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Learning Experience # 3

The teacher may provide primary and secondary sources (e.g., letters, documents, images, records) so that students can explain how the colonies established their own political, social, and cultural identities while the British government diverted its attention elsewhere.

Generalization Connection(s):

The strength and stability of a nation depends on the establishment and maintenance of economic independence, cultural traditions, and social institutions

Colonized subjects’ efforts to increase self-determination often lead ruling powers toward increasingly oppressive policies and forms of governance



Teacher Resources:

http://www.press.uchicago.edu/Misc/Chicago/077977in.html (Interview with Frank M. Bryan, Professor of political science at University of Chicago)

http://www.loc.gov/pictures/resource/cph.3a10355/ (Image: “A contentious town meeting”)

http://history.hanover.edu/texts/adamss.html (Report by Committee of Correspondence to Boston Town Meeting)

http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1006 (Letter from an American Farmer about the changing social culture in the colonies)

http://www.masshist.org/dorr/browse-np/title/BGCJ/fYear/1765 (Boston Gazette articles 1765-1777)

http://www.metmuseum.org/toah/hd/arid/hd_arid.htm (Article: Art & Identity in the British North American Colonies: 1700-1776)



Student Resources:

http://www.teenink.com/nonfiction/all/article/57974/Unity-and-Identity-of-the-American-Colonies/ (Information about colonial identity and unity)

http://history.hanover.edu/texts/adamss.html (Report by Committee of Correspondence to Boston Town Meeting)

http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1006 (Letter from an American Farmer about the changing social culture in the colonies)

http://www.apstudynotes.org/us-history/outlines/chapter-5-colonial-society-on-the-eve-of-revolution-1700-1775/ (Colonial Society On the Eve of Revolution – 1700-1775)



Assessment:

Students will create an outline and write a paragraph (or essay) explaining the ways in which colonists had developed their own identities apart from being British subjects, citing evidence from primary and secondary sources. (CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.WHST.6-8.2)

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

http://salsession.com/paragraph-template-2.html (Template for a paragraph outline)

Students may provide an outline only to include quotes or other direct evidence

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://avalon.law.yale.edu/subject_menus/18th.asp (18th Century documents in American history)

Students may incorporate direct evidence from sources other than teacher provided primary and secondary documents

Critical Content:

  • The religious foundations of North American colonies

  • The development of democratic participation at the local level in New England

  • The development of independent political structures in the colonies (e.g., House of Burgesses)

  • The social (class) structure of the North American colonies as compared to those structures in England

  • The patterns and networks of economic interdependence in colonial America

Key Skills:

  • Develop historical arguments

  • Support arguments with direct evidence

  • Recognize how regional perspectives affect cooperation and conflict

  • Provide an accurate summary of a primary/secondary source, using evidence from the text

Critical Language:

Town meeting, colonial charter, social structure, identity (political, social, and cultural), indentured servant, Puritan, pilgrim, Quaker, political structure, democratic participation, economic interdependence, historical argument, region, self-determination




Learning Experience # 4

The teacher may provide primary and secondary sources (e.g., documents, trade data) so that students can examine the changing economic relationship between Britain and its North American colonies as colonial economic independence develops.

Generalization Connection(s):

The strength and stability of a nation depends on the establishment and maintenance of economic independence, cultural traditions, and social institutions

Teacher Resources:

http://www.usahistory.info/colonial/Navigation-Acts.html (Article: Navigation Acts)

https://www.youtube.com/watch?v=7X_XQjRgUYk (Video: Mercantilism / Navigation Acts)

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=4102 (Navigation Acts)

http://apus2scott.wikispaces.com/Colonization,+Chapters+2+%26+3?showComments=1 (Colonial economic data - scroll down on page - data about slaves, goods, distribution of wealth, commodity exports, etc.)

http://users.humboldt.edu/ogayle/hist110/ColonialRegionalExports.png (Economic pie charts on colonial regional exports)

https://www.youtube.com/watch?v=X1VHLOHYXq8 (Video: Absolutism and Mercantilism)

http://www.monticello.org/slavery-at-monticello/african-slavery-british-north-america (Article: slavery in 1700’s at Monticello)

http://www.pbs.org/wnet/slavery/timeline/ (Slavery timeline)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/earl.html (Speech to Parliament regarding troubles in Boston)

http://www.landandfreedom.org/ushistory/us3act.htm (Lesson Plan: Contrasting views on Mercantilism)



