Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution Overall days: 11 (1 day = 50-55 minutes) Purpose Overview This unit addresses the causes of the American Revolution, beginning with the sources and consequences of the Seven Years War and continuing through a decade of contention regarding England s attempt to impose new imperial policies on the American colonies. A key goal of this unit is to trace the interaction of ideological, economic, and political factors in the growth of colonial resistance. Content to be learned Explain British arguments for the overhaul of imperial policy following the Treaty of Paris in 1763. Explain colonial arguments against the new imperial policies. Trace the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England. Analyze political, ideological, and economic origins of the American Revolution. Processes to be used Interpret history as a series of connected events with multiple cause effect relationships by studying the events that flowed from the Seven Years War. Demonstrate an understanding of the sources of authority and uses of power and how they are or can be changed by studying the argument over England s new imperial policies. Chronicle turning points in a mass movement by identifying key events and people in the decade leading to the outbreak of the Revolution. Analyze cause-and-effect relationships, bearing in mind multiple causations, in reaching conclusions about the origins of the American Revolution. Essential questions students should be able to answer by end of unit Why and how did the relationship between Great Britain and the colonies fall apart after the Seven Years War? Was resistance to British policies justified even when it was violent? What roles did different kinds of people in different colonies play in the resistance to British policies that led to revolution? Providence Public Schools, in collaboration with the D-59
Grade 7 U.S. History, Quarter 3, Unit 1 Road to Revolution (11 days) Written Curriculum Grade-Span Expectations C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. C&G 1 (7-8) 2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by c. defining and identifying the nature of authority and sources of power HP 1: History is an account of human activities that is interpretive in nature. HP 1 (7-8) 2 Students interpret history as a series of connected events with multiple cause effect relationships, by b. developing, expanding, and supporting an historical thesis, based on a series of events HP 2: History is a chronicle of human activities, diverse people, and the societies they form. HP 2 (7-8) 2 Students chronicle events and conditions by a. identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, The Sixties ) National Standards for History (U.S. History, Grades 5-12) Era 3: Revolution and the New Nation (1754-1820s) 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. 1A The student understands the causes of the American Revolution. Explain the consequences of the Seven Years War and the overhaul of English imperial policy following the Treaty of Paris in 1763. [Marshal evidence of antecedent circumstances] 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] Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England. [Establish temporal order] Analyze political, ideological, religious, and economic origins of the Revolution. [Analyze multiple causation] Common Core State Standards for Literacy in History/Social Studies Reading Key Ideas and Details RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. D-60 Providence Public Schools, in collaboration with the
Road to Revolution (11 days) Grade 7 U.S. History, Quarter 3, Unit 1 Writing Text Types and Purposes WHST.6-8.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Notes, Clarifications, and Prerequisites Students have already been introduced to exploration and the long period of colonial history up to the Seven Years War. In this unit, they will study the coming of the American Revolution and its causes at an introductory/conceptual level. Providence Public Schools, in collaboration with the D-61
Grade 7 U.S. History, Quarter 3, Unit 1 Road to Revolution (11 days) Taught Curriculum Learning Objectives Students will be able to: Describe imperial policies before and after the Seven Years War and the British rationale for those policy changes. (3 days) Evaluate colonial arguments, with emphasis on the traditional rights of English people, as they related to the changing British policies. (2 days) Trace the course of the critical events leading to the outbreak of armed conflict between the American colonies and England. (2 days) Illustrate how political, ideological, and economic factors were intertwined in the coming of the Revolution. (4 days) Resources America: History of Our Nation, Pearson, 2011 (pp. 134-165) All-in-One Teaching Resources (pp. 4-5, 14-18, 20-23, 24-26) Interactive Reading and Note-Taking Study Guide (pp. 64-72) Progress Monitoring Transparencies (5-1, 5-2, 5-3) Color Transparencies (The French and Indian War, Causes of the Revolution, Protesting Taxes) Discovery School Video: Boston Massacre Assessment Rubrics (pp. 6, 36) Facing History and Ourselves Human Timeline, www.facinghistory.org/ resources/strategies/human-timeline Word Wall, http://facing.org/resources/ strategies/word-wall-promoting-group-lit KWL Charts, www.facinghistory.org/ resources/strategies/k-w-l-charts-assessingwhat-w) Identity Charts, www.facinghistory.org/ resources/strategies/identity-charts and www2.facinghistory.org/campus/rm.nsf/sc/ IDCharts Step Up to Writing, Sopris West, 2008 Informal Outlines of Various Lengths (pp. 160-161) Tools 4-9a, 4-11c Writing to Show Cause and Effect (pp. 385-387) Tool 9-6a Other Resources Teacher-selected resources about imperial policies before the Seven Years War (e.g., salutary neglect) D-62 Providence Public Schools, in collaboration with the
