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ED 061 142 SO 002 768 AUTHOR Hanson, Paul S. TITLE Social Studies: Forginga Nation. INSTITUTION Dade Public Schools,Miami, Fla. PUB DATE 71 NOTE 35p.; An Authorized Courseof Instruction for the Quinmester Program EDRS PRICE ME-S0.65 HC-$3.29 DESCRIPTORS Activity Units; *American History;colonial History () ;Conflict; *Conflict Resolution; Constitutional History; CurriculumGuides; Grade 7; Grade 8; Grade 9; HistoryInstruction; Junior High Schools; Resource Guides; *RevolutionaryWar (United States); Secondary Grades; *SocialStudies Units; *United States History IDENTIFIERS American Studies; Florida; *QuinmesterProgram ABSTRACT Forging a Nation, a curriculumguide for teachers of grades 7 through 9 as they planinstructional programs in American Studies, is part ofa total effort to revise curriculumto fit the quinmester administrative organizationof schools. Primary emphasis is upon using the topic ofthe American Revolutionas a basis for studying conflict and change.This course of study deals withevents, personalities, ideas, and with examinationof the differing American and British interpretations ofthe revolution. Coursecontent includes outlined unitson: the American Colonies and Colonial government; French and English rivalryin North America; change in British Colonial policy;reasons for declaring independence; factors which contributed to the winningof the war; and reasons for establishing a new nation. A learningactivities section providesa picture of the main idea andspecific behavioral objectives for of learning activitieS. a set A listing of class materials thatincludes texts, films, filmstrips andgames is included. Related documents are: SO 002 708 through SO 002 718,and SO 002 768 through SO 792. (Author/SJM) 002 C\I

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AUTHORIZED COURSE OF INSTRUCTION FOR THE

SOCIAL STUDIES

FORGING A NATION 6412.03 6411.0 6416.03 6470.22 FORGING. A NATIONSOCIAL STUDIES 6416.035470.226411.036412.03 Paul S. Hanson for by Dade CauntyDivision Public of Sthools Instruction Miami, Florida 1971. DADE COUNTY SCHOOL BOARD Mr. William Lehman, Chairman Mr. G. Holmes Braddock, Vice-Chairman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner

Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Miami, Florida 33132

Published by the Dade County School Board Copies of this publication may be obtained through Textbook Services 2210 S. W. Third Street Miami, Florida 33135 Price: $.75 3 This course of study was written as a part of a total effort to revise curriculum INTRODUCTION resources,planarequinmester meantinstructional andto administrative beother neither programs,factors. all-inclusive organization of schools. taking, into account student needs and nor prescriptive; but rather., an aide to teachers The materials and information in this characteristics, available to fit theas they guide ofcontent, study. teaching strategies, class activities, The majoç intent of this publication Teachers may then accept the model is to, provide: a broad framework of framework in totaland or materialsdraw ideas all from related to a described course goals and objectives, it to incor- andporate learning into theiractivities, lessons. and 4), The guide is divided into 1) materials. a broad goals section, 2) The first aection provides descriptive a. content outline, 3) objectives and goal- providesmajororientedor corequisite subdivisions a.information total experiences.picture of for the the ofcourse. theteacher; "indicator's The content outline illustrates,concept or main idea and specificThe objectives behavioral and learning activities of success" refers to suggested in general terms, the scope and section, hopefully, objectives for prerequisite a setmentaryplacecategories.: of givenof student or learningin additionresources. activities. to the aforementioned; essential textual or other material; The appendix may include other material The materials section of the guide supplementary teacher resources;alternate and supple classroom materials to appropriate for a specific lists resources in four use in andcourse: send to : Anyone having recommendations relating e.g., pretests, readings, vocabulary, etc. Social Studies. Office, Room. 306, Lindsey to this publication is urged to write them down Hopkins, A-1. James!Social A. StudiesFleming Consultant COURSE DESCRIPTION: THEEXAMINE LIERIC.`:N DIFFERENT R;%VOLUTION INTERPRETATIONS IS USED AS OFA BASISTHE AMERICANFOR STUDYING REVOLUTION. CONFLICI kND CliANGE. THE SECOND HALF OF THE STUDT2N1S CLUSTER: AMERICAN STUDIES COURSE FOCUSES ON Tl:E AFTERMATH OF THE VAR LEADING TO fHE FORMING OF A NEW NATION. INDICATORSGRADE LEVEL: OF SUCCESS: 7-9 NONE (ALTEOUGH COLONIAL AMERICA IS RECOMENDED) COURSE RATIONALE.: withIn athose few yearsevents, we personalities,will celebrate andour nation's,ideas which bicentennial. focused upon 1776. Forging a Nation deals However, the historythoseeverRevolution present whowhich cannotwas tookmany not remeMberplacetimes, an original so since thelong past, throughoutconceptago isare ofrelevent condemned theour world.forefathers, to tothe repeat happenings and it. it has,in today's certainly world- been George Santayana once said thnt As the United States equateinturiesconcludes Vietnam. theage, aideologies: whendecade Britain of waror faced motivatingin Southeast tha same factors. Asia,agonizing involved.it is problems. worth recalling, in America the that time, we twohave cen- met History seldom repeats itself exactly, and it would be a mistake to try to As you study Forging a Nation keep wildernesstroubleanin mindunpopular thattelling warfare, two,war friendly on hundredthe the notion homefront, nativesyears of ago, "defensivefrom possible British unfriendly. enclaves,"interventionleaders worried Hawks, by abouthostile Doves, a dominopowers,hired mercenaries,theory, and distant a. little COURSE GOALS: I. THE STUDENTS WILL IDENTIFY DATA TO SUPPORT THE HYPOTHESIS THAT THE BRITISH COLONIES GREW AND PROSPERED 2. COLONIAL,GIVENDURING INFORMATIONTHE SELF-GOVERNMENT. EIGHTEENTH ON THECENTURY. DEVELOPMENT OF COLUNIAL GOVERNMENT, THE STUDENTS WILL GIVE EXAMPLES OF 4, GIVENTHETEE COLONISTS.STUDENTS AMERICAN WILL AND EXPLAIN BRITISH THE INTERPRETATIONS EFFECTS OF THE, OF FRENCHTHE CAESES