Modular Unit: American Building Blocks/Government ...



Model Lesson: The People Unite to Forge a New Nation

Grade Level: 8 Curriculum Focus: Social Studies Time Frame: 1.5 weeks

Model Lesson Description:

This lesson focuses on the individuals who played prominent roles in the social and political developments of the independence movement and the framing of the new government. Some of the individuals are well known; others are not. Students will learn about their activities and will determine how effectively they influenced the events and decisions of that time period.

Essential Question:

How have Americans defined the concept/idea of liberty before, during, and after the American Revolution?

Focus Questions:

Who were some of the key personalities during the independence movement and the framing of the Constitution?

To what extent did these individuals influence the social and political developments during the independence movement and the framing of the Constitution?

Be the Historian:

When you have completed this lesson, summarize in a Digital Notebook Portfolio how your life today might be different if these individuals had not lived in America during the revolution and during the framing of the Constitution. Use video chapters, images, articles, interviews with family and friends to complete your report.

Learning Objectives:

• Describe the influence of important individuals on social and political developments of the times, such as the Independence movement and the framing of the Constitution.

Digital Assets:

Video:

Thomas Paine Writes What Many Colonists Are Thinking in (GL)

The Enlightenment in France: The Rise of Democratic Ideals  (GL)

Benjamin Banneker(GL)

John Adams (GL)

Marbury v. Madison   (GL)

General Washington  (GL)

Abigail Smith  (GL)

Individualism Leads to Independence (GL)

Congress Debates (GL)

Jefferson and Adams   (ABGL)

A New Government  (ABGL)

The National Bank and Hamilton's Competing Vision   (ABGL)

1791: Conflicting Views on the Role of the Federal Government (GL)

Lobsterbacks Are Coming! (GL)

Thoughts on Freedom (GL)

Permission to Join (GL)

How to Use an Invisible Man (GL)

Patrick Henry's Call for Freedom (GL)

Secret Code in the Mail (GL)

Ragtag Army (GL)

Mystery Guest: African Poet (GL)

A Strong National Government: The Virginia Plan (GL)

THOMAS PAINE AND THE AMERICAN REVOLUTION (GL)

OUTBREAK OF AMERICAN REVOLUTION (GL)

Common Sense (ABGL)

The Bill of Rights (GL)

Paul Revere and the Minutemen (GL)

George Washington and the Continental Army (GL)

John Hancock and Sam Adams: Escape From the Redcoats

I Was a Soldier! (GL)

Images:

Title Page To Benjamin Banneker's Almanac

Portrait of Abigail Adams after a painting by Benjamin Blythe

Franklin, Adams, Rutledge meet with Admiral Howe.

James Otis (1725-1783).

"Join or Die," The Constitutional Courant.

Patrick Henry addressing VA House of Burgess.

Portrait of Abigail Adams after a painting by Benjamin Blythe

James Madison,"the father of the Constitution."

Signing of the Constitution, September 17, 1787.

Page of text, Common Sense, Paine's pamphlet.

Thomas Paine (1737-1809).

Bowdoin pardons Shays's Rebellion participants.

Molly Pitcher takes over duties of fallen husband.

Deborah Sampson enlisted under a man's name.

Connecticut's Roger Sherman (1721-1793).

Audio:

U.S. Government: The First 200 Years: Conflicts of Political Interest   

U.S. Government: The First 200 Years: Government Structure Is Proposed   

Articles:

Adams, Abigail Smith

Otis, James

Writing Prompts:

An African-American Poet (Phillis Wheatley)

Famous Quotes (Benjamin Banneker)

Being a Free Citizen

What Do We Know Already?

Begin this lesson by asking students to think about what they know already. Allow 15 minutes for this activity.

Students sometimes complain that they have studied the American Revolution and the Constitution repeatedly in school. Most people can easily name Sam Adams, Paul Revere, George Washington, and Thomas Jefferson as influential leaders during this era. The list of important individuals is quite long, however; there are many men and women who played significant roles in achieving independence and establishing the new government. Turn to your neighbor on the left and spend five minutes listing the names of as many of these individuals as you can. After five minutes, share your list with the class. Save the class list for comparison at the end of the lesson to see how much you have learned.

Classroom Activities:

A: Revolutionary War Hall of Fame (individual activity – approximately 2 ½ hours)

After completing the activity described in “What Do We Already Know,” review the next activity with students and answer any questions that they might have for clarity.

The United States Historical Society has requested your assistance in establishing a Hall of Fame for individuals who were influential during the independence movement and during the framing of the Constitution. To accomplish this task, each member of the class will serve as a member of the nominating board. You will select and nominate an individual from the list of candidates that is included below, and you will become an advocate for this individual to be admitted to the Hall of Fame. You are to use the digital assets and other resources available to you to collect information that will help you to convince other members of the board to accept your candidate.

