FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: October 19-20
M T W TH F
Winning Independence
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction pp. (174188)
4C:explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation;
fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783
10A:locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
Interactive gallery:
Notable People of the
American Revolution
(p. 180)
10C:analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
22B:describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James
Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
Interactive Timeline:
Foreign Aid Plays a
Role (p. 187)
23B:explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs
23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
Digital Activity:
Choosing Sides in
Time of War (p. 188)
23E: identify the political, social, and economic contributions of women to American society
Objective/Key Understanding:
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Describe the war in the middle states, including how the battles at Trenton and Saratoga
marked turning points.
Describe the roles of women and African Americans in the war.
Explain how the war was fought on the western frontier and at sea.
Describe the war in the south, including the American victory at Yorktown.
Summarize the reasons why the Americans won the war.
Digital Lesson Quiz:
(p. 188)
Introduce Vocabulary Activity (p. 174)
Ally
cavalry
Valley Forge
Battle of Long Island
Battle of Saratoga
Battle of Yorktown
Marquis de Lafayette
Fredrich von Steuben
Wentworth Cheswell
Bernardo De Galvez
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 188)
 Why was the American victory at Saratoga significant to the Patriots?
 Hypothesize how surviving a long winter at Valley Forge with their commander affected the Continental Army.
 Why did many people believe that the Declaration of Independence justified an end to slavery in the colonies?
 How was General Cornwallis defeated at the battle of Yorktown?

Why did Benedict Arnold’s name become synonymous with being a traitor?
guerilla
siege
Battle of Trenton
Battle of Cowpens
Treaty of Paris
Nathan Hale
Haym Salomon
James Amistead
John Paul Jones
Ratify
Stop & Check for Understanding—High Level Questions
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What advantages did the British have in the Battle of Long Island?
In what ways did Europeans help the American war effort?
How did people help the soldiers at Valley Forge?
How did many women assist the war effort?
What difficult consequences did many slaves face when choosing sides in the American Revolution?
Why were the British generally more successful at becoming allies with different Indian tribes?
What did a superior navy allow the British to do?
What were the results of the Treaty of Paris?
Critical Writing Prompt:
What were the main reasons for the American victory?
Small Group Purposeful Talk Question Stems
Early Challenges for the Continental Army (p. 174-176)
 Describe the effects of the physical geographic factors on the Battles of Long Island, Trenton, and Saratoga.
 What important role did Haym Salomon play in the Revolution?
The Tide Turns for the Americans (p. 176-178)
 What evidence will you look for to help you conclude that the Battles of Trenton and Saratoga marked turning points in the war?
Winter at Valley Forge (p. 179)
 What inferences can you make about the Continental Army based on the events at Valley Forge? Give evidence supporting your claims.
Women Contribute to the War Effort & African Americans in the War (p. 180-182)
 Based on the experiences of Deborah Sampson, Sybil Ludington, and Mary Ludwig Hayes, how do you think the American Revolution changed life for women in
America?
 Compare and contrast the reasons some African Americans supported the British and others supported the Patriots.
 Compare the contributions of James Amistead and Wentworth Cheswell to the American Revolution.
 What economic and social contributions did women make to the war effort?
Native Americans and the Spanish Choose Sides (p. 182-183)
 Why were the West and Southwest important regions during the American Revolution?
 How did George Rogers Clark use the physical geography of the frontier to help defeat the British?
 How did Bernardo de Galvez help the Patriots in the Southwest?
Fighting for Independence in Southern Colonies and at Sea (p. 183-184)
 Tell students that John Paul Jones was born in Scotland and came to the American colonies. He was living in Philadelphia at the beginning of the Revolution. As a
naval captain during the war, he courageously raided British ships and seaports. In the battle shown in the image on page 183, Jones outmaneuvered two British ships
that were more heavily armed than his own and forced the British to surrender. Students are to infer what point in the battle is portrayed in the picture.
A Decisive Win Brings the War to a Close (p. 185-187)
 How did the physical geography of Chesapeake Bay lead to an American victory at Yorktown?
 How did American military leaders use their knowledge of the physical geography of the southern region to defeat the British there?
 Explain the events surrounding the Battle of Yorktown.
 How did the Americans win and what was the effect of this victory?
 What was the result of the Treaty of Paris?
Explaining the American Victory (p. 187-188)
 What physical geographic factors of the United States impacted the war?
 What was the effect?
Online Resources, Analyzing Maps and Charts & Digital Activity
Analyzing Charts (p. 175)
 Which forces, the Continental or the British, appear to be better prepared for battle? Why?
Analyze Maps (p. 177)
 What were the results of the battles in 1777 that were part of General Burgoyne’s plan?
Interactive Gallery: Notable People of the American Revolution (p. 180)
Project the Notable People of the American Revolution (p. 180) and click through the images. Explain that women and people of various racial groups made important
contributions during the Revolution.
 Based on the experiences of Deborah Sampson, Sybil Ludington, and Mary Ludwig Hayes, how do you think the American Revolution changed life for women in
America?
Analyze Data (p. 181)
 What does this data tell you about the status of African Americans during the Revolution?
Interactive Timeline: Foreign Aid Plays a Role (p. 187)
Project the Interactive Timeline: Foreign Aid Plays a Role (p. 187) and click through the tiles. Discuss the ways that aid from France helped the Patriots win the war.
 What effect do you think foreign aid had on the way Americans felt about the war, and why?
Digital Lesson Quiz: (p. 188)
Assign the Digital Lesson Quiz. Pose these questions to the class: In Winning Independence, you read about how both military leaders and ordinary people won the war for
the Americans.
 How was the Continental Army able to overcome its disadvantages in order to win the war?
 What do you think is going to be the first major task the new country will have to take on?
Engage
~Have students preview the lesson objectives and the list of key terms (p.174). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 174).
Complete the Start Up Activity on p 174. During the American Revolution, many young people served in the Continental Army as drummers and fifers (a fife is a type of flute). These
young musicians were the army’s means of communication. The tunes and drumbeats called soldiers to duty and gave instructions during battle.
Tell students that in this lesson they will be learning about the important events of the American Revolution and the contributions of significant individuals to the war.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Early Challenges for the Continental Army (p. 174-176)
The Tide Turns for the Americans (p. 176-178)
Winter at Valley Forge (p. 179)
Women Contribute to the War Effort & African Americans in the War (p. 180-182)
Native Americans and the Spanish Choose Sides (p. 182-183)
Fighting for Independence in Southern Colonies and at Sea (p. 183-184)
A Decisive Win Brings the War to a Close (p. 185-187)
Explaining the American Victory (p. 187-188)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will learn how physical and human geographic factors affected the French and Indian War.
Explain
Elaborate
Evaluate
Early Challenges for the Continental Army (p. 174-176)