AND INDIAN OF THE WAR AMERICAN UPON THE FRENCH, THE BRITISH, AND REVOLUTION, THE STUDENTS 5. MAKEGIVENWILL INFERENCESDIFFERENTIATE AN ACCOUNT ABOUT OF BETWEEN THE THE BRITISH ACTUAL THEn. ANDEVENTS. AMERICAN VERSIONS OF LEXINGTON AND CONCORD, THE STUDENTS WILL 7.6. THE STUDENTS WILL MAKEIDENTIFY HYPOTHESES THOSE FACTORSOF WHY THEWHICH COLONISTS CONTRIBUTED DESIRED TO WINNINGINDEPENDENCE, THE . . GIVENFOR ESTABLISHINGINFORMATION OFA NEWTHE GOVERNMENT. PERIOD, THE STUDENTS WILL DETERMINE SOME OF THE REASONS COURSE. OUTLINE: I. British Colonial Growth B.A. ColonialSurvey of Population the Thirteen Growth Cclonies 4)3) Quartering,Stamp Act Act 3)2)I) NegroVhiteTowns and cities 8)7)6)5) BostonTeaTownshend Act TeaMassacre Acts: Party D.C. Colonial2)1)Intercolonial Economy Relations CommunicationTransportation 10) 9) CbntinentalIntolerable ActsCongress 3)2)1) TradeAgricultureIndustry V. A.The Conflict Eegins Lexington2)1) and Concord On the. Scene Accounts II. A.Colonial Government. Components of Colonial Government B. 4)3) British20thChanging Century Versions Interpretations Versions 3)2)1) The .ElectorateAssembly VI. A.Desire for Independence. ThomasWriting Jefferson Your Own History III. TheC.B. French vs. the British LocalThe Thirteen. Government, Colonies in the British. Empire D.C.B. Thomas.TheJohn Declaration AdamsPaine and of Common Independence Sense B.A. 2)Anglo-FrancoFrench1) Empire Conflict in North in America North. America FbrtOhio Duquesne.River Valley VII. A.Winning, the War 1)A Comparison British Strengths: and. Weaknesses D.C. 1)ResultsTbe Conflict - 1763 D.C.B. Treaty.YorktownSaratoga2) of Paris Ameritan Strengths and Weaknesses 1783 2) c)b)a)Effects England. 2)1) a)EffectsProvisions Upon England IV. A.British Colonial Policy Reasons for change The VIII. A.Problems of a Disunited 'Young Nation b) Upon the United States B. 2)1)Events leading to Revolution ProclamationSugar Act. of 1763 3)2)1)The, EconomicWestern.Indians LandsProblems. COURSE, OUTLINE, - CONTINUED B. Calling of the Constitutional 4)Convention. Courts GOAL 1: FOCUS THE STUDENTS, WILL, IDENTIFY BATA TO &MORT OBJECTIVE THE HYPOTHESESDURING THAT TUE THE, EIGHTEENTH BRITISH COLONIES,CENTURY. LEARNING ACTIVITIES, GREW AND, FOSTERED TEENStRVEY COLONIES. OF THE TaIR.- A. Thethirteenthe students development colonies. will ofexamine the theres,;arch,Have founding thirteen and and teamsthen development presentof students a ofbrief eacheach report colony.select a celony, conduct to the, class "on 2. majorOnShow an outlinesettlements,the filmstrip, map, ofand theThe the 13Development major colonies, geographical oflocate the Thirteen Colonies, SVE, each colony,features. willicangroundintroductionNote: serve, Revolution: to as, the anor Amer back- For This section Drawthetimeline, a.settlement timeline have, date encompassingstudents of each. place thecolony. the years major 1600 happenings, to 1760. On the including America,haveservethose bad. as thisColonialstudents a review. will who activity.period.Have students read and/or discuss an overview of the Any U.S. history textbeek'would be adeivate for this colonial Thethe Students colonies.population will growthexamine' ol . Negro,colonies.Userepresent reference etc.) the material different to groupsindicate (e.g. population English, growth Scotch-Irish, The students might draw line or bara pie graphs. graph would be in order. Source: The in the To Theth studentsr.! transportation will examine and haveAmericans, students pp. make40-42. reports or skits on the various modes of colonies.communication in the nightbytriptransportation automobile indicateby horse comparisons,today. andand wagoncommunication would e.g. be in insimilar colonial the colonies. to timesa 1,500 mile aThe 100 teacher mf e t. p . transportationDaveShow filmstrip,students constructand From communication. Horseback models toor Jet,draw posters of colonial Life. Thethe students colonial will economy. exami . rightDiscuss be helpfuland/or' toread divide about the economic colonies life into in theNew colonies.England, It 1 Middle, and Southern. FOCUS OBJECTIVE. OTI an outline. Eap of the colonies indicate the areas where LEARNING. ACTIVITIES Eavepediasandagricultural the the and. areas students some, products fromCwhich U.S.write are,history anmajor raised,essay textsexports on where wouldthe originate. growthindustry be good and isreference prosperitylocated, here. (Encyclo- ofto theevidence(Note: have British the to students colonies.indicate place that datathe coloniesinto various grew categories.)and prospered. this latter exercise would present an ideal opportunity Or the students might compile a list GOAL 2: GIVEN INF. l':ATION ON THE DEVELOPMENT 07 COLONIAL GOVERNT, THE STUDENT WILL GIVE EXAMPLES OF COLONIAL, SELF- GOVERNMENT. COLONIAL GOVERNMENT FOCUS A...The students, will examine examples, of government in OBJECTIVE. 1. electorate,Review with ,class the andterms: separation of power. LEARNING ACTIVITIES executive, legislative, judicial, Colonial. America. AssigncolonialHave students severel government. readstudents about to and research discuss some the oforganization the paliticnl of reportsToleration,Burgesses,developments to Fundamental,Ordersclass. Greatin the Law colonies, of , of.e.g. , Mayflower. and then Compact, present houseAct brief of. of Instead of straight reporting, the students Haveartisticmight students conduct talent conducta mightrole-playing adraw mock posters meetingsituation or of cartoons. ofthe those House with of Bureesses, some withthebudgetdiscussion thepower year.colonial of might the governorpurse.be the salary making of an the appearance. governor for the next At this point the teacher might mention the concept, The topic under pp.howThe these57,58,83,326-27,students changed should over beis the, awarea good years. of source. colonial voting requirements and Discovering American History, Have the students, discuss The students will give 1. Atthe this; reLsons point why it theremight werebe advisable certain forrequirements. the teacher to explain government-examples of colonial sel woulddevelopedinthe che Britishbe 17ththe between formationandpolicy earlythe of English of18thmercantilism the centuries. Counciland various and for subsequent Newcolonial England, governmentsconflict ineluding