Unit Plan and Curriculum Map Unit Title: Unit 2 The Road to Revolution BPS Grade 9 United States History I SY 2013 -­ 2014 1 Table of Contents Introduction to Unit 2 (narrative/overview/provide context) Standards Alignment (CCSS/MA Curriculum Frameworks) Connections (Tie to past units, bridge to future units) Unit Map Unit Calendar 1 3 5 6 7 2 Introduction to Unit 2 Keeping in mind this year’s overarching essential “question”, “America is what it is because. . .”, this unit will introduce students to the following: The Later Colonial Period By 1700, the differences between Britain's North American colonies and England itself were becoming greater, especially in terms of the population growth rate, literacy rate, the proportion of white men who owned property and were able to vote, overall participation in politics and in the population's ethnic and religious diversity. In part due to economic and political competition between Britain, France, and Spain on the European continent, between 1660 and 1760, England sought to centralize control over its New World Empire. However, when the colonies challenged or circumvented British policies, in order to avoid conflict, the British government often responded via the policy of "salutary neglect." However, following the French and Indian War, Great Britain felt that the colonies owed a debt, and therefore tightened its control on the colonies. The distance between the British way of life and the American way of life was then put to the test, as the colonists, who had distinct ideas about the role and reach of government, resisted this increased control. Conflicting Values and Interests Although the residents of the various colonies had their own squabbles with each other, the colonists did share certain things in common. These included the absence of a titled, hereditary aristocracy; the possibility of social mobility; high levels of land ownership; and an electorate that included 50 to 75 percent of adult white males (compared to only about 20 percent in England). Unlike the manner in which the British viewed the responsibilities of Parliament, the colonists thought of the members of the colonial assemblies as representatives of the people, accountable to their constituents and required to act as those constituents wished. In addition, the colonists shared a common distaste for the involvement of the British in their economic affairs, and a common tendency to thwart or circumvent restrictive economic policies. Americans began to, in conversation and in writing, identify a distinctive sense of “American-­‐ness” and contrast that with British culture and values. Meanwhile, Great Britain saw the costs of their investment in their American colonies beginning to mount. As colonists wished to expand further westward, they increasingly came into conflict with Native American and French inhabitants of the lands they wished to settle, and looked to the British to defend them when these conflicts arose. In addition, the practice of smuggling had become mainstream amongst colonial merchants. This meant that non-­‐British products were being bought and sold by colonists, which meant that the “closed market” was not truly closed. Therefore, when smuggled products were bought and sold, British merchants were not turning a profit, and the British government was not collecting taxes. Revolution Though American colonists felt the differences between themselves and their British brethren, when the British attempted to raise money to pay down debt following the 3 French and Indian War through such policies as the Stamp Act and the Sugar Act, and also began quartering troops amongst the colonists and cracking down on illegal trade, they initially believed that their grievances could be addressed and resolved peacefully. Gradually, however, some colonists began to argue that the British government had actively launched a campaign to deprive them of their property, their governments, and their rights. Colonial resistance to British policies increased, until finally the first Continental Congress assembled, and, while still hoping to repair relations with Great Britain, voted to stop all trade with the mother country and to form militias to resist the Intolerable Acts. Fearing this colonial unification and militarization, in April, 1775 the British government ordered General Gage to use military force to put down resistance to royal authority. This led to the Battles of Lexington and Concord, and thus the opening shots of the American Revolution. Following Lexington and Concord, the second Continental Congress convened and appointed George Washington commander-­‐in-­‐chief of the Continental army. By early 1776, the colonists were faced with a choice: should they declare independence from Great Britain? Ultimately, the Continental Congress decided that the answer to this question was “yes”, and thereby went about drafting the Declaration of Independence. Going into the war, the British had many advantages, including a large, well-­‐trained army and navy. In addition, some colonists were still loyal to the British Empire, and supported the British, rather than the colonists. The colonists, thought, also had resources, such as the leadership of George Washington, and eventually, the aid of European