Honors American History I Colonialism - Revolution

Honors American History I Colonialism - Revolution Mrs. Solomon Wake Young Women’s Leadership Academy – SAU Campus

I. Students should KNOW:

Unit Terms: Students need to know the Who, What, When, Where and Significance of the following terms. Each set will be due on the day of the Benchmark Assessment and will be necessary to complete the Benchmark Assessment. Structure/Set-up can be designed by the student to best prepare them for the Benchmark and Unit Test but must be handwritten by the student and within the parameters given on the sticky note process.

Benchmark 1 Benchmark 2 Benchmark 3 Benchmark 4 Religious freedom Mercantilism Boston Massacre American Revolutionary War Enlightenment Bacon’s Rebellion Boston Tea Party Loyalist Puritans Salutary neglect Boycott Tory Quakers Middle colonies French and Indian War Redcoats Separatists New England Colonies Proclamation of 1763 Hessians/ Mercenary Virginia Gentry Southern Colonies No Taxation without Guerilla Warfare Representation John Winthrop’s “City Plantation System Albany Plan of Union Privateer Upon a Hill” Great Awakening Indigo Olive Branch Petition Battle of Saratoga Middle Passage Colony Thomas Paine/ Common Battle of Trenton Sense Triangle Trade John Smith Declaration of Independence Battle of Yorktown Cash Crops Pocahontas Intolerable Acts Valley Forge Indentured servant Nathaniel Bacon 1st CC Lord Cornwallis English Bill of Rights William Penn 2nd CC Lafayette Columbian exchange Lord Baltimore Sons of Liberty Benedict Arnold Sir Walter Raleigh James Oglethorpe John Hancock Nathaniel Greene John White Ann Hutchinson Ben Franklin Horatio Gates Mayflower Compact Roger Williams Sam Adams Bunker Hill Jamestown Colony Maryland Act of Thomas Jefferson Minute Men Toleration Massachusetts Colony Fundamental Orders of Patrick Henry Patriot Connecticut Direct Democracy Slave Codes George Washington Battle of Ft. Ticonderoga Bicameralism Thomas Hooker Lexington & Concord Treaty of Paris Virginia House of George Whitefield Stamp Act Blockade Burgesses Representative Gov’t John Locke Join or Die Colonial Charter Natural Rights Don’t Tread on Me Joint stock company Paul Revere Headright System Quartering Act Magna Carta Trade and Navigation Acts

1 Honors American History I Colonialism - Revolution Mrs. Solomon Wake Young Women’s Leadership Academy – SAU Campus II. Students Should BE ABLE TO: Students will need to demonstrate content mastery through answering of these questions/statements. In answering these Essential Learning Questions, make sure you can provide answers to the following questions using SFI (Specific Factual Information). Full credit will only be given to answers that include content vocabulary from the unit.

Benchmark 1 – Exploration & Settlement

1. What were the motivations behind European Exploration?

2. How does Exploration affect the following peoples: Europeans, Africans and Native Americans?

3. How does Jamestown become a viable or economically beneficial colony? What economic and governmental transaction does this lead to between England and her colonies?

4. Were the Puritans/ pilgrims truly a “city upon a hill” (Plymouth/ Massachusetts Bay Colony)

5. Explain the historical significance of Anne Hutchinson and Roger Williams.

Benchmark 2 – Colonization

1. Be able to discuss the governmental, social, political and economic growth of the 13 colonies from 1601 – 1763.

2. Describe England’s approach to governing its colonies.

3. How did the history of British Government and the ideas of Enlightenment affect colonial government?

Benchmark 3 – Road to Revolution

1. How do the concepts of salutary neglect and Mercantilism act as catalysts for the American Revolution?

2. Did the colonists have a legitimate argument in their Declaration for Independence?

3. What were some of the reasons why relations between the colonies and England deteriorated after the French and Indian War?

4. How did Thomas Paine, Patrick Henry, Ben Franklin, and John Locke affect the call for war?

5. Evaluate the impact of the Boston Massacre, Boston Tea Party, First Continental Congress, and Second Continental Congress on the progression towards war with Great Britain.

Benchmark 4 – Revolutionary War

1. Assess the validity of the following statement: The American Revolution was truly revolutionary?

2. Evaluate the impact of the Enlightenment on the American Revolution.

2 Honors American History I Colonialism - Revolution Mrs. Solomon Wake Young Women’s Leadership Academy – SAU Campus 3. Why did Loyalists oppose a violent separation from Great Britian?

4. Explain how the Colonists were able to succeed in their separation from the British Empire.

5. Why was the Battle of Bunker Hill a technical victory for the British but a real victory for the Patriots?

III. Unit Project Choices

- At least 3 sources and they must be documented! - No printing at the beginning of class that day! - Spell check, grammar check, and it must be typed! - No Wikipedia! - Relevant Vocabulary from the KBAT must be included correctly! - Think outside the box and create!

A) What Would They Say Now?:

Choose 4 topics that are in the news today about society/government/politics and do a comparison/contrast analysis of what your Founding Father would say about the issue. Your topics must be approved by the teacher and must be school appropriate. Create a visual that demonstrates what they believed (based on their writings) about a topic and what they would have to say about the issues that they have chosen. Then have each of your Founding Fathers write a letter to the country today expressing their concerns and beliefs.

B) Revolutionary War Battles:

Create a visual representation of the battles that took place during the Revolutionary War. Your visual should include troop levels, city/location name, who won, casualties, and general of each side involved. After creating your visual reflect and write an analysis of the war as if you are a war correspondent reporting the successes, failures, results and reasons. C) Scrapbook: Create a visual and written document of the experiences that the colonists would have had as they came to the New World and then set out to develop the New

3 Honors American History I Colonialism - Revolution Mrs. Solomon Wake Young Women’s Leadership Academy – SAU Campus World. Your scrapbook should span from the first family member that came to American through the Revolutionary War members.

Name: ______

Project: ______

Date: ______Period: ______Total Points: ______

Project Rubric

Knowledge of Has a lack of Shows some Shows a good Shows a full Content understanding of the understanding of the understanding of the understanding of the Revolution. Revolution. Revolution. Revolution.

2 4 6 8 10 12 14 16 18 20 Analysis Student includes Student includes a fair Student includes good Student includes a minimal evidence of amount of personal evidence of their analysis wealth of evidence personal evaluation evaluation of historical and evaluation of of their analysis and of historical evidence evidence and events. historical evidence and historical evidence and events. events. and events.

2 4 6 8 10 12 14 16 18 20 Organization No evidence of Some evidence of Well planned and follows Extremely well planning. planning but not a logical sequence. planned and has a always logical. smooth transition.

2 4 6 8 10 12 14 16 18 20 Oral Does not speak Does not speak loudly Speaks loudly and Speaks loudly and Communication loudly enough to be and/or does not maintains eye contact. commands understood. maintain eye contact. audience’s attention.

2 4 6 8 10 12 14 16 18 20 Multimedia Distracts audience Does not distract Supports content and Greatly enhances from content and audience from content purpose. content and purpose. and purpose. purpose.

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