that A good exemple of this AnotherpresentEdmundtrial, earlyAndros, thefrom materialconflict theand. pointthe. inwhich Charterofform viewmight of Oak a.of be Story.lecturegovernmental included or is,student conflict. the Peterreports. Longer The teacher might FOCUS OBJECTIVE, LEARNING ACTIVITIES 2- mentcolonies-Have instudents the South, read townshipabout and government discuss local in, thegovernments Middle Colonies, in the. Include:the Town Meeting, county govern- 3. mightNave.and "frontierselect Che class the democracy." topic(s)conduct a. under New Englanddiscussion Town byMeeting. the meeting. The student Discussion b.a-Questions: Whyextent?Who didmanaged the coloniststhe local developmatters thein theconcept colonies? of self-govern- To what c. ment?intoInWhy? what conflict? area did the. British and colonial governments come Vhat form, of government developed on the frantierl e.d. WhatNavigation.EnglandWhy washappened notcommerce Acts?rigidly when so there enforceimportant was the a to conflict17th the. century. British? between. Trade. the and British Why did f. Whatcolonists?andgovernment? colonialwas the feelinggovernments? of the colonists in the area of local. In the area of empire? What was the reaction of the GOAL 3: THE STUDENTS W L EXPLAIN THE EFFECTS, OP THE-. UPON TEE FRENCH, THE BRITISH, ThE COLONISTS. RIVALRYFRENCH INAND NORTH ENGLISH AMER- FOCUS A. The students will descrlba 1.the background events, of OBJECTIVE IndianHave the War. students, read, about the background of the, French and Again any U.S. history text LEARNINGwould suffice. ACTIVITIES ICA. the French. and Indian Wa theHave areasoutbreak the studentscontrolled of the tndicate French.by the. on andvarious an Indian outline Wan map ol North America European powers, prior to NorthReview Thericawith.1-05315,11.', students or show French film, C explorationsFrench Explorations and land in claims, the New in World, . 1713],wars.Have the(King and students, KingWilliam's George's make War a War[1689-1697],list t1744-1748].) of the firstQueen. three Anne's intercolonial War [1701- After each conflict, thcHaveWhyindicate Englishwasn'tthe students,the acolonies, lastingvictor make and peacein a. Americamajor chart attained resultindicating, and. with the(e.g. theseFrench territorial wars.?colonies changes).in a. comparison between America- . Refereconomy,Categories to thegovernment, for outline this comparismmaprelationships of. Forth may include:Americawith Che (Activity Indians, #2) etc. and have population, location, intostudents conflict. make note of _areas where French and. English claims The teacher should "lead" the studeats to focus came . 7. Discussionin on the Ohioa.Questions: River Valley. WhyWhat was did. this the. valley French important governor to Dienville the French? do to insure French to the English? c.b. Whatthis,ownership areEnglish claim? some of colony alternativethis region?claimed courses (See.ehis region?Historyof action of Ourwhen U.S., two nationspp. 92-98) On what basis was line.'Have theof thestudents: background write of a thesummary, French outline, and Indian or constructWarWas to.claim this 1754. a.the the same only land? course of action under the circumstances? What was done in. the Valley? time.- FOCUS B. The students will examine the French and Indian War. OBJECTIVE Show film,strip The FrenchFrench andand IndianIndian War,War, CTA.t1-05360, 11',C, -.LEARNI7G. ACTIVITIES or film- 3.2- Studentsliave students might doread reports about orand/orFrench projects, discussand Indian the War,major events of the AsNiagara,ambush. forts, near FOrtwere Fort Ticonderoga,so arpesne,important Albany. CrownduTing Point,Plan this of periodQuebec, Lnion, of Battles,and history, Montreal. several on the following: Braddock's at. Fort DiscoveringDiscussstudents the might AlbanyAmerican construct Plan History, of. a scaleUnion. pp. model76-79. of a fort. An excerpt of this appears; in willanthatthe idealbe. thenear opportunityAlbany future. Plan forwas cartoonrejected, interpretation but does have by implications the students. for The cartoon draum by in. 1754 presents Perhaps some students: might predict what this Point out to students wasadjustDiscussterritorial Florida their the termsceded outlinechanges. ofto mapstheEngland? Treatyof North. ol ParisAmerica (1763). to illustrate the What part did play in the. treaty? Uave the students Why C. The students will explain the effects of the French . upRafering a chart: back to the Treaty of Paris (1763), have the studel 3 set participants.and Indian War upon the. Ehgland F. ance ! 13 Colonies '. Discussion Questions: LossesGains. 1 b.a. WhatAnother effect participant would. France's in the warlosshavegain was. oforupon. territorythelose? theIndian 13 incolonie0 North America What did he . FOCUS OBjECTIVE LEARNING ACTIVITIES d.c. WhatWould1764France effect England's= outi130,000,000 wbuld, of theattitude England's picture? toward growing the debt.colonies (1754. = k73,000,000; have upon the colonies? Why or why not? change with Could the e. stylesIn what ofways those did livingthe French, in the. and colonies?this Indian. debt? War alter the life make the colonists partially responsible, for Why or why not? payment GOAL, FOCUSGIVEN AMERICAN AND. BRITISE INTERPRETATIONS OBJECTIVE OF TEE CAUSES OF THE FERENTIATEAMERICAN BETWEEN THEM. REVOLUTION, THE STUDENTS, WILL DIF- A COLONIALCHANGE IN POLICY. BRITISH A. The student will suggest alternativeaction the courses, British ofmight BackgroundIntroduce period,this period P1-05748, with the film, LEARNING ACTIVITIES or the sound, filmstrip, A Prelude American Revolution: The to take in 1763, budget,including:Discuss:Independence, need the foxsituation SVE.... a standing, between England England's rising debt, desire for and. the 13 colonies in 1763, an English, balanced Havethe theAmericanBritish students governmentcustoms (entire, service. to class raise army in the colonies, new waysfor revenue, and a tightening up of ofhaveTocourses each.carry the alternative. studemtsthisof action activity point the. further, outBritish the aftermight take to solve considerationsor by groups) and consequences alternatives are listed, suggest various their problems. partFrom.coursethe 1,AmericanSubjeet ofpp. action 60-65. tocolonists. Citizen,would be "Themost Makingbeneficial of to. the British, Finally, the class might suggestAn excellentwhich, source for this activity is. the American Revolution," to, England'sTheaction. students new willpolicy examine in whetherToandParliament follow-up the these Stamp activity(1763-1765). actions:(Proelamation Act, 1765)V..3 above,match discuss of 1763, the Then ask the students to determine laws passed.Sugar by Act 1764, ofHavesuggested War the (1763-1774). students, earlier. read about the steps leading any one, of the courses of action to the outbreak ActedStudents crisisto the or isclass groups,in. Theon theseofAmerican students events. Revolution, AEP, may work on reports to be present.