After you have completed your research, you are to prepare a Digital Nomination that consists of two frames: (1) a photograph of your individual and (2) a nominating statement of two paragraphs that describes your candidate’s contribution during this period and states why this contribution is significant enough to justify his/her admission to the Hall of Fame. Your statement should be persuasive so that the members of the committee will agree with your recommendation.

The nominees for this honor are:

Patrick Henry Thomas Paine

Crispus Attucks Benjamin Franklin

James Otis

Abigail Adams Mercy Otis Warren

Phillis Wheatley John Adams

Sam Adams Thomas Jefferson

Mary Katherine Goddard James Madison

Benjamin Banneker George Washington

John Hancock Mary Brandt

Esther Berdt Reed Catherine Moore Barry

Nancy Morgan Hart Sybil Ludington

Paul Revere Daniel Shays

George Mason Roger Sherman

Edmund Randolph Deborah Sampson

Margaret Corbin Molly “Pitcher” McCauley

Betsy Ross Alexander Hamilton

During each presentation, the remaining members of the nominating committee (aka, the class) should take notes and determine how valuable this nominee’s contributions were. Use the following ranking system:

|Ranking |Criteria |

|Tier 1 |The contributions were very valuable and significant; the candidate should receive immediate admission to the |

| |Hall of Fame |

|Tier 2 |The contributions had some value and significance; the candidate should be reconsidered for admission to the |

| |Hall of Fame in six months. |

|Tier 3 |The contributions had little value and significance; the candidate should not be considered for admission to |

| |the Hall of Fame. |

After all of the presentations have been made, tally the rankings for each candidate and determine the candidate’s final status. Announce the first-tier individuals, and induct them into the Hall of Fame by linking their PowerPoint (PPT) frames together into one presentation. The inductees should be rank-ordered according to the number of votes that they received.

B. African Americans and the War (Individual activity – approximately 2 hours)

Review the following activity with students and answer any questions that they may have.

What role did African Americans have in the independence movement? Even though the concepts of freedom had special meaning and importance to them, were they limited by their status as slaves? What about free persons of color? What roles were they able to play? Create a Digital Research Paper, using digital assets and other resources available to you and researching the topic of African Americans in the American Revolution. These questions will guide your research:

• Compare and contrast how African Americans and the majority population interpreted the meaning of freedom.

• List the ways that African Americans supported the cause of freedom.

• Name some of the African American participants in the war, and indicate if they supported the Patriot or Loyalist cause. Was their status “free” or “slave”? Is there any pattern?

• Why would some African Americans support the British?

• How do you think African Americans felt when their freedom was not granted after the war or by the new government?

• Justify or challenge this statement: The failure of the new government to grant freedom to African Americans was a betrayal of the Revolution. Provide an explanation to support your position.

After you have completed your Digital Research Paper, present your digital paper orally prior to submitting it with documentation.

Classroom Connections:

A. Change and Continuity (team activity – approximately 1 hour) The actions of the individuals in this lesson and others not mentioned here changed the lives and course of history for the people who lived in the English colonies. Although you live several centuries after these individuals risked their lives and fortunes for change, the results of their actions permit you to live your life differently. Brainstorm with the class to identify how your life is different as a result of the independence movement and the framing of the new government. For each difference, think of symbols that illustrate that change. (For example, you are American and not British; symbol: American flag.) Select a partner and choose one of the differences. Create a frame in PowerPoint that states the difference and shows a symbol that illustrates the difference. One team should NOT select a difference but should select an appropriate song that symbolizes America (e.g., America; the national anthem; Born in the USA, and others) Connect the frames into one presentation that includes the selected song as a musical track. View the final product as a class.

B. Change and Continuity (Individual activity – 1 hour) The individuals whom you studied as part of this objective could be called activists. Activists are people who feel strongly about a cause and become very active in supporting or opposing that cause. You will encounter other activists as you continue to study American History this year, especially during the era of reform.

Is there an issue about which you feel very strongly? Perhaps it’s the environment, world events, or something about your community. Write a paragraph about your activism that explains the cause and your position. Design an Electronic Membership Card that includes a slogan for your cause. Share your cause and membership card with the class.

Humanities Extensions:

C: Focusing on “Biography and Research Skills”, select a less familiar name of American History, such as Molly McCauley, Sybil Ludington, Benjamin Banneker, etc. Ask students to create a facsimile of a MySpace Profile, Blog, Twitter, etc.

