Haley Wilson

TWS #2
Spring 2015

Standard

Time

3-3.1- Summarize the

causes of the American
Revolution, including
Britains passage of the
Stamp Act, the Tea Act, 2-3
and the Intolerable Acts; Days
the rebellion of the
colonists and the
writing of the
Declaration of
Independence.

Instructional
Strategies
Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading
Indirect
Instruction:
1.Songs, chants
2. Maps, Charts
Writing to
Inform:
1. Making books

3-5.5- Summarize the

development of
economic, political and
social opportunities for
African Americans in
1-2
South Carolina,
Days
including the end of Jim
Crow laws; the
desegregation of
schools and other public
facilities; and efforts of
American Americans to
achieve the right to
vote.

Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading
Reflected
Discussion:
Literature study

3-3.2- Compare the

perspectives of South
Carolinas during the
American Revolution,
including Patriots,
Loyalists, women,
enslaved and free

Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading

2 Days

Resources

Assessment

Student
textbook,
notebooks,
notes, foldable, songs,
and
vocabulary.

1.Quizzes to
check progress
2.Comprehension
Sheets
3.iPad
assignments
4. Unit Test
5. Project grade

Africans, and Native

Americans.

Reflected
4. Compare and
Contrast
2 Days

3-3.3- Summarize the

course of the American
Revolution in South
Carolina, including the
role of William Jasper
and Fort Moultrie; the
occupation of Charles
Town by the British the
partisan warfare of
Thomas Sumter,
Andrew Pickens, and
Francis Marion and the
battles of Cowpens,
Kings Mountain, and
Eutaw Springs.

1 Day

3-3.4- Summarize the

effects of the American
Revolution, including
the establishment of
state and national
governments.
1 Day
3-4.1- Compare the
economic conditions for
various classes of
people in South
Carolina, including the
elite, the middle class,
the lower class, the
independent farmers,
and the enslaved and
free African Americans.

Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading
Reflected
4. Compare and
Contrast
Independent
Study:
1.Reports
2. Research
Projects
Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading
Reflected
Direct
Instruction:
1.Lecture
2. Explicit
Teaching
3. Guided/Shared
reading
Reflected
4. Compare and
Contrast
Indirect
Instruction:
1. Novels,
messages, letters
etc.

Student
textbook,
notebooks,
notes, foldable, songs,
and
Vocabulary.

1.Quizzes to
check progress
2.Comprehension
Sheets
3.iPad
assignments
4. Unit Test
5. Project grade

Objectives:
1. Students will be able to summarize the events leading up to the American
Revolution.
2. Students will be able to describe the Stamp Act, the Tea Act, and the Intolerable
Act.
3. Students will be able to summarize the development of economic, political and
social opportunities for African Americans in South Carolina.
4. Students will be able to describe the Jim Crow laws and the desegregation of
school and other buildings.
5. Students will be able to compare the perspectives of South Carolinians during the
American Revolution, including key contributors.
6. Students will be able to summarize the course of the American Revolution in
South Carolina.
7. Students will be able to list the effects of the American Revolution.
8. Students will be able to compare the economic conditions for various classes of
people in South Carolina.
Unit within the Curriculum- This unit is pulled out of the districts pacing guide for
social studies. Students have been learning about South Carolina history since the
beginning of the school year, and this follows the time line for the development of our
state. Students will use prior knowledge of South Carolina and events that occurred to
understand the new material that will be covered in this unit. Relating the curriculum and
building new information onto old information will help strengthen the students
understanding of the content being presented.