Durham Public Schools 2012-2013 s1

Unit Overview: Instructional Time: 3 weeks on block, 6 weeks on traditional calendar Quarter MACROBUTTON HTMLDirect One MACROBUTTON HTMLDirect Two MACROBUTTON HTMLDirect Three MACROBUTTON HTMLDirect Four Unit Theme: The War for Independence and the Revolutionary Era; Revised Bloom’s Taxonomy: As with all history courses, the level of 1763 - 1789 thinking involved depends on the specific instruction methods utilized and the evaluation systems of student mastery. We should strive to go beyond simply “remembering” and test for understanding how various content items “fit together”, analyzing sources, evaluating those sources and creating new ideas and ways to explain the past.. Unit Summary: Students will be able to identify and explain the factors that led to the War for Independence. They will develop an understanding of the social, economic and political difficulties encountered in forming a new nation. They will also understand the conflicts that arose both within the new “United States.” They will assess the successes and failures of the Articles of Confederation and the reasons for drafting the US Constitution. Finally, the students will be able to understand and explain the basic provisions of the US Constitution and the debate over its ratification. (With the new sequence of social studies courses in high school, students will have no understanding of the US Constitution prior to their study of US history, so a basic overview of constitutional government must be provided as a part of the US history curriculum.)

North Carolina Informational Technology Essential Standards: HS.SL 1.1 – evaluating resources HS.SL 1.2 – identifying point of view, bias, values and writer’s intent HS.SL 1.3 – assessing relevance of various sources

NC Essential Standards NC Essential Standards: H1.1 – identify the structure of a historical narrative, interpret data presented in time lines and create time lines 1.2 – reconstruct the literal meaning of an historical passage, differentiate between facts and interpretations, analyze data from maps and visual, literary and musical sources 1.3 –identify issues and problems in the past, consider multiple perspectives, analyze cause and effect relationships and multiple causations, evaluate competing historical narratives and debate among historians, evaluate the influence of the past on contemporary issues 1.4 – formulate historical questions, obtain data form a variety of sources, support interpretations with historical evidence, construct essays using historical evidence to support contentions 1.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. 2.1 – analyze key political, economic and social turning points 2.2 – evaluate key turning points in terms of their lasting impact, 3.1 – analyze how economic, political, social, military and religious factors influences the patterns of colonial settlement 3.2 – explain how environmental, cultural and economic factors influenced patterns of migration and settlement within the US 3.3- explain the roles of various racial and ethnic groups in settlement and expansion and the consequences for those groups 3.4 – analyze voluntary and involuntary immigration trends in terms of causes, regions of origin and destination, cultural contributions and public and governmental response 4.1 – analyze the political issues and conflicts that impacted the US and the compromises that resulted, 4.2 – analyze the economic issues and conflicts that impacted the US and the compromises that resulted. 4.3 – analyze the social and religious conflicts that affected the US in terms of participants, strategies, opposition and results 4.4 – analyze the cultural conflicts that impacted the US and the compromises that resulted 5.1 – summarize how philosophical, ideological and religious views on freedom and equality contributed to the development of American political systems 5.2 – Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government 7.1 – Explain the impact of wars on American politics 7.2 – Explain the impact of wars on the American economy 7.3 – Explain the impact of wars on American society and culture 8.2 – explain how opportunity and mobility impacted various groups within the American society 8.3- Evaluate the extent to which a variety of groups and individuals have had an opportunity to attain their perception of the American Dream Critical Essential Question(s): How did the French and Indian War affect the relationships between Britain and her American colonies? ****How did Britain try to impose increased control over her colonies? ****Why did Americans increasingly come to resent that control? ****How did British and American actions result in ever escalating tensions between Britain and her colonies? ****Why did France come to the aid of the Americans and what was the significance of that aid? ****What were the British and American strengths, military strategies and the difficulties in carrying them out? ****How successful were the Articles of Confederation in uniting the new country? ****How did American independence affect the various groups in American society? ****How did independence affect the new country’s economy? ****Why did the ruling classes come to feel the Articles of Confederation needed to be revised? ****What compromises were made at the Constitutional Convention? ****What was the basic structure of the new national government envisioned by the Constitution?

