11th Grade Semester One Unit 1: Road to the Revolutionary War



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11th Grade Semester One

Unit 1: Road to the Revolutionary War


Stage 1: Desired Outcomes

Topic / Unit Title: Road to the Revolutionary War

*When should people question authority and revolt against it?

NYS Content Standards


  • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

  • Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

  • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Common Core Skills

  • Reading-Social Studies (RH)

1. Use relevant information and ideas from documents to support analysis

2. Determine the main idea of a document

5. Identify and analyze arguments/ideas presented in documents

8. Identify and analyze evidence

9. Compare and contrast primary and secondary source information


  • Writing (W)

1. Write an argument to support claims

4. Produce writing appropriate to task, purpose and audience

9. Draw evidence from informational text


  • Speaking and Listening (SL)

1. Initiate and participate in collaborative discussion

2. Accurately use multiple sources of information

4. Clearly present appropriate information and evidence

6. Demonstrate command of formal English




Understandings:

  • Understand why Europeans came to the New World and society during this time period

  • Geographic features of the thirteen colonies

  • Identify and label New England, Middle, and Southern colonies

  • Explain the advantages and the disadvantages of life in the New England, Middle, and Southern colonies

  • Define Salutary neglect and Mercantilism

  • List the effects of the French and Indian Wars

  • Explain the taxes the British imposed on the American colonies

  • Analyze multiple perspectives of the Boston Massacre and Boston Tea Party through image analysis

  • Explain how Enlightenment philosophers influenced the Founding Fathers

  • Explain the grievances the colonists had to specific problems they had with the British

  • Evaluate the advantages and disadvantages of going to war

  • Evaluate if the colonist were justified in seeking independence



Essential Questions:

  • Why did the Europeans leave England?

  • Why did the Europeans go to the New World?

  • How were the experiences of groups different?

  • What were the differences between the 13 colonies?

  • How did geography contribute to these differences?

  • What were the experiences like of the colonists in different regions of the New World?

  • How did the French and Indian War affect the colonists?

  • Why did the British tax the colonists?

  • Why were the colonists upset?

  • How did the colonists respond to British rules?

  • How did the British respond to colonial disobedience?

  • How did the colonists react to British taxes?

  • What are the advantages and disadvantages of going to war?

  • How did the colonists justify seeking independence?

  • What are the parts of the Declaration of Independence?

  • To what extent did the Declaration of Independence reflect Enlightenment thought and colonial experiences?

  • What are the grievances the colonists had?

  • WERE THE COLONISTS JUSTIFIED IN REVOLTING?




Stage 2: Assessments and Tasks

Common Core Literacy Task

  • Exit tickets with questions based on the American Revolution:

  • Letter to the King: Explain the colonists opinions of British “Acts” and taxes and on the colonists?

  • Create a Dialogue: Two sides, should the colonies go to war?

  • Newspaper Article: Write an article about the importance and meaning of the Declaration of Independence.

  • Analyzing documents for main ideas based on the American Revolution.

  • Prepare and outline written arguments for DBQ essay.




Performance Task(s) – Other Evidence

  • Exit tickets with questions based on the American Revolution:

  • Did the British have the right to tax the colonists?

  • Who was responsible for conflict in the colonies?

  • Should the colonies go to war?

  • Did the Declaration of Independence address the needs of the colonists?

  • Analyzing documents based on the American Revolution.

  • Prepare and outline written arguments for DBQ essay.


How will students reflect upon and self-assess their learning?




Accommodations: Scaffolds and Differentiation

Content



  • Modify primary source texts (variety, complexity, length)

  • Incorporate alternative materials (visual, video, audio, internet)

  • Provide supplementary resources for supports

  • Group with a purpose

Process


  • Model skills, task and/or product

  • Utilize graphic organizers / note taking template

  • Provide individual or group intervention and support

  • Re-enforce vocabulary / concept development

  • Provide choice / variety of activities or tasks

  • Group with a purpose

Product

  • Assign specific, purposeful assessments to individuals or groups

  • Allow students to choose from a variety of assessments

  • Provide scaffolds / supports (outlines, templates, models)

  • Provide extension activities to expand thinking or understanding

  • Group with a purpose

Stage 3: Learning Plan

Instructional Activities and Materials (W.H.E.R.E.T.O.)

