it's time for a revolution!tah-rhodeisland.weebly.com/uploads/2/4/8/9/2489464/... ·...
TRANSCRIPT
It's Time for a Revolution!
Crystal Bozigian
North Providence High School
Unit: It's Time for a Revolution! ( 4 Weeks)
Unit Overview
Throughout this unit, students will gain a deeper understanding of the causes of the American
Revolution and the impact on American history. This unit is designed for 10th grade students
enrolled in American History/Civics Part 1. Students will be required to conduct research, form
opinions, and evaluate multiple primary and secondary sources. Over the course of this unit,
students will be engaging in stories of the past while grasping an understanding of how these
centuries-old events shape their stories of who they are today. Revolution is a drastic response to
authority and yet we teach students daily - to be mindful of authority and respectful to those who
lead. However, it is important for our students not to take their freedoms for granted and
understand that these freedoms were at one time threatened, disposed of, and stripped away from
our colonial ancestors. Therefore, revolution was a necessary tactic conducted by the men and
women of the colonies who not only stood up to their leaders, but against one another. Families
were divided as loyalist and patriot ideals emerged. The social side to war will be discussed in this
unit as students are presented with multiple opportunities to explore the human response to war. At
the conclusion of this unit, students will be able to make the necessary connections between the
past and present as they evaluate modern American society. By connecting the stories of the past
to the stories of the present, students will relate to the brave men and women who came before
them. and motivating future generations to strive for greatness.
Established Goals
RI: GSE: Civics and Government/RI History, RI: Grades 9-12, Civics & Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. C&G 1 (9-12) –1 Students demonstrate an understanding of origins, forms, and purposes of government by …
a. describing or explaining competing ideas about the purposes and functions of politics and government
C&G 1 (9-12) –2 Students demonstrate an understanding of sources of authority and use of power, and how they
are/can be changed, by…
a. identifying how actions of a government affect relationships involving the individual, society and the
government (e.g., Homeland Security)
b. explaining how political authority is obtained and legitimized
C&G 2 (9-12) –2 Students demonstrate an understanding of the democratic values and principles
underlying the US government by…
a. interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration
of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls
Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance)
b. analyzing the inherent challenges involved in balancing majority rule and minority rights
C&G 3 (9-12) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their
rights and responsibilities by…
a. identifying a policy at the school, local, state, national, or international level and describing how it affects
individual rights
C&G 4: People engage in political processes in a variety of ways. C&G 4 (9-12) –1 Student demonstrate an
understanding of political systems and political processes by…
c. analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from
opinion, and evaluating possible bias/propaganda or conflicting information within or across sources (GSE R-
10-8.4)
RI: GSE: Written & Oral Communication, RI: Grades 9-10, Habit of Writing Writing Extensively W–10–11 Demonstrates the habit of writing extensively by…
W–10–11.1 Writing with frequency, including in-school, out-of-school, and during the summer (Local)
W–10–11.2 Sharing thoughts, observations, or impressions (Local)
W–10–11.3 Generating topics for writing (Local)
RI: GSE: Written & Oral Communication, RI: Grades 9-10, Oral Communication Strategies Interactive Listening OC–10–1 In oral communication, students demonstrate interactive listening by …
OC–10–1.1 Following verbal instructions, to perform specific tasks, to answer questions, or to solve
problems (Local)
OC–10–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)
OC–10–1.4 Participating in large and small group discussions showing respect for a range of individual ideas
(Local)
OC–10–1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)
Make Oral Presentations OC–10–2 In oral communication, students make oral presentations by…
OC–10–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose
(Local)
OC–10–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate
ideas effectively (Local)
OC–10–2.6 Using tools of technology to enhance message (Local)
NSH: History, NSH: Grades 5-12 , US His. Era 3:Revolution&New Nation STANDARD 1
The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and
the reasons for the American victory.
Standard 1A
The student understands the causes of the American Revolution.
Compare the arguments advanced by defenders and opponents of the new imperial policy on the traditional
rights of English people and the legitimacy of asking the colonies to pay a share of the costs of empire.
