The+Revolutionary+Era+(1750-1783)

THE REVOLUTIONARY ERA (1750-1783)
= 6 weeks =

= = Conflict between the 13 colonies and Great Britain began after Britain defeated France and its Indian allies in the French and Indian War. Burdened with war debt, the British Parliament tried raising revenue by passing a number of acts imposing taxes on the 13 colonies. Angered by taxes, the colonists protested. Peaceful protest turned violent and the British government reacted by passing harsh laws and levying more taxes. Tensions increased until the colonists and the British engaged in battle at Lexington and Concord in 1775. These battles marked the start of the American Revolution. On July 4, 1776, the Continental Congress approved the Declaration of Independence. The Declaration clearly spelled out the reasons the colonies wanted their freedom and independence. The document charged that King George III had violated the colonists' natural rights. The Revolutionary War became a war fought to protect and expand the ideas of natural rights and self-government that were drawn from Enlightenment thinkers. The American troops fought British troops for seven years. When the war ended in 1781, the victorious Americans had won their freedom and now faced the task of building a new nation.

__COMPELLING QUESTIONS and SUPPORTING QUESTIONS__
 Compelling Question: Supporting Questions: Compelling Question: • How effective were colonial policies and actions in influencing British control? Supporting Questions: • How were laws and decisions made in the colonies? • Were formal appeals to the British or actions like the Stamp Act Protests more effective in influencing the British? Compelling Question: Supporting Questions: __Compelling Question:__ Supporting Questions: Compelling Question: • How did the attitudes, beliefs, and actions of various groups influence the outcome of the American Revolutionary War? Supporting Questions: • How were attitudes toward the British in Connecticut similar too and different from those of other states? • What factors influenced whom indigenous peoples and African Americans supported during the American Revolution? • How did women contribute, directly and indirectly, to the Americans’ war effort? • Why did the French decide to support the Americans?
 * Was the American Revolution avoidable?
 * How did the French and Indian War increase friction with Britain?
 * How did British tax policies inflame tensions in the American colonies?
 * How did the colonial response inflame tensions?
 * What efforts were made to avoid war?
 * How does the Declaration of Independence influence the development of democratic principles that provided the foundation for our country and still influence us today?
 * How is the Declaration of Independence seen as the world's biggest break up letter?
 * What are the key arguments that Thomas Jefferson makes for the colonies' separation from Great Britain?
 * What are the key arguments that Thomas Jefferson makes for the role of government?
 * Which of the principles are most important today?
 * How do the historic battlefields of the American revolution contribute to an American identity?
 * What important battlefields from American Revolution provide insight into a developing American identity?
 * How did the major battles of the American revolution impact the outcome of the war.
 * What role did Connecticut play in the Revolutionary War?
 * What evidence from primary sources exists to support answers to these questions?

__ **CT SOCIAL STUDIES FRAMEWORK**  __ __ **Theme Objectives:** __

T ** he Struggle for Freedom, Equality, and Social Justice ** • Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people’s struggles for freedom, equality, and social justice.

• Analyze the role of women and men in key events, such as the American Revolution.
 * Gender Roles in Economic, Political, and Social Life **

• Explore the history of individual Connecticut cities and towns. • Explore how Connecticut contributed to various key events in United States history, such as the war for independence.
 * The Role of Connecticut in U.S. History **

__ **Content Objectives:** __ __ **Students will know and be able to do:** __ • Explore how the French and Indian War affected the relationship between England and its colonies. • Analyze the significance of the slogan, “no taxation without representation” in the American colonies. • Explore the major events that started the actual conflict between the British and the colonies. • Examine major battles of the American Revolution and their impact on the outcome of the war. • Evaluate how indigenous peoples and women both played vital roles in the Revolutionary War. • Compare and contrast the attitudes of merchants, shopkeepers, farmers, women, slaves, and freed blacks toward conflict with the British. • Analyze the role and contributions of Connecticut in the Revolutionary War.

__**Dimensions 1, 3 & 4: DEVELOPING QUESTIONS AND PLANNING INQUIRY/EVALUATING SOURCES AND USING EVIDENCE/ COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION **__ INQ 6–8.1 Explain how a question represents key ideas in the field. INQ 6–8.6 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. INQ 6–8.7 Evaluate the credibility of a source by determining its relevance and intended use. INQ 6–8.8 Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. INQ 6–8.9 Develop claims and counterclaims while pointing out the strengths and limitations of both. INQ 6–8.10 Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. INQ 6.8.11 Construct explanations using reasoning, correct sequences, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations

__ **Dimension 2: DISCILINARY CONCEPTS AND SKILLS** __ __ History: Perspectives __ HIST 8.3 Analyze multiple factors that influenced the perspectives of people during different historical era. HIST 8.4 Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women). HIST 8.5 Analyze how people’s perspectives influenced what information is available in the historical sources they created. __ History: Historical Sources and Evidence __ HIST 8.6 Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources. HIST 8.7 Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources. HIST 8.8 Evaluate the relevance and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose. __ History: Causation and Argumentation __ HIST 8.9 Explain multiple causes and effects of events and developments in the past. HIST 8.10 Organize applicable evidence into a coherent argument about the past. __ Civics: Participation and Deliberation __ CIV 8.2 Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system. __Civics: Processes, Rules, and Laws__ CIV 8.3 Analyze the purposes, implementation, and consequences of public policies in multiple settings. __ Economics: Economic Decision Making __ ECO 8.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.

