DIFFERENTIATING INSTRUCTION Economic Interference
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
About Women/Loyalists/Patriot
CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 183 Teaching Idea Encourage students to practice read- ing parts of the Declaration of Independence and possibly even Women in the Revolution memorize the famous second section. “Remember the ladies,” wrote Abigail Adams to her husband, John, who was attending the Continental Congress in Philadelphia. While the delegates did not name women in the Declaration of Independence, the “ladies” worked hard for independence. The Daughters of Liberty wove cloth and sewed clothing for the Continental army. Before the war, they had boycotted British imports, including Teaching Idea tea and cloth. The success of these boycotts depended on the support of women, Some women acted as spies during who were responsible for producing most of the household goods. the Revolutionary War. Have students Phillis Wheatley was born in Africa, kidnapped by slavers when she was make invisible ink for getting mes- about seven or eight, and brought to North America. John Wheatley, a rich Boston sages back and forth across enemy merchant, bought her as a servant. His wife, Susannah, taught Wheatley to read lines. For each student, you will need: and write, and she began composing poems as a teenager. Her first book of poet- 4 drops of onion juice, 4 drops of ry was published in London in 1773. The Revolution moved her deeply because lemon juice, a pinch of sugar in a of her own position as a slave, and she composed several poems with patriotic plastic cup, a toothpick to be used as themes, such as “On the Affray [Fighting] in King Street on the Evening of the a writing instrument, and a lamp with 5th of March 1770,” which commemorates the Boston Massacre, and one about an exposed lightbulb. -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
Who Has the 2 President of the United States?
I have Benjamin Franklin. I have Paul Revere. I have the first card. Who has a prominent member of the Continental Congress Benjamin Franklin was a prominent that helped with the member of the Continental Declaration of Congress, who helped with the Paul Revere was a Patriot who Declaration of Independence. warned the British were coming. Independence? Who has a patriot who made a daring ride to warn Who has the ruler who colonists of British soldier’s taxed on the colonies? arriving? I have King George III I have the Daughters of Liberty. I have Loyalist. Loyalists were colonists who remained loyal to England King George III taxed the during the Revolutionary The Daughters of Liberty spun colonies. period. Who has the group that cloth in support or the boycott of English goods. Who has the group formed included Martha Washington Who has the term for a in response to the Stamp that spun cloth to support colonist that remained loyal to Act, which is responsible for the boycott of English England? the Boston Tea Party? goods? I have the Sons of Liberty. I have Nathan Hale. I have Patriot. The Sons of Liberty were formed in response to the Stamp Act. Nathan Hale was a Patriot spy that Patriots were in favor of They were responsible for the was hung by the British. independence from England. Boston Tea Party. Who has the American Who has the term for a nd colonist in favor of Who has the 2 spy who was hung by independence from president of the the British? England? United States? I have the John Adams. -
How Did Women Support the Patriots During the American Revolutionary War?
Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. How did Women Support the Patriots During the American Revolutionary War? Historical Thinking Skills Assessed: Sourcing, Critical Reading, Contextualization Author/School/System: Barbara Baker and Drew DiMaggio, Howard County School Public School System, Maryland Course: United States History Level: Elementary Task Question: How did women support the Patriots during the American Revolutionary War? Learning Outcomes: Students will be able to contextualize and corroborate two sources to draw conclusions about women’s contributions to the American Revolution. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. National History Standards Era 3: Revolution and the New Nation (1754-1820s) Standard 2: The impact of the American Revolution on politics, economy, and society College, Career, and Civic Life (C3) Framework for Social Studies Standards D2.His.5.3-5 Explain connections among historical contexts and people’s perspectives at the time. -
Chronology 1763 at the End of the French and Indian War, Great Britain Becomes the Premier Political and Military Power in North America
Chronology 1763 At the end of the French and Indian War, Great Britain becomes the premier political and military power in North America. 1764 The American Revenue, or Sugar Act places taxes on a variety of non-British imports to help pay for the French and Indian War and cover the cost of protecting the colonies. 1765 The Stamp Act places taxes on all printed materials, including newspapers, pamphlets, bills, legal documents, licenses, almanacs, dice, and playing cards. 1766 The Stamp Act is repealed following riots and the Massachusetts Assembly’s assertion that the Stamp Act was “against the Magna Carta and the natural rights of Englishmen, and therefore . null and void.” 1767 The Townshend Revenue Acts place taxes on imports such as glass, lead, and paints. 1770 British soldiers fire into a crowd in Boston; five colonists are killed in what Americans call the Boston Massacre. 1773 Colonists protest the Tea Act by boarding British ships in Boston harbor and tossing chests of tea overboard in what came to be called the Boston Tea Party. 1774 Coercive, or Intolerable, Acts—passed in retaliation for the Boston Tea Party—close the port of Boston and suspend civilian government in the colony. In September, the First Continental Congress convenes in Philadelphia, Pennsylvania. Congress adopts a Declaration of Rights and Grievances and passes Articles of Association, declaring a boycott of English imports. 1775 February: Parliament proclaims Massachusetts to be in a state of revolt. March: The New England Restraining Act prohibits the New England colonies from trading with anyone except England. April: British soldiers from Boston skirmish with colonists at the Battles of Lexington and Concord. -
