American Independence Unit Plan 12 Preview_0

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AmericanIndependence

HighSchoolUnitPlan


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Social Studies 12 American Independence Unit Overview

The first day plan provides an overview of the unit to the students. The last day plan is set

aside for the unit test administered to students. The other day plan contents are outlined

below with the unit objectives.

I. Students will understand the growing dissatisfaction of the colonists with theirmother country, Great Britain, and will be able to explain major factors that

impacted this relationship leading up to the colonists declaration of their rights.

(Day Plans 2-7)

a. The French and Indian War and the Albany Plan of Unionb. The Proclamation of 1763, Navigation Acts, Sugar Act, Quartering Actc. The Stamp Act, Declaratory Act, and Taxation without Representationd. The Townshend Revenue Act, The Tea Act; The Intolerable Actse. The First Continental Congress and Declarations and Resolutionsf. Unit Assignment One

II. Students will understand the events that precipitated and that occurred during therevolutionary war between the colonies and Great Britain for American

Independence; they will be able to outline and chart these events; and students

will be able to explain the immediate results of winning this war.

(Day Plans 8-12)

a. The Minutemen and the Battles at Lexington and Concordb. The Second Continental Congress and the Declaration of Independencec. Decisive Battles and the Role of France in the American Revolutiond. The Treaty of Paris1783e. Unit Assignment Two

III.Students will examine the challenges before the new American nation, anddemonstrate an understanding of the steps taken to strengthen and progress this

new nation at home and abroad, through the ratification of the Constitution of

the United States and the Bill of Rights.

(Day Plans 13-19)

a. Articles of Confederation Weaknesses/Challenges Facing the New Nationb. Drafting of the United States Constitutionc. Article VII and the Ratification of the United States Constitutiond. The Preamble and Articles I, II, and II of the U.S. Constitutione. Articles IV, V, and VI of the U.S. Constitutionf. The Bill of Rightsg. Unit Assignment Three


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IV.Students will also demonstrate the ability to identify the purpose behind each ofthese key documents from the American struggle for independence:

a. the Declaration of Independence;b.

the Articles of Confederation;c. the United States Constitution; and

d. the Bill of Rights.V. Students will complete the following assignments in this unit:

a. 10 Class Work Assignmentsb. 10 Homework Assignmentsc. 3 Unit Assignmentsd. 1 American Independence Unit Test

VI. Students will be expected to accurately fill in a timeline of American Independenceevents from the Battles at Lexington and Concord to the signing of the Treaty of Paris in

1783.


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Social Studies 12 American Independence - Assessment Breakdown

Assessment Weight Type Total Mark Type Total

T.H. Questions

French/Indian WarClass Work 5

T.H. Writing Assign.The Laws Part I

Class Work 5

T.H. Writing Assign.

The Laws Part IIClass Work 5


More LawsClass Work 5


DOI/ 2nd

C CongressClass Work 5

Mapping Activities

States/BattlesClass Work 5

T.H. Exercises

Treaty of Paris Class Work 5T.H. Writing Assign.

Drafting U.S. Const.Class Work 5

Questions Articles 4,

5, 6 US ConstitutionClass Work 5

Writing Assignment

Bill of RightsClass Work 5 Class Work 50

T.H. Questions

Chief PontiacHomework 10

Voc. List 1 #1-15 Homework 10






Battles/AlliesHomework 10

Vocabulary List 3

Words 1-20Homework 10

Vocabulary List 3

Words 21-30Homework 10

Vocabulary List 3

Words 31-41Homework 10 Homework 100

Taxation/Represent. Unit Assignment 20

American Rev. War Unit Assignment 20

A New Plan of Govt. Unit Assignment 20 Unit Assignments 60

Unit TestTest 63 Test 63

Total Assessment 273


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Writing Rubric Writing Assignments in the Unit

Therubricprovidesascoringdescriptionforeachscorepoint.

10PointsThewritingisfocusedonthetopic,hasalogicalorganizedpattern(includingabeginning,middle,

conclusion,andtransitionaldevices),andhasampledevelopmentofthesupportingideas.Thepaper

demonstratesasenseofcompletenessorwholeness.Thewritingdemonstratesamaturecommandoflanguage

includingprecisioninwordchoice.Subject/verbagreementandverbandnounformsaregenerallycorrect.With

fewexceptions,thesentencesarecomplete,exceptwhenfragmentsareusedpurposefully.Varioussentence

structuresareused.

8PointsThewritingisfocusedonthetopicwithadequatedevelopmentofthesupportingideas.Thereisan

organizationalpattern,althoughafewlapsesmayoccur.Thepaperdemonstratesasenseofcompletenessor

wholeness.Wordchoiceisadequatebutmaylackprecision.Mostsentencesarecomplete,althoughafew

fragmentsmayoccur.Theremaybeoccasionalerrorsinsubject/verbagreementandinstandardformsofverbs

andnouns,butnotenoughtoimpedecommunication.Theconventionsofpunctuation,capitalization,andspelling

aregenerallyfollowed.Varioussentencestructuredareused.