[Consider multiple perspectives] (Grades 5-12)
Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the
American colonies and England. [Establish temporal order] (Grades 5-12)
Analyze political, ideological, religious, and economic origins of the Revolution. [Analyze
multiple causation] (Grades 7-12)
Reconstruct the arguments among patriots and loyalists about independence and draw
conclusions about how the decision to declare independence was reached. [Consider
multiple perspectives] (Grades 9-12)
Standard 1B
The student understands the principles articulated in the Declaration of Independence.
Explain the major ideas expressed in the Declaration of Independence and their intellectual origins. [Marshal
evidence of antecedent circumstances] (Grades 5-12)
Draw upon the principles in the Declaration of Independence to construct a sound historical argument
regarding whether it justified American independence. [Interrogate historical data] (Grades 9-12)
Explain how key principles in the Declaration of Independence grew in importance to become unifying ideas
of American democracy. [Evaluate the influence of ideas] (Grades 5-12)
Enduring Understandings
Throughout this unit and ultimately at the
culmination of learning activities, students will
have a much deeper understanding and
appreciation of what it means to be American.
The students will understand that the United
States of America is a country founded on the
principle of standing up for what one believes in.
These beliefs are rooted in values of democracy,
life, liberty, and the pursuit of happiness. As
educators, it is our job to motivate students to
stand up for their own beliefs and value the
diversity of the beliefs of others around them.
People during the Revolutionary War united for a
greater good. The words that are written in the
Declaration of Independence should not just be
recited, but should be understood for their deeper
meaning as words to guide our lives today and
always. Americans are afforded life, liberty, and
happiness because of the written law crafted in
our founding documents. These documents are
not ancient texts, rather guidebooks for American
values, American norms, and the future of
Americans united with one another in the United
States of America.
Essential Questions
What were the factors that led to the
Revolutionary War?
Who were the key leaders during the
Revolutionary period?
What were the major engagements of the
Revolutionary period?
What were the political, economic, and
social results of the American
Revolution?
Why did the American colonists want to
free themselves from Great Britain?
What basic ideas about government did
the founders put in the Declaration of
Independence?
Content Knowledge
Major acts and events leading to the
Revolutionary War
The Sugar Act
The Stamp Act
Declaratory Act
The Townshend Acts
The Boston Massacre
The Gaspee Affair
The Boston Tea Party
The Intolerable Acts
Major contributors leading to the
Revolutionary War
Role of Samuel Adams
Battles of the Revolutionary War
Lexington and Concord
Declaration of Independence
Skills
The students will describe the factors that
led to the American Revolution.
The students will compare and contrast
the key leaders during the Revolutionary
period.
The students will report the major
engagements of the American Revolution.
The students will define the political,
economic, and social results of the
American Revolution.
The students will propose the reasons
why American colonists freed themselves
from Great Britain.
The students will support the basic ideas
about government that the Founding
Fathers included in the Declaration of
Independence.
Assessments
Documents attached to unit.
Causes of the Revolution Formative: Oral: Presentation
Students will research the factors leading up to the American Revolution and present their findings
to the class through power point slides during group presentations. Students will take notes based
on their peer's presentations to serve as content knowledge.
Propagandizing the Boston Massacre Formative: Written: Journal/ Diary
Students will analyze the illustration of the Boston Massacre. They will be asked to discuss the
elements of the picture that mean the definition of propaganda. Students will then write a diary
entry from the point of view of a person or inanimate object to be personified from the illustration
(ex. Colonist, British soldier, the dog, the steeple, etc.).
Declare YOUR Independence Formative: Written: Persuasive Essay
Students will consider an area in their life where they feel restricted. They must declare their
independence from the source of their discontent, use similar organization and literary tactics of the
original Declaration of Independence, and offer a plan of solution to fix this problem they are
experiencing.
Revolution Test Summative: Test: Common
Students will take a unit test at the culmination of this unit. Questions will be objective in the form
of Matching, Fill in the Blank, and Multiple Choice. Short answers and essay questions will also be
asked to allow student to communicate ideas through rich elaboration and understanding of ideas.