Extended Essential Questions: How did the Constitution differ from the old Articles? Why was the new Constitution so controversial and how did that controversy play out? How were these tension seen by the different groups in American (and British) societies? What part did printed materials play in shaping American public opinion? What actions made the break between the colonies and the mother country inevitable? What role did the Declaration of independence play in actual American independence? What factors made it possible for the colonies to take on militarily the world’s greatest power? How successful were the colonies in learning to work together? How did British public opinion help bring an end to the fighting? What were the successes and difficulties the Americans had with the negotiations over the Treaty of Paris? What do the Land Ordinance and the Northwest Ordinance tell us about the visions the founding fathers had for their new nation? What were the fatal flaws of the Articles of Confederation? How did independence help shape America’s self image? How did American independence impact the rest of the world? What ideas, documents and philosophers helped shape the US Constitution?

Enduring Understanding(s): resource - from NCDPI UNPACKING DOCUMENT – what students will understand…To what extent self- government and English colonial policy led to conflict and a desire for independence by the colonists. • How and why the political relationship between the colonists and England changed after the French and Indian War. • How the structure, powers and authority of a new federal government under the Articles of Confederation led to political conflict and their eventual replacement by the U.S. Constitution. (Structure of government) • How various opinions over the nature of republicanism impacted the debates of the Constitutional Convention and the ratification of the United States Constitution (e.g., James Madison’s notes on the Convention, the Virginia Plan, the New Jersey Plan, Federalist Papers, John Adams & Thomas Jefferson correspondence). • How differences in opinion over the power and authority of the national government led to the creation, development, and evolution of American political parties and their platforms. (Structure of government, federalism) • How United States presidents and their administrations encountered specific internal and external conflicts (e.g., debates over the role of government, the rights and responsibilities of citizens, and the distribution of power among and between various institutions). (Structure of government, separation of powers with checks and balances, individual rights, individual responsibilities, federalism Why the rule of law is an essential component of United States government e.g., the central notion that society is governed according to widely known and accepted rules followed not only by the governed but also by those in authority. (Rule of law) • How and why the framers of the Constitution adopted a federal system in which power and responsibility are divided and shared between a national government, having certain nationwide responsibilities, and state governments having state and local responsibilities. (Structure of government, federalism) • Reasons why the Constitution's overall design and specific features were intended to place limitations on both national and state governments. (Structure of government, federalism) • Ways in which the federal system provides numerous opportunities for citizens to hold their governments accountable. (Structure of government, federalism) • Ways in which federalism is designed to protect individual rights to life, liberty, and property and how it has at times made it possible for states to deny the rights of certain groups, e.g., states' rights and slavery, denial of suffrage to women and minority groups. (Federalism, individual rights, individual responsibilities, equal justice under the law, due process, inalienable rights) • How major features of the Constitution, such as federalism and the Bill of Rights, have helped to shape American society. (Federalism, individual rights as set forth in the Bill of Rights, individual responsibilities, equal justice under the law, due process, inalienable rights)

How and why the economic relationship between Great Britain and its colonies changed after the French and Indian War. • How and to what extent various colonists protested British economic policies leading up to the American Revolution. Reasons why the Constitution's overall design and specific features were intended to place limitations on both national and state governments e.g., states cannot restrict interstate commerce. (Structure of government, separation of powers with checks and balances, federalism)

Various reform groups may find common ground while fighting to protect individual and inalienable rights. (Inalienable rights, equal protection under the law, individual rights, due process) • How, why and to what extent the ideals of American womanhood changed from “republican motherhood” at the time of the American Revolution to the “cult of domesticity” at the start of the Civil War. • The evolution of colonial relationships and government policies on behalf of American Indians and how such relationships and policies affected both American and American Indian cultures. • How and why cultural conflicts became open rebellions (e.g., Bacon’s Rebellion, King Phillip’s War, the Salem Witch Trials, the Regulator Movement, Shay’s Rebellion and Nat Turner’s Rebellion) and the extent such rebellions impacted the development of various places before the Civil War

