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Learning Experience # 7

The teacher may provide primary and secondary sources (e.g., patriot/loyalist political cartoons, Sons of Liberty flyers, the Boston Pamphlet, Continental Congress petition) so that students can investigate the colonial groups that formed and the varied responses to Britain’s strict policies.

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://socialsciences.dadeschools.net/pdf/elementary_lessons-civic_integration/SS.5.C.2.1..pdf (Lesson Plan: You decide...Patriot, Loyalist, Undecided)

http://www.masshist.org/revolution/image-viewer.php?item_id=609&mode=transcript&img_step=1&tpc=#page1 (Boston Pamphlet from 1st meeting of Committee of Correspondence)

http://americainclass.org/sources/makingrevolution/crisis/text7/petitionkinggeorge3.pdf (Continental Congress petition to King George III)

http://www.alcsny.org/cms/lib/NY01001789/Centricity/Domain/259/Gov_Differing%20Views.JPG (Lesson Plan: Identifying Loyalist and Patriot viewpoints)

http://docsteach.org/activities/19/detail?mode=browse&menu=closed&era%5B%5D=revolution-and-the-new-nation (Activity: The Road to Revolution: Patriotism or Treason?)


Student Resources:

http://americainclass.org/sources/makingrevolution/crisis/text4/townshendactsresponse1767.pdf (Patriot response sources)

http://americainclass.org/sources/makingrevolution/crisis/text4/quarteringactresponse1766.pdf (Patriot response sources)

http://zinnedproject.wpengine.netdna-cdn.com/wp-content/uploads/2009/10/picture-13-400x197.png (Sons of Liberty flyer)

http://americainclass.org/sources/makingrevolution/crisis/text7/coerciveactsresponse.pdf (Patriot and Loyalist primary sources)

http://jewettc.wikispaces.com/MWF+11.15+-+Revolutionary+era+cartoons (Revolutionary political cartoons)

http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1077 (Sons of Liberty image)



Assessment:

Students will create a political cartoon to representing a particular group’s perspective (e.g., Sons of Liberty, Loyalist, Patriot, Continental Congress, etc.) on opposition to British policies. The will include a one paragraph explanation of how their political cartoon illustrates the perspective of that group. (CCSS.ELA-Literacy.RH.6-8.6; CCSS.ELA-Literacy.RH.6-8.8)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/ (How to create a political cartoon)



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 be provided with only Patriot/Loyalist sources

Students may draw a picture of a Patriot or Loyalist and write a description of characteristics of someone from that group

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students may research additional primary sources

Students may create a political cartoon from both perspectives

Critical Content:

  • The colonial groups that formed as a result of Britain’s oppressive policies (e.g., Sons of Liberty, Continental Congress, Committee of Correspondence, Loyalists)

  • The goals of the differing groups that formed in opposition to the British

  • The different perspectives and opinions of Patriots and Loyalists

  • The methods used by these groups to voice their opinions (e.g., pamphlets, cartoon, advertisements, etc.)

Key Skills:

  • Analyze and create political cartoons

  • Differentiate between Patriot and Loyalist views

  • Identifying perspective when viewing political cartoons and other sources

Critical Language:

Governance, Patriot, Loyalist, petition, perspective, Committee of Correspondence, Continental Congress, Sons of Liberty, propaganda, political cartoon, treason




Learning Experience # 8

The teacher may provide primary and secondary sources (e.g., Declaration of Independence, Boston Gazette articles, Common Sense, Boston Tea Party image) so that students can discover colonial reactions to Britain’s reassertion of power in the colonies.