Road to Revolution (11 days) Grade 7 U.S. History, Quarter 3, Unit 1 Instructional Considerations Key Vocabulary alliance boycott cede duty grievance militia minuteman non-importation petition quartering of troops salutary neglect writ of assistance Planning and Instructional Delivery Considerations In this unit, students will use a variety of graphic organizers and textual supports from Pearson Chapter 5, The Road to Revolution, Facing History and Ourselves, and Step Up to Writing to study the consequences of the Seven Years War; understand the identity and formation of the 13 colonies; and explore the political, economic, or ideological events and factors leading up to the American Revolution. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. The strategies listed represent a menu of choices and possibilities to support each learning objective To ensure that students will be able to describe imperial policies before and after the Seven Years War and the British rationale for those policy changes (3 days): Have students view the Discovery School Video: Boston Massacre. Use the questions in the Protests Spread section of the text (Pearson, p. 148) to begin a class discussion of the causes and consequences of the Boston Massacre. Lead the class in the development of a 3-column chart that illustrates the flow of actions and reactions beginning with (column 1) The Consequences of the Seven Years War, tying those to (column 2) Changes in English Imperial Policy After 1763, and showing the relationships between those changes and (column 3) The Outbreak of Hostilities. To ensure that students will be able to evaluate colonial arguments, with emphasis on the traditional rights of English people, as they related to the changing British policies (2 days): Have students conduct a debate between Benjamin Franklin, a Patriot leader, and his son William Franklin, a Loyalist, defending their positions in 1776 on the Declaration of Independence. Historical Thinking Standard 5: Historical issues-analysis and decision-making To ensure that students will be able to trace the course of the critical events leading to the outbreak of armed conflict between the American colonies and England (2 days): Have students form a Human Timeline. (A good starting point for this activity would be a discussion in which students elaborate on the illustration on p. 152 in the Pearson textbook.) 1. Create a whole-class list of events from 1763 through the battles at Lexington and Concord, Ticonderoga, and Bunker Hill, and the attempted invasion of Canada. 2. Assign each event to an individual student, who will write the date (or date range) on a sheet of paper, along with the name of the event. 3. Have students form a Human Timeline in the order of their assigned events. Providence Public Schools, in collaboration with the D-63
Grade 7 U.S. History, Quarter 3, Unit 1 Road to Revolution (11 days) 4. Beginning with the earliest event, have each student describe his or her assigned event. 5. Others in the class may volunteer to add to the description or to ask questions. Anyone is welcome to respond to a classmate s question. 6. Ensure all students have complete notes from this activity. For more on this type of activity, see www.facinghistory.org/resources/strategies/human-timeline. Historical Thinking Standard 1: Chronological thinking To ensure that students will be able to illustrate how political, ideological, and economic factors were intertwined in the coming of the Revolution (4 days): Have groups of students create identity charts for the colonies (as individual colonies and as a group) and for England. Identity charts are graphic tools that help students consider the many factors that shape who we are as individuals and as communities. 1. Show students a completed identity chart. An example can be found at www2.facinghistory.org/campus/rm.nsf/sc/idcharts. 2. Write the terms on the board as students brainstorm categories that come to mind when we try to answer the question, Who am I? Examples might include one s role in a family (e.g., daughter, sister, brother, grandson, etc.); hobbies and interests (e.g., guitar player, football fan, pet owner, whittler, writer, etc.); background (e.g., religion, race, nationality, hometown, or place of birth); and physical characteristics. 3. Divide the class into heterogeneous groups. Each group should have at least a facilitator, a recorder (scribe), and a reporter (presenter); all members should take part in the mind work during the activity. Ideally, each group should have a chart tablet or poster on which the recorder documents the group s work. Alternatively, the recorder can use a sheet of paper, or all members can record for themselves in their journals. 4. Write The Colonies in the center of the board/overhead/screen/chart. Each group s recorder will do this for the group as well. (Keep in mind that if you create a durable chart that can be posted in the room, the class can add to the chart throughout the unit.) 5. Help students start their charts for The Colonies. As you review the first page or two of the associated text, model how students should look for and cite evidence that helps them answer the question, Who were the colonists? After it is clear that the students grasp how to complete the task, tell the students that each group will complete the chart for The Colonies as well as a chart for England. 6. As you turn the activity over to the groups, encourage students to include quotations from the text on their identity charts, as well as their own interpretations of The Colonies and England, as based on the reading. 7. When most groups are done, invite reporters to present their group s identity charts. 8. Lead a discussion about how the different attributes relate to each other and to the identities of the subjects. 9. Extend the lesson by having the class list the 3 5 most important attributes for each identity that is, those attributes that define the character of The Colonies and England most clearly. 10. Further extend by having the class rank-order the attributes in the preceding lists. Students should be able to justify why they think an attribute is more important than other attributes. See the Facing History and Ourselves website s Identity Chart page for more information about this teaching strategy. D-64 Providence Public Schools, in collaboration with the