-A good source for the.. Stamp pp. 16-25. towardtheThe Britishstudents revolution, action, might begincolonial to constructreaction, and importance e.g: a chart at this time listing as: a step FOCUS OBJECTIVE continued LEARNING. ACTIVIT1EL StampPassage-of Act (1765) theBritish Action ofFormation Liberty, ofriots,Colonial the Sons,. Reaction The BritishImportance yieldd ofActPatrickboycotts, Englishmen. Congress, Henry, speech Rights Stamp by fromEngland.theto pressurethiscolonies never bothand healed infrom The wounds Williamsburg:ShowThis film,chart Winningshould The Story be of Our.Independence #1-40089,updated 34', as the material is covered. BW, or . Have several students conduct a role-playing a Patriot, b1-40087, 36', situation. C. IV,playingset(Tories) ofB instudents, situationthe and the will theother course, outline. assume the studentsrole. of Englishmen.mayset select American patriots. any of the areas under In the role.- or Loyalists Cme . otherBostonstudentsHave students, someMassacre to students write toas doit researchthe would a newspaper story complete same for a colonial appearthe Boston. in a. BritishMassacre. newspaper.with headline of the newspaper, and Ask several . ShowtheHave Boston. the.the studentsfilmstxip, Massacre. interpret 'sMassacre and Propaganda, CTA, cartoon engraving, of or film, .10. Diseussion Questions: John Yankee:a. What is a massacre? and the Boston Massacre, #1-12772,2W, SW. C.b. WhatWhy didorwas why Samuelthis not? event Adams called hope Was the Boston Massacre a massacre?to accomplish by calling this, a massacre? a FOCUS OBJECTIVE LEARNING ACTIVITIES e.d. WhatBritish?Didmassacre? did :ailing the this Explain- Whom did he wish British do to event a massacre to influence? Why? have any elfecr upon the f. WhatBritishBostoninvolved effect demandtroops, in did the be in thisBoston. event Massacre.?done have with the,Boston? their own soldiers, soldiers.upon the stationingWhat did the who were citizens of of 11- Show film, g. ities?dayCompere happenings, circumstances Any differences? e-g. Kent , and effects, of urban. riots. this event with Any similar- modern- 12. Discuss Annapolis,Tea Party , and the Tea Act and The Boston Tea. King George, the subsequent Party, 11-31089, 30', tea perties at. C; or filmstrip, Boston, Gn 13 Discussion a.Questions: After the repeal retain the tax on tea? of the Townshend Wilmington,N.C., and Acts, why did the Charleston, S.C. British d.c.b. What What roledid was the didthe colonists tax on tea? purpose ofthe the British Tea East object to in addition Act? to paying the e. What were the effects Actgovernmentevent? in British today? and What is a monopoly? ColonialGive examples. relations? of these events Do businesses India Company surrounding the Tea apply pressure play in this to 14. The students, andsituations American and do viewpoints expressed.after research, some role-playing, may write a script of Suggested situations:having both the numerous British c.b.a. AmericanSeveralParliamentBritish colonistsBritishEast to India pass the Tea Act.citizens discussing meetingCompany to applying plan the thepressure tea parties. to members of Tea Party. FOCUS OBJECTIVE, d. An American. patriot (rebel tethe British) discussing the LEARNING. ACTIVITIES e.f. Members,MemberseventsIntolerable olofof thetheParliament Acts Firstpast with decade.Continental reactinga. loyaibti(tery to Congress the Declarationsto discussingan American of the colonists)Rights 15. Have the students complete the chart Lookingstarted at in the acttvity chart asA. a. whole, conduct a. debate;and Resolved; Grievances; sent to them by the. First , 16. Thefrom colonistsStoryBritish ofShow control. awere Patriot,films, justified Give #1-40087, Me in Liberty, declaring 36, C.#1-12762, themselves 20, independentC, or Williamsburg: 18.17. Assign severala student students; to report to onread the and exploits report.showby Kenneth film,Paul ofon. Paul. Roberts,Oliver Revere'sRevere Wiswell, and or Ride,Johnny #1-05178, Tremain, 11',BW.by Esther Forbes. GOAL 5: GIVEN. AN ACCOUNT 02 THE BRITISH AND AMERICAN VERSIONS OF LEXINGTON AND CONCORD., TEE STUDENTS WILL MAKE INFERENCES. DIFFERING VIEWPOINTS FOCUS A. The students will examine OBJ1CTIVE :\BOUTI. THE ACTUAL EVENTS. View film, Shot Heard Round tbe World, V1-31102, 32', C; or LEARNING ACTIVITIES OF HISTORICAL EVENTS. ofseveral Lexington different and Concord.version. DaveRevolution:Le.xington students; and Aread LexingtonConcord, several fa-31091,Family, written #1-13774, accnunts27', C; or16'.of Dawnthe eventsof the atAmerican Another"TheTheseLexington, American maysource be and found.isRevolution, Concord, From in Su'Aect Discovering both. 1775-1783," toBritish Citizen, American pp.and 'The143-148;American History, Making andversions. Unitof 151-162. the. II, studentsStudiesAmerican in. toRevolution," Americanconsider, History, asPart they 1, Vb1 readpp. 1, 9-15.thesepp. 59-63, articles, and 6,6-72. whether or Also, Selected Case Ask . AEP,interpretationsthenot facts. thepp. accOunts26-51. of tnterpret Lexington the is battlesfound in. or Theif theyAmerican only Revolution, report Another excellent source for readins on different 3. Discussion b.a.Questions: WhatHow doeffects; the authors would ofthe the British articles articles reveal have their upon opinions? American 4. otHave Lexington. the students observe several selected readers?paintings Visa of the.versa? Battle Discovering American Histnry, Unit II, "American American.RevolutionSelected"The Naking Heritage, Case1775-1783-" of. Studies Vol. pp. in,X, 148-151.