It's Time for a Revolution!

Crystal Bozigian

North Providence High School

Unit: It's Time for a Revolution! ( 4 Weeks)

Unit Overview

Throughout this unit, students will gain a deeper understanding of the causes of the American

Revolution and the impact on American history. This unit is designed for 10th grade students

enrolled in American History/Civics Part 1. Students will be required to conduct research, form

opinions, and evaluate multiple primary and secondary sources. Over the course of this unit,

students will be engaging in stories of the past while grasping an understanding of how these

centuries-old events shape their stories of who they are today. Revolution is a drastic response to

authority and yet we teach students daily - to be mindful of authority and respectful to those who

lead. However, it is important for our students not to take their freedoms for granted and

understand that these freedoms were at one time threatened, disposed of, and stripped away from

our colonial ancestors. Therefore, revolution was a necessary tactic conducted by the men and

women of the colonies who not only stood up to their leaders, but against one another. Families

were divided as loyalist and patriot ideals emerged. The social side to war will be discussed in this

unit as students are presented with multiple opportunities to explore the human response to war. At

the conclusion of this unit, students will be able to make the necessary connections between the

past and present as they evaluate modern American society. By connecting the stories of the past

to the stories of the present, students will relate to the brave men and women who came before

them. and motivating future generations to strive for greatness.

Established Goals

RI: GSE: Civics and Government/RI History, RI: Grades 9-12, Civics & Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. C&G 1 (9-12) –1 Students demonstrate an understanding of origins, forms, and purposes of government by …

a. describing or explaining competing ideas about the purposes and functions of politics and government

C&G 1 (9-12) –2 Students demonstrate an understanding of sources of authority and use of power, and how they

are/can be changed, by…

a. identifying how actions of a government affect relationships involving the individual, society and the

government (e.g., Homeland Security)

b. explaining how political authority is obtained and legitimized

C&G 2 (9-12) –2 Students demonstrate an understanding of the democratic values and principles

underlying the US government by…

a. interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration

of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls

Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance)

b. analyzing the inherent challenges involved in balancing majority rule and minority rights

C&G 3 (9-12) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their

rights and responsibilities by…

a. identifying a policy at the school, local, state, national, or international level and describing how it affects

individual rights

C&G 4: People engage in political processes in a variety of ways. C&G 4 (9-12) –1 Student demonstrate an

understanding of political systems and political processes by…

c. analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from

opinion, and evaluating possible bias/propaganda or conflicting information within or across sources (GSE R-

10-8.4)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Habit of Writing Writing Extensively W–10–11 Demonstrates the habit of writing extensively by…

W–10–11.1 Writing with frequency, including in-school, out-of-school, and during the summer (Local)

W–10–11.2 Sharing thoughts, observations, or impressions (Local)

W–10–11.3 Generating topics for writing (Local)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Oral Communication Strategies Interactive Listening OC–10–1 In oral communication, students demonstrate interactive listening by …

OC–10–1.1 Following verbal instructions, to perform specific tasks, to answer questions, or to solve

problems (Local)

OC–10–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)

OC–10–1.4 Participating in large and small group discussions showing respect for a range of individual ideas

(Local)

OC–10–1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)

Make Oral Presentations OC–10–2 In oral communication, students make oral presentations by…

OC–10–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose

(Local)

OC–10–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate

ideas effectively (Local)

OC–10–2.6 Using tools of technology to enhance message (Local)

NSH: History, NSH: Grades 5-12 , US His. Era 3:Revolution&New Nation STANDARD 1

The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and

the reasons for the American victory.

Standard 1A

The student understands the causes of the American Revolution.

Compare the arguments advanced by defenders and opponents of the new imperial policy on the traditional

rights of English people and the legitimacy of asking the colonies to pay a share of the costs of empire.

