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DOCUMENT RESUME ED 061 142 SO 002 768 AUTHOR Hanson, Paul S. TITLE Social Studies: Forginga Nation. INSTITUTION Dade County 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 (United States) ;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 C=) %AU AUTHORIZED COURSE OF INSTRUCTION FOR THE SOCIAL STUDIES FORGING A NATION 6412.03 6411.0 6416.03 6470.22 FORGING.SOCIAL STUDIESA NATION 6416.035470.226411.036412.03 DivisionPaul of S.for byInstruction Hanson Dade CauntyMiami,1971. PublicFlorida Sthools 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 writtenas a partINTRODUCTION of a total effort to revise curriculum resources,planarequinmester meantinstructional toandadministrative be other neither programs, factors. all-inclusive organizationtaking, intonorof schools. prescriptive;account studentThe butmaterials needs rather., and and characteristics,an information aide to teachers in availablethistoas guidefitthey the ofcontent, study.The teachingmajoçTeachers intent strategies, may of thenthis acceptclasspublication activities,the modelis to,framework andprovide: materials in a totalbroad all framework orrelated draw ideas toof agoals fromdescribed andit objectives,to course incor- andporate learningThe into guide theiractivities, is dividedlessons. and into 4), 1)materials.a broad goalsThe section,first aection 2)a. provides content outline,descriptive 3) objectivesand goal- providesmajororientedor corequisite subdivisions a.information total experiences. picture of for the the ofcourse. theteacher;The conceptcontentThe "indicator's objectives oroutline main idea illustrates,andof andsuccess"learning specific refersinactivities generalbehavioral to suggested terms,section,objectives the prerequisitehopefully, scope for and amentaryplacecategories.: set ofof student givenor inessential learning additionresources. textualactivities.to theThe aforementioned;or appendix otherThe material; maymaterials includesupplementary alternatesection other ofmaterial classroom teacherthe guideappropriate resources;materialslists resources toforand use asupple specific in in four andcourse: sendAnyone toe.g., :having pretests,Social recommendations Studies. readings, Office, relatingvocabulary, Room. 306,to etc. thisLindsey publicationHopkins, isA-1. urged to write them down James!Social A.Studies Fleming Consultant COURSE DESCRIPTION: THEEXAMINE LIERIC.`:N DIFFERENT R;%VOLUTION INTERPRETATIONS IS USED AS OF A THEBASIS AMERICAN FOR STUDYING REVOLUTION. CONFLICI THEkND SECONDCliANGE. HALF STUDT2N1SOF THE CLUSTER: AMERICAN STUDIESCOURSE 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 a thosefew years events, we will personalities, celebrate our and nation's, ideas which bicentennial. focused uponForging 1776. a However,Nation dealsthe historythoseeverRevolution present who which cannotwas many tooknot remeMbertimes, anplace original sinceso the long past,throughoutconcept ago areis of releventcondemned theour world.forefathers, to to the repeatGeorge happenings and it.Santayana it has,As in the certainlytoday'sonce United said world- beenStates thnt equateinturiesconcludes Vietnam. theage, aideologies: whendecadeHistory Britain of seldom waror faced motivatingin repeatsSoutheast tha same factors.itself Asia,agonizing exactly, involved.it is problems. worth and Asitrecalling, youwouldin Americastudy be the aForging mistakethat time, we a two tohaveNation trycen- met tokeep wildernesstroubleanin mindunpopular thattelling warfare, two,war friendly onhundred the notion homefront, nativesyears ofago, from"defensive possible British unfriendly. interventionleadersenclaves," worried Hawks, by abouthostile Doves, a dominopowers, hired