next?- Post 9 Draw it out Interactive
Revolutionary War Notebooks-
Vocabulary Draw it out
Vocab

Day 10 Federalist V. Anti- 2 (MOCK TRIAL Interactive

Federalists Attached) Notebook-
Mock Trial
Reflection
Week 3- Ham for History 11 Ham for Hamilton Style
Day 11 History PPT Poetry Jam
attached
(from micro-
teach)

Day 12 Bill of Rights Lecture 10 Guided Notes Interactive

Notebook-
Summarize
their guided
notes (Cornell
Style)
Day 13 Bill of Rights work 12 Work day Bill of Rights
day/Hamilton Evaluations Pamphlet Due
at the end of
day
Interactive
Notebook-
Hamilton
Review after
Listening Party
Day 14 Unit Review Day Unit Review Unit Review Review Game
Day Day
Day 15 UNIT TEST UNIT TEST UNIT TEST UNIT TEST

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Day 1: Welcome to the New World-Geography of the colonies.

Objective #1
Activities:
Unit Hook:
o At the beginning of class, the teacher will have them take out
their interactive notebooks to do a quick write to the prompt on
the board:
What is something that you believe in that you would
defend?
o Once the students complete the quick write, the teacher will ask
the students to share with the class
o Each student will be given a map of the 13 colonies to put in
their interactive notebooks and they will be given time to add
color to the map so all of the regions stand out.
The teacher will:
o Give a brief lecture on why the colonists came to America
o Lead the students through guided notes and graphic organizers
The Students will:
o Follow and take notes on the lecture
o At the end of the lecture do an EXIT TICKET where they will write
down two questions that they have so far and write down one
interesting thing they had learned that day.

Day 2: WHAT IN TAXATION?! (Awesome Lesson Plan)

Lesson Length: 50 minutes
Unit Objective: 3
WHAT IN TAXATION?!
I. State Standards
Arizona State History Standards
Concept 4: Revolution and New Nation 1700s 1820
The development of American constitutional democracy grew from political,
cultural, and economic issues, ideas, and events.
PO 1. Assess the economic, political, and social reasons for the American
Revolution:
British attempts to tax and regulate colonial trade as a result of the French
and Indian War
Arizona College and Career Readiness Standards
1112.RH.2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.

II. Student Friendly Objectives

The Students will use Guided Notes to identify the
who/what/where/when/significance of the British Tax acts enacted on the
colonies.
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III. The Why

How does government action impact its citizens?

IV. Materials Needed

PowerPoint on the Tax Acts
Guided Notes
Tax Tweet Worksheet
Pen or Pencil

V. Assessment
For homework, students will be given a Twitter feed worksheet. On that
worksheet they will have to write tweets for each of the acts in the point of
view of a colonist. They will have to complete each tweet in 140 characters
or less, can use hashtags, and directly tweet Britain. The homework will be
used to gauge their understanding and give their own personal touch on the
information given to them.

VI. Differentiation
The students will be provided with guided notes in order to help the retain
the most important information.
The students will work with one another to write their first tweets together to
get the creative juices flowing.

VII. Bell work/Do Now/Warm Up/Reading

Before the lesson the teacher will have the prompt up on the board:
What is the one rule your parents have that you think is unfair?
Did you come to that rule together? Is it because they said so?
During the warm up the teacher will hand out the guided notes.

VIII. Anticipatory Set/Grabber

School House Rock Video
https://www.youtube.com/watch?v=t-9pDZMRCpQ

IX. Instruction/Agenda/Delivery of Lesson

The class will listen actively to the teachers lecture while filling in the blanks
on their guided notes.
Students will be encouraged to share their thoughts and questions through
the lecture.
The teacher will follow the power point on the British tax acts providing
information for the students to write down.
The teacher would have created guided notes that allowed the students to
actively follow along while retaining important information.
This lesson is to be a quick overview of the tax acts before the students dive
into the reactions to those acts and the eventual start of the American
Revolutionary War.
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X. Closure
The students will be given an Exit Ticket(ET) prompt that would be answered
on a separate piece of paper.
Prompt: Which act did you think hurt the colonies the most? Why?
While the students are completing the ET, the teacher will hand out the Tax
Tweet Worksheet.
The teacher will introduce the assignment and have the students complete
one tweet to set the proper expectation when completing the worksheet.