Be sure to include:

• Who their friends were

• What their interests were

• How they became involved and contributed to the events of their time

• What interests you about this person

D: The American flag is the most widely known symbol in the world—that of being representative of freedom. However, the cost of that symbol and the history of the flag are the stepping stones to the way of life that we experience today. Research the history of the American flag as it is today. Take the audience through its development, its changes, and its end result by developing/creating a Digital Story of its long history. Include graphics of the flag as it progressed from the beginning of its development until now. You may want to research the Smithsonian, too, since the flag underwent extensive refurbishing from 1999-2000.

Projects:

Students may select a project from the suggestions below or may propose their own. Teachers may opt to provide class time to complete these projects, or they may choose to assign them as homework.

A: Through Their Eyes: The independence movement had many unsung heroes or quiet warriors. They were people who probably wouldn’t have been inducted into the Hall of Fame, but their stories were interesting and inspirational. One such individual was John Rollison of Williamsburg. John Rollison was born “a free person of color” in 1725 in the colony of Virginia. Because his mother was free, he acquired his free status from her; he was not a slave. During John’s lifetime he became a shoemaker, and he practiced law. He acquired significant holdings of land and slaves, including eight lots in Williamsburg, acreage in York, and a large tavern near Yorktown. These possessions made him one of the wealthiest men in Williamsburg and nearby York County. Despite his wealth, he could not vote or hold office because he was a person of color.

The independence movement occurred during his life, and his residency in the volatile colony of Virginia enabled him to be a local participant in the rising demand for independence and freedom. His signature is among those pledging support of the independence cause; the document remains on display at the Victory Center in Yorktown, Virginia. We can speculate that he participated in many conversations with other men of importance in Williamsburg and Yorktown as the cause for independence was debated.

John Rollison’s life, however, illustrates the inequities and contradictions that existed during the revolutionary period as the colonies advanced the cause of freedom. He was free, but he was not equal. His voice could resonate only so far, and his participation as a leader was limited.

Based on this brief sketch of John Rollison:

• Speculate on the contributions Rollison might have made if he had not been limited by the laws governing race.

• Explain how the decisions of the founding fathers narrowed or eliminated choices for African Americans.

• How do you think Rollison felt after the war was over when there was no change in his rights?

• Do you think Rollison’s feelings would be an exception, or would other free persons feel this way? Why or why not?

• How could you find out how free persons of color felt after the war?

Visit local museums or check with local historians to see if there were individuals in your community with interesting and inspirational stories during a critical period of time. Choose one of these individuals and research available resources to learn more about his/her life. Pretend that the local museum is planning an exhibit on this person’s life. Design an Electronic Poster or Flyer that advertises the exhibit. Your poster should provide sufficient details and appeal to persuade the community to see the exhibit. Share your poster or flyer with the class.

B. Using the Past: Through this lesson, you have met many individuals from the period of independence and the framing of the Constitution. Use your notes from class to design a Board Game or an Electronic Game show that is based on the individuals, terms, and information from this lesson. Share your game with the class.

Target Vocabulary:

You always study vocabulary, but this time let’s make it yours and make it fun. Create an Interactive Vocabulary Journal (IVJ), using the lesson vocabulary below. You may use any of the digital assets in this unit, and you may use other resources you find in and outside class. For example, you may take your own photographs and incorporate them into your IVJ.

Patrick Henry Benjamin Franklin

James Otis Thomas Paine

Abigail Adams Mercy Otis Warren

Phillis Wheatley John Adams

Sam Adams Thomas Jefferson

Mary Katherine Goddard James Madison

Benjamin Banneker George Washington

John Hancock Mary Brandt

Esther Berdt Reed Catherine Moore Barry

Nancy Morgan Hart Sybil Ludington

Paul Revere Daniel Shays

George Mason Roger Sherman

Edmund Randolph Deborah Sampson

Margaret Corbin Molly “Pitcher” McCauley

Betsy Ross Alexander Hamilton

James Madison Constitutional Convention

Writs of Assistance The Crisis

Patriots Loyalists

Common Sense Virginia Plan

Crispus Attucks

Assessment Rubric:

This rubric is on a four-point scale and uses as references The Skillful Teacher by Jon Saphier and Robert Gower and Thinking Like a Historian: Rethinking History and Instruction by Nikki Mandell and Bobbie Malone.

