The War

for Independence

The War for Independence

$120 for 4 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

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. 

Project

Students will select short excerpts from the Deceleration of Independence to analyze. Then, without identifying the source, read the passages aloud to the class to get their responses. (You may make minor changes in wording for clarity.) Ask your listeners if they agree or disagree with the ideas expressed and why. Write down their remarks and organize the results of your survey in a visual display. Consider using a graphic device; such as a graph, chart,  or poster with quotations; as you organize your results. Students will present their reading in the second session and present their visual display in the last session. 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: The Stirrings of Rebellion

LESSON OBJECTIVES: 

Students will identify Stamp Act, Samuel Adams, Townshead Acts, Boston Massacre, committee of correspondence, Boston Tea Party, King George III, Intolerable Acts and martial law.

Students will summarize how the colonists responded to the Stamp Act.  

Students will explain how anger among taxpayers influences changes in past and present politics.  

Students will examine the chain of events between British Actions and Colonial Reactions that occurred from 1765 - 1775. 

Students will justify their answer to the following questions:

1) Do you think the colonists' reaction of seizing Liberty was justified? 

2) Do you think the British underestimated the colonists in 1770 - 1775.

Students will explain how the colonies and Great Britain both benefited from salutary neglect.

Students will analyze the Boston Massacre, Boston Tea Party and the Intolerable Acts. 

Students will analyze the King George's motives when he disciplined Massachusetts. 

Students will be introduced to their course project.

HOMEWORK

1) Complete Section 1 Assessment on page 98.

2) Read pages 99 - 106 in course textbook.

3) Start your course project. 

Session 2: Ideas Help Start a Revolution

LESSON OBJECTIVES: 

Students will review their homework and present the first portion of their course project. 

Students will identify Second Continental congress, Olive Branch Petition, Common Sense, Thomas Jefferson, Declaration of Independence, Patriot and Loyalist.

Students will describe the events that led the Continental Congress to urge each colony to form an independent government. 

Students will analyze the documents that helped form the American government during the Revolutionary War.

Students will examine the difficult decision  many colonists faced: reconciliation of independence? 

Students will summarize the reasons Thomas Jefferson gave colonists to revolt against Great Britain.  

Students will contrast the thinking of Loyalist and Patriots.

Students will analyze the Declaration of Independence.

HOMEWORK

1) Complete Section 2 Assessment on page 103.

2) Read pages 107 - 111 in course textbook.

3) Continue working on your course project. 

Session 3: Struggling Toward Saratoga

LESSON OBJECTIVES: 

Students will review their homework. 

Students will identify Trenton, Saratoga, Valley Forge, inflation, and profiteering.

Students will examine the military life of George Washington as leader of the Continental Army. 

Students will summarize why the victories at Trenton and Princeton were important to the Continental Army. 

Students will contrast the military strengths and weaknesses of the Redcoats and Continental Army.

Students will examine a map of the military encounters during the early Revolutionary War battles.  

Students will analyze the U.S. Continental banknote and it's economical value.

Students will describe the problems faced by civilians during the Revolutionary War.

HOMEWORK

1) Complete Section 3 Assessment on page 111.

2) Read pages 112 - 119 in course textbook.

3) Continue working on your course project. Be ready to present your project in the next session 

 

Session 4: Winning the War

LESSON OBJECTIVES: 

Students will review their homework and present their projects. 

Students will identify Fredrich von Steuben, Marquis de Lafayette, Charles Cornwallis, Yorktown, Treaty of Paris and egalitarianism.

Students will examine the British strategy in the south and how well it worked initially.

Students will analyze the alliances against Great Britain.

Students will examine a map of the military encounters during the later Revolutionary War battles.

Students will analyze the life of Benedict Arnold during the Revolutionary War.

Students will summarize the issues the Treaty of Paris left unresolved

Students will analyze the life of Loyalist left in the colonies after the Revolutionary War.

Students will explain why the belief in equality rose after the American Revolution and what were the exceptions to this egalitarianism.

Students will justify their answer to the following question:

In your opinion, what was the single biggest challenge facing the new country? 

Students will examine the political power of women in the United States from the 1800's to present day.

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