A Country Is Born - The American Revolutionary War - Author(s):Tami Canell and Kristen Wilks - Grade Level: 7 - Subject Area:English and Social Studies - Throughout your life you will be called upon to show courage again and again. You'll need to accept responsibilities, defend your beliefs, and admit mistakes. You may face a deep fear or fight to overcome great odds.

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LU Title: "A Country Is Born-The American Revolutionary War" Theme: "A Show of Courage"	Author(s): Tami Canell and Kristen Wilks
Grade Level: 7th	School Address: Indian River Middle School, PO Box 309, Philadelphia, NY 13673
Subject Area: English and Social Studies	School Phone/Fax: (315)642-3738

CONTENT KNOWLEDGE

Declarative	Procedural
Identify major events leading up to the American Revolution	Construct a historical timeline of events leading up to and during the Revolutionary War
Identify historical characters and their contribution to the Revolution	Create a flow chart of historical events from the Revolutionary War
Identify steps in the creation of the American government	Give a speech pleading the cause of independence
Identify hardships of war	Compare and contrast today's news media with the ideals of the revolutionary era
	Plan a trip with Boston's AAA for the summer of 1770

ESSENTIAL QUESTIONS

Identify and explain the specific reasons the Revolutionary War was fought?
What would your life be like today if our country did not win the Revolutionary War?
Why did the British "look down" on the colonists?

INITIATING ACTIVITY

Throughout your life you will be called upon to show courage again and again. You'll need to accept responsibilities, defend your beliefs, and admit mistakes. You may face a deep fear or fight to overcome great odds.

Throughout history numerous individuals have challenged the odds and achieved many victories.

Brainstorm together a list of people throughout history who have shown courage.
Then brainstorm qualities of courage. Some key words and phrases are: stand up for what they believed in, brave, perseverance, integrity, compassionate, believed in themselves, courage, and put others first.

Then explain that often we think of courage as a quality that famous people possess, however, there are many heroes who we encounter everyday in our own communities, homes, and schools. can you think of someone you know who has shown courage?

On a piece of paper, have students brainstorm a list of people they know who have shown courage. These courageous people may have shown courage in an individual situation (rescuing someone or standing up against someone or something), or they may be people who show courage everyday (a fireman, a person with a disability, and so forth).

Once they have brainstormed, ask them to select one person. "Whom do you consider the most courageous person in your school, community, or home?" Put students on the clock to write a Type 1 written response (freewrite) explaining why this person is the most courageous person they know.

Share and discuss

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Lesson 1:

Literary Terms: genre, narrative poetry, stanza, simile, metaphor, figurative language, irony
Vocabulary from "The Highwaymen": torrent, wicket, bonny, tawny, spurred, bound, casement, writhed, priming
Assessment: A formal written evaluation is included in the Extending and Refining Activities following this lesson

Lesson 2:

Time Line of Colonial Life: Starting with the year 1754 (beginning of French and Indian War)

Lesson 3: British

Colonial Policy after 1763-Parliamentary Acts: Navigation Acts,

Sugar Act,
Writs of Assistance,
Proclamation of 1763,
Stamp Act 1765,
Townsend Acts 1767,
Tea Act 1773,
Quartering Act 1765(also see Lesson 3-create an "Historical Event" under Procedural knowledge which juxtaposes this lesson

Lesson 4

Continue construction of Time Line of Colonial America from Lesson 2
Vocabulary from "My Favorite Time": tallow, sampler, homespun

Lesson 5

Events Leading to American Revolution:

Stamp Act Congress 1765,
Boston Massacre 1770,
Gaspee Affair 1772,
Boston Tea Party 1773
Committees of Correspondence 1772
Sons of Liberty 1765

Lesson 6

Vocabulary from "A Tea Merchant's Daughter": chattel, envoy, bankruptcy, pence, monopoly, merchant

Lesson 7:

Cause and Effects of American Revolution

Lesson 8:

The historical significance of the Battle of Lexington and Concord
Assessment: A formal written evaluation that includes the extending and refining activity following this lesson

Lesson 9:

Continue construction of Time Line of Colonial America (continued from Lesson 2 and 4)

Lesson 10:

(under Procedural knowledge)

Lesson 1:

Read "The Highwayman" by Alfred Noyes
Literary Terms on Overhead
Pair/Share Reader Response Sheet (attachment 1b)

