A Standards-Based Curriculum Unit Template

Focus: A unit for teaching the writing of informational/explanatory texts (expository), written arguments (persuasive), or a combination of the two. For content area teachers, a unit that teaches the writing of informational texts and/or written arguments in a central way for learning.

Grade Level:9

Duration of Unit: 2 weeks

Unit Title/Theme: Declaring Independence

Introduction/Concepts: As a revolutionary ideology grew and conflicts with Britain continued, the Second Continental Congress declared American Independence

  • Battle of Bunker Hill
  • Evacuation of Boston
  • Declaration of Independence
  • Influence of Enlightenment Thinkers

Learning Schedules: Fit into the core curriculum for United States History I. Classes meet 6 out of a 7 day cycle, most periods are 50 minutes with one 90 minute class mixed in the rotation.

MA Curriculum Framework 2011 Writing Standard(s) Addressed: U.S. I Learning Standards:

USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C)

USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)

USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)

USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H)

Enduring Understandings: The quest for natural rights created and shaped the American nation.

The US government is a democracy founded on the principles of the Constitution.The rights and responsibilities of the government and citizens. The relationship between compromise and conflict

Essential Questions/Guiding Questions: What is a natural right?

Who should be included in “We the people”?

What happens if a compromise fails?

What are the consequences for standing up for what you believe?

Knowledge and Skills: Students will be able to determine cause and effect

Students will be able to sequence events and information from a variety of sources

Students will be able to organize their writing

Use content specific vocabulary in writing and spelling

Learning Tasks: Briefly describe the learning activities that will prepare students to acquire the knowledge and/or master the skills.

Assessment:Will need a rubric

Textbook/ Teacher Resources: American Anthem textbook, historymalden.wikispaces.com

A Lesson Plan Template

Title: Declaring Independence

Materials/ Resources: Attached packet on the Declaration

Goal or Objective of the lesson:Revolutions are caused by social, economic, and political inequalities.Revolutions have outcomes that affect both the local and global communities.

Learning activities/Instructional strategies:

Lesson Sequence:

  • Launch/Hook
  • Introduction of new concept/skill; Modeling with examples
  • Guided Practice
  • Assessment Task
  • Closing/Summary/Evaluation

Homework: What are you asking students to do outside of the classroom?

Technology Integration: Ways that you have integrated technology into the lesson

Reflection:

Name:______Period:___Date:______

Persuasive Writing (Common Core AS 1)

An Imagined Dialogue

Loyalists and Patriots

Goals:

  • to show your understanding of the Loyalist and Patriot perspectives
  • to construct a persuasive argument appropriate for each side’s perspective
  • to apply what you have learned from multiple texts/readings to write an imagined but realistic dialogue

A town meeting has been called to address the issue of revolting against the British government. Imagine that a Loyalist and Patriot have met up at this town hall meeting to discuss their opposing viewpoints. They have chosen to sit down and discuss their thoughts with one another, realizing they may not change the others opinions, but hoping to get through to them somehow.

Task:

These two people would have many topics to discuss and debate. Your job is to imagine a 10-12 line* dialogue between the Loyalist and the Patriot using what you have learned from multiple texts and class discussions.

*A line in this case means one character’s statement or question to the other character (even if its two sentences long)

Purpose:

These two people chose to have this encounter so they are seeking to understand each other better. But they are also trying to persuade each other. Each wants the other to see his/her side of the story. Your purpose is to practice persuasive writing techniques, like concessions, eveidence, and careful word choice.

Grading Criteria (Rubric to follow):

  • Make persuasive claims and support them with evidence form what you have read (but not word for word of course). Also, be true to the spirit of what you read. What matters most to each of these individuals?
  • Give each person an appropriate name.
  • Make your two characters sound like real people but skip the small talk (like “Hello” “How are you”). Just dive right into the conversation, into the issues. Make every lien count.\
  • Follow the rules of Standard English. Use complete sentences. Edit for grammar and punctuation.