Teacher Name: Roderick Steward Week of: October 3-7

U.S. History PAP/VG Lesson Plans

Monday / Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
Warm-Up: Get a half sheet of paper and write what you think the following words mean: tariff (tax), monopoly, export and import
Classwork: Students will work together to write a note-taking strategy from a reading on the Causes of the American Revolution. The title or “Cue” words will be mercantilism, Navigation Acts, French and Indian War, Proclamation of 1763, Stamp Act, Sons of Liberty, Boston Massacre, Boston Tea Party, and Intolerable Acts. They will write a definition of each from the provided handout and draw a sketch with words if necessary to show their understanding.
ELPS Standards: Listening, Reading, and Writing
Homework: Complete sketches, if necessary.
Tuesday / Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
Warm-Up: With a partner one person will explain the reasons what England and France wanted with the Ohio River Valley and the other will explain why the colonists were angry over the Proclamation of 1763
Classwork: Students will share their work from the previous class, explaining their sketches. Teacher will show a PowerPoint so that students will have a visual of the information they read yesterday. They will be able to add to their notes.
ELPS Standards: Speaking and Writing
Homework: Students will answer the “key questions from the reading.”
Wednesday / Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
Warm-Up: Students will write why colonists were so angry over the Act
Classwork: “Thumbs Up! Thumbs Down” assessment over causes of the American Revolution: , Navigation Acts, French and Indian War, Proclamation of 1763, Stamp Act, Sons of Liberty, Boston Massacre, Boston Tea Party, and Intolerable Acts. Quick Writing in which students are given 5 minutes to write what they know about the Causes of the American Revolution.
ELPS Standards: Writing
Thursday / Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
Warm-Up: Students will discuss with their partners the types of pictures they could draw to represent the Causes of the American Revolution
Classwork: Students will complete a Word Window on the Causes of the American Revolution, using the 9 words used this week: Navigation Acts, French and Indian War, Proclamation of 1763, Stamp Act, Sons of Liberty, Boston Massacre, Boston Tea Party, and Intolerable Acts.
ELPS Standards: Speaking and Writing
Friday / Objective: ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.
ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783.
Warm-Up: Students will discuss with their partners the qualities they believe are important in a leader.
Classwork: Students will make a foldable some of the important people of the American Revolution. This will be used during our discussion and lessons on the American Revolution. Students will add drawing for each.
ELPS Standards: Speaking and Writing
·  Samuel Adams- leader of the Sons of Liberty [see notes from earlier in the week.]
·  George Washington - Virginia planter who commanded the American forces in the Revolutionary War, presided over the Constitutional Convention, first President of the United States; established a firm precedent for limited terms in office, reinforcing American identity as a democracy
·  Thomas Jefferson- statesman, inventor, architect, author of the Declaration of Independence, third President of the United States; firm believer in the people and in decentralized power, responsible for the Louisiana Purchase.
·  Patrick Henry- delegate in the Virginia House of Burgesses who said, “Give me liberty or give me death,” inspiring the independence. [See notes from earlier in the week]
·  Benjamin Franklin- colonial inventor, printer, writer, statesman, contributed to the Declaration of Independence and the Constitution. Signed the major documents (Declaration of Independence; French alliance; Treaty of Paris, 1783; and Constitution).
·  Wentworth Cheswell- Fought at the Battle of Saratoga became the first African American elected to public office.