Beginning with the End
Standards:Understandings
• Different than knowledge
• Fluid, transferable to new contexts and transformable to new theory / Essential Questions
• Used to “uncover” important ideas and issues in a unit
• Have no simple right answer
• Are thought provoking
Knowledge
• What knowledge do I want students to learn?
• Students will know… / Skills
• What skills do I want students to learn?
• Students will be able to do…
Stage 1 - Desired Results
Social Studies-Georgia Studies / Grade 8
Content Standards
(QCC’s):
15 Topic: Causes of American Revolution
Standard: Explains the causes of the American Revolution.
16 Topic: Personalities
Standard: Identifies major events and related personalities of the American Revolution.
17 Topic: Independence Revolutionary War
Standard: Analyzes attitudes in Georgia toward independence from England and summarizes Georgia's role in the Revolutionary War.
(GPS):
SS8H3 The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (i.e., Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.
b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.
Understandings: Students will understand that:
1. The same event can have a different impact on people in different regions of the same country. (O)
2. Historical and economic conditions influence the political system of a nation. (O)
3. At certain times in history, citizens make decisions based on the information they have at the time and the conditions under which they live. (O)
4. The Revolutionary War was viewed as justified or treason based on personal viewpoints shaped by personal perspective and geographical location. (T)
5. Individuals and isolated events can have a profound affect on history, and we each have the ability to make a difference in a positive or negative way. (O)
6. History remembers people or events that are symbols of the time period and important to their culture and location; they may be remembered differently or not at all by other cultures or locations. (O)
7. The Declaration of Independence and the Bill or Rights were written as a direct result of events leading to the American Revolutionary War; the Bill of Rights are still analyzed today to determine the rights of citizens against the right of government to rule. / Essential Question(s):
1. Is it fair to revolt if the rules are unfair? (O)
2. Is revolution ever justified? (O)
3. Are Civil War and Revolution the same or different?
4. Is revolution treason against the government? (O)
5. Was the American Revolution really justified? Was it treason? Civil War? (T)
6. Does perspective affect your viewpoint of world events? (O)
7. Can individuals or one event make a difference in history? Why are some individuals or events remembered through history and others forgotten? (O)
8. How was the Declaration of Independence influenced by the causes of the American Revolution? How do the causes of the American Revolution still affect us today?
9. What influence did Elijah Clarke, Austin Dabney and Nancy Hart, Elijah Clarke, Button Gwinnett, Lyman Hall and George Walton have locally, nationally, and globally? Why are they studied in Ga History? (T)
10. What is the importance of the Battle of Kettle Creek and siege of Savannah and why do we study them today? What impact did they have locally, nationally or globally? (T)
Students will know…
§ the political and economic causes of the American Revolution
§ the definition of Loyalist/Tory and Patriot/Whig
§ the 13 colonies, when they were established (age of colonies) and different attitudes of colonies.
§ why Britain established colonies (buffer state) and the practice of mercantilism.
§ that 1/3 of Georgia colonists were undecided about whether the American Revolution was justified. / Students will be able to…
· explain the political and economic causes of the American Revolution (French and Indian War (i.e., Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence and how these events were viewed from the Loyalist perspective and Patriot perspective, and in Georgia in particular.
· Identify significant battles and people in the Revolutionary war - Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah. Explain why we still study these people and events today.
§ Explain why the American struggle for independence was viewed as treason by some (Loyalists) and a justifiable right by others (Patriots)
§ gather information from a variety of resources and organize that information on a chart on the causes of the Revolutionary War and the effect in Georgia
§ Debate and defend a position assigned as a Loyalist/Tory or Patriot/Whig and based on the assigned roles defend why the events leading to the unrest were justifiable for revolution or were treason.
§ After the debate, write a persuasive letter to the paper supporting and refuting revolution. Based on events leading to the revolution. Be sure to include feelings based on your perspective as a loyalist or patriot.
§ Analyze the Declaration of Independence and explain how the events leading to the American Revolution influenced the document and how this impacts us today.
Performance Task
Goal
Role
Audience
Situation
Product
Standard / Other Evidence
• Quizzes/Tests
• Observation Checklists
• Writing assignments
• Reflections
• Learning Logs
• Journals
•
Sample
Performance Task(s):G: Your task is to write a letter to persuade other Georgians to support your side in the American revolution.
R: You are a colonist living in Georgia.
A: Other colonists in Georgia
S: You want to write a persuasive letter to the editor of the local newspaper. You know that approximately 1/3 of Georgians have not made a decision as to which side they support. You want to persuade fellow neighbors to support the ______.
P: Write a letter to persuade other Georgians to support the ______. Be sure to include information concerning predictions for what the future will be like.
S: Include events leading to the American Revolutionary war and its affects on you personally today and the future. / Checkpoint 1:Think, Pair, Share-
Agree/Disagree
Checkpoint 2: Assess prior knowledge by having students respond to the following through discussion:
§ why Britain established colonies (mercantilism and buffer state)
§ age of the colonies
§ the effects of the French and Indian War on Britain
Checkpoint 3: Graphic Organizer
Students complete the chart on listing different Acts/Events in the Colonies. Review organizer as a group using transparency.
