Unit Plan - The American Colonies

Lisa Benjamin
LTML 525 - Unit Plan
Colonial and Revolutionary America
Lesson 1: The Rise of the 13 Colonies

Lesson 2: The Road to Revolution
Lesson 3: Colonial Life during the American Revolution
Lesson 4: Africans in Colonial America
Lesson 5: Women of Colonial America
Summative Assessment:
Students will be responsible for writing a journal with 5 to 8 entries. Through their journal
entries, students will reveal what their life is like in colonial America. They will be tasked with
describing their households and the responsibilities of each person in their households. They
will set these entries before and during the Revolutionary War. Students will be expected to use
specific information from the unit to discuss how life has changed since war broke out. A
comprehensive rubric will be provided to guide students while they brainstorm, develop and
refine their journal entries.
(Rubric Included at end of Unit)
TITLE
The rise of the 13 Colonies
GRADE LEVEL
4th or 5th grade
OBJECTIVES
 Identify the 13 original colonies and label them as New England, Middle, or Southern
Colonies.
 Differentiate the industrial characteristics of each region of colonies.
STANDARDS
8.3.4.A: United States History- Contributions of individuals and groups
8.3.4.B: United States History- Historical Documents and Artifacts
7.1.4.B: Basic Geographic Literacy- Locations of Places and Regions
7.3.4.A: Human Characteristics of Places and Regions- Human Characteristics
NCSS THEMES
Culture: Belief systems’ influences on culture. Culture changing to accommodate different ideas
and beliefs.
Time, Continuity, Change: Connections to the past. Personal sense of relatedness changes over
time.
People, Places, and Environments: Create spatial views and geographic perspectives of the
world beyond their personal locations. Human interactions with their physical environments.
How physical environments affect humans.
Individual Development and Identity: Why people behavior in certain ways. People meeting
their basic needs in a variety of settings.
Individuals, Groups, and Institutions: Institutions such as schools, churches, families,
government agencies, and the courts play an integral role in people's lives.
Power, Authority, and Governance: Understanding the historical development of structures of
power, authority, and governance and their evolving functions in contemporary U. S. society and
other parts of the world is essential for developing civic competence.
Production, Distribution, and Consumption: People have wants that often exceed the resources
available to them, a variety of ways have evolved to deal with discrepancies.
Science, Technology, and Society: New technology results in broader social change.
Global Connections: Diverse global connections among world societies and the frequent tension
between national interests and global priorities.
Civic Ideals and Practices: Civic participation. Balance between rights and responsibilities.
MATERIALS
- Book: “If You Were a Kid in the Thirteen Colonies” Wil Mara
- Interactive Notebook
- Interactive Smart Board
- Social Studies Textbook
- Book: “Johnny Tremain” Esther Forbes
- Colony Name boards
- Question Journals
ANTICIPATORY SET
Read “If You Were a Kid in the Thirteen Colonies” by Wil Mara. It serves as a reminder of what
they have learned in past years, but also dives into more detail which I will build upon
throughout the unit.
INSTRUCTIONS/ PROCEDURES
- Disperse interactive notebook
o Instruct students that they will fill in the blanks as the class goes through the
lesson.
- Using Interactive White Board, Display map of 13 colonies and Europe
o Ask for volunteer to find European country that settles each colony and draw line
to colony established
o Read passages and historical documents in textbook about what lead to each
colony being established
 I.e.; 1621-1624.
 The Dutch West India Company.
 In 1615, the States-General of Holland granted a trading charter
for three years to the New Netherland Company, who quickly
established extensive trading interest in the Hudson River region.
 https://www.nycgovparks.org/parks/battery-park/monuments/1092
- Using Interactive White Board, look at a map of what first nation tribes inhabited the
lands of each colony
o Students will fill in corresponding information pages in their Interactive
Notebooks.
- Interactive Timeline to see when each colony was founded in comparison to each other
- Look at pictures of each region on Interactive White Board
o Students should note topography of area
o Discuss what natural resources would be available in each region
- Read excerpt from “Johnny Tremain” about apprenticeships and colonial life
o Watch video about common jobs
 Carpenter
 Blacksmith
 Glass blower
 Cobblers
CLOSURE
1. Summarize each colony’s stat sheet
o Who founded
o What was driving reason (religious freedom, trade route, etc.)
o Where is colony located (New England, Middle, Southern)
o When established
2. Assign at least one visual representation to each colony to help students remember stats
ASSESSMENT
Heads Up! Game- Colonial Edition
Each student will take a turn holding a Colony on their forehead. The other students will each
give a fact about that colony and the standing student will try to name the colony correctly. I
will assess their understanding by seeing how accurately and easily they can describe each
colony and how quickly they can name the colony given the facts.
I will then encourage students to write down in their Question Journals, areas that they struggle
in remembering or where they need clarification.
TITLE
The Road to Revolution
GRADE LEVEL
4th or 5th grade
OBJECTIVES
