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8th Grade US History Unit 2 Title Suggested Dates American Revolution nd 56 weeks 2 Six weeks Big Idea/Enduring Understanding American beliefs and principles are reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. Voluntary individual participation is vital to the democratic process. Effective leadership is vital to a constitutional republic. Guiding Questions How did economic issues influence the American Revolution? How did political issues influence the American Revolution? How did effective leadership make the American Revolution different from other revolutions? Do to the important documents developed in this era still shape the American character today? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 18611865, Civil War. (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British The period of the American Revolution (17631783) The French and Indian War leads to increasing conflicts between England and the American colonists. American colonists declare and gain independence in the American Revolution. Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Reading Like a Historian Unit 3: Revolution/Early America Declaration of Independence United Streaming: “Writing the Declaration of Independence” Flocabulary “Declaration of Independence” TCMPrimary Source Kits – American Revolution Jackdaw – Story of the Declaration of Independence Britain placed its colonies under strict control and began taxing them to help pay for the cost of the war. Proclamation of 1763 in which Parliament issued an order that colonists could not settle west of the Appalachian Mountains. The British thought this would keep peace with the Native Americans. CISD 2015 Suggested Resources District Specificity/Examples Students were introduced to this content in fifth grade. Students need to be aware of these events and terms to interpret the long term causes of the American Revolution: French and Indian War the conflict over control of North America between France and Britain fought from 1756 to 1763. France and Britain were longterm political rivals in Europe and the Americas. economic policies following the French and Indian War; The Intolerable Acts a series of acts passes by the British Parliament in 1774 as retaliation for the Boston Tea Party. They included the Boston Port Act , Administration of Justice Act , Massachusetts Government Act , Quartering Act, and the Quebec Act. Stamp Act 1765 Parliament passed the Stamp Act that forced colonists to pay a tax on almost everything printed on paper newspapers, legal documents, and playing cards. The colonists reacted so strongly against the tax that Parliament repealed it. Mercantilism w as an economic theory whereby a nation's economy can be strengthened by the use of protective tariffs, trade monopolies, and a balance of exports over imports. Tea Act 1767 Parliament passed the 32 Acts which taxed paper, paint, glass, and tea. Colonist resisted by refusing to buy these items (boycott). Eventually the tax was lifted on everything except tea. The colonists were still very angry. ● Writs of assistance. ● Quartering of soldiers. ● Intolerable Acts. ● "no taxation without representation" protests ● Boston Massacre ● Boston Tea Party ● Committees of Correspondence ● Continental Congresses As a result of the American Revolution, the thirteen colonies became an independent nation called the United States of America that was recognized by Britain. Other countries, CISD 2015 Parliament Britain's lawmaking body which made laws for the colonies. People in Britain elected some representatives to the House of Commons, but American colonists had no elected representatives. Boycott protest based on refusing to buy products and services, used as a technique by the colonists to force Britain to repeal unpopular taxes and laws. Repeal to take back; to do away with Use a timeline or cause and effect graphic organizer to help students visualize the relationship between these causes and the fighting in the American Revolution. Students must know and understand how mercantilism and the British economic policies after the French and Indian War were the main causes of the American Revolution. The main result of the American Revolution was the creation of our country, the United States of America. ● List the causes of the American Revolution and compare the British and American points of view on these issues. ● Describe the cause and effect relationship between each of the events leading to the American Revolution. Adolescent Literature The Sign of the Beaver by Elizabeth Speare. Houghton Mifflin, 1983. Set during the French and Indian War in 1768. Johnny Tremain by Esther Forbes. Houghton Mifflin, 1943. (a 1944 Newberry Award winner) Paul Revere and the World He Lived In by Esther Forbes. This is a Pulitzer Prize winning biography. Reading Like a Historian Unit 3: Revolution of Early America Stamp Act United Streaming: “ Review: causes of the American Revolution” Flocabulary – “This Ain’t Working” America the Story of US: Episode 2 –Revolution John Adams HBO series www.earlyamerica.com History Alive: Lesson 5 – Toward Independence such as France, successfully overthrew their governments after the American Revolution. (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; The successful American Revolution encouraged other people to overthrow their governments. Abigail Adams wife of John Adams and eventual first lady advocated for an expanded role for women in public affairs. John Adams