S1+Hatfield,+Joel

=Stage 1 Identify Desired Results= -Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions in the world. -a. Explain that history includes the study of the past based on the examination of primary and secondary sources. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Social Studies - E. History E1 Historical knowledge, concepts, themes, and patterns. 9-Diploma. 3. The Revolutionary Era 1754-1783.

//What understandings are desired?//
-Their were other ways of fighting the British than just battles. They used various forms of propaganda, sabotage, espionage, and guerrilla tactics. - The Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were. ||
 * //Students will understand that:// **(U)** ||
 * -Many different ideas and events led to the idea and execution for independence for the colonies.

//What essential questions will be considered?//
- Why did the colonists modify and change warfare into their favor? - How might one's economic status, occupation, beliefs, location, nationality influence their perspective about the Revolution? ||
 * **Essential Questions:** **(Q)** ||
 * -How did the events/actions made by the newly formed United States help make it the world power it is today?

//What key knowledge and skills will students acquire as a result of this unit?//
•Sequence and time lines: French and Indian War, Sugar Act, Quartering Act, Stamp Act, Nonimportation, Circular Letter, Boston Massacre, Tea Act, Boston Tea Party, Lexington and Concord, Bunker Hill, and Paul Revere's Ride. •Terminology: assembly, boycott, delegate, militia, petition, repeal, whig, loyalist, flying camp, regiments, brigades, allies, and tariff. || •a. Explain that history includes the study of the past based on the examination of primary and secondary sources. •Recognize how history can help one better understand and make informed about the present and future. •Analyze the major events that led to Revolution. •Propose an argument for and against the idea that it was a reformation, not a revolution. •Assume the role of a prominent Revolutionary leader and document their major influences in the Revolution. •Evaluate the Intolerable Acts from the perspective of the colonist receiving them and the British enforcing them. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •Important events and people: John Adams, George Washington, Paul Revere, Thomas Paine,Sam Adams, Ben Franklin, James Madison, James Monroe, Nathanial Greene, General Gage, and John Quincy Adams.

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//