Aim: Was it worth leaving the Old World to go to the New World?

  • Discuss push/pull factors of Europeans migrating from the Old World

  • Compare and contrast the motivations and experiences of different groups.

  • Define: Puritans, Pilgrims, Push/Pull Factor, Merchants, Indentured Servants, Slaves, Voluntary, Involuntary

ACTIVITY: Make a map of the colonies and label the different geographic features of each region (Atlantic Ocean, Appalachian Mountains, 13 colonies, crops/plantations).
Aim: Did the colonist find what they were looking for in America?

    • Compare and contrast the different social and political and economic conditions of the colonies

    • Analyze how geography impacted the colonies

    • Define:13 colonies, New England Colonies, Middle Colonies, Southern Colonies, Regions, Trading, Agriculture

ACTIVITY: Students visit stations about the social/political/economic condition in the colonies. Write a letter encouraging or discouraging family in Europe from coming to a particular region using push/pull factors such as social, economic, and political opportunities in the new world (religious freedom, job opportunities, and self rule).
Aim: Did the British have the right to tax the colonists?

  • Discuss the causes of the French Indian War

  • Explain the causes for taxation

  • Analyze why this upset the colonists

  • Define: Mercantilism, Salutary neglect, Proclamation of 1763, taxation, Stamp Act

ACTIVITY: Exit ticket answering the aim. Compose a petition to the king using THREE keywords and other details and facts from the lesson about why the colonists are unhappy with the taxes.
Aim: Who was responsible for the fighting in the colonies?

  • Describe the colonial response to the taxation

  • Evaluate whether the British response was appropriate or not

  • Define Parliament Boston Massacre, Boston Tea Party, “Taxation without Representation”, Tar and Feather

ACTIVITY: T-chart listing the reasons each group was responsible for the fighting. Choose the side that you feel is justified and create a biased newspaper headline reporting the key events.



Aim: Should the colonists go to war with Britain?

  • Explain the advantages and disadvantages of going to war.

  • Evaluate whether or not the colonists were justified in seeking independence.

  • Define: “Taxation without Representation”, Tar and Feather, First Continental Congress, Second Continental Congress

ACTIVITY: Make a military ad campaign recruiting for the loyalists or the patriots using political cartoon symbols we examined today and the key words for this lesson.
Aim: How did the American Colonists defeat the British?

  • Identify: Battle of Saratoga, Treaty of Paris

  • Understand the advantages and disadvantages of the British and American colonies and evaluate who had the advantage.

  • Analyze images idealizing revolutionary activity.

  • Compare and Contrast the original goals of the revolution to the outcome on the Treaty of Paris.

  • Evaluate how the American colonies were able to achieve independence.

ACTIVITY: Gallery Walk of timeline, events, people, and maps of the Revolution including frustrations soldiers experienced with revolutionary leaders. Create a postcard from a perspective of a soldier commenting on the leadership you are experiencing, the challenges you have gone through, and how you think you can win this war.
Aim: Did the Declaration of Independence meet the needs of the colonists?

  • Summarize the parts of the Declaration of Independence.

  • Identify examples of Enlightenment thinking in the Declaration.

  • Evaluate whether the Declaration of Independence addresses the grievances the colonists had.

  • Define: Preamble, Grievances, Enlightenment, natural rights, Declaration of Independence

ACTIVITY: De-code the Declaration of Independence by creating a dialogue between Thomas Jefferson and John Locke about the grievances and final message of the Declaration.


Teacher Reflection for Future Planning




  • Peer editing of DBQ drafts

  • Students write a self-assessment about the feedback they received on their writing and what their goals are for the next unit


June 2008

Theme: Change

Throughout United States history, individuals other than presidents have played significant roles that led to changes in the nation’s economy, government, or society.


