The 

American

Revolution

The American Revolution

$270 for 9 weeks

Teacher

Allison Bruning

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Subjects

History

Ages

9 - 13 years old

   

Sessions

 

Session 1: The French and Indian War

LESSON OBJECTIVES: 

Students will define revolution, fork, ally, alliance, congress, delegate and Parliament.

Students will identify the causes of the French and Indian War.

Students will explain why the outcome of the French and Indian War affected colonization of North America.

Students will identify George Washington's role in the French and Indian War.

Students will describe how the French tried to strengthen their claim to the Ohio Valley.

Students will explain why Albany Plan of Union is important in American history.

Students will identify Benjamin Franklin's role with the Albany Plan of Union.

HOMEWORK

Imagine that you have been asked to draw a cartoon different from the Franklin published to show support for the Albany Plan of Union. Draw your cartoon and be prepared to share it with the class in the next session.

Session 2: Britain Wins North America

LESSON OBJECTIVES: 

Students will define proclamation, bill of rights, pioneer, gap and hatch lines.

Students will share their cartoon with the class. 

Students will identify the causes of Pontiac's Rebellion.

Students will identify the parts of North America that were given to Britain in the Treaty of Paris.

Students will describe the changes that took place in the government of the colonies after the French and Indian War. 

Students will identify who Daniel Boone was and why he was important to American history.

Students will compare historical maps to answer research questions.

HOMEWORK

Imagine that you are a pioneer that is traveling through the Cumberland Gap to Kentucky. Explain in a journal entry how you think

the Cumberland Gap made travel easier. Be prepared to share your journal entry with the class in the next session.

Session 3: Colonists Speak Out

LESSON OBJECTIVES: 

Students will define budget, representation, treason, boycott, declaration, repeal, liberty, point of view and bias.

Students will share their journal entries with the class. 

Students will explain why many colonists were angered by the Sugar Act. 

Students will analyze different point of views to understand both sides of an argument. 

Students will analyze drawings and pictures to determine a person's point of view. 

Students will explain why many colonists believed that Britain had no right to tax them.

Students will identify what the Declaration of Rights and Grievances stated.

Students will identify Crispus Attuck's role in the Boston Massacre.

HOMEWORK

Imagine that you are a colonist. Make a poster that encourages other colonists to boycott British goods. Tell why you think the tax laws are unfair, and give reasons for the boycott. Be ready to present your poster to the class in the next session. 

 

Session 4: The Road to War

LESSON OBJECTIVES: 

Students will define monopoly, blockade, quarter, intolerable and petition.

Students will share their poster with the class. 

Students will describe how the colonists responded to the East India Company's unfair advantage in the tea trade. 

Students will identify some of the Intolerable Acts.

Students will identify who Samual Adams was and why he is important to American history.

Students will explain why the First Continental Congress met. 

Students will explain why the British went to Lexington and Concord.

Students will identify Paul Revere's role in the fighting at Lexington and Concord. 

HOMEWORK

Draw a poster that encourages people to join a colonial militia. Use words that you think will convince people to fight for liberty. Be prepared to share your poster with the class in the next session. 

Session 5: The Second Continental Congress

LESSON OBJECTIVES: 

Students will define commander in chief, earthwork, olive branch and mercenary.

Students will share their poster with the class. 

Students will describe how the Second Continental Congress prepared for war. 

Students will identify the cause of the Battle of Bunker Hill. 

Students will identify who Phillis Wheatley was and why she is important to American history.

Students will describe how the Battle of Bunker Hill changed Britain's view of the fight with the colonies. 

HOMEWORK:

Write a diary entry from the viewpoint of either a colonist or a British soldier who fought at the Battle of Bunker Hill. Be prepared to share your diary entry with the class. 

Session 6: Independence Is Declared

LESSON OBJECTIVES: 

Students will define public opinion, independence, allegiance, resolution, preamble, and grievance.

Students will share their diary entry with the class. 

Students will explain why Richard Henry Lee had suggested that the colonies become independent. 

Students will identify who Thomas Jefferson was and why he is important to American history.

Students will examine the different parts of the Declaration of Independence and what Thomas Jefferson described in each part. 

Students will describe how the people of Philadelphia reacted to the first reading of the Declaration of Independence. 

Students will identify the Articles of Confederation and why they are important to US History.

HOMEWORK:

Imagine you are a reporter in the late 1700's. You have been asked to interview someone who attended the first reading of the Declaration of Independence. Write a list of questions you will ask during your interview. Be ready to share your questions to the class in the next session. 

Session 7: Americans and the Revolution

LESSON OBJECTIVES: 

Students will define Patriot, Loyalist, neutral, pacifist, regiment and consequence.

Students will share their questions with the class. 

Students will describe how the colonists viewed the decision to declare independence from Britain. 

Students will explain why taking sides was especially hard for members of the Anglican Church.

Students will identify the promise that caused some enslaved African Americans to take sides in the war. 

Students will describe how women on both sides took part in the war. 

Students will identify Thayendanegea (Jospeh Brandt) and why he is important to US History.

Students will explain why many settlers in the western lands decided to help the Patriots.

Students will practice making thoughtful decisions after identify and weighing the consequences.

HOMEWORK:

Write a dialogue that might have taken place between a Patriot and a Loyalist. Be sure to include what their view points on independence might have been. Be prepared to share your dialogue with the class in the next session.

Session 8: Fighting the Revolutionary War

LESSON OBJECTIVES: 

Students will define enlist and turning point.

Students will share their dialogue with the class. 

Students will compare/contrast the British and Continental armies. 

Students will identify when the Battle of Saratoga was fought.

Students will identify who Solomon Haym was and why he is important to American history. 

Students will describe how and why the French helped the Continental Army. 

Students will identify who defended settlers in the western lands. 

HOMEWORK:

Write a song about some of the heroes of the American Revolution. Be prepared to share your song with the class in the next session.

Session 9: Independence Is Won

LESSON OBJECTIVES: 

Students will define traitor, negotiate and principal.

Students will share their song with the class. 

Students will identify the battle that gave the British hope of winning the war. 

Students will examine the Battle of Yorktown.

Students will identify the problem the British faced in Yorktown.

Students will describe the American terms at the Treaty of Paris.

Students will explain why George Washington thought his work was done.

Students will describe the effect the Revolutionary War had upon the American economy.

Students will compare graphs to answer research questions.

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