(Documents attached to unit.)
Causes of the American Revolution Project
Boston Massacre Photos
Newspapers Boston Massacre
Photo Analysis Rubric
Declaring YOUR Independence
Persuasive Writing Rubric
Revolution test
Learning Activities
Lesson One: Timeline of Events Leading to War Students will be assigned guidelines for their group research on the cause of the Revolution
Students will research using the mobile computer lab laptops
Students will create 3-5 slides to be formatted into a class PowerPoint
Students will present their findings to the class
While presentations are taking place, students will take notes on the events leading up to the
Revolution
Students will make a visual timeline of events illustrating the various acts and events
leading to war
Lesson Two: Illustrating History
Beginning: Students will be given a picture of the Boston Massacre. The students will not know
any context of the picture. Each student will have a rubric that will aid them in analyzing the photo,
as well as a series of questions to answer about the photo. Upon completion, the teacher will call on
a student to describe his/her picture. The (hopeful) reaction is that other students say that is not
what is happening in the picture. This will lead into a little debate about what the picture is about
until after a minute the students figure out there are two different pictures.
Middle: The teacher will explain that perspective is important not only in life but in history. This
will bring a brief note section on the Boston Massacre. Students will use a guided note sheet in
order to follow along with the lecture. The teacher will ask why the students think the phrase
“massacre” was used. The teacher will briefly state the fact that the two perspectives are “patriot”
and “loyalist.” The teacher will then put the two pictures on an overhead. The students will create a
Venn diagram comparing and contrasting the two photographs.
Websites:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
http://americanhistory.mrdonn.org/powerpoints/road-to-revolution.html
Documents (Attached to this Unit Plan
Road To Revolution Key
Lexington Perspective
Road To Revolution Questions
Lexington told in History Book
Lexington described in local newspaper
Presentation Rubric
Reflective Writing Rubric
Ending: The students will receive two newspaper articles without titles. It is their job to underline
four facts in both newspaper articles. They are then to figure out which newspaper article is loyalist
and which is patriot (label the newspapers). The teacher will then ask the students to read out loud
their opinions and why. The wrap-up will be how does perspective play a role in history and how
does it play in modern society. The students will orally explain how a certain time in their life
perspective played an important role. Students will then draft a diary entry from the perspective of
one of the people of objects in the pictures.
Lesson Three: "The Shot Heard Round the World"
The purpose of this lesson will be to introduce students to the ways in which events in history can
be conveyed through different vantage points. Terms such as propaganda, bias, and opinions versus
facts will be discussed.
Students will read about "the shot heard 'round the world" told from varying perspectives -
history book, newspaper article, American version versus British version
Students will read for understanding and highlight elements of opinions as they read
Once the points of view are discussed in small groups, each student will be asked to write
letters to their families explaining their choice to support either the patriots of loyalists
during the war
Students will then investigate the other important battles during the Revolutionary War
through a "Jig Saw" reading activity using their textbook "The Americans," and identifying
the main points about each important battle
Lesson Four: Declaring Independence
Students will work the text of the Declaration of Independence. Thomas Jefferson's role as author
will be discussed as well as the literary strategies he employed throughout the document. Students
will read the document and identify the preamble, parallel structure, repetition, persuasion, and
voice. Students will identify the problem and resolution presented throughout the document. For
homework, students will be asked to research one signer of the declaration and be asked to make a
"baseball card" displaying the important "stats" and accomplishments of each signatory.
Lesson Five: Declaring YOUR Independence
Students will be asked to discuss issues and actions in their lives today with which they do not
necessarily agree. The teacher will set up a "Carousel" Activity during which students will travel
around the room to thinking prompts posted around the world asking them questions such as: What
actions of others in your life do you disagree with? Do you think you should be able to govern your
own life and choices? Who has the ultimate say over your behaviors? Are you responsible enough
to make your own decisions? How would you improve one area of your life? Who would you like
to "declare your independence" from? What resolution can you think of to solve this dispute?