theory, mercenaries,anda. distantlittle COURSE GOALS: I. DURINGTHE STUDENTS THE EIGHTEENTH WILL IDENTIFY CENTURY. DATA TO SUPPORT THE HYPOTHESIS THAT THEBRITISH COLONIES GREW AND PROSPERED 2. TEECOLONIAL,GIVEN STUDENTS INFORMATION SELF-GOVERNMENT. WILL EXPLAINON THE DEVELOPMENTTHE EFFECTS OFOF COLUNIALTHE, FRENCHGOVERNMENT, AND INDIAN THEWAR STUDENTS WILL GIVE EXAMPLES OF 4, GIVENTHE COLONISTS. AMERICAN AND BRITISH INTERPRETATIONS OF THE CAESES OF THE AMERICANUPON THEREVOLUTION, FRENCH, THE THE BRITISH, STUDENTS AND 5. MAKEGIVENWILL INFERENCESDIFFERENTIATE AN ACCOUNT ABOUT OF BETWEEN THE THE BRITISH ACTUAL THEn. ANDEVENTS. AMERICAN VERSIONS OF LEXINGTON ANDCONCORD, THE STUDENTS WILL 7.6. THE STUDENTS WILL MAKEIDENTIFY HYPOTHESES THOSE FACTORSOF WHY THEWHICH COLONISTS CONTRIBUTED DESIRED TO WINNINGINDEPENDENCE, THEAMERICAN REVOLUTION. GIVENFOR ESTABLISHING INFORMATION AOF NEW THE GOVERNMENT. CONFEDERATION PERIOD, THE STUDENTS WILL DETERMINESOME OF THE REASONS COURSE. OUTLINE: I. B.A.BritishI)ColonialSurvey VhiteColonial of Population the Growth Thirteen Growth Cclonies 5)4)3) TownshendQuartering,Stamp Act Acts: Act C. Intercolonial3)2) NegroTowns and Relationscities 8)7)6) BostonTea Act TeaMassacre Party D. Colonial2)1) CommunicationTransportation Economy V. 10)9) CbntinentalIntolerable ActsCongress 3)2)1) TradeAgricultureIndustry A.The Lexington2)1)ConflictChangingOn the. Eeginsand Scene InterpretationsConcord Accounts II. A.Colonial1)Components TheGovernment. Governor. of Colonial Government B. Writing4)3) British20th Your Century VersionsOwn HistoryVersions B. The3)2) Thirteen.The ElectorateAssembly Colonies in the British.Empire VI. A.B.DesireThomasJohn for Adams Independence.Jefferson III. A.TheC. FrenchLocal Government, Empirevs. the in British North America VII. Winning,D.C. Thomas.The Declarationthe PaineWar and of Common Independence Sense B. 2)Anglo-Franco1) FbrtOhio Duquesne.River Conflict Valley in North. America A. 2)1)A ComparisonAmeritanBritish Strengths: Strengths and. and WeaknessesWeaknesses D.C. 2)1)ResultsTbe ConflictTreaty of Paris- 1763 D.C.B. Treaty.YorktownSaratoga of Paris 1783 c)b)a)EffectsTheEngland.France Thirteen Colonies 2)1) a)EffectsProvisionsUpon England IV. A.BritishReasons Colonial for change Policy VIII. A.Problems b)of aUpon Disunited the United 'Young States Nation B. 2)1)EventsProclamationSugar leading Act. to of Revolution 1763 3)2)1)The, EconomicWestern.IndiansConfederation LandsProblems. Period COURSE, OUTLINE, - CONTINUED B. Calling4) Courtsof the Constitutional Convention. GOAL 1:FOCUSTHE STUDENTS, WILL, IDENTIFYOBJECTIVE BATA TO &MORTTHEDURING HYPOTHESES TUE EIGHTEENTH THAT THE,LEARNING CENTURY. BRITISH ACTIVITIES, COLONIES,GREW AND, FOSTERED TEENStRVEY COLONIES. OF THE TaIR.- A. Thethirteenthe studentsdevelopment colonies. will of examine the theres,;arch,Have founding thirteen and and teamsthen development presentof students a ofbrief eacheach reportcolony.selectto athe, celony, class conduct"on 2. majorOnShow an theoutlinesettlements, filmstrip, map, ofand The the the Development 13 major colonies, geographical of locatethe Thirteeneachfeatures. colony, Colonies, SVE, willicangroundintroductionNote: serve,Revolution: Thisto as,the sectionor anAmer back- For Drawthetimeline, settlementa. timeline have, date studentsencompassing of each. place colony. the the years major 1600 happenings,to 1760. includingOn the America,haveservethose bad. asstudents thisaColonial review. will who activity.period.Have studentsAny U.S. read history and/or textbeek'woulddiscuss an overview be adeivate of the forcolonial this Thethe Studentscolonies.population will growth examine' ol . 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