nations such as France. Although, the British nearly defeated the Continental Army several times, colonial victories such as those at Trenton and Princeton, N.J., in late 1776 and early 1777 and at Saratoga, N.Y. in 1777, (which convinced France to support the colonists’ bid for independence) inspired the Continental army to fight on until 1781, when an American and French force defeated the British at Yorktown in the war's last major battle. At war’s end, the newly independent Americans now had a monumental task ahead of them: shaping a new political system. The guiding essential questions for Unit 2 are: • Who benefitted more from the colonial relationship: the British government or the colonists? Why? • Were the colonists justified in declaring independence from Great Britain? Why or why not? • Could the British government have taken any actions to avert the American Revolution? • What political, social, and economic impacts did the American Revolution have on the colonies and the colonists? The sub-­questions are: • How did the policy of mercantilism impact the development of the relationship between the colonies and Great Britain, and the development of tensions between the two? • To what extent did the colonists’ belief in the “rights of Englishmen” drive their growing discontent with British laws and policies? 4 •
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What was the British government’s responsibility to the colonists during the French and Indian War? What was the colonists’ responsibility to the British government during and after the French and Indian War? Explain your thinking. What points of friction between Great Britain and the colonists emerged as a result of the French and Indian War? How did these points of friction lead the colonists to question the nature of government? Whose ideas and writings did they use to support their claims and warrants about the nature of government? As the colonists began to resist Britain’s tighter control and new laws and policies, to what extent did the ends justify the means? What factors in the first half of 1776 led many colonists to support the rebellion against Great Britain? How did France, Spain and other European powers contribute to America’s victory? What were their motivations? Do you think the French and Spanish kings shared the political values of the Americans? What political, social, and economic challenges did the newly independent American nation face at the end of the Revolutionary War? The unit begins with... An examination of the system of mercantilism, and how it shaped the relationship between Great Britain and the American colonists Students will then... Examine the ways in which American society and culture diverged from British society and culture, and the tensions this divergence created The focus then shifts to... The French and Indian War, and the extent to which the aftermath pushed the relationship between Great Britain and its American colonies to the moment of crisis. The final section of the Unit will focus on... The political, social and economic impact of the Revolution on the colonies and colonists. The leadership of George Washington, and major battles in the Revolution. The end of the war, and the challenges facing the newly independent colonists. Sub-­Topic Standards Alignment: Curriculum Standards MA Framework 9.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) 5 9.2 Explain the historical and intellectual influences on the American Revolution and the formation/framework of the American government. 9.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. 9.4 Analyze how Americans resisted British policies before 1775; analyze the reasons for the American victory/British defeat in American Revolution. 9.5 Explain the role of MA in the revolution, including important events that took place in MA and important leaders from Massachusetts. Common Core Standards CCSS.ELA-­‐Literacy.RH.9-­‐10.3 CCSS.ELA-­‐Literacy.RH.9-­‐10.9 CCSS.ELA-­‐Literacy.SL.9-­‐10.1 a, c, d CCSS.ELA-­‐Literacy.SL.9-­‐10.4 CCSS.ELA-­‐Literacy.W.9-­‐10. Connections Connections to previous units/topics/events in the year... This unit connects to the previous unit on exploration as we focus on how the reasons the colonists came to the new world and how the society developed eventually led to increased tension between the American Colonists and the British government. It also connects to the Facing History identity unit, as students will explore the ways in which the American colonists developed a distinctly American identity. Connection to subsequent units/topics/events in the year... Students will be able to compare the reaction of the colonists to British policies in 1776 to that of the southerners towards policies surrounding expansion and slavery in 1864. Students can also compare the Declaration of Independence to secession documents. Students can also consider British limitations on westward expansion as they study Manifest Destiny, during which the challenges of expanding westward are revisited. 6 Desired Results Established Goals: Students will -­ 1. Discuss the ways in which a distinctly American identity emerged in the colonies, and the extent to which this identity created tension between the colonists and Great Britain. 