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Forces
Social World Study Guide
“The war was no part of the revolution, but only an effect and consequence of it. The real revolution was
in the minds of the people. “
-- John Adams
Overview
Revolutions have been and continue to be a significant force in our world. By definition,
“revolution” is a rapid change that affects the way of life of a large number of people. Internal and
external forces bring about revolution. A successful revolution changes the structure of a society. The
word revolution comes from the word revolver (to turn over). Although revolution often establishes a
change in government (political structure), it can also cause a change in the economic, social, or overall
cultural structure of a society.
Our country was formed as the result of revolution. The thirteen English colonies that revolted had
belonged to Great Britain for about 170 years. There had been friction between the crown-appointed
governors and the colonists for sometime. But in 1763, when England defeated the French and claimed all
of the land east of the Mississippi, almost no one dreamed that within fifteen years the English colonies
would rebel. At the time, America was England’s richest and largest colony. England did not give up this
colony without a struggle. The two factors that probably contributed most to the American victory were
the colonists’ spirit and their excellent military strategy. Not all colonists supported the idea of
independence. Of the estimated three million colonists, about 40% wanted independence; these colonists
were called Patriots. Approximately 10% were Loyalists or wanted to remain part of the British Empire.
The rest remained neutral. In the end, the conviction and dedication of those who fought for independence
together with effective military strategy and the help of European powers resulted in victory.
In the last 100 years, the world has experienced a variety of revolutions. Some examples that
brought change in the political structure of a country are the Mexican Revolution of 1910, the Russian
Revolution of 1917, and the Cuban Revolution of 1959. Revolutions that have brought about change in
the structure of society include the Industrial Revolution of the late 1800s and the Cultural Revolution of
the 1960s. Those who support the idea that we are moving into a new Information Age believe that we are
presently in the midst of a revolution.
_____1. Read the overview with your color group and mark it up.
_____2. Make vocabulary and etymology cards for the vocabulary words:revolution, political, economic,
social, proclamation, Patriot, Loyalist, independence, and boycott.
_____3. Personal Project: Choose one of the following aspects of life in America during the time of the
American Revolution: women’s citizen clothing, men’s citizen clothing, military uniforms,
money, farming tools, kitchen tools, other household tools, celebrations, navigational tools,
communication tools, housing, weapons, transportation, food, medicine, hair styles, and child’s
recreational activities. Create a presentation with a minimum of 6 picture with captions.
_____4. Participate in the Socratic dialogue “Give Me Liberty or Give Me Death” by Patrick Henry.
Guiding Question 1: What forces brought about the American Revolution?
_____5. Participate in and record the community-meeting lesson on the causes of the American
Revolution.
_____6. IW Read and mark-up the handout on the American Revolution.
_____7. Complete activities a), b), and c) to answer the guiding question. After going over the
information with your color group teacher, create a multi-faceted lesson covering all the important
information and teach it to your color group.
a) Participate in The King’s M&Ms simulation game.
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b) In your small group make a list of groups on each side of the revolution.
c) Research one of the following groups of topics. When doing research, answer the following
questions: What is this person’s role in the American Revolution? and Why is this
event/document significant to the American Revolution?
After going over the information with your color group teacher, create a multi-faceted
lesson covering all the important information and teach it to your color group.
 Beginning: First Continental Congress 1774, 2nd Continental Congress 1775, John
Hancock, and Battle of Bunker Hill
 Ideology: Declaration of Independence 1776, Thomas Jefferson, Thomas Paine, and
Common Sense 1776
 Battlefront: Battle of Yorktown 1781, Cornwallis, George Washington, and Victory at
Saratoga
 Independence: Treaty of Paris of 1783, Benjamin Franklin, John Adams, and King George
III
_____8. Synthesis: Reflect on the answer to the guiding question by completing your graphic organizer.
Guiding Question 2: What role did South Carolina have during the American Revolution?
_____9. Participate in and record the community-meeting lesson on forces in revolutions and propaganda.
_____10. IW Read pages 70– 98 in The South Carolina Journey to complete graphic organizer. Read and
mark up The War of the Hills and The Fighting Palm Tree.
_____11. Complete a), b), c) and one additional activity with your small group to answer the guiding
question. After going over the information with your color group teacher, create a multi-faceted
lesson covering all the important information and teach it to your color group.
a) If You Had Lived Then – Choose one of the following items connected with the Revolutionary
War Period and prepare a visual, auditory, or kinesthetic presentation describing the times.

Literature & Music of the Period


Fads and Fashion
Inventions


Francis Marion
William Harden
 Arts & Architecture
b) Choose one of the following Partisan Leaders in South Carolina during the American
Revolution. Be sure to include how the leader participated during the war, nicknames, and the
impact the leader had on the American Revolution. Present the information to your color
group. Each small group should choose a different Partisan Leader.