Boston Massacre, 1770
Boston Massacre, 1770 1AUL REVERE’S “Boston Massacre” is the most famous and most desirable t of all his engravings. It is the corner-stone of any American collection. This is not because of its rarity. More than twenty-five copies of the original Revere could be located, and the late Charles E. Goodspeed handled at least a dozen. But it commemorated one of the great events of American history, it was engraved by a famous artist and patriot, and its crude coloring and design made it exceedingly decorative. The mystery of its origin and the claims for priority on the part of at least three engravers constitute problems that are somewhat perplexing and are still far from being solved. There were three prints of the Massacre issued in Massachusetts in 1770, as far as the evidence goes — those by Pelham, Revere, and Mulliken. The sequence of the advertisements in the newspapers is important. The Boston Ez’ening Post of March 26, 1770, carried the following advertisement, “To be Sold by Edes and Gill (Price One Shilling Lawful) A Print, containing a Representation of the late horrid Massacre in King-street.” In the Boston Gazette, also of March 26, I 770, appears the same advertisement, only the price is changed to “Eight Pence Lawful Money.” On March 28, 1770, Revere in his Day Book charges Edes & Gill £ ç for “Printing 200 Impressions of Massacre.” On March 29, 770, 1 Henry Pelham, the Boston painter and engraver, wrote the following letter to Paul Revere: “THuRsD\y I\IORNG. BosToN, MARCH 29, 10. -
The Stamp Act Rebellion
The Stamp Act Rebellion Grade Level: George III (1738-1820) From the “Encyclopedia of Virginia,” this biographical profile offers an overview of the life and achievements of George III during his fifty-one-year reign as king of Great Britain and Ireland. The personal background on George William Frederick includes birth, childhood, education, and experiences growing up in the royal House of Hanover. King George’s responses to events during the Seven Years’ War, the Irish Rebellion, and the French Revolution are analyzed with the help of historical drawings and documents. A “Time Line” from 1663 through 1820 appears at the end. Topic: George III, King of Great Britain, Great Britain--History--18th Language: English Lexile: 1400 century, Great Britain--Politics and government, England--Social life and customs URL: http://www.encyclopediavirginia.org Grade Level: Stamp Act Crisis In 1766, Benjamin Franklin testified to Parliament about the Stamp Act and a month later it was repealed. The Stamp Act sparked the first widespread eruption of anti-British resistance. The primary source documents at this web site will help you understand why Parliament passed the tax and why so many Americans opposed it. The documents show the colonists' first widespread resistance to British authority and how they responded to their first victory in the revolutionary era. Discussion questions are included. Topic: Stamp Act (1765) Language: English Lexile: 1320 URL: http://americainclass.org Grade Level: American History Documents The online presence of the Indiana University's Lilly Library includes the virtual exhibition American History Documents. Complemented by enlargeable images of items from the library's actual collection, this site includes two entries related to the Stamp Act of 1765: the cover pages from An Act for Granting and Applying Certain Stamp Duties and Other Duties, in the British Colonies and Plantations in America, London and New Jersey. -
Revolutionary Betrayal: the Fall of King George III in the Experience Of
LIBERTY UNIVERSITY REVOLUTIONARY BETRAYAL: THE FALL OF KING GEORGE III IN THE EXPERIENCE OF POLITICIANS, PLANTERS, AND PREACHERS A THESIS SUBMITTED TO THE FACULTY OF THE HISTORY DEPARTMENT IN CANDIDACY FOR THE DEGREE OF MASTER OF HISTORY BY BENJAMIN J. BARLOWE LYNCHBURG, VIRGINIA APRIL 2013 Table of Contents Introduction ......................................................................................................... 1 Chapter 1: “Great Britain May Thank Herself:” King George III, Congressional Delegates, and American Independence, 1774-1776 .................................... 11 Chapter 2: Master and Slave, King and Subject: Southern Planters and the Fall of King George III ....................................................................................... 41 Chapter 3: “No Trace of Papal Bondage:” American Patriot Ministers and the Fall of King George III ................................................................................ 62 Conclusion ........................................................................................................ 89 Bibliography ...................................................................................................... 94 1 Introduction When describing the imperial crisis of 1763-1776 between the British government and the American colonists, historians often refer to Great Britain as a united entity unto itself, a single character in the imperial conflict. While this offers rhetorical benefits, it oversimplifies the complex constitutional relationship between the American -
Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's Law-Making Assembly
Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's law-making assembly. Stamp Act-law passed by Parliament in 1765 that taxed printed materials in the 13 Colonies. repeal-to cancel Sons of Liberty-groups of Patriots who worked to oppose British rule before the American Revolution. Townshend Acts-laws passed by Parliament in 1767 that taxed goods imported by the 13 Colonies from Britain. tariff-tax on imported goods. boycott-organized refusal to buy goods. Daughters of Liberty-groups of American women Patriots who wove cloth to replace boycotted British goods. Boston Massacre-event in 1770 in Boston which British soldiers killed five colonist who were part of an angry group that had surrounded them. Committee of Correspondence-groups of colonists formed in 1770's to spread news quickly about protests against the British. Tea Act-law passed by Parliament in the early 1770's stating that only the East India Company, a British business, could sell tea to the 13 Colonies. Boston Tea Party-Protests against British taxes in which the Sons of Liberty boarded British ships and dumped tea into Boston Harbor in 1773. Intolerable Acts-laws passed by British Parliament to punish the people of Boston following the Boston Tea Party. Patriots-American colonists who opposed British rule. Loyalists-colonists who remained loyal to the British during the American Revolution. First Continental Congress-meetings of representatives from every colony except Georgia held in Philadelphia in 1774 to discuss actions to take in response to the Intolerable Acts. militia-volunteer armies. minutemen-colonial militia groups that could be ready to fight at a minute's notice. -
Was the American Revolution Avoidable? - Supporting Question 4
Was the American Revolution Avoidable? - Supporting Question 4 S.S. 4–I will explain what efforts were made to avoid war with the British before the American Revolution. - C3 STANDARD D2.HIS.16.6-8 4 3.5 3 2.5 2 1 0 The student will... Provide essential facts Provide important Provide basic and details from the facts and details vocabulary and source material and from the source simpler details to In addition to In addition to other sources to material to explain partially explain No level 3.0 level 2.0 With help, the comprehensively explain what efforts were what efforts were understanding performance, performance, student can what efforts were made made to avoid war made to avoid of very simple the student the student perform 2.0 to avoid war with the with the British war with the content or shows partial shows partial and 3.0 British before the before the British before the missing success at success at expectations. American Revolution American American evidence. level 4.0 level 3.0 and properly cited the Revolution and Revolution. sources. properly cited the sources. Supporting Question 4 What efforts were made to avoid war? Formative Performance Task Write a second claim supported by evidence for how efforts were made to avoid war. - cite your sources Featured Sources ❏ Background Information #1: What was the Olive Branch Petition? ❏ Background Information #2: Repeal of the Stamp Act ❏ Source A: Repeal of the Stamp Act ❏ Source B: Olive Branch Petition ❏ Source C: Excerpt from Plain Truth ❏ History Channel Source: Olive Branch Petition The fourth supporting question—“What efforts were made to avoid war?”—turns to the actions of people who worked to avoid war between Great Britain and the colonists. -
American Revolution Vocabulary
American Revolution Vocabulary 1) abolish: To formally put an end to. 2) charter: A written document from a government or ruler that grants certain rights to an individual, group organization, or to people in general. In colonial times, a charter granted land to a person or a company along with the right to start a colony on that land. 3) committees of correspondence: Committees that began as voluntary associations and were eventually established by most of the colonial governments. Their mission was to make sure that each colony knew about events and opinions in the other colonies. They helped to unite the people against the British. 4) common good: The good of the community as a whole. 5) consent: To agree and accept something, approve of something, or allow something to take place. 6) Daughters of Liberty: An organization formed by women prior to the American Revolution. They got together to protest treatment of the colonies by their British rulers. They helped make the boycott of British trade effective by making their own materials instead of using British imports. 7) diplomacy: The practice of carrying on formal relationships with governments of other countries. 8) First Continental Congress: The body of colonial delegates who convened to represent the interests of the colonists and protest British rule. The First Continental Congress met in 1774 and drafted a Declaration of Rights. 9) Founders: The political leaders of the thirteen original colonies. They were key figures in the establishment of the United States of America. 10) government: The people and institutions with authority to make and enforce laws and manage disputes about laws. -
Chapter 3—Section 5 Notes
Causes leading up to the American Revolutionary War After the French & Indian War England issued the Proclamation of 1763 closing the land west of the Appalachian Mountains to the colonists supposedly to keep peace with the Indians. Also, to protect the colonists from any Indian uprisings and to enforce all English laws and acts, England left a standing army of 100,000 British troops in the colonies. George Grenville, Prime Minister of England, ask Parliament to tax the colonists to pay for the army and pay for England’s debt from the French and Indian War. Sugar Act of 1764—taxed sugar and molasses imported into the colonies. To prevent smuggling, traders/merchants were required to list all trade goods they carried on their ships—which had to be approved before they left port. British navy was also given permission to stop and search colonial ships for smuggled goods. Parliament also changed the legal system in the colonies to vice-admiralty courts which dealt with smugglers. (no longer innocent until proven guilty; but guilty until proven innocent) The colonists believed that England did not have the right to tax them without representation in Parliament. (“no taxation without representation”) Samuel Adams helped create the Committees of Correspondence—told what the British were doing throughout the colonies so that the colonists could always be informed as to what the British were up to—no surprises. The colonists protested the taxation by boycotting all British goods(1765), hoping to hurt the British economy and convince Parliament to repeal the taxes. Parliament passed the Stamp Act(1765) in the colonies requiring the colonists to pay for a stamp to be placed on all paper items: deeds, wills, playing cards, newspapers, etc.