Curriculum Map: 7th Grade U.S. History

Crawford Central School District

Social Studies

Course Description: This year long course is specifically designed to introduce students to early United States and History.

Unit Title: I. Map Skills and the Five Themes of Geography

Suggested time frame: 2 weeks

August/mid- September (first two weeks of the school year)

Standards:

Standard - 7.2.7.A Explain the characteristics of places and regions.

Standard - 7.1.7.B Explain and locate places and regions as defined by physical and human features.

Standard - 7.1.8.A Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments.

Standard - 7.2.7.A Explain the characteristics of places and regions.

Standard - 7.3.7.A Describe the human characteristics of places and regions using the following criteria:  Population  Culture  Settlement  Economic activities  Political activities

Essential Questions: What is geography and how can its tools be used to consider relationships between people and places? How is geographic information organized? How are the five themes of geography used to organize geographic information? How can geography be used to show the relationship between people and places?

Competency Vocabulary Strategy Resource 1.Students will be able to interpret the Key, scale, compass, 1. Use the examination of Maps, atlases, articles, types of information contained in topography, political map, maps and globes to textbook, online resources political, physical and thematic maps. physical map, climate introduce political, map, population map, physical and thematic

demographics, vegetation maps

map, economic activity

and resource map, contour map.

Location, absolute 2. Discuss and explain 2. Students will be able to explain how location, relative location, the 5 themes of the 5 Themes of Geography can be Place, human geography and apply used to organize geographic characteristics, physical them to organize information. characteristics, geographic information Interaction, Movement, pertaining to Crawford Region, political region, County. cultural region, economic region, physical region. 2. Use the Region theme

of Geography to analyze

geographic information related to Crawford County.

2. Use the Place theme of geography to analyze geographic information related to Crawford

County.

2. Evaluate which criteria can be used to define a region and how a location can be in different regions.

2. Discuss and explain why places have specific physical and human characteristics in different parts of the world.

2. Use the Interaction and Movement themes of Geography to analyze Geographic information related to Crawford County.

Unit Title: II. Exploration and Settlements in North America

Suggested time frame: 6 weeks

Mid-September through October

Standards:

Standard - 8.1.7.A Demonstrate continuity and change over time using sequential order and context of events.

Standard - 8.1.7.B Identify and use primary and secondary sources to analyze multiple points of view for historical events.

Standard - 8.1.7.C Form a thesis statement on an assigned topic using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research)

Standard - 8.4.7.A Summarize the social, political, cultural, and economic contributions of individuals and groups in world history. Standard - 8.4.7.B Explain the importance of historical documents, artifacts, and sites which are critical to world history.

Standard - 8.4.7.C Differentiate how continuity and change have impacted world history. ● Belief systems and religions ● Commerce and industry ● Technology ● Politics and government ● Physical and human geography ● Social organizations

Standard - 8.4.7.D Explain how conflict and cooperation among groups and organizations have impacted the history of the world

Essential Questions: What are the effects of interaction between cultures? Why do people explore (in any age)? What are the goals of exploration? To whom are we responsible when we explore? How does cultural contact change the world?

Competency Vocabulary Strategy Resource 1. Students will be able to analyze the 1. Crusades, Muslims, 1. Discuss and examine the Articles, political situation in the European Feudalism, Pope, Kingdom, political and geographic factors Primary world in1500. Political State. that shaped Europe in the 15th Sources, and 16th century. Secondary Sources, 2. Students will be able to summarize 2. Gold, slavery, trade, 2. Trace the development of Textbook, the economic incentives for European economics, Treaty of Portuguese sea trade and Atlases, exploration. Tordesillas, Cape of Good analyze how it inspired other Biographies, Hope, capitalism, European countries to engage in internet mercantilism, Vasco de exploration. sources, Gama. charts, maps

3. Students will be able to assess the 3. Latitude, longitude, 3. Investigate the scientific significance of the technological meridians, parallels, Prime developments of the scientific developments and scientific Meridian, caravel, astrolabe. revolution and enlightened understandings that improved thinkers and examine how these European exploration. led to the ability to explore new lands.

4. Students will be able to describe 4. North America, South 4. Discuss and examine the what North and South America were America, Aztecs, Incas, various Native American groups like when the Europeans arrived. Algonquian, Pueblo, and where they lived in the Apache, Comanche, Americas. matrilineal, agriculture, game hunting, villages, 4. Create maps showing the areas of influence of the various Native American Groups in the Americas.

5. Students will be able to assess 5. Ferdinand and Isabella, 5. Discuss and examine how how the evolution of Spain’s New Christopher Columbus, Spain’s exploitation of resources World Empire led to the creation of Columbian Exchange, in the New World led to the enormous wealth for Spain but Conquistadors, New World, creation of Europe’s richest state. decimated Native culture. Old World, Encomienda System, Smallpox, Santo 5. Create a map showing the flow Domingo, Hispaniola, of resources from the New World Mexico, Hernando Cortez, to Spain. Vera Cruz, Ferdinand Magellan, Philippines, 5. Use demographic information Isthmus of Panama, St. to examine the impact of Augustine, colony. European diseases on Native American culture.

6. Students will be able to make the 6. Protestant, Catholic, 6. Discuss and examine how connection between European Parliament, Spanish religious beliefs led to conflict conflicts and colonization by England, Armada, Chesapeake Bay, between England and Spain. France and the Netherlands in North Virginia, James River, America and the impact on the Native Jamestown, John Smith, 6. Create maps of North America Americans. London Company, showing where the Europeans corporate monopoly, created settlements in North Chickahominy Indians, America and analyze why they Powhatan, Pocahontas, chose those locations. gentlemen, tobacco, John Rolfe, Indenture System, 6. Use primary and secondary House of Burgesses, sources to investigate the story of representative assembly, the Jamestown colony’s first 3 , , years. Samuel Champlain, St. Lawrence River, Quebec, 6. Examine the introduction of tobacco to the Jamestown

Fur Trade, Beaver Wars, Colony and assess the impact on Jesuits, Northwest the importation of African slaves Passage, Henry Hudson, and conflict with the Native New Netherlands, Albany, Americans. Peter Minuet, New Amsterdam. 6. Investigate the establishment of French and Dutch trade networks in North America.

6. Compare and contrast the different policies of the English, French and Dutch regarding the Native Americans and analyze how this affected relations between the various groups. 7.The students will be able to analyze 7. Puritans, Separatists, the role religion played in the English Pilgrims, New England, 7. Discuss and examine religious settlement of Plymouth. Mayflower, Cape Cod, tolerance in 17th century Provincetown, Mayflower England. Compact, Plymouth, Wampanoag, Samoset, 7. Use primary and secondary Squanto, Massasoit, sources to investigate the story of wampum, corn, beans, the Pilgrims journey to New squash. England.

7. Use primary sources to analyze the Mayflower Compact as the first declaration of self- government in the New World.

7. Compare and Contrast the

English colonies in New England

and Virginia and analyze how their political and social systems developed differently and how they interacted with the Native Americans.