[Consider multiple perspectives] (Grades 5-12)

Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the

American colonies and England. [Establish temporal order] (Grades 5-12)

Analyze political, ideological, religious, and economic origins of the Revolution. [Analyze

multiple causation] (Grades 7-12)

Reconstruct the arguments among patriots and loyalists about independence and draw

conclusions about how the decision to declare independence was reached. [Consider

multiple perspectives] (Grades 9-12)

Standard 1B

The student understands the principles articulated in the Declaration of Independence.

Explain the major ideas expressed in the Declaration of Independence and their intellectual origins. [Marshal

evidence of antecedent circumstances] (Grades 5-12)

Draw upon the principles in the Declaration of Independence to construct a sound historical argument

regarding whether it justified American independence. [Interrogate historical data] (Grades 9-12)

Explain how key principles in the Declaration of Independence grew in importance to become unifying ideas

of American democracy. [Evaluate the influence of ideas] (Grades 5-12)

Enduring Understandings

Throughout this unit and ultimately at the

culmination of learning activities, students will

have a much deeper understanding and

appreciation of what it means to be American.

The students will understand that the United

States of America is a country founded on the

principle of standing up for what one believes in.

These beliefs are rooted in values of democracy,

life, liberty, and the pursuit of happiness. As

educators, it is our job to motivate students to

stand up for their own beliefs and value the

diversity of the beliefs of others around them.

People during the Revolutionary War united for a

greater good. The words that are written in the

Declaration of Independence should not just be

recited, but should be understood for their deeper

meaning as words to guide our lives today and

always. Americans are afforded life, liberty, and

happiness because of the written law crafted in

our founding documents. These documents are

not ancient texts, rather guidebooks for American

values, American norms, and the future of

Americans united with one another in the United

States of America.

Essential Questions

What were the factors that led to the

Revolutionary War?

Who were the key leaders during the

Revolutionary period?

What were the major engagements of the

Revolutionary period?

What were the political, economic, and

social results of the American

Revolution?

Why did the American colonists want to

free themselves from Great Britain?

What basic ideas about government did

the founders put in the Declaration of

Independence?

Content Knowledge

Major acts and events leading to the

Revolutionary War

The Sugar Act

The Stamp Act

Declaratory Act

The Townshend Acts

The Boston Massacre

The Gaspee Affair

The Boston Tea Party

The Intolerable Acts

Major contributors leading to the

Revolutionary War

Role of Samuel Adams

Battles of the Revolutionary War

Lexington and Concord

Declaration of Independence

Skills

The students will describe the factors that

led to the American Revolution.

The students will compare and contrast

the key leaders during the Revolutionary

period.

The students will report the major

engagements of the American Revolution.

The students will define the political,

economic, and social results of the

American Revolution.

The students will propose the reasons

why American colonists freed themselves

from Great Britain.

The students will support the basic ideas

about government that the Founding

Fathers included in the Declaration of

Independence.

Assessments

Documents attached to unit.

Causes of the Revolution Formative: Oral: Presentation

Students will research the factors leading up to the American Revolution and present their findings

to the class through power point slides during group presentations. Students will take notes based

on their peer's presentations to serve as content knowledge.

Propagandizing the Boston Massacre Formative: Written: Journal/ Diary

Students will analyze the illustration of the Boston Massacre. They will be asked to discuss the

elements of the picture that mean the definition of propaganda. Students will then write a diary

entry from the point of view of a person or inanimate object to be personified from the illustration

(ex. Colonist, British soldier, the dog, the steeple, etc.).

Declare YOUR Independence Formative: Written: Persuasive Essay

Students will consider an area in their life where they feel restricted. They must declare their

independence from the source of their discontent, use similar organization and literary tactics of the

original Declaration of Independence, and offer a plan of solution to fix this problem they are

experiencing.

Revolution Test Summative: Test: Common

Students will take a unit test at the culmination of this unit. Questions will be objective in the form

of Matching, Fill in the Blank, and Multiple Choice. Short answers and essay questions will also be

asked to allow student to communicate ideas through rich elaboration and understanding of ideas.

(Documents attached to unit.)