Students will then receive guidelines to write their own declaration of independence from people
who govern their lives such as their parents, school administrators, friends/peers, bosses at part-
time jobs, etc. Students will employ the use of literary writing devices discussed in the previous
lesson such as identifying their "voice" in their writing, persuasive writing skills, repetition, and
parallel structure.
Lesson Six: What If?!
During this lesson, students will be challenged to consider how one change in the course of events
could impact the future course of history. Students will be given the following:
The British win! The British win! You have just been informed that the British Red Coats have
defeated the Continental rebel Army. This defeat means that the course of “American” history will
be severely altered.
1. With your group create a list of ALTERED EVENTS that would make history and life
today VERY different. (Ex. The name of our country would be something different . . .)
2. Once your list is generated you are asked to share with the class.
3. After class discussion, you and your group must create an artistic representation of the
changes that would occur IF the British had won! This visual can be in the form of a NEW
country flag, an advertisement, and the front page of a newspaper complete with headline,
etc.
4. Each group member is then to synthesize the ideas of the group/class in the form of a
response essay highlighting the changes that would occur in history and what they would
mean to our life today!
Lesson Seven: Unit Test
Students will take a summative Revolutionary War Test completing a combination of objective
questions and essay response writing.
End of Unit Celebration: Students will take a field trip to the Museum of Our National Heritage in Lexington,
Massachusetts. Students will be asked to collect three facts that they learn while on site to
contribute to a group discussion during a picnic lunch on the museum grounds. This field trip will
give the students the opportunity to experience the permanent exhibit focusing on the
Revolutionary Period of American history, while visiting where war began in Lexington, MA on
April 19, 1775.
Field Trip to Museum of Our National Heritage - Lexington, MA
What If the British Won!?
BaseballCardTemplate.doc
Causes of the American Revolution Project
Objective: to research and present the factors leading to the American
Revolution
Guidelines:
1. Students will research specific topics that caused the American
Revolution
2. Each topic will be explained to the class in the form of both an
oral and visual presentation.
3. Each group’s presentation will serve as notes to the rest of the
class.
4. The visual must enhance the presentation.
Requirements:
1. Each group has today to work on the mobile lab to conduct
research.
2. The visual presentation will count as one test grade.
3. The oral presentation will count as one test grade.
4. Be sure to be detailed, organized, and creative when designing
your presentation.
Topics:
The Sugar Act
The Stamp Act
Declaratory Act
Role of Samuel Adams
The Townshend Acts
The Boston Massacre
The Gaspee Affair
The Boston Tea Party
The Intolerable Acts
Corresponding text to Paul Revere’s picture (Adapted from The Boston Gazette and Country Journal of 12 March 1770)
Thirty or forty persons, mostly lads, being by this means gathered in King Street,
Capt. Preston of England, with a party of men pushing with their bayonets and
guns, cried, “Make way!” The townspeople took place by the customs house and
continued to drive the people off. It is said that some threw snow balls. On this, the
Captain commanded them to fire; and more snow balls coming, he again said,
“Fire! Be the consequence what it will!” One soldier then fired, and a townsman
with a club struck him over the hands with such force that he dropped his weapon.
However, the soldiers continued the fire successively till seven or eight or, as some
say, eleven guns were discharged. By this fatal maneuver three men were laid dead
on the spot and two more struggling for life; but what was shown was a degree of
cruelty unknown by the townspeople administered by the British troops. As the
townspeople attempted to remove the slain and wounded, the British continued to
fire upon or push with their bayonets these said persons!
Corresponding text to the “Equal Fight” picture (Taken from Rivington’s New York Gazetter, March 1770)
People started throwing snowballs, which were probably laced with stones. The
guard was called out, some six or seven soldiers, and they formed a circle to
protect each other. Soon there was a larger gathering of townspeople, maybe a
hundred or so, in the square. The townspeople taunted the soldiers too: “Fire! Fire!