8. The students will be able to 8.9. Develop teacher created produce an organized written projects that require students to product/project that cites textual cite textual evidence from primary evidence, and presents and reflects and secondary sources. on a thesis statement using primary and secondary resources.

9. The students will read, comprehend, and analyze a variety of primary sources, secondary sources, and visual information with focus on main idea, details, structure, and knowledge.

Unit Title: III. The Establishment of the North American Colonies

Suggested time frame: 6 weeks

November through mid-December

Standards: Standard - 8.1.7.A Demonstrate continuity and change over time using sequential order and context of events.

Standard - 8.1.7.B Identify and use primary and secondary sources to analyze multiple points of view for historical events

Standard - 8.1.7.C Form a thesis statement on an assigned topic using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research)

Standard - 8.1.8.C Produce an organized product on an assigned historical topic that presents and reflects on a thesis statement and appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research)

Standard - 8.2.7.B Identify the role of local communities as related to significant historical documents, artifacts, and places critical to Pennsylvania history

Standard - 8.2.7.D Identify local connections and examples of conflict and cooperation among groups and organizations and how this impacted the history and development of Pennsylvania. . Ethnicity and race . Working conditions . Immigration . Military conflict . Economic stability

Essential Questions: What is meant by a land of opportunity? How does geography affect development? What motivates people to leave their homeland and settle in a new place? When is migration a good move? What ideas shaped American values?

What happens when cultures collide?

Competency Vocabulary Strategy Resource 1.Students will be able to summarize mercantilism, charters, 1. Discuss and examine the Maps, atlases, the events leading to the Charter Colony, John reasons why the Puritans wanted to articles, establishment of the Massachusetts Winthrop, Boston, leave England. textbook, Bay Colony. freemen, General Court, online self-governing, Boston, 1. Discuss and examine how John resources, primary Democracy, town Winthrop was able to use his legal sources,

meetings, governor, knowledge to guarantee freedom secondary

Commonwealth, Great and self-governance for the sources Migration, fishing, Massachusetts Bay Colony. shipbuilding, fur-trading. 1. Examine the General Court of the Massachusetts Bay Colony to analyze how it developed into a self-governing society.

2.Students will be able to make the Dissenter, Roger 2. Compare and contrast the events connection between the founding of Williams, communion, leading to the founding of Rhode the Massachusetts Bay Colony and sinner, Rhode Island, Island with the Puritan founding of the founding of Rhode Island. Providence, American the Massachusetts Bay Colony. Baptists.

3. Students will be able to assess the Pequot, Pequot War, 3. Investigate relations between the impact of European colonization on smallpox, Connecticut New England colonists and the the Native cultures of New England. Valley, Uncas, John Native Americans to determine the Eliot, “praying towns”, causes of conflict. King Phillip’s War, 3. Use primary and secondary Metacom, Niantic, sources to cite evidence showing Narragansett how the Pequot War led to the

settlement of the Connecticut Valley.

3.Investigate the causes of King Philip’s War and assess the effect on the Indians of Massachusetts

4. Students will be able to make the , Barbados, 4. Summarize the conditions that connection between trade and the Jamaica, plantation, led to Africans becoming the main rise of African slavery in the New sugar trade, Africa, source of labor for the New World World. Senegambia, Portugal, colonies. slave trade, slave codes, South Carolina, rice, 4. Discuss and explain why South cattle, lumber, tar, Carolina was settled as a food artisans, yellow fever, producing region to feed Caribbean sickle-cell, Charleston, slaves. piracy. 4. Use biological and cultural evidence to explain why Africans were preferred as slaves in South Carolina.

4. Use demographic information to compare and contrast the ratios of Africans and Europeans in South

Carolina and Virginia.

5. Students will be able to make the Mercantilism, balance of 5. Discuss and analyze the doctrine connection between the rise of trade, export, import, of Mercantilism. colonial empires, slavery and the Acts of Trade, sugar trade and how these led to the buccaneers, Tortuga,

development of Mercantilism and Jamaica, Port Royal, 5. Create charts and maps piracy. Henry Morgan, privateer. explaining the flow of resources from the New World to Europe.

5. Discuss and explain how the English and French governments encouraged piracy against the Spanish.

6. Students will be able to summarize New Netherlands, New 6. Use demographic information to the events leading to New Amsterdam, Hudson examine the settlement pattern of Netherlands becoming . River, Delaware River, New Netherlands. Albany, Peter Stuyvesant, Dutch- 6. Discuss and examine how the English Trade Wars, English-Dutch Trade Wars led to Long Island, Edmund the English takeover of New Andros, Anglicization, Netherlands. Covenant Chain. 6. Compare and contrast the trade relations between the Dutch and English and Iroquois.

7. Students will be able to summarize Doegs, Susquehanna, 7. Use demographic information to the events of Bacon’s Rebellion and , William Berkeley, analyze the change in Virginia’s how it led to the expansion of Slavery Nathaniel Bacon, population in the 1640’s and 1650’s. in Virginia and the decline of the old indentured servants, English social order in Virginia. aristocracy, Assembly, 7. Use primary and secondary House of Burgesses, sources to examine the events of free male suffrage Bacon’s Rebellion.

7. Compare and contrast Colonial Virginia before and after Bacon’s Rebellion.

8. Students will be able to explain Charles II, Catholic, 8. Discuss and examine the political how the founding of Pennsylvania Protestant, Charles and religious situation in England was based on William Penn’s vision Cromwell, William Penn, that led Charles II to grant 45,000 of a new world and the effect it has on James II, Radical Whig, miles of land to William Penn. Pennsylvania today. Quaker, Parliament, Delaware River, Leni 8. Create and use maps to illustrate Lenape, Susquehanna, the claims of various groups on the Iroquois, Covenant territory that became Pennsylvania. Chain, Proprietary Colony, Assembly 8. Use primary and secondary sources to examine the principles of religious tolerance, a just economy, and relations with the natives that Penn founded his colony upon.

8. Examine how Penn’s policies led to an influx of settlers and how Pennsylvania became the model for the emerging American society.

9. The students will be able to explain James II, Acts of Trade, 9. Discuss and examine how how the New England Uprising of Mercantilism, charter, English enforcement of the Acts of 1689 led to the establishment of 4 Edmund Andros, Trade led James II to try and separate colonies in New England Dominion of New combine all the New England and helped to develop the idea that England, militia, Glorious colonies. these colonies had a degree of self- Revolution, William of rule. Orange, Mary Stuart,

protestant, catholic, 9. Examine the events of the assembly, Royal Uprising of 1689 and determine Governor. how they led to a degree of self- government for the 4 colonies of New England

10. The students will be able to Salem, witchcraft, Cotton 10. Use primary and secondary summarize the events of the Salem Mather, Increase sources to investigate the events of Witch Trials and analyze how they Mather, Reverend the Salem Witch Trials. were related to economic factors and Samuel Parris, spectral social conditions in the community. evidence, 10. Discuss and examine the Salem Witch Trials as an example of the mass hysteria that will reappear in the colonies throughout the 1700’s.

