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