PERIOD 3: 1754 – 1800

Days 1 - 5

REVIEW OF PERIOD 2 (1607-1754) TEST

 Notes on…  Time Management  Stimulus-based questioning  Addressing all parts of questions  Grading  Progress Monitoring Tools  Who?

 What?

 When  Where?

 How?

 Why?

 Credit Recovery  Who?

 What?

 When  Where?

 How?

 Why?

PERIOD INTRODUCTION… “LIBERTY! THE RELUCTANT REVOLUTIONARIES”  While watching…  Fill in the guided-notes chart  Jot down any additional information you find interesting/important at the bottom  Think about…  How/why the American Revolution happened?

 Why does the video claim the revolutionaries to be “reluctant”?

WARM-UP: THE SEVEN YEARS WAR AND THE GREAT AWAKENING

 If someone says it better, let them say it… Crash Course: US History Episode # 5  While watching, complete the fill-in notes!

PRIMARY/SECONDARY SOURCE ANALYSES: “THE REAL FIRST WORLD WAR”

1. Work in pairs to read Fred Anderson’s article and determine the historical significance of the “The Real First World War”. 2. Create a list of reasons for considering 1763 as a turning point and categorize the reasons as applying to… a. colonial–British relations b. colonial–Native American relations c. British–Native American relations

TURNING POINT: 1763 (POSTER)

 Create a small poster highlighting 1763 as a turning point for one of the three reasons listed—include at least two relevant quotations from “The American Spirit” pgs. 118 to 128 that support your reasoning

WARM-UP: TAXES AND SMUGGLING: PRELUDE TO THE REVOLUTION

 If someone says it better, let them say it… Crash Course US History #6  While watching, complete the fill-in notes!

PRIMARY SOURCE ANALYSIS “BENJAMIN FRANKLIN TESTIFIES AGAINST THE STAMP ACT” (1766)  Read “Benjamin Franklin Testifies Against the Stamp Act” (1766) [pgs. 133 – 135]  Answer the following comprehension questions… 1. Were the Americans financially able to bear additional taxes?

2. What defenses did they have available against the odious stamp tax?

BRAINSTORM: SOURCES OF POLITICAL DEBATES / PERSPECTIVES

THE BOSTON MASSACRE: WHO WAS TO BLAME?

 Examine the primary resources while answering the correlated guiding questions  Use the primary resources to help form and support an opinion on who was to blame for the Boston Massacre  Write a letter to the editor of the Boston Gazette and sign it either “A Concerned [American] Patriot” or “An Outraged [British] Soldier.”

WARM-UP: PERIOD 3 (1754 – 1800) QUIZ

“POINT OF NO RETURN”

 Write a brief synopsis of the event and determine the event’s significance to the build up to the American Revolution  Select one event that you believe was the “point of no return”  Explain in a well-formed and supported paragraph why this event was so important

PRIMARY SOURCE ANALYSIS: “THOMAS PAINE TALKS COMMON SENSE” (1776)  Read ““Thomas Paine Talks Common Sense” (1776) [pgs. 154 – 156]  Answer the following comprehension questions… 1. Were his views on mercantilism, isolationism, and reconciliation reasonable? 2. Did his arguments appeal more to passion or to logic?

PRIMARY SOURCE ANALYSIS: “THOMAS JEFFERSON’S DECLARATION OF INDEPENDENCE” (1776)  Listen to the reading while following along with “Thomas Jefferson’s Declaration of Independence” (1776) [pgs. 157 – 160]  Answer the following comprehension questions… 1. What persons or groups of persons are blamed, and which of is blamed the most?

2. What paragraph or phrase is most important in establishing sovereignty?

WARM-UP: CLASS DISCUSSION

 Define Tyranny in your own words…  Were the American colonists involved in a struggle with a tyrannical government in Britain? Why or why not?

 In the present world, are there any tyrannies that people are struggling with? If so, where and why? If not, why not?

WHO WON THE AMERICAN REVOLUTION?

 If someone says it better, let them say it… Crash Course US History #7  While watching, complete the fill-in notes!

DBQ: TO WHAT EXTENT HAD THE COLONISTS DEVELOPED A SENSE OF THEIR IDENTITY AND UNITY AS AMERICANS BY THE EVE OF THE REVOLUTION? 1. Analyze each of the documents separately and decide on the following… a.

Who or what is the source?

b. Is it a primary or secondary source?

c.

What is the main idea of the document?

2. Think about how each of the documents connect to the question 3. Complete the TEEL Worksheet to organize / outline your argument 4. Write a full essay in response to the question  DUE NEXT CLASS! SEE ONLINE FOR GRADING RUBRIC! LAST FORMAL GRADE OF THE QUARTER!