11. The students will be able to relate New France, Quebec, 11.Make the connection between the relationship between the English Iroquois, Hurons, the political situation in Europe settlers and the Indians to the conflict Mohawks, permanent between England and France and between England and France. settlements, trading the conflict between Indians and posts, King William, English settlers. mourning war, captivity narratives, 11. Discuss and analyze the practice of mourning war and kidnapping and what role they served in Indian society.

11. Use primary and secondary sources to examine what life was like for settlers captured by the Indians and why many refused to return to their former life.

12. The students will be able to Columbian Exchange, 12. Discuss and investigate the analyze how the interaction between domesticated animals, concept of the Columbian Indians and Europeans impacted both sugar, bananas, citrus, Exchange and how it impacted groups. corn, beans, potatoes, Indians and Europeans. tomatoes, cranberries, squash, tobacco, 12. Create charts to illustrate the alcohol, smallpox, benefits and detriments of the measles, mumps, Columbian Exchange. mestizos, Jesuits, . 12. Use demographic information to examine the social differences between the various European colonies and assess the impact on relations with the Indians.

12. Make the connection between the decline of the fur trade and Indian land becoming more valuable to Europeans than trade.

13. The students will be able to create Economic unit, leisure 13. Use demographic information to a description of how the average time, apprentice, child compare European and American Colonial American lived and worked. mortality, nuclear family, societies. social instability. 13. Discuss and examine the impact of colonial mortality rates on colonial society

14. The students will be able to Debtors prison, James 14. Discuss and explain the idea of explain how the founding of Georgia Oglethorpe, debtor’s prison and how it led to the was an attempt to help English poor, philanthropist, idea of a colony established for stop slaves from escaping, and Savannah, St. working poor.

prevent Spanish and French Augustine, New Orleans, 14. Create maps to illustrate the expansion in North America. Chickasaws, Choctaws. location of French, Spanish and English settlements in the south and explain the necessity of creating an English colony in Georgia.

15. Students will be able to analyze Household servants, 15. Use geographic and the reasons that slavery developed maritime trade, tobacco, demographic information to differently in the various regions of rice, slave, code, Stono examine how slavery developed in the American colonies based on Rebellion the various North American geographic conditions. colonies.

15. Use primary and secondary sources to examine the social conditions created by a slave society.

16.The students will be able to 16, 17. Develop teacher created produce an organized written projects that require students to cite product/project that cites textual textual evidence from primary and evidence, and presents and reflects secondary sources. on a thesis statement using primary and secondary resources.

17.The students will read, comprehend, and analyze a variety of primary sources, secondary sources, and visual information with focus on main idea, details, structure, and knowledge.

Unit Title: IV.

Suggested time frame: 6 weeks, January through Mid-February

Standards: Standard - 8.1.8.A Compare and contrast events over time and how continuity and change over time influenced those events.

Standard - 8.1.8.B Compare and contrast a historical event, using multiple points of view from primary and secondary sources.

Standard - 8.1.8.C Produce an organized product on an assigned historical topic that presents and reflects on a thesis statement and appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research)

Standard - 8.2.7.A Identify the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania

Standard - 8.2.7.D Identify local connections and examples of conflict and cooperation among groups and organizations and how this impacted the history and development of Pennsylvania. . Ethnicity and race . Working conditions . Immigration . Military conflict . Economic stability

Essential Questions: What causes conflict between cultures? What impact does war have on both sides of a conflict? How can settling one conflict lead to future conflicts? How does the French and Indian War continue to influence Pennsylvania today? How can local conflicts lead to broader issues?

Competency Vocabulary Strategy Resource 1. Students will be able to summarize Louis XIV, Louis XV, 1. Discuss and examine the Maps, atlases, the European political situation and George II, War of reasons why England and articles, textbook, analyze how it led to conflict between Austrian Succession, Act France were continuously online resources, England and France in Europe. of Union (1707), Treaty involved in European conflicts Primary Sources, Secondary Sources, of Aix-la- Chappelle. in the 17th and 18th century. Novel Duel In the

Wilderness, George

Washington’s 2. Students will be able to identify the Habitantes, New France, 2. Examine the French and Journal, video The competing interests of France and Quebec, St. Lawrence British Empires in the 18th War That Made Britain in North America River, Great Lakes, Ft. century to compare and America Frontenac, Pays d’en contrast their relationship with Haut, Louisbourg, their North American colonies. Detroit, Ft. Michilimacinac, Ft. 2. Create and use maps to Carrillon, Lake locate the areas of French Champlain, Ohio and British settlement in North Country, Captain Pierre- America in the 18th century. Joseph de Celeron, Ft. Presque Isle, Ft. le 2. Create and use maps to Boeuf, French Creek analyze the locations of (Riviere au Boeuf) French forts in North America. Allegheny R.(La belle

Riviere), Ft. Michault, Ft. Niagara, New Orleans, confluence, Forks of the Ohio.

Fur Trade, gift giving, 3. Examine the relations 3. The students will be able to Iroquois, Delaware, between the Indians and the compare and contrast the relations Shawnee, Mingo, Huron, British and French to between the Indians and English and Ottawa, Walking determine why various tribes French and how the Indians tried to Purchase, Covenant supported each of the play the Europeans against each Chain, Albany European powers. other. Conference, land speculators,

4. Students will be able to make the George Washington, 4. Discuss and examine connection between George Williamsburg, Robert Virginia’s interest in the Ohio Washington’s actions in the Ohio Dinwiddie, Ohio county and why George Country and the outbreak of hostilities Company, Washington was sent to between Britain and France. Fredericksburg, Jacob deliver a message to the Van Braam, Will’s Creek, French. Christopher Gist, Tanaghrisson(Tanachari 4. Use primary and secondary son), Captain Legardeur sources to examine the de Saint-Pierre, Ensign events of Washington’s Jumonville, Jumonville journey. Glen, Fort Necessity 4. Discuss and explain the events of Washington’s second trip to the Ohio Country and how his actions

led to the outbreak of hostilities between the British and their French and their Indian allies.

4. Use the novel Duel In the Wilderness to illustrate the relationship between British and French interests in the Ohio Country.

5. The students will be able to Sir William Johnson, 5. Discuss and explain the analyze the events of the Albany Chief Hendrick, political and geographic Conference of 1754 and explain how Onondaga, Canadigara, problems facing the British it was the first attempt at unifying the Iroquois Alliance, colonies at the outbreak of the British North American Colonies. Covenant Chain, French and Indian War and Benjamin Franklin, how the Albany Conference Thomas Hutchinson, was an attempt to deal with “Unite or Die” the situation.

5. Use and create maps to illustrate the geographic issues faced by the British colonies at the outbreak of the French and Indian War.

5. Make and use charts to show the competing interests of the Iroquois and the

colonies represented at the

Albany Conference and

explain how these differences

led to the conference being considered a failure.