 Students will be able to discuss key events and legislation that lead to the Revolutionary
War.
 Students will be able to describe loyalist and patriots’ viewpoints on key events and
legislation that lead to the Revolutionary War.
STANDARDS
5.1.3-8.A: Principles & Documents of Government- Rule of Law
5.1.3-8.C: Principles & Documents of Government-Principles & Ideals that Shape Government
5.1.3-8.D: Principles & Documents of Government- Documents & Ideals that shape Government
5.2.3-8.A: Rights & Responsibilities of Citizenship- Civic Rights & Responsibilities
5.2.3-8.B: Rights & Responsibilities of Citizenship- Conflict and Resolution
5.3.3-8.F: How Government Works- Conflict & the Court System
5.3.3-8.G: How Government Works- Interest Groups
5.3.3-8.I: How Government Works- Taxes
5.4.6-8.A: International Relationships- Countries & Conflicts
5.4.5-8.B: International Relationships- Tools of Foreign Policy
5.4.7-8.D: International Relationships- Media and its Influences
6.1.3-8.A: Scarcity & Choice
6.1.3-8.C: Scarcity & Choice- Opportunity Costs
6.1.3-8.D: Scarcity & Choice- Incentives and Choice
6.2.3-8.A: Markets & Economic Systems- Goods & Services
6.3.3-8.B: Markets & Economic Systems- Market Competition
6.3.3-8.C: Markets & Economic Systems-Advertising & Media
6.3.6-8.D: Markets & Economic Systems- Economic Health
6.4.3-8.B: Functions of Government- Government Involvement in the Economy
8.1.3-8.B: Historical Analysis & Skills Development- Fact/Opinions & Point of View
8.3.3-8.A: United States History- Contributions of Individuals & Groups
8.3.3-8.B: United States History- Historical Documents & Artifacts
8.3.3-8.C: United States History- Impact of Continuity & Change on US History
8.3.3-8.D: United States History- Conflict and Cooperation
8.4.3-8.B: World History- Historical Documents, Artifacts, and Sites
NCSS THEMES
Individual Development and Identity: Why people behave in certain ways. People meeting their
basic needs in a variety of settings.
Production, Distribution, and Consumption: People have wants that often exceed the resources
available to them, a variety of ways have evolved to deal with discrepancies.
MATERIALS
- Interactive Smart Board (with speakers)
- Question Journals
- Printouts of:
o Sugar Act
o Stamp Act
o Townshend Act
o Declaration of Rights and Grievances
o Declaration of Independence
- Paul Revere’s Engraving of Boston Massacre
- Transcript from Pennsylvania Gazette recollecting the Boston tea Party
- IPads
ANTICIPATORY SET
- Ask students to reflect on the question: what causes war?
o Jot down thoughts on first page of Interactive notebook
lesson.
- Teacher will give a quick overview of the French and Indian war
o Discussing what the cause was
o Key events during the war
o What implications it had for the colonies and British.
- Teacher will discuss the war times economic implications
o Ask students for suggestions on how the British could make money to cover the
costs of the war.
o Conclude that money needs to be raised from the colonies
- Instruct students to get into 6 groups (at least 2 members in a group, no more than 4).
- Each group is given a different document printout to read through.
o As a group they will summarize the implications of each document.
o Explain:
 Who wrote/issued it?
 Who was affected by it?
 What was the message of it?
o Students will create a sketch note presentation for it and present it to classmates.
- After presentations, teacher will ask students to imagine they were colonists during this
time period.
o Ask them to express how they feel about each different legislation piece.
o Conclude that tempers were flaring, and feelings of desperation were increasing.
- Watch video about Boston Tea Party
o https://www.youtube.com/watch?v=GJ-FWHN3ljI
 Start = 6:30- end
o https://www.youtube.com/watch?v=GkNObgK43Z4
 0:00- 3:15
 9:15 – end
o Teacher will read transcripts from Pennsylvania Gazette recollecting the Boston
tea Party
 Ask students key information they learned from article.
 Facts will be recorded on board and students will record them in
their Interactive Notebooks.
o Students will write down important parts of video in their Interactive Notebook
 Class will discuss the viewpoints of loyalists vs. Patriots
- Introduce the idea of Primary sources of information
o “How would you express something outrageous if you didn’t have Instagram,
Facebook, snap chat, boomerang, etc.? What if you didn’t even have email,
telephone?! “
o Students will have chance to look at Paul Revere’s Bloody Massacre picture
 As a class we will make some observations.
- Watch video about Boston Massacre
 https://www.youtube.com/watch?v=LRxJh9mcfmk
 Students will write thoughts of each question presented in video in their
Interactive notebook.
o Class will discuss the reflection questions as group after watching video.
CLOSURE
- Ask students to list the legislation and rebellions we covered
o Write them along Y-axis of table
- Write “Loyalist” and “Patriot” along x-axis
- Ask students to list the view point of each act and event from the view of Loyalist and
Patriot
o Students will copy information in blank chart in their Interactive Notebooks
- Ask students what they conclude from the chart
o Student will realize that both sides had some justification for their behavior
during this time period. War was inevitable because of the refusal to compromise
from each side.
ASSESSMENT
Having the students use the information in their Interactive notebooks and the chart created in
closure, students will write a paragraph or create a sketch note or poem answering the
question: “Was the Revolutionary War avoidable?”
Student will be required to provide three points to support their opinions.
Resources Utilized for this lesson:

- https://dp.la/primary-source-sets/road-to-revolution-1763-1776
- https://digital.scetv.org/teachingAmerhistory/lessons/pdfs_and_docs/LessonPlanWhyW
arCausesoftheAmericanRevolutionandSouthCarolinasRole.html#plans
TITLE
Colonial Life during the American Revolution
GRADE LEVEL
4th or 5th grade
OBJECTIVES
 Students will be able to identify key events during the Revolutionary War.
 Students will be able to explain how key battles contributed to the outcome of the
Revolutionary War.
STANDARDS
5.1.3-8.C: Principles and Documents of Government- Principles and Ideals that Shape
Government
5.1.3-8.D: Principles & Documents of Government- Documents & Ideals that shape Government
5.2.3-8.B: Rights & Responsibilities of Citizenship- Conflict and Resolution
5.3.3-8.F: How Government Works- Conflict & the Court System
5.3.7-8.J: How Government Works- Systems of Government
5.4.6-8.A: International Relationships- Countries & Conflicts
5.4.5-8.B: International Relationships- Tools of Foreign Policy
6.1.3-8.A: Scarcity & Choice
6.1.3-8.D: Scarcity & Choice- Incentives and Choice
6.3.3-8.B: Markets & Economic Systems- Market Competition
6.5.5-8.A: Income, Profit, & Wealth- Factors Influencing Wages
7.1.3-8.B: Basic Geographic Literacy- Location of Places and Regions
7.4.3-8.A: Interactions Between People & Environment- Impact of Physical Systems on People
8.1.3-8.A: Historical Analysis and Skills Development- Continuity and Change Over Time
8.1.3-8.B: Historical Analysis and Skills Development- Fact/ Opinion and Points of View
8.4.3-8.D: World History- Conflict & Cooperation
NCSS THEMES
time.
MATERIALS
- Question Journals
- Scripts of Treaty of Paris play
ANTICIPATORY SET
In their Interactive Notebooks, students will be tasked with writing a paragraph, making a
doodle note, or other word map to answer the questions:
Think about a time where you really wanted something. Did you have to fight/bargain/work for
it? Was it easy? Did you think you might not succeed in your quest? What obstacles did you
have to overcome? What happened when you finally achieved your goal?
lesson.
- Battles of Lexington and Concord
o https://www.youtube.com/watch?v=FfSIHXtyieE
 3:40- 14:00
 16:27- 19:16
o Review what happened at each battle after watching the video
 Students will fill out their battle logs for each battle in Interactive
Notebook
 Battle Log will include 6 blank boxes titled:
 Name of battle
 Year
 Who won
 Why it is important
 Other key information
 Location of battle
- Battle of Bunker Hill
o Read “Battle of Bunker Hill” lyrics
 https://www.loc.gov/teachers/lyrical/poems/docs/bunker_hill_tra
ns.pdf
 Students will have lyrics in their Interactive Notebooks
 Instruct students to write down information about the battle
 Ask students what verses reveal the feelings of British Soldier who wrote
the song.
o Students will get into groups at their tables and look at website on IPads to better
understand the dynamics of battle.
 https://www.britishbattles.com/war-of-the-revolution-1775-to-
1783/battle-of-bunker-hill/
o Class as whole will discuss the findings
o Students will fill out Battle Logs with collected information
- Crossing the Delaware/ Battle of Trenton
o Students will look at map of Delaware River, on Smart Board
 http://www.eyewitnesstohistory.com/washingtondelaware.htm
o Teacher reads passage about the significance of Washington Crossing the
Delaware River
 http://www.ducksters.com/history/crossing_the_delaware.php
o They will fill out corresponding notes in their Interactive Notebook, including
filling out a map of where Washington crossed the river and where the battle of
Trenton took place.
- Battles of Saratoga and Battle of Yorktown
 http://www.negaresa.org/ccgps/history/americanrevolutionunit.pdf
o Students will get in small groups and read information about the two battles
o They will highlight important information and complete the Battle Logs in their
Interactive Notebooks.
o Students will also create doodle notes of the two battles
 Each group will present their doodle notes and discuss what important
information they included
- Treaty of Paris
o Teacher will hand out scripts of Treaty of Paris Play.
 Will pick student names out of a bowl to assign parts.
 If student does not want to participate, an alternative name will be picked
out.
o Students will read play as other students complete related note pages in
Interactive Notebook.
o Afterwards, teacher will provide information to round out portion of lesson.
CLOSURE
- Students will complete a Time Line activity in their Interactive Notebook to summarize
the events that were covered in this lesson.
o Students will include date, location, a why that event was significant to the
overall war.
- The teacher will ask for volunteers to come fill out blank timeline boxes on board.
ASSESSMENT
Students will complete a 10-question quiz about the information covered in this lesson.
Name:_____________________
Revolutionary War Quiz
Directions: Complete the multiple-choice questions below. Circle the letter of the correct
answer. There will only be one correct answer for each question.
1. When was the Treaty of Paris between the United States and Great Britain signed?
a. December 16, 1773
b. April 19, 1775
c. July 4, 1776
d. October 19, 1781
e. September 3, 1783
2. Who were the three Americans that were involved with the negotiation of the treaty?
a. George Washington, Thomas Jefferson, and Benjamin Franklin
b. Benjamin Franklin, John Adams, and John Jay
