END of YEAR SKILL GOAL:
Reading
Determine Main Idea, find
supporting details
Compare and Contrast two ideas,
points of view
Evaluate POV, Author’s Purpose and
arguments
Summarize
Paraphrase
Unit Five:
Writing
Write a Thesis and support it
with details
Quote the text to support your
thesis
Present an argument and
support it with details
Write a well constructed 5
paragraph essay
Document Analysis
Use APPARTS or SOAPS to
analyze a document on your
own
Use documents as “text” or
evidence to support your own
thesis
Use an outline to demonstrate
clear ideas and supporting
details.
Write a 4 paragraph essay
1) to support a given thesis
2) support own thesis
Unit Four:
Determine POV
Determine Main Idea? Details?
•
•
•
Use quotes from a text to
1) support a given thesis,
2) then to support your
own thesis
Use an outline to construct an
essay
Write a 3 paragraph essay
(multiple times?)1) once supporting a given
thesis,
2) a second time
supporting your own
thesis
Use APPARTS to analyze a
document with prompts
Use documents to support a
given thesis/idea
The Essential Question “When do people have the right to overthrow a government?” will be central throughout
many discussions.
Cause and effect will be the focus skill as students will use it throughout the unit to understand the why of the
revolution.
Although many Enduring understanding will be address two major understanding will be developed 1. People make
choices in their best interest 2. Governments are made, run, and changed by people.
END CONTENT GOAL: Students will be able to express the different views on the revolution, the major
events of the revolution and the outcomes of the revolution.
END SKILL GOAL: Students will be able to write a 5 paragraph essay expressing an idea and details to
support the thesis based on documents (primary and secondary). Students will also be able to include
quotes to support their idea.
Vocab: independence, patriot, loyalist, neutral, traitor, tyrant, treason, resolution (frayer model)
Revolution, strategy, volunteer, enlist, mercenary, tactic, turning point, treaty, home front
Content
Patriots versus Loyalists versus Neutral (specific
figures: Ch 11)
*AA and Am. Ind and Women
Common Sense, Declaration of independence,
Second Continental Congress
Battle Strategies/Events in the Revolutionary
War/challenges and strategies of each side
Treaty of Paris and End of the War
The Constitution and Structure of Government
Vocabulary Plan:
Monday
Create vocabulary card:
• Definition
• Rating,
• Graphic
Discuss terms with partner:
• Compare descriptions
• Describe graphics
Skill
Point of view/compare contrast/debate and
persuade:
Primary sources/DBQ
Primary/Secondary Sources: paintings of battles,
first hand accounts and soldier letters
Wednesday
Review and add information:
• Synonym/antonym
• Additional graphic
• Helpful Prefix/suffix
• Related words (free
association)
• Comparing terms
• Classify
• Analogies/Metaphors
• Explain any new
information to partner
Friday
Play a vocab game:
• I have, who has?
• What is the questions
(reverse jeopardy)
• Charades
• Draw Me (pictionary)
• Taboo (reverse: get ppl to
say all the words on the
list)
Do Now Plan: (daily)
THE PAST: (review past skills)
Maps, timelines, old information
THE PRESENT: Review of current skills/information from current unit
THE FUTURE: (A new bit of information)
This day in History- short video or paragraph about what happened today in history! One question or fill
in the blank!
Review: Causes of the Revolution
Big Ideas and Main Idea:
Read about 1st continental
congress (pg 13 in Declaration
Book)- find the big idea of each
paragraph, then find the main
idea, then read the “Shot heard
round the world”
New: Understanding each side of
the revolution: Loyalists and
Patriots
Read with a purpose: (Read for
Information)
Pull specifics from examples of
Loyalists and Patriots.
Mini-Debate: Convince the
neutral people to join your side
Close: Thomas Paine- are you
convinced?
Decide whether you are a patriot
or a loyalist- be able to articulate
WHY.
1774- 1st Continental Congress:
Rights and Grievances
1775- Lexington and Concord
Second Continental Congress:
Decide on leader, war, etc.
Persuade- Point of View
Create an outline of BOTH
arguments: Thesis given (we
should separate from GB) OR (we
should remain loyal to GB)
Be able to respond to each of the
five key points of the other side’s
argument.
6th Grade
Objective
Content
Do Now
Vocabulary
Hook:
INM
Monday
Big Ideas and Main Idea:
Read about 1st continental
congress (pg 13 in
Declaration Book)- find the
big idea of each paragraph,
then find the main idea, then
read the “Shot heard round
the world”
Write an editorial to a colonial
newspaper trying to persuade
other people to join your side of
the revolution. *People used the
newspapers a lot to show
political cartoons and other
means of persuading people to
join the cause.
