Students share how they celebrate the Fourth of July. Then they learn about the Treaty of Paris and focus on a map showing the outcome of the Revolution. Next they are introduced to a group of Founding Fathers and write a short report about one of them. Finally, they reflect on what tasks faced the new nation.
Students read a brief introduction connecting the Declaration of Independence, the War of Independence, and the final peace treaty, then review the lesson objectives. They create or upload a drawing that shows how their family celebrates the Fourth of July, focusing on something they enjoy doing on Independence Day.
Teacher MovesPreview the experience, highlighting that students will explore the outcome of the war and key figures in the founding of the United States. Clarify vocabulary as needed. Give students time to complete their drawings and then facilitate a short discussion in which students share how they celebrate and reflect on what they are actually celebrating—the founding of the United States as an independent country.
Students read an explanation of the Treaty of Paris, including who negotiated it and the two major gains for the United States. They examine a map of the colonies in 1775, answer a multiple-choice question about which countries held colonies in North America, then study a second map showing the colonies in 1783 and answer another question about which countries held territory after the war. Using the postwar map, they write a description of the borders of the new United States.
Teacher MovesOptionally direct students to the article Treaty of Paris in the Student Pack for additional background. Clarify which European powers controlled different regions before and after the war, using the maps to explain that France had left the area after the French and Indian War, England controlled much of the East and North, Spain controlled much of the West and South, and Russia claimed territory in what is now Alaska. Support students as they describe the new national borders by prompting them to identify the northern, eastern, southern, and western boundaries and by explaining remaining border disputes between the United States, England, and Spain.
Students read an overview of the Founding Fathers, learning how various leaders contributed to the revolution and the founding of the new nation through military leadership, diplomacy, authorship of founding documents, and government service. They then choose one figure from the list (excluding George Washington and Benjamin Franklin) and research his life and contributions to the founding of the United States, using reference materials such as The Founding Fathers. Students write a short report and post it or a link to it, then read classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesIntroduce the concept of the Founding Fathers and briefly review the roles of the individuals listed. Set clear expectations for the research report, including time limits, length, and level of detail. Guide students in using reliable sources and, if desired, model effective online or library research strategies. Direct students to the reference article in the Student Pack as a starting point. Monitor students’ posted reports, encourage constructive feedback in the comment responses, and prompt students to ask thoughtful questions or highlight important contributions of each figure.
Students view an image of Mount Vernon and read about the Articles of Confederation, including the structure of a weak central government and strong state governments, the limited powers of the national government and president, and the eventual replacement of the Articles by the U.S. Constitution. They also learn that George Washington became the first president in 1789 and later retired to Mount Vernon. Students then respond to a word cloud prompt by naming one or more tasks the new government and Washington needed to undertake to create a strong nation.
Teacher MovesExplain the key features and limitations of the Articles of Confederation and connect them to the need for a stronger Constitution, previewing the next unit on government. Emphasize Washington’s role as the first president and his leadership during the early years of the republic. Use the word cloud responses (for example, banking system, national army, trade, basic laws) to summarize the challenges facing the new nation and to synthesize what students have learned about the Revolutionary Era as a bridge to the upcoming study of the Constitution and government. Optionally direct interested students to the article Articles of Confederation in the Student Pack for more detail.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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