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Julie Strickland The American Revolution I.

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Introduction a. Title: The American Revolution b. Grade Level: This Social Studies unit is for fifth grade. Students will work individually and in groups to learn about the causes, events and effects of the American Revolution. c. Duration: This unit will last for fourteen days. d. Context: This unit occurs in the second half of the first semester. The students have just learned about the British colonies in America and their study of the American Revolution will flow from this knowledge. This unit will help them understand how the United States was started. Content a. Goals i. Students will gain an understanding of the American Revolution 1. What events led up to the war 2. What happened during the war 3. The effects of the war b. Concepts i. The colonists were tired of British rule and wanted their independence. ii. The war brought about the beginning of a new nation, the United States of America. c. Vocabulary i. In line with the chapters in the textbook. Includes: 1. Revolution, proclamation, Bill of Rights, pioneer, representation, declaration, liberty, etc. d. Skills i. Students will use lecture and textbook information to take notes and make conclusions about the Revolutionary War. ii. Students will make inferences about life during the Revolutionary War to write a diary of possible circumstances. iii. Students will learn relevant vocabulary. Objectives and Standards a. Objectives: i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. b. Standards: i. PA Department of Education:

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1. 8.3.5.A: Identify contributions of individuals and groups to United States history from Beginnings to 1824. (George Washington, Thomas Jefferson, etc.) 2. 8.3.5.B: Identify and describe primary documents, material artifacts and historic sites important in United States history from Beginnings to 1824. (e.g., Declaration of Independence, U.S. Constitution, Bill of Rights) Learning Experiences a. Lesson One: i. Introduction 1. Talk about what happened during the American Revolution. ii. Problems with the Articles of Confederation 1. Major Events a. French build forts and try to force the British out. b. British retaliate (Send George Washington, build forts) c. French attack and build a larger fort d. Some groups of Indians sided with French, other with British e. Ben Franklin called the colonies to unite to fight the French f. British troops were badly beaten by the French g. The British captured and surrounded three French forts. 2. Outcomes/Effects a. Britain won the war gaining land in North America b. The colonists knew what it was like to work together to achieve victory c. Spain joined France but Britain still defeated them. (France gave Spain Louisiana and Florida) d. Treaty of Paris Britain got Canada, the land between the Appalachian Mountains and the Mississippi River and Florida from Spain. e. Colonists couldnt move west f. They had just fought for this land and considered it theirs b. Lesson Two: i. Introduction 1. Introduce the Revolutionary War Diary a. Pick a type of person and write a diary, letters, etc. 2. Tax activity a. Give each student ten skittles b. Students must pay the Tax collector one skittle for each of the following that they have: i. Jeans ii. T-shirt iii. Shoes

Julie Strickland

10/24/09 iv. Jewelry v. Glasses vi. Pens c. The Tax Collector gives 50% to Parliament to run the country, 40% to the King and keeps 10%. d. Discuss how the students feel.

ii. Sugar Act 1. British needed money after the F&I War. 2. They decided to tax the colonists. 3. Passed in 1764: tax on sugar and any other imported good 4. Angered the colonists. iii. Stamp Act 1. Passed in 1765: tax on newspaper, almanacs, pamphlets, legal documents, insurance policies, licenses, playing cards, etc. a. Had to have a special stamp iv. No Taxation without Representation (James Otis) 1. Many boycotted the goods 2. Some smuggled illegally. 3. Some protested Violently v. Stamp Act Congress 1. Sent a Declaration of Rights and Grievances to King George III saying that as British citizens they could not be taxed without their agreement. vi. Stamp Act Repealed in 1766 vii. Townshend Acts: taxed lead, glass, paint, paper and tea c. Lesson Three i. Introduction 1. Taking Sides (Loyalist/Patriot, etc.) a. Not all of the colonists were against the British; some were supportive of them and the taxes. They thought they should be grateful the British government. b. Split apart friends and even families with violence and opinions. c. Churches were divided on who to support d. Many slaves fought for independence. Some fought for the British with the promise of freedom. e. Women ran farms and businesses, sewed flags, were spies, nurses, raised money, etc. Some were on the British side and provided food and supplies to them. f. People on the western frontier were not for either side but eventually joined the colonists so that they could remain where they were living. 2. Partner up and draw a political cartoon from one viewpoint ii. Boston Massacre

