UNIT TITLE:

AMERICA BEFORE AND AFTER THE AMERICAN REVOLUTION

ESSENTIAL QUESTION:
COMPARE AND CONTRAST GOVERNMENT AND LITERATURE OF AMERICA BEFORE AND AFTER THE AMERICAN REVOLUTION

INTENDED AUDIENCE:

10TH GRADE STUDENTS IN BOTH ENGLISH AND

GOVERNMENT CLASSES (ABOUT 22 STUDENTS). THESE CLASSES HAVE A MIXTURE OF STUDENTS, INCLUDING SOME WITH IEPS AND OTHER ISSUES.

BENCHMARKS:
BECCA (SOCIAL STUDIES)
- THE U.S. CONSTITUTION - 13TH, 14TH AND 15TH AMENDMENTS - BILL OF RIGHTS F1.1 IDENTIFY THE CORE IDEALS OF AMERICAN SOCIETY AS REFLECTED IN THE DOCUMENTS BELOW AND ANALYZE THE WAYS THAT AMERICAN SOCIETY MOVED TOWARD AND/OR AWAY FROM ITS CORE IDEALS. - DECLARATION OF INDEPENDENCE - GETTYSBURG ADDRESS

F1.2 USING THE AMERICAN REVOLUTION, THE CREATION AND ADOPTION OF THE CONSTITUTION AND THE CIVIL WAR AS TOUCHSTONES, DEVELOP AN ARGUMENT/NARRATIVE ABOUT THE CHANGING CHARACTER OF AMERICAN POLITICAL SOCIETY AND THE ROLES OF KEY INDIVIDUALS ACROSS CULTURES IN PROMPTING/SUPPORTING THE CHANGE BY DISCUSSING THE BIRTH OF REPUBLICAN GOVERNMENT, INCLUDING THE RULE OF LAW, INALIENABLE RIGHTS, EQUALITY AND LIMITED GOVERNMENT THE DEVELOPMENT OF GOVERNMENTAL ROLES IN AMERICAN LIFE

COMPETING VIEWS OF THE RESPONSIBILITIES OF GOVERNMENTS

DEVELOPMENT OF POLITICAL PARTIES AMERICAS POLITICAL AND ECONOMIC ROLE IN THE WORLD

BENCHMARKS:
TAYLOR (ENGLISH) / SPEECH)

3.3.1 EXPLORE THE RELATIONSHIPS AMONG INDIVIDUAL WORKS, AUTHORS, AND

LITERARY MOVEMENTS IN ENGLISH AND AMERICAN LITERATURE AND CONSIDER THE HISTORICAL, CULTURAL, AND SOCIETAL CONTEXTS IN WHICH WORKS WERE PRODUCED.

1.5.2 PREPARE SPOKEN AND MULTIMEDIA PRESENTATIONS THAT EFFECTIVELY

ADDRESS AUDIENCE BY CAREFUL USE OF VOICE, PACING, GESTURES, EYE CONTACT, VISUAL AIDS, AUDIO AND VIDEO TECHNOLOGY.

OBJECTIVE OVERVIEW:
STUDENTS WILL LEARN HOW AMERICA DEVELOPED ITS OWN LITERATURE, IDEALS, AND
GOVERNMENT AFTER THE REVOLUTIONARY WAR, COMPARING IT TO BEFORE THE REVOLUTIONARY WAR.

STUDENTS WILL DEVELOP AN UNDERSTANDING OF POLITICAL AND SOCIAL CHANGES,

DIFFERENT SIDES OF THE WAR, AND HOW AMERICA BECAME INDEPENDENT (IN GOVERNMENT AND WRITING).

USING THOSE CONCEPTS, THEY WILL COMPLETE A RESEARCH ASSIGNMENT ON AN

IMPORTANT PERSON (WRITER, SPEAKER, OR POLITICIAN) DURING THE AMERICAN REVOLUTION AND PRESENT THESE IDEAS IN BOTH THE HISTORY AND ENGLISH CLASSROOM (KEEPING IN MIND THE GOAL AND AUDIENCE FOR EACH).

PROPOSED TIMELINE

INSTRUCTIONAL STRATEGIES:
ACTIVITIES WILL INCLUDE DEBATING
ON EITHER SIDE OF THE WAR, RESEARCHING IMPORTANT PEOPLE, READING IMPORTANT DOCUMENTS OF THE TIME, EXAMINING LITERARY FEATURES DURING THE TIME, AND CREATING A MULTIMEDIA PRESENTATION (AMONG OTHERS)

PPT LECTURE W/ NOTES AGREE/ DISAGREE ACTIVITY VIDEO VIEWING READING GROUP COMPARISON ACTIVITY PERFORMANCE ACTIVITY

BEGINNING & ENDING

INTRODUCTION

INTRODUCTION OF UNIT DISCUSS PREREVOLUTIONARY AMERICA. ASSIGNMENT OF DUE DATES - HANDOUT OVERVIEW OF CULMINATING PROJECT DISCUSS FINAL PRESENTATIONS BEGINNING ACTIVITY:

CONCLUSION

DAY 9 PRESENTATION DAY ACTIVITY: HAVE ALL STUDENTS PRESENT THEIR RESEARCH, GIVE REVIEW SHEET. HW: FINALIZE FINAL DRAFTS OF RESEARCH PAPER TO TURN IN TOMORROW, STUDY FOR EXAM.

BECCA: PRESENT A VIDEO ABOUT THE AMERICAN REVOLUTION WITH A WORKSHEET INCLUDED AND DISCUSSION TO FOLLOW PREVIEWING THE NEXT UNIT. TAYLOR: STUDENTS WILL PARTICIPATE IN AN AGREE/DISAGREE ACTIVITY. STATEMENTS WILL BE POSTED ON THE BOARD FROM THE COMPUTER/PROJECTOR, AND THEN STUDENTS WILL DECIDED IF THEY AGREE OR DISAGREE. STUDENTS WILL BE GIVEN THE CHANCE TO EXPLAIN WHY THEY FEEL THE WAY THEY DO.

DAY 10 ASSESSMENT DAY STUDENTS COME IN, HAND IN PAPERS, READY TO TAKE EXAM. ACTIVITY: STUDENTS TAKE FINAL ASSESSMENT (INCLUDING REFLECTION ESSAY: HOW THEY THOUGHT THEY DID ON THEIR WRITING ASSIGNMENTS AND WHAT THEY WOULD IMPROVE IF THEY HAD MORE TIME). WHEN ALL HAVE FINISHED, QUICK PREVIEW OF NEXT UNIT (ABOLITION)

ASSESSMENTS:
Culminating Projects: Research paper on historical figure. (rubric) Speech on research of historical figure. (rubric) Final assessment on revolutionary government (including reflection essay). Final assessment on revolutionary literature (including reflection essay).

NECESSARY RESOURCES
YOUTUBE VIDEOS COMPUTER LAB DATABASE SEARCH RUBISTAR TEXTBOOKS HANDOUTS WITH READINGS BOOKS WITH READINGS

BECCA LESSON PLAN:

TAYLOR LESSON PLAN RIP VAN WINKLE

TAYLOR LESSON PLAN - SPEECHES