Thomas Sumter
Andrew Pickens
c) Choose Your Own Adventure
d) Methods of Rebellion
e) Whose Viewpoint?
_____12. Synthesis: Reflect on the answer to the guiding question by completing your graphic organizer
Guiding Question 3: What forces can bring about revolution and which revolutions have impacted our
world?
_____13. Participate in and record the community-meeting lesson on forces in revolutions and
propaganda.
_____14. IW Read and mark-up the handout on the types of revolutions.
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_____15. Complete a) and b) to answer the guiding question. After going over the information with your
color group teacher, create a multi-faceted lesson covering all the important information and teach
it to your color group.
f) Participate in the simulation game.
g) Choose one revolution and complete the activities with your group to answer the guiding
question. Be sure to include social, political, and economic causes, people, effects, and
examples of propaganda/political cartoons from the revolution. Present the information to
your color group. Your novels could be very helpful as a resource. Each small group should
choose a different revolution.
 Mexican (1910)

The Cultural Revolution of China (1966)
 French (1791)

Scientific Revolution (1540-1700)
 Russian (1917)

Texas Revolution (1836)
 1848 (Revolutions in Europe)

Glorious Revolution of 1688
_____16. Synthesis: Reflect on the answer to the guiding question by completing your graphic organizer
How do I put it all together?
_____17. Project: Create a book of propaganda that illustrates forces in revolutions.
_____18. Take the vocabulary test. You must show mastery on the test to be complete.
_____19. Complete the self and group assessment individually and then discuss it with your small group.
_____20. Review for the test and update all graphic organizers. Organize and compile all your work together.
_____21. Bring your packet to the test. You must show mastery on the test to be complete.
_____22. Advanced Work: Research and create a 2D or 3D artistic representation of a revolution not
researched by your color group.
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Social World Vocabulary Words
Word
Etymology
Definition
Week 1
political
economic
social
revolution
Patriot
Loyalist
proclamation
independence
boycott
partisan
warfare
root: poli-"city"
*suffix: -ic "like, related to
*suffix: -al "related to"
root: nom- "law,order, manage"
*suffix: -ic "like, related to"
root: soci- “join with”
*suffux: -al "like, related to"
related to the government or
state
science of managing the
resources of a country, etc.
related to the living together in
organized groups
a fundamental and often rapid
prefix: re- "back,again"
change in the way systems
root: vol- "will"
operate - whether political,
suffix: -tion "act of, state of,
social, economic, or
result of"
intellectual
colonist who supported
root: patr- "father"
freedom from England
*suffix: -al "nature of"
colonist who supported
suffix: -ist "one who, that which" England
prefix: pro- "forward, in favor of"
root: clam- "cry out"
suffix: -ate "cause, make"
official announcement
suffix: -ion "act of, state of,
result of"
prefix: in- "not"
prefix: de- "from, down"
not being governed by a
root: pend- "hang, weigh"
foreign power;self-governing
suffix: -ence "action, state of,
quality"
act together in not using or
buying in order to protest
strategy relying on surprise hitand-run tactics rather than
meeting the enemy head on.
* previous etymology
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“Give Me Liberty or Give Me Death”
“We are not weak if we make proper use of the means which at the God of nature has granted us. Three million
people, armed in the holy cause of liberty, and in such a country as ours, cannot be conquered by any force
which our enemy can send against us. Besides, we shall not fight our battles alone. There is a just God who
rules the fates of nations. He will raise friends to fight our battles for us.
The battle is not won by the strong alone. It is won by the alert, the active, the brave. Besides, we have no
choice. Even if we were cowardly enough to desire it, it is now too late to back down from the conflict. There
is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains
of Boston! The war is inevitable – and let it come! I repeat, let it come!
It is in vain to drag the matter out. Gentleman may cry peace, peace. But there is not peace. The war is
actually begun! The next gale that sweeps from the north will bring to our ears the resounding clash of arms!
Our brethren are already in the [battle]field! Why stand we here idle? What is it that gentlemen wish? What
would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?
Forbid it, Almighty God! I know not what course others may take; but for me, give me liberty or give me
death!” – Patrick Henry
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Understand
Pics
Text
Social World Aspects of American Life Rubric







Craftsmanship





5
6+ captions
all captions give
insight to the pictures
6+ pictures
all pictures are
accurate to the time
period
Shows complete
understanding of
aspect of American life
during the time period
Creates context for the
aspect.
presentation is unique
and creative
presentation is laid
out evenly for clear,
easy viewing
uses many different
colors or details to
enhance presentation
text is neatly written
or typed.
95% spelling &
capitalization correct
at least half of pictures
are hand made
4
3
4 captions
captions explain
pictures
4 pictures
4 pictures are
accurate to the time
period
good understanding
of aspect of
American life during
the time period
 5 captions
 captions explain
pictures well
 5 pictures
 5 pictures are accurate
to the time period


 Shows complete
understanding of aspect
of American life during
the time period

 presentation is laid out
evenly for clear, easy
viewing
 uses many different
colors or details to
enhance presentation
 text is neatly written or
typed.
 80%-94% of spelling &
capitalization correct
 some of the pictures are
hand made
 presentation is laid
out for clear, easy
viewing
 layout flows clearly
from one stages to
the next
 uses colors or details
to enhance
presentation
 text is legible
 65%-79% of spelling
& capitalization
correct


2
 3 captions
 captions are unclear


1
less than 3 captions
captions fail to
explain pictures
less than 3 pictures
less than 3 pictures
are accurate to the
time period
lack of understanding
of aspect of
American life during
the time period
 3 pictures
 3 pictures are
accurate to the time
period
 some understanding
of aspect of
American life during
the time period


 presentation is laid
out for single
viewing
 lacks color or details
necessary
 parts of text are hard
to read
 50%-64% of spelling
& capitalization
correct
 presentation is not
laid out for single
viewing
 layout flow is
confusing
 text is illegible.
 less than 50% of
spelling &
capitalization correct

Total: _____/20
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Self-Assessment of Group Work
Complete #1 through #3 by yourself.
1. Use the circle below to draw a pie chart that reflects the percentage that each person contributed.
2. List your specific contributions.
3. Which Habits of Mind did you, as an individual, utilize and how?
Discuss #1 through #3 with your small group. Then, answer the following questions together and record
your response:
4. What Habits of Mind worked well for your group and what will your group do differently to help the
group work more efficiently and effectively throughout the rest of the cycle and in future cycles? Please be
specific.
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