(August,1959)American. History, pp. 60-64 Vol. and1, pp.82-84. 64-65. As the. American Revolution,' Part 1, pp. 4-7. From Subject to Citizen, Minutemen?theythe changestudents, in thestudy different. the pictures pictureS? have them note which are. the, What is,expressions, happening andto the.poses British the Minutemen soldiers? have? Tb the How versionsinferencesThe, student of Lexingtonabout will themake and Discussiona- Questions: LexingtonEach of therepresent artistic a point interpretations, of view.. of the events at Why do artists differ Concord. 12. in what they emphasize? FOCUS OBJECTIVE, LEARIIIIIG ACTIVITIES b.c. WhyCanover are a or worksome omitted bidetails art in ever another?brought be used out in one painting andto getclouded at the, truth? Can e.d. DointerpretationsIfthe you you illustrations think want itto is findof possible beany out called value the truth tointerpretations? tell aboutor are an they event simply without misleadiag? about an event, are f. fromyouHowinterpretating to couldthe use: articles knowing it? it? onthe Lexington Illustrate your answer with examples reasons for an interpretation help and Concord. from written.KeepingHave the instudents mind who review wrote the them articles and for How might the writer and the readers read in Activity.whom A., 2. the account was of each article Haveaffect the the students waya. the completestory. of. the Lexington following written List the details on which. the British and. was told? exercise: agreed. b.c- theForLook one.each closely whichdetail at you aboutthe consider details which thetheon most whichaccounts accurate. the disagreed, accounts disagreed- select happened.selectedUsing the at in detailsLexington.. step "b", you constructfound in stopyour "a"own andaccount the detailsof what . you The,truth student finally has beennow joinedachieved? the ranks of a historian-Why or why. not? Das the . . eventBasedto determine uponcould his have who,observations been was, avoided? wrong, in VA,in whatthe way,student, and howshould the attemptentire

13 ,. GOAL 6: FOCUS THE STUDENT WILL MAKE HYPOTHESES OF WEY TEE :OLONISTS DESIRED OBjECTIVE INDEPENDENCE- LEARNING ACTIVITIES DECLARING INDEPENDENCE, A. The students will. inves- claringtigate reasonsindependence, for de- 1. discuss19',Show C;film, theseor filmstripDcolaration pbints: Spirit of Independence of Independence, by the SVE. Colonies, q-12813, Now important were the Coercive Acts? For the film WhyInof didDiscoveringthe thawar Battle as seenAmerican of inLexington the History, filml take Unit place.? II "The American Revolution What was the cause Discussionpp.Indepencence." 102-106, a.Questions: read "Thomas Jefferson and the DeclarationWhat did of Jefferson want the Americans to do in 177.6? c-b. Whydraftindependence?Did wasCongress survive jefferson appear the givenfinal unanimous; thevote job on in ofthe acceptingdrafting Declaration? the.the idea DeclarationExpla4n. of Did all the points in Jefferson's original d- mostthe.Afterof independence?Americans Declaration. reading orthis the of selection, thoughtsIndependence of does onerepresented itman? appear ideasto held by you that Read. "Thee. Drafting. of Che Declaration: John. Adams'AmericansHow Account," do Jefferson's considered. beliefs important? compare with what colonial Discussion.pp. 106-107 a.Questions: from same source as above. drafting,What points the does Declarationl Adams make about. Jefferson's part ir b.C. AmericanTorolelAccording, what extentfeelings? to Adams, does thewhat Declaration was unique seemabout to Jefferson's represent Do you have the same opinion after Have the student read an account, of the, Declaration accountreading.of Indepen- inthe activity Adams diary #2? that you had after reading the Explain. 14 dence. Points to consider: What the Americans, were. protesting. FOCUS H OBJECTIVE LEARNING ACTIVITIES Americansindependence,Why. the areAmericans not that subordinate shoulda system want toof toGreat.government revolt. Britain, should to bedeclare changed, Who decides: that . willwhogovernmentbe haspaidmake final andtreaties to tosay live? whom, amongwith who foreignthe will thirteen protectnations, colonies, American under whathow shipping, taxessystem will whoof And by what authority? Discussion.b,a. Questions: HodBritainIn general,do the, in the. specificwhat Declaration are grievances;the changes of Independence? listed made againstin. the DeclarationGreat c. Americans-offerAfterdefinedviolate the thein grievances, therights firstfor of declaring twowhatman paragraphs? orfurther the their role reasons, independence? oi government, did. the d. DeclarationAdamsJohnIndependence Adams have thoughtheldcan was you,this that"too tellopinion? Jefferson'spassionate." whether Adam's, Declaration. opinion ofwas valid? Now that you've read. the For what reasons might e.f. VhyWhatdeclarationEaplain. cat! did the Franklin Declarationof war? mean ofwhen Independence he said, "lf be weconsidered all don't a 6. Conduct a debate, Resolved: hang together, most assuredly we will all hang separately?" That. the Congress should detlare Nakingnei;ativeindependenttnat theseof andthe states. United affirmativeAmerican Colonies Revolution," is From.are and Subject partof right 2,to pp,Citizen, ought 68-69. to "The be free A good source for statements of both the and bilityhaveconservatives several of signing students in thea mock Declaration,play discussion roles of radicals,or debate moderates,over the advise- and . 15 FOCUS, OBJECTIVE LEARNING ACTIVITIES, Commonlution,In Discovering Sense by. AmericanThomas Paine." History., Unit. 2, "The American Revo- pp. 124-125, have students read a 'Selection from Discussion b.a.Questions: AccordingDoesin thePaine British tobelieve Paine, Empire that why orit.was to, wasGreat stand America's Britain alone destiny interested to remain, in Why? d-C. DoesAmerica?What Painedoes Paine,thinksuggest any ofnew Great reasons Britain's for the right Revolution? to rule '. pendence.colonists,hypothesis,The students desired. of will why maketheinde- a testing.beenReview proven with butstudents that isthat assumed a hypothesis to be true is for the sake of an idea that has, not gzZ\D 2. class,causesNowthe that American committee,of thethe student AmericanRevolution, or individualhas Revolution. examined ask them level. and to formanalyzed a. hypothesis the about This can he done on a(n) causes of

