When the early colonists came to America from Europe, they came to start a new life. But they were still comfortable with remaining part of the English Empire. After many years of enjoying new freedoms and local government the colonists started to feel that they were being taken advantaged of by the British government. The colonists were beginning to identify themselves as Americans who were not allowed any input in the direction of their future political and economic lives.

We will be exploring the causes that led to the break with England. Each student will be able to get a better understanding of how the colonists felt and why they would want to leave the British Empire.

Map of the United States during Revolutionary War Period

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The focus of this unit is to follow the Vermont Framework of standards 6.4, on Historical Connections and 6.4 dd. that will identify how various groups of Vermonters participated in the Revolution. The unit will also focus on 6.1,Causes and Effects in Human Society. This lesson is designed for a multiage 7th and 8th grade class. This unit will incorporate many critical thinking skills. The following skills will be addressed but not assessed: creative problem solving, observation, teamwork and comparison to complete assignments that are expected in class.

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Each student will be expected to do a series of assignments. The students will go through two exercises that will help them to identify many of the causes of friction between the British and Colonial governments.

•  Individual Assignment
• Students will make timelines covering the period of time from 1763 to 1776. They will make a list of actions of the British Government toward the colonists. The students will also identify the Colonial reaction and feelings to each action. Two assignments will be used at the start of this unit. Each student will make a poster identifying an event that lead to war. Each student can find this information on pages 159- 169 in their History of the Republic textbooks.

• Individual Assignment
• Students will be given a limerick that they will have to complete that helps review the series of events that happened between 1763 to 1773. When they finish they can create their own limericks that can be used as an part of their evidence that addresses the essential question.

• Individual Assignment
• Students will choose the identity one of the following leaders, Thomas Paine, Patrick Henry, Thomas Jefferson, Benedict Arnold, George Washington, James Madison or Nathan Hale and write a short letter to the editor. This letter should be representative of their beliefs and their role prior to the revolution.
• Group assignment
• Both the British and the Colonists used secret methods and techniques to send messenges back and forth. Students will read and collect information on how the British were able to send secret letters that could only be read with a mask or grille. After they finish collecting this information they should create their own type of code and then give them to other students will attempt to decode what these students are trying to say. These letters will contain information on the many arguments that each side was using to promote their idea of independence. (This exercise will have students recognize coding and patterns that may be in each letter.)
• Group Assignment
• Vermont had a very important role in the Revolutionary War. Students will read about the leaders and roles that each played, and how it effected the war and Vermont's future direction. As for the leadership qualities that Ethan Allen displayed, how would a individual today have that kind of impact on society that Ethan Allen had during his period of time? Do our leaders today have the same feelings about our country that Ethan Allen had for Vermont?

 

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 The goal of this unit is to have 4 groups of 6 students each, create a colonial newspaper. The newspaper needs to have 3 major stories, 2 editorials, 2 advertisements, 2 limericks, 1 event, 1 cartoon and an article on Vermont that the students did as a group in class. Other parts can be added if the group chooses to do more.

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 Students will use their US History Textbooks: A History of the Republic by Prentice-Hall. Chapters 7 & 8 on the Causes of the American Revolution and the beginnings of the Revolution.

There are many encyclopedias that can be used to find this information.

World Book Encyclopedia, Encyclopedia Americana, The Annals of America, and The Dictionary of American Biography. Each of these has good articles on leaders, actions and events that will help the students understand the scope and sequence of the events leading up to the War.

Encarta '97 CD has several short biographies and some important events that can help and assist students in their research of Revolution.

 The following Web sites will help the student to gather information on the tasks that are required.

Nathan Hale

Timeline

Codes

Ethan Allen

American Revolution

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Timelines,Limerick,Letter to the Editor	Below the Standard	Nearly achieves the Standard	Achieves the Standard	Achieves the Standards with Honors
Individual Projects (6.1) Students understand the varied uses of data. Students are able to evaluate a public issue by tracing its origins, gathering & presenting data.	Gathers less than two historical facts pertaining to their theme, and the format displaying this information has many errors.	Gathers two historical facts pertaining to their theme, but the format displaying this information has many errors	Gathers four or more historical facts pertaining to theme, and follows the correct format in displaying this information along with human rights issues.	Gathers many(5) historical facts pertaining to their theme, and follows the correct format in displaying this information along with human rights issues.
Secret Codes, Vermont's role in the Revolution	Completed parts of both projects but didn't finish either.	Completed one of the two projects completely	Completed both projects completely	Completed both projects completely and had additional resources.
Group Projects (6.4) To identify transition periods in Vermont and make connections between events in the past and in the present.	Within Vermont and the colonies, identify less than two connections between events in the past and relate them to the present.	Within Vermont and the colonies identify two connections between the past and relate them to the present.	Within Vermont and the colonies identify at least 4 connections between the past and relate them to the present.	Within Vermont and the colonies identify at least 5 or more connections between the past and relate them to the present.

 

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The students must review and chart all of the events that took place during this period of time. What were their feelings about how they should be treated, and what should government do for them. What events caused the colonists to want to change the status quo.

• As each team finishes their assignments they should prepare a presentation for the rest of the class. Each presentation should contain the newspaper that they developed.

• Each team can create a computer assisted program that includes at least 5 screens in their presentation.

• Time and computers will be made available for students to work on their presentations.

• Students should create a group journal that will give a daily accounting of their progress on each assignment that they do.

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The students will have developed many skills working as teams.

• They have learned how to work together for creative problem solving, observation and teamwork skills.

•  Students gain insights into how the early Americans felt about human rights and how they went about defending them.

• They learned about the roles played by many individuals who wanted to participate in this revolution.

• Students will address the Social Studies Standards and will answer the Essential question for this unit.

 In conclusion, students should understand what motivations triggered this revolution. Students should understand what would cause the Americans to make this kind of decision against their own government.

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