Unit Plan:
“America
Before and
After the
Revolutionary
War”
By
Taylor Sides, Becca Napoli
TED 330 – Teaching Process
P. Cobau-Smith
Unit Plan: “America Before and After the American Revolution”
10 Days
Unit Essential Question:
Compare and Contrast the Government and Literature of “America before and after the
Revolutionary War”.
Intended Audience:
The audience is 10th grade students in both English and Government classes (about 22 students).
These classes have a mixture of students, including some with IEPs and other issues.
Objectives & Standards:
Becca: F1.1 – Identify the core ideals of American society as reflected in the documents below
and analyze the ways that American society moved toward and/or away from its core ideals.
Declaration of Independence
The U.S. Constitution
Bill of Rights
Gettysburg Address
13th, 14th and 15th Amendments
F1.2 – Using the American Revolution, the creation and adoption of the Constitution and the
Civil War as touchstones, develop an argument/narrative about the changing character of
American political society and the roles of key individuals across cultures in
prompting/supporting the change by discussing
 the birth of republican government, including the rule of law, inalienable rights,
equality and limited government
 the development of governmental roles in American life
 competing views of the responsibilities of governments
 development of political parties
 America’s political and economic role in the world
Taylor: 3.3.1 – Explore the relationships among individual works, authors, and literary
movements in English and American literature and consider the historical, cultural, and societal
contexts in which works were produced.
1.5.2 – Prepare spoken and multimedia presentations that effectively address audience by careful
use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.
Objective Overview:
Students will learn how America developed its own literature, ideals, and government after the
Revolutionary War, comparing these aspects to before the Revolutionary War. They will develop
an understanding of political and social changes, different sides of the war, and how America
became independent (in government and writing).
Using those concepts, they will complete a research assignment on an important person (writer,
speaker, or politician) during the American Revolution and present these ideas in both the
History and English Classroom (keeping in mind the goal and audience for each).
Important skills will include ability to do appropriate research, put together a well-written paper,
completing assignments, and completing the readings.
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Activities will include debating on either side of the war, researching important people, reading
important documents of the time, examining literary features during the time, and creating a
multimedia presentation (among others)
Classroom Implementation:
Day 1: Introduction
Introduction of Unit – discuss Pre-Revolutionary America.
Assignment of Due Dates - Handout
Overview of Culminating Project – Discuss final presentations
Beginning Activity:
Becca: Present a video about the American Revolution with a worksheet included and discussion
to follow previewing the next unit.
Taylor: Students will participate in an Agree/Disagree activity. Statements will be posted on the
board from the computer/projector, and then students will decided if they agree or disagree.
Students will be given the chance to explain why they feel the way they do.
Day 2 Pre- Revolution
Becca: F1.1
Introduction: Entrance ticket and review of the video from previous day.
Lesson Activities: F1.1 with pre- Revolutionary America- power point presentation with
interactive questioning.
HW: reading from text
Day Wrap-up: Exit ticket
Taylor: 3.3.1
Introduction: Video on Book [https://www.youtube.com/watch?v=8DnTEkpr9PM]
Lesson Activities: Read The Year of the Hangman as a class. Discuss what historical events the
author changed, and how these affect the audience’s view on history.
HW: 1 page essay discussing the political, societal, and cultural ideals of Pre-Revolutionary
America.
Day Wrap-Up: In groups, discuss what the best part of this book was, and why. What changes
would you have made to the book?
Day 3 Changes in the American Ideal
Becca: F1.1 continued
Introduction: entrance ticket and recap of previous day
Lesson Activities: Declaration of Independence, each student can read from Declaration and
power point presentation about the writing and signing. Students will
create a classroom Declaration and all sign it.
HW: Text book reading
Day Wrap-up: exit ticket
Taylor: 3.3.1
Introduction: Bell Ringer: Using journal, discuss how you think writing and literature affect the
politics of countries, states, or cities.
Lesson Activities: Activity with Political Writers (“Common Sense” Thomas Paine, “Concerning
Civil Government” John Locke). (ppt. lecture) Discuss upcoming speech
topics.
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HW: Create a table comparing and contrasting these two works.
Day Wrap-Up: Discuss with table group how these works may have affected American ideals,
leading up to the revolutionary war.
Day 4 Opposing Political Sides
Becca: F1.2 (21.1 &21.4)
Introduction: entrance ticket and ask students if they have any knowledge of the political sides of
Revolution and ask students if they have participated in a debate before.