Generalization Connection(s):

The struggle to extend civil liberties often destabilizes economic, cultural, and social traditions/institutions leading to conflict and even war

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://chnm.gmu.edu/tah-loudoun/blog/lessons/the-boston-massacre-you-be-the-judge/ (Lesson plan: Boston Massacre)

http://www.history.com/topics/american-revolution/boston-tea-party (Boston Tea party article)

http://edsitement.neh.gov/lesson-plan/common-sense-rhetoric-popular-democracy#sect-introduction (Common Sense lesson plan)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/ (The Colonies Move Towards Open Rebellion – includes primary source documents)



Student Resources:

http://chnm.gmu.edu/tah-loudoun/wp-content/lessons/avdellas/boston-gazette.pdf (Boston Gazette article about Boston Massacre)

http://chnm.gmu.edu/tah-loudoun/wp-content/lessons/avdellas/boston-massacre_images.pdf (Boston Massacre primary images)

http://www.archives.gov/exhibits/charters/declaration_transcript.html (Declaration of Independence transcript)

http://www.boston-tea-party.org/accounts.html (Boston Tea Party historical accounts)

http://edsitement.neh.gov/lesson-plan/boston-tea-party-costume-optional (Boston Tea Party newspaper article)

http://www.loc.gov/exhibits/british/images/vc40.jpg (Boston Tea Party image)

http://www.contemplator.com/america/liberty.html (“The Liberty Song” lyrics)

http://www.history.com/topics/american-revolution/battles-of-lexington-and-concord/videos (Videos: Lexington and Concord)

http://www.ushistory.org/us/11c.asp (Lexington and Concord primary source)

http://www.let.rug.nl/usa/documents/1776-1785/thomas-paine-common-sense/ (Common Sense)

http://www.history.com/topics/american-revolution/american-revolution-history/videos/thomas-paine (Video: Thomas Paine)

http://www.ushistory.org/declaration/related/vsa65.htm (Text: Virginia Stamp Act Resolutions - 1765)



Assessment:

Students will add the various colonial responses (e.g., Tea Party, Boston Massacre, etc.) to their timeline from LE #6. (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)

https://www.youtube.com/watch?v=5oaTVFfUz94 (Common Sense audiobook)

Students may be provided dates for the colonial responses



Students may add 2-3 colonial responses to their timelines

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

Students may add primary source images of the colonial responses (e.g. events, documents) to their timeline

Critical Content:

  • Significance of the rebellious events in response to British policies (e.g., Tea Party, Boston Massacre)

  • Significance of the written documents of the rebellion (e.g., Common Sense, Declaration of Independence)

  • Relevance of the first battles of the American Revolution (e.g., Lexington, Concord) and how they illustrate an act of colonial rebellion

  • Non-violent ways the colonists rebelled (e.g., boycott, propaganda)

Key Skills:

  • Explain the effects of the British policies and the causes of the colonial rebellions

  • Organize events chronologically to determine cause/effect relationships

  • Explain the impact of Common Sense

  • Critique propaganda as a tool of influence

Critical Language:

Common Sense, Declaration of Independence, Boston Massacre, Boston Tea Party, rebellion, propaganda, boycott, Lexington, Concord, Thomas Paine, revolution, War of Independence




Learning Experience # 9

The teacher may provide primary and secondary sources (e.g., Olive Branch Petition, records of the Carlisle Commission, battle maps) so that students can consider the realities of the American Revolution and the subsequent attempts to compromise with Britain.

Generalization Connection(s):

The struggle to extend civil liberties often destabilizes economic, cultural, and social traditions/institutions leading to conflict and even war

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



Teacher Resources:

http://www.britannica.com/EBchecked/topic/95998/Carlisle-Commission (background info about the Carlisle Commission)

https://www.youtube.com/watch?v=uZfRaWAtBVg (“Too Late to Apologize” parody video)



Student Resources:

http://www.hobart.k12.in.us/gemedia/amrev/revbio/olivebra.htm (Olive Branch Petition transcript)

http://teachingamericanhistory.org/library/document/response-to-british-peace-proposals/ (Colonial response to the Carlisle Peace Commission)

http://mrnussbaum.com/amflash2/ (Interactive Revolutionary War battle map)

http://www.theamericanrevolution.org/battles.aspx (Detailed Revolutionary War battle information)

https://history.state.gov/milestones/1776-1783/french-alliance (alliance in the Revolution)


