Party+Time

Chris & Marvin == =**__Life in the Colonies---8th Grade History__** = __//**Table of Contents:**//__ //**Daily Schedule**// //**Strategies**// //**Learning Objective**// //**Goal**// //**Rationale**// //**Introductory Activity**// //**Day 1 Life in the Colonies, Life on a Farm, Life in the City**// __//**Daily Schedule**//__: Classes change on the hour.
 * //Day 2 Rights of Colonists//**
 * //Day 3 Classes//**
 * //Day 4 Religion and Education//**
 * //Day 5 Colonial Families, Leisure, and Foods//**
 * //Day 6 Toward Independance//**
 * //Day 7 Actions//**
 * //Day 8 The Boston Massacre//**
 * //Day 9 The Intolorable Acts//**
 * //Day 10 Final Writing Activity. Cummulative Assignment.//**
 * //Standards//**
 * //Technology Resources//**
 * //Bibliography//**
 * 00 Attendance, Assignments tuned in, Housekeeping
 * 08 Review of previous lesson
 * 18 Intriging Introduction to new lesson
 * 23 Discussion
 * 38 Breakout Groups for Assignment
 * 55 Reflection
 * 00 Dismiss

Strategies:
 * At Risk** --I will use more total physical response strategies. I will also use role playing strategies for the EL students. I will use 4-square vocabulary for key vocabulary terms.
 * Gifted students**--I will ask gifted students to create a powerpoint presentation on a specific topic from the unit.

**Learning Objective:**
After completing the lessons in this unit, students will be able to:
 * T hink critically about the choices that colonists made, and the ways they reacted to British taxation.
 * Introduce the French and Indian War as the precursor to the American Revolution, and to recognize George Washington’s role in it.
 * Form a conclusion about a historical event after considering contrasting viewpoints.
 * Make the connection between written accounts of British officers and an American’s visual depictions of a historical event.
 * List some tea party protests other than the Boston Tea Party.
 * State soe possible reasons behind the tea protests.
 * Explain the connection between the Boston Tea Party, other tea parties, and events that preceded and followed them.

The goal of this unit is to have students understand the pre revolutionary period. They are to know what life was like then, compared to life now. Students will also have the chance to see what it is like to have rules placed upon them without having input for those rules. Although we can live in the past, students will have the chance to relive and role play as if they were a colonist back in that time. In the formative years between 1760 and 1800, Americans laid the constitutional foundation of democracy in the United States. Students should understand the revolutionary changes brought about in this period as well as the enduring qualities of the United States Constitution itself. In the beginning of this unit, students will investigate the causes of the American Revolution by reviewing British laws and the grievances contained in the Declaration of Independence. Throughout this unit, students will assess how war-making and constitution-making changed the lives of individual Americans.
 * Goal:**
 * Rationale:**

Introductory Activity: Students will create a timeline of their lives highlighting important events that will change the future. Examples may include the "NCLB Act," the election of our first black President or the killing of Osama Bin Laden. Students will then make predictions on how these events on their timeline will impact the future 50 years down the line. As students study this unit, they will design a timeline with important happenings that have changed the way we do things now.

Day 1 Life in the Colonies 4-1 What do you think life was like in the colonial days? Life on a Farm 4-2 What was farm life like in the colonial days? Life in the City 4-3 What do our cities today have in common with the cities of the early colonies?
 * Ben Franklin is a great "Rags to Ritches" story. Any other famous people that you know of that has a "Rags to Ritches" story?
 * Why do you think these people became so successful?
 * Draw a map of a colonial day farm. ( ART LESSON)
 * Create a daily schedule of farm life. What time was each chore done at and who is responsible for the chores.
 * Use a Venn Diagram to show the comparisons.

Day 2 Rights of Colonists 4-4 How did the colonists earn their rights? 4-5 Crime and Punishment Activity: Lets debate. Boys vs. Girls. Boys have been accused of robbery of colonial homes. Boys argue their case as to their innocence. Girls hear their pleads and come up with a justified punishment. ( DRAMA AND ROLE PLAYING LESSON ﻿)
 * What were some of the punishments for breaking the laws? Would those punishments be acceptable today?

Day 3 Classes 4-6 Class Differences 4-7 Life for African Americans
 * Do we have class differences today? Is is better or worse than it was in the colonial times?
 * Why was there more slavery in the South than the North?

