Unit 1: Colonial Era/American Revolution
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1 Unit 1: Colonial Era/American Revolution Chapters: 3-4 Essential Questions 1) How were the early American colonies similar and different from one another? 2) What was the influence of enlightenment thought on Anglo-American relations and political thinking in the American colonies? 3) Is it possible to find a balance between liberty and order? Early Colonization The Colonies The French and Indian War Road to the Revolution The American Revolution Roanoke Island Jamestown Tobacco Virginia House of Burgesses Bacon s Rebellion French Fur Trade Great Migration Puritans Enclosure Movement Prime minister Mercantilism Balance of trade Salutary neglect Duty King Philip s War Staple crop Triangular trade Middle Passage -Colonial Education -Colonial Women -Differences/Similarities (Middle, Southern, New England Colonies) -African-Americans in the Colonies -Great Awakening Militia -Differences between British and French settlements -Causes and Effects -Treaty of Paris George Washington Sons of Liberty Boycott -Causes and Effects -Sugar Act -Quartering Act -Stamp Act/Stamp Act Congress -Townshend Acts -Boston Massacre -Boston Tea Party -Committees of Correspondence Natural rights Casualties Mercenaries Patriotism -Intolerable Acts -First Continental Congress -Emerging Tensions -Proclamation of Pontiac s Rebellion King George George Grenville John Rolfe Roger Williams Samuel Adams Patrick Henry Paul Revere -Shots at Lexington and Concord -Common Sense -The Declaration of Independence -Connection between the Enlightenment and the American Revolution -Second Continental Congress -Strengths and Weaknesses: Britain and the colonies -Battle of Bunker Hill -Battle of Trenton -Battle of Saratoga -Importance: Help from Abroad -Battle of Yorktown -Treaty of Paris (1783) -Effects of the Revolution Thomas Paine Thomas Jefferson John Hancock John Adams Abigail Adams George Washington General Cornwallis
2 I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: Describe the early attempts of colonization in America (i.e. Roanoke Island, Jamestown). Were they successes or failures? Explain how tobacco gave permanence to the Virginia region. Understand the reasons for the Great Migration. Compare and contrast the goals, economies, and social structure of the Massachusetts Bay Colony with the Virginia colony. Define mercantilism and explain how the policy influenced England s colonial laws and foreign policy. Discuss the different components of British colonial policy in the early 1700s. Identify the farming, trade, and settlement patterns that defined the diverse economies of the colonies. Describe the expected roles filled by different individuals in colonial society. Draw the path of triangular trade on a map of the world and explain the significance of this trading relationship. Define Middle Passage and explain the impact of this on the growth of slavery. Explain why the institution of slavery differed depending upon the colony. Explain how colonial growth led to problems not only with Great Britain, but also with Native Americans. Define salutary neglect and explain how this British policy allowed the colonies to develop a form of independence. Identify the causes and effects of the French and Indian War. Explain the connection between the French and Indian War and British rejection of the policy of salutary neglect. Identify the different acts Great Britain imposed on the colonies and the reaction to the acts in the colonies. Discuss the ideas contained in Common Sense and relate these ideas to the American Revolution. Explain the ideas and arguments contained in the Declaration of Independence. Identify the strengths and weaknesses of the British and colonial forces. Explain the significance of important individuals to the American Revolution. Explain why the colonies were able to emerge victorious from the American Revolution. Discuss the worldwide impact of the American Revolution.
3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.
4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. (e.g., articulating implications or the significance of the topic). CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events. CCSS.ELA-Literacy.WHST a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
5 Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
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