6. The students will be able to Colonial Assemblies, 6. Discuss and examine analyze British strategy during the Gen. , British strategy to take Ft. first years of the war and how this Governor William Duquesne and Ft. Niagara strategy led to disaster for British and Shirley, Fort Duquesne, and how these strategies colonial forces. Monongahela River, Ben proved impossible to carry Franklin, George out. Washington, Fort Cumberland, Battle of 6. Use and create maps to the Monongahela, analyze British strategy in the Captain Beaujeau, Ohio first years of the war. Indians, Mohawk River, Fort Oswego, Gulf of St. 6. Discuss and explain how Lawrence, Acadia, Gen. Braddock’s expedition to Halifax, deportation, Sir take Ft. Duquesne ended in William Johnson, Chief disaster on the Monongahela Hendrick, Ft. St. Fredric, River and the ramifications of Crown Point, Battle of this defeat on the colonies Lake George, Fort and the Indians.

William Henry 6. Discuss and explain the events of the abandonment of the Ft. Niagara expedition to show how the colonies were disunited and unable to cooperate with each other.

6. Analyze the British policy of

forcibly removing the

Acadians from Nova Scotia

and how this policy affected the New England colonies and also the settlement of .

6. Compare and contrast the failures of the Ft. Duquesne and Ft. Niagara expeditions with the success of Sir William Johnson’s expedition in upstate New York.

6. Use the PBS documentary The War That Made America to illustrate the events of British efforts to remove the French from North America.

7. The students will be able to make Lord Loudoun, Marquis 7. Compare and contrast the connection between British de Montcalm, enlistment, British and colonial society to military defeats and poor relations regular soldiers, determine the reasons why with the colonies and changes in the provincial soldiers, colonials did not want to serve British Government and colonial officer’s commission, under the rules of the British policies that would eventually lead to quartering, Colonial Military. success in the French and Indian Assemblies, War. Teedyuscung, Eastern 7. Discuss and examine the Delawares, Western Colonial Assemblies Delawares, Kittanning reluctance to pay for the war Massacre, Pennsylvania and the effect this had on the Back Country, Easton British war effort. Conference, Duke of New Castle, William Pitt

7. Discuss and examine how events in the Pennsylvania Back Country impacted relations with the Delaware Indians and the effect this had on the eventual success of the British war effort.

7. Summarize the events that led to William Pitt taking charge of the British war effort and the changes he made to British policy.

8. Discuss and examine how 8. The students will be able to assess Marquis de Montcalm, the French were able to take British policies and how they led to Fort William Henry, Fort William Henry and how defeat at Fort William Henry and Fort Colonel George Munro, Montcalm’s actions toward the Carrillon and the effect these defeats bateaux, siege, artillery, defeated British soldiers led to had on British strategy. trophies, captives, the massacre by the Indians. plunder, Massacre of Fort William Henry 8. Discuss and examine how the French were able to repel an overwhelming British force at Fort Carrilon even though they were vastly outnumbered in soldiers and supplies.

8. Use the PBS documentary The War That Made America

to illustrate the events of

British efforts to remove the French from North America.

9. The students will be able to Make Teedyuscung, Governor 9. Discuss and examine how the connection between the Easton William Denny, Israel the Easton Conference and conference in 1757 and the change in Pemberton, Quakers, the resulting treaty came to be the course of the French and Indian Pennsylvania Assembly, one of the turning points of War by starting the process of Indians Walking Purchase, the war by depriving the and British making peace with each Iroquois, Eastern French of Indian allies and other. Delaware reducing raids on the Pennsylvania and Virginia Back Country.

9. Use the PBS documentary “the War That Made America” to illustrate the changing relationship between the British and the Indians.

10. Use and create maps to 10. The students will be able to George II, Hanover, investigate how the conflict explain how the war known in Austria, Prussia, between Britain and France America as the French and Indian Frederick of Prussia, spread to their colonies War was actually the first global war Russia, India, Caribbean around the world. in history. Sea. 10. Discuss and examine the political situation between Britain and France and how the war in North America was just one area of a global war between the 2 countries.

11. Students will be able to make the Governor Thomas 11. Compare and contrast the connection between William Pitt’s Pownall, Massachusetts social and economic change in policy and the success of General Court, Colonial conditions of Britain with British forces in North America. Assemblies, Lord conditions in the colonies to Loudoun, Gen. James explain why Lord Loudoun Abercrombie, never understood why the Parliament, Colonial Assemblies were reimbursement, reluctant to pay for the war. 11. Discuss and explain the causes of Pitt’s decision to have Parliament fund the North American War and the effect it had on the war effort.

11. The students will be able to , Louisbourg, Ft. 11. Use and create maps to analyze the British strategy of 1758 Carrillon, Ft. Frontenac, investigate the British strategy and explain how it would lead to the Ft. Duquesne, Lord of 1758 and to explain how defeat of the French in North Ligonier. Gen.Jeffrey they intended to force the America. Amherst, Gen. James surrender of New France Wolfe, Gen. John Forbes, Gen. George 11. Use maps to discuss and Howe, famine, explain the geographic corruption, black market, importance of the four French Col. Henry Bouquet, forts to the survival of New Israel Pemberton, Sir France. William Johnson, Christian Frederick Post, 11. Compare and contrast the Pisquetomen, Easton economic conditions in New Treaty of 1758, Western France in 1758 with Delaware, Shawnees, conditions in the British

Mingoes, Iroquois, Colonies to illustrate the

Pittsburgh.

disadvantages faced by the French forces.

11. Use Primary and secondary sources to investigate the events of the four campaigns that resulted in the French loss of their strategic defenses in North America.

11. Discuss and examine how Gen. John Forbes used diplomacy with the Indians to achieve success in the campaign to take Ft. Duquesne.

11. Analyze the terms of the Easton Treaty of 1758 to explain how it provided for peace between the British and the Indians of the Ohio

Country.

11. Discuss and examine the importance of British naval superiority and how it made the results in North America a forgone conclusion.

11. Use the PBS documentary The War That Made America to illustrate the events of British efforts to remove the French from North America.

12. The students will be able to Marquis de Montcalm, 12. Compare and contrast the explain the impact of the loss of Governor Pierre defensive strategies of Quebec on New France and how the Vaudeville, , Montcalm and Vaudeville to British were able to take all of Trois-Riviera, Versailles, decide which was the better France’s possessions in Eastern Gen. , strategy to defend Canada North America. terrorism, Plains of from the British. Abraham, Col. Louis Bougainville, regular, 12. Discuss and examine the militia, discipline. economic, political and social conditions in New France that caused the French to operate from a serious disadvantage to the British invaders.

12. Use primary and secondary sources to examine the events of the Battle of Quebec and how the British were able to defeat the French.

12. Use the PBS documentary The War That Made America to illustrate the events of British efforts to remove the French from North America.

13. The students will be able to Admiral Edward Hawke, 13. Use primary and summarize the events of the Battle of Admiral Herbert de secondary sources to Quiberon Bay and cite evidence to Conflans, ship of the examine the events of the prove it was the decisive Naval battle line, tactics, line of Battle of Quiberon Bay and of the war. battle. determine why British control of the sea spelled the end of New France.