c. John Adams, Thomas Jefferson, and Benjamin Franklin
d. James Monroe, John Adams, and Thomas Payne
e. John Jay, John Adams, Samuel Adams
3. After the treaty was signed, about how long did it take the King of England to ratify it?
a. One day
b. One month
c. Three months
d. Seven months
e. He never did
4. Which article of the treaty was the most important to the Americans?
a. That the United States owned the fishing rights in the Grand Banks
b. That the United Sates would cease confiscating the property of British loyalists
c. That Great Britain recognize the United States as a free and independent country
d. That both Great Britain and the United States have access to the Mississippi River
e. That the treaty be ratified by both countries within six months of the initial
signature
5. Who represented the British in signing and negotiating the treaty in Paris?
a. David Hartley
b. General Cornwallis
c. Frederick North
d. Charles Watson
e. King George
6. Where in Paris did the two sides meet to sign the treaty?
a. At a famous Catholic church near downtown
b. At the King`s Palace
c. At a sidewalk cafe
d. At the hotel where the British were staying
e. At the French foreign minister’s house
7. Which country received Florida as part of a different treaty after the war?
a. The United States
b. France
c. Spain
d. Great Britain
e. Germany
8. True or False: The treaty allowed the United States to expand to the West, enabling the
country to eventually grow all the way to the Pacific Ocean.
a. True
b. False
9. Which battle took place on the day after Christmas in 1776 and served as a much-
needed morale booster for George Washington’s Army?
a. Battle of Bunker Hill
b. Battle of Trenton
c. Battle of Valley Forge
d. Battle of Lexington
10. According to the start of the treaty, what statement below best describes the primary
goal of the treaty?
a. To punish the British for all they had done to the colonies
b. To help both countries to become rich and powerful
c. To reward Spain and France for their efforts in the war
d. To protect British interests in Canada
e. To help maintain peace between Britain and the United States
TITLE
Africans in Colonial America
GRADE LEVEL
4th or 5th grade
OBJECTIVES
 Students will be able to list common misconceptions about the experience of Africans in
Colonial America
 Students will be able to use primary sources to disprove common misconceptions about
the experience of Africans in Colonial America.
STANDARDS
5.1.3-8.A: Principles & Documents of Government- Rule of Law
5.1.3-8.C: Principles & Documents of Government- Principles & Ideals that Shape Government
5.2.3-8.A: Rights and Responsibilities of Citizenship- Civic Rights and Responsibilities
6.1.3-8.B: Scarcity and Choice- Limited Resources
6.1.3-8.D: Scarcity and Choice- Incentives and Choice
6.4.3-8.A: Economic Interdependence- Specialization
6.5.3-8.A: Income, Profit, and Wealth- Factors Influencing Wages
6.5.3-8.B: Income, Profit, and Wealth- Labor Productivity
6.5.3-8.E: Income, Profit, and Wealth- Distribution of Wealth
7.1.3-8.B: Basic Geographic Literacy- Location of Places and Regions
7.3.3-8.A: Human Characteristics of Places and Regions- Human Characteristics
8.3.3-8.A: United States History- Contributions of Individuals and Groups
8.3.3-8.C: United States History- Impact of Continuity and Change in US History
8.4.3-8.C: World History- Impact of Continuity and Change
8.4.3-8.D: World History- Conflict & Cooperation
NCSS THEMES
and beliefs.
time.
MATERIALS
- Interactive White Board
- Question Journals
- “Henry’s Freedom Box” by Ellen Levine
ANTICIPATORY SET
Make a chart on Smart Board, Have students fill it out independently.
1 thing I know… 1 thing I believe… 1 thing I wonder…
Slavery
Free Africans
Racism
- Disperse interactive notebooks
lesson.
- List misconceptions about slavery on Smart Board
o Slaves were actually better off in America than primitive Africa
o All African Americans were slaves in the colonies
o Slavery was not that bad: slaves were given food, shelter, trained in a trade, given
a little pay.
- Slavery
o Read “Henry’s Freedom Box”
 Students will write down information they learned from book.
o Class will discuss some of the realities of slavery alluded to in the book.
 Slaves as property
 Breaking apart families
 Children worked in house
 Adults worked in fields
o Looking at Images from “Pre-Colonial Africa: Society, Polity, Culture”
 http://www.slaveryimages.org/return.php?
categorynum=2&categoryName=Pre-Colonial%20Africa:%20Society,
%20Polity,%20Culture
 Students will write down observations disproving misconception about
primitive Africa
 Class will conclude that Africa had developed civilizations and was not
primitive
o Teacher will pass out Primary Source sketches to each table-group of students.
 Students will look at pictures for a few minutes and jot down
observations.
 Teacher will instruct them to consider how their image disproves a
misconception listed on the Smart Board.
 Teacher will pull up one image at a time and the students who discussed
that image will offer their observations to the class
 Teacher will also provide background information about each
image.
 Images:
 http://www.slaveryimages.org/images/collection/large/cass3.JPG
 http://www.slaveryimages.org/images/collection/large/cottoncult
ure-1875.JPG
 http://www.slaveryimages.org/images/collection/large/BRIDG-
4_IMG.JPG
 http://www.slaveryimages.org/images/collection/large/HW0030.J
PG
 http://www.slaveryimages.org/images/collection/large/HW0045.J
PG