XI. Independent practice/Homework

The students will complete the Tax Tweet worksheet and turn it in the next
day. On that worksheet they will have to write tweets for each of the acts in
the point of view of a colonist. They will have to complete each tweet in 140
characters or less, can use hashtags, and directly tweet Britain.
Ex.
I cant believe we have to pay extra for our molasses. #thanksbritain
Since when did my house become a hotel? #byefelicia
Guess I have to tweet my mom since I have to pay for paper.

XII. Reflection
The instructor will reflect on the effectiveness of the lecture lesson through
the classroom discussions and assessments. The Tax Tweet assignment will
illustrate the students understanding of the core concepts in each of the
taxes enacted by Britain.

Day 3: Reactions to the Act- Primary Resource Doc

Objective #5
Activities:
The teacher will:
o Display the Top trending tweets from the day before to give
positive recognition to the students who did a great job on their
tweets.
o Model how to annotate a primary resource document.
The Students will:
o Follow along with the teacher on the first primary resource
document
o Then they will do it in pairs on larger sheets of paper, once their
annotations are complete they will move on to the second part of
the activitiy.
o The second part of the activity is creating a Word Map with the
whole class.

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Answer

Answer Life as a
Sub Answer
Colonist
Category

Answer

Day 4: Refrain or Revolt?

Objective #4
Activities:
Bellwork:
o Has anyone ever broken a promise to you? Have you ever
broken a promise? Students will be given 5 minutes to write
about how they felt when they were turned against and not given
what they were promised.
o This will segue into a class discussion on if they should defend
themselves or just it be and move on from what was done to
them
The Teacher will:
o Give a lecture on the Founding Fathers and then what happened
after the Shot heard round the world.
o Show video:
http://www.history.com/topics/american-revolution/boston-
massacre/videos/boston-massacre
The Students Will:
o Complete Bellwork
o Take notes on Founding Fathers and the Boston Massacre during
lecture and video
o In their interactive notebooks the students will be asked to do a
Role, Audience, Format, Topic (Raft) write from a point of view on
their choice answering if they thought that what they had
learned about so far was enough to go to war.

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Day 5: The Revolution- Webquest (INQUIRY LESSON PLAN)

Arizona State Social Studies Standards:
Concept 4: Revolution and New Nation 1700s 1820
Describe the significance of major events in the Revolutionary War:
Lexington and Concord
Bunker Hill
Saratoga
Yorktown
Common Core Standards:
1112.RH.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
1112.RH.3. Evaluate various explanations for
actions or events and determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters uncertain.
1112.RH.6. Evaluate authors differing points of view on the same
historical event or issue by assessing the authors claims, reasoning, and
evidence.
1112.RH.9. Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.

NETS-S:
1. Creativity and Innovation
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
a. interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
b. contribute to project teams to produce original works or solve
problems
3. Research and Information Fluency

Objective:
Organize their notes based on information presented to them via lecture in a
Cornell Note format to easily label facts and summarize thoughts on the
American Revolution after conducting self-paced research which includes
multimedia platforms, interactive note pages, and group discussions.

Evidence of Mastery:
Students will show mastery of the objective by completing a digital work
space on Google Docs which allows them to collaborate with their classmates
to show their findings and their thought process on the topic given to them.