Lesson Activities: Power point teaching students about different political parties during the
Revolutionary
War, check for understanding by asking questions. Split class into two groups and they act as
the political parties of the time. Split the political parties into sub groups
and the sub groups spend the rest of class researching topics for the debate
the next day.
HW: continue research for the debate
Day Wrap-up: ensure students understand the debate for tomorrow
Taylor: 3.3.1
Introduction: Video on Literature of Revolution
[https://www.youtube.com/watch?v=a7fVYvDgwEo]
Lesson Activities: Listen to “Rip Van Winkle”
[https://www.youtube.com/watch?v=Nb7QUmj3pTM], complete
worksheet.
HW: Choose your historical figure (writer or political leader) of Revolution.
Day Wrap-Up: Discuss conflicting pre- and post-revolutionary ideals in the story.
Day 5 Revolutionary America
Becca: F1.2 (21.1 &21.4) continued
Introduction: split the room in half and set up for the debate
Lesson Activities: start the debate, student run with teacher prompting when in need of help.
HW: write a summary about the debate
Day Wrap-up: conclude the debate and introduce speech project and give handout for assignment
(see day 6).
Taylor: 1.5.3
Introduction: Move into computer lab, discuss how to choose reliable / unreliable sources.
Lesson Activities: Handouts of sample speech outlines. Use computer lab day to research your
intended person and begin writing your speech & paper.
HW: Start rough draft of paper.
Day Wrap-Up: Save, send, and print research and beginnings of writings. 5 minutes for
discussion of any questions.
Day 6 During and After the Revolution
Becca: F1.2
Introduction: entrance ticket and overview of research project (give a speech being a person from
the time period)
Lesson Activities: research day in the library- librarian will help students with how to use
databases.
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HW: continue to work on speech- due on day 9.
Day Wrap-up: exit ticket
Taylor: 3.3.1
Introduction: Review Preamble of Constitution, Handout
[http://www.examiner.com/article/investigating-the-importance-oflanguage-literature] about the importance of word usage in writing.
Lesson Activities: Read Sections of “Founding Brothers”, discuss para- and post-revolutionary
ideals and differences between American writing before & after the
revolution.
HW: Keep working on your rough draft of speech & paper, finish speech outline, put together a
visual aid (presentation, poster, etc.) for your speech.
Day Wrap-Up: Write a 1 paragraph summary of what we read today to turn in when the bell
rings.
Day 7 Post-Revolutionary America
Becca: F1.1
Introduction: Ask students if they know how the Revolutionary War ended
Lesson Activities: Power point on how the war ended with student involvement, students will
use their books to answer questions throughout the power point/
HW: Read from textbook and work on speech
Day Wrap-up: exit ticket
Taylor: 1.5.3
Introduction: Handout reviewing how to turn your essay into a speech.
Lesson Activities: discuss any concerns about presentations; work on finalizing drafts with
partners.
HW: prepare / practice for your presentation
Day Wrap-Up: Sign up for presentation times.
Day 8 Wrapping Up
Becca:
Introduction: introduce the new government
Lesson Activities: power point on newly established government, class discussion on if they
think this is the best option for America.
HW: Get ready for speech day!
Day Wrap-up: exit ticket
Taylor: 1.5.3
Introduction: Review editing, revising, proofreading for research paper. Tell students any
announcements, begin presentations.
Lesson Activities: students will begin present to their speeches today
HW: Finalize final drafts of research
Day Wrap-Up: n/a.
Day 9 Presentation Day
Introduction: Review order of speeches.
Lesson Activities: Have all students present their research, give review sheet.
HW: Finalize final drafts of research paper to turn in tomorrow, study for exam.
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Day Wrap-up: Answer any questions about exam.
Day 10 Assessment Day
Introduction: students come in, hand in papers, ready to take exam.
Lesson Activities: Students take final assessment (including reflection essay: how they thought
they did on their writing assignments and what they would improve if they
had more time). When all have finished, quick preview of next unit
(abolition)
Student Assessments:
Culminating Projects:
 Research paper on historical figure (rubric)
 Speech on research of historical figure (rubric).
 Final assessment on revolutionary government (including reflection essay).
 Final assessment on revolutionary literature (including reflection essay).
Instructional Strategies:
 PPT Lecture w/ Notes
 Agree/ Disagree Activity
 Video viewing
 Reading
 Group Comparison Activity
 Performance Activity
(Side Note: This Unit Plan Outline was found on Teacherspayteachers.com)
Calendar:
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Grade/subject: 10th Grade, English /
Speech
Lesson title/topic: American Literature Before and After the American
Revolution
Teacher: Taylor Sides
Time available: 1 hour, 20
minutes
Lesson date: Feb. 13
STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson:
3.3.1 – Explore the relationships among individual works, authors, and literary movements in English
and American literature and consider the historical, cultural, and societal contexts in which works
were produced.
