Richmond Public Schools
Department of Curriculum and Instruction
Curriculum Pacing and Resource Guide ~ Unit Plan
Course Title/ Course #: United States History 1 (to 1865) #2006
Unit Title/ Marking Period # (MP): American Revolution/ MP2
Start day: 57
Meetings (Length of Unit): 15 days
Desired Results ~ What will students be learning?
Standards of Learning/ Standards
USI.5d The student will use demonstrate knowledge of the factors that shaped colonial America by identifying the political and
economic relationships between the colonies and Great Britain.
US1. 6- The student will demonstrate knowledge of the causes and results of the American Revolution by:
a) Identifying the issues of dissatisfaction that led to the American Revolution.
b) Identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.
c) Describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington,
Benjamin Franklin, Thomas Jefferson, Patrick Henry and Thomas Paine.
d) Explaining reasons why the colonies were able to defeat Great Britain.
Essential Understandings/ Big Ideas
Students will be able to answer the following questions to understand the relationships between the colonies and Great Britain as well
as the causes and results of the American Revolution.
• How did Great Britain impose its political and economic control over the colonies?
• What steps did Great Britain take to increase control over its colonies?
• Why did many colonists become dissatisfied with Great Britain’s control over the colonies?
• What ideas /philosophies about governemtn were exposed in the Declaration of Independence?
• Who were some of the key individuals in the Revolutionay War?
• What role did key individuals play in the Revolutionary War?
• What were some of the key events that occurred during the Revolutionary War period?
• What advantages helped the American colonists win the Revolutionary War ?
United States History: Beginnings to 1865
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USI. 6a Key Essential Skills and Knowledge
Essential Knowledge:
USI. 5d- Economic relationships
• Great Britain imposed strict control over trade.
• Great Britain taxed the colonies after the French and Indian War.
• Colonies traded raw materials for goods.
Political relationships
• Colonist had to obey British laws that were enforced by governors.
• Colonial governors were appointed by the king or by the proprietor.
• Colonial legislatures made laws for each colony and were monitored by colonial governors.
England became Great Britain in the early 1700s.
USI. 6a- Great Britain’s reasons for control
• In the American colonies, Great Britain’s desire to remain a world power resulted in a conflict with the French known as the
French and Indian War.
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Great Britain imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the French and Indian War.
Great Britain’s reasons for taxation
• To help finance the French and Indian War
• To help with the maintaining of British troops in the colonies.
Sources of colonial dissatisfaction
• Colonies had no representation in Parliament.
• Some colonists resented power of colonial governors.
• Great Britain wanted strict control over colonial legislatures.
• Colonies opposed taxes
The Proclamation of 1763, which followed the French and Indian War restricted the western movement of settlers
USI. 6b- Key philosophies in the Declaration of Independence were based upon the ideas first expressed by European philosophers.
Key philosophies in the Declaration of Independence
• People have “certain unalienable rights” (rights that cannot be taken away)—life, liberty, and pursuit of happiness.
• People establish government to protect those rights.
• Government derives power from the people.
• People have a right and a duty to change a government that violates their rights.
USI. 6c- Key indivduals
• King George III: British king during the Revolutionary Era
• Lord Cornwallis: British general who surrendered at Yorktown.
• John Adams: Championed the cause of independence
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• George Washington: Commander of the Continental Army
• Thomas Jefferson: Major author of the Declaration of Independence.
• Patrick Henry: Outspoken member of House of Burgesses; inspired colonial patriotism with “Give me liberty or give me death”
speech.
• Benjamin Franklin: Prominent member of Continental Congress; helped frame the Declaration of Independence; helped gain
French support for American independence
Other important individuals
• Phyllis Wheatley: A former enslaved African American who wrote poems and plays supporting American Independence
• Paul Revere: Patriot who made a daring ride to warn colonists of British arrival.
Key Events
• Boston Massacre: Colonists in Boston were shot after taunting British soldiers.