6PointsThewritingisgenerallyfocusedonthetopic,althoughitmaycontainsomeextraneousorlooselyrelatedinformation.Anorganizationalpatternisevident,althoughlapsesmayoccur.Thepaperdemonstratesasenseof

completenessorwholeness.Insomeareasoftheresponse,thesupportingideasmaycontainspecificsanddetails,

whileinotherareas,thesupportingideasmaynotbedeveloped.Wordchoiceisgenerallyadequate.Knowledgeof

theconventionsofpunctuationandcapitalizationisdemonstrated,andcommonlyusedwordsareusuallyspelled

correctly.Therehasbeenanattempttouseavarietyofsentencestructures,althoughmostaresimple

constructions.

4PointsThewritingisgenerallyfocusedonthetopic,althoughitmaycontainsomeextraneousorlooselyrelated

information.Althoughanorganizationpatternhasbeenattemptedandsometransitionaldeviceshavebeenused,

lapsesmayoccur.Thepapermaylackasenseofcompletenessorwholeness.Someofthesupportingideasmay

notbedevelopedwithspecificsanddetails.Wordchoiceisadequatebutlimited,predictable,andoccasionally

vague.Knowledgeoftheconventionsofpunctuationandcapitalizationisdemonstrated,andcommonlyused

wordsareusuallyspelledcorrectly.Therehasbeenanattempttouseavarietyofsentencestructures,although

mostaresimpleconstructions.

2PointsThewritingmaybeslightlyrelatedtothetopicormayofferlittlerelevantinformationandfewsupporting

ideasorexamples.Thewritingthatisrelevanttothetopicexhibitslittleevidenceofanorganizationalpatternor

useoftransitionaldevises.Developmentfthesupportingideasmaybeinadequateorillogical.Wordchoicemay

belimitedorimmature.Frequenterrorsmayoccursinbasicpunctuationandcapitalization,andcommonlyused

wordsmaybefrequentlymisspelled.Thesentencestructuremaybelimitedtosimpleconstructions.

1PointThewritingmayonlyminimallyaddressthetopicbecausethereislittle,ifany,developmentofsupporting

ideas,andunrelatedinformationmaybeincluded.Thewritingthatisrelevanttothetopicdoesnotexhibitand

organizationalpattern;few,ifany,transitionaldevicesareusedtosignalmovementinthetext.Supportingideas

maybesparse,andtheyareusuallyprovidedthroughlist,clichs,andlimitedorimmaturewordchoice.Frequent

errorsinspelling,capitalization,punctuation,andsentencesstructuremayimpedecommunication.Thesentence

structuremaybelimitedtosimpleconstructions.


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NOPoints,because

Theresponseisnotrelatedtowhatthepromptrequestedthestudenttodo; Theresponseissimplyarewordingoftheprompt; Theresponseisacopyofapublishedwork; Thestudentrefusedtowrite; Theresponseiswritteninaforeignlanguage; Theresponseisillegible; Theresponseisincomprehensible(wordsarearrangedinsuchawaythatnomeaningisconveyed); Theresponsecontainsaninsufficientamountofwritingtodetermineifthestudentwasattemptingto

addresstheprompt;or

Thewritingisblank.(adaptedfromhttp://fcat.fldoe.org)


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Day Plan 1

Course:

Social Studies 12

Unit:

American Independence

Day:

1 of 20

Objective I: a. To provide a unit overview and take a closer look at theFrench and Indian War and the Albany Plan of Union

Class Time: Description of Activities

3 minutes

22 minutes

20 minutes

30 minutes

5 minutes

Take attendance

Introduce American Independence Unito Introduction - Lecture (teacher notes)o North America in 1750 (handout)o Map of 13 Colonies (handout)o Outline of Wars and Decisive Battles ( handout)o Summary of the Laws and the Documents (handout)o Glossary of Unit Terms (handout)

Class Work

o Read topic handout: French and Indian Waro Answer topic handout questionso Collect work (finish as homework if incomplete)

Document Review: The Albany Plan of Union

o Break students into small groupso Distribute Small Groups Albany Plan handouto Have students read documento Small groups complete activity handouto Go over activity handout and class discussion (notes)

Assign Homework

o Read Chief Pontiac topic handout and answer questionso Define words 1-15 Unit Vocabulary List One handouto Finish topic handout class work not completed in class

Assigned Homework:

Read Topic Handout: Chief Pontiac; Define words 1-15 unit voc. list one; finish class work

Homework Due: None

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