In August, Howe’s army landed on Long Island. In the Battle of Long Island, more than 1,400 Americans were killed., wounded, or captured. The rest retreated to Manhattan.
The British pursued. To avoid capture, Washington hurried north.
The Tide Turns for the Americans (p. 176-178)
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In London, British officials were dismayed by the army’s failure to crush the rebels. Early in 1777, General John Burgoyne presented a new plan for victory. If British troops cut
off New England from the other colonies, he argued, the war would soon be over.
Winter at Valley Forge (p. 179)
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The victory at Saratoga and the promise of help from Europe boosted American morale. Washington’s Continental Army began preparing for the winter of 1777-1778 by
building a makeshift camp at Valley Forge.
Women Contribute to the War Effort & African Americans in the War (p. 180-182)

When men went off to fight in the Revolution, women took on added work at home. Some planted and harvested the crops. Others made shoes and wove cloth for blankets and
uniforms.
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By 1776, more than a half million African Americans lived in the colonies. This large racial group was quickly emerging as part of the American identity due to African
American contributions during the Revolution.
Native Americans and the Spanish Choose Sides (p. 182-183)
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As the war spread to Indian lands, the Americans and British both tried to win the support of Indian tribes. In the end, the British were more successful.
Fighting for Independence in Southern Colonies and at Sea (p. 183-184)
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At sea, the Americans could do little against the powerful British navy. British ships blockaded American ports, which were oftentimes important supply routes for Patriot troops
and towns.
A Decisive Win Brings the War to a Close (p. 185-187)

Cornwallis abandoned his plan to take the Carolinas. In the spring of 1781, he moved his troops north into Virginia. He planned to conquer Virginia and cut off the Americans’
supply routes to the South.
Explaining the American Victory (p. 187-188)
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Geography played an important role in the American victory. The British had to send soldiers and supplies to a war that was several thousand miles from home. They also had to
fight an enemy that was spread over a wide area. For their part, the Americans were familiar with the local geography. They chose hilltops, which provided advantages during
battle.
~Guided Reading and Discussion Questions

See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity (p. 163, 165 & 166)

See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 188). Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:

Why was the American victory at Saratoga significant to the Patriots?

Hypothesize how surviving a long winter at Valley Forge with their commander affected the Continental Army.

Why did many people believe that the Declaration of Independence justified an end to slavery in the colonies?

How was General Cornwallis defeated at the battle of Yorktown?

Why did Benedict Arnold’s name become synonymous with being a traitor?
FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: October 21-23
M T W TH F
TEKS Assessment and Review
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials:
Verb=Italicize
4C:explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of
Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the
Treaty of Paris of 1783
10A:locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
U.S. History
Textbook
Colonization
through
Reconstruction pp.
(189-197).
10C:analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
22B:describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul
Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
23B:explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs
23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
23E: identify the political, social, and economic contributions of women to American society
Objective/Key Understanding:
~ In this topic, students learned about the Revolution era in the United States. During these lessons and activities, students will be able to show what they know by
writing essays, holding discussions, and/or making presentations to the class.
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Students will answer questions about every TEKS on the Topic Review and Assessment pages 189-197.