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DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

11th United States History

Unit of Study Colonization Through Revolution

Pacing

Timeframe:

Traditional 5 weeks

Block 2 ½ weeks

“Unwrapped” Priority Common Core State Standards

Skills and Concepts

SSUSH1 COMPARE and CONTRAST the development of English settlement and colonization

during the 17th Century.

a. INVESTIGATE how mercantilism and trans-Atlantic trade led to the development of colonies.

b. EXPLAIN the development of the Southern Colonies, including but not limited to reasons

established, impact of location and place, relations with American Indians, and economic

development.

c. EXPLAIN the development of the New England Colonies, including but not limited to reasons


development.

d. EXPLAIN the development of the Mid-Atlantic Colonies, including but not limited to reasons


development.

“Unwrapped” Priority Standards

“Unwrapped” Skills

(Students Need to Be Able to Do)

“Unwrapped” Concepts (Students Need

to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SSUSH1 COMPARE

CONTRAST

Development of English settlement and colonization

2 Understand 2 Application

SSUSH1a INVESTIGATE

Mercantilism/trans-Atlantic trade

4 Analyze 3 Strategic Thinking



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SSUSH1b EXPLAIN

Southern Colonies: geography, relations with Native Americans, and economic development


SSUSH1c EXPLAIN

New England Colonies: geography, relations with Native Americans, and economic development


SSUSH1d EXPLAIN

Middle Colonies: geography, relations with Native Americans, and economic development


Supporting Standards

SSUSH2 Describe the early English colonial society and investigate the development of its governance. a. Describe European cultural diversity including the contributions of different ethnic and religious groups. b. Describe the Middle Passage, the growth of the African population and their contributions, including but not limited to architecture, agriculture, and foodways. c. Describe different methods of colonial self-governance in the period of Salutary Neglect d. Explain the role of the Great Awakening in creating unity in the colonies and challenging traditional authority. SSUSH3 Analyze the causes of the American Revolution. a. Explain how the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. b. Explain colonial response to the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in the Sons and Daughters of Liberty and the Committees of Correspondence. c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence. SSUSH4 Analyze the ideological, military, social, and diplomatic aspects of the American Revolution. a. Investigate the intellectual sources, organization, and argument of the Declaration of Independence including the role of Thomas Jefferson and the Committee of Five. b. Explain the reason for and significance of the French alliance and other foreign assistance including the diplomacy of Benjamin Franklin and John Adams. c. Analyze George Washington as a military leader, including but not limited to the influence of Baron von Steuben, the Marquis de LaFayette, and the significance of Valley Forge in the creation of a professional military. d. Investigate the role of geography at the Battles of Trenton, Saratoga, and Yorktown. e. Examine the roles of women, American Indians, and enslaved and free Blacks in supporting the war effort. f. Explain the significance of the Treaty of Paris, 1783. Map and Globe Skills: 7. Use a map to explain impact of geography on historical and current events



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8. Draw conclusions and make generalizations based on information from maps 11. Compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make generalizations Information Processing Skills: 1. Compare similarities and differences 2. Organize items chronologically 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 9. Construct charts and tables 11. Draw conclusions and make generalizations 15. Determine adequacy and/or relevancy of information

Essential Questions Corresponding Big Ideas

1. How does the location (geography) of an area affect a society's economy, culture and development?

2. How did contemporary values and beliefs of the colonial period affect the existing documents and change the way society was governed?

1. The location, region, physical features, human-environmental interaction, and movement and migration of humans affect a society's economic and cultural development.

2. Events in American history such as the Great Awakening, along with Enlightenment ideas and documents, changed the way colonists felt and wanted to be governed by altering contemporary values and beliefs.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Please see file in OneDrive 11_UShistory_Unit01_preassessment Teacher Version: Please see file in OneDrive 11_UShistory_Unit01_preassessment_teacher

Student Version:

Teacher Version:



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Performance Assessment

Engaging Scenario

The year is 1783. You are an American Revolutionary veteran returning home. You are shocked and disheartened to learn there are still some individuals who consider themselves British and not American.

Your challenge: Create a narrative with supporting documents for your local library detailing the origins and development of British North America and examining the development of a new American identity.