Assessment:

Students will create their own Olive Branch Petition to attempt to avoid war with Britain. (CCSS.ELA-Literacy.WHST.6-8.1)

http://mrkersey.org/teachers/olive_branch.txt (Olive Branch Petition assignment)



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 be given a “fill in the blank” version of this create your own Olive Branch petition assessment

N/A




Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

Students may create a response to the Olive Branch Petition and write a response to theirs (arguing for or against peace)

Critical Content:

  • Overview of key battles (e.g. Yorktown, Saratoga) and leaders (e.g. Washington, Cornwallis) of the Revolutionary War that affected the course of the war

  • The failures of the various opportunities for peace and/or compromise between the colonies and the British (e.g., Carlisle Commission)

  • The significance of the foreign alliances (e.g., French, Hessian)

Key Skills:

  • Write a petition using persuasive language

  • Identify reasons for and against war with Britain

  • Evaluate the need for compromise vs. the cost of war

Critical Language:

Olive Branch Petition, compromise, revolution, Carlisle Commission, Treaty of Paris, Yorktown, Saratoga, militia, Continental Army, redcoats, Hessians, foreign alliance, Valley Forge, compromise




Learning Experience # 10

The teacher may engage students in a discussion about the positive and negative political, economic, and social outcomes of the American Revolution so that students can evaluate the cost of war with Britain.

Generalization Connection(s):

The struggle to extend civil liberties often destabilizes economic, cultural, and social traditions/institutions leading to conflict and even war

Teacher Resources:

http://www.ushistory.org/us/12.asp (Social impacts of the American Revolution)

http://education-portal.com/academy/lesson/american-revolution-social-and-economic-impact.html (Video: Social and political impacts of the Revolution)



Student Resources:

http://www.history.com/topics/american-revolution/treaty-of-paris (Treaty of Paris video and article)

http://www.ourdocuments.gov/print_friendly.php?flash=false&page=transcript&doc=6&title=Transcript+of+Treaty+of+Paris+(1783) (Treaty of Paris transcript)

http://www.shmoop.com/american-revolution/statistics.html (Statistics of the cost of the American Revolution)

http://www.ushistory.org/us/12.asp (Social impacts of the American Revolution)

http://www.historycentral.com/NN/economic/afterrev.html (Economic impacts of the Revolution)

https://history.state.gov/milestones/1784-1800/loans (Economic impacts of the Revolution, debt)

https://history.state.gov/milestones/1776-1783/articles (Articles of Confederation explanation)

http://www.ourdocuments.gov/doc.php?doc=3&page=transcript (Articles of Confederation transcript)



Assessment:

Students will write an argumentative essay discussing the benefits and drawbacks of the war and whether or not the war was worthwhile for the colonists. (CCSS.ELA-Literacy.WHST.6-8.1) http://www.readwritethink.org/files/resources/printouts/persuasion%20map.pdf (argument map/plan)




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/o6rwstv (Template for writing a paragraph)

Students may write one paragraph essay using a template

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://onlinespeechwriting.com/top-four-tips-for-writing-a-good-persuasive-speech.html (persuasive speech writing tips)

The students may write their argument in the form of a speech to present to the class

Critical Content:

  • The outcomes of the Treaty of Paris

  • The political impact of the Revolution (e.g., the creation of the Articles of Confederation)

  • The political impact of foreign alliances formed during and after the Revolution

  • The economic cost of the Revolution

Key Skills:

  • Write an argument to support a claim that organizes reasons and evidence logically

  • Identify pros and cons to war with Britain

Critical Language:

Debt, alliance, Treaty of Paris, democracy, Articles of Confederation, revolution, cost (fiscal, human)
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