__Key Terms and People__


 * **George Washington**
 * Militia
 * alliance
 * cede
 * duty
 * boycott
 * petition
 * writ of assistance
 * John Adams
 * Samuel Adams
 * monopoly
 * repeal
 * minutemen
 * blockade
 * mercenary
 * Thomas Paine
 * resolution
 * preamble
 * grievance
 * Nathan Hale
 * Marquis de Lafayette
 * cavalry
 * Friedrich von Steuben
 * enlist
 * civilian
 * John Paul Jones
 * privateer
 * Charles Cornwallis
 * guerrilla
 * Nathanael Greene
 * traitor

[|EngageNY-American Revolution Inquiry lesson] Students to reflect on factors that contributed to the outbreak of hostilities between American colonists and Great Britain. As students explore the featured sources for this inquiry, they come to see how some individuals on both sides inflamed the tensions while others worked for reconciliation.

How did the disagreement between the colonists and England lead to the Revolutionary War?
 * Week 2 & 3 : //The Colonists Resist Tighter Control// **

Introduction
 * Pre-Reading Guide
 * Define Key Terms and People

Instruction:
 * Students will complete a guided reading of "The Colonists Resist Tighter Control" on pp. 145-149 in their text.
 * They will begin to complete a graphic organizer on Causes of The Revolutionary War. (The Proclamation Act of 1763, Quartering Acts, The Sugar and Stamp Acts, Townshend Acts, Writs of Assistance and The Boston Massacre)
 * Teacher led guided Powerpoint Presentation on events from the time period 1763-1770.
 * Post-Reading Guide

Assessment:
 * Check Your Progress Questions, # 1 & 2, 4-6
 * __Primary Source Analysis__: The Stamp Act-//Why were the colonists upset about the Stamp Act?//
 * //Eyewitness Diaries:// Assignments 1 & 2
 * [|Historical Scene Analysis-The Boston Massacre]
 * //Eyewitness Diaries//: Assignment 3


 * Week 4: //From Protest to Rebellion// **

Introduction
 * Pre-Reading Guide
 * Define Key Terms and People

Instruction:
 * Guided Powerpoint Presentation on Trouble on the Frontier 140-144 in text

Assessment:


 * Check Your Progress Questions

DBQ Essay Assignment-//What Caused The Declaration of Independence?//

Essential Question: How did the American colonists gain their independence?
Introduction Instruction: Assessment:
 * Day 1 and 2: //The War Begins//**
 * Pre-Reading Guide
 * Define Key Terms and People
 * Guided Powerpoint Presentation on //The War Begins// pp. 156-161 in text
 * Activity: Patriot, Loyalist or Neutral? You Decide
 * Check Your Progress, p. 161, # 1 & 2.

Introduction Instruction:
 * Day 3-5: //A Nation Declares It's Independence//**
 * Pre-Reading Guide[[file:Chapter 6 section 1 RRG.rtf]]
 * Define Key Terms and People
 * Activity: "The Break Up Letter"
 * Guided Powerpoint Presentation on //A Nation Declares Independence// pp. 170-173 in text
 * Activity: Class reading and analysis of //Common Sense[[file:Common Sense.rtf]]//
 * //Activity:// Students will watch video entitled "Too Late to Apologize" and discuss title choice.media type="custom" key="21786378" width="120" height="120" align="left"

media type="youtube" key="jYyttEu_NLU" height="315" width="420"
 * Activity: Students will follow along as the Declaration of Independence is recited fron Independence Hall, Philadelphia. Follow up discussion.

The DOI as The World's Biggest Break Up letter http://blogush.edublogs.org/2013/12/10/im-breaking-up-with-you/comment-page-1/

Assess:
 * Students will complete p. 173 in text, # 1 & 2
 * Quiz on pp. 156-173 in text.

Activity: Students will break up into small groups and practice and perform 1 scene plays for their classmates on the following:
 * Day 6 and 7: History on Stage**
 * The Boston Tea Party
 * The First Continental Congress
 * Lexington and Concord
 * The Declaration of Independence.


 * Days 8-10: //A Critical Time//**

Introduction Instruction: Assess:
 * Pre-Reading Guide[[file:RRG Chapter 6 section 2.rtf]]
 * Define Key Terms and People
 * Students will read //A Critical Time// pp. 179-184 in text and complete Notetaking Study Guide.[[file:Chapter 6 section 2 Notetaking Study Guide.rtf]]
 * Teacher will lead a guided power point presentation while students take notes Cornell Style.
 * Teacher will have a re-aloud on Connecticut's State Hero-Nathan Hale from the book "Nathan Hale: The Life and Death of America's First Spy" by M. William Phelps
 * Blog Post # 6-Nathan Hale
 * Students will complete p. 184 in text, # 1-7.

Introduction: Instruction: Assess:
 * Day 11 and 12-//Winning Independence//**
 * Pre-Reading Guide [[file:Chapter 6 section 2 Notetaking Study Guide.rtf]]e
 * Define Key Terms and People
 * Students will read //Winning Independence pp. 191-195// in text and complete Notetaking Study Guide.[[file:Chapter 6 section 4 Notetaking Study Guide.rtf]]
 * Teacher will lead a guided power point presentation while students take notes Cornell Style.
 * Activity: Comparing Two Points of View: The Battle of Yorktown
 * Students will complete p. 195, # 1-6 in text.
 * Blog Post # 7: Why Did the Americans Win?
 * Quiz on Chapter 6, sections 2 and 4.

Students will complete Chapter 5 & 6 Assessment & Notetaking Study Guide and Correct as a class. Students will prepare "Test Questions" for a review game.
 * Day 13 and 14 Map Activity: # 1 The American Revolution in the Northeast & The South/Activity # 2 Refugees of the Revolution**
 * Unit Review:**

Unit 2 Test