Performance Task Synopses

Task 1: SSUSH1,SSUSH2ab,MGS7,MGS8, IPS1, IPS5, IPS11 In small collaborative groups, students will examine the establishment of British North America by comparing the geography, social development, and economy of each colonial region.

Task 2: SSUSH2cd,SSUSH3, IPS5, IPS11 In small collaborative groups, students will examine the development of colonial self-government, and analyze the influences that unified the British North American colonies. Task 3: SSUSH3;SSUSH4abdf, IPS2,IPS5, IPS11 In small collaborative groups, students will examine the primary causes of the American Revolution Task 4: SSUSH4bce In small collaborative groups, students will analyze the ideological, military, social, and diplomatic aspects of the American Revolution Task 5: SSUSH1; SSUSH2;SSUSH3;SSUSH4,IPS5,IPS15



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In small collaborative groups, students will create a written narrative detailing the transformation of the colonists from British subjects to American citizens.

Performance Task 1 In Detail

Task 1 Student Directions: In small collaborative groups, students will gather information (research as necessary) the development of each region of British North America 1. Research colonial regions and detail the following:

a. The importance of geography in the development of each region b. The social development of each region, including various European ethnic groups, the

relationship with the Native Americans, the role of the Middle Passage, and how the growth in the African population in America included contributions such as architecture, agriculture, customs, and tradition.

c. The economic development of each region, including ways in which the economic development differed, the impact of mercantilism, and the Trans-Atlantic Trade.

2. Create a graphic organizer including the information and ideas above. Task 1 Teacher Notes:

• An introduction to the content for this task will take place using whole group instruction prior to the students beginning the task. Students have been given the autonomy to create their own charts as long as all content is included, however if teachers deem it necessary, they may of course provide the students with a template.

• Chart paper or butcher paper may be helpful to allow students enough space to create their graphic organizers.

• An enrichment activity may require students to create a map including information from the graphic organizer, including religious groups, crops, main economic activities, etc.

• An intervention strategy may require the teacher to direct students towards acceptable sources.

• Teacher Resources: o http://www.worldatlas.com/webimage/countrys/namerica/usstates/colonies.htm o https://www.landofthebrave.info/mercantilism.htm

http://www.worldatlas.com/webimage/countrys/namerica/usstates/colonies.htm

https://www.landofthebrave.info/mercantilism.htm



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Performance Task 1 Scoring Guide

4 Advanced Demonstrates Advanced

Proficiency

3 Proficient Demonstrates

Proficiency

2 Basic Demonstrates Partial

Proficiency

1 Below Basic Does Not Meet

Proficiency

• Created a graphic organizer providing details for each of the three colonial regions.

• Included a standards-based, accurate summary for each colonial region on 1. Geography 2. Social

development 3. Economic

development

• Included additional information on each colonial regions beyond the standard.

• Provided primary source evidence with source citations.

• Created a graphic organizer providing details for each of the three colonial regions.

• Included a standards-based, accurate summary for each colonial region on 1. Geography 2. Social

development 3. Economic

development

• Graphic organizer included three colonial regions, but information for each colonial region is incomplete or contains some inaccuracies.

• Graphic organizer included fewer than three colonial regions, and the information for each colonial region is incomplete or contains several inaccuracies.


Task 2 Student Directions: In small collaborative groups, students will gather information on early colonial government forms, Salutary Neglect, the Great Awakening, and the influence of the enlightenment that both helped unify and change the British North American colonies. 1. Identify and define the following terms, concepts, and/or events:

a. Mayflower Compact b. New England town meetings c. House of Burgesses d. Salutary Neglect



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e. Great Awakening 2. Create a graphic organizer summarizing the elements identified above and describe their significance 3. Write a letter as a colonist to your British relatives explaining and detailing the growing feelings of "Americanism" and how these feelings created tension in British-American relations Task 2 Teacher Notes:

• Additional research opportunities will be required.

• For the graphic organizer be sure to have students explore the significance of these topics, rather than simply defining them.

• Advise students not to overstate the emergence of American identity, as many residents of British North America considered themselves British up until the Revolution. (Even as late as the Olive Branch Petition of 1775, colonial leaders wrote of loyalty and affection for the crown.)

• An enrichment activity may require students to incorporate antecedent documents such as the Fundamental Orders of Connecticut and Iroquois Constitution.

• An intervention strategy may provide students with teacher-created summaries of the topics and allow them to describe the significance for each.