• Boston Tea Party: Samuel and Paul Revere led patriots in throwing tea into Boston Harbor to protest tea taxes.
• First Continental Congress: Delegates from all colonies except Georgia met to discuss problems with Great Britain and to promote
independence.
• Battles at Lexington and Concord: This was the site of the first armed conflict of the Revolutionary War.
• Approval of the Declaration of Independence: Colonies declared independence from Great Britain (July 4, 1776).
• Battle of Saratoga: This American victory was the turning point in the war.
• Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end of the Revolutionary
War.
• Signing of the Treaty Paris: Great Britain recognized American independence in this treaty.
USI. 6d- Colonial advantages
• Some colonists’ defense of their own land, principles, and beliefs
• Additional support from France
• Strong leadership
Essential Skills:
• Identify and interpret primary and secondary source documents to increase understanding of events and life in United States
history to 1865 (USI. 1a)
• Make connections between the past and the present (USI. 1b)
• Sequence events in United States history from pre-Columbian times to 1865 (USI. 1c)
• Interpret ideas and events from different historical perspectives (USI. 1d)
• Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events
(USI. 1f)
• Interpret patriotic slogans and excerpts from notable speeches and documents (USI. 1h)
United States History: Beginnings to 1865
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Vocabulary
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Academic
Identify
Interpret
Primary and Secondary Sources
Sequence
Analyze
Make Connections
Describe
Illustrate
United States History: Beginnings to 1865
Content
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Raw materials
French and Indian War
Economic
Political
Proprietor
Stamp Act
Parliament
Representation
Rebellion
Proclamation of 1763
Taxes
Dissatisfaction
Unalienable Rights
Pursuit of Happiness
Philosophies
Liberty
Democratic Government
Battle of Saratoga
Boston Massacre
Boston Tea Party
Battles at Lexington & Concord
Benjamin Franklin
Common Sense
Continental Congress
First Continental Congress
George Washington
John Adams
King George III
Lord Cornwallis
Patrick Henry
Paul Revere
Phyllis Wheatley
Revolutionary War
Thomas Jefferson
Treaty of Paris
Yorktown
France
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Assessment Evidence ~ What is evidence of mastery? What did the students master & what are they missing?
Assessment/ Evidence
Formative Assessments:
• Exit Tickets
• Writing Prompts
• Debates- Colonists vs. Loyalists
• Analyze Political Cartoon
• Trading Cards for key people in Revolution
• Creating/ Analyzing Quotes
• Timeline
Summative Assessments:
• Declaration of Independence DBQ
• Interactive Achievement
• Timeline
Learning Plan ~ What are the strategies and activities you plan to use?
Learning Experiences/ Best Practices
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Learning Experiences
All activities can be completed or glued into student interactive
notebook.
Students will hear stories about the laws that Great Britain
placed on the colonies and chart their reaction and then write the
colonists reaction, hearing the connections between their
reactions and their own. Students will then make a t-chart
describing the reasons for taxation/control by Great Britain and
the reasons for dissatisfaction from the colonists.
Students will map the colonies and then map the line for the
Proclamation of 1763, looking at all the open farm land.
Students will also view a clip from America: Story of Us to
understand the colonists view point.
Students will complete an activity identifying the quotes from
the colonists about the laws King George placed on them,
identifying each reason why they were angry.
Students will complete the following writing prompt:
Write a letter to King George, responding to recent laws and
taxes. Be sure to explain why you are angry or dissatisfied with
him and what action you think should be taken to solve the
United States History: Beginnings to 1865
Instructional Strategies
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Comparing and contrasting
Map activity
Analyzing quotes
Writing prompt
Think Pair Share
Illustrating activities
Direct instruction
Creating a timeline
DBQ
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problem. (4-6 sentences, to start)
Students will think- pair- share their responses to the writing
prompt and the colonists issues, and create their own solution
Students will analyze and answer questions describing the
Declaration of Independence political cartoon.