Day 4 Religion nd Education 4-8 Religion 4-9 Education Activity: Today, class will be held as though we were living in the clolonial times. No books, no pencils, and no paper. Compare and Contrast how learning is different now than it was in the colonial days. Day 5 Colonial Families, Leisure, and Food 4-10 Colonial Families 4-11 Leisure 4-12 Food ( PE ACTIVITY ) Students will compete in Footraces as they did in the colonial times. Students will also compete in a greased watermelon relay race since we cannt grease a pig athey did in colonial times. ( LIFE SKILLS ) Students will prepare Corn Meal by grounding corn as they did on colonial times. The grounded corn will beused to make cake or mush for dinner.
 * How did the Great Awakening have an impact on America today?
 * Why were families so big in colonial days? Why did newborns have a high mortality rate? How is it different than it is today?
 * What games/ activities did the early colonists participate in? Do these games still exists today?
 * If you went back in time, what would be your biggest concern when it came to the food you were served?

Day 6 Toward Independence

5-1 How did colonists become so divided in their feelings about British 5-2 Before 1763 Activity : Write about a time in your life when the rules were changed without you knowing. Did you still accomplish what you were trying to do? Did the change of the rules help or hinder your outcome?
 * Why did the British change the rules and placed new taxes on the colonists?
 * What caused rapid growth and attracted people to the colonies?
 * Why was the French and Indian War significant to the colonies?

Day 7 ACTions 5-3 Early British Action 5-4 The Townshend Acts
 * Proclamation of 1763. Do you think that it was fair for the Brittish government to split the land in half for the colonist and the Indians? Why or why not?
 * Was the Stamp Act fair? Who benefited from the stmp act?
 * Is it right to have to pay for someone elses room and board as it did in the quartering Act?
 * How do you think the colonists felt when Charles Townshend decided to put a tax on items being imported from Britan?
 * Sam Adams was a key member in the boycott of goods from British. If you lived in the colonies at this time, would you be with or against the boycott of British goods?
 * How do you think the tax on tea benefited Brittan?

Day 8 5-5 The Boston Massacre 5-6 The Boston Tea Party Activty: The British thought they found a way to tax the Colonists without them realizing, by taxing the tea without the Colonists consent. Write about a time when a new rule was made at school that you had no say over. How did it have an efect on youl? What did you do? ( ELA LESSON ﻿)
 * Was it self defense or murder?
 * Should the Brittish be held acountable or should the Colonist?
 * Was it really a party?
 * What were they celebrating?
 * How did the tea party effect on other nations?

Day 9

5-7 Intolerable Acts 5-8 Lexington and Concord
 * What were some of the intolerable Acts committed by the British to the Colonists?
 * What were these Acts meant to do? Did it accomplish what the British wanted?
 * Who are the minutemen? What did they do?
 * Paul Revere has a famous saying,"The redcoats are coming, the redcoats are coming", what did he mean?
 * What would you be willing to fight for if you were a colonist between 1763 and 1775?

Activity: Act as if you were a Colonist and write a pursuasive essay in which you try and recruit a loyalist to switch sides and fight on your side.

Day 10 Writing activity:

There are graphic organizers for each section in chapters 4 & 5. You may find them below!!



**Standards: ELA**
Reading 1.1Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases. 1.3Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.4Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning. 3.2Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved. 3.3Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. 1.6Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. 2.1 Write biographies, autobiographies, short stories, or narratives: a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, or the writer’s attitude about, the subject. c.Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). 2.4Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning to support arguments, differentiat- ing between facts and opinion. c.Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. 1.1Use correct and varied sentence types and sentence openings to present a lively and effective personal style. 1.5Use correct punctuation and capitalization. 1.6Use correct spelling conventions.
 * Writing**
 * Written**

**Standards: History**
3. Analyze how the American Revolution affected other nations, especially France.
 * 8.1 Students understand the major events preceding the founding of the nation and**
 * relate their significance to the development of American constitutional democ­**
 * racy.**

__Technology Resources__ [|www.safarimontage.com] Life in the colonies

Bibliography: Alavosus, Laura et al. "History Alive, The United States through the Industrialism" 2005. Palo Alto Ca:Teachers' Curriculum Institute