Lesson 2:

Overhead of "Generalization" Graphic Organizer of Time Line (attachment 2a)

Lesson 3:

Overhead and handout of Sequence Chart of British Colonial Policy After 1763 (attachment 4a)

Lesson 4:

Overhead of Generalization Graphic Organizer of Time Line (from lesson 2-attachment 2a)
Read "My Favorite Time" by Elizabeth Brandon (attachment 4a)

Lesson 5:

Overhead and Handout of "Events Leading to American Revolution" (Action & Reaction attachment 5a)

Lesson 6:

Read "A Tea Merchant's Daughter" by Abigail Shelton 9attachment 6a)

Lesson 7:

Overhead and handout of "Drifting Into War"

Lesson 8:

Read the play April Morning by James Lee Barrett

Lesson 9:

Overhead of Generalization Graphic Organizer of Time Line (from Lesson 2 attachment 2a)

Lesson 1:

Advanced Organizer Questions
Note-taking Strategies (see attached 1a)
Reciprocal Teaching Techniques
Class Discussion

Lesson 2:

KWL Strategy
Advanced Organizer Questions
Note-taking Strategies
Pair and Share
Class Discussion
Pause Procedure Lecture

Lesson 3:

Note-taking Strategies
Class Discussion
Pause Procedure Lecture

Lesson 4:

Note-taking Strategies
Pair and Share
Class Discussion
Pause Procedure Lecture
Reciprocal Teaching Techniques
Pair and Share
Class Discussion

Lesson 5:

Note-taking Strategies
Class Discussion
Pause Procedure Lecture

Lesson 6:

Advance Organizer Questions
Reciprocal Teaching Techniques
Pair and Share
Class Discussion

Lesson 7:

Note-taking Strategies
Class Discussion
Advanced Organizer Questions
Pause Procedure Lecture

Lesson 8:

Advanced Organizer Questions
Reciprocal Teaching Techniques
Class Discussion

Lesson 9:

Note-taking Strategies
Pair and Share
Class Discussion
Pause Procedure Lecture

Begin with Unit's Initiating Activity

I. Discuss with students the different "show(s) of courage" displayed by the various couples who tragically died because of their love for on another. For example Romeo & Juliet or Rose & Jack from the movie Titanic.

a. (Advanced Organizer Questions): Question students to emphasize descriptive patterns about the various couples: describe qualities of courage that each person had. b. What were their personalities like? What important thing did each individual do to prove his/her love to the other? c. What happened as a result?

II. Introduce "The Highwayman" and explain that a highwayman is a type of robber. Also point out that a "show of courage" displayed by the highwayman and Bess is just as dramatic as the characters of Romeo & Juliet and Rose & Jack from the movie Titanic. Have students predict why.

III. (Note-Taking Strategies): Have students create a "specific example" outline in their Reader Response section in their English binders and take notes from the overhead of literary terms (see Procedural Knowledge).

IV. Begin reading "The Highwayman" aloud and pause at noted points throughout poem to employ Reciprocal Teaching Techniques to summarize, question, clarify and predict as well as discuss characters, setting, and plot.

V. After reading poem, pass out the Reader Response sheet and have students Pair/Share response questions. Put them on the clock for 10 minutes to write their responses in complete sentences using specific details. Share responses.

VI. Tie into the "French & Indian War" by questioning students on the characterization techniques used by Alfred Noyes to describe the highwayman and Bess. Point out that the highwayman is described as a French man and Bess is English-sworn enemies during the French & Indian War just as Romeo and Juliet were.

Closure: a. Have students identify the irony at the end of "The Highwayman". b. Review the literary terms.

**Initiating Activity: Put students on the clock for 5 minutes and have them write a Type 1 response to the following question: "List the events leading up to the Revolutionary War". Share responses.

I. To help students construct meaning of the events leading up to the Revolutionary War, have students construct a KWL outline in their Colonial America section of their social studies binders.

II. To complete the KWL outline for the French & Indian War (previously taught), ask Advanced Organizer Questions; namely question students to emphasize descriptive patterns about the French & Indian War: a. Describe the important characteristics of the French & Indian War. b. Where did it take place? c. When did it happen? d. Who was involved? e. Why did it happen? F. What happened as a result of it?