Fire! We dare you! We’re standing in the King’s highway. We have a right to
stand here.” The soldiers were restrained. Captain Preston of England is said to
have yelled, “Hold your fire!” Then a British soldier was hit with a big stick. The
soldier claimed he heard the word “fire,” and that is when the soldiers began their
shots into the crowd. Four people were killed and several others wounded. The
citizens, as well as the British soldiers, were quite aggressive against each other.
The townspeople would taunt the soldiers by calling them nicknames such as
“lobsterbacks” because of their red colored coats.
Photograph Analysis Rubric
Student:____________________________________________Teacher:_____________________________
_
Distinguished
(5)
Proficient
(4)
Emerging
(3)
Unacceptable
(2)
Incomplete
(0)
Objective
Subject matter and
elements in the
photograph are well developed and clear
throughout the
photo analysis
worksheet
Subject matter and
elements in the
photograph are effective and clear
throughout the
photo analysis
worksheet
Subject matter
and elements in
the photograph are evident in
the photo
analysis
worksheet
Subject matter
and elements in
the photograph are attempted in
the photo
analysis
worksheet
Subject matter
and elements in
the photograph are unclear in the
photo analysis
worksheet
Knowledge
Exceptional
summary of the situation, time
period shown, as
well as the people
and objects that appear in the
photograph
Effective
summary of the situation, time
period shown, as
well as the people
and objects that appear in the
photograph
Adequate
summary of the situation, time
period shown,
as well as the
people and objects that
appear in the
photograph
Minimal
summary of the situation, time
period shown, as
well as the people
and objects that appear in the
photograph
Rudimentary or
no summary of the situation, time
period shown, as
well as the people
and objects that appear in the
photograph
Writing
Conventions
Excellent use and
consistent
application of the rules of grammar,
usage and
mechanics; superior command
of sentence
structure
Good use and
consistent
application of grammar, usage,
and mechanics;
good command of sentence structure
Some errors in
application of
grammar, usage, and
mechanics;
limited command of
sentence
structure
Major problems
and errors in the
application of grammar, usage,
and mechanics;
weak command of sentence
structure
Poor use of and
errors in
application of grammar, usage,
and mechanics;
no command of sentence structure
Interpretation
Rich and insightful
hypothesis about
what is viewed in the photograph and
student is able to
support this with evidence
Effective
hypothesis about
what is viewed in the photograph
and student is able
to support this with evidence
Relevant
hypothesis
about what is viewed in the
photograph and
student is able to support this
with evidence
Elaborate
hypothesis is
somewhat evident using
evidence from
the photograph
Irrelevant
hypothesis; little
or no evidence is supported using
the photograph
Performance Level Conversion (TOTAL SCORE OUT OF 20)- Student Score is Circled
Distinguished Proficient Emerging Unacceptable
20 15 11 7 & below
19 14 10
18 13 9
17 12 8
16
Declaring YOUR Independence!!
Rough draft DUE at end of the period!!!!
Preamble: This section of the document should answer the following questions.
You should compile your responses in paragraph form.
To whom would you send your complaints? (Who is the audience?)
Why?
What reasons will you give for your decision to write out these
complaints?
What makes your complaints worthy?
Are there good reasons for the way things are now?
Why should things change?
Thesis: Summarize the thinking behind your desire for change in a
single sentence.
Part 2: Complaints
List the complaints you have
Part 3: Resolution
What do you want to see happen?
It will take time to change the system to accommodate all of your
complaints, but what should happen right away?
End with a profound statement that declares your independence!
Don’t forget to place YOUR “John Hancock” on the Document!!!
(This means SIGN IT!!!!)
Persuasive Writing Rubric Does not meet Partially Meets
Does not
fully meet Meets More than meets Exceeds
1 2 3 4 5 6
Content
Writing is
extremely
limited in
communicating
knowledge,
voice/point of
view with no
sense of
audience. No
points to support
your argument.
Writing is
limited in
communicating
knowledge,
voice/point of
view with little
sense of
audience. Only
one point to
support your
argument, and
no evidence.
Writing does
not clearly
communicate
knowledge,
point of view.
Sense of
audience is
vague. At least
2 points, and
some quotes to
support your
side. Your side
is understood.