2. Identify the ways in which the French and Indian War and its aftermath pushed colonial/British relations to a tipping point 3. Investigate the ideas contained within the Declaration of Independence and determine whether or not the colonists were justified in declaring independence 4. Examine the advantages and disadvantages the British and American armies had in the Revolution and determine the extent to which these advantages and disadvantages played a role in major battles 5. Identify the challenges the newly independent Americans faced at the end of the Revolution Enduring Understanding(s): 1. Drawing from the tradition of “rights of Englishmen”, as well as from the philosophies of men such as John Locke, the colonists created forms of government, and in following, social and economic practices, that were more democratic than those in Great Britain 2. These distinctly different practices led to tensions between the British and the colonists, as these differences caused the colonists and the British to have different understandings of their responsibilities towards each other 3. Ultimately, these tensions were pushed to a breaking point by the French and Indian War and its aftermath 4. The Revolution was a test of wills and ideology as much as it was a test of skill. 5. After the Revolutionary War the colonists had to determine how to best govern themselves Essential Questions(s): •
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Who benefitted more from the colonial relationship: the British government or the colonists? Why? Were the colonists justified in declaring independence from Great Britain? Why or why not? Could the British government have taken any actions to avert the American Revolution? What political, social, and economic impacts did the American Revolution have on the colonies and the colonists? Students will be able to (Skills): 1. Sequence events on a timeline AND explain 1. The events leading up to the Revolutionary War, the cause and effect relationship between including the policies of mercantilism and salutary them. neglect, the development of a distinctly American 2. Apply close reading, SOAPS and/or APARTS way of life, the impact of the French and Indian War, strategies to the primary source documents. and the reaction to British policies such as the Stamp 3. Develop, support and defend a position Act, the Townshend Acts, and the Intolerable Acts orally and in writing. 2. That initially, the colonists wished to repair 4. Evaluate opposing side of a conflict for relations with Great Britain strengths and weaknesses 3. The actions and events that ultimately led to the 5. Examine multiple perspectives on the same writing of the Declaration of Independence topic and form a cohesive argument based 4. The philosophies that influenced the writing of the on evidence. Declaration of Independence, and the ideas contained within it 5. That some colonists did not support the Revolution, and were instead loyal to Great Britain 6. What the overall strengths and weaknesses of both armies were, and how those strengths and weaknesses contributed to the outcomes of major 7 Students will know (Content): battles, and of the war as a whole 7. What challenges the newly independent Americans faced at the end of the Revolution Unit Map Unit Title: The American Revolution Assessment Evidence Guiding Questions: •
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Who benefitted more from the colonial relationship: the British government or the colonists? Why? Were the colonists justified in declaring independence from Great Britain? Why or why not? Could the British government have taken any actions to avert the American Revolution? What political, social, and economic impacts did the American Revolution have on the colonies and the colonists? Summative Performance Task Options: 1. A More Perfect Union: American Independence and the Constitution. The first debate in this Choices (www.choices.edu) unit is appropriate to this topic. The second is appropriate to the next unit. 2. The final task in Historical Thinking Lessons: Causal Analysis of the Revolutionary War (written by Dan Hackett, BLA), which asks students to choose an analytic lens that will help them explain the most significant causes that contributed to the Revolutionary War. 3. The American Revolution for Kids (written by Rob Martinelle, Tech Boston), which asks students to synthesize and analyze primary source documents in order to create a picture book for 5-­‐7 year olds. 4. Using Evidence-­Based Argumentation with the DBQ Project Analytical Question "Valley Forge: Would You Have Quit?" (Written by Brigid Byrne-­‐
