WS/FCS Unit Planning Organizer

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
•
•
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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)
•
•
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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
•
•
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•
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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
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Enrichment Vocabulary
Violate
Promote
Bicameral
Legislation
Consensus
Executive
Judicial
Duty
Arms
Enrichment Factual Content
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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.
•
•
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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.
Portaportal
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