Dates: -
Unit Title: Ride to the Revolution
Topics: The American Revolution
Summary:Framed by the political and social climate of the pre-Revolutionary
War period, students will explore how the Boston Massacre, Boston
Tea Party and The Stamp Act led up to Paul Revere's ride. They will
discover how law-abiding citizens can be considered both Patriots
and Traitors.
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Stage 1:
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State: Number:
Title:
Description:Strand 1 - Chronology and Cause
Understandings:
People choose many courses of action to protect their ideas and
beliefs.
* King George III and the Colonists each took actions that the
other considered unjust.
* These actions and perceptions on both sides led to the
Revolutionary War.
How could a midnight ride affect the lives of the colonists
in the past, as well as our own lives in the present?
* Was Paul Revere a Patriot or a Traitor?
* What caused King George to send the British army to Boston?
Questions:
* Paul Revere: Patriot or Traitor?
What caused King George to send the British army to Boston?
Knowledge and Skills:
Students will know:
key terms: traitor, patriot, Minuteman, taxation,
democracy
key events: Stamp Act, Bostom Massacre, Tea Party,
Paul Revere's Ride
that there are two sides to every conflict or
disagreement
Students will be able to:
explain how a person can be considered both a patriot and a traitor
construct a time-line of events leading up to the Revolutionary War
understand cause and effect
Key Evidence:
Assessment Summary:
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Stage 2:
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Task/Prompt: "Dear Relative"
Topics: The American Revolution
Summary: The student will explain causes and effects of the events leading to the midnight ride of Paul Revere by writing a letter describing said events to a relative in England.
Print Materials Needed:
Internet Resource Links:
Standards:
State: Number:
Title:
Description:
History, Learning standard 1
Strand 1: Chronology and Cause
Students understand the power of ideas behind important events.
Student Directions:
Pretend that you are a person living in Boston during the events leading up to Paul Rever's ride. Write a letter to a relative in Britain explaining the events taking place in the colonies and the reason why the colonists are acting the way they are.
ATTACHED RUBRIC(S)
"Dear Relative"
Trait: "Dear Relative"
Performance Type:
Level 1:
3 - A good letter explains two causes and one effect leading up to Paul Rever's ride. It presentes the information in a logical order and is written with generally correct use of conventions.
Level 2:
2 - A fair letter explains one cause and one effect leading up to Paul Rever's ride. It may not present the information in a logical order, and it may include some information that is not accurate. The text may include some errors in conventions.
Level 3:
1 - A poor letter may explain one cause leading up to Paul Rever's ride.
Level 4:
0 - An unscorable letter is incomplete or is not related to the events leading up to Paul Rever's ride.
Task/Prompt: The 5 W's
Topics: The American Revolution
Summary: After listening to a cassette recording of "Paul Revere's Ride" by Longfellow, students will read the poem individually. They will refer to the 5 W's; Who, What Where, When, Why. They will record their thoughts on each stanza in writing. After, they will share their summaries with the rest of the class. The teacher will transfer these summaries to a chart. Using the chart and the five W's for reference, the students will rewrite the poem as a newspaper article.
Print Materials Needed:
Internet Resource Links:
Standards:
State: Number:
Title:
Description:
same
ATTACHED RUBRIC(S)
The 5 W's
Trait: The 5 W's
Performance Type:
Level 1:
4 - an excellent article, contains 5 W's in a logical sequence or time order with references to the poem. Correct use of conventions is apparent to the reader
Level 2:
3 - a good article, contains at least four of the 5 W's presented in a
logical time sequence
Level 3:
2 - a fair article, may contain two of the 5 W's with correct information
from the poem
Level 4:
1 - vague impression of events in poem, may contain one of the 5 W's
Level 5:
0 - incomplete, events in article not related to events in poem
Task/Prompt: Extra! Extra!
Topics: The American Revolution
Summary: The teacher will publish a fake newspaper and distribute it to the class. The lead story is "The Boston Tea Party". Students will be assigned, in groups of five, a specific night to call into the teacher's voice mail and comment on the story.
Print Materials Needed:
Internet Resource Links:
Standards:
State: Number:
Title:
Description:
same
ATTACHED RUBRIC(S)
Extra! Extra!
Trait: Extra! Extra!
Performance Type:
Level 1:
3 - commentary includes most of the important points in the article and are presented in a logical sequence
Level 2:
2 - fair idea of events in newspaper article, may not present information in logical order
Level 3:
1 - vague comment, not more than one valid point in commentary
Level 4:
0 - incomplete comment, not related to newspaper article
Task/Prompt: Taxation Without Representation
Topics: The American Revolution
Summary: This activity will allow the students to experience taxation withut representation(as the Colonists might have when the Stamp Tax was enacted). For one week the students will earn "money" in class. They will be "paid" for completed seatwork, homework, positive behavior, etc. The following week, students will be "taxed" for certain activities such as a drink of water, pencil sharpening, bathroom passes, etc. The experience will provide the students with an oportunity to relate to the emotions of the colonists when Britain imposed new taxes on them without their consent.
Print Materials Needed:
Internet Resource Links:
Standards:
State: Number:
Title:
Description:
same
ATTACHED RUBRIC(S)
Taxation Without Representation
Trait: Taxation Without Representation
Performance Type:
Level 1:
No scoring other than anecdotal notes or observations made in classs.
Other assessment evidence to be collected:
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Stage 3:
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Learning Activities: