WS/FCS Unit Planning Organizer Subject(s) Grade/Course Unit of Study Unit Title Pacing Social Studies 8th Grade Unit 3: Revolution & the New Nation From Adolescence to Independence 20 days • • • • Conceptual Lenses Revolution Debate Democracy Citizen Action Unit Overview This unit will focus on reasons for the Revolutionary War, the creation of a new independent nation and its government, and the role that citizen action, debate and compromise played in the process. Road to Revolution • Britain’s governmental decisions (motivations/reasons) • Acts of Great Britain’s Parliament • Colonial citizen action • Debate, Compromise & Negotiation Fight for Independence • Fighting Begins • Declaration of Independence • Significant events of the Revolution • Influence of leadership and citizen action • Effects of conflict on the development of NC and the US New Nation • Challenges • Debate, compromise and negotiation gives birth to the Constitution • 3 Branches and Balance of power • Creation of political parties • NC says no to ratification without Bill of Rights • Founding documents & access to rights and freedoms Unit Enduring Understanding(s) • • • When citizens feel their rights and freedoms have been violated, they are likely to revolt. Strong leaders and citizen support are necessary for successful revolutions. Effective democracy is based on cooperation, debate and compromise. Unit Essential Question(s) • • • What is the typical outcome when the rights and freedoms of citizen are violated? Why are strong leadership and citizen support necessary for a successful revolution? Why are cooperation, debate and compromise so important in an effective democracy? Essential State Standards Priority Objectives • 8.H.2.1 Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States. • 8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts in North Carolina and the United States. • 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. • 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. • 8.C&G.1.1 Summarize democratic ideals expressed in local, state and national government. • 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States. • 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments. • 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States. • 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States. Supporting Objectives • 8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States. • 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change. “Unpacked” Concepts (students need to know) • 8.H.2.1 the impact of economic, political, social, and military conflicts • • 8.H.2.2 how leadership and citizen actions influenced the outcome of key conflicts “Unpacked” Skills (students need to be able to do) • 8.H.2.1 Explain the impact of economic, political, social, and military conflicts COGNITION (RBT Level) • 8.H.2.1 Understand • 8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts • 8.H.2.2 Summarize • 8.H.2.3 the role of debate, compromise, and negotiation during significant periods in the history. • 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history • 8.H.2.3 Summarize • 8.H.3. how individuals and groups have influenced economic, political and social change • 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change • 8.H.3.3 Understand • 8.C&G.1.1 democratic ideals expressed in local, state and national government. • • 8.C&G.1.1 Summarize • 8.C&G.1.2 the degree to which democratic ideals are evident in historical documents from North Carolina and the United States. • • 8.C&G.1.3 differing viewpoints on the scope and power of state and national governments. • 8.C&G.1.1 Summarize democratic ideals expressed in local, state and national government. 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States. 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments. • 8.C&G.1.4 access to democratic rights and freedoms among various groups. • 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups. • 8.C&G.1.2 Evaluate • 8.C&G.1.3 Analyze • 8.C&G.1.4 Analyze • 8.C&G.2.1 the effectiveness of various approaches used to effect change • • 8.C&G.2.2 issues pursued through active citizen action • • • • • • • • • • • • Essential Vocabulary Revolution Conflict Resolve Protest Debate Compromise Negotiation Boycott Treaty Amend/amendment Propaganda 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change. 