Wednesday
Read about each side- ID
main idea (pro/against
independence) and ID
supporting details for each
argument.
Friday
Persuade the neutral
colonists to join your side.
Compare and Contrast the
arguments of the loyalists
and patriots.
Review the major causes of
Learn the top five arguments
the revolution. Learn the role of loyalists and patriots.
of the Continental Congress
and Lexington and Concord.
Tyrant:
Patriot:
Loyalist:
Independence:
Watch the BrainPop
Declaration of Independence
video- focus on the first 2
minutes- the role of the 1st
continental congress and
Lexington and concord.
Good paragraphs include a
great first sentence that tells
the topic of the paragraph.
We know that the colonists
were getting angry with
Britain, so today, let’s look at
how things finally started to
clash between the two
groups.
As we read, we will pay close
attention to the first
Watch/listen to a
persuasive speaker- what
do you notice about the
way they speak? (barack)
Yesterday we learned that
the colonists sent the King a
list of grievances, or things
they were upset about
during the first continental
congress. We also learned
that colonists fought against
GB in the battles at
Lexington and Concord. We
also learned that even
though some battles were
Persuasive speeches: Today
we have the chance to have
a debate between the
patriots and the loyalists- it
is your job to convince the
other side (AND the neutral
colonists) to join your side
of the issue.
1) Work in your small
groups to review
sentences of each paragraph.
Then, we will use that
information to figure out the
main idea of each section.
fought, people were still
undecided about whether or
not to break away from GB
completely.
Today, we will learn the
arguments of the Patriots
and the Loyalists.
Model: Read part one of the
1st Constitutional
Convention- think aloud
through each paragraph and Model: Thesis is given- find
rewrite/paraphrase the topic supporting details (complete
sentence and any other
half the loyalist article).
important details. Emphasize
that we should NOT COPY,
but take quick notes about
each in our own words.
(names of places are ok).
(Cover up the paragraph and
tell your partner what it was
about.)
GP
After we read the part, I will
model how I use the big idea
notes (not the original text)
to figure out what the whole
part was about. I will write
that in my own words in one
sentence. This is the main
idea.
Students will read the
second part of 1st
Continental Congress with a
partner and take notes about
the big idea of each
paragraph in their own
words (not sentences). As a
class, we will share and then
I will lead them to the main
idea of the section.
IP
Students will read “The Shot
Heard Round the World”
independently and find the
big idea of each paragraph
using the same template.
They will record the big idea
in their OWN words and jot
it down.
Closing/Exit
1) What were the two
Slip
main decisions the 1st
Continental Congress
YOUR arguments.
2) Work in your small
groups to share your
LW- arguments
against the other
side’s arguments
(predict what they
will say)
3) Debate- Each side
presents its side and
then gives a rebuttal
4) Neutral group votes
to join a side.
5) I read (and explain)
common sense.
6) Choose a side and
write a persuasive
letter:
You are a colonist living in
Boston in 1775. Write a
letter to the newspaper
persuading readers to join
your cause. Give at least
three arguments with
details to support your
argument!
Finish finding reasons for
staying with Britain in the
loyalist article with a
partner.
Read the article about the
patriots’ argument and find
five main arguments.
Together: Review the main
arguments of each side.
LW: Choose one of the sides-
1) Who were the
loyalists and what
did they want and
made?
2) What happened at
Lexington and
Concord?
LW
try to find arguments why
why?
the other side is WRONG
2) Who were the
(rebuttals)
patriots and what
did they want and
Exit Slip:
why?
1) What were the three
groups of
people/opinions in
the colonies?
2) Which social classes
were probably
neutral?
Monday: Timeline of Pre-Revolution events (continental congress, etc.)
Tuesday: Content based questions using RAD, a RADAR paragraph about the causes of the
Revolution.
Wednesday: RAD with related text about loyalists/patriots
Thursday: Compare and contrast loyalists and patriots with a venn diagram, then write a
compare or contrast paragraph
Friday: Find a non-fiction article in the newspaper or a magazine. Write a RADAR
summary of the text.
EC: Write a persuasive letter on the opposite side of the cause as your letter on Friday.
NO SCHOOL- MLK day!
The Declaration of
Independence: Read for
Information
1) Brain Pop video
2) Importance of the
document/details about
when it was written and
by whom.