- Free African Americans
o Display image of Boston Massacre on Smart Board
 https://i.pinimg.com/originals/65/d1/b4/65d1b4ed2121beb84db700fdf9
5a062c.jpg
 Ask students, “Does this image look familiar?” “What does this look like?”
 Instruct students to look at the Paul Revere image of same event
 Have students compare/contrast the two images in their Interactive
Notebook
 Ask for volunteers to offer observations
o Tell students that the dead African man is named Crispus Attucks
 Read article to class about Crispus Attucks
 Instruct students to listen to ways Crispus struggled throughout his life.
 Write down notes in Interactive Notebook
o After discussing Crispus Attucks piece asked students, “from what we learned
from Crispus Attucks, was being a free African in the colonies an enjoyable
existence? Why or Why not?”
 Write Ideas on Smart Board
o Discuss different occupations that Free Africans had in the colonies
 Students will fill out corresponding Interactive Notebook pages
 Sailor
 Indentured Servant
 Carpenters
 Coopers
 Barbers
 Blacksmiths
o Discuss the Threats to Free Africans
 Students will fill out corresponding Interactive Notebook pages
 Kidnapping into slavery
 Accused of being fugitive slave
 Laws against Africans testifying against Whites
o Teacher will instruct students to listen to information about notable free Africans
 Students will fill out Profile of each in Interactive Notebooks
 Elizabeth Freeman
 Thomas Jennings
 Jean Baptiste Point Du Sable
 Introduce Phyllis Wheatley
 https://www.youtube.com/watch?v=GkNObgK43Z4
 Read “An Hymn to the Morning” as class
o As for volunteers
 Ask students, “Do you think the person who wrote this went to a
lot of school to become this good of a poet?
 Discuss the laws against educating Africans
CLOSURE
- List misconceptions about slavery on Smart Board
o Slaves were actually better off in America than primitive Africa
o All African Americans were slaves in the colonies
o Slavery was not that bad: slaves were given food, shelter, trained in a trade, given
a little pay.
- Discuss how these myths are disproven by the primary sources we reviewed today.
ASSESSMENT
Students will review their chart from Anticipatory set and write a reflection on how their
understanding has changed. They will answer the questions:
- Has anything you thought you knew changed?
- Have any of your beliefs changed?
- Were any of the things you wondered about answered?
- What new questions do you have?
- Write a sentence summarizing the experience of Africans in colonial America.
Resources
http://www.slaveryimages.org/search.html
https://shsulibraryguides.org/c.php?g=86715&p=558455
http://www.ushistory.org/us/6e.asp
TITLE
Women of Colonial America
GRADE LEVEL
4th or 5th grade
OBJECTIVES
 Describe the unique contributions that Patriot women made to the colonies during the
18th century.
 List some challenges women faced in the Colonial Era and Revolutionary War
STANDARDS
8.1.3-8.A: Historical Analysis and Skills Development- Continuity and Change Over Time
8.2.3-8.A: Pennsylvania History- Contributions of Individuals and Groups
8.2.3-8.D: Pennsylvania History- Conflict and Cooperation
8.3.3-8.A: United States History- Contributions of Individuals and Groups
8.3.3-8.C: United States History- Impact of Continuity and Change in US History
7.2.3-8.A: Physical Characteristics of Places and Regions- Physical Characteristics
7.4.3-8.A: Interactions Between People & Environment- Impact of Physical Systems on People
6.1.3-8.B: Scarcity and Choice- Limited Resources
6.1.3-8.C: Scarcity and Choice- Opportunity Costs
6.1.3-8.D: Scarcity and Choice- Incentives and Choice