III. To help students organize the declarative knowledge of "Time Line of Colonial America", instruct students to make a generalization graphic organizer (attachment 2a) in social studies binders. a. Start with the year 1754 (beginning of French & Indian War) and have students discuss with a partner for one minute, on the clock, a generalized statement about this event. b. Continue with 1755-1763 (end of the French & Indian War).

IV. Pause Procedure Lecture-Throughout Lecture-pause every five or six minutes and give students approximately two minutes to share notes with a partner and to fill in any missing information or correct any mistakes.

Closure: Summarize the causes of the French & Indian War and how it contributed to the Revolutionary War.

Lesson 4:

Initiating Activity: Briefly review the years between 1754 and 1763 (from Lesson 2).

I. Pass out Sequence Chart handout and discuss each Parliamentary Act and what it meant for the colonists; have students complete chart for each "Act".

II. Pause Procedure Lecture: throughout lecture, pause every five or six minutes and give students approximately two minutes to share notes with a partner and to fill in any missing information or correct any mistakes.

Closure: Ticket Out the Door: Name one of the "Acts" and what it meant for colonists.

Initiating Activity: Briefly review British Colonial Policy after 1763.

I. Continue with Time Line of Colonial America: a. Begin with the year 1765-(Stamp Act) and have students discuss with a partner for one minute, on the clock, a generalized about this event. b. Continue with 1767-(Townsend Acts) and 1770-(Boston Massacre).

I. Introduce "Colonial Life" with the following initiating activity: try to imagine how difficult colonial life was. For example, many of the first colonists had been trades people or crafts workers in England. In the colonies, they learned to be farmers-to clear land, to care for animals, to grow food. They had to be carpenters and seamstresses. There were also a lot of chores to be done and children were expected to do their share from an early age.

II. Before reading poem, go over vocabulary terms.

III. Read the poem "My Favorite Time" aloud and pause at noted points throughout poem to employ Reciprocal Teaching Techniques to summarize, question, and clarify the poem.

IV. Then discuss the following question: Sewing her sampler and spending quiet time with her family at the end of the day was Elizabeth's idea of fun. Put students "on the clock" for 1 1/2 minutes and have them discuss with a partner (pair & share) what makes some work fun and what's good or bad about "quiet times". Share responses.

Lesson 5:

Initiating Activity: Discuss the "Action" of the British Government and the "Reaction" of the colonists.

I. Have students complete "Action & Reaction" on handout, which instructor models. Instruct students to put handout in "Colonial America" section in social studies binders.

II. Pause Procedure Lecture-pause every five or six minutes and give students approximately two minutes to share notes with a partner and to fill in any missing information or correct any mistakes.

Closure: If you were a British soldier during the Boston massacre, how would you have reacted? If you were a colonist?

Lesson 6:

Initiating Activity: Using Advance organizer Questioning techniques, question students prior knowledge of "The Boston Tea Party" by asking questions to emphasize descriptive patterns about the event: a. Describe the important characteristics of the Boston Tea Party. b. Where did it happen? c. Who was involved? d. Why did it happen? e. What happened as a result of it?

II. Before reading poem, go over vocabulary terms.

III. Read the poem "A Tea Merchant's Daughter" aloud and pause at noted points throughout poem to employ Reciprocal Teaching Techniques to summarize, question, and clarify the poem.

IV. Then discuss the following questions: men who threw the tea overboard were breaking the law. Ask students why we consider them heroes rather than criminals. Is it ever right to break the law? Put students "on the clocks" for two minutes and have them discuss with their partner (pair & share). Share and discuss responses.

Closure: Have students tie the heroes of the Boston Tea Party into unit theme "A Show of Courage". Discuss the specific act of courage.

Lesson 7:

Initiating Activity: Have students write a Type 1 response to the following: brainstorm causes of the American Revolution.

I. (Note-Taking Strategies): Pass out handout of Drifting Into War and have students complete the cause and effects sections from overhead.

II. During class discussion, use advanced organizer questions to emphasize descriptive patterns about the cause and effects of the war by asking for each specific cause and effect: a. Where did it happen? b. When did it happen? c. Who was involved? d. Why did it happen? e. What happened as a result of it?

III. Throughout lecture-pause every five or six minutes and give students approximately two minutes to share notes with a partner and to fill in any missing information or correct any mistakes.