/structure/Second
Continental Congress
3) Read for Information
about each section and
answer specific questions
4) Examine the ACTUAL
primary source (?)
Jan 1776- Common Sense
June 1776- Declaration
Committee (TJeff, jAdam, BFrank,
RobLivingston, RogerSherman)
6th Grade
Objective
Monday
No School- MLK
The Declaration of Independence
(July 4th 1776)
1) Basic Rights
2) Grievances
3) Conclusion- declaration
Wednesday
Write a persuasive letter
incorporating three
APPARTS:
Author
Place and Time
Prior Knowledge
Audience
Reason
The Main Idea (Thesis)
Significance
Teach APPARTS explicitly, have
students glue in notes in their
journals.
Use APPARTS on 3 documents:
1) Declaration of
Independence
2) Common Sense
3) Clip of 1776
4) Image of Phili statues
5) Famous Painting of
Signing
Thursday
Read for Information/Main
Idea and Big Ideas
Content
Do Now
Vocabulary
Hook
INM
arguments of either the
loyalist or patriot
perspective!
Thoroughly understand the
loyalist and patriot
arguments and
counterarguments.
Past: review: explorers and
slavery
Present: review def of
patriot/independence/
loyalist/neutral
Future: Jan19th video
*Intro vocab: vocab cards!
Declaration of
Independence: The
document written by Thomas
Jefferson to state that the
colonists were free from
Britain
Tyranny/Tyrant: A
leader/king that is unfair to
his subjects
Common Sense: A
persuasive pamphlet (essay)
written by Thomas Paine that
convinced many colonists to
become Patriots
Thomas Jefferson: Author of
the Declaration of
Independence, Patriot and
3rd President
Watch/listen to a persuasive
speaker- what do you notice
about the way they speak?
(barack)
Who wrote the Declaration?
What were the three parts of
the Declaration?
Why is the Declaration
significant for our country?
Past: causes of the rev.
Present: new vocab and
patriot/loyalist arguments
Future: Jan 21st video
Free association- make lists
about each of the wordswhat other words do you
connect with this phrase?
BrainPop: Watch a video
about the Declaration of
Independence (Answer
multiple choice questions
highlighting who wrote it,
the 3 parts of it)
Persuasive speeches: Today
Powerpoint notes:
we have the chance to have a
-Who wrote the
debate between the patriots
Declaration?
-What issue was taken
and the loyalists- it is your
out of the Declaration?
job to convince the other side
-Why do we celebrate
(AND the neutral colonists)
July 4th as our
to join your side of the issue.
independence day?
Let’s review the arguments of
-What are the three parts
each side
of the Declaration and
LOYALISTS:
what do they say?
GP
-We will lose anyways- GB is
too strong
-GB is our home
country/family- we don’t
want to lose that connection
-It is immoral to disobey the
king, he is from god
-Common people don’t know
anything about government,
they shouldn’t run it
-Britain will give us more
religious freedom than the
Patriots
-Britain will free the slaves
-We don’t deserve the same
rights because we aren’t in
England.
PATRIOTS:
-GB is not treating us fairlywe should have the right to
vote
-Why is the king qualified to
say who is in charge all the
way across an ocean?
-The soldiers are attacking
us, not protecting us
-We are already poor, and
they are taxing us more- they
are not looking out for our
best interests!
-We should be able to make
the laws in our colony/states
-Governments shouldn’t have
the right to take away
individual rights and
freedoms
-We did our part in the
Fr/Ind War: we should not
be taxed for it too!
*Walk students through
the excerpts of the
Declaration- Have
students take
annotations about the
meaning of each section.
Review skill: read
1) Work in your small
information about the
groups to review
significance of the
YOUR arguments.
Declaration/and in depth
(Prepare three
about each section of the
arguments for each
Declaration with a partner –
side, then prepare an
determine the big ideas of
argument against each each paragraph and the main
of your arguments to
idea of the entire thing.
predict what the other
side might say.)
2) Debate- Each side
presents its side and
then gives a rebuttal
3) Neutral group votes to
join a side.
4) I read (and explain)
common sense.
IP
Rewrite the Declaration of
Independence in YOUR OWN
WORDS- include:
1) Basic Rights
You are a colonist living in
2) Grievances
Boston in 1775. Write a letter
3) Conclusionto the newspaper persuading
declaration
readers to join your cause.
Give at least three arguments
with details to support your
argument!
Closing/Exit
1) What is the
1) Who wrote the
Slip
significance of
Declaration?
“Common Sense”?