Causes of the American Revolution Project

Boston Massacre Photos

Newspapers Boston Massacre

Photo Analysis Rubric

Declaring YOUR Independence

Persuasive Writing Rubric

Revolution test

Learning Activities

Lesson One: Timeline of Events Leading to War Students will be assigned guidelines for their group research on the cause of the Revolution

Students will research using the mobile computer lab laptops

Students will create 3-5 slides to be formatted into a class PowerPoint

Students will present their findings to the class

While presentations are taking place, students will take notes on the events leading up to the

Revolution

Students will make a visual timeline of events illustrating the various acts and events

leading to war

Lesson Two: Illustrating History

Beginning: Students will be given a picture of the Boston Massacre. The students will not know

any context of the picture. Each student will have a rubric that will aid them in analyzing the photo,

as well as a series of questions to answer about the photo. Upon completion, the teacher will call on

a student to describe his/her picture. The (hopeful) reaction is that other students say that is not

what is happening in the picture. This will lead into a little debate about what the picture is about

until after a minute the students figure out there are two different pictures.

Middle: The teacher will explain that perspective is important not only in life but in history. This

will bring a brief note section on the Boston Massacre. Students will use a guided note sheet in

order to follow along with the lecture. The teacher will ask why the students think the phrase

“massacre” was used. The teacher will briefly state the fact that the two perspectives are “patriot”

and “loyalist.” The teacher will then put the two pictures on an overhead. The students will create a

Venn diagram comparing and contrasting the two photographs.

Websites:

http://www.archives.gov/exhibits/charters/declaration_transcript.html

http://americanhistory.mrdonn.org/powerpoints/road-to-revolution.html

Documents (Attached to this Unit Plan

Road To Revolution Key

Lexington Perspective

Road To Revolution Questions

Lexington told in History Book

Lexington described in local newspaper

Presentation Rubric

Reflective Writing Rubric

Ending: The students will receive two newspaper articles without titles. It is their job to underline

four facts in both newspaper articles. They are then to figure out which newspaper article is loyalist

and which is patriot (label the newspapers). The teacher will then ask the students to read out loud

their opinions and why. The wrap-up will be how does perspective play a role in history and how

does it play in modern society. The students will orally explain how a certain time in their life

perspective played an important role. Students will then draft a diary entry from the perspective of

one of the people of objects in the pictures.

Lesson Three: "The Shot Heard Round the World"

The purpose of this lesson will be to introduce students to the ways in which events in history can

be conveyed through different vantage points. Terms such as propaganda, bias, and opinions versus

facts will be discussed.

Students will read about "the shot heard 'round the world" told from varying perspectives -

history book, newspaper article, American version versus British version

Students will read for understanding and highlight elements of opinions as they read

Once the points of view are discussed in small groups, each student will be asked to write

letters to their families explaining their choice to support either the patriots of loyalists

during the war

Students will then investigate the other important battles during the Revolutionary War

through a "Jig Saw" reading activity using their textbook "The Americans," and identifying

the main points about each important battle

Lesson Four: Declaring Independence

Students will work the text of the Declaration of Independence. Thomas Jefferson's role as author

will be discussed as well as the literary strategies he employed throughout the document. Students

will read the document and identify the preamble, parallel structure, repetition, persuasion, and

voice. Students will identify the problem and resolution presented throughout the document. For

homework, students will be asked to research one signer of the declaration and be asked to make a

"baseball card" displaying the important "stats" and accomplishments of each signatory.

Lesson Five: Declaring YOUR Independence

Students will be asked to discuss issues and actions in their lives today with which they do not

necessarily agree. The teacher will set up a "Carousel" Activity during which students will travel

around the room to thinking prompts posted around the world asking them questions such as: What

actions of others in your life do you disagree with? Do you think you should be able to govern your

own life and choices? Who has the ultimate say over your behaviors? Are you responsible enough

to make your own decisions? How would you improve one area of your life? Who would you like

to "declare your independence" from? What resolution can you think of to solve this dispute?