Closure: Have students summarize a specific cause and effect discussed in lesson.

Lesson 8:

Initiating Activity: Discuss with the students the metaphor "The Shot Heard Around the World" and what significant historical event it represents.

I. Begin reading the play April Morning aloud (assign parts) and pause at noted points throughout the play to employ Reciprocal Teaching Techniques to summarize, question, clarify and predict as well as discuss characters, setting, and plot.

II. Also incorporate Advanced Organizer Questions to emphasize descriptive patterns about the Battle of Lexington & Concord: a. Describe the important characteristics of the Battle. b. Where did it happen? c. Who was involved? d. Why did it happen? e. What happened as a result?

Closure: Tie in the theme "A Show of Courage" by discussing qualities of courage displayed by the main character Adam.

Lesson 9:

Initiating Activity: Review the events discussed so far throughout unit that have lead up to the Revolutionary War.

I. Continue with Time Line of Colonial America using same techniques from Lesson 4; begin with the year 1773-(The Boston Tea Party) and end with 1783-(The Treaty of Paris) end of the Revolutionary War.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:Describe what will be done.

Lesson 1 Continued:

Support the literary terms of simile and metaphor with specific examples from poem.

Write accurate and complete responses using specific examples and direct references to poem.

Lesson 3 Continued:

Create a "Historical Event" flow chart on British Colonial policy.

Lesson 10:

Compare & contrast ideals of revolutionary era with those of present time.

Use the Internet resource sites to look up information on ideals of revolutionary era. http://revolution.h-net.msu.edu/intro.html http://www.ushistory.org http://www.historyplace.com http://www.zinezone.come

Lesson 1 Continued:

Complete previously constructed "Specific Example" Outline.

Think Aloud Partner Reader Response Sheet

Pair and Share

Lesson 3 Continued:

Complete a "Factors & Consequences" flow chart (attachment 3b overhead).

Lesson 10:

"The American Dream" WS (attachment 10a)

Lesson 1 Continued:

(Continued from Lesson 1, item III of Declarative Knowledge) After reading "The Highwayman", instruct students to write down a specific example from poem to represent a simile and a metaphor. Then write their own example of a simile and a metaphor.

(Continued from Lesson 1, item V) After reading poem, distribute the partner response written response sheet (attachment2): a. Put students "on the clock" for ten minutes to work on their responses with their partner. b. Share responses.

Lesson 3 Continued:

I. Instruct students to turn to their "Colonial America" section in social studies binders and create a flow chart (modeled from overhead).

II. Put students "on the clock" for one minute and have students discuss with partner the British Colonial Policies imposed on the colonists. Share and discuss and complete the "factors" of British Colonial Policy.

**III. Continue with "consequences" as modeled in item II above.

IV. Throughout lesson, incorporate the pause procedure lecture as described in Lesson 2 under Declarative Knowledge.

Lesson 10:

This lesson requires students to use today's news media to compare and contrast ideals of the revolutionary era with those of the present time. They will see that what was written and spoken then does matter today.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Lesson 1 Continued: "The Highwayman"

Assessment: This written response will be formally assessed using the Written Response Rubric (see rubric section).

Lesson 8 Continued: April Morning

Assessment: This written response will be formally assessed using the Written Response Rubric (see rubric section).

Lesson 11:

Give a Speech

Lesson 12:

Plan a Trip

Lesson 1 Continued:

Inductive Reasoning, Analyzing Perspectives, Constructing Support, Abstracting

Lesson 8 Continued:

Inductive Reasoning, Constructing Support

Lesson 11:

Analyzing Perspectives, Constructing Support

Lesson 12:

Inductive Reasoning, Deductive Reasoning, Error Analysis

Lesson 1 Continued:

After reading "The Highwayman", the students will write a written response to the following question: In your opinion, is Bess a believable character? Do you think she shows courage? Would a real person have acted as she did?

Lesson 8 Continued:

After reading April Morning the students will write a Type 3 written response to the following: Describe the qualities of courage displayed by Adam Cooper using specific examples from the play to support your response.

Focus Correction Areas: FCA-complete sentences (20 pts.), FCA-specific qualities of courage (40 pts.), FCA-specific example from play (40 pts.)

