ECI 522
Scope and Sequence
U.S. History: The American Revolution
This scope and sequence matrix is intended for an 11th grade United States History class. Class sessions are 55 minutes long.
The American Revolution unit is intended to be the second unit in a United States History class; it follows a unit based on the
colonization of America and the relationship the colonies had with England. There are three enduring understandings that are
reflected throughout this unit and, more importantly, this course. The United States History enduring understandings are:
1. History is an ongoing dialogue and historical “Truth” should be continually questioned.
2. People can improve their future by learning from the past.
3. Diversity throughout the world and within our nation should be recognized as strength.
Students are given the opportunity to personally reflect on the subject matter presented in this unit through in-class journal entries.
The questions given to students help them in finding the link between present and past. Students are also engaged in a number of
group discussions to discuss our future as Americans by interpreting our past. Journal entries and class discussions allocate for
students to see how they are “actors” in America’s ongoing history, just as the people we study were “actors” in their own time.
Students’ ongoing discovery of America’s history confirms that diversity is very much a part of our past and present. This interactive
unit intends to engage students in understanding and interpreting the past and encourages them to relate that knowledge to their own
lives and futures.
United States History
History Department
Amanda Mason
Enduring Understandings:
4. History is an ongoing dialogue and historical “Truth” should be continually questioned.
5. People can improve their future by learning from the past.
6. Diversity throughout the world and within our nation should be recognized as strength.
Unit 2: The American Revolution
Dates (3/3 – 3/21)
Topic
Standard & PO
Assignments/Activities
Assessment
Monday (3/3)
Factors leading to the
American
Revolution; Diversity
among colonists.
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution.
1. Lecture and group
discussion; students will
take notes on graphic
organizers.
Observation during
group discussion.
Students will turn in
graphic organizers to be
checked for
completeness.
Tuesday (3/4)
Stamp Act Congress
1-1: PO 5. Examine
primary and secondary
sources effectively to
obtain accurate and
relevant information.
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution:
a. British attempts to tax
1. Students will begin to
prepare their arguments
for the Stamp Act
Congress (mock trial) to
be implemented on
Thursday (3/6). Primary
documents and internet
access will be made
available for research.
Observation of student
participation within
groups during
preparation.
and regulate colonial
trade as a result of the
French and Indian War.
b. Colonists’ reaction to
British policy ideas
Wednesday (3/5)
Stamp Act Congress.
1-1: PO 5. Examine
primary and secondary
sources effectively to
obtain accurate and
relevant information.
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution:
a. British attempts to tax
and regulate colonial
trade as a result of the
French and Indian War.
b. Colonists’ reaction to
British policy ideas
1. Students will continue
preparations for the Stamp
Act Congress (mock trial)
to be implemented on
Thursday (3/6).
Observation of student
participation within
groups during
preparation.
Thursday (3/6)
Stamp Act Congress;
Repeal of the Stamp
Act.
1-1: PO 7. Compare
present events with past
events:
b. change over time
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution:
a. British attempts to tax
and regulate colonial
trade as a result of the
1. Stamp Act Congress:
Students will perform a
mock trial on the fairness
of the Stamp Act and other
taxes placed on the
colonies by Parliament.
2. Group discussion will
follow mock trial to
discuss the repeal of the
Stamp Act.
Instructor will observe
and assess students
during mock trial.
Students will peer
evaluate fellow group
members after the
activity and will turn in
hard copies of their
research.
Homework: Begin to
work on an essay
French and Indian War.
b. Colonists’ reaction to
British policy ideas
Friday (3/7)
relating the colonists’
views on taxes to a
current view of taxation
(due Mon. 3/10)
Observation during
group discussion.
Students will turn in
graphic organizers to be
checked for
completeness.
Homework: Reading
Guide, hand-out of
Revolutionary War.
Townshend duties;
Boston Massacre;
Boston Tea Party;
First Continental
Congress.
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution:
b. Colonists’ reaction to
British policy ideas
1. Lecture and group
discussion; students will
take notes on graphic
organizers.
2. Complete in-class journal
entry: If you were alive
during the American
Revolution would you
have been a loyalist or a
rebel? Explain.
Monday (3/10)
Battle of Bunker Hill;
Second Continental
Congress – British
response.
1-4: PO 3. Describe the
significance of major
events in the
Revolutionary War.
1. Lecture and group
discussion; answer any
questions regarding
reading guide.
Turn in essay regarding
taxation. Turn in
reading guide.
Observation during
group discussion.