Writes 5
related, quality
paragraphs.
Uses
voice/point of
view. Composes
to a specific
audience. There
are three
points, and a
quote from
each source to
support your
side. Your
argument is
convincing.
Writing is
purposeful and
focused with
strong voice/point
of view, and
engages the
audience. There
are 3 or more
points, supporting
evidence, and you
easily convince
your reader.
Writing is
confident and
clearly focused
with a distinct,
unique voice/point
of view and is
skillfully adapted
to the audience.
Your points are
strong and well
documented and
supported.
Organizat
ion
Writing is
disorganized and
undeveloped with
no transitions or
closure
Writing is brief
and
undeveloped
with very weak
transitions and
closure.
Writing is
confused and
loosely
organized.
Transitions are
weak and
closure is
ineffective.
Uses correct
writing format.
Incorporated a
coherent
closure.
Writing includes a
strong beginning,
middle, and end.
With some
transitions and
good closure.
Writing includes a
strong beginning,
middle, and end
with clear
transitions and
focused closure.
Vocabular
y
Careless or
inaccurate word
choice which
obscures
meaning
Language is
trite, vague, or
flat.
Shows some use
of varied word
choice.
Uses a variety
of word choice
to make writing
interesting.
Purposeful use of
word choice.
Effective and
engaging use of
word choice.
Language
Mechanic
s
Frequent run-ons
or fragments, no
variety in
sentence
structure. Part
of speech shows
lack of
agreement.
Frequent errors
in mechanics.
Many run-ons or
fragments.
Little variety in
sentence
structure.
Inconsistent
agreement
between parts
of speech.
Many errors in
mechanics.
Some run-ons
and fragments.
Limited variety
in sentence
structure.
Occasional
errors between
parts of
speech. Some
errors in
mechanics.
Uses simple,
compound, and
complex
sentences.
Maintains
agreement
between parts
of speech. Uses
correct
punctuation,
capitalization,
etc.
Frequent use of
varied sentence
structure.
Consistent
agreement
between parts of
speech. Little
error in
mechanics.
Consistent variety
of sentence
structure
throughout. Use
consistent
agreement
between parts of
speech. Few, if
any, errors in
mechanics.
Editing
Little or no
evidence of
spelling
strategies. Lacks
evidence of
editing.
Limited
evidence of
spelling
strategies.
Limited
evidence of
editing.
Some evidence
of spelling
strategies,
some evidence
of editing.
Applies basic
grade level
spelling. Uses
structural
analysis for
phonetic
spelling.
Incorporates
the entire
writing process
using resources.
Consistent use of
spelling
strategies.
Consistent
evidence of
editing.
Creative and
effective use of
spelling
strategies.
Skillfully edited.
Total:
Name: ______________________________________________ Date:_________________
Revolutionary Period Test
Bozigian – American History/Civics Pt 1
Part I: Name Game: match person to accomplishment
____1. Thomas Jefferson A. King of England during Revolution
____2. George Washington B. “The British are coming”
____3. Paul Revere C. support the war effort
____4. Lord Cornwallis D. leader of Sons of Liberty
____5. John Adams E. pen of the Revolution
____6. Loyalists F. led troops across the Delaware
____7. Thomas Paine G. French general
____8. Samuel Adams H. encouraged setting up NEW govt.
____9. George III I. author of Common Sense
____10. Patriots J. sword of the Revolution
K. killed in the Boston Massacre
L. surrendered at Yorktown
Part II: Fill-in-the-Blank
1. What Americans refer to as the French and Indian War is called the
_______________________________ war in Europe.
2. The _____________________________ of ____________ prohibited
settlement in the land west of the Appalachian Mountains.
3. The _____________________ ______________________ Congress was the
first example of unified action by the colonies.
4. In March, 1770, 5 Massachusetts citizens were killed by British troops
in what became known as the _____________________
____________________.
5. The British ship _______________________ was burned by Rhode
Islanders in 1772.