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1. The colonists resented the growing number of British soldiers in their cities. Anger grew between the two groups. 2. Fighting broke out on a number of occasions, the most serious of which was on March 5, 1770. a. The colonists were insulting the soldiers and threw racks and snowballs. The soldiers fired their weapons and killed five colonists. d. Lesson Four: i. Introduction 1. Talk about how students would feel living in this time and with these things going on (that they have learned about so far). 2. Talk about possible journal entries. ii. Boston Tea Party 1. Parliament repealed all of the Townshend Acts except for the tea tax. On December 16, 1773, colonists took part in the Boston Tea Party. Dressed as Mohawk Indians, the Sons of Liberty boarded the boat and dumped 342 chests of tea into the harbor. iii. Intolerable Acts 1. Because of the Boston Tea party, parliament passed new laws to punish the colonists. 2. Boston Port Bill in 1774: closed the port of Boston until they had paid for the tea and blockaded the harbor 3. Massachusetts Government Act: could not form their own government or laws 4. They had to quarter British solders (in their own homes). iv. First Continental Congress 1. Representatives from the colonies met to discuss ways to respond to the British threat. 2. September 1774. (56 delegates) 3. Some wanted to break away, others wanted to reconcile 4. Sent a petition to Parliament (life, liberty and property) e. Lesson Five i. Introduction 1. Paul Reveres Ride a. Read a selection of the poem and discuss what it is talking about. ii. Lexington and Concord 1. Minutemen: could be ready in a minute) 2. British General Thomas Gage sent soldiers to find the weapons in Lexington and arrest Hancock and Adams. Paul Revere rode to warn them.

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3. Rode to Concord to warn the Minutemen. Shots were fired and eight were killed. 4. The start of the revolution a. As the British marched back 73 were killed and 93 minutemen were killed or wounded. b. The shot heard round the world iii. Battle of Bunker Hill 1. The colonies (Second Continental Congress) decided to form and army (Continental Army) a. Led by George Washington 2. The colonists build walls on the hills near Boston to hide behind and fight. General Gage ordered the British ships to fire on the colonists and sent soldiers to capture Breeds Hill (where they were building walls). 3. The colonists fired on the British marching up the hill. The British won but they lost many men. They learned that fighting the colonists would not be easy as they had thought. f. Lesson Six: i. Review for the test 1. Play Jeopardy on the board 2. Answer questions on the study guide g. Lesson Seven: i. Assessment 1. Students will be assessed on information gained so far from the study guide and notes. h. Lesson Eight: i. Second Continental Congress met again 1. July 5, 1775: sent another petition to King George III. (Olive Branch Petition). Didnt make it in time. The King had already decided to crush the rebellion. 2. Created a navy and a marine corps and tried to make alliances with the Native Americans. ii. Common Sense 1. Thomas Paine wrote Common Sense saying that people should rule themselves (natural right) a. Called for the colonists to cut their ties with the British b. Made many people want freedom iii. Declaration of Independence 1. Thomas Jefferson wrote most of the Declaration of Independence which stated that they had no option but to form a new nation, what they believed about government and the grievances against the King. He declared that they were free and independent states. 2. Had to be approved and it was on July 4, 1776

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3. Signed it John Hancock, etc. i. Lesson Nine: i. Forming a New Government (Articles of Confederation) 1. Confederation of the United States of America 2. Approved on March 1, 1781 a. Each state elected leaders and chose representatives to a national legislature Congress of the Confederation, each state had one vote in Congress. Congress was the government. It made laws, led the states in the last years of the war. ii. The continental army was not trained and not equipped to fight the British 1. George Washington had to train them. 2. The British army had trouble fighting a war so far away. iii. War in the North 1. The Continental army was losing badly in the spring of 1776 a. Made a surprise attack on the British hessians on Christmas Day 1776 after crossing the Delaware River. b. Victory at Saratoga (very good for morale) i. Convinced the French to join with the Colonists to fight the British (gave them supplies and men) 2. Valley Forge a. Washingtons army was nearly destroyed by cold and hunger. i. The Marquis de Lafayette and Von Steuben trained the men in how to fight. j. Lesson Ten: i. Heroes 1. Talk about various heroes during the American Revolution such as: a. George Washington b. Thomas Jefferson c. Paul Revere d. Etc. ii. War in the South 1. After the French joined the colonists, the British shifted their focus to the south. They won some victories. 2. Yorktown a. Charles Cornwallis was headquartered in Yorktown, on the bay. The French and Americans surrounded them by land and sea (Chesapeake Bay). They defeated him! They rang the Liberty bell. k. Lesson Eleven: i. Treaty of Paris 1. Official end of the war a. Accept American independence and leave America