14. The students will be able to Jeffrey Amherst, 14. Use and create maps to summarize the events leading to final Montreal, Iroquois, examine the geographic victory in Canada for the British and William Johnson, factors that determined the the impact on the French and British bounties, Parliament, British strategy in the taking of colonists and the Indians. reimbursement, St. Montreal. Lawrence River, Ottawa River, Oswego, 14. Discuss and examine how specialized units, “bush the Easton Treaty of 1787 fighting”, rangers. allowed the British to turn the Indians against the French and the effect that had on the campaign to take Montreal.

14. Use primary and secondary sources to investigate the events of the Montreal Campaign.

14. Discuss and examine the effect that fighting in the North American war had on European Armies and the resulting sense of unity

developed by the provincial soldiers of different colonies.

Indian relations, Onontio, 15. Discuss and examine the 15. The students will be able to trade, trade goods, gift reasons why France was able analyze the cultural factors that giving, economic to maintain its empire in North enabled the British to defeat the dependence, pays d’en America despite the French in North America and how haut, auxiliaries, allies, overwhelming advantages in these factors were taken for granted Montcalm, Easton population and material by the British leading to future Treaty, Ohio Indians, enjoyed by the British problems for Britain in North America. colonial frontiers, Colonies. reimbursement, Colonial Assemblies, Amherst, 15. Compare and contrast the reform, trade restriction. relationship between the British Colonies and Britain under the leadership of Braddock and Loudoun with the relationship under Pitt.

15. Discuss and examine Amherst’s attempts to reform Indian policy and the effect it had on the breakdown of the alliance between Indians and British.

16. The students will be able to Cherokee, Tennessee, 16. Examine the events of the analyze the causes of the Cherokee South Carolina, Carolina Cherokee War as the first War and explain how this was a result Frontier, Forbes stage of a major Indian of British and Colonial Indian policy. Expedition, Lower

Towns, Middle Towns, uprising against British Indian Overhill, Attakulkulla policy in North America. (Little Carpenter), Governor William Lyttleton, Montgomery Expedition, Grant Expedition.

17. The students will be able to Louisiana, France, 17. Summarize the terms of assess the terms of the Paris Treaty Britain, Spain, Florida, the Paris Treaty of 1763 and of 1763 and the impact it would have Havana, Canada, how it changed the European on North America Quebec, Detroit, influence on North America.

17. Use and create maps to analyze the changes in European influence in North America.

18.,19.,20. Develop teacher 18.Students will analyze a primary created projects that require source for accuracy and bias and students to cite textual connect it to a time and place in evidence from primary and Pennsylvania. secondary sources.

19.Students will be able to produce an organized written product/project that cites textual evidence, and presents and reflects on a thesis statement using primary and secondary resources.

20.The students will read, comprehend, and analyze a variety of primary sources, secondary sources, and visual information with focus on main idea, details, structure, and knowledge.

Unit Title: V. The Road to Revolution

Suggested time frame: 8 weeks

Mid-February through Mid-April

Standards:

Standard - 8.1.7.A Demonstrate continuity and change over time using sequential order and context of events.

Standard - 8.1.7.B Identify and use primary and secondary sources to analyze multiple points of view for historical events.

Standard - 8.1.7.C Form a thesis statement on an assigned topic using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research)

Standard - 8.1.8.

Compare and contrast events over time and how continuity and change over time influenced those events.

Standard - 8.1.8.B Compare and contrast a historical event, using multiple points of view from primary and secondary sources.

Standard - 8.1.8.C Produce an organized product on an assigned historical topic that presents and reflects on a thesis statement and appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research)

Standard - 8.2.7.A Identify the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania.

Standard - 8.2.7.B Identify the role of local communities as related to significant historical documents, artifacts, and places critical to Pennsylvania history.

Essential Questions:

What are the responsibilities of governments to their citizens? What are the responsibilities of citizens to their governments? How can a country lose more than it gains from winning a war? How do challenges lead or force people to change? Is violence ever justified as an agent of change?

Competency Vocabulary Strategy Resource 1. The students will be able to Lord Jeffrey Amherst, 1. Examine the events of Maps, atlases, analyze the events of Pontiac’s Proclamation of 1763, Pontiac’s Rebellion as an Indian articles, textbook, Rebellion as a response by the Pontiac, Ottawa, response to threats against their online resources, Indians to British policy and European Shawnee, Detroit, way of life. Primary Sources, Secondary expansion into Indian territory. Pittsburgh, Col. Henry Sources, PBS Bouquet, Battle of Bushy 1. Compare and contrast the Documentary The

Run, Michilimackinac, British and Colonial viewpoints War That Made trade, gift giving, regarding the Proclamation of America, HBO economic dependence, 1763. movie John smallpox, siege. Adams. 1. Use the PBS documentary The War That Made America to illustrate the events of Pontiac’s Rebellion and the effect it had on the British Colonies and the Indians.

2. The students will be able to War debt, Salutary 2. Analyze British expenses in Analyze the Sugar Act and the Stamp Neglect, Mercantilism, prosecuting the war in North Act as British attempts to regulate demobilization, surplus America and the effects of Colonial trade rather than attempts at workers, emigration, demobilization on the British direct taxation. economic potential, economy. Navigation Acts, Sugar Act, tariff, customs 2. Use demographic information collectors, Admiralty to examine the rise in colonial courts, debates, direct population in the years following tax, indirect tax, Stamp the war and the effect on the Act, Patrick Henry, American Colonies. James Otis, Virginia

assembly, Boston, 2. Investigate how the war had Massachusetts formed the colonies into a assembly, Stamp Act cohesive economic unit that Congress, Parliament, required regulation under British Benjamin Franklin, Sons mercantilist policy. of Liberty, boycott, Declaratory Act. 2. Examine how British attempts to regulate trade were seen as illegal taxation by different groups of colonists.

2. Summarize the reaction to British attempts to regulate colonial trade and how it led to further unification of the American Colonies.

3. The students will be able to make Church of England, 3. Examine how Patrick Henry’s the connection between events in tobacco, shillings, defense of Virginia gave the Virginia and the outbreak of Patrick Henry, Privy House of Burgesses equality Revolution in 1775. Council, Rev. John with Parliament in the making of Camm, Rev, James laws. Maury, House of Burgesses, Parliament, 3. Investigate the Virginia Stamp resolution, Virginia Act Resolutions and the Stamp Act Resolutions resulting publication of them as of 1765, colonial press, the first step in Virginia breaking Proclamation of 1763, away from Britain.

Allegheny Mountains, Vandalia, Ohio River, 3. Summarize the events of Kentucky River, Lord Dunmore’s War to

Shawnee, Iroquois, Lord determine if the desire for more

Dunmore, Lord Indian land was a factor in Dunmore’s War. Virginia deciding to break away from Britain.

4. The students will be able to Charles Townshend, 4. Examine the different types of summarize the purpose of the Parliament, Quartering taxation available to Townshend Acts and the resulting Act, internal tax, external governments in order to crisis that developed as a result of the tax, unconstitutional tax, generate revenue and the imposition of these acts. customs, customs history of taxation efforts in the duties, customs officials, American colonies. smuggling, tea, Restraining Act, boycott, 4. Examine the efforts of British imports, Massachusetts officials to regulate trade in House of order to pay for the enforcement Representatives, of customs regulations and to Massachusetts Circular pay the salaries of judges. Letter, Governor Francis Bernard, American 4. Use primary and secondary Customs Board, John sources to investigate the Hancock, Liberty riot, colonial reaction to the John Adams, General Townshend Acts. , Samuel Adams, Governor 4. Use the movie John Adams

Thomas Hutchinson, to interpret the events of the

Boston Massacre, East Boston Massacre.