member of the First Continental nd Congress, ambassador to France and later 2 president of the United States Wentworth Cheswell African American businessman and patriot Samuel Adams patriot politician Mercy Otis Warren o ne of the most influential women of the American Revolution, she wrote plays, poems and prose supporting the revolution . James Armistead African American slave who acted as a spy during the revolution. Benjamin Franklin among many other things Signer of the Declaration of Independence, Ambassador to France, and signer of the Constitution. Bernardo de Galvez Spanish governor of Louisiana who aided the Colonist against the British . Crispus Attucks the first casualty of the American Revolution was shot and killed in the Boston Massacre . King George III King of England during the revolution. Haym Salomon Polish born Jewish colonist who helped finance the American Revolution. CISD 2015 ● Haym Salomon http://www.revolutionarywararchives.org/salomon.html ● Mercy Otis Warren – www.greatwomen.org http://www.socialstudiesforkids.com/articles/ushistory/mercyotiswarr en.htm ● Wentworth Cheswell – http://americasfoundingfathers.com ● Bernardo de Galvez – www.americanheritage.com ● Abigal Adams – www.earlyamerica.com John Adams HBO series United Streaming: “ Six Revolutionary War Figures” Patrick Henry lawyer, fiery patriot and eventual governor of Virginia Thomas Jefferson author of the Declaration of Independence and third President of the United States. The Marquis de Lafayette French commander and volunteer in the American Revolution and helped secure French aid for the colonist. (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; Thomas Paine Author of pamphlets that supported the American revolution. In particular, Common Sense and The Crisis. George Washington commander of the continental Army and the first president of the United States. Issuing the Declaration of Independence Battle of Lexington and Concord the first military engagement of the American Revolution Battle of Saratoga the turning point in the American Revolution Battle of Yorktown last major engagement of the American Revolution Winter at Valley Forge Our Documents Treaty of Paris (1783) signing the Treaty of Paris, 1783 writing the Articles of Confederation Students were introduced to this content in fifth grade. The students should define: ● Revolution a complete overthrow of a government; a change in the government of a place and the establishment of a new government. ● Patriot a person who supported American independence at the time of the Revolutionary War. ● Loyalist a colonist who remained loyal to Britain during the Revolutionary War. ● Sons of Liberty secret citizens' group organized in the American colonies during the 1760s to protest the Stamp Act. They helped organize boycotts and other methods of resistance against the British. Samuel Adams, Paul Revere, James Otis, John Hancock were some of its members. ● Second Continental Congress the assembly of colonial delegates organized in 1775 and functioned as the first government of the United States, responsible for issuing the Declaration of Independence and writing the Articles of Confederation. Test on major events and significant individuals; match key personalities with the events in which they participated. CISD 2015 Create a time line recording the major developments of the war from its outbreak in 1775 at Lexington and Concord to the surrender at Yorktown in 1781. Specify the terms of the Treaty of Paris. Locate and mark on a map the territorial changes agreed on in the treaty. http://americasfoundingfathers.com – has maps of bunker Hill and Yorktown Reading Like a Historian Unit 3: Revolution/Early America Battle of Lexington Lesson Plan and Loyalists Lesson Plan United Streaming “ The American Revolution: From colonies to Constitution: The War for Independence” History Alive Lesson 6: The Declaration of Independence History Alive Lesson 7: The American Revolution Adolescent Literature My Brother Sam is Dead by James L. and Christopher Collier. Macmillan, 1974. (won the 1975 Newbery Award and the 1995 Phoenix Award) War Comes to Willy Freeman by James L. and Christopher Collier. Delacorte, 1983. This tale is about Willy, a 13yearold free black girl in Connecticut at the outbreak of the Revolution. Other books by the same authors and featuring the same characters are Jump Ship to Freedom (1981) and Who is Carrie? (1984) Yankee Doodle Boy by George F. Scheer. (1995). Sheer edited the memoirs of Joseph Plumb Martin, a 15yearold boy in the Continental Army. Old Ironsides: Americans Build a Fighting Ship by David Wetzman. Houghton Mifflin, 1997. The American Revolutionaries: A History in Their Own Words edited by Milton Meltzer. Harper Collins, 1993. This book provides primary source material on the events and people of the American Revolution. 