Student Resources:

http://apus2scott.wikispaces.com/Colonization,+Chapters+2+%26+3?showComments=1 – a lot of colonial economic data (scroll down on page) data about slaves, goods, distribution of wealth, commodity exports, etc.

https://www.youtube.com/watch?v=oiwvvNMOjCE (Video: Mercantilism)

https://www.youtube.com/watch?v=7X_XQjRgUYk (Video: Mercantilism / Navigation Acts)

http://www.fodey.com/generators/newspaper/snippet.asp (Newspaper generator)



Assessment:

Students will create a “special edition” of the Boston Gazette published immediately following the Navigation Acts. The newspaper should include articles on the Navigation Acts & its effects on colonial trade, data illustrating trade with other countries, the British point of view on the economic struggles with the colonies and on the different colonial industries (e.g. tobacco, shipping, clothing). (CCSS.ELA-Literacy.WHST.6-8.4)

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

Students may create an advertisement from one of the colonial industries for the newspaper

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

Students may serve as the “Editor in Chief” of the newspaper and act as editor, layout manager, etc.

Critical Content:

  • A standard of living varies in times of scarcity and growth

  • Why England began enforcing restrictions on colonial trade

  • Mercantilism requires colonies to trade with the mother country

  • How the establishment of human settlement patterns is determined by the physical attributes of the land

Key Skills:

  • Analyze interactions of economic systems in an interconnected world

  • Analyze data, charts, and maps

  • Identify perspective

Critical Language:

Mercantilism, mother country, trade, economic stability, import, export, profit, wealth, standard of living, natural resources, manufactured goods, shipping, Navigation Act, smuggle, economic growth, economic independence, self-reliance, plantation




Learning Experience # 5

The teacher may use video clips to stimulate discussion so that students can explain how Britain’s international activities (e.g., the Seven Years War) influenced efforts to reassert authority over their North American colonies.

Generalization Connection(s):

Colonized subjects’ efforts to increase self-determination often lead ruling powers toward increasingly oppressive policies and forms of governance

The strength and stability of a nation depends on the establishment and maintenance of economic independence, cultural traditions, and social institutions

Increasingly oppressive forms of governance determine individual and/or group rights, roles, and responsibilities which may lead to rebellion


Teacher Resources:

https://www.youtube.com/watch?v=5vKGU3aEGss (Video: Crash Course US History #5: The Seven Years War)

https://www.youtube.com/watch?v=Ktkw7iSITkc (Video: “French and Indian War Changes Fate of America”)

http://www.encyclopediavirginia.org/salutary_neglect (“Salutary Neglect” at Encyclopedia Virginia)

http://americainclass.org/sources/makingrevolution/crisis/text2/pownall1764.pdf (An Englishman’s warning to Britain regarding colonial governance)

http://www.let.rug.nl/usa/documents/1701-1750/the-north-carolina-biennal-act-1715.php (The North Carolina Biennial Act – 1715)

http://tinyurl.com/lpv4fe8 (Cause and Effect Thinking Map)

http://www.ushistory.org/declaration/related/proc63.htm (Proclamation of 1763)


Student Resources:

https://www.youtube.com/watch?v=5vKGU3aEGss (Video: Crash Course US History #5: The Seven Years War)

https://www.youtube.com/watch?v=Ktkw7iSITkc (Video: “French and Indian War Changes Fate of America”)

http://education-portal.com/academy/lesson/the-french-and-indian-war-causes-effects-summary.html (Causes & effects of the French and Indian War)

http://www.shmoop.com/american-revolution/politics.html (Article explaining the Seven Years’ War, Salutary neglect, the Proclamation of 1763, etc.)

http://www.ushistory.org/declaration/related/proc63.htm (Proclamation of 1763)

http://tinyurl.com/lpv4fe8 (Cause and Effect Thinking Map)



Assessment:

Students will complete a cause and effect thinking map illustrating the causes and effects of the French and Indian War and predictions about its impact on Britain’s policies on the colonies.