4 Advanced Demonstrates

Advanced Proficiency


Proficiency


Proficiency


Proficiency

• Identified and defined the required concepts and terms.

• Created a graphic organizer summarizing and describing the significance of the required concepts and terms.

• Wrote a letter describing the development of American unity and tension in British-American relations.

• Accurately used required concepts and terms within the letter.

• Identified and defined the required concepts and terms.

• Created a graphic organizer summarizing and describing the significance of the required concepts and terms.

• Wrote a letter describing the development of American unity and tension in British-American relations.

• Identified and defined the required concepts and terms, but did not summarize or describe their significance using a graphic organizer.

• Letter is incomplete and does not describe the development of American unity or tension in British-American relations.

• Graphic organizer or letter contain some inaccuracies.

• Identified and defined fewer than the five (5) required concepts and terms, and did not summarize or describe their significance using a graphic organizer.

• Letter is incomplete and does not describe the development of American unity and tension in British-American relations.

• Graphic organizer and letter contain



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several inaccuracies.


Task 3 Student Directions: In small collaborative groups, students will create a timeline analyzing the causes, events, and effects of the American Revolution. 1. Each timeline must include the following people/places/events: a. French and Indian War b. Treaty of Paris (1763) c. Proclamation of 1763 d. Stamp Act e. Intolerable Acts f. Sons and Daughters of Liberty g. Committees of Correspondence h. Thomas Paine's Common Sense i. Declaration of Independence j. American-French alliance k. winter camp at Valley Forge l. Battle of Trenton m. Battle of Saratoga n. Battle of Yorktown o. Treaty of Paris (1783) 2. Each element on the timeline must be placed in chronological order. Each element must be annotated to include the appropriate date, and a written explanation of how this element contributed to the American Revolution. 3. Discuss and select the five most significant turning points on the road to Revolution, and describe in detail each element in one paragraph. Task 3 Teacher Notes:

• Students should be placed into cooperative/collaborative groups of 4 students where possible.

• Each student in the group should have a specific and well-identified responsibility.



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• An enrichment activity would encourage students to deepen their understanding of the period’s events and to make connections to the causes, practices, and events leading to the revolution by examining a variety of documents. Such documents include, but are not limited to the Currency Act, 1767 NY Quartering Act, changes in the evidence necessary to prove Navigation Act violations, misuse of Writs of Assistance, the Gaspee Affair, Quebec Act, Tea Act as well events during the revolution such as the three British strategies for victory and how the final strategy lead to Yorktown, etc.

• An intervention strategy may decrease the required concepts within the timeline as well as the number of paragraphs required.

• Teacher Resources: o https://www.gilderlehrman.org/ o http://teachingamericanhistory.org/ o https://www.docsteach.org/ o The "Liberty's Kids" animated series.



Proficiency


Proficiency


Proficiency


Proficiency

• Created a chronological, annotated timeline of 15 required elements.

• Selected more than five (5) significant turning points and provided one paragraph for each element.


• Created a chronological, annotated timeline of 15 required elements.

• Selected the five (5) most significant turning points and provided one paragraph for each element.

• Timeline was not chronological, but was accurately annotation.

• Selected fewer than five (5) significant turning points, but provided a detailed paragraph.

• Timeline was incomplete and is missing or contains inaccurate annotation.

• Selected fewer than five (5) significant turning points, and did not provide a detailed paragraph for each.

https://www.gilderlehrman.org/

http://teachingamericanhistory.org/

https://www.docsteach.org/



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Task 4 Student Directions: In small collaborative groups, students will select one of the following products to create demonstrating the roles and significance of the required elements. You may include multiple elements within each product you choose to create.

a. political cartoon(s) b. illustration(s) c. paragraph-length explanation(s)

Required elements:

a. wartime diplomacy of Benjamin Franklin and John Adams b. George Washington as a military leader c. Foreign military aid (e.g. Baron von Steuben and Marquis de Lafayette) d. women e. American Indians f. enslaved and free African Americans or Blacks

Task 4 Teacher Notes:

• Additional research opportunities will be required • An enrichment activity may require solely the creation of multiple more rigorous products (i.e.,

political cartoons, propaganda pieces, etc.) • An intervention strategy may provide students with a template or additional examples of products.