A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles. • Governments can be structured in order to address the needs and desires of the governed. (Structure of government) • Leadership can affect societal, economic and political change in order to promote freedom and equality. (Due process) The student will know: • How and to what extent colonial rights and privileges as Englishmen, established in England, influenced the development of colonial political institutions (e.g., the Magna Carta, English Common Law, and the English Bill of Rights). (Inalienable rights) • How, why and to what extent British colonies encouraged religious freedom and tolerance (e.g., Massachusetts Bay, Rhode Island, Virginia, Maryland, and Pennsylvania). (Connections can be made to the eventual creation of the Bill of Rights which recognized basic individual rights) • How and why the Great Awakening encouraged individualism and personal judgment, revivalism and religious tolerance. (Connections can be made to the eventual creation of the Bill of Rights which recognized basic individual rights) • How British colonists began to express and share ideas about liberty and independence leading up to the American Revolution (e.g., John Dickinson, Samuel Adams, Paul Revere, and Committees of Correspondence). (Inalienable rights)

• How and why Thomas Paine’s pamphlet, Common Sense, encouraged revolution and independence. (Inalienable rights) • How and why Adam Smith and The Wealth of Nations impacted the creation and development of the United States as a capitalistic and free market society. • How, why and to what extent European enlightened philosophers and their writings, such as John Locke and the Two Treatises of Government, impacted the creation and development of the United States as a democratic republic. (Inalienable rights, make connections to rule of Law) • How the views of Federalists and Anti-Federalists, such as Alexander Hamilton and Thomas Jefferson, shaped the development of American economic and political institutions. (Federalism, equal justice under the law, rule of law, private property rights, individual rights as set forth in the Bill of Rights) I Can Statement(s): Identify the British and American actions that led to the War for Independence Explain how those events led to rising tensions Assess the validity to the claims and counter claims of the British and Americans Explain the view points of the various segments in American society regarding independence. Summarize the arguments made by Jefferson and Paine justifying independence Identify the major battles of the War for Independence and assess the significance of each Summarize the strategies, strengths and weaknesses of both sides. Assess the significance of French intervention Assess the impact actual independence had on the various segments of American society Assess the impact independence had on the American economy Explain the situation the new country found itself in after independence. Explain the international impact of American independence Explain the major weaknesses of the Articles of Confederation Analyze the impact of the land Ordinance and the Northwest Ordinance Assess the impact of Shay’s Rebellion Summarize the case for a revision of the Articles of Confederation Explain the basic provisions of the US Constitution Analyze the compromises made at the Constitutional Convention and the impact they would have on subsequent American history Summarize the case for and against the adoption of the Constitution.

Vocabulary: From Unpacking – What students will KNOW & UNDERSTAND – CONCEPTS – ETC. Critical vocabulary Critical vocabulary Critical vocabulary Critical vocabulary