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b. Pay for the property that had been destroyed. c. Signed on September 3, 1783 i. Borders from Florida to the Great Lakes and to the Mississippi River. ii. Effects of the War 1. They could now trade with other countries. 2. They could move west. 3. Government by the consent of the governed 4. But they were now, and starting a new country is not easy. l. Lesson Twelve: i. Review and Presentations 1. Play a review game (like Bingo or Jeopardy) 2. Listen to presentations m. Lesson Thirteen: i. Assessment 1. Students will be assessed on information gained so far from the study guide and notes. n. Lesson Fourteen: i. Celebration and Presentations 1. Students will finish their presentations 2. Time permitting, students will watch a video pertaining to the American Revolution V. Evaluation Instruments and Methods a. Students will be evaluated in several ways for a total of 128 points for the unit. i. Each day, students will fill in blanks on a notes handout. Completion of these notes is worth 18 points (2 points each day). ii. Students will choose a person from the time of the American Revolution and keep a Revolutionary War Diary. They will present a report of this person on the last day of class. They will present: who they are, their view of the war and two diary entries (out of ten) or they can partner with someone else and present a dialogue. Dressing as the character will give extra credit. 1. The Diary will be worth 40 points (45 with extra credit) a. Each entry is worth 3 points b. The presentation is worth 10 points c. Dressing up will give 5 points extra credit iii. Students will be assessed through two major tests (30 points each) and assorted activities throughout the unit (maximum 10 points). Evaluation of Objectives a. Day 1

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i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. Students seem to grasp the information given. They participated in the activity to illustrate what happened during the French and Indian war. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students have not begun their diaries yet. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students filled out their notes completely and well. They seemed to understand what was required of them. b. Day 2 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students continue to understand the material given and give good answers to the questions presented in class. They participated in and enjoyed the activity which dramatized taxation. The students seemed to understand the information very well through the activity. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students received their diaries today. They seem to be excited to write them and give their opinions as if they were a person in the American Colonies. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed their notes well and seemed interested in the lesson. c. Day 3 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students continue to participate well and understand the content of the lesson by answering questions and engaging in discussion. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students are working on their diaries and enjoying pretending to be a character from the American Revolution. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction.

Julie Strickland

10/24/09 1. The students actively completed their notes and were engaged in the lesson.

d. Day 4 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students were engaged in the lesson, especially the readers theater of the Boston Tea Party and demonstrated their understanding of the topic. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continued to work on their diaries and are enthusiastic about them. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed their notes well and were engaged in finding out the answers. e. Day 5 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students were engaged and interested in the lesson. They demonstrated their knowledge of the information through discussion and participation. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continue to complete their diaries and are continuing to enjoy expressing their views. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed their notes well and were engaged in finding the answers. f. Day 6 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students were engaged in the review game and completing the study guide. They seem to understand the material and concepts. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continue to work on their diaries. They are about halfway through the entries.

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iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed the study guide well during the class time. g. Day 7 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. Unfortunately, the majority of the students did not answer 25 out of 30 questions correctly on the first test. The section most missed was the vocabulary words. I will stress those more during the next chapter so that more students will succeed on the text test. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continue to work on their diaries. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed the test today. h. Day 8 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. Students were actively participating in discussion about the Declaration of Independence and Common Sense. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continued to work on their diaries including topics of the Declaration of Independence. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. Students completed their notes well and participated in discussion. i. Day 9 i. I did not teach this lesson due to a field trip. j. Day 10 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students seemed to understand the material presented and participated in discussion. They seem like they will be able to do well on the test. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction.