India Company, tea

merchants, monopoly, 4. Summarize the British

Boston Tea Party, attempts to maintain control of the colonies by partially Intolerable Acts,

regiment, George repealing the Townshend Acts Mason, Fairfax except for the duty on tea. Resolves, Patrick Henry, Lord Dunmore, First 4. Assess the reasons the Continental Congress. British Government decided not to repeal the duty on tea and explain the effect on the colonists, leading to the Boston Tea Party.

4. Investigate the British response to the Boston Tea Party and cite evidence showing that it was directly responsible for the convening of the First Continental Congress.

4. Use Primary and secondary sources to cite evidence that even though the First Continental Congress swore loyalty to the King, it was making demands that the British government could not accept.

5.,6.,7. Develop teacher created 5. Students will analyze a primary projects that require students to source for accuracy and bias and cite textual evidence from connect it to a time and place in primary and secondary sources. Pennsylvania.

6.Students will be able to produce an organized written product/project that cites textual evidence, and presents and reflects on a thesis statement using primary and secondary resources.

7.The students will read, comprehend, and analyze a variety of primary sources, secondary sources, and visual information with focus on main idea, details, structure, and knowledge.

Unit Title: VI. The American Revolution

Suggested time frame: 8 weeks

Mid-April through end of the year

Standards:

Standard - 8.1.7.A Demonstrate continuity and change over time using sequential order and context of events.

Standard - 8.1.7.B Identify and use primary and secondary sources to analyze multiple points of view for historical events

Standard - 8.2.7.A Identify the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania.

Standard - 8.3.7.A Classify the social, political, cultural, and economic contributions of individuals and groups throughout United States history.

Standard - 8.3.7.B Examine the importance of significant historical documents, artifacts, and places critical to United States history.

Standard - 8.3.7.D . Examine conflict and cooperation among groups and organizations in U.S. history. . Ethnicity and race . Working conditions . Military conflict . Economic stability

Essential Questions:

Were the colonists justified in resisting British policies after the French and Indian War? Was the American War for Independence [choose one: a revolt against taxes, inevitable? Would you have been a revolutionary in 1776? Did the Declaration of Independence establish the foundation of American government? Was the American Revolution a “radical” revolution? Did the Articles of Confederation provide the United States with an effective government?

Competency Vocabulary Strategy Resource 1. The students will be able to apply John Locke, Second 1. Investigate the theories of Maps, atlases, the concepts of John Locke to the Treatise on Government, John Locke and cite evidence articles, primary colonial experience and analyze how social contract, state of that his ideas influenced colonial sources, the colonial leaders viewed these nature, compacts, civil leaders. secondary concepts in relation to their resistance society. sources, to British taxation. textbook, online resources, Novel Woods Runner

2. The students will be able to Gen. Thomas Gage, 2. Investigate the characteristics construct a description of an average regiment, illiterate, of the average British soldier British soldier serving in America. enlistment, enlistment serving in America as opposed bounty, stoppages, drill, to the customary image of discipline, flogging, someone who was the “dregs of hanging offenses, society”. gentlemen, commissions, brigade, colonel, general, battalion, grenadiers, “Brown Bess”, musket, flintlock, volley, bayonet.

3. The students will be able to assess Gen. Gage, First 3. Investigate colonial Gen. Gage’s actions regarding the Continental Congress, responses to royal governors Massachusetts legislature and the Massachusetts attempts to shut down colonial attempt to seize the provincial legislature, Samuel legislatures. gunpowder stores at Boston and Adams, Provincial Concord. Powder House, militia, 3. Summarize the events of the Loyalists, Paul Revere, British attempts to regain control of the colonies and seize

Boston Neck, royal provincial gunpowder stores at governors, provincial Boston and Concord. congress, grievances, Gen. William Howe, 3. Analyze the colonial response Gen. John Burgoyne. to the British withdrawal from Gen. Henry Clinton, Earl Lexington and Concord and of Dartmouth, draw conclusions about colonial “minutemen”, John attitudes regarding the war Hancock, effort. Lexington Common, North Bridge, Col. 3. Use primary and secondary James Barrett. sources to cite evidence that the British had totally underestimated the effectiveness of the provincial militia.

4. Students will be able to analyze the Second Continental 4. Discuss and explain the challenges the Second Continental Congress, recruit, state problems faced by the Congress faced in creating a new militia, organization, Continental army in 1775 and Continental army and evaluate the John Adams, summarize the Continental response to these challenges. reconciliation, Richard Congress’s response to them. Henry Lee, George Washington, planters, 4. Compare the motivations of Proclamation of 1763, the New England colonies and slaves, slave revolt, Earl Virginia for supporting armed

of Dunmore, Royalist. revolt against royal control.

5. The students will be able to prove George III, Lord North, 5. Use primary and secondary the British government was divided in William Pitt, Whigs, sources to make the argument its support for the war in America by Tories, merchants, and cite evidence that the comparing the policies of King boycott, House of British government was divided George with various members of Commons, Lord George in its support for an American Parliament. Germain. war.

6. The students will be able to Fort Ticonderoga, 6. Investigate the events of the summarize the events of the colonial Benedict Arnold, Ethan taking of Ft. Ticonderoga by victory at Fort Ticonderoga and Allen, Green Mountain colonial forces and how the explain the advantages gained for the Boys. rebel force was able to defeat Continental army. British regulars.

7. The students will be able to draw Boston, peninsula, 7. Investigate the events of the conclusions about the lessons Breed’s Hill, Bunker Hill, Battle of Bunker Hill and draw learned by the colonial militia after Charlestown, Admiral conclusions about the fighting the British regulars by Samuel Graves, Israel performance of the colonial examining the events of the Battle of Putnam, Gen. William militia. Bunker Hill. Howe, ammunition, casualties, national 7. Explain how the battle of army, state units. Bunker Hill made it difficult for George Washington to create a national army.

8.The students will be able to analyze Second Continental 8. Investigate the reconciliation peace efforts from the colonies and Congress, Declaration efforts by the Continental assess the British response that on “Taking up Arms”, congress and draw conclusions pushed the colonies into breaking Olive Branch Petition, about the attitude of George III with Britain. George III, “Act based on the British response. Prohibiting Trade and

Intercourse with 8. Use primary and secondary America”, mercenaries, sources to cite evidence that the Hesse-Kassel, Hessians, colonists were horrified Gen. Thomas Gage, regarding the British recruitment Gen. William Howe, Lord of foreign mercenaries. George Germain.