Treaty of Paris Lexington and Northwest Constitutional (1763) Concord, Second Ordinance, Land Convention, Proclamation of Continental Ordinance New Jersey Plan, 1763 Congress, James Madison, Virginia Plan, Stamp Act, Common Sense, Alexander Hamilton, Great Compromise, Stamp Act Declaration of Shay’s Rebellion, 3/5 compromise, Congress boycott, Independence, Articles I, II and III of committees of Saratoga, the Constitution, correspondence, Valley Forge, Extended separation of Declaratory Act, Lord Cornwallis, vocabulary powers, shared Townshend Duties, powers, federalism, French alliance, writs of assistance, republic, Yorktown, Treaty of Newburg Sons of Liberty, Paris (1783) Conspiracy, enumerated powers, delegated powers, Patrick Henry, Articles of “state” of Franklin, Federalist Papers, Samuel Adams, Confederation, Emancipation ratification, George Societies, Washington, Extended Annapolis Extended John Adams, vocabulary Convention, vocabulary Thomas Jefferson, Benjamin Franklin, Antifederalists “Bunker Hill,” papers, Boston “Massacre” Battles for New Tea Party, York, Princeton and Coercive Acts, Trenton, First Continental Brandywine and Congress, Paul Germantown Revere, Southern campaign, “Taxation without Guilford Representation” Courthouse, war on the frontier, Cherokee, Tarleton, Extended Von Stueben, vocabulary internal tax – external tax Sugar Act, James Otis, Letters from a Pennsylvania Unit Implementation: RESOURCES for this unit: textbook (if one is available) Letter from an American Farmer (James Dickenson) http://odur.let.rug.nl/~usa/D/1751-1775/townshend/dickII.htm Another letter from Dickenson: http://odur.let.rug.nl/~usa/D/1751-1775/townshend/dickIV.htm British version of the Boston Massacre (Captain Preston) http://odur.let.rug.nl/~usa/D/1751-1775/bostonmassacre/prest.htm American version of the Boston Massacre: http://odur.let.rug.nl/~usa/D/1751-1775/bostonmassacre/anon.htm Farmer, Resolutions of the Stamp Act Congress: http://odur.let.rug.nl/~usa/D/1751-1775/stampact/sa.htm Declaration and Resolves of the First Continental Congress: http://odur.let.rug.nl/~usa/D/1751-1775/independence/decres.htm MecklenburgReading Declaration: and Writing http://www.fordham.edu/Halsall/mod/1775mecklenberg.asp for Literacy and Interdisciplinary Connections YankeeIncorporate Doodle: http://www.law.ou.edu/ushistory/yankee.shtml in unit, we will connect back to these once unit implementation is written. Patrick Henry’s “Give Me Liberty” Speech: http://www.law.ou.edu/ushistory/henry.shtml VirginiaEvidence Declaration of Learningof Rights: http://www.law.ou.edu/ushistory/vadeclar.shtml(Formative Assessments): Summative Assessment(s): Articles of Confederation: http://www.law.ou.edu/ushistory/artconf.shtml The FederalistsQuizzes, studyPapers guides, (all of them): notes http://www.law.ou.edu/ushistory/federalist/ from book, class discussions, quick Unit test, unit assessment, Treatywrites, of Paris warm (1783): – ups, http://www.law.ou.edu/ushistory/paris.shtml Annapolis Convention (1786): http://www.law.ou.edu/ushistory/annapolis.shtml US Constitution: http://www.law.ou.edu/ushistory/constitution/ Northwest Ordinance: http://www.law.ou.edu/ushistory/ordinanc.shtml Declaration of the Necessity of Taking Up Arms: http://www.law.ou.edu/ushistory/arms.shtml Edmond Burke on reconciliation with America: http://odur.let.rug.nl/~usa/D/1751-1775/libertydebate/burk.htm Thomas Paine, Common Sense (whole thing): http://www.fordham.edu/Halsall/mod/paine-common.asp Draft of the Declaration of Independence: http://odur.let.rug.nl/~usa/D/1776-1800/independence/doitj.htm Surgeon in Continental Army at Valley Forge (diary): http://odur.let.rug.nl/~usa/D/1776-1800/war/waldo.htm Soldier’s account of the end of the war: http://odur.let.rug.nl/~usa/D/1776-1800/war/denny.htm Pennsylvania abolished slavery (1780): http://avalon.law.yale.edu/18th_century/pennst01.asp Boston Port Act (1774): http://avalon.law.yale.edu/18th_century/boston_port_act.asp Boston Committee of Correspondence’s response to Port Act: http://avalon.law.yale.edu/18th_century/circ_let_boston_1774.asp Declaratory Act (1766): http://avalon.law.yale.edu/18th_century/declaratory_act_1766.asp 1778 Treaty with France: http://avalon.law.yale.e http://avalon.law.yale.edu/18th_century/newyork_non_importation_1765.asp du/subject_menus/fr1778m.asp Madison’s notes from the Constitutional Convention: http://avalon.law.yale.edu/subject_menus/debcont.asp New York’s non importation agreement (boycott): http://avalon.law.yale.edu/18th_century/newyork_non_importation_1765.asp Quartering Act: http://avalon.law.yale.edu/18th_century/quartering_act_1774.asp Quebec Act: http://avalon.law.yale.edu/18th_century/quebec_act_1774.asp Proclamation of 1763: http://avalon.law.yale.edu/18th_century/proc1763.asp Stamp Act: http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp Sugar Act (1764): http://avalon.law.yale.edu/18th_century/sugar_act_1764.asp Townshend Duties (1767) : http://avalon.law.yale.edu/18th_century/townsend_act_1767.asp Two conflicting accounts of Lexington and Concord: http://www.shsu.edu/~his_ncp/LexCon.html Cartoon - Franklin’s ‘join or die” cartoon: http://www.earlyamerica.com/earlyamerica/firsts/cartoon/snake.html Cartoon - Lord North burying his child – the Stamp Act: http://www.indiana.edu/~liblilly/cartoon/images/stamp.gif Cartoon: forcing tea down their throats: http://investigatinghistory.ashp.cuny.edu/images/m2/m2-stampact.jpg Cartoon: colonies severed: http://upload.wikimedia.org/wikipedia/commons/f/ff/The_Colonies_Reduced.jpg Cartoon- American view of the stamp: http://www.deltacollege.edu/emp/wswanson/Image5.jpg Drawing of the tea Party: http://memory.loc.gov/service/pnp/cph/3b50000/3b52000/3b52000/3b52022r.jpg Cartoon – British view of “virtual representation:” http://www.paperlessarchives.com/BritishCartoonsAmericanRevolution1.jpg Cartoon - American view of the Boston Massacre: http://chnm.gmu.edu/exploring/images/massacre2a.jpg Cartoon- satire of the Edenton Tea Party: http://www.northcarolinahistory.org/images/uploaded/posts/screen_44632804d64ff.jpg