2) What were the three
2) The Patriots wanted
parts of the
independence
Declaration?
because they wanted
3) Why is the
to vote on the laws in
Declaration
their land- why didn’t
significant for our
the loyalists think
country?
they should have the
right to vote?
LW
Monday: Map Skills and Read for Information about Lexington and Concord.
Tuesday: Read and find the main idea/answer questions about Thomas Jefferson
Wednesday: RAD with related text and big/main idea about other declarations
Thursday: Main Idea and RADAR about slavery in the Declaration
Friday: Find a non-fiction article in the newspaper or a magazine. Write a RADAR
summary of the text.
EC: Write your own declaration of independence
6th Grade
Objective
Content
5) Choose a side and
write a persuasive
letter:
Monday
Read for Information/Main
Idea and Big Ideas
Who wrote the
Declaration?
What were the three parts
of the Declaration?
Why is the Declaration
significant for our country?
Wednesday
Thursday
Read for specific information, Use APPARTS to analyze
summarize information
primary and secondary
documents.
Students will learn the major Students will learn the major
battles of the Revolutionary
battles of the Revolutionary
War, from start to finishWar, from start to finishwhere, when, who won,
where, when, who won,
significance.
significance.
1) Lexington and
Concord
Do Now
Vocabulary
Hook
INM
Past: causes of the rev.
Present: new vocab and
patriot/loyalist arguments
Future: Jan 24st video
2) Bunker Hill
3) Battle of Trenton
(G.W. crossing the
Delaware)
4) Valley Forge (not a
battle)
5) Battle of Saratoga
6) Battle of Yorktown
Past: MC and fill in the blank
questions about social
hierarchy
Present: Fill in the blank with
word bank on this unit’s
vocabulary and content
Future: Short answer
questions about Jan 26th
video
Vocab Cards for new
Free association- make lists
words:
about each of the wordsRevolutionary
what other words do you
War/American
connect with this phrase?
Revolution: The war that
(Do this in partners for all
the American colonists
the vocab words of the unit
fought against Great Britain so far)
for independence
Lexington and Concord:
the first battles of the
American Revolution
Battle of Yorktown: The
final battle of the American
Revolution, where the
British surrendered
Treaty of Paris: The
treaty that ended the
Revolutionary War
BrainPop: Watch a video
BrainPop video: the
about the Declaration of
American Revolution
Independence (Answer
(Answer MC and short
multiple choice questions
answer or matching
highlighting who wrote it,
questions about the contentthe 3 parts of it)
especially on the battles)
Powerpoint notes:
-Who wrote the
Declaration?
-What issue was taken
Explain activity- Read,
Cornell notes and summary.
Model: RADAR summary
Past: Fill in the blank and MC
questions about primary and
secondary sources
Present:
Future: Short answer
questions about Jan 28th
video
Vocab Game: I have, who
has? This game will include
vocabulary from this unit
and last unit!
Watch the battle of
Yorktown and Cornwallis’
surrender scene from “The
Patriot”. Students will
answer questions about the
significance of the battle of
Yorktown, and why
Cornwallis calls the Patriots
‘rabble’.
Introduce the acronym
APPARTS:
• Author
• Place and Time
GP
IP
out of the Declaration?
-Why do we celebrate
July 4th as our
independence day?
-What are the three
parts of the Declaration
and what do they say?
*Walk students through
the excerpts of the
Declaration- Have
students take
annotations about the
meaning of each
section.
Review skill: read
information about the
significance of the
Declaration/and in depth
about each section of the
Declaration with a partner
– determine the big ideas of
each paragraph and the
main idea of the entire
thing.
about Lexington and
Concord: RA-intro; DDD:
from cornell notes questions;
AR: tell main topic again.
Rewrite the Declaration of
Independence in YOUR
OWN WORDS- include:
4) Basic Rights
5) Grievances
6) Conclusiondeclaration
Student groups will present
the information about their
battle. Other students will
record the information about
the battle (where, when,
winner, significance) in a
large timeline structure.
Students will work in expert
groups to read for
information about a
particular battle. Students
will take cornell notes and
then write a RADAR
summary (intro, one detail
per question, conclusion).
Students will read about a
second “back up” battle,
answer cornell notes
questions and write a
summary.
•
•
•
•
Prior Knowledge
Audience
Reason
The Main Idea
(Thesis)
• Significance
Model using APPART to
analyze a source about
Lexington and Concord. Use
a graphic organizer to help
students organize their
work.
Lead a group analysis of a
source from Bunker Hill
using APPARTS.
