Charlotte Mecklenburg Schools [Unit 2] American History 1

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– Unit 2 – 1733 – 1781 (An Era of Conflict)

Charlotte Mecklenburg Schools
[Unit 2]

American History 1

1733 to 1781 (An Era of Conflict)
Conceptual Lens: Cultural Identity and Revolution

Author: Ken Cook
Unit Overview: In this unit, students will understand that colonists are building on a political identity that had developed before the French and Indian War, while at the same time forging a unique American social and economic identity, separate from the Mother country. Meanwhile, the British continue to view the colonists as a part and extension of the British Empire. Additionally, the French and Indian War resulted in differing expectations between the British and the evolving Colonists. The colonists wanted unfettered westward expansion and effects that came with it, the British, on the other hand, believed that the colonists should share the burden and costs of their protection. The resultant clash between the differing beliefs ultimately resulted in the American Revolution

International Affairs and Foreign Policy

  • European alliances with Native Americans

  • British support of colonists in French and Indian War

  • Struggles between French and British led to the French and Indian War.

  • French support of colonists in the Revolution (importance of French Navy)

  • Native American Treaties

  • Treaty of Paris (1783)

Exploration, Settlement and Expansion

  • Proclamation of 1763 and its impact on colonists

  • Movement of Native Americans

  • Movement of Loyalists and Patriots around the colonies



1733 – 1781

An Era of Conflict


  • Causes of the French and Indian War and the American Revolution

  • Patriots vs. loyalists vs. British

  • nationalism, patriotism and participation in warfare was reflected in American Art.

  • political leaders and citizens adopted different tactics and justifications to oppose war

Conflict and Compromise

  • The British economic policies toward the colonies lead to American Revolution.

  • Salutary Neglect of American Colonies

  • Military spending in the French and Indian War led to colonists being levied tax to help pay for the effort

  • Mercantilism

Progress, Crisis and the American Dream

  • Evolution of American ideals, government, rights, etc

  • American identity during the era having a need for freedom and equality.

  • The Declaration of Independence and its connection to natural rights of man.

  • John Dickinson and Letters of a Pennsylvania Farmer

  • Thomas Paine and Common Sense

Freedom, Equality and Power

  • Ideas that influence America’s revolution from colonies to nationhood.

  • Women, Native American and African American roles in Revolutionary America

  • Adam Smith and The Wealth of Nations

  • Committees of Correspondence

  • Continental Congress and its impact on government

  • “No Taxation without Representation”

Essential Understandings (Generalizations) and Guiding (Essential) Questions:
Wars affect social, political, economic, and cultural institutions.

  1. How and why did the economic relationship between Great Britain and its colonies changed after the French and Indian War?

  2. How and to what extent did various colonists protest British economic policies leading up to the American Revolution?

  3. How and why did the political relationship between the colonists and England change after the French and Indian War?

The quest for equality and freedom can shape a society’s identity.

  1. How did the ideals of mercantilism guide the economic development of the colonies, as well as their relationship with Great Britain?

  2. How did the “Great Awakening” impact colonial religious, family and educational practices?

  3. What were the intellectual origins and major ideas of the Declaration of Independence?

  4. How did the role of women change as a result of the American Revolution?

  5. Did the Declaration of Independence establish the foundation of American government?

Conflict and compromise can shape the politics of a society.

  1. How can the American Revolution be viewed as a civil war?

  2. Did Great Britain lose more than it gained from its victory in the French and Indian War?

  3. Were the colonists justified in resisting British policies after the French and Indian War?

  4. Was the American War for Independence inevitable?

  5. Why did the Proclamation of 1763 and the Quartering Act outrage the colonists?

Geography may impact the outcome of war

  1. How did the Battles in the Middle Colonies turn the tide in the American Revolution?

  2. How did geography impact the outcome of the American Revolution?

Unit Vocabulary

Tier 1

Tier 2

Tier 3






Native Americans




Representative Democracy

Checks and Balances

Separation of Powers




No taxation without representation

Natural Rights

Key Events


French and Indian War

Proclamation of 1763

Pontiac’ Rebellion

Stamp Act

Quartering Act

Boston Massacre

Committees of Correspondence

Townshend Acts

Letters from a Pennsylvania Farmer

Declaratory Acts

Boston Tea Party

Tea Act

Intolerable Acts

Treaty of Paris 1763

Treaty of Paris 1783

The Wealth of Nations

Two Treatises of Government

Salutary Neglect

Trade and Navigation Acts

First Great Awakening

Albany Plan of Union

Common Sense

Declaration of Independence

First Continental Congress

Second Continental Congress

Olive Branch Petition

Writs of Assistance

Admiralty Courts


Inalienable Rights

Writs of Assistance





Bunker Hill



Key People

Adam Smith

John Locke

Thomas Paine

Thomas Jefferson

John Peter Zenger

George Washington

John Adams

Sons of Liberty

Sam Adams

King George II

Lord Cornwallis

John Dickenson

George Whitefield

Jonathon Edwards

Benjamin Franklin

Abigail Adams

George III

James Otis

By the end of this unit, students should be able to state…

  • I can … explain how the Great Awakening affected religious, family and education practices

  • I can … identify the British and Colonial actions that promoted an American identity

  • I can … explain how British and Colonial actions led to an American identity

  • I can … use maps and charts to determine American/British advantages and disadvantages

  • I can … explain the consequences of the French and Indian War (Seven Years War) and the overhaul of English imperial policy following the Treaty of Paris in 1763.

  • I can … develop a timeline of the critical events leading to the outbreak of armed conflict between the American colonies and England.

  • I can … analyze political, ideological, religious, and economic origins of the Revolution.