Task: Select two important individuals, other than presidents and the area in which they tried to bring about change, and for each

  • Discuss one action taken by the individual that led to changes in the nation’s economy, government or society

  • Discuss changes that came about as a result of the individual’s action


You may use any important person from your study of United States history (other than a president). Some suggestions you might wish to consider include Frederick Douglass and slavery, Andrew Carnegie and industrialization, Jacob Riis and urban life, Upton Sinclair and consumer protection, Henry Ford and the automobile industry, Margret Sanger and reproductive rights, Martin Luther King Jr. and civil rights, Cesar Chavez and migrant farmworkers and Bill Gates and the software industry.


January 2008

Theme: Change—War

United States participation in wars has resulted in political, social and economic changes for various groups of Americans. These changes have had varying impacts on American society both during and after each war.


Task: Identify two different groups of Americans that were affected by United States participation in a war and for each

  • Describe a social, political, or economic change the group experienced because of the war

  • Discuss the extent to which that change affected American society

You may use any appropriate group from your study of United States history. Some suggestions you might wish to consider include enslaved persons during the Civil War, Native American Indian during the Indian Wars, women during World War I, or World War II, Japanese Americans during World War II, and American college students or army draftees during the Vietnam War.




Multiple Choice

1 Which geographic factor most directly influenced the location of the first English settlements in North America?

(1) rivers along the Atlantic coast

(2) availability of flat land in the Midwest

(3) mild climate along the Gulf coast

(4) forests throughout the Middle Colonies


2 The Magna Carta and the English Bill of Rights were significant influences on United States constitutional development because they

(1) provided suffrage for all men and women

(2) placed limits on the powers of the government

(3) called for the abolition of slavery

(4) supported the development of federalism
3 The Declaration of Independence contains a

(1) proposal for reuniting the colonies and England

(2) statement of grievances against the King of England

(3) request for a treaty between the colonies and Spain

(4) plan for organizing the western territories
4 Which set of events related to early America is in the correct chronological order?

(1) inauguration of George Washington →passage of Stamp Act →Battle of Saratoga →French and Indian War

(2) Battle of Saratoga →French and Indian War →passage of Stamp Act →inauguration ofGeorge Washington

(3) French and Indian War →passage of Stamp Act →Battle of Saratoga →inauguration of George Washington

(4) passage of Stamp Act →French and Indian War →inauguration of George Washington → Battle of Saratoga
5 Which title best completes the partial outline below?

I. ___________________________________

A. Virginia House of Burgesses

B. Mayflower Compact

C. New England town meetings
(1) Developments in Colonial Self-Government

(2) Colonial Efforts to Abandon British Rule

(3) Attempts by Colonial Leaders to Form a National Government

(4) Colonial Organizations Established by the British Parliament


6 One way that the British government carried out the policy of mercantilism was by

(1) promoting free trade between its colonies and Europe

(2) prohibiting the transatlantic trade in enslaved Africans

(3) encouraging the development of colonial manufacturing and trade

(4) requiring that most colonial trade occur within the British Empire
7 Thomas Jefferson incorporated John Locke’s idea of the social contract theory in the Declaration of Independence because this idea

(1) justified the overthrow of a government that denied individual liberties

(2) considered economic rights more important than inalienable rights

(3) supported the divine right of kings

(4) called for a gradual change of government
Base your answer to question 8 on the passage below and on your knowledge of social studies.

...As to government matters, it is not in the power of Britain to do this continent justice: the business of it will soon be too weighty and intricate to be managed with any tolerable degree of convenience, by a power so distant from us, and so very ignorant of us; for if they cannot conquer us, they cannot govern us. To be always running three or four thousand miles with a tale or a petition, waiting four or five months for an answer, which, when obtained, requires five or six more to explain it in, will in a few years be looked upon as folly and childishness. There was a time when it was proper, and there is a proper time for it to cease....

— Thomas Paine, Common Sense, 1776
8 What is the main argument Thomas Paine makes concerning the relationship between Great Britain and its American colonies?

(1) Britain wants to make America a part of the European continental system.

(2) America is too distant for Great Britain to govern effectively.

(3) America lacks representation in Parliament.

(4) American colonial leaders believe British officials want to use them to fight European wars.
9 During the colonial period, which geographic feature presented the greatest barrier to them westward migration of American settlers?

(1) Appalachian Mountains

(2) Ohio River

(3) Great Plains

(4) Rocky Mountains
10 Which action by the British government was considered by American colonists to be a violation of their rights as Englishmen?

