Road to Independence Timeline Assignment



Download 14.15 Kb.
Date conversion13.05.2016
Size14.15 Kb.
Road to Independence

Timeline Assignment


Timelines are a useful tool for historians as they put events “in order” and stress the chronological aspect of history. They also help to set up a cause and effect analysis of the events. While history is more than just names and dates, it certainly still depends on both.

mpj04340440000[1]
Create a timeline of the events leading to the American Revolution to include the following events as a minimum. The dates range from the mid 1600’s until 1776, the majority of which are from 1763 forward. Most of the events can be found in sections 1-2 of Chapter 2. While in some cases it is important to keep proportional the dates, in the case of this timeline dating them and putting them in the proper order is the key. If 1630 and 1760 are as physically close as 1760 and 1774 on the timeline it is ok.

Writs of Assistance Navigation Acts

Proclamation of 1763 Stamp Act Congress

Stamp Act Sugar Act

Currency Act Declaratory Act

Townshend Acts Quartering Act

Gaspee Affair Virginia Resolves

Tea Act Coercive Acts

Common Sense Olive Branch Petition

Boston Tea Party Declaration of Independence

First Continental Congress Committees of Correspondence

Second Continental Congress French and Indian War

Make the timeline creative and colorful. On the back of the timeline or on another sheet of paper, include a brief (one to two sentence) description of each event identifying its significance in the changing relationship between England and her colonies. You cannot use PowerPoint or Prezi. Students will be assessed on the MYP Criterion A: Knowing and Understanding.

Criterion A: Knowing and Understanding

Students should be able to:





Achievement Level


Level Descriptor


3-4

The student:

  • communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

  • structures information and ideas in a way that is somewhat appropriate to the specified format

  • sometimes documents sources of information using a recognized convention.


5-6

The student:





7-8

The student:

  • communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

  • structures information and ideas in a way that is completely appropriate to the specified format

  • consistently documents sources of information using a recognized convention.

DBQ 3: Causes of the Revolutionary War


Answer these questions about the documents.
Document 1: Why did Whately (and other English officials) feel that the American colonists should be willing to pay higher taxes to Parliament?
Document 2: According to Dickinson, what taxes was Parliament justified in imposing on the colonies? Why did he object to the Stamp Act and the Townsend Acts?
Document 4: Who did Cresswell blame for the growing antagonism between the British and the American colonists?
Document 3: How does the engraving tell a different story from the description of the Boston Massacre? Where do you think the term “massacre” came from?
Document 5: Why, according to this document, were the Americans in the right for fighting the British?
Document 6: Why was Paine unwilling to be reconciled with Britain? TO what extent was Paine objective or unbiased? Explain.
Document 7: How does this document describe King George? Was the Declaration an objective and unbiased statement of the American-British conflict? Explain.


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page