Julie Strickland

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1. The students continued to work on their diaries today including the entries about the battles and heroes of the war. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students filled in their notes completely and well and will be able to use them to study. k. Day 11 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students were involved in the discussion and asking questions about the end of the war and the Treaty of Paris. They seemed to understand the material well. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students continued to work on their diaries and add to their reflections about the events that happened in the American Revolution. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed their notes and were careful to fill in the blanks. l. Day 12 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. The students participated well in the review game and seemed to have a good grasp of the information that will be on the test. They filled out the study guide and can use it to study. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students should have completed their diaries at this point. If not they are supposed to finish them at home or in spare time during the day. iii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The students completed the study guide for the test tomorrow. m. Day 13 i. Given classroom instruction and activities TSWBAT answer 25 out of 30 questions correctly on both unit tests. 1. Unfortunately, many of the students did not do very well on the test. They missed several of the multiple choice problems as well as several

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of the terms matching. I am giving them the opportunity to correct their tests for half credit. ii. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students are presenting their diaries tomorrow in class. They are to have them completed when they come to class. n. Day 14 i. Given classroom instruction and supplemental books TSWBAT create a Revolutionary War diary which describes the view of a colonial person of the war to teacher satisfaction. 1. The students gave their presentations and turned in their diaries today. I was disappointed that even though they were given ample time to complete their diaries in class, many students made little effort to complete their diary and it was incomplete today. I made it very clear that their grade would suffer, but they did not seem to care. ii. Given classroom instruction TSWBAT complete daily notes and activities to teacher satisfaction. 1. The presentations of the diaries went well. One student was very nervous about presenting in front of the class, so he read it with the teacher. Most of the students seemed to enjoy the presentations and celebration. Evaluation of Daily Lessons a. Day 1 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were very engaged in the lesson. They enjoyed modeling the movement of French and British troops during the French and Indian war to understand what happened. ii. Did I explain each concept well so that every student understood? 1. The students seemed to understand the material through the answers that they gave to my questions. I feel that I explained very well. iii. If I were to teach this lesson again, what would I do differently? 1. If I had had more time, I would have made the students a map so that they could have a frame of reference for the troop card that they were moving around on their desks. b. Day 2 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were very engaged in the activity on taxation. They enjoyed learning about what it was like to be taxed and seemed to understand how the colonists felt.

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ii. Did I explain each concept well so that every student understood? 1. Yes, I think that through my explanations, the students were able to understand the material about the taxation in the colonies. iii. If I were to teach this lesson again, what would I do differently? 1. While the students did seem to gain knowledge from the taxation activity, I feel that I could have done better questioning afterward to really dig deeper into their comprehension. c. Day 3 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students did an excellent job with the political cartoons after we discussed them in class and talked about the differences between Loyalists and Patriots. ii. Did I explain each concept well so that every student understood? 1. Yes, I think that the students really understood the material based on the answers that they gave and the cartoons that they drew. iii. If I were to teach this lesson again, what would I do differently? 1. If I could teach this lesson again, I would have the students talk more about the political cartoons before having them draw their own. A few students were confused on what to draw. d. Day 4 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were engaged in the Readers Theater about the Boston Tea Party. They gained valuable information from it and seemed to really grasp the concept. ii. Did I explain each concept well so that every student understood? 1. Yes, I feel that my explanations were good so that every student could understand the information. iii. If I were to teach this lesson again, what would I do differently? 1. I felt that the lesson went well but if I could do it again, I would give more directions before having the students stand up to do the readers theater. I need to have more control over the classroom. e. Day 5 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were engaged and interested in the first battles of the American Revolution. They enjoyed practicing to be minutemen. ii. Did I explain each concept well so that every student understood? 1. Yes, I felt that I explained the concepts well because the students responded well in discussion and answered questions well. iii. If I were to teach this lesson again, what would I do differently?

Julie Strickland

10/24/09 1. If I were to teach this lesson again, I would have more props to help the students understand what a minuteman really had to do to get ready to fight the British.

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Day 6 i. Were the students engaged in the review and seeming to understand the material? 1. Yes, the students were engaged and interested in playing Jeopardy to review the information for the test. Several of the students seemed to know the material while others needed help to remember the answers. ii. Do the students seem ready for the test? 1. Yes, the students seem prepared for the test. As long as they spend time studying, they should do well. g. Day 7 i. How did the students do on the assessment? 1. Unfortunately, the students did not do as well as I expected. Many students missed all of the terms section of the test. ii. What would I do differently if I could teach this information again? 1. I will emphasize the vocabulary more so that more students will be able to do it on the test. I hope that their test scores will improve. h. Day 8 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were interested and asking questions about the Declaration of Independence. Some wanted to know how big John Hancocks signature actually was. ii. Did I explain each concept well so that every student understood? 1. Yes, I feel that through my explanations, the students understood the important documents of the American Revolution. iii. If I were to teach this lesson again, what would I do differently? 1. I felt that I did not have enough activities to involve the students in during this lesson. If I had more time, I would develop more hands on activities to accompany it. i. Day 9 i. I did not teach this lesson due to a field trip. j. Day 10 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, most of the students were engaged in answering questions about the lesson. A few students seemed to not be paying attention. I need to focus on bringing in these students. ii. Did I explain each concept well so that every student understood?