Students will then receive guidelines to write their own declaration of independence from people

who govern their lives such as their parents, school administrators, friends/peers, bosses at part-

time jobs, etc. Students will employ the use of literary writing devices discussed in the previous

lesson such as identifying their "voice" in their writing, persuasive writing skills, repetition, and

parallel structure.

Lesson Six: What If?!

During this lesson, students will be challenged to consider how one change in the course of events

could impact the future course of history. Students will be given the following:

The British win! The British win! You have just been informed that the British Red Coats have

defeated the Continental rebel Army. This defeat means that the course of “American” history will

be severely altered.

1. With your group create a list of ALTERED EVENTS that would make history and life

today VERY different. (Ex. The name of our country would be something different . . .)

2. Once your list is generated you are asked to share with the class.

3. After class discussion, you and your group must create an artistic representation of the

changes that would occur IF the British had won! This visual can be in the form of a NEW

country flag, an advertisement, and the front page of a newspaper complete with headline,

etc.

4. Each group member is then to synthesize the ideas of the group/class in the form of a

response essay highlighting the changes that would occur in history and what they would

mean to our life today!

Lesson Seven: Unit Test

Students will take a summative Revolutionary War Test completing a combination of objective

questions and essay response writing.

End of Unit Celebration: Students will take a field trip to the Museum of Our National Heritage in Lexington,

Massachusetts. Students will be asked to collect three facts that they learn while on site to

contribute to a group discussion during a picnic lunch on the museum grounds. This field trip will

give the students the opportunity to experience the permanent exhibit focusing on the

Revolutionary Period of American history, while visiting where war began in Lexington, MA on

April 19, 1775.

Field Trip to Museum of Our National Heritage - Lexington, MA

What If the British Won!?

BaseballCardTemplate.doc

Causes of the American Revolution Project

Objective: to research and present the factors leading to the American

Revolution

Guidelines:

1. Students will research specific topics that caused the American

Revolution

2. Each topic will be explained to the class in the form of both an

oral and visual presentation.

3. Each group’s presentation will serve as notes to the rest of the

class.

4. The visual must enhance the presentation.

Requirements:

1. Each group has today to work on the mobile lab to conduct

research.

2. The visual presentation will count as one test grade.

3. The oral presentation will count as one test grade.

4. Be sure to be detailed, organized, and creative when designing

your presentation.

Topics:

The Sugar Act

The Stamp Act

Declaratory Act

Role of Samuel Adams

The Townshend Acts

The Boston Massacre

The Gaspee Affair

The Boston Tea Party

The Intolerable Acts

Corresponding text to Paul Revere’s picture (Adapted from The Boston Gazette and Country Journal of 12 March 1770)

Thirty or forty persons, mostly lads, being by this means gathered in King Street,

Capt. Preston of England, with a party of men pushing with their bayonets and

guns, cried, “Make way!” The townspeople took place by the customs house and

continued to drive the people off. It is said that some threw snow balls. On this, the

Captain commanded them to fire; and more snow balls coming, he again said,

“Fire! Be the consequence what it will!” One soldier then fired, and a townsman

with a club struck him over the hands with such force that he dropped his weapon.

However, the soldiers continued the fire successively till seven or eight or, as some

say, eleven guns were discharged. By this fatal maneuver three men were laid dead

on the spot and two more struggling for life; but what was shown was a degree of

cruelty unknown by the townspeople administered by the British troops. As the

townspeople attempted to remove the slain and wounded, the British continued to

fire upon or push with their bayonets these said persons!

Corresponding text to the “Equal Fight” picture (Taken from Rivington’s New York Gazetter, March 1770)

People started throwing snowballs, which were probably laced with stones. The

guard was called out, some six or seven soldiers, and they formed a circle to

protect each other. Soon there was a larger gathering of townspeople, maybe a

hundred or so, in the square. The townspeople taunted the soldiers too: “Fire! Fire!

Fire! We dare you! We’re standing in the King’s highway. We have a right to

stand here.” The soldiers were restrained. Captain Preston of England is said to

have yelled, “Hold your fire!” Then a British soldier was hit with a big stick. The

soldier claimed he heard the word “fire,” and that is when the soldiers began their

shots into the crowd. Four people were killed and several others wounded. The

citizens, as well as the British soldiers, were quite aggressive against each other.

