Teaching American History Grant mdusd/ucb h-ssp 5th Grade Lesson: American Revolution Developed byTeaching American History Grant mdusd/ucb h-ssp 5th Grade Lesson: American Revolution Developed by
Developed by: Kimberly Leyden, Jennifer Brouhard, Kay Lunine, Alejandra Dubcovsky, and Lauren Weaver
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America: Past and Present, 9e (Divine et al.) Chapter 5 The American Revolution: From Elite Protest to Popular Revolt, 1763-1783America: Past and Present, 9e (Divine et al.) Chapter 5 The American Revolution: From Elite Protest to Popular Revolt, 1763-1783
For American colonists, the postwar years following the conclusion of the Seven Years' War could be characterized best as
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Unit 5 Toward Independence: Setting the Stage Revolution in the ColoniesUnit 5 Toward Independence: Setting the Stage Revolution in the Colonies
In this unit, you will learn why some colonists wanted to replace British rule with an independent government. You will also learn about the long, difficult struggle to gain that independence
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Celebrate freedom weekCelebrate freedom week
Second Continental Congress, not the signing of the Declaration of Independence. The drafting committee consisted of John Adams, Benjamin Franklin, Thomas Jefferson, Robert Livingston, and Roger Sherman
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1. One change in colonial policy by the British government that helped precipitate the American Revolution involved1. One change in colonial policy by the British government that helped precipitate the American Revolution involved
When it came to the Revolution, it could be said that the American colonists were
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Parliament such as the Sugar Act, the Stamp ActParliament such as the Sugar Act, the Stamp Act
Revolutionary War, with links to more in depth articles about each one. The articles are in chronological order so you can follow along and understand the whole timeline of events
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To visit our student-to-student file sharing networkTo visit our student-to-student file sharing network
By the eve of the Revolution, the colonists had developed a moderate sense of their identity and unity. However, they were still far from having the complete sense of identity and unity necessary for an independent country to flourish
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Defining us: The American ExperienceDefining us: The American Experience
Essential Learning: Students will examine the causes of dissatisfaction that led to the American Revolution
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Essential QuestionsEssential Questions
To what degree were the beliefs and actions of colonial separatists justified in their division with Great Britain?
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Conquest by the CradleConquest by the Cradle
Most of the population was densely cooped up east of the Alleghenies, though by 1775, some had slowly trickled into Tennessee and Kentucky
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1997 acf regionals questions by Berkeley II1997 acf regionals questions by Berkeley II
Berzelius. It is relatively abundant in the Earth's crust and is transparent to neutrons. What is this element used in nuclear reactors for cladding feul irons, for alloying with Uranium
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V early British ActionsV early British Actions
George III was born in 1738, first son of Frederick, Prince of Wales and Augusta
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Examining the evidence about the boston massacreExamining the evidence about the boston massacre
Review the evidence located on the website given to you by your teacher. When you think you have enough evidence, you may attempt to solve the case as directed on the website. This will be completed in class on in Computer Lab
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No taxation without representationNo taxation without representation
Learn why some colonists wanted to replace British rule with an independent government
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The Road to RevolutionThe Road to Revolution
Overall main idea: American resentment and resistance increased as the British government passed new laws to pay for, protect and control the colonies after the French and Indian War
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