Lesson 11:

Have students give rousing, street corner speeches, one urging the colonies to remain with the "mother" country, the other pleading the cause of independence. The listeners react accordingly.

Lesson 12:

The Boston AAA of 1770 must plan a trip to Savannah, Georgia, for the summer of 1770. Students must include a map, overnight accommodations, methods of travel, miles to be covered per day, and possible delays along the way.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	HOLISTIC EVALUATION
+5 (100)	+3 (85)	+1 (65)
Imaginative, interesting writing.	Understandable writing.	Unclear writing.
Well-chosen, well-developed topic.	Topic adequately defined.	Poorly defined topic.
Clear, well-defined purpose. Writing achieves purpose successfully.	Purpose completely achieved.	Purpose unclear or not achieved in writing.
Topic thoroughly covered. Writing is rich in detail and supporting information.	Incomplete development. More information needed.	Topic is undeveloped. Hardly any information provided.
Well-chosen sentences and details.	Used few specific details.	Did not used specific detail.
Ideas flow well. Well-organized.	Inconsistent flow. Some organization.	Response does not make sense. Did not organize ideas.
Specific, vivid language.	Suitable but unimaginative language.	General language used.

NOTE: Rubric or other performance assessment instruments may be used.

		SPECIFIC EXAMPLES AND DETAILS
+5 Response Shows Maximum Effort	+4 Good Effort Shown	+3 Some Effort Shown	+2 Minimum Effort Shown	+1 No Effort Shown
Response is written in complete sentences.	Response is written in complete sentences.	Response is written in complete sentences.	Attempted to respond to the question but some parts were incomplete.	Response is incomplete.
Responds to all parts of the question.	Responds to all parts of the question.	Responds to most of the question.	Attempted to write sentences complete.	Did not write in complete sentences.
Uses specific detail to support their ideas about characters and events in the story.	Used some specific detail to support ideas about characters and events.	Used a little specific detail to show support for ideas about characters and events.	Little specific details were used for support.	Did not use specific detail to support the response. Too much generalized information and not enough support from the story.
Opinion statements or generalizations have been supported fully or "proven" using specific detail from the story.	Provided a fair amount of detail from the story to support opinion statements and generalizations.	Attempted to support opinions and generalizations using specific detail from the story.	Generalizations or opinions were not fully supported or explained.	Only opinion statements were given. (Show me-don't tell me)
Real life examples are thoroughly explained and specific examples have been provided.	Real life examples had a fair amount of specific detail to provide a clear explanation.	Attempted to explain opinions but did not fully support them.	Some parts of the response are unclear.	Response does not make sense and fails to respond to the question.
Response is clearly written and logically responds to the question.	Response is clearly written and logical.	Real life examples lacked detail and were unclear.	Real life examples were not explained or specific.

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

6 to 7 Block Scheduled Lessons @ 70 minutes; or 12 to 14 Lessons at 35 minutes. This does not include the library or class time needed for the culminating experience, or the novel mentioned below.

Written Overview:

This unit juxtaposes nicely with the novel My Brother Sam Is Dead. A Newberry Honor historical novel about a young adolescent boy caught between his rebel brother and loyalist father during the American Revolution.

An explanation of the Five Types of Writing:

Type 1: Capture Ideas-writing that has no correct answer; to see what the students know about a certain topic or to be used as an anticipatory set in response to a question. One draft.

Type 2: Respond Correctly-writing that makes a point-has a correct answer or content. Works well as a formative evaluation. One draft.

Type 3: Edit for FCAs (focus correction areas)-writing that is read out loud and reviewed by the author who then asks three critical questions: Does it complete the assignment? Is it easy to read? Does it fulfill the focus correction areas? One draft.

Type 4: Peer Edit for FCAs-writing that is Type 3 writing and has been read out loud and critiqued by another. Two drafts.

Type 5: Publish-writing that is publishable, that can go outside the classroom w/o explanation or qualification. Multiple drafts.

For all types, skip lines. For Types 1 and 2, label the type on the top left-hand side of paper. For Types 3 and 4, list focus correction areas on top left-hand side.

**For more information about the Five Types of Writing, see Developing Writing and Thinking Skills Across the Curriculum: a Practical Program for Schools by John Collins or Developing and Effective Writing Program for the Elementary Grads by Gary Chadwell @ 1-800-877-5400.