The townspeople would taunt the soldiers by calling them nicknames such as

“lobsterbacks” because of their red colored coats.

Photograph Analysis Rubric

Student:____________________________________________Teacher:_____________________________

_

Distinguished

(5)

Proficient

(4)

Emerging

(3)

Unacceptable

(2)

Incomplete

(0)

Objective

Subject matter and

elements in the

photograph are well developed and clear

throughout the

photo analysis

worksheet

Subject matter and

elements in the

photograph are effective and clear

throughout the

photo analysis

worksheet

Subject matter

and elements in

the photograph are evident in

the photo

analysis

worksheet

Subject matter

and elements in

the photograph are attempted in

the photo

analysis

worksheet

Subject matter

and elements in

the photograph are unclear in the

photo analysis

worksheet

Knowledge

Exceptional

summary of the situation, time

period shown, as

well as the people

and objects that appear in the

photograph

Effective

summary of the situation, time

period shown, as

well as the people

and objects that appear in the

photograph

Adequate

summary of the situation, time

period shown,

as well as the

people and objects that

appear in the

photograph

Minimal

summary of the situation, time

period shown, as

well as the people

and objects that appear in the

photograph

Rudimentary or

no summary of the situation, time

period shown, as

well as the people

and objects that appear in the

photograph

Writing

Conventions

Excellent use and

consistent

application of the rules of grammar,

usage and

mechanics; superior command

of sentence

structure

Good use and

consistent

application of grammar, usage,

and mechanics;

good command of sentence structure

Some errors in

application of

grammar, usage, and

mechanics;

limited command of

sentence

structure

Major problems

and errors in the

application of grammar, usage,

and mechanics;

weak command of sentence

structure

Poor use of and

errors in

application of grammar, usage,

and mechanics;

no command of sentence structure

Interpretation

Rich and insightful

hypothesis about

what is viewed in the photograph and

student is able to

support this with evidence

Effective

hypothesis about

what is viewed in the photograph

and student is able

to support this with evidence

Relevant

hypothesis

about what is viewed in the

photograph and

student is able to support this

with evidence

Elaborate

hypothesis is

somewhat evident using

evidence from

the photograph

Irrelevant

hypothesis; little

or no evidence is supported using

the photograph

Performance Level Conversion (TOTAL SCORE OUT OF 20)- Student Score is Circled

Distinguished Proficient Emerging Unacceptable

20 15 11 7 & below

19 14 10

18 13 9

17 12 8

16

Declaring YOUR Independence!!

Rough draft DUE at end of the period!!!!

Preamble: This section of the document should answer the following questions.

You should compile your responses in paragraph form.

To whom would you send your complaints? (Who is the audience?)

Why?

What reasons will you give for your decision to write out these

complaints?

What makes your complaints worthy?

Are there good reasons for the way things are now?

Why should things change?

Thesis: Summarize the thinking behind your desire for change in a

single sentence.

Part 2: Complaints

List the complaints you have

Part 3: Resolution

What do you want to see happen?

It will take time to change the system to accommodate all of your

complaints, but what should happen right away?

End with a profound statement that declares your independence!

Don’t forget to place YOUR “John Hancock” on the Document!!!

(This means SIGN IT!!!!)

Persuasive Writing Rubric Does not meet Partially Meets

Does not

fully meet Meets More than meets Exceeds

1 2 3 4 5 6

Content

Writing is

extremely

limited in

communicating

knowledge,

voice/point of

view with no

sense of

audience. No

points to support

your argument.

Writing is

limited in

communicating

knowledge,

voice/point of

view with little

sense of

audience. Only

one point to

support your

argument, and

no evidence.

Writing does

not clearly

communicate

knowledge,

point of view.

Sense of

audience is

vague. At least

2 points, and

some quotes to

support your

side. Your side

is understood.