  • I can … analyze the motives behind the Declaration of Independence

  • I can … explain the major ideas expressed in the Declaration of Independence and their intellectual origins.

  • I can … construct a sound historical argument regarding whether the American Revolution was justified

  • I can … explain how the role of women, African Americans and Native Americans changed as a result of the American Revolution

Performance Task and Scoring Guides/Rubric

  • Wars affect social, political, economic, and cultural institutions.

  • The quest for equality and freedom can shape a society’s identity.

  • Conflict and compromise can shape the politics of a society.

  • Geography may impact the outcome of war

Why: To assess the students’ knowledge about the revolution by composing a broadside ballad and constructing a town hall meeting
How: The students will compile the information they received from the class as well as the information they gathered on their own about the Revolutionary period of American history to create their ballad and town hall meeting
What: For this performance task you will be writing about town hall meeting and writing a broadside ballad (a song printed on a long sheet of paper that usually focused on a dramatic event such as a battle, a crime, a disaster, etc. It was usually distributed like a newspaper)
Performance Task Summary:
Broadside Ballad: You will be writing a broadside ballad which will focus on the consequences of the Revolutionary war. First you need to determine key economic, political, social, and geographic consequences of the war. You need to have 3 to 4 for each and make sure describe the impact (don’t just list a word explain why it is an economic effect, a political effect, a social effect, or a geographic effect). After you develop your lists, use your lists to begin writing your ballad. There are many ways to write it – use rhyme, repetitive phrases, use alliteration, or use the tune of a popular song or melody write your own lyrics. The main objective is to use at least 14 facts in your ballad; therefore it should be 14 lines in length
Town Meeting: Imagine you are witnessing a town hall meeting where they are trying to persuade the Continental Congress to either agree that the colonies should remain loyal, or go to war, or petition King George to come to some compromise. Many of the colonists had differing opinions. Loyalists wanted to stay with Great Britain, Patriots wanted to break away from Great Britain and the moderates want compromise. You will be creating the dialogue for between a Loyalist, a Patriot, and a moderate.
There should be 4 pieces of dialogue for each person. Each piece of dialogue should be a statement of at least 2 sentences. Remember the dialogue will be between the three and trying to convince the Continental Congress to see their point of view. You must include facts about the time period and it must be historically accurate.
Last, you will write a paragraph about which side you will take and why.
Performance Task Criteria:
Content: your ballad should include good information about the Revolutionary War make sure at you have included 14 facts. Make sure the information is accurate any inaccurate information will result in a lower grade.
Creative Effort: You will be grades based on your attempt to make the ballad as creative and thoughtful as possible.
Performance Task Rubric:



Levels of Performance (Points)


Ballad includes at least 8 key consequences of the Revolution; all information is accurate

10 - ballad includes at least 8 key facts; all facts are accurate 7 - ballad includes 7 or more facts; however some are inaccurate 5 - ballad has a minimal number of facts; some are inaccurate 0 - ballad is totally lacking accurate information


A very good attempt to make the ballad creative or 'catchy'

5 - excellent attempt at creativity 3 - some attempt at creativity 0 - no attempt at creativity


Group presents the ballad in an informational manner; presentation of the ballad furthers the learning of classmates

5 - ballad presentation is very informational 3 - ballad presentation is taken lightly; only slightly to the learning of classmates 0 - ballad is not presented

Extra Credit

Group sings the ballad to the best of its ability

5 - a very good attempt is made to sing the ballad well 3 - group makes a moderate attempt to sing the ballad

Total Score

/20 Possible

Unit Resources

Unit Number - 2

Unit Title- An Era of Conflict

Resource Title



Crash Course in US History- Video

The Seven Years War and

the Great Awakening
Taxes and Smuggling

Prelude to Revolution

Who Won the American

Revolution- detailing

battles and results

Overview of era videos

Hip Hughes-Video

Triangular Trade and

Mercantilism Explained
French and Indian War


Albany Plan of Union


Idiot’s guide to Declaration of Independence
Common Sense explained

Reading Like a Historian

Lessons centered around primary source analysis

Great Awakening, Stamp Act, Loyalists,

Declaration of Independence, Battle of

Lexington. Registration required

Original Text and Documents

Primary Source Documents with questions broken down by eras

Primary Source Lessons

Common Core Lessons

Declaration of Independence Lesson

Video with lesson. All components of available on website. Free registration required

Revolutionary War


Articles, videos, and primary sources incorporating all aspects and perspectives of the American Revolution from History Channel. Best with Google Chrome on CMS computers.

American Revolution Timeline

A timeline of important dates leading up to, during, and after the American Revolutionary War. Most of the dates are hyperlinked to take you to specific information for that particular date.

American Revolution Timeline

A timeline with full articles about each important date presented by the Library of Congress. Each article has a hyperlink to primary sources related to that date including maps, pictures, and documents

PBS Revolutionary War

The PBS website has multiple links about the Revolutionary War including a game to test student’s knowledge. Great enrichment for advanced students as well such as what was going on in the rest of the world during the time of the American Revolutions

George Washington in Revolutionary War

A resource focused on George Washington’s contributions to the American Revolution. Videos with experts and links to specific areas of the revolution. Great for enrichment and extension when attempting teach in depth.

General Site for Revolutionary War

This website has amassed multiple resources such as videos, primary sources, and interactive battle maps about the Revolutionary War

Revolutionary Maps

Multiple maps about different battles important to the outcome of the Revolutionary War

Revolutionary Images

Numerous pictures from the Revolutionary War organized by time period.

Myths debunked

This website debunks myths surrounding the American Revolution and has links to additional information.

CMS Social Studies – Revised 2013-2014

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