4 Advanced Demonstrates

Advanced Proficiency


Proficiency


Proficiency


Proficiency

• Created a product accurately detailing the role and significance of the required element.

• Product included multiple elements.

• Product included additional topics or identified groups

• Created a product accurately detailing the role and significance of the required element.

• Created a product detailing the role or significance of the required element.

• Product contains some inaccuracies.

• Product incomplete or does not detail the role or significance of a provided required element.

• Product contains several inaccuracies.



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beyond the provided elements.

• Provided referenced primary source evidence with source citations.


Task 5 Student Directions: In small collaborative groups, students will create written narratives to show how the colonists evolved from loyal British subjects to American citizens. Each group member will explain one of the topics below, using supporting evidence from Performance Tasks 1-4. Each group should select a member who will proofread all of the narratives.

• Group Member 1: Early colonial development • Group Member 2: Emergence of American identity • Group Member 3: Road to revolution • Group Member 4: Revolutionary War – causes, practices, effects

Task 5 Teacher Notes:

• If groups do not contain four members, students may have to assume an additional task.

• Students’ narratives should include specific details and evidence to support their claims

• An enrichment activity may require few students in a group or the creation of additional visual aids.

• An intervention strategy may require more than four students per group, additional students could be proofreaders or editors; alternatively, a fifth student could be tasked with creating the visual project explained in the advanced domain below.



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Proficiency


Proficiency


Proficiency


Proficiency

• Created four (4) written narratives detailing the evolution of colonists from British subjects to American citizens.

• Each narrative detailed the following: 1. Early colonial

development 2. Emergence of

American identity 3. Road to

Revolution 4. Revolutionary

War.

• Additionally used technology (e.g. PowerPoint, Prezi, Microsoft Movie Maker, etc.) to convey the content of their written narratives in a visual manner.

• Provided referenced primary source evidence with source citations.

• Created four (4) written narratives detailing the evolution of colonists from British subjects to American citizens.

• Each narrative detailed the following: 1. Early colonial

development 2. Emergence of

American identity 3. Road to

Revolution 4. Revolutionary

War

• Created four (4) written narratives detailing the evolution of colonists from British subjects to American citizens, but the information contains some inaccuracies.

• Created fewer than four (4) written narratives detailing the evolution of colonists from British subjects to American citizens, and the information contains several inaccuracies.



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Instructional Strategies

Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other

Intervention Strategies

Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in

different media

Pair-share

Modeling

Language scaffolds: e.g., sentence frames



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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text

sets

Providing additional guided practice

Refer to students’ IEP or 504 plan

Assistive technology

Deconstruct complex sentences and texts

L1 support

increased opportunities for

student-student talk

Strategic vocabulary instruction

Additional think time

Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways



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Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts,

mathematics, science and/or social studies courses

Above grade level accelerated English/language

arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration

Instructional Resources and Materials

Suggested Resources Suggested Technology Resources

SSUSH1c

https://sheg.stanford.edu/puritans [Stanford History Education Group – Inquiry-based lesson plan including primary sources and analysis on The Puritans.]

https://sheg.stanford.edu/king-philips-war [Stanford History Education Group – Inquiry-based lesson plan including primary sources and analysis on King Philip’s War.]

SSUSH2b

http://slaverebellion.org/index.php?page=african-contribution-to-american-culture [From the Slave Rebellion.org website. A very interesting essay entitled African Contributions to American Culture by Joseph E. Holloway Ph.D. It contains an excellent discussion regarding the contributions of slaves to American culture]

http://slaverebellion.org/index.php?page=african-american-architecture-a-hidden-heritage [Another article entitled African American Architecture: A Hidden Heritage by Joseph E. Holloway Ph.D., discussing African-American contributions to architecture.