(1) making treaties with Native American Indians

(2) protecting the colonies from foreign invasion

(3) failing to enforce the Navigation Acts

(4) taxing the colonies without representation in Parliament
Base your answers to questions 11 and 12 on the time line below and on your knowledge of social studies.
11 Which conclusion is best supported by the information on the time line?

(1) Britain eventually granted the colonies representation in Parliament.

(2) Only elected British officials had the right to levy taxes.

(3) Britain’s efforts to increase control over the colonies were not successful.

(4) Creation of the First Continental Congress was an immediate reaction to the passage of the Stamp Act.
12 Which of these events would be placed on the time line before 1763?

(1) Boston Massacre

(2) French and Indian War

(3) Battle of Saratoga

(4) passage of Northwest Ordinance
13 During the colonial period, the economic development of the South was most directly dependent on the labor of

(1) factory workers

(2) wheat farmers

(3) Irish immigrants

(4) enslaved Africans
14 The results of the French and Indian War (1754–1763) led to the independence movement in the thirteen colonies because the British

(1) lost control of Canada and Florida

(2) began imposing new taxes on the colonists

(3) removed the Spanish threat to the colonists

(4) opened the area west of the Appalachian Mountains to colonial settlers
15 Which heading best completes the partial outline below?

I. __________________________________

A. Vast timber resources

B. Rocky soil

C. Rich ocean fishing grounds

D. Single-family farms


(1) Factors in the Economic Development of Colonial New England

(2) Reasons for the Development of Southern Plantations

(3) Features Contributing to Dutch Success in Colonial New Amsterdam

(4) Components of the British System of Mercantilism


Base your answer to question 16 on the map below and on your knowledge of social studies.


16 Based on this map, which statement about the geography of colonial New England is most accurate?

(1) New Hampshire had the highest population density.

(2) Rivers served as natural boundaries between the colonies.

(3) The first communities developed along rivers and coastlines.

(4) The Atlantic Ocean isolated the region from the rest of the colonies.

17 One reason traditions of self-government developed in the American colonies before the French and Indian War was that the British

(1) sent effective leaders to govern colonial settlements

(2) required colonial representation in Parliament

(3) practiced salutary neglect in the colonies

(4) maintained a strong military presence in the colonies


18 The Proclamation of 1763 was intended to

(1) allow American farmers to use the Mississippi River

(2) outlaw slavery in the Ohio River valley

(3) prevent France from expanding into the Great Lakes region

(4) avoid conflicts with Native American Indians west of the Appalachian Mountains
19 In the 1760s, Americans in the original thirteen British colonies began to protest against

(1) efforts by the king to extend voting rights to women

(2) laws passed by the British Parliament regulating colonial trade

(3) limits placed on land ownership by royal governors

(4) decisions of British authorities to end immigration to the colonies
Base your answer to question 20 on the map below and on your knowledge of social studies.
20 Which geographic feature was used to establish the Proclamation Line of 1763?

(1) Great Lakes

(2) Rocky Mountains

(3) Appalachian Mountains

(4) Mississippi River
21 The Preamble of the Constitution demonstrates that the writers believed that sovereignty belongs to the

(1) federal government

(2) state governments

(3) president

(4) people
22 What is a principle of government that is stated in the Preamble to the United States Constitution?

(1) Federal laws must be subject to state approval.

(2) The power of government comes from the people.

(3) The right to bear arms shall not be infringed.

(4) All men and women are created equal.
23 Which two key principles of government are included in the Declaration of Independence?

(1) majority rule and minority rights

(2) universal suffrage and judicial independence

(3) direct democracy and equality for women

(4) consent of the governed and natural rights
24 Which document is most closely associated with John Locke’s social contract theory of government?

(1) Albany Plan of Union

(2) Declaration of Independence

(3) Treaty of Paris (1783)

(4) Sedition Act of 1798
25 Thomas Jefferson incorporated John Locke’s idea of the social contract theory in the Declaration of Independence because this idea

(1) justified the overthrow of a government that denied individual liberties

(2) considered economic rights more important than inalienable rights

(3) supported the divine right of kings



(4) called for a gradual change of government
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