Rowlings, Boston Latin Academy), which asks students to prepare and engage in a multi-­‐perspective debate that explores the reasons that colonists might choose to fight (or not fight) in the Revolutionary War, and the impact that choice might have on individual colonists Formative Assessments: Turn and Talks Daily “do nows” Close Readings of Primary and Secondary Source documents MEAL Paragraphs Low Stakes Quizzes Exit Tickets 8 5. The Ideals of the Declaration: Which Was Most Important? (Written by the DBQ Project) Students will use primary and secondary source documents to construct an essay in answer to an analytical question 6. “How Revolutionary was the American Revolution?” (written by the DBQ project) Students will use primary and secondary source documents to construct an essay in answer to an analytical question 7. History Alive! Debate on declaring independence Students will adopt the persona of a “loyalist” or “patriot” to debate whether or not the colonists should declare independence 9 Recommended Activities and Learning Plan 1. A PDF copy of “A More Perfect Union: American Independence and the Constitution” can be purchased from the Choices Program (www.choices.edu). A PDF copy is $28 and a print copy is $34. You can access Brigid Byrne-­‐Rowlings’s lesson plans using this unit on the BPS History web site. 2. You can access Dan Hackett’s lesson on the Causal Analysis of the Revolutionary War on the BPS History web site (Google Drive). 3. You can access Rob Martinelle’s lesson “The Revolution for Kids” on the BPS History web site (Google Drive). 4. You can access Brigid Byrne-­‐Rowlings’s lesson on using EBA with the Valley Forge: Would You Have Quit? DBQ on the BPS History web site (Google drive). 5. The DBQ entitled “The Ideals of the Declaration: Which was most important?” can be found in the DBQ Project’s Civics binder, although you may want to confirm with your students that they did not do this DBQ in the 8th grade. 6. The DBQ entitled “How Revolutionary Was the American Revolution?” can be found in the DBQ Project’s DBQs in American History binder. 7. The History Alive! debate resources are included with the History Alive! American history text book. 8. The Stanford Education Group has some great lesson plans surrounding the American Revolution, including a lesson on the Stamp Act, a lesson on the Battle of Lexington, a lesson on the Loyalists, and a lesson on the Declaration of Independence. (http://sheg.stanford.edu/revolution-­‐early-­‐america) Resources and Materials •
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The History Channel’s America: The Story of US -­ Episodes 2 & 3 PBS Webisodes with Teacher Guides and Lesson plans (Webisode 1: Independence http://www.pbs.org/wnet/historyofus/web01/index.html and Webisode 2: Revolution http://www.pbs.org/wnet/historyofus/web02/index.html) Primary Source Documents, including the text of acts such as the Stamp Act, and visual resources, can be found at Digital History (http://www.digitalhistory.uh.edu) 10 Unit 2: Calendar at a Glance (AY 2013-­2014) The schedule below is outlines a traditional sequence for teaching the American Revolution, but with suggestions to teach the topics in a manner that promotes higher order thinking. Your time frame may vary, depending on which resources and assessments you choose to use! Specific resources that can support higher order thinking are suggested within the calendar, though in the interest of time, you will have to pick and choose, and/or adapt the resources, as it would be difficult to use all in their entirety. Week 1 The Later Colonial Period Essential
Question: Who
benefited more
from the colonial
relationship: the
British at home or
the colonists?
Monday Tuesday Wednesday Thursday Friday October 21 Begin to compare and Contrast social, political, and economic life in the colonies and in Great Britain Recommended Activities 1 and 2 22 Examine the colonial economy (mercantilism, smuggling, “salutary neglect”), with an emphasis on who might benefit more from the various economic practices Recommended Activities 1 and 2 23 The “Rights of Englishment” in practice at home in Great Britain and abroad in the colonies (close readings of the Magna Carta, Locke’s Second Treaty of Government, Montesquieu’s Spirit of Laws, and Rousseau’s Social Contract), with an emphasis on who was enjoying the best form of democracy Recommended Activities 1 and 2 24 The “Rights of Englishment” in practice at home in Great Britain and abroad in the colonies (close readings of the Magna Carta, Locke’s Second Treaty of Government, Montesquieu’s Spirit of Laws, and Rousseau’s Social Contract), with an emphasis on who was enjoying the best form of democracy Recommended Activities 1 and 2 (BPS Interim Assessment Day) 25 The Balance of Power in Europe and its reflection in the Americas (BPS Interim Assessment Day) Recommended Activities 1 and 2 11 Week 2 The French and
Indian War
Essential
Questions:
-­‐What was the British government’s responsibility to the colonists during the French and Indian War? -­‐
What was the colonists’ responsibility to the British government during and after the French and Indian War? Explain your thinking. -­‐What points of friction between Great Britain and the colonists emerged as a result of the French and Indian War? -­‐How did these points of friction lead the colonists to question the nature of government? Whose ideas and writings did they use to support their claims and warrants about the nature of government? 