Road to Revolution
Instruct students to set up a new section in Evernote entitled "Road to Revolution" for all of their materials for this portion of our American Revolution unit.
Register all students on Mission US with their same usernames and passwords as the school websites (or they can do this on their own).
In Evernote, set up a new section entitled "Road to Revolution." All materials for the next couple of weeks will be stored and organized here.
Log on to Mission US website, and set up an account, using your iNewman username and password so that it is easy for you to remember your login credentials.
Homework: Actively read chapter 10 (US)
2 Prerequisite Knowledge: Englishmen's Rights
Refer to chapter 10 in A History of US: From Colonies to Country by Joy Hakim to classify the rights that Englishmen were entitled to by the 16 / 1700s, based on the Magna Carta and the Bill of Rights demanded during the Glorious Revolution.
Students complete a simple graphic organizer to take notes on these three types of rights.
This can be completed in Evernote or on paper.
Homework: Actively read chapter 11 (US)
3 Causes of Revolution: Stamp Act v. Townshend Acts
Use a compare / contrast graphic organizer such as a Venn Diagram to compare and contrast the Stamp Act and Townshend Acts. This can be done in Evernote or on paper.
Start with small groups, then share out with whole class.
Refer to chapter 11 in A History of US: From Colonies to Country and / or utilize primary sources from the Library of Congress website.
Draw a Venn Diagram in your Evernote "Road to Revolution" section. With your small group, you will compare and contrast the Stamp Act and the Townshend Acts.
Homework: Actively read chapter 12 (US)
4 Major Players: Firebrands of the Revolution
Refer to chapter 12 in A History of US: From Colonies to Country and use graphic organizers to establish background information on each firebrand, then compare and contrast the three. Use a "stations" setup so students cover each firebrand in groups.
Use the "person" organizer at each station to develop background information about each of our three firebrands: Samuel Adams, Patrick Henry, and Thomas Paine. Then we will compare and contrast all three men to get a deeper understanding of their roles in the start of the American Revolution. Refer to chapter 12 (US) that you read last night.
Homework: Actively read chapter 13 (US)
5 Causes of Revolution: Boston Massacre
Refer to chapter 13 in A History of US: From Colonies to Country as well as America's Story from America's Library: Revolutionary Period to provide students with events of and cause and effect of the Boston Massacre. Take time to analyze Paul Revere's etching, which is available in both the text and America's Story.
Start with a group discussion . . .
With your small group, discuss the picture on the cover of your textbook. What do you see in the picture? What is happening? Who are the two groups of people depicted?
6 Road to Revolution: Boston Tea Party
Using "Have Fun with History" and chapter 11 in A History of US, have students identify the six main events of the Boston Tea Party.
They can do this in class or for homework.
Using chapter 11 in your text, combined with information from the "Have Fun with History" video on the Boston Tea Party, identify what you believe are the six main events of the Boston Tea Party.
7 Road to Revolution: Boston Tea Party, Continued
Illustrate the six main events of the Boston Tea Party, with a partner, using the filmstrip graphic organizer or other template (or freehand).
Come to an agreement with your partner of what the six main events of the Boston Tea Party are.
Once you have agreed, illustrate the six events of the Boston Tea Party on the provided film strip graphic organizer.
8 Review: Trace the "Steps" toward the Revolution
Use idea found from Pinterest (board: "Teacher Stuff") to make large footprint outlines of poster board, and have students write events leading to Revolution on each one, along with the date. Organize in chronological order and display on wall or bulletin board.