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

http://tinyurl.com/lpv4fe8 (Cause and Effect Thinking Map)

Students may be provided with a partially completed cause and effect graphic organizer

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://techtips-ccsd.blogspot.com/2014/02/tuesday-tech-tip-creating-thinking-maps.html (Creating Thinking Maps in Google Drawings)

https://sites.google.com/site/ausdthink/word-templates-for-thinking-maps (Word templates for thinking maps)



Students may create a cause and effect thinking map

Critical Content:

  • How the British “policy” of salutary neglect up until the French and Indian War/Seven Years War affected the colonies

  • The causes and outcomes of the French and Indian War/Seven Years War

  • British financial circumstances following the Seven Years War

  • Changes to British policy toward the North American colonies as a result of those circumstances

  • How the Proclamation of 1763 affected colonial attitudes towards Great Britain

Key Skills:

  • Examine cause and effect

  • Make predictions based on evidence

  • Evaluate to what degree economic policies are driven by political events

Critical Language:

Salutary neglect, tyranny, monarchy, limited/constitutional government, debt, proclamation, imperialism




Learning Experience # 6

The teacher may provide primary and secondary sources (e.g., Intolerable Acts, Tea Act, Quartering Act) so that students can analyze the economic and governmental policies imposed on the colonies by the British.

Generalization Connection(s):

Colonized subjects’ efforts to increase self-determination often lead ruling powers toward increasingly oppressive policies and forms of governance

Increasingly oppressive forms of governance determine individual and/or group rights, roles, and responsibilities which may lead to rebellion



Teacher Resources:

http://www.history.org/history/teaching/tchcrsta.cfm (Stamp Act background info)

http://avalon.law.yale.edu/18th_century/quartering_act_165.asp (Quartering Act)

http://avalon.law.yale.edu/18th_century/penn_assembly_1765.asp (Pennsylvania Resolution on the Stamp Act)

http://avalon.law.yale.edu/18th_century/declaratory_act_1766.asp (Declaratory Act)

http://avalon.law.yale.edu/18th_century/boston_port_act.asp (Intolerable Acts - closing of Boston port)

http://www.ushistory.org/declaration/related/teaact.htm (Tea Act)

http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-a-30246.html (Digital timeline creator)


Student Resources:

http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp (Stamp Act)

http://avalon.law.yale.edu/18th_century/quartering_act_165.asp (Quartering Act)

http://avalon.law.yale.edu/18th_century/penn_assembly_1765.asp (Pennsylvania Resolution on the Stamp Act)

http://avalon.law.yale.edu/18th_century/declaratory_act_1766.asp (Declaratory Act)

http://avalon.law.yale.edu/18th_century/boston_port_act.asp (Intolerable Acts - closing of Boston port)

http://www.ushistory.org/declaration/related/teaact.htm (Tea Act)

http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-a-30246.html (Digital timeline creator)


Assessment:

Students will complete the first part of a two part digital timeline of the major British policies imposed on the colonists (Second part of the timeline to be complete in LE #8). (CCSS.ELA-Literacy.RH.6-8.2)

http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-a-30246.html (Digital timeline creator)






Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

Students may read policies with a partner

Students may be provided with dates for each policy



N/A

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

Students may add quotes from primary sources to their timeline

Critical Content:

  • The impact of British economic and political policies imposed on the colonies (e.g., Tea, Intolerable, Sugar, Quartering Acts)

  • Reasons for the policies (e.g., pay off debt, maintain control)

  • The laws and/or regulations enacted in the colonies as a result of each British policy

  • How the colonial relationship with the British authority changed from one of compliance to resistance

  • How colonists’ views of the British crown changed to one of tyranny and oppression

  • England’s restrictive policies regarding trade, quotas, and tariffs as a way to control the colonies

Key Skills:

Critical Language:

Tariff, tax, act, policy, blockade, “taxation without representation,” Quartering, Intolerable Act, Stamp Act, tyranny, oppressive, governance, law, legislation, quota, tariff, regulation
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