SSUSH2c

https://www.landofthebrave.info/salutary-neglect.htm [From the Land of the Brave website. An excellent and understandable review of Salutary Neglect with a comprehensive timeline]

http://www.worldatlas.com/webimage/countrys/namerica/usstates/colonies.htm (multiple maps of 13 colonies)

https://www.landofthebrave.info/mercantilism.htm [Land of the Brave website. History of trade, plantations, colonialism and colonization in the 13 Colonies]

http://www.bbc.co.uk/history/british/empire_seapower/trade_empire_01.shtml [From the BBC website. British mercantilism and the growth of its empire of which slavery was an integral part]

http://www.ushistory.org/us/5.asp [U.S. History.org website. A short discussion from U.S. History.org on the motives for Southern colonial growth]

https://www.landofthebrave.info/southern-colonies.htm [Land of the Brave website. An excellent overview of the geographic economic development. Includes trade, government, maps, timelines, and interesting facts]

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/indians/ [Library of Congress overview of Virginia colonial relations with Native Americans with options to review primary source documents via hyperlink]

http://is.muni.cz/th/179860/pedf_m/Relations_between_English_Settlers_and_Indians_in_17th_Ce

https://sheg.stanford.edu/puritans

https://sheg.stanford.edu/king-philips-war

http://slaverebellion.org/index.php?page=african-contribution-to-american-culture

http://slaverebellion.org/index.php?page=african-contribution-to-american-culture

http://slaverebellion.org/index.php?page=african-american-architecture-a-hidden-heritage

http://slaverebellion.org/index.php?page=african-american-architecture-a-hidden-heritage

https://www.landofthebrave.info/salutary-neglect.htm

https://www.landofthebrave.info/salutary-neglect.htm



https://www.landofthebrave.info/mercantilism.htm

http://www.bbc.co.uk/history/british/empire_seapower/trade_empire_01.shtml

http://www.bbc.co.uk/history/british/empire_seapower/trade_empire_01.shtml

http://www.ushistory.org/us/5.asp

https://www.landofthebrave.info/southern-colonies.htm

https://www.landofthebrave.info/southern-colonies.htm

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/indians/



http://is.muni.cz/th/179860/pedf_m/Relations_between_English_Settlers_and_Indians_in_17th_Century_New_England.pdf




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http://historyofmassachusetts.org/what-was-the-british-policy-of-salutary-neglect/ [From Massachusetts History.org website. This is a more comprehensive history regarding salutary neglect and provides detail and interesting facts regarding the development of the policy and the Navigation Acts that sought to enforce mercantilist economic policy]

SSUSH2d

https://sheg.stanford.edu/great-awakening [Stanford History Education Group – Inquiry-based lesson plan including primary sources and analysis on the Great Awakening.]

http://www.great-awakening.com/roots-of-revolution/ [From the Great Awakening.com website. Provides a good overview of the Great Awakening and how it helped to create a shared national experience and unique American identity prior to the American Revolution]

SSUSH3a

http://www.encyclopedia.com/history/united-states-and-canada/us-history/french-and-indian-wars [From encyclopedia.com website. The site provides a good general overview of the French & Indian War]

https://history.state.gov/milestones/1750-1775/treaty-of-paris [From the U.S. Department of State website. This site provides a good analysis of the history of the war and the Treaty itself and indicates how it led to new tension between Britain and her American colonies]

https://history.state.gov/milestones/1750-1775/parliamentary-taxation [From the U. S. Department of State website. The article discusses the taxation by Parliament on the American colonies and how this helped to lead to the American Revolution]

SSUSH3b

https://sheg.stanford.edu/stamp-act [Stanford History Education Group – Inquiry-based lesson plan including primary sources and analysis on the Stamp Act.]

https://history.state.gov/milestones/1750-1775/parliamentary-taxation [From the U. S.

ntury_New_England.pdf [This is a graduate thesis. The conclusion, pp. 82-83 provides an accurate and factual discussion of New England relations with Native Americans]

https://www.landofthebrave.info/middle-colonies.htm [Land of the Brave website. An excellent overview of the geographic economic development. Includes trade, government, maps, timelines, and interesting facts regarding the Middle Colonies]

https://www.landofthebrave.info/new-england-colonies.htm [Land of the Brave website. An excellent overview of the geographic economic development. Includes trade, government, maps, timelines, and interesting facts regarding the New England Colonies]

SSUSH 2

http://www.mpsaz.org/rmhs/staff/jxcollums/class2/core1/files/comparing_colonies.pdf [This is a high school website providing an excellent chart comparing the differences between the three colonial regions with cultural information that can be determined from the chart category entries]

https://www.scribd.com/doc/47059629/AP-US-History-Colonial-Comparison-Chart [Another excellent comparison chart created by an honors student]