Week 1: Title The causes of the divorce (What factors led to the break between Britain and her American colonies?) Sample study guide: Study Guide: Unit 4 The American Revolution and the Founding of the Republic

1. How did the 1759 battle of Quebec change American history? 2.

Section 1 Mommy isn’t nice to us any more pages 102 – 107 1. According to mercantilism, what was the role of colonies? 2. Why did the Brits feel that they were justified in taxing us? Why did we feel that they were not? 3. Why did the American ruling class resent the Brits? Why did they resent us? 4. Why were we p.o.ed about the new lower taxes on sugar? 5. Why did the Ottawa, Huron and Potawatomi rise up against the Brits in 1763? How were Pontiac’s War and the Proclamation of 1763 related? 6. Discuss the economic impact of the Proclamation of 1763. 7. How did the Stamp Act work? How did we protest against it? Who would have had to pay most of the tax? 8. Create a flow chart showing the British actions and American reactions which led to the divorce. This chart should include the 1. Stamp Act, 2. the Declaratory Act3. Townshend Duties 4. Boston “Massacre” 5. Tea Act 6. Intolerable Acts 9. Why was boycott such an effective weapon against British taxes and actions? 10. What is ironic about the American view that British actions were reducing them to the status of slaves? Were they? 11. What role did the Committees of Correspondence and the Sons of Liberty play?

Section 2 We hold these truths to be self evident, rich ,white property owning males are created equal pages 109 – 114 1. Thomas Paine has been called the propagandist of the American Revolution… Why? How was his prose different from the usual political pamphlet of the time? 2. List the members of the committee who wrote the Declaration of Independence. What did they have in common? 3. Where did Jefferson get his ideas of natural rights and social contract from? 4. Why did Jefferson wait until the last paragraph of the Declaration to actually declare independence? 5. Why did they take out the part about the slave trade? 6. When Jefferson et al. wrote of equality and creator given rights, what did they mean? Has that changed? Do you think Jefferson was writing for his time or for all time? 7. What evidence is there that some African-Americans and women took Jefferson at his word? What impact did their protests have?

