S1+Cooper+Marcy

=Stage 1 Identify Desired Results= E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma- "The Revolutionary Era, 1754-1783" Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United states and the world using historical sources. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Social Studies- E. History

//What understandings are desired?//
• important leaders arose and unified the separate colonies toward one goal, revolution. • a grassroots, ragtag militia defeated the country with the largest empire in the world. ||
 * //Students will understand that:// **(U)** ||
 * • differences existed in the beliefs about the rights, power, and the role of government between the colonists and Britain.

//What essential questions will be considered?//
• Name the important leaders, what they did, and how their actions unified the colonists to revolt? • How did a colonial army defeat a world power? ||
 * **Essential Questions:** **(Q)** ||
 * • Why did George III violate the rights of Englishmen and why did the colonists believe those rights belonged to them?

//What key knowledge and skills will students acquire as a result of this unit?//
• Vocabulary: Quartering Act, Sugar Act, Stamp Act, Townshend Acts, Inalienable rights, Englishmen, Colonists, Taxation without Representation, Tories, Lobsterbacks, Rights of man, Divine right of Kings, and Whigs. • Sequences and Timelines: French and Indian War (1754–1763), The Revolutionary War (1775–1783), and the Articles of Confederation (1777-1787) • Key factual information: the size of British army vs the size of the colonial militia, the fact that the British had the best navy in the world and the colonists did not even have one, the time it took for orders to come from England, the difference between the guerrilla tactics used by the colonists and the European style of warfare. || • Describe the tactics used by the Continental army to win the revolutionary war. • c. Critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III. • explain the differences between the supplies, men, and organization of both the British Army and colonial militia and create a "pregame report" using garage band comparing how the two sides "line up." • Compare the roles of the different leaders of the revolution. • Assume the role of King George III and retell the events of the American Revolution from his point of view. • Reflect on how the colonies united to defeat Britain but separated back into their own entities once the war was over. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Important events and people: Thomas Hutchinson, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, Thomas Jefferson, Nathan Hale, Phillis Wheatley, Paul Revere, William Dawes, John Trumbull, John Paul Jones, John Locke, Jacques-Bénigne Bossuet, George III, Boston Massacre, Boston Tea Party, Lord North, Valley Forge, Lexington and Concord, and the Declaration of Independence.

2004 ASCD and Grant Wiggins and Jay McTighe