Checkpoint 4: Framed paragraph
I am Colonist __ and I support the ______because ______, ______, and ______.
Checkpoint 5: Key points in students' debates
Checkpoint 6: Student reflects on self-knowledge and performance during debate and letter writing by answering Mrs. Potter’s questions.
Checkpoint 7: Read the Declaration of Independence and answer the “framed” paragraph about the document. After the activity answer the question – How did the causes of the American Revolutionary war influence the Declaration of Independence and how does this affect us today?
Checkpoint 8: Student evaluates the influence of people and events locally, nationally and globally and explains their importance to Georgia History.
Needs to be engaging
Most importantly effective
· Bottom line-performance that shows the design makes students achieve the targeted understandings.
Sample
Learning Activities:(5 minutes) Hook: Warm-Up
Play the Beatles song "Revolution". Have students answer individually in notebooks as they come in to class.
After they write # 1-7 and put Agree or Disagree, do Think, Pair, Share.
Anticipation Guide: Agree or Disagree
§ My perspective influences my choices.
§ The more information I have, the better decisions I can make.
§ It is fair to revolt if the rules are unfair.
§ History is one of life's best teachers.
§ Present circumstances are the major cause for political decisions.
§ Revolutions are always justified.
§ Revolutions and Civil War are the same.
(5 minutes) Discuss. Previous class lessons have covered the following points but review and assess prior knowledge through a discussion
§ why Britain established colonies (mercantilism and buffer state)
§ age of the colonies
§ the effects of the French and Indian War on Britain.
(5 minutes) Have Essential Questions on board. Does perspective affect your viewpoint of world events? Discuss. As you teach refer to these…think about today's events in Israel, Afghanistan, Somalia, etc. Are these revolutions? Civil War? Treason? Why do we study some people and events and not others? Do different cultures or countries study the same events or people in history? Why or why not? Transition to today's topic "The American Revolution".
(20 minutes) Making the Decision:
Students will be given background information on the causes of the American Revolution and the effects on Georgia colonists (or have them research using the text and internet). Have students complete the charts on the Acts/Events that led to the American Revolution and have them note Georgia’s Reaction and the other colonies reactions to the events. Have students work in pairs dividing the information to research. Go over the chart using the transparency to check for correct information. Have students correct charts if needed.
(10 minutes) Explain to students they are going to make a decision on which group they support (Loyalist/Tory or Patriot/Whig). They will receive a role card. They must assume this identity throughout the lesson. Pass out role cards giving 1/3 Colonist A (Georgia) and 2/3 Colonist B (remainder of the colonies). Give students chart "Making the Decision". Students must complete the sheet according to how their colonist would react and the effect it would have on them. For example, if they accept Great Britain's decision about taxes, check that area and explain why. Have students do this individually.
(10 minutes) After completing the Decision Making Chart, have students analyze their information. Remind them they are analyzing from the point of view of Colonist A or B. Students will individually make their decision to support the Loyalist or Patriots. Have them complete this statement on an index card (modified framed paragraph) I am Colonist ____ and I support the ______because ______, ______, and ______.
(20 minutes) Communicating the Decision:
Physical Barometer: Students move to the area of the room designated for their decision. (Accept Great Britain or Support Colonial Independence), Or use colored construction paper. Give each student a red patriot square and blue loyalist square. Ask students to make their decision and have them all raise their squares on the count of 1, 2, and 3.
Within these groups, divide by Colonist A and Colonist B. Have Colonist A's work together and Colonist B's work together. Have them share their reasons for making the decisions. They are to select one person to share and debate if necessary their group's reasons for their decision. Have each group share their decision. Students may ask questions or debate issues as discussion progresses. As students debate and share keep a checklist of key issues.
Have students make a final decision.
Performance Task(s):
G: Your task is to write a letter to persuade other Georgians to support your side in the American revolution.
R: You are a colonist living in Georgia.
A: Other colonists in Georgia
S: You want to write a persuasive letter to the editor of the local newspaper. You know that approximately 1/3 of Georgians have not made a decision as to which side they support. You want to persuade fellow neighbors to support the ______
P: Write a letter to persuade other Georgians to support the ______. Be sure to include information concerning predictions for what the future will be like.
S: Include events leading to the American Revolutionary war and its affects on you personally today and the future.
Differentiation – Other tasks that could be utilized include:
§ Prepare a speech to persuade others to your position
§ Prepare a poster to persuade people to support your side. Include reasons why they should join your group and what the future will be like
§ Create a political cartoon for the paper that represents the issues and supports your viewpoint. (skill required by GPS for 8th Grade).
Declaration of Independence:
Have the students read the Declaration of Independence while they fill out a “framed paragraph” leading them to understand the influence events leading to the American Revolution had on the Declaration of Independence. Once this is complete, the students will answer – How do the events leading to the American Revolution affect my life today?
People and events: After studying the important people and events in Georgia during the revolutionary time period the students will respond to essay questions:
§ Why do we remember and study Elijah Clarke, Austin Dabney and Nancy Hart, Elijah Clarke, Button Gwinnett, Lyman Hall and George Walton? What influence did they have locally, nationally, and globally?