16 GOAL 7: FOCUS THE, STU .S,NTS WILL IDENTIFY THOSE FACTORS WHIOH OBJECTIVE NTRIBETED TO WIMING THE AMERICAN REVOLUTION_ LEARNING ACTIVITIES, COLONIESCOYSARISON AND OF THETHE, A. The studnts will compere the strengths and weak- . ican.Read and/orColonists discuss and thethe: British. strengths and weaknesses of the: Amer- BRITISH. andnesses, British. of. the Colonists 2 .Have the students compile charts: American Stren ths American. Weaknesses British. Strengths British Weaknesses pastfighting,Include experiences such unanimity categories of soldiers, or lackas leadership, ofoutside it, financial assistance, reasons, resources, fox location fighting, manu- ol a. hettexfightinging,facturing, fighting chance and troop homeof style, winning turnover,fronts. length 'on At navaltheof supplyonset strength ofline, the or attitutes conflictweakness, who on train- h.aid nefonii vnur answei War strategy, Thethat, students the strategy will indicate used by . ofUting the aBritish histou andtext of have the theAmericans: students was find in theout Revolution.what the strategy byforcedthe the colonists nature upon theof was British.Americans, largely . Havethe aBritish class discussionand. Americans in whichin the pupils . discuss theWar. strategy of Be sure strategy. .1:aye students-depictcenturythey understand style war. thisthe problemsstrategy uponrelated an outlineto: the map:strategy of the in 18th 17 colonies. FOCUS OBJECTIVE LEARNING ACTIVITIES . Americanuniforms.Assign some Heritage. students Book of the This might be done through report on fighting, Revolution. library research styles, weapons, or or . horns,weaponsSeveral artillery such students as, projectiles,Words, might pistols,make models rifles, poleor drawings arms, powder- of Revolucionary Aand field other trip cannons. might be arranged Source, Revolutionary War howitzers, formotars, several field or all students Weapons, Colby. pieces, to Discussionvisit Donnin's a,Questions: Antique Arms and What do we mean by defensive Gun Museum in North warfare?Miami. Who was usually on c.b- howWhatorthe the did aredefensive Britishl weapons the disadvantages duringdetermine the the Revolution,of beingstyle on of the fighting? defensivel the American colonists Winning the. War. antaryThe overview studentsphase of willthe.the mili-war.examine 1. wouldHavetextbook"lhe alsothe Anerican studentsserve account theRevolution," readof the Discovering military purpose. pp. 132-;38. phase of the American.American Revolution Histoa, Unit 2, Any U.S.history 2. Have the students compileBattle Locationidate a battleVictor chart: Significance 3. glow films, Soldier of. the. Revolution, #1-12820, 15°,C, or 4. ofAssignValley the Revolution.students Forge, #1-12822,to research 14°, several BW. of (Bunker Hill, Trenton, Saratoga, Kings the military highlights 18 Mountain, Yorktown, etc.) FOCUS OBJECTIVE H5.. panelDiscuss of studentsthe Battle. might of Saratoga LEARNING ACTIVITIES research, this topic and in some. detail. leadPerhaps the a BritishEitherdiscussion. three-prongedby means of an outline map or transparencyplan of 1377 (Burgoyne, St. Leger and trace the CIA,ShowHowe) orthe to American filmstrips,.Freedom'sdivide theRevolution, colonies. Guidance Associates.Pledge, SVE, or Summer Soldier, . Discussion a.Questions: Whatto carrywas Burgoyne out, his assignedassignment? to do in 1777? Did he attempt c.b. carryWhatto carry was. wasout outSt.Howehis hisLeger assignment?assigned assignment? assigned to do in 1377? to do in 1777? ExplainExplain what what happened. happened. Did he attempt to Did he attempt d. theyhaveWhat didhappeneddoes at thethis Saratoga? Americanin indicate other colonistsbattles do to stophadabout theGeneral Americansthe colonists? EXplain what happened. What would acted as Brugoyne? f.e. icantWasExplain.Could the loss thecapture toBritish the of colonists? Philadelphiahave averted a defeat at Saratoga? Do you think Generalby Howe's General Howe a signif- g. havethe.Whyactions did Britishupon helpedthe the Frenchdefeat orAmerican hurt. the. atcome Saratogal to the aid of the colonists afterdisadvantages and. British advan- British cause? What effect would this Explain. '9. Repeat activities 5 and 6, tages? substituting Yorktown fox Saratoga. 1 . orShow Williamsburg film, Lafayette: in. the. American,Soldier Heritage, of Liberty, #1-12461, 16', 111-12799, 201,C. BW, 19 FOCUS OBJECTIVE LEARNING ACTIVITIES 11, DiscussionCornwallisHave"The. the American students on Yorktown Revolution," read. yestions: andDiscov,Iring . American History, pp. 138-142. on Yorktown. These axe accounts of Unit 2, b,a. AmericansInYorktown?According defeat, and towhat French?Cornwallis,what was Cornwallis caused the British attitude toward. the. defeat at d.c. outeomeDoWhatthe Cornwallis feelingsBritishof the battle.? defeatanddoes Washington atWashingtonagree Yorktown.? express when, Explain. on the reasons for the he writes about The end of hostilities D. The students will. the terms ol the Treaty examine 1. orShow filmstrip, film, American.e, Benjamin Why did, the British Revolution: Franklin, Guidance give up the fight after The Postwar Period, Yorktown? 111-05149, of Paris - 1783. 2. AfterRead someand/or research discuss on thethe topic,Treaty ofhave Paris, several - 1783. Associates. confuseSpain.delegatesa. role-playing and the fromHolland issue.) the, session of were also participants,UnitechStates, but England, the peace conference and France- that would representingstudentsonly conduct the (Note: 5.4. UnitedHave the, States. students locate on a map the boundary lines of the 6, Discussionconference.List the gainsQuestions: and losses of each nation, involved in tbe peace b.c.a. WhichWaseffortsDid. the azxetmentsFrench treatyin the gains aRevolution? justwould from one? the treatyplease outweigh most Americans?their Explain. Which military 20 d. wouldDid displease.the United States some Americans? honor all the provisions of the FOCUS OBJECTIVE LEARNING, ACTIVITIES e. Did.treaty? the Americans, accomplish what they fought for? Explain. Explain. WhyDiscusslargest were the. theempixe following:colonists the world able had to known?defend themselves against the Why did the American Revolution. succeed?

