American

Independence
High School Unit Plan

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 their mother 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 Union b. The Proclamation of 1763, Navigation Acts, Sugar Act, Quartering Act c. The Stamp Act, Declaratory Act, and Taxation without Representation d. The Townshend Revenue Act, The Tea Act; The Intolerable Acts e. The First Continental Congress and Declarations and Resolutions f. Unit Assignment One II. Students will understand the events that precipitated and that occurred during the revolutionary 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 Concord b. The Second Continental Congress and the Declaration of Independence c. Decisive Battles and the Role of France in the American Revolution d. The Treaty of Paris1783 e. Unit Assignment Two III. Students will examine the challenges before the new American nation, and demonstrate 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 Nation b. Drafting of the United States Constitution c. Article VII and the Ratification of the United States Constitution d. The Preamble and Articles I, II, and II of the U.S. Constitution e. Articles IV, V, and VI of the U.S. Constitution f. The Bill of Rights g. Unit Assignment Three

IV. Students will also demonstrate the ability to identify the purpose behind each of these key documents from the American struggle for independence: a. b. c. d. V. the Declaration of Independence; the Articles of Confederation; the United States Constitution; and the Bill of Rights.

Students will complete the following assignments in this unit: a. b. c. d. 10 Class Work Assignments 10 Homework Assignments 3 Unit Assignments 1 American Independence Unit Test

VI. Students will be expected to accurately fill in a timeline of American Independence events from the Battles at Lexington and Concord to the signing of the Treaty of Paris in 1783.

Social Studies 12 American Independence - Assessment Breakdown

Assessment T.H. Questions French/Indian War T.H. Writing Assign. The Laws Part I T.H. Writing Assign. The Laws Part II T.H. Writing Assign. More Laws T.H. Writing Assign. DOI/ 2nd C Congress Mapping Activities States/Battles T.H. Exercises Treaty of Paris T.H. Writing Assign. Drafting U.S. Const. Questions Articles 4, 5, 6 US Constitution Writing Assignment Bill of Rights T.H. Questions Chief Pontiac Voc. List 1 #1-15 Voc. List 1 #16-30 Voc. List 1 #31-48 Voc. List 2 #1-15 Voc. List 2 #16-28 T.H. Writing Assign. Battles/Allies Vocabulary List 3 Words 1-20 Vocabulary List 3 Words 21-30 Vocabulary List 3 Words 31-41 Taxation/Represent. American Rev. War A New Plan of Govt. Unit Test Total Assessment Weight Type Class Work Class Work Class Work Class Work Class Work Class Work Class Work Class Work Class Work Class Work Homework Homework Homework Homework Homework Homework Homework Homework Homework Homework Unit Assignment Unit Assignment Unit Assignment Test Total Mark 5 5 5 5 5 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 20 20 20 63 Homework 100 Class Work 50 Type Total

Unit Assignments 60 Test 63 273

Writing Rubric Writing Assignments in the Unit The rubric provides a scoring description for each score point. 10 Points The writing is focused on the topic, has a logical organized pattern (including a beginning, middle, conclusion, and transitional devices), and has ample development of the supporting ideas. The paper demonstrates a sense of completeness or wholeness. The writing demonstrates a mature command of language including precision in word choice. Subject/verb agreement and verb and noun forms are generally correct. With few exceptions, the sentences are complete, except when fragments are used purposefully. Various sentence structures are used. 8 Points The writing is focused on the topic with adequate development of the supporting ideas. There is an organizational pattern, although a few lapses may occur. The paper demonstrates a sense of completeness or wholeness. Word choice is adequate but may lack precision. Most sentences are complete, although a few fragments may occur. There may be occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication. The conventions of punctuation, capitalization, and spelling are generally followed. Various sentence structured are used. 6 Points The writing is generally focused on the topic, although it may contain some extraneous or loosely related information. An organizational pattern is evident, although lapses may occur. The paper demonstrates a sense of completeness or wholeness. In some areas of the response, the supporting ideas may contain specifics and details, while in other areas, the supporting ideas may not be developed. Word choice is generally adequate. Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. 4 Points The writing is generally focused on the topic, although it may contain some extraneous or loosely related information. Although an organization pattern has been attempted and some transitional devices have been used, lapses may occur. The paper may lack a sense of completeness or wholeness. Some of the supporting ideas may not be developed with specifics and details. Word choice is adequate but limited, predictable, and occasionally vague. Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. 2 Points The writing may be slightly related to the topic or may offer little relevant information and few supporting ideas or examples. The writing that is relevant to the topic exhibits little evidence of an organizational pattern or use of transitional devises. Development f the supporting ideas may be inadequate or illogical. Word choice may be limited or immature. Frequent errors may occurs in basic punctuation and capitalization, and commonly used words may be frequently misspelled. The sentence structure may be limited to simple constructions. 1 Point The writing may only minimally address the topic because there is little, if any, development of supporting ideas, and unrelated information may be included. The writing that is relevant to the topic does not exhibit and organizational pattern; few, if any, transitional devices are used to signal movement in the text. Supporting ideas may be sparse, and they are usually provided through list, clichs, and limited or immature word choice. Frequent errors in spelling, capitalization, punctuation, and sentences structure may impede communication. The sentence structure may be limited to simple constructions.

NO Points, because The response is not related to what the prompt requested the student to do; The response is simply a rewording of the prompt; The response is a copy of a published work; The student refused to write; The response is written in a foreign language; The response is illegible; The response is incomprehensible (words are arranged in such a way that no meaning is conveyed); The response contains an insufficient amount of writing to determine if the student was attempting to address the prompt; or The writing is blank.

(adapted from http://fcat.fldoe.org)

Day Plan 1
Course: Social Studies 12 Objective I: Unit: American Independence Day: 1 of 20

a. To provide a unit overview and take a closer look at the French and Indian War and the Albany Plan of Union Description of Activities Take attendance Introduce American Independence Unit o 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 War o Answer topic handout questions o Collect work (finish as homework if incomplete) Document Review: The Albany Plan of Union o Break students into small groups o Distribute Small Groups Albany Plan handout o Have students read document o Small groups complete activity handout o Go over activity handout and class discussion (notes) Assign Homework o Read Chief Pontiac topic handout and answer questions o Define words 1-15 Unit Vocabulary List One handout o Finish topic handout class work not completed in class

Class Time: 3 minutes 22 minutes

20 minutes

30 minutes

5 minutes

Assigned Homework: Read Topic Handout: Chief Pontiac; Define words 1-15 unit voc. list one; finish class work Homework Due: None