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1. The students seemed to understand the information that we discussed and be able to comment about it. iii. If I were to teach this lesson again, what would I do differently? 1. I feel that the students were bored by the information and if I were to teach it again, I would try to make it more engaging. k. Day 11 i. Were the students engaged in the lesson so that they could learn as much as possible about the Revolutionary War? 1. Yes, the students were engaged in learning about the end of the Revolutionary War. They learned about the Treaty of Paris and the effects of the war. They enjoyed playing charades with the effects of the war and it helped them remember them. ii. Did I explain each concept well so that every student understood? 1. Yes, the students were participating in discussion, so I feel that my explanations were sufficient for their understanding. A few students seem to fly under the radar, so it makes me wonder if they really do understand, but I am not sure how to check that. iii. If I were to teach this lesson again, what would I do differently? 1. I feel that the activities went well. If I had more time, I would try to do another activity with the Treaty of Paris to make it more understandable to the students. l. Day 12 i. Were the students engaged in the review and seeming to understand the material? 1. Yes, the students were very engaged in the review game and seemed enthusiastic about it. They seemed able to answer the questions and prepared for the test. ii. Do the students seem ready for the test? 1. Most of the students seem prepared for the test. There are those who I know will not be ready and will not study for the test. It is frustrating because I try to give them every opportunity, but they do not take advantage of them. m. Day 13 i. How did the students do on the assessment? 1. Unfortunately, the students did not do as well as I would have liked. Several of them failed it especially because of the vocabulary, even though I stressed that more during this chapter. I am giving them the opportunity to correct their tests for half credit. I hope that they will take advantage of it. ii. What would I do differently if I could teach this information again? 1. I would add more activities and make it even more hands on. I would do more activities involving vocabulary so that the students really

Julie Strickland

10/24/09 understand the words. I think that in the time that I had, I did well with the information. The students who pay attention and try did well.

n. Day 14 i. Did the students do well on their diary presentations? 1. Most of the students did well. A few did not try and did not complete the project. It did not seem to concern them that they will fail a large portion of their grade. This upset me because I want them to succeed, but I cannot succeed for them. ii. Did they enjoy the project? 1. Several of the students seemed to enjoy the project as it progressed. A few student, of course, complained about it or did not do it, but I think the majority of them enjoyed it. iii. What would I do differently if I were to teach this unit again? 1. If I were doing this unit again, I would do many things the same as I did them. One thing that I would change is I would be more specific about my expectations on the project. Some of the students thought that I diary entry could be one sentence long and be okay. I had to explain in detail how long I wanted it, etc. I did not anticipate this, but it is something I would clarify if I did it again. VIII. Resources a. Revolutionary War: Thematic Unit by John and Patty Carratello b. Everyday Life: Revolutionary War by Walter A. Hazen c. United States History: Harcourt Horizons Materials: a. Textbook b. Handout notes with blanks c. Skittles (for tax activity) d. Overhead pictures (for various lessons) e. Revolutionary War Diary f. Loyalist/Patriot worksheet, etc. g. Review games and study guides h. Video on the Revolutionary War Appendix a. Revolutionary War Diary Entries: i. Who are you? 1. Gender, age, occupation, colony, etc. ii. What you think about the British taxes (Sugar Act, Stamp Act, etc.) iii. Loyalist vs. Patriot: Where do you stand? iv. What do you think about the first hostilities (Boston Massacre, Boston Tea Party, etc.) v. The Battles (Lexington and Concord, Bunker Hill, Saratoga, Yorktown, etc.)

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Julie Strickland vi. vii. viii. ix.

10/24/09 The Government (First and Second Continental Congress and their actions) The Declaration of Independence (and other important documents) The outcome of the war (Treaty of Paris and effects of the war) Two of your choice on any Revolutionary War topic (write a letter, talk about your favorite hero or important person, write a dialogue, etc.)

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