Road to Revolution (11 days) Grade 7 U.S. History, Quarter 3, Unit 1 Additional Teaching Strategies Use the activities and readings in the textbook to provide students with necessary background information and critical thinking opportunities around the learning objectives: Have groups of students use the visual preview in the text (Pearson, pp. 138-139) to generate questions about the featured topics. Have students document responses to the questions in their journals. Use the Quick Study Guide section in the text (Pearson, p. 163) to develop a graphic organizer that explores the Essential Questions. The following resources contain additional selections and strategies for the concepts being studied and directly support the stated learning objectives: All-in-One Teaching Resources (pp. 4-5, 14-18, 20-23, 24-26) Interactive Reading and Note-Taking Study Guide (pp. 64-72) Color Transparencies (The French and Indian War, Causes of the Revolution, Protesting Taxes) Progress Monitoring Transparencies (5-1, 5-2, 5-3) Word Wall: When vocabulary may be unfamiliar to students, creating a word wall is one way to help them comprehend and interpret ideas in a text or keep track of new terms from a unit of study. Create a word wall focusing on the unit s key vocabulary. Maintain and add to the wall during the quarter. See the Facing History website s Word Wall page for more information about this teaching strategy. K-W-L Chart: Create a K-W-L chart on the thirteen colonies and the critical events leading to the outbreak of armed conflict between the colonies and England as a diagnostic assessment to find out how much prior knowledge students bring to this topic. Compile a list of what students already Know about the topic and a second list of what students Want to know. At the conclusion of the lesson/unit, ask students to write what they ve Learned about the topic. See the Facing History website s K-W-L Chart page for more information about this teaching strategy. Formative Assessments Assessed Curriculum Monitor student understanding daily through various methods, including questioning students to lead them through guided discussion, reading student journals, reviewing graphic organizers and exit cards, and providing feedback on writing samples. Provide feedback through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the policies that pushed the colonists to rebel, ask students to respond to the following question: Why were colonists upset about the Quartering Act? To assess the progress of understanding: how to describe imperial policies before and after the Seven Years War and the British rationale for those policy changes, have students work in pairs and use the Life at the Time A Spirit of Protest section (Pearson, pp. 154-155) to choose one of the events leading up to the Providence Public Schools, in collaboration with the D-65
Grade 7 U.S. History, Quarter 3, Unit 1 Road to Revolution (11 days) Revolutionary War and create a propaganda poster for each point of view on this particular event. Use the rubric in the text (Pearson, p. 155) to guide the work. how to evaluate colonial arguments, with emphasis on the traditional rights of English people, as they related to the changing British policies, have students use the Historian s Apprentice section (Pearson, p. 162) to analyze a primary source document a speech by Patrick Henry that sets the tone about the colonists perspective on revolution. Guide class discussion using the questions in the Formulate Questions section. how to trace the course of the critical events leading to the outbreak of armed conflict between the American colonies and England, have students work in small groups to conduct research about an event that led to the Revolutionary War. Have each group prepare a brief presentation about one of the events (e.g., the Sugar Act of 1764), citing context, causes, details, and results of the event, and why it matters. Historical Thinking Standard 4: Historical research. how to illustrate how political, ideological, and economic factors were intertwined in the coming of the Revolution, have students reread selections from Chapters 4 and 5 and take notes about information in the categories political, ideological, and economic. These notes may be used to support the summative assessment below. This is a good opportunity to implement reading standard for literacy in history/social studies RH.6-8.2. Alternatively, have students research the political, economic, or ideological origins of the American Revolution and use their research and identity charts to prepare an outline detailing these origins. Or use Step Up to Writing (pp. 160-161, 385-387) to guide writing tasks and to support the organization (Tools 4-9a, 4-11c) and writing process (Tool 9-6a). Or have students document findings in journals in preparation for the summative assessment task. These outlines will be used during the Summative Assessment for this unit. Historical Thinking Standard 3: Historical analysis and interpretation Additional Formative Assessments Submit questions from visual preview activity (Pearson, pp. 138-139). Use the review and assessment sections in the text. Summative Assessment To address the Essential Question Why did the relationship between Great Britain and the colonies fall apart during the 12 years after the Seven Years War? : Have students use their outlines to write a five-paragraph essay detailing the political, economic, or ideological origins of the American Revolution. They should include evidence from their notes, identity charts, newscasts, and propaganda posters to support their ideas. Use Step Up to Writing resources for types of informal outlines (pp. 160-161, 385-387) to support the organization (Tools 4-9a, 4-11c) and cause-and-effect writing (Tool 9-6a). Use the Assessment Rubrics (p. 6) to provide a common means to measure the product. Take the opportunity to implement writing standard for literacy in history/social studies WHST6-8.1. D-66 Providence Public Schools, in collaboration with the
Road to Revolution (11 days) Grade 7 U.S. History, Quarter 3, Unit 1 Notes Providence Public Schools, in collaboration with the D-67
Grade 7 U.S. History, Quarter 3, Unit 1 Road to Revolution (11 days) D-68 Providence Public Schools, in collaboration with the