Section 3 To loose a battle and win a war pages 115 – 121 1. Why did Britain believe that they would win the war? Why couldn’t they win? 2. How did our lack of unity make winning the war harder? 3. Who tended to be a Tory? 4. In many ways for Britain the American Revolution was like the Vietnam War was for us… HOW? 5. After the Battle of Bunker ( Breed’s) Hill, British Maj. Pitcairn said, “Another such victory and we are undone.” What did he mean? 6. Why did the Brits finally leave Boston? 7. Congress declared independence on July 4, 1776. Washington got his butt beat badly at New York in August. What does that say about our success in the war to that point? 8. What did Thomas Paine mean in the Crisis when he wrote.. “ These are the time that try men’s souls…yet we have the consolation with us that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly?” 9. Discuss the significance of Washington’s famous defeat of a bunch of hungover Hessians at Trenton, NJ. 10. Why is the battle of Saratoga in the fall of 1777 considered the turning point of the war? 11. What made it possible for the Americans to continue the war? What does the draw at Monmouth Court House in 1778 tell us about Washington’s army? 12. The war in the south has been called a civil war as muck as a revolution, Why? 13. After fighting in the Carolinas, how did Lord Cornwallis ( yes, that Cornwallis) got trapped on a peninsula in southern Virginia called Yorktown? 14. Why did the Brits give and go home? 15. What impact had the war had on people in America? Why was there inflation of the currency during the war? 16. Who were the real losers of the war?

Sample unit test: Test: American Revolution and the Founding of the Republic Answer the following to the best of your ability

1. How did the Battle of Quebec ( 1759) change American history? 2. According to the economic theory of Mercantilism, what is the role of colonies? 3. What impact did the Sugar Act have on American merchants engaged in the “triangular trade?” 4. Why did the British government issue the Proclamation of 1763? (What were they trying to do?) 5. What types of things were taxed by the Stamp Act of 1764? 6. How did the Americans protest against what they saw as unfair and illegal British taxes on us? 7. What did the Declaratory Act of 1766 Declare? 8. What did they mean when they said, “Taxation without representation is Tyranny?” 9. Why did the British government pass the “Intolerable Acts” AKA the Boston Port Bills? 10. Where did Jefferson in the Declaration of Independence get his ideas of “unalienable rights” and that governments are responsible to the people they govern? 11. Where was the “shot heard ‘round the world fired?” 12. Give an example of a battle which could be called a “pyrrhic victory” for the Brits. 13. After the fall of New York in the fall of 1776, what did Thomas Paine mean when he wrote that “ These are the times which try mens’ souls?” 14. Which 1777 battle is considered the turning point of the war? 15. How did Lord Cornwallis get trapped on the Yorktown peninsula in 1781? 16, 17 & 18. List 3 problems with the Articles of Confederation. 19. Why was there increasingly serious inflation in the new “United” States? 20. Why were the “men of Property alarmed by Daniel Shay’s uprising in Massachusetts? 21. Why did they write the new Constitution of the United States? 22. To whom did every one at the Constitutional Convention look to for guidance? (That’s why he’s called the “father of the Constitution.”) 23. The plan for representation in the legislature where each state’s representation was based on the state’s population was called….? 24. The solution to the representation debate when they created the House and the Senate is called….. 25. Why are judges appointed for life? ( “independent judiciary”) 26. Why was it called the “3/5 clause?” 27. Would a wealthy Massachusetts lawyer tend to support the Federalists or the Anti-federalists? 28. Why did Jay, Madison and Hamilton write the editorials we now call the Federalist Papers? 29. What was added to the Constitution immediately to make it more acceptable to the majority? 30. What was Washington’s major contribution as the nation’s first president?