21 GCAL 8: FOCUS GIVEN INFORMATION. ON TUE CONFEDERATION PERIOD, THE, STUDENTS OBJECTIVE NEW GOVERNMENT, WILL DLIEMINE SalE OF THE REASONS FOR ESTABLISHINGLEARNING ACTIVITIES DISUNITEDPROBLEMS OF NATION, THE YOUNG, A. The students will identify facedseveral by ofthe the United. problems States: 2.1- HaveShow the the students film, The. read about and/or of discuss the United the States,Confederation #1-10232. Revolution.following the American Discussionhasthis,Period an however,excellent(1781-39). Questions: From account Subject of theto Citizen,Confederation. "We the period. People," Any U.S. history text would be adequate for pp. 17-2 b.a. WereHowWhatfollowing did. theywere the successful?some the. Americans ofAmerican. the problemsattempt Revolution? tofaced solve by thesethe United problems? States Explain. imericansactivityNote:Commencing 13-#8,Chapter Thewith 4, Thedisorder82 conceptof The and Americansto twopresent drawings is to the on students a. picture of a traffic jam representing page 72 of the workbook. here is eisorder. On. page Abasispp. textclass 82-89, ofwould setinstruction. will ofbe thisideal,be the whymovesuggestionhaving wetheir need the chairs. is order.students to arrange take the a seatdesks and in disorder The: point to get across, to the students is requesting that they not or haphazardly, Another wouldthereadditionhowever, suffice. is ato workbooksingle the text copy In 4. WithoutThe(the next. teacher's, Orderl" lesson, manual"What Wouldhas, theYou. script Do If presents,, a. recording from The, Lord Of The Plies which may be read toYou, the Were in a Place and a teacher's manual Introduceorder.students.) the term, dictatorship, and ask the Here the students should suggest ways to, attainstudents if they wouldrevolt?Asksession thelike withWhy?students, to a.live student, underif they arunming dictatorship.lived the under class; a dictatorship would they as a dictatorship.Conduct a. role-playing Havedecisionthe the words students making government read.in a dictatorship,pp.and 85-86,democracy. from. in, The. Americans. Discuss: thea difference:democracy. in Define . . 22 Both democracies and dictatorships attempt to keep order. Have FOCUS OBJECTIVE LEARNING ACTIVITIES Speeches:whichworkbook.the students represents read athe dictatorship speeches; on and page which 78 of represents The. Americans, From these five excerpts, the students are to identify a. democracy. d.c.b.a. "We'Your"The"If the Ipeople leaderan people. elected..." of has this:of increased Starike, country thedo..." want,.." size. of..." inDefine The Americans.the e.word, constitution. "It is ordered. that..." The point of this lesson is that if the Have students read pp. 88-89 thewhichbestudents givenpeople a government todisliked themselves. a government disorderoperates ot andunderinsure dictatorship, is order. a constitution, then forged by The guidelines power must 10. Have students role-play some of the!take Confederationsituations a class oflist andthe of discussConfed- the weaknesses the effects found of each.in the weakness. Articles of ference,somethingstateeration line, Period thein NewAnnapolis (e.g. York, a Shay'sConvention,farmer Rebellion,bringing American his the, producerepresentatives Mount Vernonacross Con- a. citizen from attempting.to purchase a updelegatesfrontiersmenattempting their Westernfrom to discussing securea particularland a.claims). the.trade stateIndian agreement discussing, problem with in. England,whether the Northwest, toa groupgive of ,11- You12. mightShow playthe film,a. simulation ,game, at this #1-12479,20', Disunia,point. Interact BM. or 1787, Western Behavioral Sciences. Suggestion, tionalCalling Convention. the Constitu- FOCUS B. The students will propose OBJECTIVE 1, Have the students compile a chart listing LEARNING ACTIVITIES all the problems of Constitutionalreasons for calling Convention, the whetherthe Confederationit was Solved period.or not. Problem List not only the problem but yes Solved no also ,. abe.Ask strong solved.students central to suggestgovernment based upon democratic It is hoped the students will any ways, the problems listed above might sugtest the need for vention,DiscussConvention. thei.e. immediate the Mount steps Vernon leading Conference to the Philadelphia Con- and the Annapolis principles. growthandHave callthe of studentsforthe aConfederation strong write central an Period. essay: government, was a natural out- The Constitutional Convention . Show film, America's Foundation of Liberty, #1-05374, 11',C. Note: Consititution,The Quinmester purse, Our Federal nd a. study of our federal Government, gove. nment. . deals with the Constitutional Convention, ratification of the MATERIALS: 1, Kownslar, RecommendedAllan O. basic textual and : and Frizzle, Donald. holt,B. Rinehart and Winston, other materials: Discovering American History, "Unit Inc., 1967. II, The American Revolution." Graff,EDC Social Henry F.Studies Curriculum People", The Free and. the Brave. (simplified. Cambridge, : Program, From, Subject to