Writes 5

related, quality

paragraphs.

Uses

voice/point of

view. Composes

to a specific

audience. There

are three

points, and a

quote from

each source to

support your

side. Your

argument is

convincing.

Writing is

purposeful and

focused with

strong voice/point

of view, and

engages the

audience. There

are 3 or more

points, supporting

evidence, and you

easily convince

your reader.

Writing is

confident and

clearly focused

with a distinct,

unique voice/point

of view and is

skillfully adapted

to the audience.

Your points are

strong and well

documented and

supported.

Organizat

ion

Writing is

disorganized and

undeveloped with

no transitions or

closure

Writing is brief

and

undeveloped

with very weak

transitions and

closure.

Writing is

confused and

loosely

organized.

Transitions are

weak and

closure is

ineffective.

Uses correct

writing format.

Incorporated a

coherent

closure.

Writing includes a

strong beginning,

middle, and end.

With some

transitions and

good closure.

Writing includes a

strong beginning,

middle, and end

with clear

transitions and

focused closure.

Vocabular

y

Careless or

inaccurate word

choice which

obscures

meaning

Language is

trite, vague, or

flat.

Shows some use

of varied word

choice.

Uses a variety

of word choice

to make writing

interesting.

Purposeful use of

word choice.

Effective and

engaging use of

word choice.

Language

Mechanic

s

Frequent run-ons

or fragments, no

variety in

sentence

structure. Part

of speech shows

lack of

agreement.

Frequent errors

in mechanics.

Many run-ons or

fragments.

Little variety in

sentence

structure.

Inconsistent

agreement

between parts

of speech.

Many errors in

mechanics.

Some run-ons

and fragments.

Limited variety

in sentence

structure.

Occasional

errors between

parts of

speech. Some

errors in

mechanics.

Uses simple,

compound, and

complex

sentences.

Maintains

agreement

between parts

of speech. Uses

correct

punctuation,

capitalization,

etc.

Frequent use of

varied sentence

structure.

Consistent

agreement

between parts of

speech. Little

error in

mechanics.

Consistent variety

of sentence

structure

throughout. Use

consistent

agreement

between parts of

speech. Few, if

any, errors in

mechanics.

Editing

Little or no

evidence of

spelling

strategies. Lacks

evidence of

editing.

Limited

evidence of

spelling

strategies.

Limited

evidence of

editing.

Some evidence

of spelling

strategies,

some evidence

of editing.

Applies basic

grade level

spelling. Uses

structural

analysis for

phonetic

spelling.

Incorporates

the entire

writing process

using resources.

Consistent use of

spelling

strategies.

Consistent

evidence of

editing.

Creative and

effective use of

spelling

strategies.

Skillfully edited.

Total:

Name: ______________________________________________ Date:_________________

Revolutionary Period Test

Bozigian – American History/Civics Pt 1

Part I: Name Game: match person to accomplishment

____1. Thomas Jefferson A. King of England during Revolution

____2. George Washington B. “The British are coming”

____3. Paul Revere C. support the war effort

____4. Lord Cornwallis D. leader of Sons of Liberty

____5. John Adams E. pen of the Revolution

____6. Loyalists F. led troops across the Delaware

____7. Thomas Paine G. French general

____8. Samuel Adams H. encouraged setting up NEW govt.

____9. George III I. author of Common Sense

____10. Patriots J. sword of the Revolution

K. killed in the Boston Massacre

L. surrendered at Yorktown

Part II: Fill-in-the-Blank

1. What Americans refer to as the French and Indian War is called the

_______________________________ war in Europe.

2. The _____________________________ of ____________ prohibited

settlement in the land west of the Appalachian Mountains.

3. The _____________________ ______________________ Congress was the

first example of unified action by the colonies.

4. In March, 1770, 5 Massachusetts citizens were killed by British troops

in what became known as the _____________________

____________________.

5. The British ship _______________________ was burned by Rhode

Islanders in 1772.