Then, have students work
with a partner to use
APPARTS to analyze a source
of their choice:
1) Battle of Trenton
(G.W. crossing the
Delaware)
2) Valley Forge (not a
battle)
3) Battle of Saratoga
4) Battle of Yorktown
Have students analyze one
or two more sources on their
own using APPARTS. They
can choose from the other
battles, and complete more
than one for extra credit. For
DePauw, have them continue
with partner work
Closing/Exit
4) Who wrote the
1) Who won the
1) What was the
Slip
Declaration?
American Revolution?
significance of the
5) What were the three
2) Name and describe
battles at Lexington
parts of the
one of the major
and Concord?
2) Is a letter from
Declaration?
battles of the
General Washington
6) Why is the
Revolution.
to the Continental
Declaration
Congress a primary
significant for our
country?
or secondary source?
Why?
LW
Monday: Map Skills – use a close up map (of Philidelphia or Boston during the Revolution)
to answer questions.
Tuesday: Read for Information and determine main idea
Wednesday: timeline skills based on the battles of the Revolution
Thursday: RAD with related text (about muskets) and RADAR
Friday: Find a non-fiction article in the newspaper or a magazine. Write a RADAR
summary of the text.
EC: use APPARTS to analyze this document
6th Grade
Monday
Wednesday
Thursday
Objective
Content
Do Now
Vocabulary
INM
GP
IP
Closing/Exit
Slip
LW
Monday: Map Skills and Fact/Opinion/Bias
Tuesday: timeline skills and content based questions (colonial life, causes for the
revolution, social hierarchy)
Wednesday: RAD with primary source about Indentured Servants
Thursday: RAD with related text and RADAR
Friday: Find a non-fiction article in the newspaper or a magazine. Write a RADAR
summary of the text.
EC: Complete a DBQ about the causes of the revolution.
6th Grade
Monday
Wednesday
Thursday
Objective
Content
Do Now
Vocabulary
INM
GP
IP
Closing/Exit
Slip
LW
Monday: Map Skills and Fact/Opinion/Bias
Tuesday: timeline skills and content based questions (colonial life, causes for the
revolution, social hierarchy)
Wednesday: RAD with primary source about Indentured Servants
Thursday: RAD with related text and RADAR
Friday: Find a non-fiction article in the newspaper or a magazine. Write a RADAR
summary of the text.
EC: Complete a DBQ about the causes of the revolution.
UNIT FIVE:
Content
Skill
Bill of Rights
Indians: western expansion/Indian removal act
Women: rights or lack of, abolitionist cause,
Immigrants:
African Americans: free and slave, abolitionist
movement, underground railroad
UNIT SIX:
Content
Causes of the Civil War
Confederacy versus Union
Major Battles
Emancipation/end of war
Reconstruction
Skill
UNIT FOUR:
Week One: Review
Review
Week Two:
Review: Causes of the Revolution
Big Ideas and Main Idea:
Read about 1st continental
congress (pg 13 in Declaration
Book)- find the big idea of each
paragraph, then find the main
idea, then read the “Shot heard
round the world”
1774- 1st Continental Congress:
Rights and Grievances
Take Unit Three Test
New: Understanding each side of
the revolution: Loyalists and
Patriots
Read with a purpose: (Read for
Information)
Pull specifics from examples of
Loyalists and Patriots.
Persuade- Point of View
Overview of Unit:
• Causes of Revolution
(review)
• Loyalists versus Patriots
• The Outsiders:
Blk/AmInd/Wom
• Declaration of
Independence: Who did it
include/not include?
• The Revolution: Different
Sides, Battles, Allies,
Outcomes
• Constitution: What did it
say? Who did it benefit?
TIMELINE: Create space for
annotations.
Mini-Debate: Convince the
neutral people to join your side
Close: Thomas Paine- are you
convinced?
Decide whether you are a patriot
or a loyalist- be able to articulate
WHY.
Write an editorial to a colonial
newspaper trying to persuade
1775- Lexington and Concord
Second Continental Congress:
Decide on leader, war, etc.
Week Three (only T-F)
NO SCHOOL- MLK day!
Create an outline of BOTH
arguments: Thesis given (we
should separate from GB) OR (we
should remain loyal to GB)
other people to join your side of
the revolution. *People used the
newspapers a lot to show
political cartoons and other
means of persuading people to
join the cause.
The Declaration of
Independence: Read for
Information
5) Brain Pop video
6) Importance of the
document/details about
when it was written and
by whom.