French Canada, St 9. Compare British management 9. The students will be able to Lawrence River, Illinois, of French-speaking Canada to summarize the events of the colonial habitants, Roman its’ policies regarding the 13 attempt to conquer Canada and Catholic, Sir Guy colonies to explain why the assess the colonial strategy. Carleton, of French-Canadians were not as 1774, Benedict Arnold, eager to break away from British Philip Schuyler, rule. “Northern Department”, Richard Montgomery, 9. Use and create maps to Ticonderoga, Lake investigate the reasons why the Champlain, Fort St. Americans felt taking Canada John, Montreal, Quebec, would be advantageous. Kennebec River, siege, General John Burgoyne, 9. Use primary and secondary

relief force, artillery, solid sources to investigate the

shot, grape shot, Henry events of the colonial invasion

Knox, howitzers, siege of Canada and the reasons it

mortars, evacuate, was ultimately unsuccessful.

Loyalists. 9. Analyze the role of artillery in

18th century warfare and prove

that the invasion of Canada was

helpful to the colonial effort at

Boston even though it failed to take Canada

9. Discuss and explain the importance of artillery in 18th century warfare.

10. Students will be able to analyze Gen. William Howe, 10. Investigate the 3 parts of the the British policy to end the revolt in Hudson River Valley, British plan to end the revolt and the colonies and summarize the New York City, Lord analyze how each part would reasons why it was unable to do so. George Germain, lead to British success. Loyalists, Hessians, Gen. Henry Clinton, 10. Discuss and explain the Gen. Cornwallis, Admiral problems with the British plan to Peter Parker, Gen. John end the revolt in America. Burgoyne, Cape Fear, Charleston,Gen. Charles 10. Apply the concepts of Lee, Sullivan’s Island, Thomas Paine’s Common William Moultrie, Sense to political situation of palmetto logs, Admiral 1776 and analyze the effect it Richard “Black Dick” had on the relations between Howe, negotiation, the colonies and Britain. Continental Congress, Thomas Paine, Common Sense, monarchy, republic, representative assembly, president,

bestseller, Richard

Henry Lee,

independence

resolution, Ben Franklin, John Adams,Thomas

Jefferson, Declaration of Independence, July 4th 1776.

Gen. Sir William Howe, 11. Summarize the changes 11. Students will be able to critique New York City, Washington had made in the Washington and Lee’s strategy that regiments, divisions, Continental Army since he took led to the disastrous defeat at the brigades, battlefield command of the unorganized Battle of Brooklyn. maneuvers, recruits, mass of men at Boston. drill, Gen. Charles Lee, batteries, fortifications, 11. Assess the real situation Brooklyn Heights, and the problems faced by Manhattan, Hudson Washington’s army as opposed River, Admiral Lord to what existed on paper. Richard “Black Dick” Howe, Staten Island, 11. Analyze the role of Gen. pardons, Fort Charles Lee in the defense of Washington, Fort Lee, New York City and the Battle of Long Island, John Brooklyn to determine if he was Sullivan, Gowanus responsible for the disaster that Heights, Gen. Henry happened to the colonial army. Clinton, Gen. Lord

Cornwallis, Jamaica 11. Discuss and explain how the

Pass, Brooklyn, British were able to do overrun

nor’easter. the Continental Army and how

Washington was totally out

general led by William Howe.

11. Draw conclusions about the

fate of the Continental army if

Gen. Howe and the weather had

not intervened and allowed it to escape.

12. Students will be able to compare Admiral Howe, East 12. Summarize the events that and contrast the problems faced by River, Harlem Heights, allowed Washington to pull his the British and colonial armies in Nathan Hale, Kip’s Bay, army off of Manhattan and North America at the end of 1776. Israel Putnam, Hudson escape into Pennsylvania. River, Westchester County, Fort 12. Use maps to interpret Washington, Gen. geographic information and Nathaniel Greene, White explain why the occupation of Plains, Chatterton’s Hill, New York City was important to lines of communication, the British plan to defeat the recruitment, supply, Americans. guerilla warfare, partisans, one-year 12. Analyze the problems faced enlistments, Charles by the British in fighting a war in Lee, Delaware River, North America. amnesty proclamation, Thomas Paine, The 12. Analyze the problems faced American Crisis, by the Continental army at the dragoons, Hessians, end of 1776.

Trenton, initiative.

12. Examine how The American

Crisis was able to lift American

spirits and somewhat restore

morale in Washington’s army.

12. Analyze the Battle of Trenton to show how a small victory paid huge dividends for

the American cause.

13. Students will be able to Princeton, Trenton, 13. Investigate the events of the summarize the events of the Battle of Hessians, Col Carl von American victory at Princeton Princeton and explain the effect of the Donop, Earl Cornwallis, and describe the British reaction British withdrawal on Loyalist Lt. Col. Charles to their defeat. Americans to draw conclusions about Mawhood, Nathaniel the divisions in colonial society. Greene, Alexander 13. Describe the conditions the Hamilton, Morristown, colonial army faced in their smallpox, reorganization, winter camp at Morristown in militia, reserve, garrison, 1777 and Washington’s brigade, regiment, attempts to solve the problems Loyalists, Sir William facing the army. Howe, oath of loyalty. 13. Examine the problems faced by Loyalists in New Jersey and how they were treated by their neighbors when the British withdrew.

14. Students will be able to analyze Delegates, committees, 14. Summarize the problems the problems faced by the Continental assets, taxes, hard faced by the Continental Congress and assess their 2 main currency, debt, Congress in trying to run the achievements, the Articles of unsecured currency, country despite having no real Confederation and the alliance with Articles of power. France. Confederation, Louis XV, Louis XVI, Comte de 14. Examine the Articles of Vergennes, alliance. Confederation and assess the weaknesses inherent in its structure.

14. Discuss and explain the importance of a military alliance with France for the Americans.

15. Students will be able to Lord George Germain, 15. Summarize Burgoyne’s plan summarize the events of the Battles General John Burgoyne, to invade the colonies from of Bennington and Saratoga and Sir Guy Carleton, Canada hypothesize some of assess the effect the results had on Loyalists, Hudson River, the difficulties he might face. the American war effort. Albany, Ticonderoga, Philip Schuyler, Gen. 15. Use maps to interpret the Horatio Gates, Benedict geographical obstacles Arnold, Bennington, VT., Burgoyne would have to Lt. Col. Friedrich Baum, overcome in order to implement militia, John Stark, his plans. Bemis Heights, redoubt, Thaddeus Kosciuzko, 15. Compare the specifics of assault, Sir Henry Burgoyne’s plan to the actual Clinton, diversion, Lord conditions under which he North, John Adams, Ben began his campaign. Franklin, commercial relations, diplomatic 15. Discuss and explain the alliance. situation in the colonial army that led to Horatio Gates taking over command from Philip Schuyler.

15. Assess the situation Burgoyne faced and the choices he had to choose from when he found he was not going to be

reinforced by Howe.

15. Discuss and explain the

reasons Burgoyne sent troops

to Bennington and assess the results of the battle.

15. Analyze the deteriorating situation Burgoyne found himself in after Bennington to assess why he made the decisions he did.

15. Use primary and secondary sources to analyze the events of the Battle of Saratoga.

15. Assess the results of the American victory at Saratoga as they apply to the American war effort.

15. Summarize the problems the British faced in trying to conduct a war 3000 miles away and discuss the role these problems played in the defeat at Saratoga.