SSUSH3

http://historyanimated.com/verynewhistorywaranimated/?page_id=332 (animated French and Indian War map)

SSUSH4

http://www.pbs.org/ktca/liberty/chronicle.html (informative text and mock newspaper articles regarding American Revolution)

http://www.authentichistory.com/1600-1859/1-

revolution/index.html [The Authentic History

Center – Images and artifacts related to American

Revolution.]

http://historyofmassachusetts.org/what-was-the-british-policy-of-salutary-neglect/

http://historyofmassachusetts.org/what-was-the-british-policy-of-salutary-neglect/

https://sheg.stanford.edu/great-awakening

http://www.great-awakening.com/roots-of-revolution/

http://www.great-awakening.com/roots-of-revolution/

http://www.encyclopedia.com/history/united-states-and-canada/us-history/french-and-indian-wars



https://history.state.gov/milestones/1750-1775/treaty-of-paris

https://history.state.gov/milestones/1750-1775/treaty-of-paris

https://history.state.gov/milestones/1750-1775/parliamentary-taxation


https://sheg.stanford.edu/stamp-act




https://www.landofthebrave.info/middle-colonies.htm

https://www.landofthebrave.info/middle-colonies.htm

https://www.landofthebrave.info/new-england-colonies.htm

https://www.landofthebrave.info/new-england-colonies.htm

http://www.mpsaz.org/rmhs/staff/jxcollums/class2/core1/files/comparing_colonies.pdf

http://www.mpsaz.org/rmhs/staff/jxcollums/class2/core1/files/comparing_colonies.pdf

https://www.scribd.com/doc/47059629/AP-US-History-Colonial-Comparison-Chart

https://www.scribd.com/doc/47059629/AP-US-History-Colonial-Comparison-Chart

http://historyanimated.com/verynewhistorywaranimated/?page_id=332

http://historyanimated.com/verynewhistorywaranimated/?page_id=332

http://www.pbs.org/ktca/liberty/chronicle.html

http://www.authentichistory.com/1600-1859/1-revolution/index.html

http://www.authentichistory.com/1600-1859/1-revolution/index.html



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Department of State website. The article discusses the taxation by Parliament on the American colonies and Britain’s attempt to control international trade, and how this helped to lead to the American Revolution]

https://history.state.gov/milestones/1750-1775/proclamation-line-1763 [From the U.S. Department of State. The article discusses the impact of the Proclamation Line of 1763 and the Quebec Act’s impact as a cause of the American Revolution.

https://www.landofthebrave.info/intolerable-acts.htm [From the Land of the Brave website. Provides a good overview of the actions leading up to and the Intolerable Acts themselves, but erroneously lumps the Quebec Act as part of the Intolerable Acts passed by Parliament as the Coercive Acts in response to the Boston Tea Party. Many Americans considered it Intolerable, but it was not part of the Coercive Acts.

http://historyofmassachusetts.org/the-sons-of-liberty-who-were-they-and-what-did-they-do/ [History of Massachusetts website. This is an excellent discussion of the Sons of Liberty and what they did]

http://historyofmassachusetts.org/who-were-the-daughters-of-liberty/ [From Massachusetts History website. This is an excellent discussion of the Daughters of Liberty.]

http://www.history.com/topics/american-revolution/committees-of-correspondence [From the History.com website. The discussion focuses on how the Committees acted as a form of American resistance by maintaining intercolonial communications and its contribution to the First Continental Congress and the American Revolution.]

SSUSH3c

http://americainclass.org/sources/makingrevolution/rebellion/text7/text7.htm [From America in Class website. The site provides a good review of Common Sense and its impact on persuading Americans to declare their independence from Britain and how others perceived it at the time it was written]

SSUSH4a

https://history.state.gov/milestones/1750-1775/proclamation-line-1763

https://history.state.gov/milestones/1750-1775/proclamation-line-1763

https://www.landofthebrave.info/intolerable-acts.htm

https://www.landofthebrave.info/intolerable-acts.htm

http://historyofmassachusetts.org/the-sons-of-liberty-who-were-they-and-what-did-they-do/

http://historyofmassachusetts.org/the-sons-of-liberty-who-were-they-and-what-did-they-do/

http://historyofmassachusetts.org/who-were-the-daughters-of-liberty/

http://historyofmassachusetts.org/who-were-the-daughters-of-liberty/

http://www.history.com/topics/american-revolution/committees-of-correspondence

http://www.history.com/topics/american-revolution/committees-of-correspondence

http://americainclass.org/sources/makingrevolution/rebellion/text7/text7.htm

http://americainclass.org/sources/makingrevolution/rebellion/text7/text7.htm



19

https://sheg.stanford.edu/declaration-independence [Stanford History Education Group – Inquiry-based lesson plan including primary sources and analysis on the Declaration of Independence.]