Citizen, Education Development edition.) Chicago: 'Making of the American Center, Inc-, 1970. Rand McNally and Company, Revolutioe and "We The 1967. King,By. the Fred Staff M.; of Barlow, the Social James; Winston,New York: Inc., 1970. The. Free and the Brave (regular American Heritage Publishing, Studies, Curriculum Center edition.) Company, Incorprtated,Carnegie-Mellon Distributed University. Chicago; Rand MONally and. Company, The Americans (slow learners.) by Holt, Rinehart, and 1967. Schwartz, Melvin: O'Connor, Laidlaw Brothers. Publishers, John, Eibling, Harold H- Exploring American History (slow 1968. . History of our United States learners). (simplified and regular. editions). Oliver,Sandler,Caughey, DonaldMartinJohn W.; W.W.; Franklin,and Rozwenc, Newmann, Fred N. Jonn Hope; EdwinMay, ErnestC.; Martin, H. Edward C. The American Revolution: Land of the Free. The People. Make a Nation. Benziger, Inc., 1971. Globe Book Company, Allyn and Bacon, Inc., 1971. . Incorporated,1968. Coh)CZ 2. Alternate student and class American Education. Publications material; (4EP), 1970. Crisis of Law and. Change. Middletown, Connecticut: Coronet,Coronet,A. Films: Dawn of the American French Explorations in. the Revolution: A Lexington Family, #1-13774, 16'. WarnerColonialEncyclopedia.Coronet, Bros., Williamsburg, Britannica, French and. Indian War, #1-05360, Sons of Liberty, #1-12821, 18', Williamsburg: American Revolution, #1-12800, New World, #1-05315,The 11', Story C. of a. Patriot, 11',C. 15',C. #1-40087,36'C. TEC,UAA, JohnGive. Yankee:He Liberty, john fi71-12762, Adams 20',C. . C, on Heydon Solomon. Johnson-Hunt,McGrawWalt Disney, Hill, Lexington.andTheShot Boston heard. Tea RoundConcord, Perty the World, and the. Boston. Massacre, , #1-31089, 30',C. #1-31091, 27',C. #1-31102, 32',C. #1-12772,20',BW. EncyclopediaChurchill,Colonial, Williamsburg,Soldier Britannica, of the. Decision Paul Revere's Ride, DeclarationRevolution, of Independente,by at Williamsburg, #1-12817, 20' #1-05378, 11', BW. #1-12820 the Colonies, C. 1)1-12813,19',C. Materials continued: TFC,McGraw Hill, Winnidg Our Independence, , g1-126.22,14',BW. 41-40089, 34',BW. EncyclopediaColonial Willaimsburg, Britannica,Britaunica,Hritannica, WilliamsburD in. the, AmericanGeorgeConstitutionLafayette: Washington, of the #1-12479. U.S., 41-10232. Soldier of Liberty, Heritage, 11-12461, 16' BW. #1-12799, 20',C. B.CIA, Filmstrips: AmericanAmerican. Revolution:Revolution: The. PestwarBackground. Period, Period, 41-05748, 41-05749. FrenchDutchThe Develop:Dent and Indian of War, the Thirteen English. French, and Spanish Critical Thinking Act:'ities, Colonies, Society for Colonists, Society Visual Educationfor Visual(SVE) Education (SVE) TeaMassacreAmericanKing PartyGeorge. andRevolution, and and.Propai!anda, King His Georae, Guidance.Golonies, CTA, Associates.CTA. (CPA) 41 LoyalistsA SummerSpiritPrelude, Soldiers,of andto. indenendence, IndLpendence,Pntriots, CTA, CTA. SVE, SVE.CIA. C.Benjamin.Freedom's Franklin;Pledge, SVE. Symbol of the, Games; American Revolution, Guidance. Associates. . Disunia,1787, Interact. (21st Western Behavioral Sciences; (Events century paralleling the problem of sovereigntY leading up-to and including duringthe Constitutional 1781-89.) Convention. . Roberts,Bartlett, Paul Irving,Supplemental. M. et al. Teacher Resources: Review Text in United States A New History of the, Lnited history. States. New York: New York: Amsco Publications, 1970. Holt, Rinehart and Winston, Inc., 1969. 4, Colby,Cattan, Carroll. Bruce,Supplemental ed.Revolutionary Student Resources: The. American Heritage Book of War Weapons, New York.: the. Revolution. Coward-McCann, 1963, New York: American Heritage Publishing Co., 1958. 1 Materials continued: --American Heritage, Volume X. August 1939) H Garner,Forbes, Esther.William E., Dudne and White, William,Boston: lhe :olericon Revolution, Nem. York: Johnny lreL;ain. Allyn and Bacon,Beery, Inc.,Robert 1969. W., and Olson, Jones R. Boston: :ioughton Mifflin, 1943. Selected Case Studies in American 'History, Volume 1. Benziger Brothers, 1968 Howe,Gross, john Richard, R. Jr.', and ed., Madgic, The Rolc!Robert of F. Idealofy in the. Az:Icricen Revolution, N.Y. Educational Pulications, Inc., 1971. From Colony to.Confederation: 1600-1787. . San Francisco: Field . . Jiolt, Rinehart and Winston, 1970. Labaree, Benjamin W. The Road TO Independence 1763-1776. _ _ _ _ . New York: The :lacmillan Co., 1963. Madgic,Main,Langer, JacksonRobert Howard F.T., J., ed.. ed. Rebels vs. Royalists. _ _ Robel vs. Tory:The. American Revolution, Washington, D.C.: Civic Education Service, _ _ The Crises of thc Revolution,New York: 1773-1776. Scholastic Book Services, Inc-,1966. Chicago: RandInc., McNally 1966. & Co., 1968. . SocialSquire,Roberts, ScienceMarjorie Kenneth. Staff J. of the Educational Research Council of America- and Bacon, Inc., 1971, Oliver Wlswell. British Views of the American Revolution. New York (Garden City): Doubleday, 1940. Boston: The. Challenge of Change. B.C. Heath and Co., 1965. Boston,: Allyn