10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: (A) locate places and regions of CISD 2015 Students should be able to locate and explain the importance of ● Boston, Yorktown, ● Philadelphia , Saratoga, ● New York, Lexington ● Charleston, Concord. Youtube video: The Polite War – by the whitest kids you know importance in the United States during the 17th, 18th, and 19th centuries; 10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: (C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. (15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to: (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; Some examples of historical events include: Barriers to westward settlement Appalachian Mountains, Mississippi boundary after the treaty of Paris Declaration of Independence Asserted that people have Godgiven unalienable rights that cannot be taken away. Proposed the theory that 1) the purpose of government was to protect the peoples' rights, 2) government gets its power from the people, and 3) people have the right to change a government that is not protecting their rights. Articles of Confederation established a republic with a national government with limited powers, granting most power to the states. U.S. Constitution established a republic with a strong national government in a federal system, with the federal government stronger than the states. Strong federal power was tempered by the use of separation of powers, checks and balances, and reserved powers for the states. Bill of Rights first 10 amendments to the Constitution, guaranteeing basic rights. Students were first introduced to these documents in fifth grade. Provide students with copies or summaries of the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. A website with access to these primary documents is: http://www.access.gpo.gov/su_docs/locators/coredocs/index.html Core Documents of U. S. History United Streaming: “Summer, 1776: The Declaration of Independence” Flocabulary – “The Declaration of Independence” History Alive Lesson 6: The Declaration of Independence Students should understand the definitions of the following terms: ● Unalienable rights rights that cannot be taken away. ● Republic a form of government controlled by the people through elected representatives. ● Separation of powers the division of governmental powers into executive, legislative, and judicial branches. ● Checks and balances a system that allows each branch of the government to limit the powers of the other branches. ● Reserved powers all powers not delegated to the federal government or denied to the states are reserved to the states and the people. List and explain and the grievances against King George III in the Declaration of Independence and find sections of the U.S. Constitution/Bill of Rights that ensure that these abuses would not occur again. Take the chart created detailing the weaknesses of the Articles of Confederation and add an additional column showing how the CISD 2015 (19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to: (A) define and give examples of unalienable rights; Unalienable rightsrights that cannot be taken away. Examples: life, liberty (freedom), and the pursuit of happiness (opportunity to work toward reasonable personal and economic goals). Constitution addressed the weaknesses of the Articles of Confederation. Students were first introduced to this content in fifth grade. The students should already be able to define due process of law fair procedures under fair laws. United Streaming: “The Principals of the Declaration of Independence” Provide students with an annotated copy of the Bill of Rights. Define terms in the Bill of Rights with which students are unfamiliar, such as petition and eminent domain. Draw an original political cartoon illustrating unalienable rights or one of the rights guaranteed in the Bill of Rights. ● Create a teenager's Bill of Rights, supporting each one item with one of the original Bill of Rights. ● Have each student select the right in the Bill of Rights he considers most important and defend why this is the most important right. (20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: (C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history s uch as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax . (22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, CISD 2015 Protest against British taxes by boycotting goods and the Boston Tea Party, led to the American Revolution. Students should already be able to define: ● Protest to make a complaint against; object to ● Nonviolence action taken or carried out without strong physical force. Examples would be sitins, marches ● Civil disobedience nonviolent protest to refuse peacefully to obey laws considered unjust. In writing, define civil disobedience and describe examples of civil disobedience in U.S. history. John Paul Jones first wellknown naval fighter in the American Revolution Create a political cartoon that reflects an example of civil disobedience. Research and develop a roleplay on a specific historical situation illustrating civil disobedience . United Streaming “The Boston Tea Party: 1773” Create a chart of important individuals and their contributions, including their impact on life today. Write obituaries of leaders, highlighting each person's leadership qualities and contributions to the history of our nation. James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton. (29) Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (29) Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying causeandeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (29) Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts , timelines , and maps; CISD 2015 United Streaming “ John Paul Jones and the American Navy” (29) Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (F) identify bias in written, oral, and visual material ; Reoccurring TEKS (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. Vocabulary Parliament Revolution Repeal Loyalist Unalienable Rights Republic Reserved Powers CISD 2015 Protest Boycott Sons of Liberty Separation of Powers Non Violence Patriot Second Continental Congress Checks and Balances Civil Disobedience