4 3 2 1

|Questions |1. consistent use of |1. relies on multiple historical |1.uses one historical |1. states facts w/no |

| |multiple historical facts, |facts, perspectives, evidence |fact or evidence |support |

| |perspectives, evidence |2. use of supporting evidence |2. limited |2.little or no use of the |

| |2. uses variety of methods for |3. use of differentiation between and|support |historical context |

| |supporting evidence |among statements |3. limited use of the | |

| |3. relies on identification, | |historical context | |

| |evaluation, and comparison/contrast | | | |

| |4. relies on historical context and | | | |

| |change | | | |

|Evidence |1.relies heavily on primary and |1.uses some primary/secondary sources|1.uses very limited |1.if secondary sources are|

| |secondary sources from a variety of |2.uses limited number of other |secondary sources—one |used, they are |

| |resources |resources |or two |traditional: encyclopedia,|

| |2.uses deftly research skills in |3. uses research skills on |2.uses very limited or |for example, and very |

| |documenting authorities and their |work/project with limited assessment |no primary sources |limited use |

| |impact on work/project |of evaluation of source |3.no attention to |2. one or no primary |

| |3.uses analysis, evaluation, |4.uses identification and explanation|research skills |sources |

| |synthesis throughout the work/project|from the sources on work/project |evaluating authorities |3.no evaluation of |

| |4.uses comparison/contrast to weigh | |and their impact on |credibility of sources |

| |impact of sources on work/project | |work/project | |

|Interpretation |1.uses analysis and synthesis of |1.addresses the essential questions: |1. addresses in limited|1.no addressing of the |

| |evidence completely supported from |who, what, why, when, where |and cursory fashion the|essential questions: who, |

| |variety of sources and resources |2.will present one or two historical |essential questions: |what, why, when, where |

| |2.relies on explication of context |perspectives or historical |who, what, why, when, |2. no use of supporting |

| |for historical changes |events/timelines that are different |where |evidence |

| |3.provides rationale for using |to chart similarities |2. uses only | |

| |multiple sources and resources to |3.uses limited multiple sources and |identification and | |

| |accomplish work/project |resources to accomplish work/project |description | |

| |4.evaluates and explains intricate |4. does not evaluate and explain |3.little to no use of | |

| |connections between people, events, |intricate connections between people,|supporting evidence | |

| |and ideas—both past and present |events, and ideas—both past and | | |

| | |present | | |

| | |5.presents in generalities, thereby | | |

| | |avoiding any specificity or proof of | | |

| | |thesis for work/project | | |

|Cause and Effect |1.identifies, evaluates, and analyzes|1.identifies multiple |1.addresses multiple |1.addresses only one or |

| |multiple causes/effects—both stated |causes/effects—both stated and |causes/effects |two causes and/or effects |

| |and |inferred—intended/unintended—short |2. addresses only short|2. addresses only short |

| |inferred—intended/unintended—short |term/long term |term/long term |term causes/effects that |

| |term/long term |2. identifies how different groups |causes/effects |are obvious or intended |

| |2. differentiates and evaluates how |act differently and why | | |

| |different groups act differently and | | | |

| |why | | | |

|Change and Continuity |1.understands that change and |1.understands that change and |1.links change and |1.addresses change or |

| |continuity are inextricably linked to|continuity are inextricably linked to|continuity to one event|continuity but not both |

| |specific events and/or developments |specific events and/or developments |or series of |2.relationship between |

| |2. evaluates change and continuity |2. addresses change and continuity in|developments |change or continuity to an|

| |from variety of perspectives, |terms of trends and patterns |2.limited discussion |event or series of |

| |including but not limited to social, |3.may address one of the following |and exploration of one|developments not clearly |

| |political, economic, cultural levels |perspectives: social, political, |of the following: |developed or supported |

| |3. includes in the analysis trends, |economic, cultural levels |social, political, | |

| |movement, patterns | |economic, cultural | |

| | | |levels | |

|Using the Past |1.distinguishes, analyzes, |1.chronicles the developmental |1. makes linear |1.sees and therefore |

| |synthesizes elements and patterns in |relationship throughout time and |connections between |cannot make any |

| |historical periods that compare and |space between patterns and |past event and modern |connections between the |

| |contrast to the present |contemporary events |issues |past and the present |

| |2. uses knowledge of a past event or |2.identifies which factors |2. may see similarities| |

| |period to infer and thereby draw |contributed to historical changes |and/or differences | |

| |conclusions about a modern event or |over time |3.will not address the | |

| |period | |import of these | |

| | | |connections or | |

| | | |intervening | |

| | | |developments | |

Academic Standards

This model less uses Indiana State Standards and the standards developed by the National Council for Social Studies (NCSS) to provide guidance for teaching social studies. To view the standards online, go to .

Indiana Standards

• Describe the influence of important individuals on social and political developments of the times such as the Independence movement and the framing of the Constitution.

NCSS

• Understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government.

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