Tuesday (3/11)
Declaration of
Independence
1-4: PO 3. Describe the
significance of major
events in the
Revolutionary War.
1. Group Activity:
“Breakdown” Declaration.
What does it REALLY
mean?
2. Complete in-class journal
entry: How is your life
different because of the
Declaration of
Independence. Could a
document like this work in
any country; why or why
not?
Turn in notes on
“Breakdown.”
Homework: Read
‘Revolutionary Battles’.
Wednesday (3/12)
Fighting in the North,
1775-1777:
Lexington and
Concord, Bunker
Hill, and Saratoga.
1-4: PO 3. Describe the
significance of major
events in the
Revolutionary War.
1. Students will complete
battle worksheets as
teams: Red coats vs.
Patriots. The side who
makes the most correct
moves (answers) wins the
battle.
Group grade on
worksheets.
Thursday (3/13)
Surrender at
Yorktown; Treaty of
Paris; Significance of
the Revolution
1-4: PO 2. Analyze the
effects of European
involvement in the
American Revolution on
the outcome of the war.
PO 3. Describe the
significance of major
events in the
Revolutionary War.
1. Lecture and group
discussion; students will
take notes on graphic
organizers.
2. Complete in-class journal
entry: What can students,
and, on a larger scale,
Americans, learn from the
battles fought in the
Revolutionary War? What
were they fighting for?
How does that
differ/reflect what we fight
for today?
Observation during
group discussion.
Students will turn in
graphic organizers to be
checked for
completeness.
Homework: Reading
Guide, Articles of
Confederation
Articles of
Confederation;
Writing a
Constitution
1-1: PO 5. Examine
primary and secondary
sources effectively to
obtain accurate and
relevant information.
1-4: PO 4. Analyze how
the new national
government was created.
1. Group discussion about
the Articles of
Confederation.
2. Break into eight groups to
“Breakdown the
Constitution” (Preamble
and Articles 1-7).
Observation; Check
progress of group work.
Friday (3/14)
Monday (3/17)
Writing the
Constitution –
Struggles over the
ratification
1-1: PO 5. Examine
primary and secondary
sources effectively to
obtain accurate and
relevant information.
1-4: PO 4. Analyze how
the new national
government was created.
1. Finish examination of the
Constitution.
2. Constitution group
presentations.
3. Group discussion:
Ratification, small vs. big
states.
Observation,
Constitution groups turn
in final copy of their
section of the
“Breakdown of the
Constitution.”
Homework: Begin
working on study guide.
Tuesday (3/18)
Struggles over the
ratification of the
Constitution
1-4: PO 4. Analyze how
the new national
government was created.
1. Small vs. big state debate.
2. Group discussion of
Constitution.
Homework: Reading
Guide, Bill of Rights
Bill of Rights;
Review for test
1-4: PO 4. Analyze how
the new national
government was created.
1. Group discussion of Bill
of Rights.
2. Complete in-class journal
entry: Do our current
interpretations mirror the
founders’ intentions for
the Constitution?
Consider voices that may
have been silenced. What
might be missing from this
“story”?
Students will turn in
their top 3
Amendments: which are
most important, why?
Homework: Study for
test.
American Revolution
essay test
1-4: PO 1. Assess the
economic, political, and
social reasons for the
American Revolution:
PO 2. Analyze the
effects of European
involvement in the
1. Essay test.
2. Students will silently
begin reading article
regarding diversity in the
new nation.
Essay test.
Journal entries from this
unit will be checked and
graded today.
Wednesday (3/19)
Thursday (3/20)
Friday (3/21)
Diversity in the new
nation
American Revolution on
the outcome of the war.
PO 3. Describe the
significance of major
events in the
Revolutionary War:
PO 4. Analyze how the
new national government
was created.
1-1: PO 5. Examine
primary and secondary
sources effectively to
obtain accurate and
relevant information.
1-4: PO 6. Examine the
experiences and
perspectives of the
following groups in the
new nation:
a. property owners
b. African Americans
c. women
d. Native Americans
e. indentured servants
1. Students will be split into
five groups representing
property owners, African
Americans, women,
Native Americans, or
indentured servants. They
will be given resources
(primary documents,
internet access, etc.)
regarding these groups.
2. As a group, they will come
up with main points
regarding the experiences
of these people. Groups
will present their findings
to the class which will be
followed by a group
discussion.
Homework: Write a
one-page letter to one of
the framers of the
Constitution. Is there
anything they should
change or consider in
the wording regarding
these diverse groups?
Due Monday (3/24).