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     Link to MC3 Unit 5

     

     

    Key Concepts

    authority / power

    cause and effect

    conflict

    imperialism

    liberty

    limited government

    Patriot/Loyalist

    representative government

    self-government

    trade policies
    Additional Key Concepts
    climate
    incentive
    quarter
    revolution

    Graphic Organizer

    Unit 5

     

    Middle School Foundations (see Grade 8, F1.1)

     

    Describe the ideas, experiences, and interactions that influenced the colonists’ decision to declare independence by analyzing

    ·         colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and promoting the common good, representative government, natural rights) 

    ·         experiences with self-government (e.g., House of Burgesses and town meetings)

    ·         changing interactions with the royal government of Great Britain after the French and Indian War.

     

     

     
     
     
     
     
    Unit Abstract:

    In this unit students explore the causes of the American Revolution. Focusing on the period from the Seven Years’ War[1]to the battles at Lexington and Concord (1756 to 1775), students trace the disputes between the British government and her colonies. They examine the British Parliament’s attempts to tighten control from the early Navigation Acts and the Proclamation of 1763 to the Sugar Act, Stamp Act, the Townsend Acts, the Tea Act, and the Intolerable Acts. Students explore how colonists responded to the increasing control by Britain and analyze conflicting accounts of a variety of events such as the Boston Massacre and the Boston Tea Party.  In doing so, students analyze how colonial and British views on authority and the use of power without authority differed.  They read biographies of significant colonial leaders and compare their contributions during the Revolutionary war era.  Students also focus on the role of political ideas, such as liberty (unalienable rights), representative government, and consent of the governed (social compact) as they analyze colonial disputes with Great Britain. They assess how colonial experiences with self-government, including the Committees of Correspondence and the First Continental Congress united colonists from different colonial regions. Students also explore loyalist and patriot perspectives as the colonies moved closer towards declaring independence. The unit culminates with students constructing a chronology of events. Students then analyze the causes and effects of these events and assess their significance in leading to armed conflict at Lexington and Concord.

      

     

    Content Expectations 

    5 – U3.1.1:    Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

    5 – U3.1.2:    Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

    5 – U3.1.3:    Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

    5 – U3.1.4:    Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).

    5 – U3.1.6:    Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

    5 – U3.1.8:    Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. 

     

    Assessment

    Selected Response Items

     
    5-U3.1.1
    Describe how the French and Indian war changed British policy towards the colonies and how the colonists became angry with these changes.
    • Fill in the graphic organizer to illustrate the causes and effects of the French and Indian War.
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    Please use these statements on the Cause side of the chart:
    A.  The colonists begin moving into the backcountry previously inhabited by American Indians.
    B.  In the beginning the colonists lost many of the battles against the French and Indians.
    C.  Britain sends troops to help the colonists. 
    D.  The Treaty of Paris ended the French and Indian War.
    E.  King George and Parliament wanted to prevent further problems with the American Indians.
    F.  Britain wanted to regain some of the monies spent on the war.
     
    Please use these statements on the Effect side of the chart:
    G.  Several acts (taxes) were passed which the colonists resented.
    H.  The colonists call on the "Mother Country" of England to help.
    I.  Britain got control and France lost control of lands in Canada and the area between the Appalachian Mountains and the Ohio River Valley.
    J.  The American Indians joined the French in battle against the British colonists.
    K.  The colonists begin to win the war.
    L.  The Proclamation of 1763 was issued prohibiting settlement west of the Appalachian Mountains.
     
    Answer Key
    A - J
    B - H
    C - K
    D - I
    E - L
    F - G
     
     
     
     
     
    5-U3.1.2
    Describe the causes and effects of the following:  the Stamp Act, Boston Tea Party, Intolerable Acts, Boston Massacre. 
    • Select true or false statements about the Stamp Act, Boston Tea Party, Intolerable Acts, and Boston Massacre.                                                                                  
    Samuel Adams and others helped organize the Sons of Liberty to protest the Intolerable Acts. (false, Stamp Act)
    One of the causes of the Boston Massacre was the colonists were taunting and throwing snowballs at the British soldiers. (true)
    The Intolerable Acts were Britian's response to the Boston Tea Party.  (true)
    The British soldiers threw tea into Boston Harbor because they were angry at the colonists for throwing snowballs and taunting them. (false, the colonists threw the tea into the harbor)
     

     

    5-U3.1.8

    Identify problems of the colonists and identify possible solutions and possible consequences of the action taken. 

    Create a poster identifying a problem confronting the colonists.  The poster should show alternative choices and their possible consequences.

     

    5-U3.1.4

    Describe how the First Contintenal Congress unified the colonies addressing the Intolerable Acts and declaring independence.

    Describe the drafting of the Articles of Confederation

     

     

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    Sample entries for pre-write:

    First Continental Congress

    Purpose:  Delegates from the colonies met to discuss how they should respond to the Intolerable Acts

    What Happened at the Meeting:  Sent a petition to Parliament stating they had a "right to life; liberty, and property" and a right to make laws reagarding government and taxes, form colonial militias, stop most trade with Britain.

    Outcome:  they were unified, they agreed to meet in one year if the situation didn't improve, this congress was the beginning of the future United State of America.

    Second Continental Congress

    Purpose:  Relations iwth Britain were getting worse.  The delegates needed to decide if they should declare independence from the "Mother Country."

    What Happened at the Meeting:  formed the Continental Army, wrot the Olive Branch petition, chose George Washington to lead the army, formed a committee to prepare a document to declare independence, signe dthe delcaration of Independence, formed a committee to creat a new government.

    Outcome:  they declared their independence on 7/4/1776, the Articles of Confederation became the 1st Constitution of the United States.

     

     

    Extended Response Items

     
    5-U3.1.3
    Explain how the British and colonial views on authority and power differed by using an event such as the Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures. 
    • RAFT -You are a ten-year old Patriot child.  Your family has just taken in a British soldier under the Quartering Act.  Write a journal/diary entry about how this is affecting you and your family.
    • RAFT -You are a British soldier.  Your captain has just assigned you to live with a colonist family.  Write a letter home informing your mother how you are being treated by this Loyalist family and their Patriot neighbors.
     
    Performance Assessments

     

     5-U3.1.6
    Create a brochure, power point slide show, or a performance that identifies the role of a key individual in leading the colonists to revolution.
     
     
    Related 6th Grade MEAP Released Questions
    1.  This event occurred to protest which policy of King George III?
     
     
     
     
     
    A.  taxation without representation  B.  cruel and unusual punishment  C.  the right to trial by jury  D.  the right to bear arms
     
     
Last Modified on February 14, 2018