28 Discuss the nature of empire. Look at maps of the British and French empires c. 1750. Look at the map of North America – British and French claims. Recommended Activities 1 and 2 29 Discuss the interests the American colonists had in the French and Indian War. Discuss the interests the British government had in the French and Indian War. Recommended Activities 1 and 2 30 List the points of friction between American colonists and the British government that existed up to and following the F and I War. Categorize the areas of friction (defining the relationship between GB and the colonies, competing claims of the British parliament and the colonial legislatures, definitions of government, etc.) Recommended Activities 1 and 2 31 List the points of friction between American colonists and the British government that existed up to and following the F and I War. Categorize the areas of friction (defining the relationship between GB and the colonies, competing claims of the British parliament and the colonial legislatures, definitions of government, etc.) Recommended Activities 1 and 2 1 Discuss the impact the French and Indian War had on the colonial relationship with Great Britain. Recommended Activities 1 and 2 12 Week 3 NOVEMBER 4 Discuss the policies that were implemented in Essential question:
As the colonists the colonies after began to resist the French and Indian War. Assess Britain’s tighter the extent to which control and students believe new laws and these policies were policies, to warranted. what extent did Students should the ends justify consider their earlier the means? examination of the What factors in benefits the the first half of colonists and the 1776 led many British received colonists to from their relationship as support the they assess the rebellion policies. against Great Britain? Recommended Activities 1, 2, 3 and 8 5 Discuss the competing values and interests of the individual colonists. Use primary source documents to consider the viewpoints of staunch loyalists, ardent patriots, and those who wished to protect their economic, communal, and familial interests, but who were also reluctant to enter into an armed conflict. Consider the political and moral conflicts each side may have had. Recommended Activities 1, 2, 3 and 8 6 Discuss the competing values and interests of the individual colonists. Use primary source documents to consider the viewpoints of staunch loyalists, ardent patriots, and those who wished to protect their economic, communal, and familial interests, but who were also reluctant to enter into an armed conflict. Consider the political and moral conflicts each side may have had. Recommended Activities 1, 2, 3 and 8 7 Based on the viewpoints of each group, students will propose a course of action other than war that might have more peacefully resolved the tensions between the British and the colonists. You may want to group or pair students so that they take the viewpoint of either the loyalists, the patriots, or those who were torn. Recommended Activities 1, 2, 3 and 8 8 Based on the viewpoints of each group, students will propose a course of action other than war that might have more peacefully resolved the tensions between the British and the colonists. You may want to group or pair students so that they take the viewpoint of either the loyalists, the patriots, or those who were torn. Recommended Activities 1, 2, 3 and 8 Week 4 12 Discuss whether or not the colonists were justified in declaring independence from Great Britain. Based on the grievances the colonists list in the D of I, determine whether or not the British could have done anything to avoid war. Recommended Activities 1, 3, 5, 7 and 8 13 Identify the advantages and disadvantages the British and the Americans had going into the Revolution. Discuss alliances made between the colonists and other nations. Recommended Activity 1 and 3 14 Identify the advantages and disadvantages the British and the Americans had going into the Revolution. Discuss alliances made between the colonists and other nations. Recommended Activity 1 and 3 15 Examine the details of a few key battles in the American Revolution (suggestions: Lexington and Concord, Saratoga, Yorktown). How successful was the Continental Army at the beginning of the war? Why do you think the colonists were ultimately successful in defeating the British? Recommended Activity 1, 3, and 4 Towards the
moment of crisis
The War of
Independence
1776-1783
Essential
Questions:
Were the colonists justified in declaring independence from Great Britain? Why or why not? Could the British government have taken any actions to avert the American Revolution? 11 Close reading of the Declaration of Independence. Return to the Magna Carta, Locke, Montesquieu and Rousseau. Compare and contrast the ideas in the D of I with those of previous writers. Recommended Activity 1, 3, 5, 7, and 8 13 Week 5 War’s End
Essential
Questions:
What political, social, and economic impacts did the American Revolution have on the colonies and the colonists? 18 Examine the terms of the Treaty of Paris. What issues did the Treaty resolve? What issues were unresolved? Once the Treaty was signed, what were the benefits to the newly independent Americans? The drawbacks? Resource 1 and 8 19 Examine the social impacts of the American Revolution (i.e. impact of loss of life during the Revolution, status of loyalists, etc.) Resource 1 and 8 20 Examine the economic impact of the American Revolution (i.e. disruption of economic activity, war debt, etc.) Resource 1 and 8 21 22 Examine the political impact of the American Revolution (i.e. need to create a new national government, impact on new state governments, etc.) Resource 1 and 8 14