6.2.3-8.C: Markets and Economic System55s- Advertising and Media
6.4.3-8.A: Economic Interdependence- Specialization
6.4.5.D: Identify various economic and non- economic organizations that contribute to
interaction among individuals and nations.
6.5.3-8.B: Income, Profit, and Wealth- Labor Productivity
6.5.5.D: Explain how positive and negative incentives affect individual choices.
5.1.3-8.C: Principles & Documents of Government- Principles & Ideals that Shape Government
5.2.3-8.A: Rights and Responsibilities of Citizenship- Civic Rights and Responsibilities
5.2.3-8.D: Rights and Responsibilities of Citizenship- Competent and Responsible Citizens
NCSS THEMES
and beliefs.
time.
Science, Technology, and Society: New technology results in broader social change.
MATERIALS
- Class tablets
- Interactive Notebook (See example at end of lesson)
- Loose-leaf paper
- Pencils/pens
- Question Journals
ANTICIPATORY SET
Students will use draw a picture or write down words to answer the question, “What do you
vision for yourself if you lived in Colonial”. Students will volunteer their results and reveal where
they learned it.
- Disperse Interactive Note Packet
o Instruct students to reflect upon their answers to anticipatory set. What previous
knowledge did they use to find their specific images?
o Instruct them to take a minute to list what they know about women in Colonial
America and Revolutionary America.
o Ask them to think about where they learned their knowledge.
- Discuss the Idea of oppression and list the different groups who experienced oppression
during the colonial times.
- Introduce the common beliefs about Women in Colonial/Revolutionary America (CRA)
- Discuss misconceptions and where they developed from.
- Show students how misconceptions lead to laws.
o Students fill out corresponding pages in interactive notebook.
- Point out that information for women is limited
o Ask for suggestions why there is limited information
- Introduce reality of Woman’s place in CRA
o Students fill out the responsibilities of Women in Colonies page of Interactive
notebook.
- Introduce ideas on Enlightenment movement
o Guide students through how changes in resources lead to lifestyle changes for
women
o Women who had more free time now had opportunity to socialize and converse
with other women who had free time.
- Once War breaks out women’s roles evolve.
o Discuss the chain reaction of events leading to role change
 Men leave for war, women become deputy male
 Men leave for war, women follow and become “camp followers”
 Discuss formation of women’s social and political groups
 Daughters of Liberty role
- Introduce women who are idolized for their contributions during Colonial/Revolutionary
times
o Martha Ballard
o Abigail Adams
o Sybil Ludington
- Discuss Folk tale Heroines
o Why they became legends in the young country
 Molly Pitcher
 Betsy Ross
- Examine how women’s place in society changed Post-war, and why.
CLOSURE
- Have students look back at their images and answers to Short Answer #1 and note if
anything they wrote was inaccurate.
- Ask students to offer anything they found surprising.
- Allow students to volunteer questions they have after completing their Interactive note
packet
ASSESSMENT
Students will create a three-fact pinwheel. On it they will choose a particular woman, or a
responsibility of woman during the Colonial Era and write three interesting facts that they
learned. (see picture below)
Women
in
Colonies
the
Write down words or draw a picture that you think represents women in the
colonies.
Why do you think there aren’t more sources of