Students will take notes about the English philosopher, John
Locke, and the writing of Declaration of Independence.
Students will view a copy of the Declaration of Independences,
and find the reasons for dissatisfaction in the grievances section
of the document, making a t-chart. Students will then complete
an four square activity where they draw pictures for the
following key philosophies of the Declaration of Independence:
1) Unalienable rights (write what they are, too)
2) People have the right to establish their own government
3) The government gets its power from the people
4) People have a right and a duty to change the government
Students will view the Declaration of Independence music and
complete the following writing prompt:
Why is it too late for King George to apologize to the colonists?
Describe what you think King George’s reaction was when he
received the Declaration from the colonists? Will King George
just let the colonists go?
Students will complete a chart of the Key players of the
American Revolution.
Students will identify each person key to the American
Revolution through quotes.
Students will analyze the “The Bloody Massacre” engraving
with questions.
Students will create a timeline of events during the American
Revolution. Teacher can animate the timeline by showing
America: Story of Us video clips.
Students will complete the 6c writing assignment
Students will complete the 6d pie chart to demonstrate
understanding of how the Americans were able to win against
Great Britain.
Students can complete the DBQ on the Declaration of
Independence.
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Students can complete a storybook of the American Revolution.
Technology Integrations
SOL Pass Gameshttp://www.solpass.org/us1.php
Brain Pop https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/
“It’s Too Late to Apologize” music video, with writing activity- https://www.youtube.com/watch?v=uZfRaWAtBVg
BrainPop “Declaration of Independence” https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/
Events of the American Revolution https://www.brainpop.com/socialstudies/ushistory/americanrevolution/
SMART Board Activities
Declaration of Independence DBQ
Resources
Textbook/ MaterialsAmerican Republic, Declaration of Independence
VA Set the Standard Study Guide Book, p. 17-23
TechnologyAll SOL Standards:
SOL Passhttp://www.solpass.org/us1.php
Digital History- http://www.digitalhistory.uh.edu/era.cfm?eraID=3&smtID=5
5d/ 6ahttps://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/
Proclamation of 1763https://www.youtube.com/watch?v=ceb6uOI6nsA& list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=3
“Why were the American colonies unhappy with the British government?”
http://historyisfun.org/pdf/tea-overboard/Why_were_the_American_colonies_unhappy_with_the_British_government.pdf
6b“It’s Too Late to Apologize” music videohttps://www.youtube.com/watch?v=uZfRaWAtBVg
BrainPop “Declaration of Independence” https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/
6cPeople- http://www.libertyskids.com/arch_who.html
Eventshttps://www.brainpop.com/socialstudies/ushistory/americanrevolution/
“Shot Heard Round the World” Video https://www.youtube.com/watch?v=rZMmPWTwTHc
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“Lexington and Concord” America: Story of Us
https://www.youtube.com/watch?v=3yxbd4m1sk0&index=6&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX
“Battle at Saratoga” http://mrnussbaum.com/readingcomp/saratoga
“Victory at Yorktown” America: Story of Us
https://www.youtube.com/watch?v=Dx_bzlDaC0o&index=12&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX
“Yorktown Siege and British Surrender” The Patriot”
https://www.youtube.com/watch?v=OaVQOabLQLw
6dhttp://americanhistory.mrdonn.org/revolution-lesson9.html
Web ResourcesInteractive Notebook: Unit 5
http://rpshistory.weebly.com/interactive-notebooks.html
High Yield Activities:
http://rpshistory.weebly.com/high-yield-activities.html
Declaration of Independence DBQ:
http://rpshistory.weebly.com/dbqs.html’
Virginia Department of Education
http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865
.pdf
TTAC
http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf
Cross Curricular Connection
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Students can complete a research project about each event or notable person during the American Revolution
Students can read and analyze Phyllis Wheatly’s poems and can compare and contrast the ideals of the colonists to the poems
Students can calculate the number of British and Continental Army soldiers to create the probability of who will win the
American Revolution.
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