2015-2016 Curriculum Blueprint
Grade: 8
Course Descriptions: American History & Career Planning
Unit 4: The Revolutionary War
Approximate
Time:
15 Days
Unit Overview
The purpose of this unit is for students to gain knowledge about the events that occurred during the American Revolution, including major battles fought and decisions
made by key individuals. These events will include Valley Forge, French and Spanish alliances, the war at sea, and British defeat at Yorktown. From this unit, students
will be able to understand how America was able to win the Revolutionary War and predict how this period in U.S. History will impact the way the nation structures its
government to guard against tyranny.

Learning Goal
Students will be able to demonstrate an understanding of the course and
consequences of the American Revolution by describing key events and the
roles of key individuals in the American Revolution. Additionally, students will
be able to explain reasons why the colonies were able to defeat Britain.
Sample Essential Questions
 How did the American colonists gain their independence?
 Why did many colonists favor declaring independence?
 How were the early years of the war a critical time?
 How did social and political movements of the era affect the outcome of the
Revolution?
 How did the Americans win the war and make peace?
Unit End Product
How were the Colonists able to defeat the British and secure independence?
After reading/researching Reasons why the colonists won the American Revolution on the American Revolutionary War, write an informational essay in which you
explain the main reasons the colonists were able to win the war. Support your discussion with evidence from the texts, class discussion and notes.
Focus Standards for the Unit
SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson,
James Madison, George Mason, George Washington) during American Revolutionary efforts.
SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution. Examples may include, but are not limited to, Battles of Lexington and Concord,
Common Sense, Second Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of Trenton, Olive Branch Petition, Declaration of Independence, winter at
Valley Forge, Battles of Saratoga and Yorktown, Treaty of Paris.
SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence.
SS.8.A.3.8 Examine individuals and groups that affected political and social motivations during the American Revolution. Examples may include, but are not limited to,
Ethan Allen and the Green Mountain Boys, the Committees of Correspondence, Sons of Liberty, Daughters of Liberty, the Black Regiment (in churches), Patrick Henry,
Patriots, Loyalists, individual colonial militias, and undecideds.
SS.8.A.3.15 Examine this time period (1763- 1815) from the perspective of historically underrepresented groups (children, indentured servants, Native Americans,
slaves, women, working class).
Recursive Standards
Suggested Texts
LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially,
comparatively, causally).

Prentice Hall. America; The History of Our Nation, Beginnings Through 1877.
Chapter 6 (pgs 168-199).
8th Grade Draft | March 2015
LAFS.68.WHST.3.9 Draw Evidence from informational texts to support analysis,
reflection, and research.











Common Sense – Written by Thomas Paine, this text was used to help convince
the American colonist to break ties with Great Britain and declare
independence. SS.8.A.3.8
Excerpt from Valley Forge by Maxwell Anderson on page 185 of Prentice Hall.
America; The History of Our Nation, Beginnings Through 1877. Students can
use this play to understand how soldiers under Washington would have felt at
Valley Forge and analyze Washington’s reasons for his actions. SS.8.A.3.6
Smithsonian Source- American Revolution Primary Source Documents- Up to
five pages of primary source documents, maps, illustrations, and news articles
that students can use as part of their Gallery Walk Activity. Students may also
analyze sources with attention to the author’s argument and bias. SS.8.A.3.6,
SS.8.A.3.7, SS.8.A.3.8, SS.8.A.3.15
Women’s Roles During the Revolution Article discussing the many different
roles women played in the Revolution. 3.15
Sons of Liberty A lengthy article, but does a good job explaining the role of the
Sons of Liberty. Teachers might want to pull out excerpts to share with
students. 3.8
Daughters of Liberty Explains how women played a role in the Daughters of
Liberty. 3.8
Three Reasons Why the Colonists Won the American Revolution- This source
provides three reasons why the British should have won the American
Revolution and three reasons why the Colonists were able to overcome the
odds. SS.8.A.3.6
Henry Knox on the British invasion of New York, 1776 This primary source
letter to his wife gives great detail about the feelings and reservations of a
Revolutionary soldier. 3.6
“Iron Tears,” a British View of the American Revolution Transcript and
audio of an interview with Stanley Weintraub, who discusses the
American Revolution from the British perspective. 3.6
How Accurate is the painting “Crossing the Delaware?” This article
breaks down the truth vs. myth of the famous painting and gives some
great insight to the real historic events of Washington’s crossing. 3.6
Sample Activities and Tasks
Mock Trial: Have students perform a mock trial in which they put King George III on trial for abusing the
rights of the American colonists. Assign students different roles in the trial (e.g. judge, jury, lawyers,
witnesses, etc.). After the trial, hold a class discussion about the outcome of the trial. Students will then
DBQ Suggestions

How Revolutionary Was The American
Revolution?
8th Grade Draft | March 2015





reflect, in writing, on whether King George III was proven guilty or innocent of the crimes he was accused
of. SS.8.A.3.7
Group Project and Presentation: Have students get into groups and either assign or have students choose
one of the individuals or groups that affected political and social motivations during the American
Revolution (SS.A.3.8). Examples would be Sons of Liberty, Daughters of Liberty, Green Mountain Boys,
Ethan Allen, etc. Have students research them and create a visual presentation (posters, power points,
etc.) and share with the class how that individual or group changed. A.3.8
Read and Annotate: Have students read and annotate “Iron Tears,” a British View of the American
Revolution (found in suggested texts) and then have them create a graphic organizer comparing the
American perspective and the Brit perspective of the American Revolution. 3.6
Socratic Seminar: Listen to or read the transcript about Guerrilla Warfare during the American Revolution
and how it is still used today as well as reading the article from “History Myths Debunked” about how it is
overestimated how much guerrilla warfare played a role in the American Revolution, and have a Socratic
Seminar about guerilla warfare, its effectiveness, and how it is still used today. 3.6
Writing from a Different Perspective: Students will image they were a soldier during Valley Forge and
respond to the following question: Valley Forge: Would You Have Quit? Use Textbook pages 184, Valley
Forge by Maxwell Anderson on page 185 in text and sources to defend their answers. SS.8.A.3.6
Gallery Walk: Post primary and secondary sources (Smithsonian Source- American Revolution Primary
Source Documents) at stations around the classroom that describe the impact that the Revolutionary War
had on African Americans, Native Americans, women, and children. SS.8.A.3.8
People, Places, and Events to Know
Preamble
Grievance
Mercenary
Alliance
Calvary
Civilian
Privateer
traitor
Battle of Lexington
Battle of Concord
Battle of Trenton
Battle of Saratoga
Battle of Cowpens
Battle of Yorktown
Valley Forge
Thomas Paine
Nathan Hale
Marquis de Lafayette
Charles Cornwallis
Benedict Arnold
King George III
General Washington




Links and Resources
Mock Trial of King George III Guidelines- This document provides basic
guidelines for a teacher-led mock trial of King George the III. Students can
assume prosecution, defense, and juror roles. SS.8.A.3.7
Gilder Lehrman Institute; The War for Independence- This webpage contains a
multitude of media resources, including primary source documents, video and
audio recording, and essays for student use. SS.8.A.3.6 SS.8.A.3.15
Library of Congress- The George Washington Papers- The Library of Congress
provides the complete collection of George Washington Papers, including
letters, historical accounts, and other primary sources to provide teachers and
students with a more in depth look at how Washington influenced the social
and political atmosphere of the Revolution. SS.8.A.3.8
Minuteman National Historic Park – a variety of lesson plans on the American
Revolution SS.8.A.3.6
Link to Webb’s DOK Guide
8th Grade Draft | March 2015