information for women in colonial times?
Summative Assessment:
Students will be responsible for writing at least 5 journal entries. Through their journal entries,
students will reveal what their life is like in colonial America. Students will be tasked with
describing the character’s household and responsibilities in the household. These entries will
occur before and during the Revolutionary War. Students will be expected to use specific
information from the unit to discuss how life has changed since war broke out. A
comprehensive rubric will be provided to guide students while they brainstorm, develop and
refine their journal entries.
(Rubric Included at end of Unit)
Entry one: Introduce your character.

Describe:
- Where he/she lives
- Who he/she lives with
- What type of household do they live in
- Who else lives in their household
- What their life is like in the city/colony where he/she lives
Entry two: Discuss the unrest in the colonies

Describe two events or legislative acts that we covered in our unit.
- What happened?
- How is your character affected by them?
- What do the people in your character’s colony think about the event or legislation?
Entry three: Discuss the way life has changed since war has broken out
Address:
- How has your character’s life changed?
- What responsibilities in your character’s household have changed?
- How does your character feel about either the battle of Lexington, Concord, OR Bunker
Hill?
Entry four: Discuss how the later part of the war has affected your character’s life.
- What are people in your character’s colony saying about the war?
- Is your character supporting the Patriots or the Loyalists?
- What does your character think about either the Crossing of the Delaware, the battle of
Saratoga, OR the battle of Yorktown?
- How has life in the colonies changed since before the war?
Entry five: Looking at the treatment of people in the colonies.

- Your character will reflect on how colonial life for Women OR Africans differs from their
own.
- Your character will discuss one key figure from our Unit and how your character agrees
or disagrees with that person.
JOURNALS Scoring Guide
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The topics of the journal entries meet the requirements of the assignment.
1 2 3 4 5
2. The journal entries cover different aspects of the individual’s life that show understanding of the
period in which he or she lived.
1 2 3 4 5
3. The journal entries describe the individual’s surroundings so that his or her life situation can be
understood.
1 2 3 4 5
4. The journal entries show the personal meaning or value of the breakout of war in the colonies.
1 2 3 4 5
5. The organization of the journal entries is clear and easy to follow.
1 2 3 4 5
6. The journal entries are well written and the content flows smoothly from one idea to the next.
1 2 3 4 5
7. The spelling, punctuation, and grammar in the journal entry are accurate.
1 2 3 4 5
8. The writing cues for each entry were addressed using specific information provided during the
unit’s lessons.
1 2 3 4 5
Additional Comments:
Total Points/Grade: ____________

Unit Plan - The American Colonies

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Plan - The American Colonies

Uploaded by

Copyright:

Available Formats

Lisa Benjamin

LTML 525 - Unit Plan

Colonial and Revolutionary America

Lesson 1: The Rise of the 13 Colonies

Resources Utilized for this lesson:

Revolutionary War Quiz

Why do you think there aren’t more sources of

Entry one: Introduce your character.

Entry two: Discuss the unrest in the colonies

Entry five: Looking at the treatment of people in the colonies.

You might also like