16. Students will be able to analyze Sir William Howe, 16. Assess Washington’s the campaigns of the summer/fall of Brandywine River, response to the British move to 1777 to assess Washington’s abilities Marquis de Lafayette, take Philadelphia. as commander of the continental Chadd’s Ford, Adm. army. Richard Howe, Schuykill 16. Use maps to interpret the River, Anthony Wayne, geographic factors Washington Paoli Massacre, Lord faced in defending Philadelphia. Cornwallis, Germantown Pike, Germantown, Hessians.

16. Summarize the events of the battles of Brandywine and Germantown.

16. Assess the decisions Washington made in his strategy to defend Philadelphia that led to two major defeats for the American army.

17. Students will be able to analyze Delaware River, Fort 17. Discuss and explain the the problems faced by Washington’s Mifflin, Fort Mercer, events that led to the army during the winter at Valley plateau, quartermaster, resignations of the Howe Forge and assess how solving these foraging parties, brothers. problems turned the continental army convicts, foreign-born, into a much more capable force. farmers, shoemakers, 17. Summarize the geographic weavers, blacksmiths, and organizational difficulties average age, enlistee, faced by the American army Horatio Gates, “Conway during the winter at Valley Cabal”, Nathaniel Forge. Greene, Baron Friedrich Wilhelm von Steuben, 17. Use primary and secondary Prussian, Frederick the sources to cite evidence of the Great. hardships faced by American soldiers during the winter at Valley Forge.

17. Use demographic information to create a description of the average American soldier during the

winter of 1777-78.

17. Discuss and explain how Washington was able to fight off an attempt to replace him as commander of the colonial army.

17. Assess the contributions of Baron von Steuben to the training of the colonial army.

18. Students will be able to assess French Navy, West 18. Analyze the potential French the impact the American alliance with Indies, sugar islands, threat to the sugar islands in the the French had on British war Gibraltar, English British West Indies and assess strategy and how it led to stalemate in Channel, slaves, Lord the reasons the British the American war. North, peace government had to give them commission, Sir Henry priority over the conflict in North Clinton, Loyalist, America. Philadelphia, New York City, Benedict Arnold, 18. Discuss and explain the Charles Lee, Monmouth British response to the French Court House, heat threat in the Caribbean and how stroke, formal charges, it impacted events in North stalemate, siege. America.

French Navy, ship of the 19. Summarize the impact of the 19. Students will be able to assess line, squadron, naval French naval contribution to the the French contribution to the superiority, shipbuilding American war effort. American war effort and determine industry, frigate, the effect it had on the prosecution of privateering, John Paul 19. Examine the reasons why the war. Jones, Richard Pearson, the Americans were not able to Bonhomme Richard,

Serapis, Flamborough create any kind of naval force Head, convoy, rigging, on their own. Comte d’Estaing, Dominica, Martinique, St 19. Investigate the events of the Vincent, Grenada. Battle of Flamborough Head to determine the effect of French naval support on American efforts.

19. Investigate French naval activity in the Caribbean and summarize and explain how French success affected British strategy.

20. Students will be able to analyze Sir Henry Clinton, 20. Investigate early British the events in the Carolinas to prove Portsmouth, Norfolk, successes in the south and the that Clinton’s southern strategy to win Savannah, Lord George influence these had on Clinton’s the war would be unsuccessful. Germaine, Benjamin southern strategy. Lincoln, Charleston, Banastare Tarelton, 20. Summarize the British unconditional surrender, experience with southern Waxhaws Massacre, Loyalists to prove that British Horatio Gates, Camden, confidence in their abilities to Charles Earl Cornwallis, take over the fighting was Loyalists, oath of drastically misplaced.

allegiance, King’s Mountain, Cowpens, 20. Examine the Battles of Daniel Morgan, King’s Mountain and the

Nathanael Greene, Cowpens to show that together

quartermaster, Southern

Department, partisan they spelled the end of British warfare, Francis Marion, hopes for a southern victory. “Light-horse Harry” Lee, Guilford Court House. 20. Investigate the actions Nathanael Greene took as commander of the Southern Department of the Continental army and how he was able to lure the British under Cornwallis into Virginia.

21. The students will be able to Loyalist, felony, 21. Investigate the various laws assess the price of loyalty paid by confiscation, treason, passed to deprive Loyalists of colonists and Indians who remained Iroquois, Susquehanna their property. loyal to the British. River, John Sullivan, Elmira, Shawnee, 21. Summarize the events of the Cherokee, Kentucky, conflicts between Indians and Transylvania Company, Colonials and assess the results Dragging Canoe, for both sides. Boonesborough, Daniel Boone, George Rogers 21. Examine the motives for Clark, Kaskaskia, Benedict Arnold’s switching Vincennes, “Mad allegiance from the American Anthony” Wayne, Fallen cause to the British and Timbers, Benedict summarize the events that led

Arnold, Peggy Arnold, to his escape to England.

Maj. John Andre, West

Point.

22. The Students will be able to Charles Earl Cornwallis, 22. Examine Cornwallis’s plan summarize the events that led to the New York City, Carolina for British victory in the Battle of Yorktown and assess the and Georgia interior, American war and how his plan impact of the British defeat. Benedict Arnold, fell apart. Nathanael Greene, Portsmouth, Yorktown, 22. Investigate Washington’s Lafayette, Viscomte de motivation for moving his army Rochambeau, Adm. away from New York City and Comte de Grasse, Adm. south into Virginia. Sir George Rodney, Admiral Hood, trenches, 22. Analyze Cornwallis’s redoubts, flag of truce, decisions that led to his army surrender, George III, becoming trapped at Yorktown Spain, Dutch, Edmund determine if he could have Burke, Lord Germaine, acted differently. Lord North, Whigs. 22. Use maps to examine the role of the British and French naval forces in the events leading up to the Battle of Yorktown.

22. Use primary and secondary sources to examine the events of the Battle of Yorktown.

22. Assess the impact of the

American victory at Yorktown

had on the British government.

22. Discuss and explain the

political events in Parliament

that led to the suspension of fighting in America.

23. The students will be able to Ben Franklin, John 23. Assess the competing summarize the events leading to the Adams, John Jay, Henry interests at the Paris peace 1783 . Laurens, Earl of conference to determine why Shelburne, Treaty of the treaty contained the terms Paris 1783, George that it did. Washington, Washington’s Farewell 23. Use maps to determine the Address. boundaries of the new and Independent United States of America.

23. Discuss and explain the relationship between the Continental Congress and the Continental army after the end of the conflict.

24., 25., 26. Develop teacher 24. Students will analyze a primary created projects that require source for accuracy and bias and students to cite textual evidence connect it to a time and place in from primary and secondary Pennsylvania. sources.

25.Students will be able to produce an organized written product/project that cites textual evidence, and presents and reflects on a thesis statement using primary and secondary resources.

26.The students will read, comprehend, and analyze a variety of primary sources, secondary sources, and visual information with focus on main idea, details, structure, and knowledge.