6. Products such as tobacco, cotton, etc, were exported to ONLY

England on English ships under the _______________________

_________________.

7. Following the French and Indian War, _________________

________________ became the leading European power.

8. Thomas Jefferson wrote the

____________________________________________.

9. The Battle of _________________________________________ began the

Revolutionary War.

10. George Washington served as the general to the

_______________________ _________________.

11. The Battle of ____________________ proved to be the turning point of

the war.

12. The Continental Army set up their winter camp at ________________

______________.

13. The deadliest battle of the war took place at

_____________________________.

14.The colonists first attempt at declaring independence was rejected

but became known as the “

___________________________________________.”

15.Cornwallis surrenders to Washington at the

________________________________.

Part III: Matching

____1. Quartering Act A. tax on paint, lead, paper, glass

____2. Stamp Act B. formally ended the Revolutionary War

____3. Townshend Act C. propaganda pamphlet

____4. Tea Act D. series of acts that sparked violent reactions

____ 5. Intolerable Acts E. signed July 4, 1776

____6. Declaratory Act F. required tax on all printed materials

____7. Sugar Act G. colonists responsible for housing British

troops

____ 8. Treaty of Paris H. sparked rebellion and a “party” in Boston

____9. Common Sense I. forced colonies to follow English rules

____10. Declaration of J. “no taxation without representation” is

Independence the colonists’ response

Part IV: Short Answer – Choose 3 of 4 - Answer in complete thoughts &

sentences.

1. Explain the importance of Thomas Paine and his pamphlet Common

Sense. Why is it significant? Give specific examples from the text and class

discussion.

2. Describe the dilemmas the colonists faced when preparing for war.

3. Describe the events that took place at THREE major battles during the

Revolutionary war. Then, explain the importance of each of these 3

battles.

4. Describe the military strengths and weaknesses for the colonists and the

British during the Revolutionary War.

Part V: REMEMBER TO ATTACH YOUR TAKE HOME

ESSAY

TO YOUR TEST!!!!!!!

Road to Revolution Key

accouterments-equipment

deposition-testimony

detachment-body of troops

disperse-separate, move off

engagement-battle

gallant-brave

grenadier-soldier carrying grenades

hostilities-open warfare

impracticable-not able to be done

infantry-soldiers trained to fight on foot

muster-gather

instant-the current month

notwithstanding-in spite of

plunder-rob

provincial-country person

ravage-severe damage

regulars-soldiers

transaction-operation

Road to Revolution Questions

1. Both these excerpts describe the same event. But they give very different versions. Why

do you think they are so different?

2. What might have been the intention of the people who wrote these accounts?

3. Do you think the writers of these excerpts were trying to give unbiased accounts of the

events of April 19th

? Refer to specific passages to support your opinion.

4. Compare the two accounts and try to decide what actually happened. Then write your

own account of the Battles of Lexington and Concord.

Presentation Rubric 1. The topic of research was clearly defined by the presentation.

2. Ideas are organized, developed and supported.

3. The presentation was neatly organized and designed.

4. The presentation involved/utilized a variety of sources.

5. Delivery included eye contact, appropriate volume and rate.

6. The presentation was completed with effort and perseverance.

7. The presentation was clear and informative.

8. All members of the group participated in the presentation.

9. The visuals enhanced and supported the presentation.

10. Depth of learning was identified through the content presented and use of visual

illustration.

Total points possible: 100

Total points earned______

General comments:

What If?!?!? The British win! The British win! You have just been informed

that the British Red Coats have defeated the Continental rebel Army.

This defeat means that the course of “American” history will be

severely altered.

With your group create a list of ALTERED EVENTS that would

make history and life today VERY different. (Example. The name

of our country would be something different . . .)

Once your list is generated you are asked to share with the class.

After class discussion, you and your group must create an artistic

representation of the changes that would occur IF the British had

won! This visual can be in the form of a NEW country flag, an

advertisement, and the front page of a newspaper complete with

headline, etc.

Each group member is then to synthesize the ideas of the

group/class in the form of a response essay highlighting the

changes that would occur in history and what they would mean to

our life today!