Part 1:

By the end of the unit, the students were able to answer questions regarding the causes of the American Revolution. During the unit there were other assessments used to show what new knowledge the students gained. The Timeline was the assessment that displayed the most comprehensive information. Students were to create the timeline of events leading up to the revolution, one event at a time. The Objectives that were met with the Timeline were, Objectives 2, 3, 5, 6, and 8. A student used their timeline to explain the Intolerable Acts (Objective 3):

Intolerable Acts 1774 The British punished the people of Boston Soldiers were brought back to Boston. Colonists were forced to house and feed them. (Quartering Act) Mass. was put under military rule. Took away the rights of the people in Mass. Port of Boston was closed. No ships in or out until the tea was paid for. To punish the Boston people for the Boston Tea Party

Britain known as Coercive Acts There were comparable responses for all of the events on the timeline in most of the students timelines. The final summative assessment reflected those results. More than 78% of the students received a 75% or higher on their summative assessment. From a teachers point of view, one of my favorite pieces of evidence of student learning came from a fellow teacher in the school. One of my students goes down to the Resource Room for assistance with all subjects. He took the test down to the Resource Room to have it read aloud to him. When he returned with the test, there was a note attached from the teacher that said, he really knows his stuff! This student is usually disengaged and doesnt turn in work. I was extremely proud of him for his effort and concentration throughout this unit. I really feel like the content of this unit and the activities that we did engaged the students. Though class discussions it was clear that the students were comfortable with the material and could connect it to their lives. One specific analogy that was repeated more often than not, was that England was the Mother to the colonies. The students could relate to the Patriots by thinking about England as their own parents. The students could not stop talking about the Kings M and Ms activity, even weeks after we did it. In a going away video, several of my students said that it was their favorite activity. On top of that, one student even explained how the activity helped them learn, we were so mad at being taxed, I can see why the colonists were mad. I really do.

Part 2:
I expected this unit to go smoothly. It did go smoothly, but it also went a lot more slowly than expected. I didnt expect that the students would ask so many questions and be so

engaged. We spent about a week longer than expected. To be honest, that really surprised me, because the students seem to always just go through the motions. They actually enjoyed it! The best part about teaching this unit was that I got to teach every lesson twice. First I would teach it to my class, when my students were at science, I would teach the neighboring class. This allowed me to reflect on each of my lessons and make changes where I needed. Every day there was a mini lesson study that I had with my MT. It was such a valuable experience. If I were to do this unit differently, I think I would make the activities more student-led. I wanted them to be the ones to choose where we went next. Luckily, next time I teach a unit similar to this, I will not be an intern and will, hopefully, have more autonomy. That was one of the most difficult parts of teaching this unit. Another trying time that I had during this unit was that Spring Break fell right in the middle of it and I had to continue on with it after returning to MSU. I really learned how important it was to be well-organized and prepared. Things are always changing. I also learned how to collaborate and cooperate with my MT. IT was very important that we worked at a team for the students.