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Sub-Objectives:
Students Will Be Able To (SWBAT):
Use technology to organize their ideas on the different battles based
off of their research.
Analyze the credibility of an online source
Identify the battles of the American Revolutionary War

Key Events:
Lexington and Concord
Bunker Hill
Saratoga
Yorktown

Materials/Technology Resources to be Used:

Classroom set of Chromebooks or Ipad Pros
Projector/Overhead screen
Expectation Checklist w/ approved website list

Engage
Bell work: Quick write on what they might have heard or what they
remember about the Revolutionary War. The students should have some
background knowledge of the Revolutionary War from early on in their
educational career.
Explore:
The Teacher Will:
Provide a list of expectations and approved websites for student
research. (Any websites found by students will need to be approved before
moving forward with the assignment).
Model what is required of them by doing digital note taking on
Lexington and Concord.
The Students will:
Watch the teacher as they model the digital note taking and ask
questions for clarification of the assignment.
Co-Teaching Strategy/Differentiation:
The teacher will put the students into pairs based off of their ability to
so that way students are given the opportunity to see the work in action.
Being able to collaborate with students who think differently will allow the
students to dig deeper and develop a deeper understanding of the lesson.
Explain:
The Teacher Will:
Go around the classroom as the students are working together to fulfil
the research requirements for the rest of the battles of the American
Revolution. They will ask students how they came to the answers they got
and whether or not the resources are credible. This allows the students to
think and justify their answers throughout their research.
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The Students Will:

The Students will be able to come up with their own guided questions
and criteria to form better identifications of each of the battles.
Co-Teaching Strategy/Differentiation:
The teacher will give students who are struggling with the identifications a
guideline with expectations and share where they might be able to find
information in each specific battle. This can kick start their learning and get
them on the right track again if necessary.
Elaborate:
The Teacher Will:
Observe students as they wrap up on their digital notebooks and
decide on which Battle they feel theyve collected the most information on.
The teacher will ask questions of the students to make sure that they
decided on the right battle and to move them along in the right direction.
The Students Will:
Come to a consensus on which Battle they feel they know the most
about based on their notes and they will prepare a three slide presentation
that aligns to their notes on their battle.
Co-Teaching Strategy/Differentiation:
The teacher will observe and take note of any groups that may be
behind, and give them a little extra time to get their presentation going.
Depending on the ability of the group the teacher may assign a specific
battle to focus their attention on so that way their time is used wisely.
Evaluate:
From this lesson the students will be able to contribute to each others
learning through the digital interaction, as well as their presentation skills.
Each of their short slides will be compiled together as a community notebook
on the class website so that way its used for each other. The teacher will
grade their notes and their short slides with a rubric made on rubistar.com.
______________________

Day 6: Revolutionary War Timeline

Objective #7
Activities:
The teacher will:
o The teacher will give the students multiple media resources and
a required list of events that are important to the Revolutionary
War
o The teacher will also provide a detailed example from the Civil
War (To prevent plagiarism) as to how their timeline should look
The Students Will:
o Work in a small group to create a timeline of the key events
during the American Revolution
o They will have access to the library printer to include illustrations
and make their thoughts more organized.
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Day 7: Draw it out- Revolutionary War Vocabulary

Objective #8
Activities:
The Teacher Will:
o Model how to draw out the definition of a term from the unit
would look like
o Show students how to make personal connections to help with
memorization of definitions
The Students Will:
o In their interactive notebooks, they will take each of the
vocabulary given to them throughout the unit up until this point
and put them into a graphic organizer where they will include,
The formal definition
Their own definition (In their own words)
An illustration to remind themselves of the definition
Day 8: Unit Quiz Day
This will be a 10 multiple choice quiz with 5 vocabulary questions that
covers objectives 1,3-8. Students will be given extra credit if all of their
definitions are correct and they include their illustrations in their answers.
(To reinforce the activity from the day before)

Day 9: What comes next? (Post Revolution Vocabulary)

Objective #9
Activities:
The Teacher Will:
o Unlike the first half of the unit where the vocabulary is reviewed
after the material is given to the students, this second half
vocabulary will be given to the students to enhance their
background knowledge for the rest of the unit where the
students will rely heavily on their creativity.
o After giving the vocabulary list, Model how to draw out the
definition of a term from the unit would look like
This will also include a KWL chart where the students will
keep track of Founding Fathers.
o Show students how to make personal connections to help with
memorization of definitions
The Students Will:
o In their interactive notebooks, they will take each of the
vocabulary given to them throughout the unit up until this point
and put them into a graphic organizer where they will include,
The formal definition
Their own definition (In their own words)
An illustration to remind themselves of the definition

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Day 10: Federalist v. Anti-Federalist Mock Trial

Objective #2
Materials:
Copies of Federalist Document: Alexander Hamilton
Copies of Anti-Federalist Document: Melancton Smith
Copies of Federalist/Anti-Federalist Graphic Organizer
Marbles with equal amounts with two colors

Question on the table:

What kind of government should the new country have?