OBJECTIVES The student will demonstrate the ability to:
Learn about early American ideals and the confusion that followed the American revolution by listening and
reflecting on the story “Rip Van Winkle”.
INSTRUCTIONAL ACTIVITIES:
Time:
Introduction/anticipatory set
10 min.
https://www.youtube.com/watch?v=a7fVYvDgwEo [1.52]
*Discuss ideas that are presented in the video and how they relate to today’s lesson.
Instructional activities (including ‘checking for understanding’ activities)
55 min.
Listen to “Rip Van Winkle” [https://www.youtube.com/watch?v=Nb7QUmj3pTM] (40:48)
*Complete worksheet to check for understanding, use group time to share answers and see
different understanding.
Conclusion/closure
10 min.
Discuss conflicting pre- and post-revolutionary ideals in the story in table groups.
[Assignment/follow up]
5 min.
Choose your historical figure (writer or political leader) of Revolution [for final paper].
Review topic with teacher.
RESOURCES/MATERIALS and CLASSROOM SET UP needs:
1. Working computer
2. Projector / screen
3. Worksheets
4. Pens / pencils
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“Rip Van Winkle” Viewing Worksheet
1. List three important components of Rips personality.
A
B
C
2. List some clues that tell you that time has passed. How does this create irony?
3. Identify the Beginning, Middle and End.
Whom does Rip meet in the forest, and how is that what ends the Exposition?
4. Name several ways in which Rip’s town has changed when he awakens.
5. What are the implications of this in terms of Pre- and Post- Revolutionary American ideals (cultural, political, and
social changes)?
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Grade/subject: 10th Grade, English /
Speech
Lesson title/topic: American Literature Before and After the American
Revolution
Teacher: Taylor Sides
Time available: 1 hour, 20
minutes
Lesson date: Feb. 18
STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson:
1.5.2 – Prepare spoken and multimedia presentations that effectively address audience by careful use of voice,
pacing, gestures, eye contact, visual aids, audio and video technology.
.
OBJECTIVES The student will demonstrate the ability to:
Learn how to proofread, revise and edit more efficiently. They will also learn how to put together different
types of visual aids (presentation) and how to give an effective speech.
INSTRUCTIONAL ACTIVITIES:
Time:
Introduction/anticipatory set
10 min.
Handout reviewing how to turn your essay into a speech. Any questions can be asked about
the process.
Instructional activities (including ‘checking for understanding’ activities)
50 min.
-
-
Sign up for presentation times
Ppt. presentation on visual aids (informal formative assessment to check for
understanding by asking students throughout presentation to evaluate material that
was covered).
Work with partners to finalize drafts of speech outline, when finished work on
finalizing research paper or creating your speech cards. (Students will turn in an
edit/ revision checklist with their final paper as part of the assessment to check if
they understand revising and editing).
Conclusion/closure
15 min.
Discuss any concerns students have about their speeches and final papers.
[Assignment/follow up]
5 min.
Finish preparing a visual aid, practice speech with visual aid for tomorrow (make sure it
fits in time slot). Finalize any changes that have been made / need made to papers for
Friday.
RESOURCES/MATERIALS and CLASSROOM SET UP needs:
1. Working computer
2. Projector / screen
3. Handout
4. Pens / pencils / highlighters
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Speech Sign Up:
How to turn your essay into a Speech (handout):
How to turn your essay into a speech:
1. Revise and Edit!
a. Make sure you have EVIDENCE!
i. Ask yourself, “How do I know?”
ii. Give credit to your sources
iii. Make sure you have a thesis statement and a hook- repeat your hook!!!
iv. Eliminate all slang and non-academic language
2. DO NOT PLAGIARIZE!
3. When you are done with steps 1, 2 - retype or recopy your rough draft into another
rough draft.
a. Revise and edit that rough draft. Check for spelling, grammar, and punctuation
mistakes.
b. Use the rubric!
c. Read it to someone else!
d. If it is not interesting, go back and work on it again!
e. If it is - move onto Step 5.
4. Type your final copy!
a. Perfect copy! No mistakes, no rips, no misspelled words.
5. Make notes on your speech on note cards ONLY when you are finished with your final
copy.
a. Speech cards should not be the speech written out! Just Cues!
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