http://classroom.monticello.org/kids/resources/profile/6/Middle/Jefferson-and-the-Declaration-of-Independence/ [From the Monticello Classroom.org website. A good overview of Jefferson and the Committee of Five]

https://polsci101.wordpress.com/2009/12/14/political-theory-in-the-declaration-of-independence/ [From the University of Michigan’s Intro to Political Theory Blog. An excellent review of the philosophical contributions of Locke, Rousseau, and others to the writing of the Declaration of Independence]

SSUSH4b

https://history.state.gov/milestones/1776-1783/french-alliance [From the U.S. Department of State website. The article discusses the French alliance and the work of Benjamin Franklin and his French counterpart in creating the alliance]

http://www.revolutionary-war.net/john-adams.html [From the revolutionary war.net website. The article is a short history on John Adams but contains a section detailing his diplomatic work in France and Holland and his criticisms of Benjamin Franklin]

http://www.historyisfun.org/learn/learning-center/colonial-america-american-revolution-learning-resources/american-revolution-essays-timelines-images/the-french-alliance/ [From the History is fun website. The article provides a very good overview of French assistance to the American Revolution]

SSUSH4c

http://www.ushistory.org/valleyforge/Washington/george2.html [From the U.S. History.org website. A longer than usual article, it is nonetheless interesting and provides an excellent overview of Washington as a military leader and most of his battles as well as Valley Forge]

https://allthingsliberty.com/2013/05/impact-of-von-steuben/ [From the Journal of the American

https://sheg.stanford.edu/declaration-independence

https://sheg.stanford.edu/declaration-independence

http://classroom.monticello.org/kids/resources/profile/6/Middle/Jefferson-and-the-Declaration-of-Independence/



https://polsci101.wordpress.com/2009/12/14/political-theory-in-the-declaration-of-independence/

https://polsci101.wordpress.com/2009/12/14/political-theory-in-the-declaration-of-independence/

https://history.state.gov/milestones/1776-1783/french-alliance

https://history.state.gov/milestones/1776-1783/french-alliance

http://www.revolutionary-war.net/john-adams.html

http://www.historyisfun.org/learn/learning-center/colonial-america-american-revolution-learning-resources/american-revolution-essays-timelines-images/the-french-alliance/




http://www.ushistory.org/valleyforge/Washington/george2.html

http://www.ushistory.org/valleyforge/Washington/george2.html

https://allthingsliberty.com/2013/05/impact-of-von-steuben/

https://allthingsliberty.com/2013/05/impact-of-von-steuben/



20

Revolution website. This is a very good article regarding the impact of the Baron von Steuben on the Continental Army]

https://allthingsliberty.com/2015/05/the-marquis-de-lafayette-european-friend-of-the-american-revolution/ [From the Journal of the American Revolution website. A very good article regarding the contributions of the Marquis de Lafayette to the American cause]

http://www.ushistory.org/us/11f.asp [From the U.S. History.org website. This article deals with the significance of Valley Forge in creating a professional army as well as the privations experienced by the Continental Army soldiers]

SSUSH4d

http://www.history.com/topics/american-revolution/battles-of-trenton-and-princeton [From the History.com website. This article discusses the Battles of Trenton and Princeton and their significance to the Revolution and tangentially infers the significance of the Delaware River in protecting Washington from counter attacks]

http://www.u-s-history.com/pages/h679.html [From the U.S. History.com website. The article discusses how Washington used the Delaware River to his advantage in protecting his army from the British as well as crossing it to attack Trenton when the enemy felt he was demoralized as well as the battle’s significance]

http://www.history.com/topics/american-revolution/battle-of-bemis-heights [From the History.com website. This article discusses the two Battles of Saratoga and makes the point that the taking of Bemis Heights allowed the Americans to surround the British Army (Americans held the high ground) making further resistance futile thereby leading to Burgoyne’s surrender and ultimately the French Alliance]

