Unit Plan Lesson Plan Template

Your Name: Brandon Coleman Name of Unit: The American Revolution

Subject Area: Government Grade Level:12th grade Instruction time: 100-145PM

Lesson Summary Description

This lesson will be spread out over a 4-5 day period, and will deal primarily with the Revolutionary War, The declaration of independence, and the political impact of each of these. This lesson follows the lesson on British Rule in America and Monarchies in general, and precedes the lesson and the creation of the United States and its constitution. Lectures will be split up into 3 days: 1) The Origins of the War and the Declaration of Independence 2) British Response 3) The War and its Results There will also be a central collaborative project where students will work in groups to analyze the Declaration, and then construct a Declaration of their own to a tyrannical mother country they are provided with. Discussion Based Questions will be a large part of this unit, as students grapple with analyzing historical documents like the Declaration.

Standard(s)
Understand the rights and responsibilities of each citizen and demonstrate the value of life long civic action. Demonstrate leadership skills, integrity, ethical behavior and social responsibility while collaborating to achieve a common goal.

Enduring Understandings/Essential Question(s)

What is the average citizens role in democracy? Is democracy the only right way to govern? What is democracy, and what is it not?

Lesson Plan Assignment

Objective(s)
At the end of this lesson, students will understand how to analyze historical documents, and be able to construct a Declaration of Independence. At the end of this lesson, students will understand the connection between the American National Anthem and the Revolutionary War, writing a 1-2 page analysis of one specific lyrical connection. At the end of this lesson, students will understand the problem of citizens without representation, and them importance of taking political action (like writing a Declaration of Independence) when serious problems arise. At the end of this lesson, students will be able to work collaboratively to achieve a common goal and demonstrate leadership, while achieving a common goal of writing a Declaration of Independence with fellow colonists.

Differentiation
Content will be differentiated to meet the needs of different interests by talking about historical documents, historical events, songs and lyrics, and composition of official documents. Process will be differentiated because I will lecture, facilitate discussion; facilitate collaborative group work for learning, and learning by artistic measures through songs and lyrics.

Resources & Materials

Copies of Declaration of Independence Copies of National Anthem Assignment Copies of Mother Country scenario Whiteboard/dry erase markers

Student Assessment(s)
-Students will work in teams to construct their own Declaration of Independence from their tyrant Mother country. -Students will write a 1-2 page paper on the connection between The National Anthem of America and the Revolutionary War. -Exit slips, DBQs and Think Pair Share activities for each day in class.

Instructional strategies/methods
Direct instruction will be used during the 3 separate lectures on the origins of the war, the British response, and the results of the war.

Lesson Plan Assignment

Indirect instruction will be used during the discussion based questions, the composition of A Declaration of Independence in groups, and the National Anthem Assignment.

Detailed Lesson Steps/Sequence

Day 1: Beginnings 1) Welcome the students to class! 2) THINK PAIR SHARE one important concept about monarchies, events surrounding the American Revolution, or British Rule. 3) Give brief overview of this week: The Revolutionary War and the Declaration of Independence 4) Begin lecture How the War Started: The Declaration 5) Lead DBQ on the beginning of the war, focusing on the implications of writing a letter of independence to your mother country. Day 2: Reading the Declaration 1) Welcome students to the class! (2) 2) Pass out copies of the Declaration of Independence (1) 3) Break students up into groups of four; instruct them to analyze the documents, recording key problems and desires of the colonists recorded in the Declaration. (25) 4) Lead DBQ on the content of the Declaration, focusing on key problems and desires the colonists described. (15) 5) Pass out and explain National Anthem Assignment (5) 6) Have groups turn in their preliminary analysis of the Declaration as an exit slip. (1) Day 3: Composing A Declaration 1) 2) 3) 4) 5) Welcome students to class! (1) Pass out Mother Country Scenario (1) Break students up into groups of four from yesterday (2) Explain Mother Country Scenario (5) Allow groups to work the length of the class period on constructing a declaration, complete with signatures, problems and desires, for their mother country. (40) 6) Collect declarations as an exit slip. (1) 7) Remind students their National Anthem Assignment is due Friday! (1) Day 4: British Response to Declaration 1) Welcome students to class! (1) 2) Allow groups to present a brief (4-5 minute) outline of their scenario and Declaration as a response. (20-25) 3) Lecture British Response to declaration (15-20) 4) Remind Students National Anthem Assignment is due Friday! (1) Day 5: Results of the War 1) Welcome students to class! (1) 2) Students turn in National Anthem Assignment (1)

Lesson Plan Assignment

3) THINK PAIR SHARE a 1-2 sentence description of the British response to the Declaration of Independence. (5) 4) Lecture The Revolutionary War and its Results (30) 5) Students will write a 3-4 sentences exit slip focusing on what they learned about the impact of the Declaration of independence. (5-10) 6) Have a good weekend! (1)