State+of+CT+Unit+-+The+Colonies+in+Rebellion

This is the 8th grade social studies unit from the Hartford Public Schools curriculum that we utilized to create our lesson plan, assessment, authentic project, and unit plan. __ Supporting GLEs: __
 * ** Grade 8 **
 * Unit 2 The Colonies in Rebellion **
 * Timeline 4-6 weeks ** ||
 * ** Unit GLEs ** ||
 * **__ Prioritized GLEs: __**
 * 1.2-10 ** Analyze the connections among local, state, and national historical events (e.g., immigration, Civil War participation, trade, manufacturing)
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event
 * 2.5-11 ** Present persuasive pieces on historical questions and use appropriate visual evidence.
 * 3.3-5 ** Justify why people might have different points of view on a historical or contemporary issue. ||
 * ** Unwrapped Prioritized GLEs ** ||
 * Skill--What students need to be able to do.

Analyze (4- Analyzing) Show (2- understanding) || Content--What students need to know:

American Revolution Local, State, national historical events supply and demand market economy

Paul Revere, Lafayette, Parliament, King George III, Nathan Hale, Benedict Arnold ||
 * Supporting Vocabulary **

3. Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Royalists point of view (Document: Patrick Henry's Speech to the Virginia Convention). 3.1-1, (s)3.3-5, (s)2.5-11 || ** Strategies ** ||||  ** Essential Task Assessment (Formative) **  ||  ** Differentiation, Accommodations, Modifications **  ||  ** Resources **  ||
 * ** Student Learning Objectives ** ||
 * # 1. Define the following vocabulary terms; writs of assistance, boycott, repeal, propaganda, committee of correspondence, militia, minutemen, Loyalists, Patriots, The Stamp Act, Patrick Henry, Sons of Liberty, Townshend Acts, Boston Massacre, Boston Tea Party, Continental Congress, Battle of Lexington and Concord, blockade, guerrilla warfare, Valley Forge, George Washington, Treaty of Paris
 * 1) 2. Create a timeline listing the events that led to the Revolutionary War. 1.2-10
 * 2) 3. Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Royalists point of view (Document: Patrick Henry's Speech to the Virginia Convention). 3.1-1, (s)3.3-5, (s)2.5-11
 * 3) 4. Evaluate Connecticut's involvement in the war for independence. 1.2-10
 * 4) 5. Analyze the effects of the Revolutionary War and the challenges facing the new government (i.e., representation, governmental powers, individual rights, paying debts/army). 1.2-10, 1.1-5 ||
 * ** CMT, CAPT, DRA II, Las Links Connections and Examples ** ||
 * ** Unit Assessment ** ||||||  ** Scoring Guide **  ||
 * ** Enduring Understandings ** ||||||  ** Essential Questions **  ||
 * ** Essential Task I ** ||
 * ** Timeline: 5 Days ** ||
 * ** Prioritized GLEs: **
 * 1.2-10 ** Analyze the connections among local, state, and national historical events (e.g., immigration, Civil War participation, trade, manufacturing)
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event ||
 * ** Student Learning Objective(s): **
 * 1.1-5 ** Compare and contrast the causes and effects of the American revolution and the Civil War.
 * 3.1-1 ** Compare and contrast two or more interpretations of a historical event ||
 * ** Student Learning Objective(s): **
 * ** DRA2, CMT/CAPT, LAS Links Connections and Examples: ** ||
 * ** Instructional **
 * File attached below.
 * File attached below.
 * File attached below.