Instructional Steps:
1. The teacher will have a bag of marbles with the exact number of
students in mind. As the students are walking into the room they are
going to pick a marble and take a seat.
2. The students are going to wait until all of the marbles are handed out
then they are going to move to their respective side of the class with
students with the same color marbles.
3. The students with the longer hair from each group will flip a coin and
then get to chose if they are going to be Federalist or Anti- Federalist.
4. The teacher will then pass out the reading materials (Hamilton and
Smith) to both groups along with the graphic organizer
5. Students will have 20 minutes to read through both documents and
organize their thoughts with the question in mind to prepare for their
debate. The students will also be allowed to use previous research to
aid their argument
6. Once their graphic organizers are complete the students will nominate
three people from each group to represent their side in the discussion.
7. Students will have until the end of the class period to state their claim.
8. When there is less than 5 minutes left in the class period the students
will be told to remove themselves from the role and reflect on what
they had learned for the day, answering which side would they be on?
And why?. The students will do this on a half sheet of paper, that will
be added to their interactive notebooks.
9. The students will turn in their half sheets along with their colored
marbles at the end of class as they are leaving as an exit ticket.

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Federalist and Anti- Federalist Graphic Organizer

NAME:___________________ Class Period:_____ Date:__________

Directions:
When reading the handouts fill out the graphic organizer to prepare
yourself for the debate.
Make sure that you Circle the party that youre in.
Document A: Document B:
Anti-Federalists Federalists
(Smith) (Hamilton)
Is this person in
favor of the new
constitution when it
comes to
representation?

What kind of
government would
this person be in
favor of?

What are some

quotes that support
your partys claims?
(Give at least 4)

Based on this
document, what kind
of people would
share the same
views as the writer?

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Day 11: Ham for History (PPT Microteach)

Objective #11
Activities:
The Teacher Will:
o Have students break up into pairs by having them find a partner
that they havent worked with yet
o Once the student fins their partner they will sit next to each
other for the rest of the day.
o Haiku exercise (See ppt)
o Introduce Hamilton: The American Musical
o Break students up into groups of 4 for their Ham for History
Lesson
The Students Will:
o Do partner interviews for haikus
o Pick New World leader to write rap about
o Perform poem/rap for the class

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Day 12: Bill of Rights Lecture (Introduction to Bill of Rights)

Objective #10
Activities:
The Teacher will:
o Provide guided notes if necessary for students during the Bill or
Rights lecture.
This will give a brief overview for the pamphlet assignment
The Students will:
o Follow along with the teacher during the lecture and take notes
either by hand or in the guided notes
o In partners they will begin to create a digital pamphlet that
outlines in detail each of the first 10 amendments. They will do
this for the rest of class and will be given the first half of class to
finish it the next day.

Day 13: Bill of Rights Pamphlet work day/Hamilton Evaluation

Objective #12
Activities:
The Teacher will:
o Give the students the first half of the day to finish their digital
pamphlet for the Bill of Rights
o Provide a listening guide to analyze selected songs from
Hamilton: An American Musical
The Students will:
o Utilize the first half of class to put the finishing touches on their
pamphlets
o Listen to songs from Hamilton and analyze them for historical
value.

Day 14: Test Review Day- Jeopardy

All Objectives
Activity:
The Teacher will:
o Facilitate a friendly game of Jeopardy that will test the students
knowledge from the entire unit.
The Students will:
o Answer multiple questions based off the 2 and a half week unit.

Day 15: Unit Test Day- The unit test is outlined in its entirety in section
two of this unit plan under Summative Unit Assignments.

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