Unit 5: The American Revolution
Embedded Files
Impact Chapters: 4 and 5
ReadyGen Alignment: Module 4A
Skill Alignment: Explore and understand diverse perspectives, analyze the causes, contributions, and consequences
Unit Overview: Why would a country want to be independent?
In this unit, students will delve into the causes, events, and consequences of the American Revolution. They will investigate the conflicts between France, Great Britain, and Indigenous Peoples in the French and Indian War, exploring the factors that led to tension between the colonies and Great Britain. Students will analyze significant historical documents, including the Proclamation of 1763, the Stamp Act, the Declaration of Independence, and treaties with Indigenous Nations. They will examine the contributions of key individuals and groups, including Indigenous Peoples, enslaved Africans, and European colonists, throughout the American Revolution. The unit will also emphasize the examination of cartoons, artifacts, artwork, charts, and graphs related to the era and themes in early North America. Throughout the unit, students will engage in critical thinking, research, and analysis to develop a deep understanding of the American Revolution. They will explore diverse perspectives and gain insights into the causes, contributions, and consequences of this pivotal period in American history.
Prepared Graduates:
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Evaluate how scarce resources are allocated in societies through analysis of individual choice, market interaction, and public policies.
Grade Level Expectation(s):
History, 2. and 3. Economics
Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history. (1.1)
Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States government. (1.2)
Explain how patterns of trade shaped the development of early America (3.1)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Recognize how historical context can affect the perspective of historical sources. (1.1.a)
Examine significant historical documents. For example: The Proclamation of 1763, the Stamp Act, the Declaration of Independence, the Constitution, and treaties with Indigenous Nations such as the Two Row Wampum Treaty. (1.1.b)
Interpret timelines of eras and themes in North America from early Indigenous Peoples through European Age of Exploration/post-Columbian colonization and the establishment of the United States Government. (1.1.c)
Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North America. (1.1.d)
Explain interactions among various groups such as Indigenous Peoples, enslaved individuals (both Indigenous and African), and European colonists. For example: The cultural genocide of Indigenous Peoples, chattel slavery of Africans, the League of the Iroquois, Spanish missions, and trade networks. (1.2.a)
Identify and describe the contributions of significant individuals and groups of Indigenous Peoples, enslaved individuals, and European colonists through the American Revolution. For example: Crispus Attucks, Sybil Luddington, Benjamin Banneker, Thomas Jefferson, and Patrick Henry. (1.2.b)
Describe the political, social, and economic reasons for the settlement of the European and American colonies and how it affected Indigenous Peoples and enslaved Africans. (1.2.c)
Explain important political, social, economic, and military developments leading to and during the American Revolution. (1.2.d)
Identify examples of the productive resources and explain how they are used to produce goods and services. For example: land, labor, and capital. (3.1.a)
Colorado Essential and Nature of Skills
Make observations and draw conclusions from a variety of sources when studying American history (Media Literacy).
Identify and explain multiple perspectives when exploring events, ideas, and issues in United States history (Global and Cultural Awareness).
Identify and explain multiple perspectives including African Americans, Indigenous Peoples, Latinos, Asian Americans, Hawaiian/Pacific Islanders, LGBTQ, and religious groups when exploring events, ideas, issues in United States history (Global and Cultural Awareness).
Recognize how members of a community rely on each other through trade and exchange (Civic Engagement).
Connect knowledge of the foundations of citizenship in the United States to personal ideas/understandings (Civic Engagement).
Historical thinkers analyze and interpret primary and secondary sources to make inferences about various time periods and show cause-and-effect relationships.
Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives.
Historical thinkers examine data for point of view, historical context, distortion, or propaganda.
Historical thinkers study people, places, and events to tell the story of history from multiple diverse perspectives.
Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Historical thinkers explain connections among historical contexts and people’s perspectives at the time.
Geographic thinkers study patterns of human movement.
Geographic thinkers understand how technology has influenced movement to, colonization of, and the settlement of North America.
Geographic thinkers examine how the migration of individuals affects society including economic and environmental impacts.
Economic thinkers make decisions about how to use scarce resources to maximize the well-being of individuals and society.
Civic-minded individuals understand that the foundations of citizenship in the United States ensure that citizens’ rights are being protected. For example: The rule of law applies to everyone in society and all individuals and groups are treated with respect.
Inquiry Questions
How do sources with varied perspectives help us to understand what happened in the past?
Why is it important to understand the historical context of events?
How might history be different without the Declaration of Independence?
How did historical events and individuals contribute to diversity in the United States?
Why is it important to understand the perspectives of diverse groups involved in early United States history? For example: African Americans, Indigenous Peoples, and religious and immigrant groups.
How did important American documents shape American beliefs and values?
To what extent did individuals and their ideas contribute to the establishment of the United States government?
What human and physical characteristics have motivated, prevented, or impeded migration and immigration over time?
How can migration and immigration be represented geographically?
How has the movement of people and their belongings affected the environment both positively and negatively?
Disciplinary, Informational, and Media Literacies
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Provide logically ordered reasons that are supported by facts and details.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Articulate the most effective options to access information needed for a specific purpose.
Communicate information using technology.
Understanding how rules for respecting others’ belongings apply to digital content and information privacy.
Identify cause and effect, and fact and opinion.
Conduct research by locating, gathering, and organizing information using online and print resources.
Explain content using maps, graphs, charts, and diagrams
Academic Vocabulary and Language Expectations
boycott, habitat, impose, monopoly, musket, outpost, recession, reconcile, repeal, vandalism, blockade, inflation, mercenary, militia, monarch, negotiate, profiteer, rebel, reconciliation, traitor
Possible Assessments:
Chapter 4 Inquiry Project: Which Side Will You Choose? (Inquiry Journal pp. 134-135); Chapter 5 Inquiry Project: How Would Our Lives Have Been Impacted If…? (Inquiry Journal pp. 166-167)
Chapter 4 Pretest (T-306); Chapter 5 Pretest (T378)
Ongoing Lesson Assessments: Stop and Check, Check for Success, Report your Findings Chpt 4 (T-306); Chpt 5 (T378)
Online Lesson and Chapter Assessments
Instructional Resources & Notes:
Chapters 4 and 5 from Impact
Research Companion: (pp 82-85, 126-133(pp 50-53, 104-109); Chpt 5: (pp 222-275, 276-281)
Inquiry Journal: Chtp 4: (pp 82-85, 176-183); Chpt 5: (pp 166-209, 210-211)
Explorer Magazine
Lesson Videos
Impact News
Supplemental Resources
African Americans during the Revolutionary War: lessons and primary sources
Fierce Femmes: Women and the American Revolution: Women who played an important role in the American Revolution. Inquiry Kit Link
The Boston Massacre: Primary Source Lesson from CDE
Primary Source Lesson plan: Why did some colonists support England and oppose independence?
Primary Source Lesson plan: What happened at the Battle of Lexington?
Primary Source Lesson plan: Why were the Colonists upset about the Stamp Act?
Primary Source Lesson plan: Why did the founders write the Declaration of Independence?
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