http://edchnm.gmu.edu/teachinghiddenhistory/content/geography-victory From the George Madison University website. The site uses a map used by the Marquis de Lafayette to show how geography and the French naval presence allowed the encirclement of Lord Cornwallis” Army and led to its surrender]

https://www.gilderlehrman.org/history-by-era/hamilton/essays/no-way-out-lord-cornwallis-

https://allthingsliberty.com/2015/05/the-marquis-de-lafayette-european-friend-of-the-american-revolution/



http://www.ushistory.org/us/11f.asp

http://www.history.com/topics/american-revolution/battles-of-trenton-and-princeton

http://www.history.com/topics/american-revolution/battles-of-trenton-and-princeton

http://www.u-s-history.com/pages/h679.html

http://www.history.com/topics/american-revolution/battle-of-bemis-heights

http://www.history.com/topics/american-revolution/battle-of-bemis-heights

http://edchnm.gmu.edu/teachinghiddenhistory/content/geography-victory

http://edchnm.gmu.edu/teachinghiddenhistory/content/geography-victory

https://www.gilderlehrman.org/history-by-era/hamilton/essays/no-way-out-lord-cornwallis-siege-yorktown-and-america%E2%80%99s-victory-war-f




21

siege-yorktown-and-america%E2%80%99s-victory-war-f [From the Gilder-Lehrman website. This article provides a detailed history of the Battle of Yorktown and the surrounding of Cornwallis. It also provides details of Lord Cornwallis’s life before and after Yorktown]

Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

resistance independence ideological ethnic group Enlightenment proclamation battle alliance correspondence foreign diplomacy sovereignty intolerable hierarchy fertile diverse legislature compare contrast analyze investigate explain

mercantilism Trans-Atlantic self-governance salutary neglect evangelism Great Awakening Mayflower Compact House of Burgesses Trans-Atlantic

LL11-12WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.





22

Weekly Planner

Course: U.S. History (Unit 1) Colonization through Revolution

Pacing

Priority (in bold)

and Supportin

g Standards

Engaging Learning

Experiences

Core Instruction (in bold) and additional resources

Formative Assessment

s

Week 1 on block schedule or Weeks 1-3 on traditional schedule Start date: ______

SSUSH1

SSUSH2

MGS7 MGS8 IPS1 IPS5 IPS11

Intro Engaging Scenario and Task 1: Create chart Task 2a: Define terms Task 2b: Create flow chart Task 2c: Write letter

Introduce 13 colonies – differences, similarities among the three regions Explore life under British rule, especially economically Trace the development of an American identity, with particular emphasis on the Great Awakening

Scoring guides from Tasks 1, 2a, 2b and 2c As an Exit Question, students can make a tree map with characteristics of the New England, Middle and Southern colonies Students could answer #1, 4 and 7 from the pre-assessment Think-Pair-Share about the development of African-American culture in the 17th and 18th centuries Students could make a T-chart about pros and cons of living under British rule



23

Pacing

Priority (in bold)

and Supportin

g Standards

Engaging Learning

Experiences

Core Instruction (in bold) and additional resources

Formative Assessment

s

Week 2 On block schedule or Weeks 4-5 on traditional schedule

SSUSH2 SSUSH3

SSUSH 4

IPS2 IPS5 IPS11 IPS15

Task 3a: Create timeline Task 3b: Write annotations Task 3c: Write paragraphs about turning points Task 4: Create work product on the American Revolution Task 5: Write narrative

Analyze causes of the discontent that led to the American Revolution http://blog.constitutioncenter.org/2013/06/join-or-die-americas-first-political-cartoon/ (Ben Franklin’s “Join or Die” political cartoon during the French and Indian War)

Scoring

guides from

Tasks 3a, 3b,

3c and 4

Students

could add to

the T-chart

they began

last week

about pros

and cons of

living under

British rule

Students

could create a

Circle Map on

causes of the

American

Revolution

Post

Assessment

http://blog.constitutioncenter.org/2013/06/join-or-die-americas-first-political-cartoon/

http://blog.constitutioncenter.org/2013/06/join-or-die-americas-first-political-cartoon/

rigorous curriculum design - dekalb county school district · rigorous curriculum design—unit...

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