8.C&G.2.2 Analyze issues pursued through active citizen action • 8.C&G.2.1 Evaluate • 8.C&G.2.2 Analyze • • • • • • • • • Enrichment Vocabulary Violate Promote Bicameral Legislation Consensus Executive Judicial Duty Arms Enrichment Factual Content • • • • • • • • • • • • • • • • • • • Crispus Attucks Olive Branch Petition “Give me liberty, or give me death!” Patrick Henry Northwest Territory Mayflower Compact English Bill of Rights Federalist Papers Whiskey Rebellion XYZ Affair Marbury vs. Madison Alien and Sedition Acts Battle of Guilford Courthouse Nathaniel Greene Redcoats Friedrich von Steuben Paul Revere Hessians Samuel Adams H Unit “Chunking” & Enduring Understandings Suggested Lesson Essential Questions G Potential Factual Content C & G Road to Revolution Citizen action can create significant change. Fight for Independence When citizens feel that their rights and How did Britain’s distance and their economic situation following the French and Indian War influence how it governed the colonies? • Governing from a distance • Proclamation of 1763 • Mercantilism • War debt • Prevent further conflicts with Native Americans Why were the American • Restrictions on colonists unhappy with the westward British Parliament and the settlement King? • Taxation without representation • Sugar Act • Stamp Act • Quartering Act • Townshend Acts • Intolerable Acts How did citizen action promote • Albany Plan change in the American • Sons of Liberty colonies? • Boston Massacre • Propaganda • Boycott • Boston & Edenton Tea parties How did the colonists debate, • Loyalists (Tory) compromise and negotiate • Patriots among themselves and with • East vs. West in Britain prior to the NC Revolutionary War? • Committee of Correspondence • First Continental Congress • Common Sense How did the American • Mecklenburg Revolution begin? Resolves • Lexington & Concord • “Shot Heard 2.1 1.1 2.2 2.2 2.3 2.2 3.3 2.1 E C freedoms have been violated, they are likely to revolt. New Nation Debate, compromise and negotiation are necessary for creating a structure for government. Around the World” What democratic ideas were • Second Continental used in the creation of the Congress Declaration of Independence? • National identity • Unalienable rights • Representative government • Responsibilities of government What were the significant • Saratoga events of the American • Battle of Guilford Revolution? Courthouse • Yorktown • Treaty of Paris How did leadership influence • George the outcome of the Washington Revolutionary War? • Ben Franklin & John Adams diplomatic mission to France • Marquis de Lafayette How did the Revolution affect • Desire for the development of North democracy and Carolina and the United representative States? government • Demand for protection of individual rights (response to violations made by British government) How did America meet the • Articles of challenges of being an Confederation & independent nation following failures of the Revolution? • Questions about newly acquired land • How do we get out of debt & improve economy? • Shay’s Rebellion How was debate, compromise and negotiation part of the development of the US Constitution? • Constitutional Convention • Federalists/AntiFederalist • Virginia Plan 1.1 3.3 2.2 21 2.3 2.3 2.1 What are the three branches of government established by the US Constitution and how is power balanced among them? What issues caused NC to refuse to ratify the US Constitution in 1777? How did inability to reach consensus prompt the creation of political parties? Sub Concepts • James Madison • Great Compromise • 3/5 Compromise • Constitution of US • Legislative • Executive • Judicial • Separation of powers • Checks and balances • Lack of protection for individual rights • Bill of Rights • Rhode Island • Federalists • DemocraticRepublicans • John Adams • Alexander Hamilton • Thomas Jefferson • James Madison • Strength of federal government • Who should have political power? • Foreign allegiances Who had access to • Slaves democratic rights and • Women freedoms under the new • Land owners government of the United • Native Americans States? • Poor Farmers • Business owners How did George Washington • Cabinet establish the role and function • 2 Term President of the presidency of the United • Farewell Address States? • Warnings against political parties & involvement in foreign affairs • Whiskey Rebellion 1.1 1.3 2.3 1.3 1.1 2.2 1.3 HISTORY GEOGRAPHY Change Leadership Resources Boundaries CIVICS & GOVERNMENT Politics Freedom Taxation Compromise ECONOMICS CULTURE Trade Values & Beliefs Identity Language Objective EXAMPLES • Key Vocabulary LO: SWBAT define and explain the terms: revolution, conflict, resolve, debate, compromise, and boycott. Language Functions LO: SWBAT explain how the colonists protested the British tax on tea. • • • Language Skills LO: SWBAT read two passages about the Boston Massacre and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development). • Grammar and Language LO: SWBAT use descriptive examples by comparing the British and Continental armies. • Lesson Tasks LO: SWBAT read and summarize a passage about the Constitutional Convention and explain this summary to a group. • Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of the Revolutionary War. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). Unit Resources available on Edmodo in the 8th grade group folders AND on www.portaportal.com. 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