/structure/Second
Continental Congress
7) Read for Information
about each section and
answer specific questions
8) Examine the ACTUAL
primary source (?)
APPARTS:
Author
Place and Time
Prior Knowledge
Audience
Reason
The Main Idea (Thesis)
Significance
Be able to respond to each of the
five key points of the other side’s
argument.
Jan 1776- Common Sense
June 1776- Declaration
Committee (TJeff, jAdam, BFrank,
RobLivingston, RogerSherman)
The Declaration of Independence
(July 4th 1776)
7) Basic Rights
8) Grievances
9) Conclusion- declaration
Week Four: The Revolutionary War
Review: Social Hierarchy in the
Major Battles:
Colonies
Look at primary sources from the
BrainPop Video- The American
battles:
Revolution
7) Lexington and Concord
8) Bunker Hill
Plus: We know that 1/3 of the
9) Battle of Trenton (G.W.
colonists were neutral- which
crossing the Delaware)
groups of the social hierarchy do
10)Valley Forge (not a battle)
you think didn’t care much about
11)Battle of Saratoga
the Rev./who was in power
12)Battle of Yorktown
Teach APPARTS explicitly, have
students glue in notes in their
journals.
Use APPARTS on 3 documents:
6) Declaration of
Independence
7) Common Sense
8) Clip of 1776
9) Image of Phili statues
10)Famous Painting of
Signing
Major Battles Part Two:
Students will “research” in depth
about one of the battles of the
Revolutionary War. They will
split into sides and create a
reenactment of the battle and act
it out in front of the class
Causes/Effects of the War- Treaty
of Paris
The Sides: British versus
Patriots/Rebels/Americans
Benefits and Challenges of Each
(British Navy)
Use APPARTS to analyze the
significance of each document
Allies (French, Germans, Native
Americans, Enslaved/Free
African Americans)
Read for Information about the
Battles of the Revolution.
Week Five: The Constitution
The Constitutional Convention
(pg 11 of Constitution book):
Review: main idea
1) Why was the writing the
constitution a big deal?
2) Who wrote the
Constitution? What Social
class were they from?
3) What three jobs did they
think a government
should have?
4)
Week Six: Bill of Rights
Review: Causes of the Revolution
Intro to Bill of Rights- Notes on
the major theme of each of the
ten
Notes on Amendments
Notes on why the bill of rights
came into being.
How did these rights separate
and protect people from the same
injustices that they faced with
Britain?
Benchmark Week (M-W)
MLK- Jan 17th
Feb 16th- benchmark
17-PD
18th-Conferences
Branches of Government
Checks and Balances
Federalism versus States Rights
Popular Sovereignty
Federalism
Branches of Government?
Act it out!
Reenact the Constitutional
Convention- this time including
more people from each social
category.
*slavery- 3/5 person
Become an expert:
In small groups, read about one
of the amendments, and design a
way to act it out. (what would
happen if people didn’t have this
right?) What is the right now?
DBQ practice:
21st President’s Day
Spring Break 12th
Study Guide:
Review
1) What were the causes of the Revolution?
2) What is the social hierarchy of the colonies?
3) How were divisions created and maintained between the classes?
4) Which groups had power in creating the new government?
Week One:
1) What happened at Lexington and Concord? Who won? Why were these events important?
2) What were the different viewpoints of the colonists?
3) What were the three main arguments of the Loyalists?
4) What were the three main arguments of the Patriots?
5) How did the different groups try to persuade each other to join their cause?
6) What is Common Sense? Why was it important?
Week Two:
7) Who wrote the Declaration of Independence? What class were they from (gender/race)?
8) When was it signed?
9) What does it say? (Basic Rights/Problems with Britain/Declaration of Independence)
Week Three:
10)When was the Revolutionary War?
11)What were the two sides fighting in the war? Who won?
12)Who were the allies of the US/Colonies (France and Spain)?
13)What were the advantages and disadvantages of each side?
14)What was the significance of: Lexington and Concord, Bunker Hill, Trenton, Valley Forge, Saratoga,
and Yorktown?
15)What was the Treaty of Paris? (What did it say, what was its significance, who won?)
16)Why is it significant that the US won?
Week Four:
17)Who wrote the constitution (race, gender, class)?
18)What are the 3 Branches of Government?
19)What are checks and balances?
20)Who did the Constitution really benefit?
21)What is federalism? States Rights?
22)How did slavery play a role in the writing of the Constitution/Declaration?
Week Five:
23)What is the Bill of Rights?
24)Why was the Bill of Rights created?
25)How does the Bill of Rights protect people?