6. Products such as tobacco, cotton, etc, were exported to ONLY
England on English ships under the _______________________
_________________.
7. Following the French and Indian War, _________________
________________ became the leading European power.
8. Thomas Jefferson wrote the
____________________________________________.
9. The Battle of _________________________________________ began the
Revolutionary War.
10. George Washington served as the general to the
_______________________ _________________.
11. The Battle of ____________________ proved to be the turning point of
the war.
12. The Continental Army set up their winter camp at ________________
______________.
13. The deadliest battle of the war took place at
_____________________________.
14.The colonists first attempt at declaring independence was rejected
but became known as the “
___________________________________________.”
15.Cornwallis surrenders to Washington at the
________________________________.
Part III: Matching
____1. Quartering Act A. tax on paint, lead, paper, glass
____2. Stamp Act B. formally ended the Revolutionary War
____3. Townshend Act C. propaganda pamphlet
____4. Tea Act D. series of acts that sparked violent reactions
____ 5. Intolerable Acts E. signed July 4, 1776
____6. Declaratory Act F. required tax on all printed materials
____7. Sugar Act G. colonists responsible for housing British
troops
____ 8. Treaty of Paris H. sparked rebellion and a “party” in Boston
____9. Common Sense I. forced colonies to follow English rules
____10. Declaration of J. “no taxation without representation” is
Independence the colonists’ response
Part IV: Short Answer – Choose 3 of 4 - Answer in complete thoughts &
sentences.
1. Explain the importance of Thomas Paine and his pamphlet Common
Sense. Why is it significant? Give specific examples from the text and class
discussion.
2. Describe the dilemmas the colonists faced when preparing for war.
3. Describe the events that took place at THREE major battles during the
Revolutionary war. Then, explain the importance of each of these 3
battles.
4. Describe the military strengths and weaknesses for the colonists and the
British during the Revolutionary War.
Part V: REMEMBER TO ATTACH YOUR TAKE HOME
ESSAY
TO YOUR TEST!!!!!!!
Road to Revolution Key
accouterments-equipment
deposition-testimony
detachment-body of troops
disperse-separate, move off
engagement-battle
gallant-brave
grenadier-soldier carrying grenades
hostilities-open warfare
impracticable-not able to be done
infantry-soldiers trained to fight on foot
muster-gather
instant-the current month
notwithstanding-in spite of
plunder-rob
provincial-country person
ravage-severe damage
regulars-soldiers
transaction-operation
Road to Revolution Questions
1. Both these excerpts describe the same event. But they give very different versions. Why
do you think they are so different?
2. What might have been the intention of the people who wrote these accounts?
3. Do you think the writers of these excerpts were trying to give unbiased accounts of the
events of April 19th
? Refer to specific passages to support your opinion.
4. Compare the two accounts and try to decide what actually happened. Then write your
own account of the Battles of Lexington and Concord.
Presentation Rubric 1. The topic of research was clearly defined by the presentation.
2. Ideas are organized, developed and supported.
3. The presentation was neatly organized and designed.
4. The presentation involved/utilized a variety of sources.
5. Delivery included eye contact, appropriate volume and rate.
6. The presentation was completed with effort and perseverance.
7. The presentation was clear and informative.
8. All members of the group participated in the presentation.
9. The visuals enhanced and supported the presentation.
10. Depth of learning was identified through the content presented and use of visual
illustration.
Total points possible: 100
Total points earned______
General comments:
What If?!?!? The British win! The British win! You have just been informed
that the British Red Coats have defeated the Continental rebel Army.
This defeat means that the course of “American” history will be
severely altered.
With your group create a list of ALTERED EVENTS that would
make history and life today VERY different. (Example. The name
of our country would be something different . . .)
Once your list is generated you are asked to share with the class.
After class discussion, you and your group must create an artistic
representation of the changes that would occur IF the British had
won! This visual can be in the form of a NEW country flag, an
advertisement, and the front page of a newspaper complete with
headline, etc.
Each group member is then to synthesize the ideas of the
group/class in the form of a response essay highlighting the
changes that would occur in history and what they would mean to
our life today!